Math Workshop Model

PROCEDURE / DESCRIPTION / ASSESSMENT
1.Make the Connection
(2 minutes) / Start with
(“…Yesterday I noticed…..
……Today we are going to……)
*Pose essential question
2. Mini Lesson
(15 minutes) / I do- Teacher explicitly teaches vocabulary and how to solve 2 problems on the board.
We do- Solve 1 problem on the board. Call on students to help with each step as both students and teacher solve problem together
You do-Give students a problem to solve. Walk around and monitor progress. Give another problem using discretion if students need more practice. /
  • Calling on students to help solve problems
  • Thumbs up, Thumbs in the middle, Thumbs down
  • Checklist

3. Explain Group Work and Expectations
(3 minutes) / Describe activities for groups 1, 2, and 3.
Clarify and remind students about routines and procedures during this time. /
  • Asking students to recall procedures during group time

4. Students Work on Group Tasks
(45 minutes) / The intent for 45 minutes is to spend 15 minutes with each group. This will vary on a daily basis. Depending on the concept, the teacher may spend 20 minutes with the lower group, and split the remainder of time with the other two groups.
5. Problem Solving and Conversations
(5 minutes) / Bring students together whole group to discuss a problem that extends their thinking, and would require a quick group discussion. Pose the problem on the board, give students 1-2 minutes to discuss it with a neighbor or small group, and ask for student thinking to solve the problem on the board. This is a culminating time where students bring all skills to the table from previous lessons including today’s lesson, to solve the problem.
6. Exit Ticket
(2 minutes) / Pass out a quick piece of scrap paper to students. Have them write their names right away. Pose no more than 2 problems on the board, and ask students to copy the problem and solve silently at their seats. You can collect these on their way out the door or they can hold them up silently for you to collect until everyone is finished. /
  • Exit ticket will help with quick remediation for individual students

PROCEDURE / DESCRIPTION / ASSESSMENT
1.Make the Connection
(2 minutes) / Essential Question:
2. Mini Lesson
(15 minutes) / I do-
We do-
You do- /
  • Calling on students to help solve problems
  • Thumbs up, Thumbs in the middle, Thumbs down
  • Checklist

3. Explain Group Work and Expectations
(3 minutes) /
  • Asking students to recall procedures during group time

4. Students Work on Group Tasks
(45 minutes)
5. Problem Solving and Conversations
(5 minutes)
6. Exit Ticket
(2 minutes) /
  • Exit ticket will help with quick remediation for individual students

Area and Perimeter- 4th Grade Lesson

PA CORE STANDARDS:

M04.D-M.1.1: Solve problems involving length, weight, volume, time, area, and perimeter.

M04.D-M.1.1.3:Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. Whole numbers only.

PROCEDURE / DESCRIPTION / ASSESSMENT
1.Make the Connection
(2 minutes) / Essential Question:
How can we solve the area and perimeter of a rectangle?
Give definitions-
Area- The size of the surface of a shape (LxW)
Perimeter- The distance around a shape (L+L+W+W)
2. Mini Lesson
(15 minutes) / Pass out area and perimeter sheet.
Worksheet contains basic rectangles with units.
I do-Problem #1 and Problem 2 -direct instruction
We do-Problem problem #3-together on the board passing the pen
You do-Problem #4-independently /
  • Calling on students to help solve problems
  • Thumbs up, Thumbs in the middle, Thumbs down
  • Checklist

3. Explain Group Work and Expectations
(3 minutes) /
  • Post group work on the board (See below)
  • Give reminders for:
  • Behavior incentives
  • Noise
  • Interruptions
  • What to do when finished
/
  • Asking students to recall procedures during group time

4. Students Work on Group Tasks
(45 minutes) / Group 1-
  1. Finish area and perimeter worksheet front and back
  2. Check answers with a calculator
  3. Do Xtra Math on an iPad
Group 2-
  1. Finish area and perimeter worksheet front and back
  2. Create rectangles with Legos
  • Sketch and color them on graph paper
  • Solve the area and perimeter of each.
Group 3-
  1. Finish area and perimeter worksheet front only
  2. Complete Enrichment 15-1 with your group at the carpet
  1. Create unique shapes other than rectangles with Legos
  • Sketch and color them on graph paper
  • Solve the area and perimeter of each

5. Problem Solving and Conversations
(5 minutes) / Pose the problem:
Mrs. Bourbakis is painting her classroom wall orange. Her husband wrote the dimensions of the wall on a piece of paper:



How can she figure out the area of the wall so she knows how much paint to buy?
Have students talk in pairs to solve this. Walk around and monitor. Share answers at the end.
6. Exit Ticket
(2 minutes) / Draw a rectangle with its length and width on the front board. Have students copy this down on their exit ticket and solve it. Collect it as they quietly raise their ticket in the air, or as they walk out the door. /
  • Exit ticket will help with quick remediation for individual students

Topic-
22.
Checkbook / Balance Sheet / Name:
Date / Payee / Description / Withdrawal,
Payment (-) / Deposit,
Credit (+) / Balance / Initials