FOURTH GRADE APPENDICES

Appendix A: Math Workshop

Appendix B: Free Choice Lessons

Appendix C: Progress Sheets

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 The Workshop Schedule -Math Workshop

The Workshop Schedule is a series of tasks, or jobs, which students are to complete
independently throughout each day while teachers conduct learning sessions. (Six -Group
Activity) Students are to be instructed to work on the tasks as soon as they finish the Free-
Choice Lesson. All students begin with Task #1 every day, and then proceed at their own
rates of speed through the Workshop tasks. Students do not have to finish all the tasks and
no one has to remember where he/she left off the day before.

Teach each task thoroughly before its sign is put in the Math Workshop. Prepare
weekly task assignments for Math Workshop after school or whenever students are not
present. This reduces delays during the math instruction.

*Note: a shoe box with 9 compartments, or stackable trays are two suggested
organizational techniques. This Finished Box must be located in a place in the classroom
accessible to all students.

Identify a specific place where the students can turn in their completed assignments.

Some materials used in this Structured Curriculum Project lesson plan book are
copyrighted by The Workshop Way, Inc. WORKSHOP WAY  is a trademarked System
of Human Growth for Education.

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 Six-Group Activity

The Six-Groups are assembled for reteaching and enrichment techniques.

This part of the lesson takes place immediately after the Ten Statements. Select six
students to form a Six -Group. The six students can range in ability levels, two high, two
middle and two low. In a departmental setting, select the students who need more
reinforcement to understand the concept. (Remember, there are no permanent members
of any Six-Group!)

This part of the lesson requires eight to ten minutes.

.
The idea of the Six-Group Activity comes from The Workshop Way

Ten Statements

The Ten Statements are presented after every lesson. This is a review on what was
said in each day’s lesson. This is also a listening exercise because the students write yes to
the things they heard in the daily lesson.

The teacher will give this set of directions to the class every day for the first ten days
of school. I am going to read ten true statements. I want you to write “yes” if you heard it in
today’s lesson and “no” if you did not hear it in today’s lesson.

The teacher will not give any directions after the first ten days. The teacher the
statement number (e.g. number one then read the statement) Read the ten statements from
the lesson only once, wait a few seconds, and then say The answer is, before giving the
immediate feedback by saying the answer as it is written on the chalkboard. This
technique is followed throughout the exercise for all ten questions.

If the answer to a statement receives a “no” because it did not relate to the content
of the day’s lesson, the teacher will say: The statement is true, but it is was not heard in
today’s lesson.

The “no” responses are explained so that no student will be confused in the use of
“no” in response to a true statement.

.
The idea of the Ten Statements comes from The Workshop Way

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 Free Choice Lesson

The Free Choice Lesson is taken from the math book. It directs the students to a
brief assignment on three to four pages scattered throughout the book.

The Free Choice Lesson is made up of twenty-five boxes with five problems in the
beginning of the book to go along with the first twenty-five lessons taught in the
Instructional Procedure. The next assignment is a study page. It is located in the middle of
the book. This shows students how to read directions to interpret the outcomes of
problems. The last one is five problems at the end of the book.

