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Math Unit 0 – Launching Our Mathematical Mindset CommunityWeek 4 – Set Routines & Procedures for Math WorkshopLesson 18 – Using Task Cards and Math JournalsIn this lesson, students will set up a Math Journal and explore the Expressing Math Ideas and Using What We Know stations.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.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.Starr, J. (2013). Math Journal Prompts Aligned to the Common Core Grade 2. Retrieved from Kennedy, G. (). 2nd Grade Math Enrichment Projects. Retrieved from Materials:Dot cards (for Number Talks)Math Workshop Agenda chartMath Conference recording formsMath Workshop – Student Responsibilities and Teacher Responsibilities chartCopies of Math Journal Prompts & Tic-Tac-Toe Project MenuMath Workshop Tracking formsWorkstation Expectations charts (Expressing Math ideas & Using What We Know)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 – Expressing Math Ideas and Using What We Know (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, we have been learning about another way we will be using our math time – the Math Workshop.” Briefly review the Math Workshop Agenda chart.I will continue to confer with students today, and yesterday we learned about two possible components of our Math Workshop workstations – Computer Stations and Developing Fluency. Today we will be learning about two more workstations: Expressing Math Ideas and Using What We Know.” Have students help read through the Expressing Math Ideas Expectations chart.“In the Expressing Math Ideas workstation, you will be responsible for keeping a Math Journal to record your work. This Math Journal is different than the Math Notebook we will be using for you to record notes and group work during our Problem-Solving Lessons.”“There will be many kinds of tasks and activities that you will work on in the Expressing Math Ideas workstation. For now, we will focus on one activity called Journal Prompts. These prompts are idea starters for you to represent in your notebook in as many ways as you can, remembering to take your time, be creative, and use multiple representations.”Model an example of a Journal Prompt and how to add it to the Math Journal (cut and paste). “The next workstation we will be exploring today is called Using What We Know.” Ask students to help read through the Using What We Know Expectations chart.“In the Using What We Know workstation, there will be a selection of projects that you can work on to use your math knowledge in different situations, such as writing songs, building models, or creating presentations. These projects will be presented in a menu format. The menu we are going to work on today is called a Tic-Tac-Toe Menu.”Read through the activities on the menu, reminding students that the object of a tic-tac-toe is to get 3 in a row across, up-and-down, or diagonally. They must also choose 3 projects on the menu that meet this criterion. Note: I am specifically choosing initial activities from Grade 2 standards in order to allow students to a) review content they should have learned prior to Grade 3, and b) focus more on learning the expectations of each workstation rather than on new math content.Conduct a brief Status of the Class, reminding students of all their choices during Math Workshop today:Announce who you will be conferring withAssign students to the Computer StationMUST DO – Finish Eureka Math Grade 2 Module 6 End-of-Module AssessmentUsing What We Know – Pre-Multiplication Project MenuExpressing Math Ideas – selection of journal promptsDeveloping Fluency – Numberless Word Problems or Pick a StrategyPart 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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