1. Guided Math and Math Workshop
A Standards based approach to Mathematics Instruction

3. DID TEA simply shift TEKS from one grade level to another in the revision process?
It’s expected with the TEKS changes that concepts be developed through the use of concrete objects and models before students are expected to apply that understanding in a problem-solving context. If a concept is moved to a lower grade level, the expectation is that at the new grade level, students explore the concept with concrete models before they are expected to apply their understanding.

4. For example, in grade 5 students explore the multiplication and division of rational numbers with models to prepare them for the 6th grade standard that asks them to multiply and divide rational numbers fluently.
What do these shifts mean for us as Teachers?
We cannot rely on simply teaching students a formula to answer math problems anymore.
Students will need to learn concepts at varying paces, as not all students will master a deep understanding at the same time.

5. Math Workshop: A Small-Group Approach to Teaching Math

6. WHY CONSIDER A WORKSHOP APPROACH TO MATH INSTRUCTION?
Each student receives small group, need specific instruction, followed by independent work time
Allows for students to be rotated/moved to different groups by lesson or unit
Students are engaged at all times in mathematics practice, and concepts are reinforced daily in stations
Students are motivated by the rotation, and manage themselves with little need for teacher interruption

7. Students receive a 10 minute, whole-class mini-lesson
Format:
Students receive a 10 minute, whole-class mini-lesson
Students meet with teacher in small group for 15 minutes, then engage in independent practice of concept
Students not meeting with teacher are engaged in independent/partner math stations that are aligned with the TEKS
During last 5 minutes, teacher provides whole-class review, closing and possible preview of next lesson
1 Hour of Math Instruction:
10 minute mini-lesson (whole-class)
3 (15 minute) small group meetings with teacher (45 minutes total) while other students are doing independent practice or stations
5 minute closing

8. Working with Partners žDecreases noise level žEasier to take turns
žIncrease student engagement
žSit EEKK style or face one another for partner games
žOdd number of students? One student works alone (or have one group of 3).
žPairing must be: flexible, flexible, flexible
It can still be a group of 4 just make sure you have 2 sets!!

9. Clear Instructions and Expectations
Students should be able to go to a station
Read instructions
Look at examples
Students should be able to work with group without having to get clarification

10. Teacher Station Leading differentiated small group instruction
Observing students and making anecdotal notes about their progress
Watching how students work independently and with peers is critical to understanding student thinking
Providing multiple ways for students to show what they know
Modeling and thinking aloud
Conferencing with individual students

11. Small Group Table Use manipulatives to build conceptual understanding
Bridge mathematical understanding from Concrete to Pictorial to Abstract stages (C-P-A)
Reinforce academic vocabulary
Connect concepts
Encourage mathematical discourse
Encourage collaboration and teamwork
Scaffold learning by giving just enough support
Give feedback to students

12. How do you manage your math workshops and hold students accountable?
Journals
Recording Sheets
iPod/iPad video
Take a picture
This is so the kids are accountable for the work they do at that station
if students aren't interested-- that's when they need more accountability --use a chrome book to record or take a picture of student work

13. End with the beginning in mind
ALL children can learn mathematics
A numeracy-rich environment promotes mathematical learning.
Learning at its best is a social process.
An organized classroom environment supports the learning process.
Students learn best when modeling, think-alouds, guided and independent practice, communicating with peers, meaningful tasks, and choice are folded into a numeracy rich environment

14. WHAT MIGHT THIS LOOK LIKE IN A CLASSROOM?
5th grade: Lesson: Add and Subtract Decimals
— 12:30-12:40 Minilesson
— 12:40-12:55
Group A: Meet with Miss Happy
Group B: Flashcard Station
Group C: Math Game Station
Group D: Work at Seat
— 12:55-1:10
Group A: Work at Seat
Group B: Meet with Miss Happy
Group C: Flashcard Station
Group D: Math Game Station
— 1:10-1:25
Group A: Flashcard Station
Group B: Work at Seat
Group C: Meet with Miss Happy
—1:25-1:30 Review/Closing

15. Math Workshop Aberly Foreman Crouch McMurry Estes Jacobs Jordan Kent
R. Salazar
Muller
Buchanan
Baiter
Holcomb
Gober
Dach
Duke
Kaptchinskie
Leino
Preuss
S. Salazar
Math
Workshop
Now we want 4 per grade level in a group
I.P. Share what is working in your class on the padlet
What are your struggles: Share them on the chart paper
Technology Station

16. https://padlet.com/rhenley3/MASH_NOV5
Take a moment to fill out the padlet or observe your peer’s suggestions.

17. Reflect over Math Workshop in your journal
Reflect over Math Workshop in your journal. Why is it important to implement? Include something that you will implement in your classroom. Draw a picture that sums up Math Workshop to you.
Sentence Starters:
I used to think….but now I think…
I should have gotten this one right, I just…
I know…but I’m still not sure about…
The most important thing to remember is…
Can you help me with…?
Next time I will remember to…
I’m confused about…
Now I know…