EX:
1. p. 9 (11-15) 2. p. 6 (6-10) 3. p. 20 (6-10) 4. p. 80 (1-4) 5. p. 81(11-
Study p. 90 Study p. 146 Study p. 176 Study p. 152 15)
p. 167 (54-68) p. 247 (1-5) p. 244 (11-15) p. 182 (10- Study p. 120
13) p. 136 (30-34)
6. p. 10 (16-34) 7. p. 73 (8-12) 8. p. 113 (55-59) 9. p. 70 (1-5) 10. p. 97 (1-5)
Study p. 41 Study p. 128 Study p. 156 Study p. 100 Study p. 130
p. 52 (5-9) p. 149 (4-8) p. 166 (1-5) p. 149 (4-8) p. 228 (1-5)
11. p. 145 (38-42) 12. p. 88-89 13. p. 143 (7-11) 14. p. 104 (5- 15. p. 94 (22-
Study p. 168 (70-71) Study p. 143 9) 26)
p. 216 (1-5) Study p. 298 p. 224 (7-11) Study p. 130 Study p. 190
p. 291 (1-5) p. 159 (31-35) p. 224 (7-11)
16. p. 131 (6-10) 17. p. 76 (2-6) 18. p. 77 (12-16) 19. p. 81 (16- 20. p. 84 (2-6)
Study p. 242 Study p. 188 Study p. 194 20) Study p. 211
p. 269 (7-11) p. 497 (1-5) p. 493 (13-17) Study p. 198 p. 484 (34-38)
p. 485 (54-58)
21. p. 86 (1-5) 22. p. 88 (6-10) 23. p. 90 (3-7) 24. p. 92 (1-5) 25. p. 94 (6-
Study p. 224 Study p. 227 Study p. 227 Study p. 233 10)
p. 499 (32-36) p. 500 (1-5) p. 501 (1-5) p. 508 (1-5) Study p. 234
p. 519 (21-25)

The students will chose any set of lessons on the Free Choice lesson and complete the
work inside the box. For example if they pick box 25 they will head their paper Free
Choice Lesson and do problems “X” in the box signaling that it has been done. The
student will put the finished paper in a finished box.

.
The Free Choice Lesson came from The Workshop Way

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 Rounding Off

Grade level: 4-8

Purpose: Thinking, practice skill, consciousness, IGAP and ITBS.
With whom: Alone
Work Location: Desk
Material: Numbers that are to be rounded are taken from the teacher’s notes in the lesson.
The numbers are to be rounded are underlined. These numbers will change daily.

Ex: 3659 5773

43.72 1024
5944 39.21
7291 66.24

How To Do It: The student gets a piece of scratch paper or notebook paper and round the
number that is underlined. Use the Study Board on rounding numbers and decimals and
hang it up around the room so that students can refer to it.
How Finished: When the activity is completed have the students put it in the finished box.

Math Workshop

These are the subject areas that the Math Workshop covers on a daily basis.

Math Language Arts Science Social Studies

1. 5 Across X
2. Rounding off X
3. Precision Cards X X
4. Three In a Group X X X X
5. Daily Dozen X X
6. Thinkers X X X X
7. Math -5 X
8. Five Sentence X X X X
9. Puzzles X X X X
10. Graph -It X X X X
11. Tangos X
12. Partner Game X
13. Specific X X X
Sentence
14. Computer X X X X

.
The idea of the Math Workshop came from Workshop Way

5 Across

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Grade Levels: 4-8
Purpose: To develop concentration and consciousness
With Whom: Alone
Work Location: desk
1
Materials: the number and the pattern that follows 3 x 5 index cards. Ex: 5469, 5368 8
2
by 11 inch lined paper.
How To Do It: Teachers go to the board and say, “Watch what happens when I write
numbers in order with five numbers in each row.”

In Grade 5: In Grade 7:
296 286 276 266 256 5469 5368 5267 5166 5166
246 236 226 216 206 5065 4964 4863 4762 4661
196 186 176 166 156 4560 4459 4358 4257 4156
146 136 126 116 106 4055 3954 3853 3752 3651

Ask students if they notice a pattern? In grade 5 the last digits in the vertical column are 6,
6, 6, 6. All of the horizontal rows would continue the pattern.

Teach the students “how to think” the five positions with the mind rather than use a ruler
or fold the paper. Explain the meaning of concentration. Review the beginning, middle,
and end concept. Draw a line on the board and have a volunteer mark the positions on the
line.

• • •

• • • • •

Ask the volunteer after finding the beginning, middle, and end, “Where would you plot the
other two points to have even space?”

Have the students get the same order in the same way on their papers. Use 956, 953 as a
sample for all students to complete. Tell the students that they are to skip lines after
completing one line, so they are writing on every other line until they get to the bottom of
the page.

Let the students know that the patterns can go up or down.

Note: Teachers can put the starting numbers on a 3 x 5 index card in the bag for a
month at a time.

