1. FIND 1 MATHEMATICAL CHARACTERISTIC THAT YOU AND YOUR TABLEMATES SHARE. Welcome Teachers

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. New Teacher Training Quick survey Math journals -quick survey as people enter? (graph stories) 8:30-840 Warm-up Math task 840-850 standards based classroom 8:40-10:40 Math Lesson (model) 11:30-12:30 Lunch 12:30-2:00 -when to show books/components Grade Level Planning (10-day plan) Assessment

4. Math Journals Purpose How to set up Management When to start Please select any color paper you would like to, fold it in half, and write your name on the cover.

9. Warm - Up This number is odd This number has two digits This number is a multiple of 3 The sum of the digits in this number is greater than 15

10. What it isn’t What it is 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… 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?) CMS Elementary math utilizes Standards Based Instruction More or less than100?

11. 52 + 39

12. 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 CMS Elementary math utilizes Standards Based Instruction

13. Typical Investigations Lesson 1. Classroom Routine/Ten-Minute Math; spirals,

14. Classroom Routines/ 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?

15. Watch the box! Keep your eyes on the box…

16. Watch the box! How many dots did you see?

17. Ten and “some more”

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

19. Today’s Number! Is….. 29 Make Today’s Number using at least 2 fractions

20. Today’s Number is… 45 You must use at least one set of doubles! You must use coin amounts only!

21. Quick Survey How Many Years have you been Teaching? Which topic(s) would you like have additional training? Favorite subject to teach/learn

22. 3 Keys to Successful Math Workshop Organizing children for movement Organizing materials for learning Listening and observing for evidence of learning

23. Workshop K- Roll and Record, Build It 1- Five in a Row, Collect 20 Together 2-Make Ten, Plus1/2 Bingo 3- Close to 100, Capture 5 4- Multiplication Turn-Over, Factor Pairs 5- Division Compare, Multiplication Compare

24. 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

25. Video Clip Discussion in a 4 th grade classroom

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

27. 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

28. LISTENING for a purpose! Purposes: A. to guide discussion B. to determine what students need C. to determine teacher-assisted groups D. to determine class needs E. to complete assessments

29. 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 CMS Elementary Math Standards Based Instruction

30. 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

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

32. Organizing Movement Build and Remove Ten Plus Plus 9 or 10 Bingo Add kdg. pic

33. 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

34. 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

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

36. 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

37. Additional notes… Wed. Aug. 25 Session # Thur. Aug. 26 Session # Fri. Aug. 27 Session # Mon. Aug. 30 Session # Tue. Aug. 31 Session # 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?