tag:blogger.com,1999:blog-34605194696807607012024-02-20T00:54:29.835-06:00 Math Workshop AdventuresUnknownnoreply@blogger.comBlogger17125tag:blogger.com,1999:blog-3460519469680760701.post-55214325493601626172014-07-24T20:02:00.000-05:002014-07-24T20:02:09.876-05:00A Really Overdue Blog Post<h2>
We Have a <a href="http://www.teacherspayteachers.com/Store/Math-Workshop-Adventures" target="_blank">TPT Store</a></h2>
We have dragged our feet on starting a <a href="http://www.teacherspayteachers.com/Store/Math-Workshop-Adventures" target="_blank">TPT store</a> since this blog's conception for many reasons but primarily because we never set out to gain fame or fortune through this blog. Just like none of us chose teaching for the money, right?! :) However, we never realized how many people would be interested in obtaining copies of our resources. After trying to respond in a timely fashion to numerous requests for various documents, we have finally decided to make the resources available for download to save everyone some time. We chose certain documents to make available on the store based on those that are most often requested on our blog. Please feel free to email us if you would like a document that is not in our store but is referenced in our blog posts, and we will add it to our TPT store.<br />
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We imagine that many of you will relate with us when we say that we have poured countless hours into creating the resources for our math workshop. After much deliberation we agreed that charging a small amount for these resources that we spent so much time on seems reasonable. <br />
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It seems only appropriate to plug our <a href="http://www.teacherspayteachers.com/Store/Math-Workshop-Adventures" target="_blank">store</a> :), so check us out!<br />
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Laptop Update</h2>
The last time we wrote about the laptops at the fact station Tabitha was not sure how often the computers would be used and how they would be managed. While she saw the benefits of using the laptops at a math station, she also learned a few things:<br />
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1. Sharing a laptop cart with the rest of the school (24 classes) is difficult because so many teachers want to use the cart.<br />
2. Setting up the laptops, each mouse, and each set of headphones takes about 20 minutes of prep time.<br />
3. If the laptops are not charged when they come to your class, then instructional time is lost trying to find a computer with a charge.<br />
4. Forcing students to play a certain game gave Tabitha control over the skill that was being practiced but lessened student engagement. However, presenting students with options to practice a certain skill seemed to increase engagement. Choice is always good.<br />
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Math Workshop in the Midst of a District-Wide Curriculum Adoption?</h2>
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This fall Tabitha's district will implement MyMath as the first curriculum adopted for the purpose of being aligned with a workshop approach. Tabitha is very excited about the new adoption and knows quite a bit about it as she is on the third grade curriculum guide writing committee for the adoption. This curriculum focuses on real-world application by taking skills, applying them, and problem solving. At the same time, this real-world application is complemented with instruction on computational skills, which we have found to be lacking in previous curriculum adoptions. The curriculum seems to provide numerous avenues for differentiating instruction. So, where does this leave our Math Workshop Adventures? Well, we don't know. As Tabitha implements the curriculum, her math workshop will look different in that instead of focusing on one skill per week, she will spend as much time as she needs on each skill, as MyMath encourages. However, the structure of math workshop (i.e., small groups/stations) will stay the same or very similar. More on this to come...</div>
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Blogging? What's a Blog?</h2>
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So, obviously we're not very good at this blogging thing (last post was 11/13). Our intention when starting this blog was to share our experiences going through the process of beginning a math workshop. We also eventually hoped to be able to share useful resources with others interested in math workshop. After two years of implementing math workshop, we really didn't have any updates because we didn't make any major changes. </div>
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Please feel free to check back as Tabitha implements math workshop with the newly adopted MyMath curriculum. </div>
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T&C</h3>
Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-3460519469680760701.post-84438472218645438692013-11-19T20:51:00.002-06:002013-11-19T20:55:29.104-06:00Laptops Take Over Fact Station<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCWjCQypG2HX2H57OfgRWfyhvs7mwz6SW0OukX0sDA97HsUsKTV98DmQRgk9MiJTSpgf7CU1TLMeOMNHwz4MjWBwgbFQ7zsgZUxeZbEXw8pBbUT228gPJCPVQ39Knuk30z40Djb3Y-Y6M/s1600/2013-11-19+14.25.02.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="color: black; font-family: Georgia, Times New Roman, serif;"><img border="0" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCWjCQypG2HX2H57OfgRWfyhvs7mwz6SW0OukX0sDA97HsUsKTV98DmQRgk9MiJTSpgf7CU1TLMeOMNHwz4MjWBwgbFQ7zsgZUxeZbEXw8pBbUT228gPJCPVQ39Knuk30z40Djb3Y-Y6M/s400/2013-11-19+14.25.02.jpg" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Student uses laptop during fact station</span></td></tr>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif;">Laptops Transform Fact Station</span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This year Tabitha’s school purchased a classroom set of laptops for teachers to check out for their students. We have always talked about how nice it would be to incorporate iPads or more individualized forms of technology at the game or fact stations, but money was the main obstacle. This purchase caused Tabitha to be able to check out the laptops each day during math workshop. She incorporated the laptops this week during fact station. So far, students have used the laptops to play fact games such as </span><a href="http://www.arcademicskillbuilders.com/" style="text-decoration: none;"><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Multiplication Grand Prix</span></a><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and other math games that build fact fluency. To allow stud</span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ents easy access to these teacher-selected links, Tabitha linked the fact sites to her class website. </span><span style="background-color: transparent; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYDS4lb6iDtKaOr2pL7o2SEghRQxdpADD2wQPo6Guy_zzfO4clfrAIDw_q3FT_0qBs-Vhw0LIAsjfU0dgyv29LHpUGU4Q7cEXj5ZRTW7waymDXp_-bYodtztOo0v6H_1a3Nia0zpKIOLs/s1600/grand+prix.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="color: black; font-family: Georgia, Times New Roman, serif;"><img border="0" height="231" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYDS4lb6iDtKaOr2pL7o2SEghRQxdpADD2wQPo6Guy_zzfO4clfrAIDw_q3FT_0qBs-Vhw0LIAsjfU0dgyv29LHpUGU4Q7cEXj5ZRTW7waymDXp_-bYodtztOo0v6H_1a3Nia0zpKIOLs/s400/grand+prix.jpg" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Site used for fact practice</span></td></tr>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif;"><br /></span></span>
<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif;">As this is still a novel change to the math workshop routine, we look forward to seeing the long-term impacts that this change has on student learning (mastery of basic facts) and engagement. So far, however, Tabitha has noticed increased student motivation (engagement), resulting in easier management of student behavior during math workshop. </span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: black; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">Assessing Laptop Use Efficacy</span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">So all these anecdotal assumptions about student learning are great, but where’s the proof (i.e. empirical evidence) that this change will lead to student learning? Enter </span><a href="http://www.mobymax.com/" style="text-decoration: none;"><span style="text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">mobymax.com</span></a><span style="vertical-align: baseline; white-space: pre-wrap;">. We are anxious to see its usefulness in the classroom. The idea with having students use this site is that it will allow Tabitha to create student profiles→ students will play math games--> and the system will then track each student’s progress through the fact games-->the site provides Tabitha with data on student growth, and students can also view their progress. Did we mention that the games are aligned with Common Core!? Double yeah! So, the hope is that Tabitha will be able to seamlessly implement this resource, via the laptops, during fact station. </span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLH7sNVqiQ85cJfEGPFRm3txtxLH0JC309WANkq8moC8zCFxzw9YLuNQnACAJGWk1sLFz7H-qs1rRuQm038lrfNMjGyLHdTAiciFLmR58wnh85EcOh6Zxtiz6dGudTNfxNqq5grMWIbUI/s1600/mobymax.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="color: black; font-family: Georgia, Times New Roman, serif;"><img border="0" height="569" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLH7sNVqiQ85cJfEGPFRm3txtxLH0JC309WANkq8moC8zCFxzw9YLuNQnACAJGWk1sLFz7H-qs1rRuQm038lrfNMjGyLHdTAiciFLmR58wnh85EcOh6Zxtiz6dGudTNfxNqq5grMWIbUI/s640/mobymax.jpg" width="640" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, Times New Roman, serif; font-size: small;">Student profiles reveal progress</span></td></tr>
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<span style="font-family: Georgia, Times New Roman, serif;">We'll keep you posted! </span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">T&C</span>Tabithahttp://www.blogger.com/profile/00367087124139006889noreply@blogger.com4tag:blogger.com,1999:blog-3460519469680760701.post-8438407098600399592013-08-14T21:17:00.001-05:002013-08-19T19:01:38.505-05:00Bar Graph, Line Graph, Line Plot, and Pictorial Graphs<span style="font-family: Georgia, Times New Roman, serif;">During the week that we taught graphs, we chose to spend each day on a different type of graph. Below are the lessons we used for each day. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Monday</b></span><br />
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<span style="background-color: white; font-family: Georgia, 'Times New Roman', serif;">During the whole class lesson on Monday, students filled out their notebooks along with the anchor chart. Our focus on Monday was bar graphs but we filled out the complete anchor chart.</span><br />