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 How To Finish: Students write a table of their statistics on the back of the paper daily:
Columns Patterns
1st 6, 6, 6, 6
nd
2 6, 6, 6, 6
etc.

Students do this for all five columns. Students put finished papers in the finished box.

.
The idea of the task 5-Across came from Workshop Way

Precision Cards

Grade Level: 4-8

Purpose: To develop critical thinking and precision thinking.

With Whom: alone

Work Location: choice (that makes sense)

Materials: Sets of cards purchased or made by teachers. The sense of the thinking is
taken from any book from newspaper ads.
The picture or article used must lend itself to comparisons and the making of
judgments. The questions used challenge students to think about more than
one item in a picture or story and then to make a judgment or a comparison of
quality.

For grades 7-8 More complicated questions could be used.

How to Do It: Choose a card and do it.
How Finished: Check only right answers. Or it can be self -correcting because the
answers are on the back of the card.
When the task is done the student puts the paper in the finish box.

.
The task Precision Cards is an idea and trademark of Workshop Way

559
 Three in a Group

This is done with three people who have made it to the point in this workshop. The teacher
will make an example chart showing the student how the end result should look. E.x:
Enlarge this chart so that students can readily refer to it.

Choose
State the What is the Draw the
Problem the Answer
facts question? situation
equation
11.36 The What is the Given 1,065 mi
problem distance
asks the from
distance Atlanta to
from Boston?
Atlanta to Miles 1,065
Boston. Atlanta, GA to
Boston, MA
11.37 The What is the Given 675 mi
problem distance
ask the from
distance Chicago to
from Atlanta? Miles 675
Chicago to Chicago to
Atlanta Atlanta
11.38 The If you leave Columbus, OH Given 725 mi
problem Columbus to
ask about and travel
how far to Boston,
have you how far
traveled have you 725
traveled?
Boston, MA

The students will need a math book that the problems come from, a sheet of paper
preferably unlined paper, a pencil, and a ruler. The students work together in a group of
three to solve the three math problems in the self-locking plastic bags.
Have the students use the steps for solving problems.

Ex: Three In
A Group

11.36
11.37
11.38

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Quellmalz Framework of Thinking Skills.

11.36 The problem asks what is the distance from Atlanta to Boston
What is the distance from Atlanta to Boston

Atlanta, GA Miles 1,065 Boston, MA

Given

1,065

Three in a group there are six categories used in finding the solution for three in a group.

1. Problem the number before the decimal is the page number. The number behind the
decimal is the number of the problem that the students will do.
E.g. 11.36
number of problems
page number

2. State the fact -The student will write the facts about the word problem.

3. What is the question? Write the problem.

4. Show the situation -Draw a picture that shows what the problem is about.

5. Choose the equation -write the equations used to solve the problem and if the problem
uses charts or graphs write given.

6. Answer -write the answer to the problem.

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 Finished Box

Grade: All
Purpose: A place where the students and teacher can put finished work.
Materials: This can be a shoe box with 12 shoe compartments you can label the
compartments with the numbers of the tasks that you want to go into that slot.

Ex: Finished Box

#1 #2 #3 #4

#5 #6 #7 #8

#9 #10 #11 #12

Daily Dozen

Grade level: 4-8

Purpose: To enhance skill level, concentration, critical thinking, preparing for ITBS and
ISAT

With whom: Alone

Work Location: Desk or open space

Material: Twelve problems from yesterdays lesson or today’s lesson. Twelve baggies and
index cards 3 x 5. Answer sheet to be made by the teacher and place so that students can
check their answers.
How To Do It: Students will use a piece of notebook or scratch sheet to complete the
problems. After completing the problem the students will check and grade the paper.
How Finished: Papers are put in a Finished Box after the problems are done.

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 THINKERS 

Grade level: 4-8

Purpose: Thinking, hand-on study, critical thinking, and foundational creativity activated,
preparing for.
With whom: Alone
Work Location: Desk
Materials: Junior High Math THINKERS  are for 6-8 grade. One hundred 91/2 x 61/2
envelopes are needed to start the THINKERS  inside. Number the right hand upper
corner of the envelope with the corresponding number of the THINKER.

