Math Focus Lesson Planning Sheet
Math Focus Lesson Planning Sheet
|Focus Lesson Topic |Introduce Math Workshop |
|MA Standards |5.OA.2 |
|Standards for Mathematical | |
|Practice |1. Make sense of problems and persevere in solving them. |
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| |2. Reason abstractly and quantitatively. |
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| |3. Construct viable arguments and critique the reasoning of others. |
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| |4. Model with mathematics. |
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| |5. Use appropriate tools strategically. |
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| |6. Attend to precision. |
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| |7. Look for and make use of structure. |
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| |8. Look for and express regularity in repeated reasoning. |
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|Materials |Chart paper (optional), materials for the EDM games Addition Top-It, Name that Number, and paper or slates for|
| |Name Collection Boxes (or any other familiar game the teacher wishes to substitute with), one math notebook |
| |for each student |
|Connection |Today I'm going to introduce our Math Workshop and we will have a chance to talk about and practice the |
| |structure of it with a focus lesson, some independent problem solving through math games that will probably be|
| |familiar to you, and a group share.. |
|Direct |Similar to Readers' and Writers' Workshop, Math Workshop is our class math time where we will explore, |
|Instruction |practice, and investigate various math topics. Math Workshop begins with a focus lesson where I will teach you|
| |various math concepts or present you will a problem to solve. We might work together on a class math problem, |
|Whole group instruction that may |at times we might explore or try out a new math strategy or approach, and it's a time for us to think aloud |
|include: presentation of problem |about various math quandaries we are experiencing and discover ways of problem solving. |
|solving scenario, explicit | |
|teacher modeling of skill or |After the focus lesson, we will move into independent problem solving which is a time for you to practice the |
|strategy application, development|particular math concept we are learning about. During this time you will sometimes work by yourself, |
|of anchor charts, etc. |sometimes work with a partner, and sometimes work with a group. Just like during Readers’ Workshop and |
| |Writers’ Workshop, there will also be times when I am conferring with you about your math thinking and times |
| |when I will work with you in a small group. Independent problem solving is also a time where you might be |
| |playing a math game, investigating a math concept or solving a math problem using various mathematical |
| |manipulatives, or writing about your math thinking in your math notebook. |
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| |The last part of our math workshop is a group share. During this part of our workshop you will be sharing your|
| |math thinking with the class, and we will wrap up our class discussions and big ideas of the lesson. |
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| |(Teacher can make a math anchor chart that outlines the 3 parts of math workshop using blank chart paper) |
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|Guided Practice |Now I'd like you to turn and talk with a partner to talk about the three parts of math workshop and some of |
| |the things I said you would be doing during Math Workshop. |
|Send Off [for Independent Problem|For independent problem solving today, I've set up three math work stations with different games that you or |
|Solving] |someone in your group will probably be familiar with. |
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| |The first station is Addition Top-It. (This is a game from EDM Grade 4. Teacher may substitute this for any |
| |other familiar game.) |
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| |The second station is Name that Number. (This is a game from EDM Grade 4. Teacher may substitute this for any|
| |other familiar game.) |
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| |The third station is thinking about numbers by completing some Name Collection Boxes. (This is a routine from |
| |EDM Grade 4. Teacher may substitute this for any other familiar game or routine.) |
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| |Teacher may have students rotate throughout the three stations today or simply have students engage in one |
| |station. During this time, the teacher should be walking around the classroom, focusing on rules of behavior |
| |(e.g. sitting near your partner, using tools appropriately, using a quiet voice to talk with your group). The|
| |teacher should focus on these rules of behavior for several days or weeks (if necessary) before beginning math|
| |conferring and teaching small groups. |
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|Group Share |Let’s come back together and talk about what you noticed today during Math Workshop. What did you notice |
| |during the focus lesson? What did you notice during independent problem solving? What did you notice about |
|Whole group discussion to share |student behavior during the focus lesson? What did you notice about student behavior during independent |
|math learning, synthesize |problem solving? What did you notice me doing during math workshop? |
|thinking about lesson’s “big | |
|ideas,” develop/add to anchor |Please take out your math notebook. We will talk more about this notebook in the coming days, but for today, |
|charts, etc. |let’s just open to the first page, write the date on the top, and write the three parts of Math Workshop. Be |
| |sure to include a title at the top of your page that says Math Workshop, so you will know what these three |
| |things are when we review this tomorrow . |
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