2. Overview of 4 Weeks

4. Extra Instructional Support Slides (if needed)

• Week 3

• Week 4

• Week 1

• Week 2

1. Slide Deck Purpose

Table of Contents

3. Each Week’s Lesson

Slide Deck Purpose

This slidedeck is intended to walk you through setting up your classroom for small group instruction.

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Try a little each day to build respect, collaboration, and independence.

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These games can become part of your centres for fluency practice.

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Overview

Setting the Stage ONLY

Overview

Setting the Stage & Building Community

Week 1

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Tier 1

Tier 2

2 periods

(1 hour)

Setting the Stage for Coach’s Corner #1

Community Building #1

PD Day

Holiday

Community Building #2

Tier 1

Self

Awareness & Self

Identity

Identifying

& Managing Emotions

Tier 1

Tier 1

Tier 1

Tier 2

2 periods

(1 hour)

Setting the Stage for Coach’s Corner #2

Community Building #5

Community Building #4

Community Building #3

Community Building #6

Tier 1

Maintaining Positive Motivation & Perseverance

Building Relationships & Communication

Think

Critically &

Creatively

Self

Awareness

& Self Identify

Week 2

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Overview

Setting the Stage & Building Community

Week 3

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Week 4

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Tier 1

Tier 1

Tier 1

Tier 2

2 periods

(1 hour)

Setting the Stage for Coach’s Corner #3

Math: Number Sense

Tier 1

Math: Number Sense

Math: Number Sense

Math: Number Sense

Tier 1

Tier 1

Tier 1

Tier 2

2 periods

(1 hour)

Setting the Stage for Coach’s Corner #4

Math: Number Sense

Tier 1

Math: Number Sense

Math: Number Sense

Math: Number Sense

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Setting the Stage

Week 1

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Preparation & Materials:

• Preview lesson and click through any animations
• Print
• Trash Can Mat (1 per student)
• Collect
• Decks of Cards (1 deck per pair)
• Chart Paper & Markers (to create a “Community Circle Rules” & “Good Math Partners“ Anchor Chart)

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Instructions:

• Community Circle:
• Follow along with the animated slides to teach your class how to do a community circle
• Create a Community Circle Rules Anchor Chart
• Engage in a community circle by using the animated slide and prompts
• Minds On:
• Follow along with the animated slides to co-create a Good Math Partners Anchor Chart (paper chart or fill in the digital version here)
• Sample Anchor Chart
• Action:
• Teach students how to play Trash Can (instructions) in the center of the circle so everyone can see
• Next, Fishbowl the Game (ask two students to play while everyone else watches)
• While you watch have the class notice the good things they are doing (e.g., sitting together, respecting the cards, taking turns, etc.) and add these to your Good Math Partners Anchor Chart
• Assign pairs & a spot for them to sit in the classroom to play
• Give each pair 2 Trash Can Mats & 1 deck of cards
• As students play, walk around supporting focus and collaboration
• If helpful pause everyone mid-game to reflect on what is helping them work well together and praise positive choices
• Consolidation:
• Review the Good Math Partners Anchor Chart
• Encourage students to use the sentence starter on the animated slide to reflect on how they were a good partner today

Teacher Instructions

Teacher Instructions

We are going to sit in a big circle, all together.

Check that your knees are beside your neighbour and you can see everyone in the circle.

Community Circle

Our Community Circle

Makes our Class Stronger

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• Listen with your whole body

• You can pass

• Stay in the circle the whole time

• Share the time

This is called a Community Circle.

Each person will get a chance to talk and listen. Community Circles will make our learning community stronger because we will practice sharing and listening respectfully to others.

Here are the rules:

Here we go…

Community Circle

My name is _________.

A number I like is ___

because…

You are going to share your name and a number you like.

Think to yourself first. Thumbs up when you are ready.

Community Circle

Minds On

Co-Create a

Good Math Partners Anchor Chart

How can I be a good math partner?

Today when you’re playing your game, we will be working on being a

good math partner.

How can I be a

Good Math Partner?

Looks

Sounds

Feels

Minds On

First, we will learn how to play Trash Can.

Action

Now, we will watch 2 friends play. We will watch to see how they are good math partners.

Now, we will play Trash Can with a buddy.

Action

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Sentence Starter:

Today I showed I am a Good Math Partner by….

Consolidation

Today we learned how to do a Community Circle.

We also learned how to play Trash Can with a buddy. Let’s use a sentence starter to think about how we worked with our partner today…

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Setting the Stage

Week 2

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Preparation & Materials:

• Preview lesson and click through any animations
• Print (or use from last day)
• Trash Can Mat (1 per student)
• Collect
• Decks of Cards (1 deck per pair)

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Instructions:

• Community Circle:
• Review the Community Circle Rules Anchor Chart
• Engage in a community circle by using the animated slide and prompts
• Minds On:
• Follow along with the animated slide to revisit the Good Math Partners Anchor Chart
• Action:
• Just like last day, Fishbowl Trash Can (ask two students to play while everyone else watches and takes note of how good partners play together)
• Assigns pairs & a spot for them to sit in the classroom to play
• Give each pair 2 Trash Can mats & 1 deck of cards
• As students play, walk around supporting focus and collaboration
• Consolidation:
• Review the Good Math Partners Anchor Chart
• Encourage students to use the sentence starter on the animated slide to reflect on how their partner showed they were a good partner today

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Important Note:

• Depending on the needs of your students, the Coach’s Corner routine can develop faster or slower than laid out in Setting the Stage. Feel free to go slower or faster, as needed.

