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Math Unit 0 – Launching Our Mathematical Mindset CommunityWeek 4 – Set Routines & Procedures for Math WorkshopLesson 16 – Introduction to Math Workshop & Preparing for Math ConferencesIn this lesson, students will learn the structure for Math Workshop and what to expect duringResources:Sammons, Laney and Donna Boucher. Guided Math Workshop. Shell Education, 2017. Print.Ed. Sheeron, Colleen. A Story of Units: Eureka Math Grade 2 Module 6 Assessment Materials. Great Minds, 2015.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 chartWhat Can I Expect During a Math Conference? chartEureka Math Grade 2 Module 6 End-of Module Assessment (or your own readiness assessment)Math Conference recording formsCopies of Fact Automaticity Interview form and 10 Addition/Subtraction Fact CardsMath Workshop – Student Responsibilities and Teacher Responsibilities chartProcedure: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 – Introduction to Math Workshop & Math Conferences (15 min.)“Mathematicians, I am very excited about our work this week. This week we are going to be putting everything we have learned so far together into what we are going to call Math Workshop. Math Workshop will be certain days that we will spend practicing math skills, working with math tools, and giving everyone a chance to work toward their personal math goals.”Display the Math Workshop Agenda chart. “Here is a chart showing what will happen in our math class on Math Workshop days. Remember, on most days we will work collaboratively to solve problems and develop our understanding of math ideas. Math Workshop days will be a little different.”Read through each section of the Math Workshop Agenda chart, talking about each bullet point briefly.“Today, I would like to talk specifically about one part of the Math Workshop time that will be a regular part of our Workshop work – the Math Conference.”Display the What Can I Expect During a Math Conference? chart.“This chart shows you what to expect during a Math Conference, including how to prepare for a conference, what will happen during the conference, and what your responsibilities are after the conference.” Read through each part of the chart, sharing your expectations.“Today, I will be conferring with the following mathematicians: (share student names). I will call you to come over to the Teacher Table when it is your time. My plan is to have a conference with every one of you by the end of the week.”“Now, you may be wondering what the rest of you will be doing while I am conducting conferences. For today’s work, I have an independent activity for you to complete. I would very much appreciate if you spend this time working silently on these tasks, because I would like to get to know you a little better as individual math learners. Do your best to complete the problems. You may whisper with your shoulder partner if you need help reading a question.”Dismiss students back to their tables and distribute the Eureka Math Grade 2 Module 6 End-of-Module Assessment. Take a few minutes to help students who need it to get started.Note: I have chosen this assessment because it connects to our first math unit in Grade 3 – Meanings of Multiplication and Division. You should choose an assessment that you feel will give you valuable information about your students in terms of their readiness for your course or grade level.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. – Fact Automaticity Inventory1 min. – Goal SettingPart 4 – Closure (15 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.Create a 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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