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Getting Started in Math WorkshopThe first 10 Days

As we all know rituals and routines are an essential component to effective classroom management. This could not more true with math workshop. The first few days of school are crucial for developing the procedures that will guide the class for the rest of the school year. I begin each year by explicitly teaching the necessary rituals and

http://ashleigh-educationjourney.blogspot.com/

All-inclusive guide to the first 10 days of

math workshop.Created by Ashleigh


routines for math workshop to run smoothly. I have found that students respond better when procedures are taught through direct instruction in small chunks of time. Therefore, for the first ten days of school before I begin my math lesson, I give a brief mini lesson on a math workshop procedure. After the mini lesson I make an artifact (chart) and display it for several weeks in my room, so that I can refer students to the artifacts when they have questions about math workshop, which allows them to become more independent. I have included a brief overview of the first ten days of math workshop and a detailed description of each of the routines lessons, with teacher notes and student instructions. I have left this product in Word, because each teacher is different and will likely want to make changes to make these procedures fit their own classroom.

First Ten Days at a Glance

Day 1

What is Math

Workshop?

Day 2

Good Habitats of

Math Students

Day 3

What Happens

During Work Time?

Day 4

What Happens During

Closing?

Day 5

Accountable Talk

Day 6What do I do

When I Finish?

Day 7

Procedures for

Manipulatives

Day 8

How to Work in a

Group

Day 9

What is Struggle Time?

Day 10

Multiple Representatio

ns

Day 1-What is Math Workshop?

***Teacher Notes***Math workshop is a curricular model that offers teachers a lot of flexibility in their math instruction. It is important for students to understand the flow of each day’s math workshop. Students work better when there is a definite routine and consistency. However, there is a great deal of flexibility within each part of math workshop. During the mini lesson some days the teacher may introduce a new skill, review a skill, practice vocabulary, read a picture book, model how to complete a task, conduct class discussion, and many other things. Work time can be used for performance tasks or traditional assessments. Teachers may have their students work in centers during work time, while other teachers may have everyone working on the same task. Some days students may work in groups, with partners, or by themselves. During the closing several students may


share or only one student, and the students may use various forms of technology.

***Student Instruction***There are three parts of math workshop: mini lesson, work time, and closing. Mini Lesson (Opening)

Usually about 10-15 minutes Whole group Teacher led Practice a skill Get directions for a task

Work Time Usually 30-40 minutes May work in groups, with

partners, or individually Teacher will be working with groups or individuals Students will complete a math task, usually requires a lot of

problem solvingClosing

Usually 10-15 minutes Whole group Student led Teacher selects a few students to share what they did during

their work time and what strategies they were able to use. Students may ask the presenter questions

Day 2-Good Habitats of Math Students

***Teacher Notes***This lesson begins teaching students about the behavior and academic expectations during math workshop. One behavior that should be strongly emphasized is that good math students show all of their work. One of the main characteristics of math workshop is having students use multiple representations to show their work. We want students to get right answers, but we also want them to understand the HOW and WHY of math.Another important behavior to discuss is that all students should remain on task. During this lesson there should be clear consequences in place and explained in advance for students who do not meet this expectation. I like to discuss what students who are on task are and are not doing.

***Student Instructions***I typically allow students to do think, pair, and share to brainstorm good habits of math students. I will have them think to themselves for 30 seconds, then turn to their partner and each have a turn sharing things they think are good habits for math students. We then meet


together as a whole group, and I create an artifact of the majority of their responses.

I try to make sure students include the following. Stay on task Show their work Check their work Only talk about math Try their best Explain their work Come to class prepared

Day 3-What Happens During Work Time?

***Teacher Notes***This lesson revisits the mini lesson on “What is Math Workshop?” This focuses more in depth on what is happening during work time, which will vary from class to class. If you plan on using centers, explain how you will be implementing them throughout the year.

During work time students will complete a given task or assignment. The task is one of the most critical portions of math workshop. The tasks should engaging and allow students to develop a conceptual understanding of the concept being taught. It is also important to assign tasks that require critical thinking and problem solving. As students complete the tasks they can use various resources and manipulatives. Students will benefit from completing tasks that are open ended or where there is more than one solution. It is also important to allow students to use a variety of strategies to complete the workshop task. Work time can be uncomfortable for some students, because the tasks are often very different from what they are used to. They should not be able to breeze through a task without having to do some problem solving or critical thinking.

During work time the teacher should walk around and monitor the different groups. It can be beneficial to take notes and records of some of the conversations heard in the math groups. The teacher can also meet with individual students and small groups to work on different skills as needed. These small groups should remain flexible throughout the year.

