Math Workshop

A model of instruction that allows for ALL students to be engaged in mathematics.

Lakeville Area Schools' Math Framework

LAS Math Workshop model is based on Jennifer Lempp's

Math Workshop--Five Steps to Implementing Guided Math, Learning Stations, Reflection and More

STEP 1: Understanding Math Workshop

WHAT is Math Workshop?

Math Workshop includes: number sense routines, accessible rich mathematical tasks, open-ended problem solving, small group instruction, student choice, and time for the practice of important concepts throughout the year.

WHY Math Workshop?

The benefits include:

differentiation
small-group instruction
student choice
discourse
continued practice of the big ideas

WHEN does Math Workshop happen?

each and every day!

STEP 2: The 3 Buckets of Successful Math Workshop

The 'Three Buckets' represent the conditions that teachers need to have in place to ensure an effective and successful Math Workshop. If any of the 'buckets' are left unattended, the math workshop can be challenging or not exist.

1.Classroom Arrangement

Focuses on the 'WHERE"

This bucket is "full" when the physical setup of the classroom is addressed in 3 key areas: Whole Group, Small Group, and Teacher Directed Guided Math areas.

2. Routines and Rituals

Focuses on the "HOW"

This bucket is "full" when you have taken the appropriate steps to establish routines and procedures. Students should easily and quickly know the answers to these 6 questions:

3. Mathematics Community

Focuses on the "HOW & "WHY"

This bucket is "full" when a strong mathematics community has been established and is continually reinforced with these 4 areas: Talk Moves, Sentence Frames and Starters, Constructive Struggling, and Sharing Multiple Strategies.

1.Whole Group Meeting Area

Students need to believe they are a part of a learning community. Starting and ending each math workshop time together as a whole group reinforces this belief. Typically, this will transpire at the beginning as part of a number sense routine and at the end as a reflection. The ideal classroom arrangement for such may involve students sitting in a circle on a carpet or even seated at their desks in groups.

1.What can I do?

It is important to be clear with students about what their options are for learning stations. We may use a type of “menu” system or a “may do/must do” system. The important thing to remember is that students must understand what the learning stations are, know how to interact with the station, and be clear about the expectations while engaging with the stations.

1.Model and Encourage the use of Talk Moves

Revoicing
Repeating
Reasoning
Adding on
Waiting
Turn and Talk

2.Small Group Learning Area

When students are working in learning stations they will often have at least one partner or might be in groups of three to four. There is no one best way to set up a learning station as students might sit at adjoined desks, small tables, designated areas on the floor, computer centers, and more. Having materials organized and stored in an accessible area for each station will help increase time on task.

2.Where do I go?

Students need to know expectations for where they can work in their learning stations. Consider where you are comfortable with them. Is the floor okay, under desks, stay where the station is located or are they able to move freely to another place? These decisions will vary depending on the teacher and are often influenced by student behavior. In addition, make sure students know where they go to get necessary materials. If this is not clear, you are bound to have students interrupt your math groups with questions.

2.Model and Encourage the use of Sentence Frames and Starters

I agree with_______because…

I would like to add on to what______said…

I respectfully disagree with______because…

Will you help me to understand______?

Tell me more about______.

I solve the problem by_______.

My first step was to…

This problem reminds me of…

What made you think to…

I wonder why…

I wonder if…

3.Teacher Directed Guided Math Area

Your guided math lessons may likely happen in a variety of places in the classroom. As you walk around the room observing students, you might simply pull a chair up to a group and help facilitate their thinking. However, you will also want to pull students to a designated area for small group lessons. This area might be a table or an area on the floor. When designating this area make sure to consider whether you are able to see what is going on in the rest of the classroom and if the area can easily accommodate material storage for students' manipulatives to work with.

3.Who can I work with?

This will be influenced by the work that has been assigned and from teacher preference especially if students are not showing healthy partner choices in learning stations.

No matter who students work with, spending time talking to students about how to work with one another and how to be a good “thinking partner” is never a waste of time.

3.Encourage Constructive Struggling

To encourage and support constructive struggle within a math workshop we as teachers need to be careful not to step in as a “superhero” and take over the thinking for the students. We need to try to refrain from rescuing students out of productive struggle as we might be actually stealing the opportunity from them to figure it out. Thinking as a PLC different ways we can encourage students to think of ways to get “unstuck” as this will help them learn self-reliance and perseverance which are both important parts of a math community.

4.How long do I do it?

Some learning stations may only take five minutes whereas others may take several days to complete. Whether you will be using timed rotations or open station choice can be the decision of the teacher and/or unit that is being explored. Either way, students must know the expectations for how long they should remain at a station.

4.Encourage Sharing of Multiple Strategies

The rush to get through it all throughout the day often leaves us between coverage of many topics and deep understanding of the most important concepts. By creating a culture in which multiple strategies are heard, honored, and discussed is an important way for students to gain more knowledge and ownership of the most efficient strategies.

