Kindergarten and 1st Grade: Workshop Day 1
“Math is EVERYWHERE… We are ALL mathematicians…”Connection / Welcome to _____ Grade! I am excited that we will be learning and growing together this year in math. This time of day is what we call math workshop. During Math Workshop you will be learning about math. You will be working on activities and jobs to make you better mathematicians. We are going to be doing a lot of math this year and you will be learning so much about math during our Math Workshop all year long. Today during math workshop we are going to talk about places that we find math, and how we are all mathematicians.
** Prior to this lesson, the teacher may want to gather pictures, short video clips, etc. of “math” taking place in the “real world”. The teacher may also consider pulling some Children’s Literature that has some “math” examples or “mathematician” characters. **
Teach / Today I am going to show you some math that we see every day and we are going to brainstorm ways that we are “mathematicians”. I am also going to let you practice being a “mathematician”.
Everybody uses mathematics in their life but sometimes they don’t call it mathematics. Many times we are being mathematicians and don’t even realize it. I’m going to show you a few pictures of mathematics that we use and see in our world each day. I want you to use your “math eyes” as I show you these pictures of math around us.
**Show students a few pictures of math in the world around them and discuss how each picture is considered math/mathematics. These pictures should be related to pattern, shape, measurement, numbers, etc. Make certain to point out that each of them are mathematicians when they use each of the items in the pictures daily.**
**After showing some examples of “math/mathematicians”, the teacher will model thinking aloud his/her own thoughts about where we see “math” in the real world, and how we use math daily. For example, the teacher might say, “I am a mathematician every day when I cook dinner for my family. I have to buy groceries, and measure ingredients when following a recipe. Sometimes I have to adjust measurements to make sure I have enough food for my family.” **
Prior to the lesson, you may decide to create a Kid Friendly Chart that has the Standards for Mathematical Practice on them. We will be visiting/ using language from them throughout the 1st Five Days of Math Workshop and throughout the school year. Note Standards 1-6 should be evident in every lesson, so you will benefit from familiarizing your students with the language of these standards.
Active Engagement / Now it’s time for you to use your “math eyes”. Each of you will be given a picture to look at and discuss with your partner. You will be talking with your partner about how each of you see math in the picture you were given.
** Allow students time to “Turn and Talk” (If you are planning to assign partners, you need to do this prior to the lesson. This will likely be a new concept for students. Briefly discuss what “turn and talk” means. A more detailed mini lesson will take place later in the launch lessons). **
**Keep in mind the pictures are intended to stimulate discussion on topics such as pattern, shape, measurement, numbers, etc. The process should not be rushed nor should the mathematics be introduced too quickly. When moving around to different pairs give the learner time to develop their eyes rather than see the picture through your eyes. Follow-up questions can be used to guide the class/group in focusing on a particular aspect of the image. Groups need to be given time to discuss the picture or poster amongst themselves first. **
Prompt Questions- Examples
· What do you see in this picture?
· Where do you think this picture could have been taken?
· Can you talk about what is happening in the picture?
· Can you think of a story to tell about the picture?
· Look at the picture with your “math eyes”, what can you see?
· Can you use any math words to describe something in the picture?
Once students have had a few minutes to turn and talk, discuss as a group what they found.
Now it is your turn to think of ways that you use math in your own life. You may also think of ways that you have seen your friends and family use math, or how they are “mathematicians”.
Give students a moment to brainstorm. Then allow the students time to “Turn and Talk”.
Once partners have had time to share, create a chart that records some of the student ideas.
Link / Today and every day, I want you to come into the math workshop as a “Mathematician”. I want you to begin exploring the math that you see around you, and get excited when you see opportunities to be a mathematician!
At this point, you may want to give the students a “Real World” type problem to think about, or consider giving them the Unit 1 Three Act Task for Kindergarten or 1st Grade (time permitting). Regardless, you want them to have a chance to be a “mathematician” in a “real world” situation.
Watch for:
· As students are working independently, take time to observe student behaviors.
· What students seem confident in “diving” into the math?
· What students seem reluctant?
· As students are interacting with one another, take note of mathematical language that they may or may not be using, and note if they are using the language in the correct context.
Share Time:
The last 5-8 minutes of the Math Workshop Time should be devoted to some type of “Sharing”. This can vary daily, but is an important part of wrapping up the math time. It is a great time for teachers to observe questions that may be asked during this time, and to assess the comfort level of the students in terms of what might happen the following day.
*Thank you to Allison Funk & Keri Smith, Instructional Coaches at Lyman Hall Elementary for their hard work on developing these lessons.