***Student Instructions***


During this lesson I describe the following expectations. Raise your hand if you need the teacher-Do not take your work to your

teacher Keep the noise down Stay on task Show all of your work Only talk about math Don’t get frustrated-you may not know all of the answers or finish with

everything-do your bestI also explain that during work time the teacher will be doing several different things: walking around and listening to the different groups discuss their math thinking, meeting with small groups on a specific skill, meeting with individual students. During this lesson I explain to students that I do not want any interruptions while I am working with a math group. Day 4-What Happens During Closing?***Teacher Notes***It is easy to overlook closing during math workshop; however, it is an essential piece to the model. During this time the teacher should ask students preplanned questions that require students to extend their understanding of the concept. It is also important to address any misconceptions that students may have about the skill or concept. During work time I try to find two or three students who have done a good job on their work time task, and I allow them to share during closing. (Document cameras are an amazing tool for closing!) When students share they have to explain HOW they did the task or found a solution. They should not just tell the class what they got for their answer. I like to try to find students who used different strategies, but who all found the same final answer. Wrong answers can be very useful too. During closing, don’t just tell students that the answer is wrong but have the class determine WHY it is wrong and how to correct it. At the beginning of the year it typically takes a great deal of modeling and practice to teach students how to appropriately share. The presenter can ask for questions or comments and call on two or three students. The other students may ask the presenter questions about the math he or she presented.

***Student Instructions***For this lesson I like to create an artifact that says “Responsibilities During Closing”Teacher

Chooses Students Takes Notes Ask Questions

Presenter Shares their work Explains HOW they found their answer Discuss the strategies they used


This would be a great time to show students how to use Document Camera if it is available.

Audience Actively Listens Makes Comments Asks Questions

Day 5-Accountable Talk

***Teacher Notes***Accountable talk is when the students talk and listen to each other using the correct terminology and vocabulary of the standards. Accountable talk also encourages students to explain their thinking and to engage in math discussions. Students should be constantly challenged to ask their classmates to explain their mathematical thinking or to ask questions to further develop his or her understanding on the concept. This is often very difficult for students at the beginning of the year, but after a little practice it is amazing to listen to students’ discussions about math. During the first weeks of math workshop I try to record different questions and phrases that I hear students using and then share those questions and phrases during closing as great examples of accountable talk. I remind my students daily to use accountable talk.

***Student Instructions***Explain to students that they are expected to use accountable talk during work time and closing. I like to create an artifact of “Accountable Talk Sentence Starters”. I display that artifact throughout the remainder of the year and refer to it almost daily and add to it during the year.∞ I agree with you because…∞ I disagree with you because…∞ I think … because…∞ I would like to repeat what (name of another student) said in my own words.∞ I would like to add on to what (name of student) said.∞ How do you know that?∞ Can you give me some examples?∞ Where did you find that information?∞ What do you mean?∞ I know that because it says here…∞ Why do you think that?∞ Can you explain that more?∞ Say more about that (please).


Day 6-What Do I Do When I Finish?

***Teacher Notes***This particular routine will vary greatly from teacher to teacher. The most important thing is to make sure students know exactly what they are supposed to do if they finish their work time task early. If possible, I like to add extensions to my work time task that students can complete.

These are some other suggestions for what students can do if they finish early:

Have a early finishers file Create math file folders games/activities Computer games Tubs of math games and/or activities Create interactive bulletin boards with challenging word

problems for students to solve if they finish early Have tubs of math books. They are some really wonderful math

picture books Task Cards

It is also important that students understand what they should do with their work when they finish. I typically do want my students to turn their work in until after they have shared, so they can refer to their own work during closing. However there are times, like when I am giving a test that I want my students to turn in their work as soon as they are finished. The main thing is to always let students know what you expect.

Day 7-Procedures for Manipulatives

***Teacher Notes***The importance of this lesson cannot be overstated. One of teachers’ biggest complaints about math workshop is the students’ misuse of manipulatives. It is essential to be very consistent with your


expectations of how manipuatives should be used. Each teacher will need to create their own management plan for what to do when students do not use their manipulatives correctly (and they will!) When my students do not use their manipulatives correctly, I usually give each student a warning, and then make the student put away his or her manipulatives for the rest of math workshop. It does not take long for students to accept and follow the expectations.

***Student Instruction***I typically allow students to do think, pair, and share to brainstorm how to correctly use manipulatives. I will have them think to themselves for 30 seconds, then turn to their partner and each have a turn sharing things they think are important for using manipulatives. We then meet together as a whole group, and I create an artifact of the majority of their responses.

I also make sure I show students where all of my manipulatives are kept. I let them know which ones are available to them to use and which ones I do not want them to use (I try to keep those out of sight, but I still let my students know they are off limits).