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<a href="http://www.corestandards.org/Math/Content/3/MD/B/3" style="color: #8a2003; font-family: Georgia, 'Times New Roman', serif; font-size: 13px; line-height: 16px; text-align: center; text-decoration: none;">CCSS.Math.Content.3.MD.B.3</a><span style="font-family: Georgia, 'Times New Roman', serif; font-size: 13px; line-height: 16px; text-align: center;"> Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. </span><i style="font-family: Georgia, 'Times New Roman', serif; font-size: 13px; line-height: 16px; text-align: center;">For example, draw a bar graph in which each square in the bar graph might represent 5 pets</i><span style="font-family: Georgia, 'Times New Roman', serif; font-size: 13px; line-height: 16px; text-align: center;">.</span></div>
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<span style="font-family: Georgia, 'Times New Roman', serif;">Students were given an All About Me Quiz. Each day we focused on a different type of graph. We used the information from the quizzes to personalize the graphs for our classes on the anchor chart and for activities throughout the week. </span></div>
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<b style="font-family: Georgia, 'Times New Roman', serif; font-size: x-large;">Tuesday</b></div>
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<span style="font-family: Georgia, Times New Roman, serif;">Our focus was on creating and interpreting line plots. Students used the SmartBoard at the teacher station to create line plots for different items on the All About Me Quiz. We then asked students different questions about the line plots and they answered on their white boards. At the independent station students played a game called Roll the Dice Line Plot. Students rolled a dice 20 times and recorded their results on a line plot. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCnuFYjYudBzOxvVc_f-PuqJmW0zpCMOxmlNbkUQwPVlvHnGdQMDsFcoA5cFHbz4HkiFP-BJDqgBfI38m9VKACK3yprGhbrIOtD72yuN-GdVrGNwHtdGRIMUOWLsCLhn28iKCO5dq_118/s1600/picture.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCnuFYjYudBzOxvVc_f-PuqJmW0zpCMOxmlNbkUQwPVlvHnGdQMDsFcoA5cFHbz4HkiFP-BJDqgBfI38m9VKACK3yprGhbrIOtD72yuN-GdVrGNwHtdGRIMUOWLsCLhn28iKCO5dq_118/s640/picture.png" width="552" /></a></div>
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<span style="font-family: Georgia, Times New Roman, serif;">The objective was pictorial graphs for Wednesday. Students created graphs on the SmartBoard and played Roll the Dice Pictorial Graph. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYRUGG1I0CGpL4AGHtpjPP-ve2dS695YKns4w1z7RjJXOoWB6pjoaNP_6tf8Nf41cgLB8lIPSRFMQ1aG5yySgW9_YT5sGRc80IthEv8v0pU2sVGbPodv5dCpgqGjFVz6iZWyj3Lj_d7lE/s1600/picture.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYRUGG1I0CGpL4AGHtpjPP-ve2dS695YKns4w1z7RjJXOoWB6pjoaNP_6tf8Nf41cgLB8lIPSRFMQ1aG5yySgW9_YT5sGRc80IthEv8v0pU2sVGbPodv5dCpgqGjFVz6iZWyj3Lj_d7lE/s640/picture.png" width="586" /></a></div>
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Thursday</b></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">The goal for Thursday was line graphs. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Friday</b></span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">We reviewed all the different types of graphs by looking at the class graphs we created on the SmartBoard. The played Roll the Dice at the game station and reviewed bar graphs. </span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjptSGXgTXLQtTplQFywPT3dvmu9Og-gdB1HRQKBxw-5zptfh8O2cHGbhLZueYVgFsPGC6a3ifBRayi5GE6S6RaPsTBMZmIvQIJ1mMJ3xUhp4F18viOzVMHcJ6DLgCHP-MXHULEMblGeTc/s1600/Graph2.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="570" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjptSGXgTXLQtTplQFywPT3dvmu9Og-gdB1HRQKBxw-5zptfh8O2cHGbhLZueYVgFsPGC6a3ifBRayi5GE6S6RaPsTBMZmIvQIJ1mMJ3xUhp4F18viOzVMHcJ6DLgCHP-MXHULEMblGeTc/s640/Graph2.png" width="640" /></a></td></tr>
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<tr><td class="tr-caption" style="font-size: 13px;">Smartboard notebook used to graph class data</td></tr>
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="text-align: start;">Students also completed an Explain Your Answer worksheet at the independent station.</span></span></div>
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Tabithahttp://www.blogger.com/profile/00367087124139006889noreply@blogger.com26tag:blogger.com,1999:blog-3460519469680760701.post-55764769334312084132013-08-09T21:58:00.001-05:002013-08-09T22:15:51.621-05:00Fractions: Common Core Edition<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Times, Times New Roman, serif;">Hello, Friends! Sorry for our long break from blogging, but we are glad to be back, and we plan to take the next few blogs to catch you up on how we ended the year. </span></div>
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<b><span style="font-family: Times, Times New Roman, serif;">Shifting from State Standards to CCSS for Fractions</span></b></div>
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<span style="font-family: Times, Times New Roman, serif;">The fraction unit was a big shift with the adoption of CCSS from previous Missouri GLEs. In the past, the first anchor chart pictured below was really all of the content that we were required to teach students over fractions. Common Core requires more in-depth understanding of how fractions fit into the number line and compare to each other. We split the requirements over three weeks and kept our anchor charts fairly similar for each week. We obviously wanted the basic understanding of what a fraction is to be taught first. Then we decided to teach equivalent fractions to make comparing fractions a little easier. We really had to dig into the CCSS language to understand for ourselves what exactly was required for third graders to know. </span></div>
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<span style="font-family: Times, Times New Roman, serif;"><b>Week 1</b><b> Common Core Standards Taught:</b></span></div>
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<ul style="background-color: white; color: #3b3b3a; font-family: Helvetica, Arial, sans-serif; margin-left: 0px; padding-left: 20px; text-align: -webkit-auto;">
<li style="line-height: 16px; list-style-image: none; list-style-type: none; margin-bottom: 10px; text-align: left;"><span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/G/A/2" style="color: #8a2003; text-decoration: none;">CCSS.Math.Content.3.G.A.2</a> Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. <i>For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape</i>.</span></li>
<li style="line-height: 16px; list-style-image: none; list-style-type: none; margin-bottom: 10px; text-align: left;"><span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/NF/A/1" style="color: #8a2003; text-decoration: none;">CCSS.Math.Content.3.NF.A.1</a> Understand a fraction 1/<i>b</i> as the quantity formed by 1 part when <i>a </i>whole is partitioned into <i>b</i> equal parts; understand a fraction <i>a</i>/<i>b</i> as the quantity formed by a parts of size 1/<i>b</i>.</span></li>
<li style="line-height: 16px; list-style-image: none; list-style-type: none; margin-bottom: 10px; text-align: left;"><span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/NF/A/2" style="color: #8a2003; text-decoration: none;">CCSS.Math.Content.3.NF.A.2</a> Understand a fraction as a number on the number line; represent fractions on a number line diagram.</span></li>
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<li style="line-height: 16px; list-style-image: url(http://www.corestandards.org/images/bullet.jpg); list-style-type: none; margin-bottom: 10px; text-align: left;"><span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/NF/A/2/a" style="color: #8a2003; text-decoration: none;">CCSS.Math.Content.3.NF.A.2a</a> Represent a fraction 1/<i>b</i> on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into <i>b</i> equal parts. Recognize that each part has size 1/<i>b</i> and that the endpoint of the part based at 0 locates the number 1/<i>b</i> on the number line.</span></li>
<li style="line-height: 16px; list-style-image: url(http://www.corestandards.org/images/bullet.jpg); list-style-type: none; margin-bottom: 10px; text-align: left;"><span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/NF/A/2/b" style="color: #8a2003; text-decoration: none;">CCSS.Math.Content.3.NF.A.2b</a> Represent a fraction <i>a</i>/<i>b</i> on a number line diagram by marking off a lengths 1/<i>b</i> from 0. Recognize that the resulting interval has size <i>a</i>/<i>b</i> and that its endpoint locates the number <i>a</i>/<i>b</i> on the number line.</span></li>
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<b><span style="font-family: Times, Times New Roman, serif;">Strategies Used:</span></b></div>
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<li><span style="font-family: Times, Times New Roman, serif;">Brainpop! Fractions</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Manipulatives: Folded papers into fractional parts</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Fraction Spelling Words</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Fraction Match Game (match picture with fraction)</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Explain Your Answer</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Everyday math resources in unit 8</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Read Tennessee example questions: <a href="http://www.readtennessee.org/sites/www/Uploads/Examples/3.NF.A.2final.pdf">http://www.readtennessee.org/sites/www/Uploads/Examples/3.NF.A.2final.pdf</a></span></li>
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<b><span style="font-family: Times, Times New Roman, serif;">Anchor Chart:</span></b></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPEhQxfGhy4dy8hmSn-sgIFPLguGw1eebjQMEsjNwmMF0WXutusGU6em7RbEja0qna66iyGz31ppzG5d8HjvFpHCYJBzw8bn_tMnIohFE9KOsTEFqSshU3jI4GX92UkpkOKGjq3Q_XRcA/s1600/Fractions2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: Times, Times New Roman, serif;"><img border="0" height="476" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPEhQxfGhy4dy8hmSn-sgIFPLguGw1eebjQMEsjNwmMF0WXutusGU6em7RbEja0qna66iyGz31ppzG5d8HjvFpHCYJBzw8bn_tMnIohFE9KOsTEFqSshU3jI4GX92UkpkOKGjq3Q_XRcA/s640/Fractions2.jpg" width="640" /></span></a></td></tr>
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<b><span style="font-family: Times, Times New Roman, serif;">Week 2 Common Core Standards Taught:</span></b><br />
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<li style="line-height: 16px; list-style-image: none; list-style-type: none; margin-bottom: 10px; text-align: left;"><span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/NF/A/3" style="color: #8a2003; text-decoration: none;">CCSS.Math.Content.3.NF.A.3</a> Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.</span></li>
