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Common Core Mathematics

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.

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Common Core Mathematics

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  1. Common Core Mathematics Weaving together Deeper Thinking, Application and A Math Workshop Model

  2. How is Math Workshop like Reading Workshop?

  3. 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

  4. 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.)

  5. 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

  6. 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

  7. 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

  8. 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.

  9. What could Math Workshop Look Like?

  10. RICE Strategy R- 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

  11. Number of the Day

  12. 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 =

  13. Number Strings

  14. 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 String 15 X 18 4 ½ X 60 15 X 36 15 ½ X 36

  15. 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……

  16. Consider this…. A group of volunteers planted 1440tulip bulbs in the park. They planted 36rows, 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)

  17. 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

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