1. Academic Talk in the Math Workshop WABE 2016
Kristin Percy Calaff & Kaitlyn Spore

2. Workshop Agenda Participants will be able to:
Purpose: To serve language learners effectively by supporting mathematical thinking and language skills to meet CCSS.
Participants will be able to:
Set up an interactive Math Workshop
Use technology in a blended learning model
Practice accountable “Math Talk” strategies

3. Why Math Workshop? Differentiated Instruction
Smaller groups = Individual attention
More effective use of Para support
Greater student ownership
Increased motivation
Blended technology

4. How Does It Work? Whole group or 2-3 flexible groups
Daily formative assessment
Teacher repeats/adjusts “mini-lesson”
Students practice independently
“Math Experts” assist peers
Students use blended technology to review and extend

5. Math Workshop Anchor Task “Mini-Lesson” Practice/Support
Students engage in an entry task
“Mini-Lesson”
Teacher uses questions to build understanding
Students engage in Structured Math Talk
Practice/Support
Independent work & blended technology
Small group support
Closing/Reflection

6. 2-Group Workshop Model Group 1 (Low/Mid) Group 2 (Mid/High)
10:00- 10:20
Readiness Activity/
Blended Tech
*(Para Support)
Entry Task &
Teacher Mini-Lesson
10:20- 10:40
Independent Practice & Blended Tech
10:40- 11:00
*Small Groups

7. 3-Group Workshop Model Group 1-Low Group 2-Mid Group 3-High
10:00- 10:20
Readiness/ Blended Tech
*(Para Support)
Entry Task/
Mini-Lesson
Blended Tech/Independent Practice (from previous day)
10:20- 10:40
Blended Tech/Independent Practice
* (Small Groups)
Blended Tech/ Independent Practice
10:40- 11:00
Blended Tech/
Independent Practice

8. Blended Learning

9. Technology Tools Management: Google Classroom Free On-line Tools
Khan Academy
Xtra Math
Ten Marks
Paid Math Programs
ST Math
Think through Math
iXL

10. CCSS Mathematical Practices
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

11. Mathematical Habits of Mind
Best Practices in Teaching Mathematics
Facilitator’s Power Point Presentation and Notes
6/1/2018
Mathematical Habits of Mind
Regularity, Patterns and Structure
Mathematical Representations
Connections
Mistakes and Stuck Points
Metacognition and Reflection
Persevere and Seek More
PASS OUT 1 PAGER WITH ALL POSTERS from TDG binder
English Habits of Mind & Interaction Posters
Spanish Habits of Mind Posters
©2007 Teachers Development Group

12. Mathematical Habits of Interaction
Best Practices in Teaching Mathematics
Facilitator’s Power Point Presentation and Notes
6/1/2018
Mathematical Habits of Interaction
Private Reasoning Time
Compare our Logic and Ideas
Explain
Critique and Debate
Listen to Understand
Math Reasoning is the Authority
Genuine Questions
Multiple Pathways
Spanish Habits of Interaction Posters
©2007 Teachers Development Group

13. Language Learners need practice using sentence stems to develop talk moves.
Anchor charts remind teacher & students to use these moves.

14. Listen and Compare
Take private think to think about the task. Be prepared to share your mathematical reasoning, sense making, representations, justifications, and/or generalizations.
A: Explains her/his ideas while partner B silently listens to understand Partner A’s thinking.
B: Explains her/his reasoning and partner A listens.
A & B: Discuss together how the ideas are mathematically the same and/or different.
This is the frame for the session

15. Entry Task 1 Odd + Odd = Even Why?
Create a visual justification for why the sum of two odd numbers is always an even number.
Odd + Odd = Even
Why?

16. Interpret and Compare Write up a task.
Then exchange written work for a task. Take private think time and study each other’s work and, without any discussion, try to understand each other’s reasoning.
A: Reports interpretation of B’s reasoning
B: Clarifies
B: Reports interpretation of A’s reasoning
A: Clarifies
A & B: Discuss similarities and differences
This is the frame for the session

17. Entry Task 2 Use the numbers: 5, 6, 7, 8, 9 Use one digit in each box.
The numbers should add up to the same total across and down.
Show your work.

18. Revoice and Compare Private Think Time
A: Shares her/his ideas while B silently listen
B: Carefully revoices A’s ideas without judging, adapting, or commenting about the correctness or sensibility of the ideas.
B: Speaks about her/his ideas while A silently listens
A: Revoices B’s ideas
A& B: Discuss similarities and differences
This is the frame for the session

19. Entry Task 3
Maria made some cookies. ⅓ of the cookies were chocolate chip, ¾ of the remainder were oatmeal raisin, and the rest were peanut butter. If Maria made 4 dozen cookies, how many peanut butter cookies did she make?

20. SOLUTION:
Maria made some cookies. ⅓ of the cookies were chocolate chip, ¾ of the remainder were oatmeal raisin, and the rest were peanut butter. If Lisa made 4 dozen cookies, how many peanut butter cookies did she make?
Maria made _____ peanut butter cookies. 8
Maria’s cookies 8 8 8 8 8 8 48
chocolate chip
oatmeal raisin
peanut butter

21. Reflection TURN AND TALK:
How might you use a Math Workshop to support your language learners?
Which blended learning tools have you used or will you try out?
How will you use “Math Talk” moves to build more intentional academic talk?
Template for Posters in Kid Friendly language