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<li style="line-height: 16px; list-style-image: url(http://www.corestandards.org/images/bullet.jpg); list-style-type: none; margin-bottom: 10px; text-align: left;"><span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/NF/A/3/a" style="color: #8a2003; text-decoration: none;">CCSS.Math.Content.3.NF.A.3a</a> Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.</span></li>
<li style="line-height: 16px; list-style-image: url(http://www.corestandards.org/images/bullet.jpg); list-style-type: none; margin-bottom: 10px; text-align: left;"><span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/NF/A/3/b" style="color: #8a2003; text-decoration: none;">CCSS.Math.Content.3.NF.A.3b</a> Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.</span></li>
<li style="line-height: 16px; list-style-image: url(http://www.corestandards.org/images/bullet.jpg); list-style-type: none; margin-bottom: 10px; text-align: left;"><span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/NF/A/3/c" style="color: #8a2003; text-decoration: none;">CCSS.Math.Content.3.NF.A.3c</a> Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. <i>Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.</i></span></li>
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<b>Week 2 Strategies Used:</b></span><br />
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<li><span style="font-family: Times, Times New Roman, serif;">PBS Kids Video: <a href="http://pbskids.org/cyberchase/videos/biancas-new-pet/#!/seasons-1-8">http://pbskids.org/cyberchase/videos/biancas-new-pet/#!/seasons-1-8</a></span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Brainpop! Equivalent Fractions</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Manipulatives: Everyday Math fraction cards, folded paper into fractional sections</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Color by number for fractions</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Memory game with matching equivalent fractions</span></li>
<li><span style="font-family: Times, Times New Roman, serif;">Various Everyday Math resources from unit 8</span></li>
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<b><span style="font-family: Times, Times New Roman, serif;">Anchor Chart:</span></b><br />
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYq1m3rExWVFcrHa-sKNfhWv3k3LH_KSGSFQZHyVT3yeQ_hwRBkEU9_5sWNGTbVBd6uiVmXU4IFJ8_bVU8dBwx9hdhwMz_H4U2hb0ZUHioQ_PjaUXJmCKJgWkV4OoV6bqmNxMNxe5hGF8/s1600/Equivalent+Fractions.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: Times, Times New Roman, serif;"><img border="0" height="476" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYq1m3rExWVFcrHa-sKNfhWv3k3LH_KSGSFQZHyVT3yeQ_hwRBkEU9_5sWNGTbVBd6uiVmXU4IFJ8_bVU8dBwx9hdhwMz_H4U2hb0ZUHioQ_PjaUXJmCKJgWkV4OoV6bqmNxMNxe5hGF8/s640/Equivalent+Fractions.jpg" width="640" /></span></a></td></tr>
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<b><span style="font-family: Times, Times New Roman, serif;">Week 3 Common Core State Standards Taught:</span></b></div>
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<span style="font-family: Times, Times New Roman, serif;"><a href="http://www.corestandards.org/Math/Content/3/NF/A/3/d" style="background-color: white; color: #8a2003; line-height: 16px; text-align: -webkit-auto; text-decoration: none;">CCSS.Math.Content.3.NF.A.3d</a><span style="background-color: white; line-height: 16px; text-align: -webkit-auto;"><span style="color: #3b3b3a;"> </span>Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two </span><span style="background-color: white; line-height: 16px; text-align: -webkit-auto;">fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.</span></span></div>
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<span style="background-color: white; font-family: Times, Times New Roman, serif; line-height: 16px; text-align: -webkit-auto;"><b>Week 3 Strategies Used:</b></span></div>
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<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 16px;">Math Playground video: </span><a href="http://www.mathplayground.com/howto_comparefractions.html">http://www.mathplayground.com/howto_comparefractions.html</a></span></li>
<li><span style="font-family: Times, Times New Roman, serif; line-height: 16px;">Fraction Top-It (using fraction cards from Everyday Math)</span></li>
<li><span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 16px;">Read Tennessee Example Questions </span><a href="http://www.readtennessee.org/sites/www/Uploads/Examples/3.NF.A.3final.pdf">http://www.readtennessee.org/sites/www/Uploads/Examples/3.NF.A.3final.pdf</a></span></li>
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<b><span style="font-family: Times, Times New Roman, serif;">Anchor Chart: </span></b></div>
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<span style="font-family: Times, Times New Roman, serif;"><b><br /></b>
<b>Reflecting on the Unit</b></span><br />
<span style="font-family: Times, Times New Roman, serif;">Fractions are such an abstract concept for kids to grasp, that spending at least three weeks teaching them is crucial for their understanding. We look forward to teaching this concept again so that we can focus more on helping diverse learners understand the concept now that we know what they are expected to learn :). One thing that we plan to change after having taught this unit is how this really helped students with measurement. Our students struggled when we taught them measurement before fractions. They had a difficult time understanding where 1/4 of an inch is located on a ruler. This year, we plan to teach fractions before measurement.</span><br />
<span style="font-family: Times, Times New Roman, serif;"><br /></span>
<span style="font-family: Times, Times New Roman, serif;">--Tabitha & Chloé</span><br />
<br />Unknownnoreply@blogger.com6tag:blogger.com,1999:blog-3460519469680760701.post-45661476272509966962013-02-04T18:00:00.001-06:002013-02-04T18:01:37.525-06:00Multiplication and Division<div class="separator" style="clear: both; text-align: left;">
January focused on multiplication and division.</div>
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Unknownnoreply@blogger.com50tag:blogger.com,1999:blog-3460519469680760701.post-32136090589623289982012-12-05T19:44:00.000-06:002012-12-05T19:44:44.358-06:00Measurement<div class="separator" style="clear: both; text-align: left;">
Anchor Charts: </div>
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Student notebook entries:<br />
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Today's Number:<br />
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This was a Pinterest find. We adapted it to fit our third grade needs. :) Students work on Today's Number whenever they finish work at a station early. They do this in the back of their math notebook.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCcRmsgaad1C6FQkc8z_o0_Q2EEibhQ8EH94ZhiDyGfIus7OuV_FnqMoQ7y4s7hIoHUk76UXETpyaQmEfsR9oi81PI-ET2fudaGYU0T1gXzgF-w-9yZdGQlCL9KFnyI2a8pDQSJ6Np3aA/s1600/IMG_3757.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCcRmsgaad1C6FQkc8z_o0_Q2EEibhQ8EH94ZhiDyGfIus7OuV_FnqMoQ7y4s7hIoHUk76UXETpyaQmEfsR9oi81PI-ET2fudaGYU0T1gXzgF-w-9yZdGQlCL9KFnyI2a8pDQSJ6Np3aA/s640/IMG_3757.jpg" width="480" /></a></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-rYDalqPwQ0X5u6vF9Tuh54uHmK5OAss9t-0_ItSMt6t84zsowibyu1vUPGKK-q3q_RgBPtZUu-OqgzAOH99JvrdASS271SEm0Jle-lu7GmwRcSbc-GP7PkWFU9xXq9BUaF8TbCpzJ2M/s1600/IMG_3751.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-rYDalqPwQ0X5u6vF9Tuh54uHmK5OAss9t-0_ItSMt6t84zsowibyu1vUPGKK-q3q_RgBPtZUu-OqgzAOH99JvrdASS271SEm0Jle-lu7GmwRcSbc-GP7PkWFU9xXq9BUaF8TbCpzJ2M/s640/IMG_3751.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">When introducing Today's Number, we modeled how we wanted the students to write the answer to each Today's Number in their math notebook. We thought it would be helpful to glue in a word form sheet so students could refer to it for #1. Spell it. We also only introduced a few of the problems since we had not learned how to multiply and estimate. </td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7mbUtn8WRlTwCt7U5wUvn0yZcNem1QehyphenhyphenzgSDk9KAmuxwGMS3A6RPxFQdBJ0Ty_AnaE1koJe9gCceHSa3gdSZ85fl6OZU_1NdTjshibZdPysZJl_n9mOgu5ZdyFSFhTbyILYePGd-m-c/s1600/IMG_3752.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7mbUtn8WRlTwCt7U5wUvn0yZcNem1QehyphenhyphenzgSDk9KAmuxwGMS3A6RPxFQdBJ0Ty_AnaE1koJe9gCceHSa3gdSZ85fl6OZU_1NdTjshibZdPysZJl_n9mOgu5ZdyFSFhTbyILYePGd-m-c/s640/IMG_3752.jpg" width="640" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixZVVJZurAD0yiwnmZkhD-Kpc0V8Q3FEcq-ca7vemykEr-wB6IbTbkS96MaZztanXP8KsIvm5e0Cs9hLToZNJtGQldjNilLMnU7431ljgGKY7m5myCfyDBKxNIt2udfv2r7WUvKvUr53E/s1600/IMG_3753.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixZVVJZurAD0yiwnmZkhD-Kpc0V8Q3FEcq-ca7vemykEr-wB6IbTbkS96MaZztanXP8KsIvm5e0Cs9hLToZNJtGQldjNilLMnU7431ljgGKY7m5myCfyDBKxNIt2udfv2r7WUvKvUr53E/s640/IMG_3753.jpg" width="480" /></a></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizBzDuDHqTFpsEs4bNVSL_JTahNFAK58Q8UaqcGTuzOEL1YbO-N_2vaRqjPrlxk1YpioKY5GF8zUQ0CW-yT1MRvoDBpHWJEcUpW_0OTC_xFFcHyLvTsJguNFBGFYmqNXlVmh757mhdgKs/s1600/IMG_3754.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizBzDuDHqTFpsEs4bNVSL_JTahNFAK58Q8UaqcGTuzOEL1YbO-N_2vaRqjPrlxk1YpioKY5GF8zUQ0CW-yT1MRvoDBpHWJEcUpW_0OTC_xFFcHyLvTsJguNFBGFYmqNXlVmh757mhdgKs/s640/IMG_3754.jpg" width="480" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">As students knew more skills, we turned over the rest of the problems. Then we made the numbers larger. Here is one student's work in her notebook. This makes such an easy and beneficial sponge or anchor activity. </td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK7ikMj5Rpavjb91US_hdj3O38kWJNZc9eKijL4qsb8TZh8lAw7lDoxmUrlQAKJ-xFX20JPbOjYK9sTk0uOHMAGizpDFZlJnndE9lwwHZouOc9zXfdGwGoqq7K4jyqxBo3Yht56HnZ6uI/s1600/IMG_3721.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhK7ikMj5Rpavjb91US_hdj3O38kWJNZc9eKijL4qsb8TZh8lAw7lDoxmUrlQAKJ-xFX20JPbOjYK9sTk0uOHMAGizpDFZlJnndE9lwwHZouOc9zXfdGwGoqq7K4jyqxBo3Yht56HnZ6uI/s640/IMG_3721.JPG" width="640" /></a></div>
<br />Unknownnoreply@blogger.com10tag:blogger.com,1999:blog-3460519469680760701.post-49440301693626574792012-10-10T19:59:00.000-05:002012-10-10T19:59:18.355-05:00Time, Money, +, -<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Here are a few anchor charts from the past few weeks:</span><div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large; margin-left: 1em; margin-right: 1em;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1rNi7nQyhwxhOEWrBwXPfEk_0ZO-Mtto5ReKrPWzj0h3-M9Vq4E5jQIh-xFEMJLEtcb4ejo-scOTzWOwXg0kOj2yn733lwsrlTg3NJL_ge98gwynaXo2WWL8bf1WHddDlvjqbNt3n4GQ/s1600/DSC03000.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1rNi7nQyhwxhOEWrBwXPfEk_0ZO-Mtto5ReKrPWzj0h3-M9Vq4E5jQIh-xFEMJLEtcb4ejo-scOTzWOwXg0kOj2yn733lwsrlTg3NJL_ge98gwynaXo2WWL8bf1WHddDlvjqbNt3n4GQ/s640/DSC03000.JPG" width="480" /></a></span></div>
