Common Core Mathematics

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Common Core Mathematics. Weaving together Deeper Thinking, Application and A Math Workshop Model. How is Math Workshop like Reading Workshop?. WORKSHOP MODEL. READING MINILESSON Brief (15-20 minutes) Direct instruction in reading to introduce or review concepts, model skills. - PowerPoint PPT Presentation

Transcript of Common Core Mathematics

Common Core Mathematics

Common Core MathematicsWeaving together Deeper Thinking, Application and A Math Workshop Model1

How is Math Workshop like Reading Workshop?Reading WorkshopMath WorkshopEach participant has a copy of this sheet (make 35 copies). How could you transition to using a math workshop approach?What components of your literacy workshop might be transferable to a math workshop?What rules and expectations would you need to have in place in order to have an effective math workshop?How can you maintain a good balance of independent and collaborative work in math class?How might you conduct math shares in your class?

2WORKSHOP MODELREADING MINILESSONBrief (15-20 minutes)Direct instruction in reading to introduce or review concepts, model skills

MATH MINILESSONBrief (5-20 minutes)Direct instruction in math to introduce or review concepts, model skills, and give instructions

WORKSHOP MODELINDEPENDENT READING

Students read books or write on topics largely of their own choosingStrong emphasis on work that makes sense reading books at students independent level, written response

INDEPENDENT WORK ON MATHEMATICSDevelopmentally appropriate amount of time on taskElements of student choiceMath is at a just-right (independent) level for studentsMay include partner or small-group activities, problems, games and assignments for students to work on individuallyExtensions provided for after completion of independent (math games, explorations of manipulatives, fact practice, etc.)

WORKSHOP MODELGUIDED READING GROUPSTeachers 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 rangeWork on a strategy, reinforce or reiterate a minilesson students didnt get, or challenge a small group ready to move ahead

WORKSHOP MODELWORD STUDYStudents work on spelling patterns, word recognition, vocabulary, phonics

NUMBER STUDYStudents work on exploring and studying patterns, basic facts, and computational strategiesWORKSHOP MODELCONFERRING IN READINGTeachers sit alongside students as they workTeachers research and understand what students are working on through conversationsConferences inform instruction

CONFERRING IN MATHTeachers 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 MODELREADING / WRITING SHAREWorkshops 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 opportunityRepeats the teaching point and gives students another chance to make sense of the days lesson

MATH SHARE Share strategies throughout the Math workshopMoves learning forward by examining how students made use of strategiesGives students opportunity to get feedback from peersStudent voices should dominateResponses welcome including requests for clarification, restating of what was said, an opinion, or an extension.

Show video clip http://youtu.be/EA3YkawKEWc

8What could Math Workshop Look Like? GroupMonTuesWedThursFriBrad, Donte, Jayla, Ray, Telecia, TerroneXXXXTameshia, Jose, Carlos, Keon, MonicaXXXLuke, Rosa, Nori, James, Connor, Beth, RodneyXXQuin, Maria, Min, Davisha, Derrianna, David, RyanXKim Parker shareShare videoTeachers Share out9RICE 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

Jennifer shares whole group strategy10

Number of the DayStudents will be required to show their thinking and explain the math, not the answer. Consider this, give students a problem and the answer, ask them to show the solving. Instructional shifts leading to shifts in assessment, formative and summative, that focus on the how and the why.

Number of the Day- Show all the ways to become flexible and fluent with64 8/10 11Common 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 String36 3 =36 6 =18 6 =180 6 =180 12 =1800 12 =3600 12 =

Math Workshop start with Warm-up- Mental Math- no paperComplete the Math Warm-up- Number Strings: strings of related problems- to play with the relationships and operations

Discuss Instructional Shifts using Anchor Chart Number Work

(5-10 minutes)

15 X 18= 10 X 18= 180; 5 X 18 =90 (half of 180); 180 + 90 = 2704 X 60 = 4 X 6 = 24 X 10 = 240; 0f 60 = 30; 240 + 30 = 270 OR Take away the fraction- Double 4 = 9; Half 60 = 30; 9 X 30= 27015 X 36 = already calculated 15 X 18 Double the answer = 540 ( 18 doubled is 36)15 X 36 = 15 X 36 = 540 so add 18 more for the ; 540 + 18 = 558

12Number 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 184 X 6015 X 3615 X 36

Math Workshop start with Warm-up- Mental Math- no paperComplete the Math Warm-up- Number Strings: strings of related problems- to play with the relationships and operations

Discuss Instructional Shifts using Anchor Chart Number Work

(5-10 minutes)

15 X 18= 10 X 18= 180; 5 X 18 =90 (half of 180); 180 + 90 = 2704 X 60 = 4 X 6 = 24 X 10 = 240; 0f 60 = 30; 240 + 30 = 270 OR Take away the fraction- Double 4 = 9; Half 60 = 30; 9 X 30= 27015 X 36 = already calculated 15 X 18 Double the answer = 540 ( 18 doubled is 36)15 X 36 = 15 X 36 = 540 so add 18 more for the ; 540 + 18 = 558

14Differentiation in WorkshopStudents 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

15Consider 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)

Create exit slip from this slide.16A 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.ByGodfrey Harold Hardy A Mathematicians Apology

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