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Math Unit 0 – Launching Our Mathematical Mindset CommunityWeek 4 – Set Routines & Procedures for Math WorkshopLesson 17 – Fact Fluency Games and Using the Computer StationsIn this lesson, students will play individual fluency games and learn to use the classroom computers for independent math work.Resources:Sammons, Laney and Donna Boucher. Guided Math Workshop. Shell Education, 2017. Print.Sammons, Laney and Donna Boucher. Guided Math Workstations. Shell Education, 2017. Print.O’Connell, Susan and John SanGiovanni. Mastering the Basic Math Facts for Addition and Subtraction. Heinemann, 2011.Parrish, S. Number Talks: Whole Number Computation, Grades K-5. Math Solutions, 2014. Print.Parrish, S. Number Talks Reproducibles: Dot Images and Five- and Ten-Frames. Math Solutions, 2012. Digital.Materials:Dot cards (for Number Talks)Math Workshop Agenda chartMath Conference recording formsMath Workshop – Student Responsibilities and Teacher Responsibilities chartCopies of Numberless Word Problem task cards and Pick a Strategy game cardsSet up a limited choice menu of computer activitiesMath Workshop Tracking formsWorkstation Expectations charts (Computer Stations and Developing Fluency)Procedure:Part 1 – Number Talk (10 min.)“Good morning, Mathematicians! Once again, we will begin today with a Number Talk. (Transition to the Meeting Area.)“Ok, Mathematicians. Get ready!” Show the dot card briefly, then hide it. Ask students to share their initial answers.Repeat the procedure, reminding students that it is OK if they want to revise their first answer. That’s a sign that their brain is growing!Ask students to share how they saw the dots. Record student ideas in drawings and equations.Part 2 – Fact Fluency Games and Using the Computer Stations (20 min.)Note: There is a lot of Teacher Talk in this lesson due to the nature of establishing classroom procedures. I encourage you to find ways to engage your students during this time to make the Teacher Talk more meaningful.“Mathematicians, yesterday we learned another way we will be using our math time – the Math Workshop.” Briefly review the Math Workshop Agenda chart.“We spent time yesterday thinking about how our Math Conferences will run, and you all worked hard to be respectful as I conferred with some of you. I will continue to confer with students today, but first I would like to talk about two of the possible workstations you will be responsible for.”Point to the Independent Work Time section of the agenda chart. “We will begin our day today looking at the Computer workstation. Most of the time, the Computer Workstation will be an assigned station, meaning that I may assign you to complete some computer work after we have a conference.” Ask students to help you read through the Computer Station Expectations chart.“All of the approved websites that you will be able to use this year will be kept on our class website. I have posted the URL for the website for you to refer to.” Note: My goal is to have the website set as the homepage on the devices students use. At the time of my writing this, I am unfamiliar with the technology available at my new school.Model how to access the website (or however you wish to post your approved websites list). For now, only list the website(s) you want your students to access.“This year, we are going to be using a program called Moby Max to help us with our math learning. Moby Max assigns you personalized lessons based on math skills you might not have mastered yet. When working in Moby Max, make sure you put forth your best effort.”Model how to log in to Moby Max and access the Math component.Note: Moby Max is a free (without full access) program. The Pro version can be purchased for a $99 Individual fee or a $1295 School fee. Teachers can register and set up classes. The first thing students will see when they begin the Math component is a Placement Test. Lessons will be assigned to students based on the results of the Placement Test.“Another important workstation that you will be responsible for this year is called Developing Fluency.” Ask students to help you read through the Developing Fluency Expectations chart.“In Math, fluency is the ability to apply strategies and procedures accurately, efficiently, and flexibly. This means that you understand how and why strategies work, you have some ideas about when best to use them, and that you are able to use different strategies to solve a variety of problems.”“One part of fluency that you will be working toward at the Developing Fluency station is Fact Fluency. Math Facts are the sums of 2 one-digit numbers and the related differences, as well as the products of 2 one-digit numbers and the related quotients. For now, the activities that you will have to choose from will only focus on addition and related subtraction facts.”“It is important to work toward fluency so that when we are trying to solve more complex problems, taking time to figure out the facts doesn’t get in the way of your thinking. Some of you may already feel like you are good at math facts, so I hope that the Developing Fluency activities will challenge you to think about new or creative strategies that might be more efficient.”Briefly explain the procedures for 2 possible activities students may choose today – Numberless Word Problems and the Pick a Strategy game. Students should be familiar with Numberless Word Problems from Week 2. The Pick a Strategy game is an independent game in which students draw from a set of flash cards and draw from a set of strategy cards, and then record the solution to the math fact using the strategy. Students should be familiar with the strategies due to 3 weeks of Number Talks.Do a quick Status of the Class, in which you will designate who will you will confer with during workshop time and who will be using the Computer Station (those you conferred with during the previous lesson). Everyone else must complete the Eureka Math Grade 2 Module 6 End-of-Module Assessment from the previous lesson, then choose from the Numberless Word Problems task cards or the Pick a Strategy game.Part 3 – Math Workshop (35 min.)While students work, call individual students to the Teacher Table for a conference. Ideally, conferences should take no longer than 5 minutes, although the first few conferences may take a bit longer (no longer than 7 minutes).Note: For these initial conferences, I have decided to use a Fact Automaticity Interview from “Mastering the Basic Math Facts in Addition and Subtraction.” This is because a major focus of Grade 2 was that students achieve fluency with addition and subtraction facts within 20, so I want to gather information on which students have achieved that goal and which have not. This will help me plan for future Number Talks. You should choose an interview that you feel will provide valuable information about your students for your course or grade level.1 min. – How are you doing?3 min. – Math Reasoning Inventory task1 min. – Goal SettingPart 4 – Closure (10 min.)Bring all students back to the Meeting Area, whether they have completed the assessment or not (they will have more opportunities on subsequent days). Ask the students who participated in conferences today to share their experiences briefly.Ask students who worked independently to reflect on the behaviors that made today’s work successful.Add to the Math Workshop – Student Responsibilities and Teacher Responsibilities chart, recording student ideas about their positive behavior on the Student Responsibilities side.Repeat for the Teacher Responsibilities. ................
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