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We loved our time unit this week! One of the great resources provided by Everyday Math is the Game book. This week we used three games: Match Time, Time Concentration, and Prize Time. Prize Time involves assigning each student a time on their desk. If they come to you at their assigned time, then they can get a prize. What a cool way to motivate them to learn time! </div>
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<tr><td style="text-align: center;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrcH5QdiWa5kEsO7hHqceNHG8VOIISNRAH-6HDCaF_F_VjjUejK4xfYQDVZGgelPvec1bjw9syIHFZneYZwzb7kIr6SMUnC_VHN-USOiqP2Tyn8nYe6CD9kkG3BCCxDO_wbWeFhSd9CYo/s640/DSC02994.JPG" style="margin-left: auto; margin-right: auto;" width="640" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">We loved teaching Change from $5.00 after subtraction this year. It went so smoothly. We saw huge growth at the end of the week, with 24/27 students scoring proficient on the exit slip!</td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrcH5QdiWa5kEsO7hHqceNHG8VOIISNRAH-6HDCaF_F_VjjUejK4xfYQDVZGgelPvec1bjw9syIHFZneYZwzb7kIr6SMUnC_VHN-USOiqP2Tyn8nYe6CD9kkG3BCCxDO_wbWeFhSd9CYo/s1600/DSC02994.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;"></span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAiy6GEAKQAwbXrDleVTI1J4LXfmDOETKQhJm9KZnfiRq6vywwiwCgPRuphZveuYApEiVrhrK5gBl47vczn-u8benc5yhHDdO75IsmmIS_VCvZ8v8koYzaee0_hA6t3LUz5sUH3v-Vazg/s1600/DSC02997.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAiy6GEAKQAwbXrDleVTI1J4LXfmDOETKQhJm9KZnfiRq6vywwiwCgPRuphZveuYApEiVrhrK5gBl47vczn-u8benc5yhHDdO75IsmmIS_VCvZ8v8koYzaee0_hA6t3LUz5sUH3v-Vazg/s640/DSC02997.JPG" width="640" /></span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmtLcBCpqiBXWda45350zO7bhxqHD4260KsvnZT5POPI8sJt5Od0i2h82Sqy_enjiJMJYpnxF7sTY9gcvGGNPuPz_NqFiuawkIdcDB-8jKDXH3juREjbVQTeaUmGhegLzFHvJvJOuSILA/s1600/DSC02969.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmtLcBCpqiBXWda45350zO7bhxqHD4260KsvnZT5POPI8sJt5Od0i2h82Sqy_enjiJMJYpnxF7sTY9gcvGGNPuPz_NqFiuawkIdcDB-8jKDXH3juREjbVQTeaUmGhegLzFHvJvJOuSILA/s640/DSC02969.JPG" width="640" /></span></a></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Math Notebook Entries:</span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC9sNO7rmDJG14jkGpx1isyecAgyeL6POJGGzDjmQT1Lx9y0ECq_bFY8EXzQQWX-uEF0MkwMKB2PBj63yKzJ2AP87jEF76B8tyfU_f4S065bK4L3WzPhSnzETIeML4KvUYBu-J0DLbIdk/s1600/DSC03004.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC9sNO7rmDJG14jkGpx1isyecAgyeL6POJGGzDjmQT1Lx9y0ECq_bFY8EXzQQWX-uEF0MkwMKB2PBj63yKzJ2AP87jEF76B8tyfU_f4S065bK4L3WzPhSnzETIeML4KvUYBu-J0DLbIdk/s640/DSC03004.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Each student has a math notebook that we add to on Mondays during whole-class instruction. This is when we make our anchor charts (as seen above). Students copy down their version of the class anchor chart in their notebook. We both like the organization that the Table of Contents provides. </td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnkR2USbNNOqh5PmGUF8zPEU8JDyG-O18YMK1fPOYxaP-Nxnto-lFN9BQA8Hqqnm0phsEL2geopO6_-b5iCa8WytAXLBwyzu0rgf5ujS9cQoasXlz1kFZo7V0vu-_FvR7YseCg469e4IA/s1600/DSC03005.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnkR2USbNNOqh5PmGUF8zPEU8JDyG-O18YMK1fPOYxaP-Nxnto-lFN9BQA8Hqqnm0phsEL2geopO6_-b5iCa8WytAXLBwyzu0rgf5ujS9cQoasXlz1kFZo7V0vu-_FvR7YseCg469e4IA/s640/DSC03005.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">We created a blank template for the printable mini- Frayer Model charts for the weeks that the headings change.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVxFxahVZxEHeuBq1hId7-6jp8UYGS32KV2Nb5FEvN-M_HFfLKpm93aEmobenVVC20T_9Drd8aPC97XSXfdjI07eTgle7pc5cJ5QBNJ0RMC4HJNsDmYewBOW0ZXFME3mjH9YWHX8-s8nA/s1600/DSC03006.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVxFxahVZxEHeuBq1hId7-6jp8UYGS32KV2Nb5FEvN-M_HFfLKpm93aEmobenVVC20T_9Drd8aPC97XSXfdjI07eTgle7pc5cJ5QBNJ0RMC4HJNsDmYewBOW0ZXFME3mjH9YWHX8-s8nA/s640/DSC03006.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">But then some weeks it just takes less time for the students to write if we provide the headings...</td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjY7qUpfBLXi-a6ppIdZgEEjVXNuXk5xsQS9X47SX85ygWGlvvrRQr3JoKo65_gimFpUIViSzAtD0Xum8WEFFqF0G7UdVfnvcafKNwSqcwfBbUWn-R73XVwh30L3o2N2UmAL98zPD3XMug/s1600/DSC03007.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjY7qUpfBLXi-a6ppIdZgEEjVXNuXk5xsQS9X47SX85ygWGlvvrRQr3JoKo65_gimFpUIViSzAtD0Xum8WEFFqF0G7UdVfnvcafKNwSqcwfBbUWn-R73XVwh30L3o2N2UmAL98zPD3XMug/s640/DSC03007.JPG" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtbRS2g-aQdaPzNKa3qiIO2rjKKPTmYM8-7H72BuRnYG7WZ2b2vfRhVUkvtmTEe5LCpXoug3XqqCj6HKJpun3p5T3xuR9BMGODGiWf8FzNGJGX58LpJEA3nb-JSNYdMjhMob-KWZfchFU/s1600/DSC03009.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtbRS2g-aQdaPzNKa3qiIO2rjKKPTmYM8-7H72BuRnYG7WZ2b2vfRhVUkvtmTEe5LCpXoug3XqqCj6HKJpun3p5T3xuR9BMGODGiWf8FzNGJGX58LpJEA3nb-JSNYdMjhMob-KWZfchFU/s640/DSC03009.JPG" width="480" /></a></div>
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Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-3460519469680760701.post-2359059119348342642012-09-12T19:23:00.000-05:002012-09-12T19:23:32.544-05:00Estimation, Math Notebooks, and Anchor Charts<b><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">This week we are teaching estimation by rounding to the nearest 10 and to the nearest 100, CCSS 3.NBT.1. </span></b><br />
<span style="font-family: Georgia, Times New Roman, serif;"><br /></span>
<span style="font-family: Georgia, Times New Roman, serif;">On Monday, we created this anchor chart with our classes:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFxANci-g-d2lfF9M68hyphenhyphen-3NjRahIo_ve91osofjgVdQUsx8EsqHCj2jwEsfBMNMtZTBrbcerp25jSbhalUj7OVzbUkhx31yT58GVQX_ZmDDoHb4S4_6wywUDaW5QGXzTsCRIk25_X3Bs/s1600/DSC02952.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFxANci-g-d2lfF9M68hyphenhyphen-3NjRahIo_ve91osofjgVdQUsx8EsqHCj2jwEsfBMNMtZTBrbcerp25jSbhalUj7OVzbUkhx31yT58GVQX_ZmDDoHb4S4_6wywUDaW5QGXzTsCRIk25_X3Bs/s640/DSC02952.JPG" width="640" /></span></a></div>
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<span style="font-family: Georgia, Times New Roman, serif;">We also watched Brainpop!'s Rounding video and stopped before the Rounding Decimals part.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">Students copied the anchor chart into their notebook onto their Frayer model anchor chart:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgngm9iIC13Fr_RROT0N-HoHUcb-N72oaeBRLpai1OMxZe54CFIi1StxPVYeNjxUAEZIgNUkg2ozNMax1gUgWGh1eOGkO4LxHXuiag0-yf_c1PuFI2j0B0Yp-ZR7vxq2mBaZa5xZCdoiqk/s1600/DSC02963.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgngm9iIC13Fr_RROT0N-HoHUcb-N72oaeBRLpai1OMxZe54CFIi1StxPVYeNjxUAEZIgNUkg2ozNMax1gUgWGh1eOGkO4LxHXuiag0-yf_c1PuFI2j0B0Yp-ZR7vxq2mBaZa5xZCdoiqk/s640/DSC02963.JPG" width="640" /></span></a></div>
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<span style="font-family: Georgia, Times New Roman, serif;">We also felt that it would help students to have a hundred chart with rounding tips, so they glued this chart from Super Teacher Worksheets into their notebook for this week, too.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtYVbmzGS35vY9ltdlcyITxuQxokOQtKUPH87UQUCFujPhbYqXDBna1YRRWIKEyua8BfifVPPBgWjBJo4cwoYA_gAQoIHEvhYjBykck294c_QtLFogc-4uR7Kn9gyeISBnBx_9LpJnPFE/s1600/DSC02961.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtYVbmzGS35vY9ltdlcyITxuQxokOQtKUPH87UQUCFujPhbYqXDBna1YRRWIKEyua8BfifVPPBgWjBJo4cwoYA_gAQoIHEvhYjBykck294c_QtLFogc-4uR7Kn9gyeISBnBx_9LpJnPFE/s640/DSC02961.JPG" width="640" /></span></a></div>
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<b><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Switching Groups Mid-Week</span></b></div>
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<span style="font-family: Georgia, Times New Roman, serif;">For the first time since starting math workshop, we changed our four math groups mid-week this week. We noticed certain students in the lowest group grasping estimation quicker than students in the low-medium group. Based on yesterday's closure activity and in-class observations at the teacher station, we swapped some students between the red (lowest) and yellow (low-medium) groups. For example, Johnny was in the red group but was catching on quicker than Suzy in the yellow group, so we switched the two. Today, Suzy received more support during teacher station because her peers were at the same instructional level. This change emphasized to us how important ongoing assessment and closure are to driving instructional decisions. This is truly differentiated instruction.</span></div>
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<b><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Another Math Workshop Board</span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh984ukbtcP1w84Pc9c9TFa3Fn-UbqUSk6kI8jzGSX2sQAKw6TmS4Xg_qEKZUjlADFp41dv6RRuhW13zCLEzcSm07FlHccvFD4NccvswhMUTo2wJPmadnAhu6Z-VNcHuEdmEa__OpM8VUE/s1600/DSC02964.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh984ukbtcP1w84Pc9c9TFa3Fn-UbqUSk6kI8jzGSX2sQAKw6TmS4Xg_qEKZUjlADFp41dv6RRuhW13zCLEzcSm07FlHccvFD4NccvswhMUTo2wJPmadnAhu6Z-VNcHuEdmEa__OpM8VUE/s640/DSC02964.JPG" width="480" /></span></a></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Anchor charts from the year so far...</b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2UeJTpmA-NFW96iBNQJed5kUCcGY__K85VbFOGrAF81Zi607OYSNyU5SKZ8-xlbvMIOQIDS-PLebAg6M-VVmPi78qCgf60VlZwqz8tEVNU7KhM0BebrUhCyhFe7G7UxGoB2rEQY9xa3Y/s1600/DSC02957.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF6Qld-N0PvfY8SiZrM3lbLsSzTqplWXDKWXka4m60mGEtzvPHItnz8eNtdLLq9fhGiVG4f2JzG4_vc72HVvLcX9wtoMAyoxSk3ifQvcxZHFfTkSNbfNur4KcRdQKrfic4iqcyPA7Mr4k/s1600/DSC02954.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhF6Qld-N0PvfY8SiZrM3lbLsSzTqplWXDKWXka4m60mGEtzvPHItnz8eNtdLLq9fhGiVG4f2JzG4_vc72HVvLcX9wtoMAyoxSk3ifQvcxZHFfTkSNbfNur4KcRdQKrfic4iqcyPA7Mr4k/s640/DSC02954.JPG" width="640" /></span></a><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2UeJTpmA-NFW96iBNQJed5kUCcGY__K85VbFOGrAF81Zi607OYSNyU5SKZ8-xlbvMIOQIDS-PLebAg6M-VVmPi78qCgf60VlZwqz8tEVNU7KhM0BebrUhCyhFe7G7UxGoB2rEQY9xa3Y/s640/DSC02957.JPG" width="640" /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrUrrhwmKsKvil5vEHgFDTBZkhgLp55RCi8uSTcvjvDMYzl-x9KPaWf35V1m0h6_68l_jIQYipTfiSx0AzXfvQusgfjmkdB3wPXmt24vJrtZsqCE9orYRk0oYZEKyeOr-pEbJzfNXtLE8/s1600/DSC02958.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, Times New Roman, serif;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrUrrhwmKsKvil5vEHgFDTBZkhgLp55RCi8uSTcvjvDMYzl-x9KPaWf35V1m0h6_68l_jIQYipTfiSx0AzXfvQusgfjmkdB3wPXmt24vJrtZsqCE9orYRk0oYZEKyeOr-pEbJzfNXtLE8/s640/DSC02958.JPG" width="640" /></span></a></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Join us next week for a Q & A with a guest blogger, a fourth grade teacher starting math workshop this year! :) </span></div>
