## This is a generic lesson form to use with all math programs. For specific lessons for Everyday Math click on Everyday Math lessons.

## The Launch (Mini Lessson)

You must decide what is the most important element of your lesson. What is it you want to "stick" with the students. I look at the Lesson goals, the readiness and extension activities, the suggested lesson format , the worksheets and the end of unit test.

## Start your launch (mini-lesson) with a question.

Once I have my teaching target I look for a way to start my lesson with a question. *I suggest you read

__Getting to Got it__by Betty Garner to further your knowledge on this questioning technique./index.html I may put a sample problem on the board and ask the students what they notice. I accept all answers, even "you wrote it in black marker." and write them on a large tablet. Asking an open ended question allows me to see what the students already know, what misconceptions they may have and what key pieces they are missing. These answers direct the rest of my mini lesson. I refer back to valid points, clear up misconceptions and lead the students to the concept I want them to think about. This mini lesson lasts from 5 - 15 minutes.## The Rotations

Please see

Most of my rotation activities are taken directly from the lesson. I also have many math games from previous units, games from workshops I have attended, and math games I have purchased from

The second rotation is usually an additional worksheet that students can work on together. It may be a concept that needs reviewing. It may be a worksheet directly from the lesson that doesn't require my assistance or it may be a worksheet that covers material from yesterday's lesson. The group is instructed to work together and to come to a concenus on the answers.

The third rotation is usually a game. It may be a game that coinsides with today's lesson or a game that focuses on a skill that needs practice. Game rukes can be differeniated so that all students may play.

Fourth Rotation (optional) is usually another math game, or the group may do an activity on the computers (doubling up, two to a computer).

*How to set up Groups for Math Workshop*under the**Getting Started tab***.*Most of my rotation activities are taken directly from the lesson. I also have many math games from previous units, games from workshops I have attended, and math games I have purchased from

*Really Good Stuff*and from Target and Meijer. I set up three or four rotations depending on the size of my class and the needs of the students. The first rotation is "teacher led". I stay at this rotation as groups rotate through. This rotation is where I teach the concept. According to the groups needs we may use manipulatives and work just a few problems, we may discuss and complete the math page connected with the concept or we may do a few problems and extend the concept . Each rotation is set for 12 to 15 minutes depending on the number of groups. I set a timer for the allotted time. When it rings I announce "One minute warning". The students know this is their signal to finish the problem or part of the game or activity they are doing and clean up their area. When the timer goes off the second time, the students move clockwise to the next rotation activity. I now have a new group to work with.The second rotation is usually an additional worksheet that students can work on together. It may be a concept that needs reviewing. It may be a worksheet directly from the lesson that doesn't require my assistance or it may be a worksheet that covers material from yesterday's lesson. The group is instructed to work together and to come to a concenus on the answers.

The third rotation is usually a game. It may be a game that coinsides with today's lesson or a game that focuses on a skill that needs practice. Game rukes can be differeniated so that all students may play.

Fourth Rotation (optional) is usually another math game, or the group may do an activity on the computers (doubling up, two to a computer).

## The Reflection

This by far is the most rewarding component of my math lesson. After the rotations are completed we sit in a circle on the floor and discuss our discoveries, questions and ah ha moments. I start with a question. It may be as simple as "What do you know now that you didn't know before" or a more complex question asking them to compare and contrast two concepts. Students may pass if they wish. This again allows me to see what they know, clear up misconceptions and discuss questions. This reflection time is always rich, surprising and fulfilling. Allow 15 minutes for Reflection Time.