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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