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<span style="font-family: Georgia, Times New Roman, serif;">--Tabitha & Chloe</span></div>
Unknownnoreply@blogger.com25tag:blogger.com,1999:blog-3460519469680760701.post-65149059841472509732012-09-05T16:56:00.003-05:002012-09-08T18:19:05.501-05:00From State Standards to Common Core<span style="font-family: Georgia, "Times New Roman", serif;">WE'RE ALIVE!! :) We survived summer AND the beginning of the year!</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">We have received many emails asking how we planned on transitioning from GLEs (Missouri's grade level expectations) to the Common Core, all while keeping math workshop. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">So this is what we did...</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">We first analyzed the Missouri GLEs to see which Common Core standards aligned. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">We then pulled out our year-long calendar for math workshop from last year: </span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlb4iyOUp74MjUOwZrVQdF7ZVGmbG4_jyCljF8dYWrotCDiFc5n2-VWkTtLMT0dviLu2Wjjc-xJpNnACtxDYiMNHfDDPaaEtwmZoZz-yCbqcw8Ng_3Gc1ZkuAyfsN8UkKItDrMRywQVhA/s400/Calendar+(2011-2012).jpg" style="margin-left: auto; margin-right: auto;" width="400" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Adapted from Joanna Clark</span></td></tr>
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<span style="font-family: Georgia, "Times New Roman", serif;">First, we <span style="color: orange;">rearranged the calendar based on last year's experiences</span>. For example, it made more sense to teach mental math strategies for adding and subtracting before teaching 3-digit addition and subtraction. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">Then we went through and <span style="color: #e69138;">checked off any GLEs that were exactly aligned</span> with Common Core. We tweaked others that were similar but not exactly aligned. For example, a GLE was that students would tell time to the nearest 5 minutes, but now CCSS (Common Core State Standards) requires third graders to tell time to the nearest 1 minute. </span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">The <span style="color: #e69138;">CCSS that were left over </span>and not aligned with GLEs, we stuck those in where they made sense. </span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">We then took out GLEs that were no longer required under CCSS and kept them in mind in case our calendar would permit time to teach them. </span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">Once all CCSS were plugged in, we decided on a few <span style="color: #e69138;">GLEs that we still felt are necessary</span> skills for 3rd graders, so we kept them. </span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">THEN...after all of that, with the weeks of school left, we plugged in the <span style="color: #e69138;">GLEs that are not aligned</span> with CCSS.</span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">Another change that we made to this year's year-long math calendar was to include the specific <span style="color: #e69138;">CCSS code and/or GLE code</span> beside each skill, so that we could refer back to the exact language of the standard. We also changed the Date column to <span style="color: #e69138;">weeks</span>. This way, we won't have to change the dates each year. Finally, we noted short weeks with a <span style="color: #e69138;">"s/w"</span> so that we would plan accordingly.</span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">Here is a snapshot of what our current calendar is with Common Core:</span></div>
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<tr><td style="text-align: center;"><img border="0" height="197" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLvzkf4ycA007lT0koEqHCYFUwdKC-3bBg2XQkW-Tdrctjmwg9VgEdbmKABAx0ijQ6s3lpXJCAWwK9P6mVS04Z2mVvdRXZEHdoS2oIikgI-mJwzLYc2SgEEowHS-vlzSi-4aMopremsYY/s400/Calendar+(2012-2013).jpg" style="margin-left: auto; margin-right: auto;" width="400" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Adapted form Joanna Clark</td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLvzkf4ycA007lT0koEqHCYFUwdKC-3bBg2XQkW-Tdrctjmwg9VgEdbmKABAx0ijQ6s3lpXJCAWwK9P6mVS04Z2mVvdRXZEHdoS2oIikgI-mJwzLYc2SgEEowHS-vlzSi-4aMopremsYY/s1600/Calendar+(2012-2013).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, "Times New Roman", serif;"></span></a></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">We are also fortunate that our district adopted the revised <span style="color: #e69138;">Everyday Math Common Core</span> edition this year. We still pull lessons as they relate to the CCSS for <strong>third grade</strong>. :) EM is aligned to CCSS, but for multiple grade levels--since it is a spiral curriculum. </span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">--Chloe & Tabitha</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3460519469680760701.post-70916498578951433702012-03-29T15:47:00.004-05:002012-03-29T15:48:34.308-05:00Anchor Charts Continued<span style="font-family: Georgia, "Times New Roman", serif;">Happy Thursday! So sorry that we haven't posted in a while! We are a week away from state testing, so we are staying busy with meetings and reviewing previously taught skills. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">Here are a few anchor charts that we have not yes posted:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy9ZQn0dYlThpFoqQZi9aVISEClQoqk4QfF0H-_rqIDquZt3s_0D9OocfOkqT4jzIr-tv6d_P136KdBrf49MHMriZP49dlbBcntwbyMmNMwnbZgaCNXtJ4yi_74in2OqoQpIhMHH4mNeE/s1600/DSC02852.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" dea="true" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy9ZQn0dYlThpFoqQZi9aVISEClQoqk4QfF0H-_rqIDquZt3s_0D9OocfOkqT4jzIr-tv6d_P136KdBrf49MHMriZP49dlbBcntwbyMmNMwnbZgaCNXtJ4yi_74in2OqoQpIhMHH4mNeE/s400/DSC02852.JPG" width="400" /></span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvUeiB7iDA-TEh_p6ZHlcC5rBja-Jic6IJHvulKtsKhBcISHgB8YGfbCcTD7kxu-suBM3cBKZoM658_ueIAfmnmz8CphB0CDSLH4tKcv0eEdc6d4Bz4ex2sTU4iCz0099RPpGjNsViqfY/s1600/DSC02853.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" dea="true" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvUeiB7iDA-TEh_p6ZHlcC5rBja-Jic6IJHvulKtsKhBcISHgB8YGfbCcTD7kxu-suBM3cBKZoM658_ueIAfmnmz8CphB0CDSLH4tKcv0eEdc6d4Bz4ex2sTU4iCz0099RPpGjNsViqfY/s400/DSC02853.JPG" width="400" /></span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-hzj6hZmA91N1Y6hT1GbHty8f4yRLtrJauNbTm8kci71XA3EKkJpefHzo7HwNIJb7M6rh1zFu8ufK3JgVzotTd4wkSKS3eiRKnHKDX6v8mTIV0EBugrdntu07LceMPzWEwYJtzL7ns3E/s1600/DSC02860.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" dea="true" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-hzj6hZmA91N1Y6hT1GbHty8f4yRLtrJauNbTm8kci71XA3EKkJpefHzo7HwNIJb7M6rh1zFu8ufK3JgVzotTd4wkSKS3eiRKnHKDX6v8mTIV0EBugrdntu07LceMPzWEwYJtzL7ns3E/s640/DSC02860.JPG" width="480" /></span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjY_2u81cUDdkB5jeEJ2Cb0pnBRcREkYiy3ncdP_jBi3M06XhrdIft2BqY-gtXUqugTTtd4RgQNO3woZMgtmmg_J1PrJ3ZDlax1Q_RNlTh11wOvJtwoHXUk_b10TR9wanGy3lguWpq_dUA/s1600/DSC02854.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" dea="true" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjY_2u81cUDdkB5jeEJ2Cb0pnBRcREkYiy3ncdP_jBi3M06XhrdIft2BqY-gtXUqugTTtd4RgQNO3woZMgtmmg_J1PrJ3ZDlax1Q_RNlTh11wOvJtwoHXUk_b10TR9wanGy3lguWpq_dUA/s400/DSC02854.JPG" width="400" /></span></a></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">Have a great weekend!</span> We'll be back more after the MAP test :)<br />
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--Chloe and TabithaUnknownnoreply@blogger.com2tag:blogger.com,1999:blog-3460519469680760701.post-33129390106612871332012-02-17T17:10:00.000-06:002012-02-17T17:10:07.829-06:00Geometry Fun!<span style="font-family: Georgia, "Times New Roman", serif;">Happy Friday! :)</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">We just wrapped up our geometry unit this week so we thought we would post what we've been doing!</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">Here are the anchor charts from the last two weeks:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNZ2bzjyyCZpWCdMqVlwgLEerRZmVgAKjY_uSYwMptgHf68DrfAj1C2UKkVOTJrH5HdHSN2KJ6imrvL2qxc4rclIz2XlHpg0OZ6H5qltpZarol4SlCFtZ4KRVwYGpsp8Mcz_GpiOUwapo/s1600/IMG_2938.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNZ2bzjyyCZpWCdMqVlwgLEerRZmVgAKjY_uSYwMptgHf68DrfAj1C2UKkVOTJrH5HdHSN2KJ6imrvL2qxc4rclIz2XlHpg0OZ6H5qltpZarol4SlCFtZ4KRVwYGpsp8Mcz_GpiOUwapo/s400/IMG_2938.jpg" width="400" yda="true" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiGAIQUWiI9gGheohT1lsJbxp7VPB_C6mpBaAdIc9VUK7GQrTi5Ai7DG1Kj4qTb30p3UVTEfMkAdZnFKQgPkJ0sNP32tJsU5NvomOcG3ObWSdqxjU-NGwsY8rExCBsK1X9f8pnWcHIubk/s1600/DSC02717.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiGAIQUWiI9gGheohT1lsJbxp7VPB_C6mpBaAdIc9VUK7GQrTi5Ai7DG1Kj4qTb30p3UVTEfMkAdZnFKQgPkJ0sNP32tJsU5NvomOcG3ObWSdqxjU-NGwsY8rExCBsK1X9f8pnWcHIubk/s400/DSC02717.JPG" width="400" yda="true" /></span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgETfQ0EnvbgsS4xqL7sAZIUY5XVcq6f1ThmV9Tkg4c9UmUMv8w9-HXbPh9O3CVEA3oFu2lY4M17xBjfVTza0vr_G74biuV3P9ylPY2dqQNr2mcGRFKdyRcjPwzExUjjkcvT3SB3wIXzjs/s1600/DSC02719.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgETfQ0EnvbgsS4xqL7sAZIUY5XVcq6f1ThmV9Tkg4c9UmUMv8w9-HXbPh9O3CVEA3oFu2lY4M17xBjfVTza0vr_G74biuV3P9ylPY2dqQNr2mcGRFKdyRcjPwzExUjjkcvT3SB3wIXzjs/s400/DSC02719.JPG" width="400" yda="true" /></span></a></div>
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<br /><br />Some highlights from our week studying coordinate grid:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSFKZXciu_-zUWcdqSFBsfbkcT4tYMDYqHUoqUAoQ9H5byPuHSI17TO09KjIgfYer9DYWFhxl3lzEV2Gr7yPOkkjYUu6dMg6YtFyO6y3p_nOcKhK7GK51BQ_duMg847jXTopOvD_IpslY/s1600/DSC02684.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSFKZXciu_-zUWcdqSFBsfbkcT4tYMDYqHUoqUAoQ9H5byPuHSI17TO09KjIgfYer9DYWFhxl3lzEV2Gr7yPOkkjYUu6dMg6YtFyO6y3p_nOcKhK7GK51BQ_duMg847jXTopOvD_IpslY/s320/DSC02684.JPG" width="320" yda="true" /></a></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihDIo2UN2_TKFSkZxMl1K3ThWlXC6cH9pMhj19cfOxB5D3G3ZOYj0JwuSCgPfV6xZy6JD6y8aaeLdvKy0ER_U8NyB0vNRbQIoLgONAsmrYMdEyWLZRx2Ccwq8Rizmequoz0ozRv2OHtGA/s1600/IMG_2920.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihDIo2UN2_TKFSkZxMl1K3ThWlXC6cH9pMhj19cfOxB5D3G3ZOYj0JwuSCgPfV6xZy6JD6y8aaeLdvKy0ER_U8NyB0vNRbQIoLgONAsmrYMdEyWLZRx2Ccwq8Rizmequoz0ozRv2OHtGA/s320/IMG_2920.jpg" width="320" yda="true" /></a></td></tr>