How to Use Manipulatives Do not touch without

permission Handle them carefully-do

not break Everyone helps clean up Check the floor for loose

pieces Put the manipulatives

away the way you found them

Do not touch while the teacher it talking

Day 8-How to Work in a Group

***Teacher Notes***Each year the classroom dynamics will greatly influence how well a class can work together in groups. There will be some years where group work seems almost natural and some years where students will have to learn how to work together all year long. It can be beneficial to assign each group member a specific role (materials manager, recorder, messenger, etc), which helps to hold all students accountable. Students will need to be regularly reminded that all members of the group must be doing his or her part, and there should be no “hitch hiking”. One person should never be doing all of the


work. Groups should be flexible to meet the needs of each class. I occasionally give students a math workshop participation rubric, where they have to evaluate themselves on how well they participated and worked with their group.

***Student Instruction***If time permits I like to complete a short team building activity for this lesson. I purchase one blank, precut with about 15 pieces puzzle for each of my groups. (I usually have groups of 4). Then, before class starts I remove one piece from each of the puzzle, but I don’t tell my students about the missing piece. I just explain that I want them to put their puzzle together as a group. It doesn’t take long for students to realize that they can’t put their puzzle together, because they are missing a piece. I use the problem to illustrate the point that we can’t have complete groups if one person is missing or not doing his or her part. Then, I let students decorate the cover of their puzzle together as a group. During our discussion about group work I make another artifact on “How to Work in a Group”

Stay on topic Use quiet voices Listen to each other Help each other Ask your group members

questions Be kind and supportive

Day 9-What is Struggle Time?

***Teacher Notes***Struggle time is usually an unfamiliar concept to students that is often very frustrating. However, struggle time is a very necessary part of math workshop. Since many of the tasks are complex and require critical thinking, most students cannot simply look at the assignment and immediately know what to do. They have to stop and actually analyze the question and decide what they have to do to solve the problem. This can be very difficult for students, especially those who are used to “getting it” quickly and easily. It is also difficult for the teacher, because it is natural to want to just tell students what to do. It is not natural to allow your students to struggle for a few minutes. However, telling students what to do rather than letting them try to solve it on their own can prevent the students from fully understanding the concept. During this time it is important to help students remain positive and to develop an attitude of “I can do it” rather than “I don’t get it”. I try not to give any help for the first 5 minutes of work time. Then I begin asking groups guided questions to get them started, but I


refrain from telling them what to do. However, if I can see that a group has no idea of what to do, I will go ahead and intervene. If I see that the whole class is confused, I will stop and clarify the problem with the whole group. I also give students ideas of what to do when they get stuck: look at word wall, look at artifacts, brainstorm with your group, work backwards, guess and check, underline key words, look in math resource books, etc.

***Student Instruction***Explain to the class the concept of “struggle time”. Then have students brainstorm what they can do if they “get stuck”.

Understand-retell the problem in your own words Underline key words Think about what the question is really asking Plan-how can I solve this problem Try-just give it a try (guess and check) Draw a picture Work backward Make an estimate Reflect-does your answer make sense

Day 10-Multiple Representations

***Teacher Notes***Students should be encouraged or even required to represent their mathematical thinking though multiple representations. The use of multiple representations allows students to further develop their conceptual understanding of math concepts. It is often very difficult for students to put their thoughts into words, but this requires students to focus on HOW they solved the problem. The use of multiple representations also helps students learn how to communicate about math. It also helps incorporate various learning styles in math workshop.

***Student Instruction***Explain to students that good math students represent their work in multiple forms:

Pictures or other model Number sentences Written explanation Table Graph

It is very beneficial to model the use of multiple representations through a word problem or other form. Some teachers choose to do a word problem each day in a math journal, and students have to answer


the problem using a picture, number sentence, and written explanation.

Final NotesIf students are new to math workshop I would begin slowly, rather than trying to fully implement all parts of math workshop at the very beginning of the year. I like to slowly scaffold my students into math workshop, because it can be a big adjustment for them. It is typically the third week of school before I have fully implemented math workshop with all of its part, and it is even longer until my students are comfortable with the concepts of accountable talk and struggle time. However, math typically becomes one of my students’ favorite subjects, because math becomes much more real and engaging to them.


Thank you for choosing to purchase the First Days of Math Workshop. I hope that you find it useful and have great success with implementing math workshop. If you like this product, you may want to visit my TpT store where I have a variety of lessons, activities, and worksheets. There is a special section just for beginning and end of the year activities (a Smart Board version of these procedures are coming soon). I specialize in 3rd-5th grades in many different subject areas. I also have several free items in my store. All of my products are reasonably priced and are ready to be used.

Ashleigh

http://www.teacherspayteachers.com/Store/Ashleigh


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