5.What do I do if I have a question?

Even if something has been explained numerous times, students inevitably have questions. It is helpful to take a deep breath and remember that it is better that students care and are interested enough to ask the question than to have a student who would choose to simply not do the activity. Remember to use visuals as much as you can for students to refer to if they don’t remember the directions and even build in a routine of “Ask Three Before Me”.

6.What do I do when I'm finished?

One of the biggest fears teachers have when starting learning stations is that students will waste valuable learning time. Communicating the expectations of what students should do when they finish is always an important thing to discuss with students in all subject areas.

The First 20 Days of Math Workshop

Similar to setting the conditions for Reader's or Writer's Workshop with mini-lessons from The First 30 Days, teachers already know the value of taking time to set your classroom up for success. To build the conditions that need to be in place for an effective and successful Math Workshop, Jennifer Lempp offers 20 mini-lessons that focus on establishing routines, procedures, and a community of math learners. Mini-Lessons considerations:

up to 15 minutes per day
the lessons complement your math instruction, they don't replace or postpone it
may mix up the order based on needs
can be revisited when not successful or to strengthen expectations
Go slow to go fast! Remember that students need time to practice!

The First 20 Days of Math Workshop

Getting Started Checklist

Use this checklist to help you determine what you already have in place that would support Math Workshop. It will also help to identify steps you may need to take so that Math Workshop can run effectively and efficiently.

Math Workshop Getting Started Checklist.pdf

STEP 3: Decide Your Math Workshop Structure

Three Math Workshop Structures

The teacher chooses from the following three Math Workshop structures, depending on the assessment of the needs of the students and the content being taught each day:

Task and Share
Focus Lesson, Guided Math, and Learning Stations
Guided Math, and Learning Stations

Every class BEGINS with a number sense routine and ENDS with reflection.

In between, students are involved in purposeful math tasks, either individually, in pairs, or in small groups, focus lessons, guided math groups, or learning stations. As the teacher assumes the role of a facilitator, students are able to explore, discover, and ultimately become the creators of their math learning through rich, yet accessible tasks that allow for productive struggle.

Three Math Workshop Structures- An Overview.pdf

Mathematical Routines & Instructional Supports to Assist Math Workshop Framework

Task and Share Structure

Focus Lesson, Guided Math and Learning Stations Structure

Guided Math and Learning Stations Structure

WHY? Task and Share structure promotes the discovery of why students would want to learn this skill, while teachers discover what students know and don't know yet.

WHEN? Task and Share is powerful as an introduction to a unit, and also throughout a unit.

WHAT TYPE OF TASK? The rich task should have multiple points of entry, allow for different ways to solve problems, and require mathematical reasoning.

WHY? Focus Lesson, Guided Math and Learning Stations structure is used to introduce a new topic in mathematics or new learning station.

WHEN? Use the Focus Lesson, Guided Math, and Learning Stations structure several times in a unit, when students are learning a new mathematical idea that was not taught in previous years. Key Question--For how many students is this lesson appropriate? If only a small portion of the class, provide the focus lesson during guided math groups, based on the needs of the group.

WHAT? The focus lesson is based on grade-level standards and the learning target. Teachers should allow for multiple ways to solve problems and refrain from always showing their way. Explore, rather than tell ideas of numbers and computation. Focus on student talk more than teacher talk. Use Talk Moves. Limit the focus lesson to 15 minutes and ensure transitions to learning stations are efficient and smooth.

WHY? This structure removes the whole group focus lesson and frees up time to focus on and use the lesson in guided math groups.

WHEN? Best used when a whole group focus lesson has already been done on the topic and the teacher is most interested in working with small groups to observe and gather anecdotal notes on student thinking, readiness, learning preferences, math vocabulary and connections to previous learning. Teachers also make mental notes about future grouping. When formative assessment shows that any of amount of time in whole group will most likely impact only a small amount of students, small group instruction will be more effective when it is differentiated for the students.

WHAT? Guided math groups are fluid and change frequently. The groups may be heterogeneous and homogeneous, including based on readiness, interest, or random grouping.

Task and Share Look-fors Checklist

Task and Share Look-fors Template.pdf

Focus Lesson , Guided Math and Learning Stations Look-fors Checklist

Focus Lesson, Guided Math and Learning Stations Look-fors Template.pdf

Guided Math and Learning Stations Look-fors Checklist

Guided Math and Learning Stations Look-fors Template.pdf

Task and Share Lesson Plan Template

Task and Share Lesson Plan Template.pdf

Focus Lesson, Guided Math and Learning Stations Lesson Plan Template

Focus Lesson, Guided Math and Learning Stations Lesson Plan Template.pdf

Guided Math and Learning Stations Lesson Plan Template

Guided Math and Learning Stations Lesson Plan Template.pdf

STEP 4: Facilitate Your Math Workshop

Number Sense Routine

What is a Number Sense Routine?