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Students plot ordered pairs of well-known characters,teachers, administrators, and sports teams</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaquItn7_IK18f09C1fn8bu4Vffl9bDv8EyRJxIosS5ekAWWGvcBUGTQGLdXnKjTmo9jea1hcN0Jdg1sCtkBQ3bsEEem-ShiAcjQRtNIMA4mABfd7XjmgS_Ju6gPV9DmApIXYbvmoekIw/s1600/IMG_2918.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaquItn7_IK18f09C1fn8bu4Vffl9bDv8EyRJxIosS5ekAWWGvcBUGTQGLdXnKjTmo9jea1hcN0Jdg1sCtkBQ3bsEEem-ShiAcjQRtNIMA4mABfd7XjmgS_Ju6gPV9DmApIXYbvmoekIw/s320/IMG_2918.jpg" width="240" yda="true" /></a></div>
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<tr><td style="text-align: center;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIXdpASNd3Jp5MYif2TGQDL2oWiY4zvZwgzwnKtqqdxbObSYaCKYqv6JWFKbSr3ZxzAJR3IdB6dGcGoOyQ5N1rerGvHqtpzel3iPp4aMl7vBLgiq2rA0LatGpxia09dDHbpLUglh1vCwk/s320/IMG_2919.jpg" style="margin-left: auto; margin-right: auto;" width="320" yda="true" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;">During teacher station, students plotted ordered pairs on their slates.</td></tr>
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Some highlights from our week studying symmetry and congruence:<br />
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During one of our independent stations, students completed a tiered activity. The objective was the same: All students will compare and contrast lines of symmetry in the alphabet. Students were given cardstock letters (cut from a dye cut) to manipulate.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNrJ1jIsFEpOudb4PbC4u0D-KDk3MU0S5hV-f8DZpotPl50WH_f6mPbKIcp5mjOjfS93rkeGyhVzx1sfZVSDytRar-R0G9gVeTGq9xWm3ZxWjaFvZ9qJ7Vxu-FS-PQ6EdFQhzqLc17gUQ/s1600/DSC02713.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNrJ1jIsFEpOudb4PbC4u0D-KDk3MU0S5hV-f8DZpotPl50WH_f6mPbKIcp5mjOjfS93rkeGyhVzx1sfZVSDytRar-R0G9gVeTGq9xWm3ZxWjaFvZ9qJ7Vxu-FS-PQ6EdFQhzqLc17gUQ/s400/DSC02713.JPG" width="400" yda="true" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">High and High-Medium groups completed a Venn Diagram to sort capital letters by vertical and/or horizontal lines of symmetry.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5bi_RAODuGsB7s8Tx1TMqlLFKtrYOz8sIcq642C7nwvHrZYJ2nXGeBsS9RJ5qoP3gQG-QNPBW-zYyy40pDyi_faWlHvfQ2N3Mg2rTTpu4y2-9p2mAPzrECx8Aut4bN_csq9C-7PAomYs/s1600/DSC02714.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5bi_RAODuGsB7s8Tx1TMqlLFKtrYOz8sIcq642C7nwvHrZYJ2nXGeBsS9RJ5qoP3gQG-QNPBW-zYyy40pDyi_faWlHvfQ2N3Mg2rTTpu4y2-9p2mAPzrECx8Aut4bN_csq9C-7PAomYs/s400/DSC02714.JPG" width="400" yda="true" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Low-Medium group sorted capital letters by how many lines of symmetry each letter has.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj02Yhd0VeytOWd7n1UFLr4N-JBWLAgIF6a8aza6ZWhtzcuhRA-_KwXxr_bVIH2QSTk1krIKV5JevEpcWYGaRWJeiBbP1TKBD3dUDkFHxn_H1EVcxNtz6LeH6DJSzk3uVtqIJuyFuCcE8M/s1600/DSC02716.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj02Yhd0VeytOWd7n1UFLr4N-JBWLAgIF6a8aza6ZWhtzcuhRA-_KwXxr_bVIH2QSTk1krIKV5JevEpcWYGaRWJeiBbP1TKBD3dUDkFHxn_H1EVcxNtz6LeH6DJSzk3uVtqIJuyFuCcE8M/s400/DSC02716.JPG" width="300" yda="true" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Low group simply determined whether or not a letter had a line of symmetry. Then they drew the line of symmetry. </td></tr>
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Have a great 3 day weekend! :)</div>
</span>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-3460519469680760701.post-6614888294835145652012-02-03T16:40:00.003-06:002012-02-03T16:44:26.661-06:003-D Shapes<span style="font-family: Georgia, "Times New Roman", serif;">It's Friday! :)</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">We just wrapped up a fun week in geometry. Students identified and described attributes of 3-dimensional shapes (i.e. vertices, faces, edges, bases). Here are some of the things we did this week. </span></div>
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<tr><td style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicTos2x8MZ30bsAVbrcIqw-M60l18INCHXWjwcaz48q7rCB4uPTjXDImEp-0gtPQn6-u-EEh6gxyi6ophdvdE2rIwTXUeNLDN-vHyJXAhSfbLwvx5gokRlUN3EWADHycs51K3L6mqW5wg/s1600/IMG_2911%5B1%5D" imageanchor="1" style="clear: left; cssfloat: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" height="300" sda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicTos2x8MZ30bsAVbrcIqw-M60l18INCHXWjwcaz48q7rCB4uPTjXDImEp-0gtPQn6-u-EEh6gxyi6ophdvdE2rIwTXUeNLDN-vHyJXAhSfbLwvx5gokRlUN3EWADHycs51K3L6mqW5wg/s400/IMG_2911%5B1%5D" width="400" /></span></a></td></tr>
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<span style="font-family: Georgia, "Times New Roman", serif;"><span style="font-size: small;">We created an anchor chart describing 3-D figures on Monday during </span><span style="font-size: small;">a whole-class lesson. At the same time, students filled out their flip </span><span style="font-size: small;">books. This is when we discussed vocabulary such as edges, bases, </span><span style="font-size: small;">faces, and vertices.</span> </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTDo4yFm8weBrGurCNUYsBVxUbl_ssl2D8KAPlgxYBNxJm4ZJzX8aptqgsPh3RDL1IRFxedZRrxlFNOSbsVLcvXdB5nS9AKWIXEMFqTzcHNMTTrC3JMGMKSB5XLfxX0pflGJrmIsz_rnM/s1600/IMG_2892%5B1%5D" imageanchor="1" style="clear: right; cssfloat: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" height="300" sda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTDo4yFm8weBrGurCNUYsBVxUbl_ssl2D8KAPlgxYBNxJm4ZJzX8aptqgsPh3RDL1IRFxedZRrxlFNOSbsVLcvXdB5nS9AKWIXEMFqTzcHNMTTrC3JMGMKSB5XLfxX0pflGJrmIsz_rnM/s400/IMG_2892%5B1%5D" width="400" /></span></a></td></tr>
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: small;">During the week, students participated at the teacher station by</span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;"><span style="font-size: small;">interacting with the Smart Board. Students identified and counted </span><span style="font-size: small;">vertices, edges, bases, and faces.</span> </span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;"> </span> <span style="font-family: Georgia, "Times New Roman", serif;"></span> <br />
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<tr><td style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRNJiPAD0ohPPSTWQ5HFFEItU0ceDUI6XuAjvWRHj5nbbGYTt_h1uscm-LoFjS_MrHm9gg92VLTNrg6IxV39YOlqPftQpceHbA5ufuouHrquRsaPSDHnZhMUYT-b4aS2_grYePniiWHss/s1600/IMG_2912%5B1%5D" imageanchor="1" style="clear: left; cssfloat: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" height="300" sda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRNJiPAD0ohPPSTWQ5HFFEItU0ceDUI6XuAjvWRHj5nbbGYTt_h1uscm-LoFjS_MrHm9gg92VLTNrg6IxV39YOlqPftQpceHbA5ufuouHrquRsaPSDHnZhMUYT-b4aS2_grYePniiWHss/s400/IMG_2912%5B1%5D" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, "Times New Roman", serif;"><span style="font-size: small;">Here is one of the flip books created during whole-class instruction </span><span style="font-size: small;">on Monday.</span></span></td></tr>
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<tr><td style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEu9qm29JezBovEoeW6UymitOt7xWLfN6A5J10r31K0yfjIKMYAsdtOQcEIvGP1a54Eh-ygSzMeRz_jjaV_4gImzcvE5I3hqEEk-N-t27-h8S40na85wRZw7PQSerV45B41ZUwjeYwY2M/s1600/IMG_2913%5B1%5D" imageanchor="1" style="clear: right; cssfloat: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Georgia, "Times New Roman", serif;"><img border="0" height="300" sda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEu9qm29JezBovEoeW6UymitOt7xWLfN6A5J10r31K0yfjIKMYAsdtOQcEIvGP1a54Eh-ygSzMeRz_jjaV_4gImzcvE5I3hqEEk-N-t27-h8S40na85wRZw7PQSerV45B41ZUwjeYwY2M/s400/IMG_2913%5B1%5D" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; text-align: center;"><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">
<span style="font-family: Georgia, "Times New Roman", serif;"><span style="font-size: small;">Students pasted pictures of each 3-D figure in their book. Then </span><span style="font-size: small;">they wrote the attributes for each figure as we filled out our class </span><span style="font-size: small;">anchor chart.</span></span></div>
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: small;">Before we filled out the rest of the flip book, we discussed and wrote down important vocabulary words and definitions on the back of our books.</span></div>
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: small;">During Independent station, students chose 2 or 3 shapes to compare and contrast using a Venn Diagram. They referred to their flip books as necessary.</span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, "Times New Roman", serif;"><span style="font-size: small;">At the Game station, students created riddles for their partners to solve. Students could use their flip books to describe shapes or</span> <span style="font-size: small;">to figure out the answer to the riddle.</span> </span></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia, "Times New Roman", serif; font-size: small;">Here, a student in one of the high groups, completes a triple Venn diagram. She refers to the shapes on her desk. </span></td></tr>
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<span style="font-family: Georgia, "Times New Roman", serif;">Have a great weekend!</span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">--Tabitha & Chloe</span></div>
Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-3460519469680760701.post-73583239110463198792012-01-24T17:28:00.001-06:002012-01-25T22:57:14.724-06:00More Anchor Charts!!!<div class="separator" style="border: currentColor; margin-left: 1em; margin-right: 1em; text-align: center;">
<span style="font-family: Georgia; font-size: x-large;">More anchor charts!!</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNermC4_kiAOt3TZg9ttO0h00Imf47Lv3_Yx27i-1nlIDGo8Y_ffGGj5PCwMfpWCvEa8h_eQYvfGo7mETgQrhmLtB7YoG-CwPxbnB0r3csIFbwrVS-YNhU5Y8nM2vTK7IykkOAU16lRSE/s1600/DSC02646.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" gda="true" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNermC4_kiAOt3TZg9ttO0h00Imf47Lv3_Yx27i-1nlIDGo8Y_ffGGj5PCwMfpWCvEa8h_eQYvfGo7mETgQrhmLtB7YoG-CwPxbnB0r3csIFbwrVS-YNhU5Y8nM2vTK7IykkOAU16lRSE/s400/DSC02646.JPG" width="400" /></a><img border="0" gda="true" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4Iu1RXIjk9sADLv8ow49xD4AQ1tmlQfva34CJZsgHt14xtC-xD-If0ZlH6p7qcVS5_UBjUyAvurgR7e_gaz5_rd-y9KIE-NBx5mkOn_HPGma3sQS3ptLqbv7MkLjSPxMOrk-d2hUK8Q0/s400/DSC02645.JPG" width="400" /></div>
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<span style="font-family: Georgia;"><span style="font-size: large;">On Monday we created an anchor chart together over 2-D shape attributes. As we created the chart, students filled out their Book of 2-D Shapes flip charts-. Here is one student's flip book. The second picture shows what he wrote on the square flap. Students then used this flip chart as a resource (much like the anchor chart) to support their learning at math stations the rest of the week.</span> </span></div>
