Common Core MathematicsWeaving together Deeper Thinking, Application and A Math Workshop Model

How is Math Workshop like Reading Workshop?

Reading Workshop

Math Workshop

WORKSHOP MODEL• READING

MINILESSON• Brief (15-20

minutes)• Direct instruction in

reading to introduce or review concepts, model skills

• MATH MINILESSON

• Brief (5-20 minutes)• Direct instruction in

math to introduce or review concepts, model skills, and give instructions

WORKSHOP MODEL• INDEPENDENT

READING

• Students read books or write on topics largely of their own choosing

• Strong emphasis on work that “makes sense” – reading books at student’s independent level, written response

• INDEPENDENT WORK ON MATHEMATICS

• Developmentally appropriate amount of time on task

• Elements of student choice• Math is at a “just-right”

(independent) level for students

• May include partner or small-group activities, problems, games and assignments for students to work on individually

• Extensions provided for after completion of independent (math games, explorations of manipulatives, fact practice, etc.)

WORKSHOP MODEL• GUIDED READING

GROUPS• Teachers work with

small, fluid groups organized around a similar reading level or shared strategy need

• MATH GUIDED SMALL GROUP

• Students at a similar level; support math at slightly challenging end of the “just-right” range

• Work on a strategy, reinforce or reiterate a minilesson students didn’t get, or challenge a small group ready to move ahead

WORKSHOP MODEL• WORD STUDY• Students work on

spelling patterns, word recognition, vocabulary, phonics

• NUMBER STUDY• Students work on

exploring and studying patterns, basic facts, and computational strategies

WORKSHOP MODEL• CONFERRING IN

READING• Teachers sit alongside

students as they work• Teachers research

and understand what students are working on through conversations

• Conferences inform instruction

• CONFERRING IN MATH• Teachers sit alongside

students as they work • Ask questions to find out

how a student is thinking about the math he/she is doing

• Conferences inform instruction

• Probe thinking to find out where there are misconceptions, gaps in understanding, deficient skills

WORKSHOP MODEL• READING / WRITING SHARE• Workshops conclude by

highlighting learning done by students during independent reading

• Share is more than an opportunity for students to be proud of what they have done – also teaching/learning opportunity

• Repeats the teaching point and gives students another chance to make sense of the day’s lesson

• MATH SHARE • Share strategies

throughout the Math workshop

• Moves learning forward by examining how students made use of strategies

• Gives students opportunity to get feedback from peers

• Student voices should dominate

• Responses welcome including requests for clarification, restating of what was said, an opinion, or an extension.

What could Math Workshop Look Like?

Group Mon Tues Wed Thurs

Fri

1. Brad, Donte, Jayla, Ray, Telecia, Terrone

X X X X  

1. Tameshia, Jose, Carlos, Keon, Monica

X X X    

1. Luke, Rosa, Nori, James, Connor, Beth,

Rodney

      X X

1. Quin, Maria, Min, Davisha, Derrianna, David, Ryan

        X

RICE StrategyR- Read • Reread if necessary • Look for data & essential information I- Illustrate Data • Underline what the question is asking • Find all essential info • Highlight data C- Calculate • Plan & solve using a math • operation, skill or concept • Show all of your work E- Evaluate • Double-check your work • Prove your answer is correct

Number of the Day

Common Core Math-

•What patterns do you see?•What stayed the same?•What changed?• How did it change?• How did knowing the answers to the first equation helps you figure out the answer to the next equation?

Number String• 36 ÷ 3 =• 36 ÷ 6 =• 18 ÷ 6 =• 180 ÷ 6 =• 180 ÷ 12 =• 1800 ÷ 12 =• 3600 ÷ 12 =

Number Strings

Common Core Math-

•What did you notice?

•What patterns do you see?

• How can relationships from previous equations help you predict the product for the third equation?

Number String15 X 18

4 ½ X 6015 X 36

15 ½ X 36

Differentiation in Workshop• Students read at

different levels of independence, so we offer them different texts.

• Students compute at different levels of independence, and we offer them the same numbers……

Consider this….A group of volunteers planted 1440 tulip bulbs in the park. They planted 36 rows, with the same number of rows in each row. How many bulbs in each row did they plant?

A group of volunteers planted _______ tulip bulbs in the park. They planted _____ rows, with the same number of rows in each row. How many bulbs in each row did they plant?• A (80, 5)• B (570,15)• C (1,440; 36)

A mathematician, like a painter or a poet, is a maker of patterns.If his patterns are more permanent than theirs, it is because they are made with ideas.

By Godfrey Harold Hardy                                A Mathematician’s

Apology