Workshop: Subtraction
Est. Class Sessions: 2Developing the Lesson
Part 2. Subtraction Practice
Demonstrate Largest to Smallest Game. Refer students to the Largest and Smallest Game page in the Student Activity Book. Introduce students to the game so that students are ready to play a few more times after they have finished the Workshop tasks. Demonstrate the game directions by having two students play the game in front of the class. Once students are clear about the directions and goal of the game, organize the students to play the game in groups of two to four players.
Set Up the Workshop. Review the organization of the Workshop by skimming the Strategies to Subtract pages in the Student Activity Book. This Workshop is divided into three sections that address Expectations as shown in Figure 3. (Minis of the Student Activity Book pages not shown here are in the Answer Key.)
Choose Targeted Practice. Students begin each section by first answering the Self-Check Questions, either individually or with partners. These questions serve two purposes. First, they clearly communicate the content of the related targeted practice to students. Second, they help students quickly self-assess their progress with the Expectations to help them choose which problems to work on in the Workshop.
After students complete the Self-Check Questions in a section, discuss each of the questions with the whole class. Ask students to share their solutions and explain their reasoning. Facilitate a class discussion of students' solutions. Next, have students think about each question in the left-hand column of the menu following the Self-Check Questions. Ask students to review their work on the Self-Check Questions to decide which problems to choose from the following groups:
- Students who are “working on it” and need some extra help should circle the problem set marked with a triangle (
). These problems provide scaffolded support for developing the essential underlying concepts as well as some opportunities for practice. - Students who are “getting it” and just need more practice should circle the problem set marked with a circle (
). These problems mainly provide opportunities to practice with some concept reinforcement and some opportunities for extension. - Students who have “got it” and are ready for a challenge or extension should circle the problem set marked with a square (
). These problems provide some practice and then move into opportunities for extension.
Note that students' self-assessment of their own abilities may vary between rows in a menu or between menus. For example, a student might circle the “” questions in one row and the “” or “” questions in another row or in a subsequent menu. A student's comfort and ability may vary by Expectation, and the Workshop allows each student to choose problems flexibly based on what type of practice he or she needs for each “Can I Do This?” question.
Check students' choices to see how well they match your own assessment of their progress on the related Expectations. Help students make selections that will provide the kind of practice they need.
Once students select questions to complete in a section of the Workshop, match groups of students who have chosen similar sets of problems from the menu. Have students work with their groups to solve the problems they choose. Again, flexibility is important. If problems seem either too easy or difficult for students, they should adjust their choices from the menu.
After the first few groups of students have completed their selected problems (but before all students have completed their problems), introduce the next section to the whole class. See the Meeting Individual Needs box on workshop pacing. Again, have students try the Self-Check Questions, discuss solutions, and choose problems from the menu with your guidance. Follow this pattern through all three sections on the Strategies to Subtract pages in the Student Activity Book.