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<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3460519469680760701.post-4506323636609433452012-01-24T17:08:00.000-06:002012-01-25T22:59:19.800-06:004 Stations!?!<span style="font-family: Georgia, "Times New Roman", serif;">Happy Tuesday! :)</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">After half of a school year of math workshop, we decided that our students still struggle with basic facts. Now that we have introduced multiplication and division, we wanted a fourth station for students to practice all four operations: addition, subtraction, multiplication, and division. <br /><br />So--we spent our last professional work day creating a fourth station: <strong>Fact Practice</strong>. <br /><br />After observing a math workshop at another school in the district and brainstorming how best to make this change, we came up with:</span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">We changed our groups to colors: <span style="color: red;">Red=Low</span>, <span style="color: #ffd966;">Yellow=Low-Medium</span>, <span style="color: #6aa84f;">Green=High-Medium</span>, <span style="color: blue;">Blue=High</span>. (Groups still change weekly based on pre-assessments, of course) The colored groups make differentiating worksheets much easier. Groups pick the colored sheet or colored game pieces that match their group color.</span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">The bottom part of the board shows how our <span style="font-family: Georgia, "Times New Roman", serif;"><strong>rotation schedule</strong></span> works. The dots show where each group starts. Students rotate in a clockwise circle to the next station around the room. The low group starts out at the teacher station, while the high group will come to the teacher station last. The white board space allows for activities to be written in so that each student knows what task to complete. </span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;">We came up with the norms together, and the students refer to those norms to self-evaluate at the end of each math workshop.</span></div>
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<span style="font-family: Georgia, "Times New Roman", serif;"><--Along with adding a fourth station, we also decided to add a <strong>Math Station Sheet</strong> (Thank you, to a math coach in our district!). </span></div>
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<span style="font-family: Georgia;">This Math Station Sheet cuts down on copies and holds students accountable for the work completed at each station. </span></div>
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<span style="font-family: Georgia;">At the start of math workshop, we display the teacher's copy of the sheet on the document camera (ELMO). We fill in the titles for each station together. Students also decide on the appropriate voice level for each station and write it in the boxes.</span></div>
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<span style="font-family: Georgia;">As students go to each station, they record information from that station. For example, today at Fact Practice, students played Bingo Facts. As they drew cards out of the basket, they recorded the answers on their Math Station Sheet under the Fact Practice station. </span></div>
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<span style="font-family: Georgia;">To encourage us as teachers to always have a closure , we included it on the sheet as well. :) The closure today in Chloe's class was: "I have 6 vertices, and all of my sides are equal in length. What am I?" In Tabitha's class, students were told to write two attributes of a hexagon.</span></div>
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<span style="font-family: Georgia;">For the magic rectangle in the top-left corner, students rate their behavior according to the math workshop norms. They write a 1-5 (1=many improvements needed, 5=keep it up!).</span></div>
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<span style="font-family: Georgia;">To keep grading simple, we assign a point for each box on the sheet=10 points (1 for the name!)</span></div>
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<br /></div>Unknownnoreply@blogger.com50tag:blogger.com,1999:blog-3460519469680760701.post-24514671890705362882011-12-20T16:49:00.000-06:002011-12-20T16:49:53.331-06:00Assessment<span style="font-family: Georgia, "Times New Roman", serif;"><span style="color: black; font-size: x-large;">Assessment drives the instruction in our math workshop.</span> </span><br />
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<span style="font-family: Georgia; font-size: large;"><strong>Types of assessments</strong></span><br />
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<li><span style="font-family: Georgia, "Times New Roman", serif;">At the beginning of the year, students take a district assessment on the computer. They will then take this at the middle and end of the year to track growth. </span></li>
<li><span style="font-family: Georgia, "Times New Roman", serif;">Third graders in our building also take a GLE (Missouri's Grade Level Expectations) assessment; which they will also take at the end of every quarter. </span></li>
<li><span style="font-family: Georgia, "Times New Roman", serif;">We give weekly pre- and post- assessments at the beginning and end of each week on the week's skill.</span></li>
<li><span style="font-family: Georgia, "Times New Roman", serif;">On Fridays, we hold one-on-one conferences with students to remediate previously taught skills and/or the current week's skill(s).</span></li>
<li><span style="font-family: Georgia, "Times New Roman", serif;">Throughout the week, we use exit slips, slate practice, cooperative learning, the interactive whiteboard, and self-checks.</span></li>
<li><span style="font-family: Georgia, "Times New Roman", serif;">Students also complete self-assessments throughout math workshop. These are in the forms of consensograms (voting with stickers or dots), affinity diagrams, and paper-pencil self-assessments.</span></li>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnTmVMcMbEGWZ99MybCziB4TyCZslmugfoNwDpvzN-nHjuewmLULpmCN7tOeRCcI5Ik6kPcu-yGxw3jAlHHCqvPzADplwTmF7UMdk4UmYd7-ee0ZGAv6myBVkZZ6eaaPK6DB2um2Z-cNM/s1600/DSC02578.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" oda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnTmVMcMbEGWZ99MybCziB4TyCZslmugfoNwDpvzN-nHjuewmLULpmCN7tOeRCcI5Ik6kPcu-yGxw3jAlHHCqvPzADplwTmF7UMdk4UmYd7-ee0ZGAv6myBVkZZ6eaaPK6DB2um2Z-cNM/s400/DSC02578.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Georgia;">We give weekly pre- and post- assessments at the beginning and end of each week on the week's skill. We graph the results on a class graph. The stars denote weeks that 100% of students met proficiency. </span></td></tr>
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<span style="font-family: Georgia; font-size: large;"><strong>Student ownership</strong></span><br />
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<span style="font-family: Georgia;">To provide students with timely and effective feedback, students are given graded assessments to record on individual proficiency graphs. They track their progress with weekly skills, so that they can look back at the graph to identify which skills need to be revisited. The graph provides a visual reminder of the goal of proficiency. </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG6KASO6OA8jYLkibwXNRJmv_tEJ22BU8f2ZepdrZQ_sTYj3VZXetMOg307EKmgFTIQOu48P7boIeq-uTj8ZC5BsMg0yRTotixHpOsGQ3j-2v_wgUQ1K9RJtnsTP5-BsWYU1JmvywOqZA/s1600/GLE+assessment+graph.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" oda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG6KASO6OA8jYLkibwXNRJmv_tEJ22BU8f2ZepdrZQ_sTYj3VZXetMOg307EKmgFTIQOu48P7boIeq-uTj8ZC5BsMg0yRTotixHpOsGQ3j-2v_wgUQ1K9RJtnsTP5-BsWYU1JmvywOqZA/s640/GLE+assessment+graph.JPG" width="606" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is the individual quarterly GLE graph. Students graph the results from their quarterly GLE assessment. The star represents proficiency on 3rd grade skills (80% or above).</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3s5XqYRQx3MIdBCCRQpAUzdG0egsgE0aDh09jXUrA8cIcTqwSt-oP-aqnxXJ2Pvr1TWX-Dow1CpL3rM23R2_LoII1bIWYt79cAnD_6LMqVCg0gDH23Dfi2bLyOPA2zDdLzCFaYs2aQ78/s1600/individual+weekly+assessment+graph.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="452" oda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3s5XqYRQx3MIdBCCRQpAUzdG0egsgE0aDh09jXUrA8cIcTqwSt-oP-aqnxXJ2Pvr1TWX-Dow1CpL3rM23R2_LoII1bIWYt79cAnD_6LMqVCg0gDH23Dfi2bLyOPA2zDdLzCFaYs2aQ78/s640/individual+weekly+assessment+graph.JPG" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is the individual weekly graph. Students record the date at the bottom with the week's skill. They graph the results from their weekly post-test. The star represents proficiency for that skill. 4/5 or 5/5 is proficient (80% or above).</td></tr>
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<span style="font-family: Georgia, "Times New Roman", serif;">Once students graph their results from weekly post-assessments, they reflect on what strategies worked to attain the skill and brainstorm ideas for improvement. These ideas are shared as a class and recorded weekly on a class bulletin board.</span></div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-3460519469680760701.post-37857572046414788722011-12-13T20:27:00.000-06:002012-01-25T22:54:31.600-06:00Anchor Charts!!!<span style="font-family: Arial, Helvetica, sans-serif;">What teacher doesn't love anchor chart ideas?! Okay, maybe not as much as we do, but thanks to <a href="http://pinterest.com/">http://pinterest.com/</a>, we have acquired many useful ideas for anchor charts. We normally create these as a class on Monday during whole-class instruction. We usually watch a <a href="http://www.brainpop.com/" target="_blank">Brainpop</a> video to help us fill out the chart.</span><br />
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<span style="font-family: Arial;">So our gift to you in this post is....drum roll please...a ton of anchor charts!!</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Enjoy!</span>Unknownnoreply@blogger.com6tag:blogger.com,1999:blog-3460519469680760701.post-23489557703075762432011-12-13T19:18:00.001-06:002012-01-25T22:55:22.458-06:00Getting Started<strong><span style="font-family: Arial, Helvetica, sans-serif;">The back story to our blog...</span></strong><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">After seeing success in book clubs in small grouping, we decided, "Why not try it in math?!" So we implemented a math workshop that focuses on one math skill a week.</span><br />
