FIND 1 MATHEMATICAL

CHARACTERISTIC THAT YOU AND

YOUR TABLEMATES SHARE.

Welcome Teachers

Welcome !

Please make a name-tent using an index card – include your first name and grade

Find the 3 survey posters in the room. Please respond with a dot sticker

Math Journals

PurposeHow to set upManagementWhen to start

Please select any color paper you

would like to, fold it in half,

and write your name on

the cover.

Warm - Up

This number is oddThis number has two digitsThis number is a multiple of 3The sum of the digits in this number is greater than 15

What it isn’t What it is

52 + 39

First you add the two and the nine.

Then you carry the one and put the other one under the nine.

Then you add the five, three, and one…

There were 52 boxes in the house and 39 in the garage. How many boxes were there in the house and garage?

(share student work?)

CMS Elementary math utilizes Standards Based Instruction

More or less than100?

52 + 39

What it isn’t What it is

Teacher stands and talks

Students memorize procedures

Students copy teacher examples

Students talk about the math they are doing

Students use what they understand about number to solve problems

Students share and analyze their own strategies with teacher guidance

CMS Elementary math utilizes Standards Based Instruction

Typical Investigations Lesson

1. Classroom Routine/Ten-Minute Math; spirals,

Classroom Routines/ Ten-Minute Math

What are they?Where can I find them?What are they used for?Why should I do them?How do they work in the classroom?

Watch the box!

Keep your eyes on

the box…

Watch the box!

How many dots did you see?

Ten and “some more”

How Many Dots?

You are a pro at this…

No need to worry…

Right??

Today’s Number!

Is…..

29Make Today’s

Number using at least 2 fractions

Today’s Number is…

45You must use at least one set of doubles!You must use coin amounts only!

Quick Survey

How Many Years have you been Teaching?Which topic(s) would you like have additional

training?Favorite subject to teach/learn

3 Keys to Successful Math Workshop

Organizing children for movement

Organizing materials for learning

Listening and observing for evidence of learning

Workshop

K- Roll and Record, Build It1- Five in a Row, Collect 20 Together2-Make Ten, Plus1/2 Bingo3- Close to 100, Capture 54- Multiplication Turn-Over, Factor Pairs5- Division Compare, Multiplication Compare

Typical Investigations Lesson

2. Introduction; this portion of the lesson is used to introduce a concept (usually through an activity)

3. Activity(s)/Workshop; students are engaged in the math, teacher observes

Video Clip

Discussion in a 4th grade classroom

Typical Investigations Lesson

4. Discussion; During this portion of the lesson, the teacher guides the discussion and students share strategies

Typical Investigations Lesson

1. Classroom Routine/Ten-Minute Math; spirals, 2. Introduction; this portion of the lesson is used to

introduce a concept (usually through an activity)3. Activity(s)/Workshop; students are engaged in

the math, teacher observes4. Discussion; During this portion of the lesson, the

teacher guides the discussion and students share strategies

LISTENING for a purpose!

Purposes: A. to guide discussionB. to determine what students needC. to determine teacher-assisted

groupsD. to determine class needsE. to complete assessments

Rome Wasn’t Built in a Day!

What it is

Students talk about the math they are doing

Students use what they understand about number to solve problems

Students share and analyze their own strategies with teacher guidance

CMS Elementary Math Standards Based Instruction

Organizing Manipulatives

How will you organize materials so… Students can access them Students know enough about their own thinking to get

what they need Kids understand that the materials tools for them to

use when they need them, not just when it’s time for a game

See manipulatives as tools, not toys Gather and put materials away

Organizing Manipulatives

By Type

Pattern Blocks

Pop Cubes

By GroupYellow

Group

Organizing Movement

Build and Remove

Ten Plus

Plus 9 or 10 Bingo

Add kdg. pic

How will you organize movement?

Will they be in small groups, partners, on the floor, at desks, etc.

For workshopFor discussionFor classroom routineFor assessmentFor transitions

Keeping Track of what students do

Math WorkshopWhat I did this week…

Monday

Tuesday

Wednesday

Thursday

Friday

Students keep track of their work in a folder

Keeping Track of what students do

Kids “sign-in” and date each time they visit an activity

Make 10

Student Date

Creating a 10-Day Plan

Make sure that you are sitting with grade level peers

Make sure that everyone has unit 1Use the recording sheet to organize your

thoughts Make note of any questions or concerns that

you may have as you are readingPlease feel free to move around the room and

view the examples of organization and structure

Additional notes…Wed. Aug. 25Session #

Thur. Aug. 26Session #

Fri. Aug. 27Session #

Mon. Aug. 30Session #

Tue. Aug. 31Session #

What are students responsible for

learning?

What are students responsible for learning? What are students responsible for learning? What are students responsible for learning? What are students responsible for learning?

Classroom Routine/10

Minute Math

Classroom Routine/10 Minute Math Classroom Routine/10 Minute Math Classroom Routine/10 Minute Math Classroom Routine/10 Minute Math

Materials: what point will I make about materials

today?

Materials: what point will I make about materials today?

Materials: what point will I make about materials today?

Materials: what point will I make about materials today?

Materials: what point will I make about materials today?

Movement: what transition will I

specifically teach today?

Movement: what transition will I specifically teach today?

Movement: what transition will I specifically teach today?

Movement: what transition will I specifically teach today?

Movement: what transition will I specifically teach today?

What am I observing/looking

for?

What am I observing/looking for? What am I observing/looking for? What am I observing/looking for? What am I observing/looking for?