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?
Math
Workshop
Topic- Describing Polygons
& Comparing Fractions
Teacher-
Stephanie
Madison Grade Level- 3
State
Standards & Objectives
Math
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.
Language Arts
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—
Materials/Resources—
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.
Reflections—
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