Community-Building Discourse Practices in Math Workshop Ms. Campbell - 4th Grade Ms. Campbell has 16 years of teaching experience and employed math workshop for the past three years. The objective for the lesson we observed was: Students will solve problems by organizing, displaying, and interpreting data in dot plots. As shown in Table 3, this lesson aligned with grade-level Texas Essential Knowledge and Skills for the following strands: (a) mathematical process standards and (b) data analysis (Texas Education Agency, 2012). Table 3 4th Grade Math Workshop Lesson and Alignment with Targeted Grade-Level State Standards The student uses mathematical processes to acquire and demonstrate mathematical understanding. The stuMathematical Process Standards dent is expected to: (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate. (E) create and use representations to organize, record, and communicate mathematical ideas. Data Analysis The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: (A) represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions. (B) solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot. Opening: (10 minutes) Ms. Campbell used the document camera to display the opening problem, which was a dot plot with two questions. Students responded to the questions individually and then discussed their answers with their table groups, which consisted of three to four students. Mini-lesson: (32 minutes) Ms. Campbell handed each student daily notes that included important information related to the daily lesson, and asked them to read the first problem silently (see Figure 4). As students read independently, she reminded them to consider their schema and think about how they would solve the problem. After two minutes, Ms. Campbell asked students to talk within their table groups about what they know about dot plots. After a few minutes, Ms. Campbell asked several students to share their thinking with the whole group. Next, Ms. Campbell used the document camera to review the daily notes with students. During this time, she explained information using talk alouds and modeled mathematical processes with writing. Figure 4. Daily notes that Ms. Campbell used during the mini-lesson in math workshop. 10 | Spring/Summer 2018 Texas Mathematics Teacher

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