1. Shake, Rattle, and Roll: Using Games in Math Workshop, Grades 3-5
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Shake, Rattle, and Roll: Using Games in Math Workshop, Grades 3-5
Le’Vada Gray
Friday, November 2, 2018
8:30—10:00 AM
2018 North Carolina Council of Teachers
of Mathematics Conference
Oak B

3. Discuss
What are you currently experiencing/hearing about implementing the new NC Instructional Frameworks?
How are your seeing the Mathematical Practices in your classrooms?
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4. Questions to Consider:
What are the benefits of using games during Math Workshop to support student learning?
How do you implement mathematics games during your instruction?
What is your role in developing conceptual understanding and meaningful practice in your classrooms/schools?
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#inspiremathculture
#NCMathChat
@Math_Solutions
@lamacgirl

5. Connecting Research and Practice

6. What is Math Workshop?
An approach to teaching mathematics that places students at the center of math work.
Main goal:
to develop mindset that all students have the confidence to do math.
Instructional approach designed to meet the needs of all math learners.
Differentiated instruction to reach all learners
© 2009 Math Solutions

7. Three Buckets PG pages 41-42
Math Workshop: Five Steps to Implementing Guided Math, Learning Stations, Reflection, and More, Grades K-6 (A Multimedia Professional Learning Resource). Copyright ©2017 by Math Solutions a division of Houghton Mifflin Harcourt Publishing Company

8. “Underserved students thrive in learning environments where collaboration and positive relationships are present.”
Gray, L. (2018, September 13). Building Community with MATH 180, Blog post. Retrieved from

9. Daily Lesson Structure
GL: can find and add book table if needed (P.13)
Math Workshop provides three structures to organize time to address these needs.
3 structures are different ways you could do MW on any given day. These are choices on how you could do your day.
Teacher wouldn’t do the same thing every day, you would mix it up.
Timing will vary based on individual school/classroom setting.
© 2009 Math Solutions

10. Seven Characteristics of Math Workshop
Students doing most of the math
Students making choices
Students enthusiastically talking about their mathematical thinking and reasoning with each other
Teachers facilitating, clarifying, connecting, monitoring, and collecting data as students solve problems
Students working collaboratively
Teachers allowing students to struggle with challenging mathematics
Teachers working with small groups and/or individual students
Go over 5 elements > 3 Structures are the logistical elements.
In math class, students learn new mathematical content, practice content and skills, and explore complex mathematical ideas. Because of this, Math Workshop provides three Structures to organize math instructional time in order to meet those needs.
The lesson structure looks different from day to day.
Buckets:
Classroom Arrangement
Mathematics Community
Learning Environment
© 2009 Math Solutions

11. Four Strikes and You’re Out
Probability Investigations
Four Strikes and You’re Out
Mental computation
Relationship between operations
What did you notice as you were designing.
© 2011 Math Solutions

12. Four Strikes and You’re Out
Probability Investigations
Four Strikes and You’re Out 4 3 5 2 X 8 7
Explain 4 Strikes
435 x 2 = 870
“I think I need a _____ because _____.”
© 2011 Math Solutions

13. Four Strikes and You’re Out
Probability Investigations
Four Strikes and You’re Out X = 1 3 3 2 4 8
Fraction; play
½ x 3/4 = 3/8
Process: what did you notice about my role as we played the game as a whole group
“I think I need a _____ because _____.”
© 2011 Math Solutions

14. Four Strikes and You’re Out
Probability Investigations
Four Strikes and You’re Out
Identify the core mathematical goal for the game (grade level)
Design a new version of Four Strikes
Play the game with another set of partners.
What did you notice as you were designing.
© 2011 Math Solutions

15. Seven Characteristics of Math Workshop
Students doing most of the math
Students making choices
Students enthusiastically talking about their mathematical thinking and reasoning with each other
Teachers facilitating, clarifying, connecting, monitoring, and collecting data as students solve problems
Students working collaboratively
Teachers allowing students to struggle with challenging mathematics
Teachers working with small groups and/or individual students
Go over 5 elements > 3 Structures are the logistical elements.
In math class, students learn new mathematical content, practice content and skills, and explore complex mathematical ideas. Because of this, Math Workshop provides three Structures to organize math instructional time in order to meet those needs.
The lesson structure looks different from day to day.
Buckets:
Classroom Arrangement
Mathematics Community
Learning Environment
© 2009 Math Solutions

16. Fraction Riddles

17. Riddle #1 Clue #1: 𝟏 𝟐 of the tiles are red.
Clue #2: 𝟏 𝟑 of the tiles are blue.
Clue #3: There is one green tile and one yellow tile.
Clue #4: There are 12 tiles.
After solving this riddle, model how to help students learn how to create their own riddles.

