Here is a math workshop lesson plan that I wrote towards the end of the school year. How do you use/plan to use Math Workshop in your classroom?
Topic- Describing Polygons & Comparing Fractions
Teacher- Stephanie Madison Grade Level- 3
State Standards & Objectives
3.1.2 Recognize and demonstrate that sizes of fractional parts are relative to the size of the whole. Students will be able to use sentence stems and models to write about how the same fraction of different items can be different sizes in center 1.
3.3.3 Identify, describe, compare, analyze, and classify quadrilaterals (square, rectangle, parallelogram, rhombus, and trapezoid) by their sides and angles.
Students will be able to correctly identify the names and characteristics of the polygons in center 2.
3.3.4 Identify, describe, and compare pentagons, hexagons, and octagons by the number of sides or angles. Students will be able to correctly identify the names and characteristics of the polygons in center 2.
EL.03.RE.12 Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text. Students will increase their understanding and correct use of math vocabulary in the vocabulary development center and math chant & journal center.
EL.03.RE.19 Read written directions, signs, captions, warning labels, and informational books. Students will read and follow written directions in each center.
EL.03.LI.01 Listen to text and read text to make connections and respond to a wide variety of significant works of children's literature--including poetry, fiction, non-fiction, and drama—from a variety of cultures and time periods. Students will read and follow written directions. Students will fluently read and attentively listen to chants based on mathematical concepts.
EL.03.WR.01 Find ideas for writing stories and descriptions through various sources, including conversations with others, and in books, magazines, textbooks, or on the Internet. Students will be able to write in their math journals about a variety of topics, including patterns observed in the classroom, reflections on their mathematical learning, conversations with others during math, reasoning behind mathematical processes, etc.
Instructional Organization and Learning Format—
1. Describing & Contrasting Different Shapes instructions
2. Polygon manipulatives
3. Comparing the Same Fraction with Different Items instructions
4. Fluency Center (wipeboards, markers, timed tests, flashcards, games, etc)
5. Math Chant & Journal Center (student copies of all math chants, highlighters, whisper phones, student math journals, vocab books, etc)
6. Vocab Center (student math vocab books, highlighters, colored pencils, etc)
7. Computer Center (internet access, student passwords to sumdog.com, extramath.com, ixl.com, headphones)
8. Intervention group materials (quadrilaterals, post assessment, fraction comparison worksheet, fraction test 3.1.1, blank paper, wipeboard)
Procedure, Process, and Instructional Sequence—
1. Anticipatory Set— Building off the previous day’s lesson, the teacher will remind students of the key math objectives of the workshop time and review the 2 new centers. The teacher will also remind students of potential rewards for productivity.
2. Get Every Student Involved— Each student will quickly reflect on what they did well the previous day and how they could improve.
3. Relate to Prior Learning—All of the students have experienced 4 of the 6 centers previous to this workshop, and the analysis of yesterday’s work will help them access their prior knowledge with these new centers.
4. State the Learning Objectives for the Lesson—“In center one, we will focus on using sentence stems and models to write about how the same fraction of different items can be different sizes. During your time in center two, you will identify the many names of different polygons and describe their characteristics.”
5. Input/Present New Knowledge/Skill to the Students— On day one, the teacher introduced the two new centers and modeled how to do each. Then students helped the teacher complete a few more examples for each center.
6. Check for Understanding/Ask Questions and Paraphrase— Throughout the lesson on day one, the teacher paused to ask for questions and answer them. The teacher also asked students to non-verbally give a sign of understanding (thumbs up) for each center.
7. Independent Practice with Feedback— Students will work through each of the 6 centers (completing centers 1, 2, & 3 on day one and centers 4, 5, & 6 on day two). The student teacher will be available for assistance at this time as well as pulling individual students for intervention work. The teacher will pull intervention groups for fraction test 3.1.1 & fraction test 3.1.1, and the struggling math test takers. Each student will turn in their work at the end of the workshop. Reviewing this written work, the teacher will conference with any students who are still not meeting the lesson objectives and students who appear to be ready for an additional challenge. Public congratulations of students with high levels of productivity and effort will also be given based off of this work.
8. Closure— Each student will turn in their work at the end of the workshop, and students will be asked to reflect on what they did well and where they can improve at the end of the lesson.
Adaptations—Each student is working exactly at their own level for the fluency center; this differentiation allows students to develop fluency with the particular operation on which they are working. If students complete any task at a math center, they are encouraged to challenge themselves by taking the learning to the next level, which is often evident in the problems that they make up for themselves after they’ve answered the given set of questions.
All students, including ELL’s, are encouraged to further develop their mathematical vocabulary understanding & use and are supported with multiple opportunities to practice their oral language skills (chanting to a partner, reflecting on what went well/what to improve on with the aid of sentence frames, etc). ELL students also practice their written (math journal, center 1 & 2 writing with sentence frames, fluency practice, etc) English skills as well as developing their reading skills (reading & following written instructions, reading & choosing an option for each center, listening & reading computer instructions, etc).
Struggling students, often on IEP’s, are supported through extra time to introduce topics with teach guidance, an early introduction to the unit & vocabulary, and intervention time if they are not gaining the necessary skills. Although there are no official IEP’s in this classroom for math, any student who is not showing an understanding of topics is met with in intervention groups. This lack of understanding is assessed through teacher observation, formative assessments, class assignments, homework assignments, and summative assessments. The students who met with the teacher for intervention on day one were identified through a lack of proficiency in class assignments, a student request, and lack of proficiency in homework. During day two, the student teacher continued to meet with students to quickly assess their understanding of previous units and to create intervention groups based off of those assessments, while the teacher met with groups of students who didn’t show proficiency of 80% or better on the first two fraction standards. If time allows, the teacher will also target students who generally struggle with test taking in math to assure their success on the upcoming post assessment. Intervention groups are always fluid and change from day to day as student needs change.
Although there was a challenge group for the first fraction test, no students showed proficiency with this particular set of objectives prior to the workshop. Talented and Gifted (TAG) students generally get into the ‘challenge group’ and work on independent projects, higher level centers, meeting with the teacher to learn the ‘next step’ of the same concept, more challenging homework, etc.
Multiple intelligence learning styles include verbal-linguistic (listening, writing in math journals, chanting, math vocab books), and auditory (listening to computer program, chants, & fluency games). Another multiple intelligence employed in this lesson is Interpersonal (class discussion, chanting with others, reviewing vocab with others, partner flashcards). Visual-spatial (computer programs) and bodily-kinesthetic (body spelling vocab words, moving around to different centers, flashcards) intelligences are also present in this lesson. The intrapersonal (personal journal, vocab work, personal reflection, independent center work) learning style is also included in this lesson.
Assessment Procedures/Criteria—To check for understanding of each objective, the teacher will review the work done in each center by each student, pulling students who are ready for more challenging work and those who need extra support to meet in intervention groups. Participation in the personal reflection and group sharing and the teacher’s observations will provide opportunities to assess each child’s understanding of the lesson’s objectives.