A number sense routine is an engaging, accessible, purposeful routine to begin your math class that promotes a community of positive mathematics discussion and thinking.

Why Use a Number Sense Routine?

It is an engaging way to start math and it gives students a positive first impression for the day of learning. It promotes flexibility with numbers, respect for various problem-solving strategies, builds positivity toward mathematics, and encourages a willingness to take risks.

When Should I Use a Number Sense Routine?

Regardless of which of the three math workshop structures you choose, you should always start off the first five to ten minutes with a number sense routine. They don’t have to look exactly the same each and every day however it is important to do them consistently to make sure they become routine.

Number Sense Routine Ideas

Number sense routines do not have to be the same every day, but it is important to do them purposefully and consistently. These routines should be engaging, encourage student discourse and a sustain a positive math community.

For ideas on Number Sense Routines:

Rich Mathematical Tasks

Learning Stations

What are Learning Stations?

Learning stations (centers, partner games, etc. ) are activities for students to engage in meaningful mathematics and are provided with purposeful choices. In Math Workshop, students may take part in several learning stations guided by an organizational system or menu.

Why use Learning Stations?

Learning Stations deepen student understanding, promote a love of math and engage students in meaningful math activities so that the teacher is able to work with small guided math groups. Providing fun, engaging math learning stations can also generate excitement for math content, lessen math anxiety and break down some of the barriers that students have about mathematics.

When Should I Use Learning Stations?

Teachers may start Learning Stations right away, but introduce one at a time. The first few days should be about practice and feedback. After practicing a new station, bring students together to reflect on what went well and how they could improve. Provide feedback. When you introduce a second learning station, also provide feedback on the transitions from one station to another. Continue to add stations and revisit expectations. The teacher should monitor stations without pulling small groups until students are capable of working without direct monitoring. Then the teacher can begin guided math groups. The most important thing to remember is QUALITY over QUANTITY.

Learning Stations are used with two math workshop structures--Focus Lesson, Guided Math, and Learning Stations and the structure of Guided Math and Learning Stations.

Five Steps to Implementing Learning Stations

Step 1: Make sure the three buckets are "full"

Bucket #1--Classroom Arrangement--Where will students go? Can you see all of the students from your guided math group area?
Bucket #2--Routines and Procedures--Be explicit about expectations, Practice expectations, Provide feedback
Bucket #3--Mathematics Community--Practice how students will respectfully talk and work with one another in stations

Step 2: Create Learning Stations

Create stations that students can do without teacher support
Based on Spiraled Review Concepts (Two options often included-- Number Sense and Computation)
Based on data from assessments
Start easy--Matching Games, Bingo, Tic-Tac-Toe, Dice, Playing Cards, Digit Cards
Based on observations of student areas that need more support

Step 3: Create Learning Stations Groups

Depends on grade level and previous experiences with Learning Stations
Students may choose or Teachers may choose
Form "Thinking Pairs" or Cooperative Groups based on social and formative data
Heterogenous Groups vs. Readiness Groups

Step 4: Determine How Students Choose Learning Stations

Students love choice but need a system to navigate options
The system should communicate activities available, where to work, and arrangement of learning activities
System examples: Math Menus or Choice Boards, Must Do/Can Do, Think-Tac-Toe, Dining Out, List It or Pocket Charts
If one system doesn't work, change it!

Step 5: Determine How Students Move Through the Learning Stations

Considerations--How many stations will students move through? How long does a station take to complete? Will student groups move together or have choices? What will students do if they finish a learning station?

Time Rotations--Set a timer to let students know when to clean up and move to next station, Stations activities should be similar in length of time to complete

PRO--Teacher is in control of student movements between stations, students are exposed to many stations, ideal if stations are equal in length

CON-Different stations may take longer

Open Station Choice--Heterogeneous groups determined by teacher or by student choice

PRO-Students work on the station for as long as they need and do not need a timer

CON--Students might stay in one station the entire time, Movement between stations is determined by students and may be distracting

Guided Math

What is Guided Math?

Guided Math is small-group instruction that allows the teacher to support and learn more about students' understandings and misconceptions. Guided Math is one component of Math Workshop that occurs alongside learning stations. The teacher selects students to support in two main categories of guided math groups:

Small group instruction
One-on-one conferences

Why have Guided Math?

Differentiation can happen. Just like Readers Workshop, teaching in small groups provides the opportunity for students to receive the instruction and individual support that they need, when they need it. A great deal of information can also be gathered on students' math thinking, including their strengths and struggles.

When Should Guided Math be Used?