18. Riddle #2 Clue #1: 𝟐 𝟓 of the tiles are red.
Clue #2: The number of green tiles and blue tiles are the same.
Clue #3: There are 𝟑 𝟒 as many green tiles as red tiles.
Clue #4: There are 10 tiles.
After solving this riddle, model how to help students learn how to create their own riddles.

19. Partner Task Generate a riddle using no more than 20 tiles.
Write your riddle on an index card. Use vocabulary relevant to your grade level.
Exchanges your riddle with another pair and solve the riddle.
Discuss any aspects of the riddle, as needed.
Have pairs generate their own riddles. Have them write the riddle on an index cards and put the correct collection of tiles in the brown bag. Use a paper clip to attach the index card to the closed bag. Each pair exchanges riddles with another pair and solves that riddle.

20. Processing Fraction Riddles
What mathematical concepts does this activity support?
In what ways did your group support your learning?
Consider giving these to small groups to discuss – perhaps 3 tables get the first question; 3 tables get the second question; and the remaining tables get the last question.
Ask tables to share out to the whole group.

21. Seven Characteristics of Math Workshop
Students doing most of the math
Students making choices
Students enthusiastically talking about their mathematical thinking and reasoning with each other
Teachers facilitating, clarifying, connecting, monitoring, and collecting data as students solve problems
Students working collaboratively
Teachers allowing students to struggle with challenging mathematics
Teachers working with small groups and/or individual students
Go over 5 elements > 3 Structures are the logistical elements.
In math class, students learn new mathematical content, practice content and skills, and explore complex mathematical ideas. Because of this, Math Workshop provides three Structures to organize math instructional time in order to meet those needs.
The lesson structure looks different from day to day.
Buckets:
Classroom Arrangement
Mathematics Community
Learning Environment
© 2009 Math Solutions

22. Comparing Fractions Connect symbols with visual images
Explore relationship between numerator and denominator
Create models to build understanding
Introduce this minilesson by touching on these four “big ideas” of the activity
Emphasize that this is very open and offers a great deal of flexibility and room for growth as students’ understanding develops throughout the year and through the grades. For the same reason, this provides a natural opportunity for differentiation as students work in small groups or on a fraction menu.

23. Comparing Fractions Draw a blank “game board” Roll die three times
Individually decide where you want to place each number
Compare with numbers and a model (ex. pictures, number line)
ASK “What are some ways that students compare fractions?” List participant responses to help you consider what fractions to model during game.
Model one or two practice rounds using one of the strategies that the participants did not share such as compare to half (2, 5, 6), compare common numerators (2,4,5) or compare using equivalent fractions. Ask participants to share how you compared during the model games and add responses to list.
NOTE: What is the whole? This is critical for students to consider and an important point of discussion. Teacher may want to prepare some questions in advance – anticipating what students may know and where there may be confusion. >>>> NEXT SLIDE

24. Comparing Fractions Play a round with a partner
Include a drawing and/or a number line
Processing:
What conceptual understanding can students learn from this experience?
What connections do you see with your grade level content standards? with the Mathematical Practices
Invite groups to share questions they created
Note the Extensions offered on page 29. Brainstorm additional ideas for extending…
create a fraction closest to one whole
create a fraction closest to one half
Teachers may want to create a spinner or their own dice to use to

25. Comparing Fractions
What conceptual understanding can students learn from this experience?
How does this experience connect to content standards and mathematical practices?

26. Seven Characteristics of Math Workshop
Students doing most of the math
Students making choices
Students enthusiastically talking about their mathematical thinking and reasoning with each other
Teachers facilitating, clarifying, connecting, monitoring, and collecting data as students solve problems
Students working collaboratively
Teachers allowing students to struggle with challenging mathematics
Teachers working with small groups and/or individual students
Go over 5 elements > 3 Structures are the logistical elements.
In math class, students learn new mathematical content, practice content and skills, and explore complex mathematical ideas. Because of this, Math Workshop provides three Structures to organize math instructional time in order to meet those needs.
The lesson structure looks different from day to day.
Buckets:
Classroom Arrangement
Mathematics Community
Learning Environment
© 2009 Math Solutions

27. Processing Based on the your experiences during this session:
Describe how these games can support your students during Math Workshop.
Identify challenges you may encounter as you implement games.
Share one thing you’re ready to implement as a result of this session.
#ncctm18
#inspiremathculture
#NCMathChat
@Math_Solutions
@lamacgirl

28. Thank You