1. 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.

2. 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 

3. 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?

4. 3-5 only
Solve mentally share your strategy… (have participants share out, encourage different ways)

5. 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

6. 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?

7. Watch the box! Keep your eyes on the box…
How did you see it? Record participants thinking in number sentences.

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

9. Ten and “some more”
Click and then click again

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

11. 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!

12. 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

13. Importance of Classroom Routines

14. 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

15. 3 Keys to Successful Math Workshop
Organizing children for movement
Organizing materials for learning
Listening and observing for evidence of learning

16. 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

17. 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

18. Video Clip
Discussion in a 4th grade classroom

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

20. 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

21. 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

22. 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

23. 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

24. Organizing Manipulatives
By Type
Pattern Blocks
By Group
Yellow Group
Pop Cubes

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

26. 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

27. 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

28. Keeping Track of what students do
Kids “sign-in” and date each time they visit an activity
Make 10
Student
Date

29. 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

30. 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?

31. Resources Pearson Training Video Site WIki