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<strong><span style="font-family: Arial, Helvetica, sans-serif;">So far we've seen...</span></strong><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Mastery of basic skills</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Increased student engagement</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Student excitement about learning math</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">More confidence in math competencies</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Students taking ownership of the learning</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">... and of course---a whole lot of fun for us and the students!</span><br />
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<strong><span style="font-family: Arial, Helvetica, sans-serif;">Getting started...</span></strong><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">When we first began brainstorming ideas for how to organize a math workshop, we knew that we had no idea what we were doing. :) Just like good writers look at mentor texts before writing, we researched what was working for other teachers. We came across several great blogs and resources that we will mention throughout this blog. We also found a few resources within our district for support. We synthesized the materials to fit our teaching styles to support our philosophy of teaching and learning. As with anything, it took a lot of trial and error, and--it still does!</span><br />
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<strong><span style="font-family: Arial, Helvetica, sans-serif;">Organizing our students...</span></strong><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">After reading a wonderfully helpful blog by <a href="http://www.scholastic.com/teachers/node/216984" target="_blank">Beth Newingham</a>, we decided to follow her suggestion for dividing our students into three groups: low, medium, and high. To group our students, we give our students a weekly pre-test over the week's skill. We then group the students according to their skill level. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">We also followed her rotation suggestion. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Low Group:</strong> Our low group starts out at the teacher station because they will need teacher instruction in order to be successful at the other stations. They then move onto the independent station to apply the skill that they just learned and/or reviewed. Lastly, they go to the game station for further practice on that specific skill or to review a previous skill.</span><br />
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<span style="font-family: Arial;"><strong>Medium Group: </strong>Our medium group starts out at the game station. Then they move to the teacher station and finish at the independent station.</span><br />
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<span style="font-family: Arial;"><strong>High Group: </strong>Our high group is often able to do the independent task before coming to the teachers station, so that is where they begin. Then they rotate to the game station and end up at the teacher station. </span><br />
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<strong><span style="font-family: Arial;">Differentiated Instruction in Math Workshop</span></strong><br />
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<span style="font-family: Arial;">Not only do we want to meet students at their level through small-group instruction, but we also tier the game and/or independent stations to best support their level of proficiency. We try to keep the quality and the quantity of the activity/task the same. However, the high group might solve more complex problems or take the learning more in depth. Whereas, the low group will probably need more scaffolding by using manipulatives, </span><br />
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<strong><span style="font-family: Arial, Helvetica, sans-serif;">Organizing the Materials</span></strong><br />
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<span style="font-family: Arial;">Since groups are often completing different tasks for the game/independent station(s), we have to organize the materials so that each group receives the correct supplies without needing our assistance during transition. We have designated specific areas of the room for each station's activities and materials. For example, the game station materials will always be on the side table, and the independent practice materials are on the back counter. At each place in the room, the materials are organized by group. So far we have used folders with group names on them to organize the materials that groups will need during that station. </span><br />
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<strong><span style="font-family: Arial;">Math Workshop Schedule</span></strong><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Depending on the skill, we typically use this schedule for our math workshop instruction. On Monday we give a pre-test over the week's skill. We then teach a whole-class lesson. We have found that most of the students need the background knowledge or a review of it to be successful at math workhop stations. Tuesday through Friday lessons consist of a min-lesson, when we normally discuss the stations and the expected norms for each. Then we spend 12-15 minutes at each rotation. Finally, we wrap up our lesson with a closure. </span><br />
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<span style="font-family: Arial;"><strong>Transitioning between stations</strong></span><br />
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<span style="font-family: Arial;">When we first started workshop this year, the first few weeks were spent creating norms for each station. One of the norms includes transitioning efficiently between stations. To do this, we display a timer, either on the Smart Board or using Kagan's Jumbo Timer so that students know how much time is left in each station. When the timer gets to 1:30 left in that station, students pick up their materials and quietly move to the next station. We may earn a class marble for arriving at the next station, ready to learn by the timer gets to 0:00. It's amazing to see the ownership the students take in watching the timer and moving on to the next station. </span><br />
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<strong><span style="font-family: Arial;">The content at each station</span></strong><br />
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<span style="font-family: Arial;">Teacher station is spent at the Smart Board. </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIb_A4tIXvnx-4YsDjR2JeIe8CnwSJ-IjPyrepdNLTfZ9CiLVn6fC7LjyP5hrh5qo4HNmCx2vbMTroYMGk5JX2fRxXX-Hd7KCOYSgbwxFM3v_wDOa-2Pj4JZggxhuR3MsNi7dr1Ob8Y9Q/s1600/IMG_2782.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIb_A4tIXvnx-4YsDjR2JeIe8CnwSJ-IjPyrepdNLTfZ9CiLVn6fC7LjyP5hrh5qo4HNmCx2vbMTroYMGk5JX2fRxXX-Hd7KCOYSgbwxFM3v_wDOa-2Pj4JZggxhuR3MsNi7dr1Ob8Y9Q/s320/IMG_2782.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;">To ensure equal participation and student engagement, students bring their slates and markers to the Smart Board. All students work out problems on their slates. Once all students give a thumbs up, signaling completion, the teacher may have students take turns writing an answer on the Smart Board. This serves as ongoing assessment and promotes discussion.</span> </td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYcIs2Gtuq8IVojGOymsHsIvc3nXhhyKUFBqNMl8Ng4RzoqubQ3O8Xzpj6uVdiO0pKgyF-T2Z-4ibyUvATAoVMcQwmcyq3MxPp20x1Ia1bZrwh2_3dfUYzNLTYH7EiAgRd1K5FXskdSV0/s1600/IMG_2793.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYcIs2Gtuq8IVojGOymsHsIvc3nXhhyKUFBqNMl8Ng4RzoqubQ3O8Xzpj6uVdiO0pKgyF-T2Z-4ibyUvATAoVMcQwmcyq3MxPp20x1Ia1bZrwh2_3dfUYzNLTYH7EiAgRd1K5FXskdSV0/s320/IMG_2793.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://exchange.smarttech.com/" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">Smart Exchange</span></a><span style="font-family: Arial, Helvetica, sans-serif;"> provides numerous resources for the Smart Board. We start there when creating lessons for the teacher station. Then we tweak our findings to best meet the needs of our students.</span> </td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">The teacher station looks similar for each group but also provides an opportunity for the teacher to modify instruction based on students' needs at the present time. For example, the low group may need more practice with basic skills. While, the high group may be able to solve more complex word problems. When creating the Smart Board lessons, we try to include slides containing varying opportunities for practice. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxSkAypfCdEzndZuyV5JH7xnXvVv6T0aP3XRXXpLoEi5XztwkhNbpnRH2pv4UBvpZFHG39R2iuEVk3QrvCQh0w2lOIZOX719Bv7v8XLJKWvU6PoVmiifsLNJWvc8DylhknYOXQc5_ZZkw/s1600/IMG_2784.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxSkAypfCdEzndZuyV5JH7xnXvVv6T0aP3XRXXpLoEi5XztwkhNbpnRH2pv4UBvpZFHG39R2iuEVk3QrvCQh0w2lOIZOX719Bv7v8XLJKWvU6PoVmiifsLNJWvc8DylhknYOXQc5_ZZkw/s320/IMG_2784.JPG" width="320" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;">The game station may sometimes include an exploration, where students work with a partner to problem solve. </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2_hjn2XeZnWf6iJ12qmvkx57AulxGq4CGIv1GLO2e_4nIo8F3X6LHD-bAXO2xJSfMz1li6PQvqLgZntpqFQ__8XQQFEGta-PSyivDMt_KbDSU-OpOaklU1xPGhFqaOlPNIjGu6d4ddGE/s1600/IMG_2790.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2_hjn2XeZnWf6iJ12qmvkx57AulxGq4CGIv1GLO2e_4nIo8F3X6LHD-bAXO2xJSfMz1li6PQvqLgZntpqFQ__8XQQFEGta-PSyivDMt_KbDSU-OpOaklU1xPGhFqaOlPNIjGu6d4ddGE/s320/IMG_2790.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;">During this game station, students work in partnerships to write down the perimeter of each shape. To allow for smoother transitions, students were told which shape to start with. Each pair started at a different shape.</span> </td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">Independent station normally consists of a tiered writing activity that reinforces the week's skill. Once a week, the independent station also provides students with the opportunity to review learned skills through a review sheet or Math Box, as used in our Everyday Math curriculum. On Fridays, we often have our students use writing to explain how they solved their problems. We have found that by having students explain their work in writing, they demonstrate their understanding of the skill. </span><br />
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<span style="font-family: Arial;">Please share your comments and experiences with math workshop. We are continually seeking out ways to improve. <br />
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Check back soon for posts with specific content ideas for math workshop. </span><br />
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<span style="font-family: Arial;">--Chloe & Tabitha</span>Unknownnoreply@blogger.com9