Ex: M91

Store the THINKERS in a basket or container labeled THINKERS so that, students know
where to pick them up from. Grades 4-5 will have four subject area THINKERS. M-
Math, SS-Social Studies, S-Science, and E-English.
How To Do It: Students choose a THINKERS that has not yet been done. Each student
has a Progress Card for THINKERS. As students do THINKERS daily, another number
on the progress card gets OK’d.
How Finished: When students have all pieces in place, right or wrong, they put their
Progress Card for THINKERS on top of their work. Teachers OK THINKERS in between
all six-group.

 is a registered trade mark of The Workshop Way

THINKERS .

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 Math-5

Grade level: 4-8

Purpose: Computation practice for ITBS and ISAT, ordering, concentration

With whom: Alone

Work Location: Desk

Material: A sheet of 81/2 by 11 sheet of blank paper, black marker, tape to post the task. 4
3 x 5 index cards, one baggy. Place questions on the index cards.
How To Do It: Prepare the blank sheet of paper with the numbers that are going to be
used.

Ex: 24.35 6
9568 10
53.21 3
9734 2
1024 7

The students will get a piece of notebook paper or scratch paper write the problems
horizontally. Ex: 24.35
+ 6

Whatever the operation card is that is what you do with the two numbers. Change the
operation card daily. On the fifth day the students add all the numbers going straight
down.
Ex: 2435 6
9568 10
5321 3
9734 2
+1024 +7
28082 28

How Finished: Papers are put in a Finished Box after the problems are done.

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 Five Sentences

Grade Level: 5-8

Purpose: To make decisions by thinking

With Whom: Alone

Work Location: Choice

Materials: Five different colors in each envelope because each sentence is a different color.

Ex: Cut a straight line from the edge to the center of each circle..

How To Do It: Students work the task on their desk.

a. The student gets an envelope and separates the colors.
b. He/she works on one color until finished. The first word and last word are
found first. Then it takes “thinking with common sense” to arrange the other
words so there is a complete thought.
c. The student leaves the sentences in order for the teacher to check after each Six -
Group lesson. A finish sheet will show the number of the five sentences. The
student presents the sheet to the teacher and the teacher writes ok in the box
containing the finished sentence. Teacher is checking for correct sentences if the
sentence is right or wrong mark ok. This can be a six group activity if you see
that a number of students are getting the sentences incorrect.

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 Puzzles

Grade level: 4-8

Purpose: To develop concentration and consciousness

With whom: desk or table

Material: Upper grade puzzles are purchased from Workshop Way, Inc.
You need 100 large envelopes the size of the picture of the puzzle. Give the picture on the
envelope and cut the other picture into squares about 40 equal pieces. Before you cut the
picture turn it over and draw equal lines horizontal and vertical to make squares.

Ex:
3 3 3 3 3 3 3
3 3 3 3 3 3 3
3 3 3 3 3 3 3
3 3 3 3 3 3 3
3 3 3 3 3 3 3
3 3 3 3 3 3 3
3 3 3 3 3 3 3

Whatever number that is on the front of the puzzle write those numbers in the squares on
the back of the puzzle to be cut -up. This is so the puzzle pieces can be kept up with. Cut
the puzzle using the lines on the back as a guide, and put the cut pieces in the envelope that
has the matching puzzle picture.

How To Do It: The student chooses a puzzle that was not done before and find an empty
space to put the puzzle together. Do not use the envelope with the puzzle and put the
puzzle precision top of it. The puzzle must be done on the side of the puzzle and the puzzle
that’s on the envelope used as a model.

How Finished: The teacher will check the Math Workshop Tasks after Six -Group Lessons
are completed. There is a progress card that goes with the puzzle when a student
completes one puzzle a day you check it off with an OK.

