Find 1 mathematical characteristic that you and your tablemates share. Welcome Teachers Find 1 mathematical characteristic that you and your tablemates share. After share make note about math problem that is coming up and a need for a place to record ideas.

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 

CMS Elementary math utilizes Standards Based Instruction What it isn’t What it is 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?) 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… More or less than100? More or less than 100…how do you know?

3-5 only 52 + 39 Solve mentally share your strategy… (have participants share out, encourage different ways)

CMS Elementary math utilizes Standards Based Instruction 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

Typical Investigations Lesson 1. Classroom Routine/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… How did you see it? Record participants thinking in number sentences.

Watch the box! How many dots did you see? Write a number sentence that shows how many

Ten and “some more” Click and then click again

How Many Dots? You are a pro at this… No need to worry… Right??

Make Today’s Number using at least 2 fractions (3-5) Is….. 29 Make Today’s Number using at least 2 fractions (3-5) K-2You must use at least one set of doubles! You must use coin amounts only!

Quick Survey How Many Years have you been Teaching? How comfortable are you with the following: Standards Based Education: I am a pro!, Somewhat, Not at all Favorite subject to teach/learn

Importance of Classroom Routines

Typical Investigations Lesson Classroom Routine/Ten-Minute Math 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

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 It 1- Five in a Row, Collect 20 Together 2-Make Ten, Plus 1/2 Bingo 3- Close to 100, Capture 5 4- Multiplication Turn-Over, Factor Pairs 5- 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 observes 4. Discussion; During this portion of the lesson, the teacher guides the discussion and students share strategies

LISTENING for a purpose! Purposes: to guide discussion to determine what students need to determine teacher-assisted groups to determine class needs to complete assessments

CMS Elementary Math Standards Based Instruction 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

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 By Group Yellow Group Pop Cubes

Organizing Movement Build and Remove Ten Plus Plus 9 or 10 Bingo 35 teachers ; Add kdg. pic

How will you organize movement? Will they be in small groups, partners, on the floor, at desks, etc. For workshop For discussion For classroom routine For assessment For transitions

Keeping Track of what students do Math Workshop What 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 1 Use the recording sheet to organize your thoughts Make note of any questions or concerns that you may have as you are reading Please feel free to move around the room and view the examples of organization and structure

Additional notes… Classroom Routine/10 Minute Math Wed. Aug. 25 Session # Thur. Aug. 26 Fri. Aug. 27 Mon. Aug. 30 Tue. Aug. 31 What are students responsible for learning? Classroom Routine/10 Minute Math Materials: what point will I make about materials today? Movement: what transition will I specifically teach today? What am I observing/looking for?

Resources Pearson Training Video Site WIki