Professional Development Day Effective Use of Math Block and Centers October 20, 2006 Facilitated by Karen Machuca-4 th Gr. Math Teacher

Learning Objective Today (L.O.T.)  Utilize Math Block to incorporate direct instruction, flexible grouping, manipulative based learning, focus on problem solving, cooperative learning, use of learning centers, and math journaling.  Share effective strategies and center-based activities.  Leave with a Framework of how to best utilize your instructional time in Math.

Schedule of the Afternoon  12:15-12:45 Explore Centers  12:45-1:25 Whole Group  1:25-1:55 Center Concerns  1:55-2:00 Break/Explore Centers  2:00-2:45 Share Centers  2:45-2:55 Wrap-Up  2:55 Evaluations  3:00 Enjoy the weekend!

Why Learning Centers?  Developmentally appropriate.  Accommodate different learning styles.  Designed to emphasize and require application rather than to teach new skills.  Allows the teacher to work uninterrupted with small groups of students.  FUN and Self motivating! (What are the Other Kids Doing? Donna Marriott 1997)

Sample of Math Block Monday, Tuesday, & Wednesday  5 min.Copy Learning Objective Today and Homework Practice Book pg. 3.1  10 min. Review homework and answer any questions.  5 min. POD (3.1) (Problem of the Day) and/or Do Now.  25 min.Direct Instruction: Review addition and subtraction rules/properties (TM pg ) with Guided practice pg. 61.  20 min. Independent practice pg. 61.  5 min.Math Journal: Write definitions for each addition property and subtraction rule and include examples. 75 minutes Total Time for Math Block

Sample of Math Block Thursday & Friday  5 min.Copy Learning Objective Today (L.O.T.)  5 min. Review homework.  60 min. Students will rotate through the following centers every 15 minutes:  #1: What’s For Dinner, Honey?  #2:Target!Target!  #3:Making Change  #4:See Mrs. Machuca.  5 min.(Whole Class) Journal Writing: Which center today used the Associative Property? Explain and give anexample of how that center used this property.  75 Minutes Total Time for Math Block

Center Rotation 60 minutes with 15 minutes in each center Group A Advanced Target! What’s For Dinner? See Mrs. Machuca What’s For Dinner? Group B At Grade Level What’s For Dinner? Target! Making Change See Mrs. Machuca Group C At Grade Level But Needs Support See Mrs. Machuca What’s For Dinner? Target! Making Change Group D Below Grade Level Making Change See Mrs. Machuca What’s For Dinner? Target!

“See Mrs. Machuca” Center  Review previous week’s skills and ask students to bring up anything that they do not understand at this point in time.  Teach to the individual group’s level.  Provide challenging material for students.  Review concepts and really see what they understand.  Introduce a new center.

Sample Lesson with Teacher Word Problems with Counting Money A=Advanced I went into the store and bought a book for $3.15 and a bag of apples for If the cashier gave me back, how much money did I start out with? B=At Grade Level I went to the store and bought apples for $3.15, pears for 8.17, and bananas for If I paid with two 10 dollar bills, how much change do I receive? C=At Grade Level with Support I went to the store and bought apples for $3.15, pears for $8.17, and bananas for $4.59. If I paid with a $20 dollar bill, how much change do I receive? D=Below Grade Level I went to the store with $20.00 and bought a bag of candy for How much change do I get back?

Problems You Have Been Experiencing with Centers?          

Strategies To Solve Center Problems          

Group Practice/Sharing  Share with the group the centers you brought today.  Explain the specific task of the center.  Time permitting, Let’s explore the centers as if we were the students…

Quick Center Ideas That Don’t Cost a Thing!  Create your own word problem with pictures from magazines, cards, etc. Use the same pictures for Writing Prompts!  Save everyday containers, rotate problem solving questions pertaining to your current area of study, and place questions in your sturdy box!  Old decks of cards can be used for Multiplication War, Place Value, Target game, and so much more!  Eating at a Restaurant? Ask the Manager if you could have one of the menus and create word problems accordingly.

Journal Writing  Name two things that were helpful to you today?  Which center can you adapt to your classroom for immediate use?  Will you implement centers differently now? Explain how or why the change. D

Internet Resources  Classroom Organization and Workstations  Primary Grades  Education World (Hunt the Fact Monster activity)  A to Z Teacher Stuff  Lesson Planet (membership fee is required) Lessonplanet.com  Pro Teacher  Word Game Boards  Sample of a teacher’s classroom with centers in use. 

Book Resources  What are the Other Kids Doing…while you teach small groups? Creative Teaching Press (1997) by Donna Marriott  Month-By-Month Phonic for Upper Grades (1998) by Patricia M. Cunningham and Dorothy P. Hall  More Alternatives to Worksheets (1994) by Creative Teaching Press  The Complete Guide To Classroom Centers (1996) by Creative Teaching Press  Take It to Your Seat Math Centers Grades 4-6 (2002) by Evan-Moor  Centers on the Go Grades 4-6 (2005) by The Learning Works  Success With Sight Words-Multisensory Ways to Teach High-Frequency Words (1999) by Creative Teaching Press  Amelia’s Journal Book Series by Marissa Moss. Published by Simon & Schuster.  Making Spelling Words Stick! (2004) Scholastic. By Richard Piccirilli and Todd Zuk.

Make It a Great Year! Thank You for Your Participation Today!