Teacher Instructions

Teacher Instructions

My name is _________.

I like _________

and my favourite flavour/topping is…

You are going to share your name and if you prefer ice-cream or pizza and your favourite flavour/topping.

Think to yourself first. Thumbs up when you are ready.

Community Circle

Revisiting our

Good Math Partners

Anchor Chart

Looks

Sounds

Feels

Minds On

How can we be good math partners today?

What was tricky yesterday?

How can we fix that today?

Action

Let’s watch 2 friends play. We will watch to see how they are good math partners.

Now that we addressed some possible tools and strategies to fix our concerns, we’ll all play with a buddy.

Action

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Sentence Starter:

Today my partner showed they are a Good Math Partner by….

Consolidation

Let’s use another sentence starter to think about how we worked with our partner today…

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Setting the Stage

Week 3

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Preparation & Materials:

• Preview lesson and click through any animations
• Print (or use from last day)
• Trash Can Mat (1 per student)
• Collect
• Decks of Cards (1 deck per pair)
• Mini Whiteboards, Markers, & Erasers (4-6, enough for a small group)
• Dice (4-6, enough for a small group)
• Chart Paper & Markers (for anchor chart)

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Instructions:

• Community Circle:
• Engage in a community circle using the animated slide and prompts
• Minds On:
• Follow along with the animated slides to co-create a When it’s OK to Interrupt Your Teacher Anchor Chart
• Action:
• Just like last day, Fishbowl Trash Can (ask two students to play while everyone else watches for how materials are taken out and tidied up)
• Send students off to play with a partner
• As students play, start calling over small groups of students (4-5 students) to a mock “Coach’s Corner” and teach them how to play the game Wipe Out - aim for seeing half the class
• While doing small group, try to monitor the room at the same time to ensure students are following the various co-created Anchor Chart expectations
• Consolidation:
• Review the Good Math Partners Anchor Chart
• Encourage students to use the sentence starter on the animated slide to reflect on the questions they asked their peers instead of asking the teacher, who was busy at Coach’s Corner

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Important Note:

• Depending on the needs of your students, the Coach’s Corner routine can develop faster or slower than laid out in Setting the Stage. Feel free to go slower or faster, as needed.

Teacher Instructions

Teacher Instructions

My name is _________.

An important number to me is ___ because…

You are going to share your name and an important number to you.

Think to yourself first. Thumbs up when you are ready.

Community Circle

Minds On

Co-Create a

When it’s OK to

Interrupt Your Teacher

Anchor Chart

When can I interrupt the teacher?

Let’s build an anchor chart to help us know when we can interrupt the teacher.

Now, what can I do when I need help and can’t interrupt the teacher?

Action

Let’s watch 2 friends play. We will watch carefully to see how they get out their materials and tidy up.

Time for everyone to play! Today, I will be working with a small group so we will also practice not interrupting the teacher.

Action

Wipe Out

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Sentence Starter:

Today I showed I am a Good Math Partner by asking them this question instead of the teacher…

Consolidation

Let’s use another sentence starter to think about how we worked with our partner today…

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Setting the Stage

Week 4

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Preparation & Materials:

• Preview lesson and click through any animations
• Print (or use from last day)
• Trash Can Mat (1 per student)
• Collect
• Decks of Cards (1 deck per pair)
• Mini Whiteboards, Markers, & Erasers (4-6, enough for a small group)
• Dice (4-6, enough for a small group)
• Chart Paper & Markers (for anchor chart)

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Instructions:

• Community Circle:
• Engage in a community circle using the animated slide and prompts
• Minds On:
• Follow along with the animated slide to revisit the When it’s OK to Interrupt Your Teacher Anchor Chart
• Action:
• Just like last day, Fishbowl Trash Can (ask two students to play while everyone else discusses what the players could do if they got stuck while playing the game)
• Send students off to play with a partner
• As students play, start calling over the groups you didn’t see last week in your first mock “Coach’s Corner” and teach them how to play the game Wipe Out
• Consolidation:
• Review the Good Math Partners Anchor Chart
• Encourage students to use the sentence starter on the animated slide to reflect on the questions their partner asked their peers instead of asking the teacher, who was busy at Coach’s Corner

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Important Note:

• Depending on the needs of your students, the Coach’s Corner routine can develop faster or slower than laid out in Setting the Stage. Feel free to go slower or faster. When ready, try a “Practice Coach’s Corner” next.

Teacher Instructions

Teacher Instructions

My name is _________.

When I am working with numbers I feel…

You are going to share your name and how you feel when you are working with numbers.

Think to yourself first. Thumbs up when you are ready.

Community Circle

Minds On

Revisit our

When it’s OK to

Interrupt Your Teacher

Anchor Chart

When can I interrupt the teacher?

