Prior to this lesson, the teacher should think of all the different “tools” that the students will be using throughout the school year (discs, rulers, counters, etc.). The teacher should also think of where the tools will be located, as well as specific routines and procedures the teacher wants to implement when it comes getting the tools and returning the tools. This is a very important lesson that will help the management of a math workshop be manageable. It is also a great idea to let the students see, touch, manipulate the tools so that they will be ready to use them appropriately when the time comes, rather than wanting to “play” with them.
Connection / Yesterday, we continued practicing talking like a mathematician. Today we are going to look at all of the tools that we will use in the math workshop, because mathematicians use tools.
Teach / “Remember on the first day, when I gave you an example of how I use math when I am cooking for my family? (Teacher may use a different example) Well, when I am cooking, I use math tools all of the time. When I am using a recipe, I must use measuring cups to make sure that I have the correct amount of the ingredients. I keep them in a special drawer in my kitchen. When I have to measure something, I go to my drawer, and get which measuring cup I need. Once I am finished, I always wash the cup and return them to the drawer so that they will be there for next time. “
“What do you suppose would happen if I did not have a special drawer for my measuring cups?”
“What would happen if I did not wash my measuring cups when I finish?”
(This conversation should be brief, getting the point across that there is procedure)
In our classroom, we have tools that we will use. I want you to know where they are located in our room, and I want you to know the proper way to get them when you need them, and return them when you are finished.
Briefly show the students the manipulative area. Remind students that you will show them how to use some of the tools specifically as the year goes on, but for now, you just want them to see where they are and how to get them and return them.
Active Engagement /
- Explain to students how you would like for them to get the tools.
- When you give the signal, let all/a few students get the tools and bring them to the rug.
- Give students an opportunity to touch/play all the tools
- Briefly let them know what these tools are if needed, but keep in mind, this is not a time to “Teach them how to use the tools”.
- After a few minutes, give them the signal/ directions on how to return the tools, and let them practice returning them.
Link / As you are using your tools this year, remember that you need to get them and return them properly. We will learn how to use them properly as the year goes on!
Independent: Consider what tools they may need in this 1st unit. Give students an opportunity to use some of the tools. For example, You may choose to give them an application problem, or some practice problems for addition, this may be a time to let them use counters.
Note: They will begin using discs in Unit 1, (2nd Grade) but there are specific Singapore Math Lessons that teach them how. For today’s purpose you can give them an opportunity to use counters/ practice the routine. 3rd Graders will be comfortable with using discs, so it would be appropriate to give them some situations to use discs.
Watch for:
-Students that are respectful following routines and procedures (They can be “spotlighted” during share time)
- Which students seem reluctant to use their tools? Do you think they do not know how to use them? Do you think they need them? Are they just shy about using them?
- Which students seem to be doing the “math” without needing to use the manipulatives? Note: Not all students will need to use manipulatives all the time.
Share Time: “Spotlight” students that you noticed were following routines and procedures during this time.
*Thank you to Allison Funk & Keri Smith, Instructional Coaches at Lyman Hall Elementary for their hard work on developing these lessons.