Guided Math groups are used within two of the three math workshop structures--Focus Lesson, Guided Math & Learning Stations and Guided Math and Learning Stations. Three steps recommended to making guided math part of the math workshop include:

Establish Routines and Procedures

Go Slow to Go Fast
Make a clear plan for students not in a group
Complete the '1st 20 Days' of mini-lessons
Consider the '3 Buckets' of a successful math workshop

Pull Just One Guided Math Group

Stick to one group on the 1st day of Guided Math groups
Keep under 15 minutes.
When beginning--Stop, stand up and address unacceptable behaviors at stations. Revisit mini-lessons if necessary.

Pull More Than One Guided Math Group

Each new day, decrease the amount of time spent monitoring stations
Pull more guided math groups--How many? It is flexible. 1-4 per day
Keep to under 15 minutes per group. Use a timer to keep on track.
Groups lasting too long? Focus on less. Students need time to process.
Struggling students need time for learning stations, too.
Students not struggling, need small group instruction for growth, too!

Keep in mind--Fair isn't always equal. You do not need to keep all groups the same amount of time. Be intentional about what do with small group instruction.

How do I decide and form Guided Math Groups?

3 ways to consider grouping for guided math lessons:

Readiness grouping

Most familiar way to place students
Students are grouped based on similar strengths or needs
Groups based on data from exit tickets, pretests, observations and other formative assessments

2. Heterogeneous Grouping

Combines students with a variety of strengths, struggles, preferences, and interests.
Especially good for problem solving
Students more likely to learn a variety of strategies and hear rich discussions

3. Random Grouping

Great for watching student performance on learning tasks
Great for data collection and using for driving next steps in instruction or grouping

What should I know about One-on-One Conferencing?

Just like in Readers and Writers Workshop, sometimes there are times that teachers need to meet with one student to learn more about their mathematical thinking.

Schedule on an as needed basis
One to ten minutes in length
Ask clarifying questions about student work to understand their thinking
Assess to find out what students know, their misunderstandings or pattern of errors
Conduct individual interviews

What do I write down about students during Guided Math Groups?

Write down notes about:

What do you see students doing?
What are their strengths?
Where do they struggle?
What strategies do students use?

Guided Math Anecdotal Recording sheets:

Recording Student Strategies and Observations

Tracking Date of Mastery

Tracking Anticipated Strategies

Student Reflection

What is Student Reflection?

Student reflection is the final ingredient in the Math Workshop structure. It is an intentional and meaningful time for student to reflect on their learning they experienced throughout the math tasks, learning stations and guided math groups of the workshop. This is a time for students to share strategies in a carefully selected sequence or share strategies used most frequently so they can see connections, ask students to write to a prompt in their math journal, answer a question with a partner or complete an exit ticket.

Why Use Student Reflection?

Benefits for students include:

making connections
sharing, comparing and analyzing strategies
understanding effective and efficient strategies
time to consider new understandings and what they still need support with

When Should I Use Student Reflection?

Student reflection happens every day in the last 5-10 minutes of Math Workshop. Set a timer to remind everyone that it's time for Student Reflection. The greatest learning often takes place during Student Reflection.

What Should I Keep in Mind?

While the type of reflection may change, the outcomes of this time include:

Gather data
Monitor student progress
Time for students to share
Encourage students to understand the mathematics more deeply

What Does Student Reflection Look Like in Math Workshop?

Consider some of the following ideas:

Math Share

Students share their thinking and make connections with different strategies.

Example One: Using a math task that all students make have worked on, students site in a circle and with their example of their math task solved. Students take turns sharing their math thinking with the group. Teachers can be intentional with calling on students in a sequence of least to most complex strategies, concrete to abstract, or those strategies used more frequently.

Example Two: Students have been completing different math tasks in groups. Students gather on the carpet and share their problem with the class and discuss ways that they solved it.

The teacher asks ?s such as: Why are you answers different? What did you need to consider when solving the problem? How did the strategy you used support your decision making?

Journal Prompts

Examples include:

What mathematical ideas became clear to you? What are you still wrestling/grappling with?

What learning station did you struggle with today? Why? What learning station were you most successful with today? Why?

What would you say to someone who missed today's math class?

How would you summarize the learning?

Turn and Talk

Instead of writing, use the same journal prompts but have students turn and talk with a partner. Provide a set time such as 3 minutes for Partner A and then 3 minutes for Partner B. Even if the time seems short, sharing mathematical thinking with a partner is an important part of the learning process.

Get Moving

Students have the opportunity to get up and move! Begin by asking students to reflect on a prompt in their math journal. Then invite students to stand up, find a partner, and share their reflection.

Exit Tickets

This is a great way to gather information about student math knowledge. Display a problem for all students to solve on an index card, sticky note or in their math journal. You may also give different problems to students that are at different levels. Collect the exit tickets and review to determine next steps in instruction or guided math groups for the next day.

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