Community-Building Discourse Practices in Math Workshop Opening: (15 minutes) Ms. Crockett used the document camera to project an image of a bird and potted flower that were formed with a variety of two-dimensional shapes. She called on several students and asked them to go to the projected image, point to a specific shape and identify the name of the shape. As students identified shapes, Ms. Crockett used talk alouds to provide information and simultaneously created an anchor chart that listed each shape and their respective number of sides. Mini-lesson: (8 minutes) Ms. Crockett explained to students that they were going to use some of the shapes on the anchor chart to calculate area. She handed each student an activity sheet that presented a word problem describing a scenario of tiling three rooms in a house. The activity sheet also contained a diagram of these rooms and included some measurements for the length and width of each room. Ms. Crockett asked students to read the problem to themselves for two minutes and think about what they know and what they need to know, to find the missing room dimensions. After two minutes, Ms. Crockett asked students to get into groups of three and solve the problem. As students moved to separate spaces throughout the classroom, she also provided each student with a paper that had five shapes drawn on it: an octagon, hexagon, pentagon, square, and triangle. She encouraged students to cut out the shapes and use them as models. Work Time: (70 minutes) * Part I: Small Group Work Time (28 minutes) - As students worked in their small groups, they engaged in a variety of discourse practices (see Figure 3). While students worked, Ms. Crockett circulated through the classroom and conferred with each group by asking prompting questions (e.g., Which room would it be easiest to find the area of first? What information do you have for each room? How do you calculate area?). Figure 3. Small group work time in Ms. Crockett's 3rd grade classroom * Part II: Guided Work Time (12 minutes) - Ms. Crockett noticed several groups were unable to recall how to find missing numbers, which prevented them from advancing forward in their thinking. Therefore, she asked students to come back together as a whole group and provided guided instruction regarding missing numbers. During this time, she asked prompting questions (e.g., How can we solve for missing numbers?), modeled how to create an equation, and asked each group to share strategies they were using. * Part III: Small Group Work Time (7 minutes) - Ms. Crockett asked students to go back to their small group work areas. Once students were repositioned, she asked each small group to leave their work-in-progress in a visible location. Ms. Crockett then conducted a gallery walk. During this time, each small group rotated to the work area of other small groups to review their work for one minute. While reviewing the work of their peers, small group members exchanged verbal discourse related to their observations (e.g., Oh - this is their evidence. This is wrong - I think they're guessing; Look - 7+5 is wrong.) * Part IV: Small Group Work Time (23 minutes) - After the gallery walk, Ms. Crockett asked students to report back to their small group work area and resume solving the problem. Reflection: (7 minutes) Ms. Crockett got the attention of the whole class and asked, "Has anyone found a solution?" Ms. Crockett called on two students to explain their solution. www.txmathteachers.org Spring/Summer 2018 | 9http://www.txmathteachers.org

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