1. Math Workshop for Dual Language Classrooms
Kristin Percy Calaff, Highline Public Schools

2. Workshop Agenda Participants will be able to:
Purpose: To serve language learners effectively by supporting mathematical thinking and language skills to meet CCSS.
Participants will be able to:
Set up an interactive Math Workshop
Practice accountable “Math Talk” strategies
Solve problems using Singapore “model drawing”

3. Entry Task 1 Odd + Odd = Even Why?
Create a visual justification for why the sum of two odd numbers is always an even number.
Odd + Odd = Even
Why?

4. Listen and Compare
A: Explains ideas while partner B silently listens to understand Partner A’s thinking.
B: Explains reasoning and partner A listens.
A & B: Discuss together how ideas are the same and/or different.
This is the frame for the session

5. Mathematical Habits of Mind
Best Practices in Teaching Mathematics
Facilitator’s Power Point Presentation and Notes
4/27/2018
Mathematical Habits of Mind
Regularity, Patterns and Structure
Mathematical Representations
Connections
Mistakes and Stuck Points
Metacognition and Reflection
Persevere and Seek More
PASS OUT 1 PAGER WITH ALL POSTERS from TDG binder
English Habits of Mind & Interaction Posters
Spanish Habits of Mind Posters
©2007 Teachers Development Group

6. Math Workshop Anchor Task “Mini-Lesson” Practice/Support
Students engage in an entry task
“Mini-Lesson”
Teacher uses questions to build understanding
Students engage in Structured Math Talk
Practice/Support
Independent work & blended technology
Small group support
Closing/Reflection

7. Workshop Model Group 1 (Low/Mid) Group 2 (Mid/High) 10:00- 10:20
Readiness Activity/
Blended Tech
*(Para Support)
Entry Task &
Teacher Mini-Lesson
10:20- 10:40
Independent Practice & Blended Tech
10:40- 11:00
*Small Groups

8. Technology Tools Management: Google Classroom Free On-line Tools
Khan Academy
Xtra Math
Ten Marks
Paid Math Programs
ST Math
Think through Math
iXL

9. Entry Task 2
Adrian, Ben, and Christy put their money together to buy a birthday present for their mother. They had $78.75 altogether. Ben had half as much as Christy and Adrian had 4 times as much as Ben. How much money did Christy contribute?

10. Revoice and Compare A: Shares ideas while B listens silently
B: Revoices A’s ideas without judging or correctly
B: Shares ideas while A listens silently
A: Revoices B’s ideas
A& B: Discuss similarities and differences
This is the frame for the session

11. Mathematical Habits of Interaction
Best Practices in Teaching Mathematics
Facilitator’s Power Point Presentation and Notes
4/27/2018
Mathematical Habits of Interaction
Private Reasoning Time
Compare our Logic and Ideas
Explain
Critique and Debate
Listen to Understand
Math Reasoning is the Authority
Genuine Questions
Multiple Pathways
Spanish Habits of Interaction Posters
©2007 Teachers Development Group

12. Model Drawing Steps 1. UNDERSTAND
Read the problem and visualize the situation.
Underline the important information (Who? What? How?)
Write an “mmm” statement.
2. PLAN
Draw a diagram.
Label the parts.
Put the ? in place.
3. SOLVE
Do the math. (Choose a strategy.)
4. CHECK
Fill in in your answer. (Does it make sense?)

13. José had _____ baseball cards. 250
José collected 425 sports cards. He had 75 more baseball cards than football cards. How many baseball cards did José have?
José had _____ baseball cards.
250
José’s football cards
175
425
José’s baseball cards
175 75 ?

14. Michael had ______ books at first.
After selling 27 books, Michael had 46 books left. How many books did he have at first?
Michael had ______ books at first. 73
Michael’s books 46 27 ?

15. Devin ran _____ laps around the track.
Devin ran 3 times as many laps around the track as Miguel did. If they ran around the track 24 times altogether, how many laps did Devin run around the track?
Devin ran _____ laps around the track. 18 M 6 24 D 6 6 6 ?

16. Entry Task 3
Maria made some cookies. ⅓ of the cookies were chocolate chip, ¾ of the remainder were oatmeal raisin, and the rest were peanut butter. If Maria made 4 dozen cookies, how many peanut butter cookies did she make?

17. Interpret and Compare
A & B: Exchange written work and try to understand the other’s reasoning
A: Reports interpretation of B’s reasoning
B: Clarifies
B: Reports interpretation of A’s reasoning
A: Clarifies
A & B: Discuss similarities and differences
This is the frame for the session

18. Maria made _____ peanut butter cookies.
Maria made some cookies. 1/3 of the cookies were chocolate chip, 3/4 of the remainder were oatmeal raisin, and the rest were peanut butter. If Maria made 4 dozen cookies, how many peanut butter cookies did she make?
Maria made _____ peanut butter cookies. 8
Maria’s cookies 8 8 8 48 8 8 8
chocolate chip
oatmeal raisin
peanut butter

19. Resources Step-by-Step Model Drawing (Char Forsten)
Bar Modeling: A Problem-Solving
Tool (Yeap Ban Har)
Word Problems for Model Drawing Practice (Catherine Jones Kuhns)

20. Entry Task 2 Solved! 22.50 A $11.25 $11.25 $11.25 $11.25 B $11.25
Adrian, Ben, and Christy put their money together to buy a birthday present for their mother. They had $78.75 altogether. Ben had half as much as Christy and Adrian had 4 times as much as Ben. How much money did Christy contribute?
22.50
Christy contributed $_______ to buy the present. A
$11.25
$11.25
$11.25
$11.25 B
$11.25
$78.75 C
$11.25
$11.25 ?