Let’s revisit our anchor chart. How did it go yesterday when the teacher was in the small group? Is there anything we need to add or change to our anchor chart?

Yesterday, did you practice “Ask 3 Before Me”? Was it helpful?

Action

Let’s watch 2 friends play. If they got stuck during the game (disagreement, lost card), what could they do?

Time for everyone to play! Again, I will be working with a small group so we will continue to practice not interrupting the teacher.

Action

Wipe Out

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Sentence Starter:

Today my partner showed they are a Good Math Partner by asking me this question…

Consolidation

Let’s use another sentence starter to think about how we worked with our partner today…

Extra Instructional Support Slides

Fluency Games

Instructional Routines

Invite students to sit together in a large circle.

You can bring students to the carpet, or students can simply rearrange their chairs into a circle.

Community Circle

(How to…)

You may choose to include a “talking piece” that acts as a visual reminder of whose voice we are listening to at any time. For example, you may ask students to gather around a “campfire” and use a “marshmallow roasting stick” as a talking piece.

Provide a prompt for each student to respond to while they are holding the talking piece:

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E.g. “My name is _____ and my favourite number is ____ because…”

Edutopia: Using Circle Practice in the Classroom

The purpose of a fishbowl activity is to facilitate a group discussion. Students inside the “fishbowl” engage in a specified activity, while the students outside the fishbowl pay close attention to what is being said and done by those inside the fishbowl.

A fishbowl activity is especially useful when you want all students to practice a specific activity, and when you want to help students reflect on what the expected behaviour looks like.

Prior to starting the fishbowl activity, brainstorm with the class a list of “look-fors” for working in a group or with a partner (i.e., taking turns, using kind words, etc.). Use these look-fors to generate an anchor chart based on what students saw and heard.

Fishbowl Information

Sit in a circle.

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Put materials for the game in the center of the circle so students can see.

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Briefly overview the game.

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Ask a student to play against the teacher. Model how to set up the game and the expectations for where students should be sitting(beside or across from each other), how can the game be set up so everyone can play easily, discuss how to decide respectfully who will go first. Play a model game while students watch. Ask students to explain how to play respectfully in their words.

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Set a timer for 10 to 15 minutes. When the timer goes, ask students to clean up together, thank their partner, and return to the circle.

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In the circle, teacher shares what positive behaviours you “heard” and “noticed” (see sample to the right) which supported respectful cooperative play. Ask students to share a few. Adjust and add to your “Small Group” anchor chart that you will review and revisit to help students and teacher stay focused and productive during any small group cooperative time.

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If your students are ready, teacher chooses random partners and release to play. If there is still misconceptions ask a pair of students to model again and while they play help students “notice” and “name” how the game is played, what it should look like and sound like.

Fishbowl

(How to…)

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Instructions:

Materials:

• Deck of Cards
• Trash Can Mat (1 per/student)
• Alternate Mats (for accommodation purposes)

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Set Up:

1. Each Player places 10 cards face down on their Trash Can Mat
2. Put extra cards in a pile, in the middle

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How to Play:

1. Player 1:
• Flips over 1 card from the middle pile.
• If it is A, 2, 3, 4, 5, 6, 7, 8, 9, 10 place it in the correct spot in 10 frame.
• Takes the card under and tries to place that card in its correct spot.
• If a player draws a J, Q, K, or a number they already have, they say “trash”, discard, and their turn is over.
2. Player 2
• Repeats process above.
3. Winner is whoever finishes their 10 frame first.

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Trash Can

(Game Instructions)

Instructions:

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Materials:

• One whiteboard per/pair of students
• One whiteboard marker per/pair of students
• Two 1-6 dice per/pair of students

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How to Play:

• Place the whiteboard between the two players.
• Each player writes 2-12 in a row at the bottom of their side of the whiteboard →
• Rock-Paper-Scissors to see who goes first.
• Player 1;
• rolls the 2 dice
• adds them by COUNTING ON from the larger number
• wipes out the corresponding number on their whiteboard
• Player 2 does the same.
• The player first player to wipe out all their numbers wins.

Wipe Out

(Game Instructions)

Sample Anchor Chart

Looks

Sounds

Feels

sharing math tools

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sitting with my partner

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smiles as we play our game

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looking at my partner

“Your turn”

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“Would you like to go next?”

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“I have a question..”

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trying my best

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safe to take risks

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ok to win and ok to lose

Trash Can

S T A T I O N S

Coach’s Corner

Trash Can

(other known game or task)

Wipe Out

Wipe Out

Group 2

[student names]

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Group 4

[student names]

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Group 5

[student names]

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Group 1

[student names]

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Rotation #1

Group 3

[student names]

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Group 6

[student names]

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Group 2

[student names]

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Group 4

[student names]

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Group 5

[student names]

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Group 1

[student names]

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Rotation #2

Group 3

[student names]

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Group 6

[student names]

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Group 2

[student names]

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Group 4

[student names]

Group 5

[student names]

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Group 1

[student names]

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Rotation #3

Group 3

[student names]

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Group 6

[student names]

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