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Ex:

Name ________________________________
After Progress Card for Puzzles
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60

Graph-it

Grade level: 4-8

Purpose: Critical thinking skills, organization skills

With whom: Alone

Work Location: Desk

Material: Graph paper or copied graph paper. Cut into 4ths. 4th and 5th grade will have
numbers to be graphed on the graph paper. Ex: (6,3), (-4,2). 6,7,8 grades are going to be
given information to construct there own graphs on a daily basis. The students will need
access to the following math tools: rulers, compass, protractors, graph paper, colored
pencils or crayons.

How To Do It: Students will get the materials needed to do the activity. The information
will be in a baggy for grades 4th and 5th changed daily. For grades 6,7 and 8 the students
will have a graph-it sheet with 30 days worth of activities they will choose one and mark an
X in the box when completed.

How Finished: When students have graphed all the points and designed their own graphs
the task is finished. This activity is placed in the finish box under the number of the task in
the Math Workshop.

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 Tangos

Grade level: 4-8

Purpose: To sharpen mind powers of all students critical thinking skills practiced

With whom: Alone

Work Location: Choice (inside the classroom)

Material: 7 piece Tangos set this can be found in the manipulative kit. The images that the
students are going to make with the tangos pieces are located in the kit also.
How To Do It: Find an open space and choose a core to find the solution for a puzzle.

How Finished: When the puzzle looks like the picture you are finished.

Partner Game
Grade level: 4-8

Purpose: To develop social skills and for relation

With Whom: partners

Work Location: choice

Materials: Commercial math games that can be played in about 15 minutes.

How To Do It: The students who comes to the task have to find a partner. Students are
free to accept or refuse the invitation. If a student is refused, he/she keeps on seeking
another partner. The rules to the game are discussed by the two players.

Role -playing is done with the students as to how to do the task.

Student looks at the sign, gets a math game and seeks a partner.
Students go to an available place in the classroom or more desks together.
The partner is always the first one to play
The loser congratulates the winner with a handshake.
The student who got the game puts it away.

How Finished: Game is put away carefully

Examples of Math Games: 24 game, Wrap -ups flash cards, Dino Math Tracks

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 Specific Sentence

Grade level: 4-8

Purpose: The purpose of this task is to sharpen senses, to tell the difference between a line
of print and a sentence.

With Whom: Alone/Independent Activity

Work Location: Desk

Materials: For 4th and 5th grade, the assignments come from the Language Arts Book; 7th
and 8th grade assignments come from the Social Science Book. Specially prepared
assignments show numbers for pages and for paragraphs which contain three types of
configurations for words used in sentences.

Sentence 1: The sentence is all inside one line, but no part of it is the first word or
the last word.
Sentence 2: The sentence starts on one line and finishes on the next line. Its first
word is not the first word of the line.
Ex: Let’s get the basketball and go to the park to play. “Bob, the
teacher is”
Sentence 3: The sentence begins at the beginning of a line. It can be just one line
or finish on the next line.
Ex: The IOWA Test is over now. Next

Page Paragraph Sentence

1. 32 3 3rd
2. 41 2 5th
3. 42 1 2nd

The pages that are chosen must show clear-cut signs or breaks for paragraphs. Write the
assignment on 81/2” by 11” Underline paper and hang it up under the Specific Sentence
task sign. The assignment can be found in the Teacher Notes section of the lesson plans.
The ordinal number for sentences is important.

How To Do It: Students are to use a half-sheet of paper (divided horizontally) and to skip
a space between each sentence.

How Finished: When the three sentences recorded the paper should be placed in the
Finished Box.

.
Specific Sentences is an idea of Workshop Way

Computer

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Grade level: 4-8

Purpose: To become familiar with Technology, critical thinking skills, subject specific
practice.

With whom: Alone

Work Location: Computer Station

Materials: Computer, programs that deal with work on that is what program to use.
How To Do It: Set a time clock for 10 minutes this is the amount of time each person gets
on the computer. When the time is up the next group gets on the computer.

How Finished: When the timer goes off the next student gets a turn.

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 Time Allotment Chart Math 7 th and 8 th
Total class 40-45 minutes

Time Teacher Activities Student Activities

40-45 minutes Math Lesson Whole Class Lesson

5-10 minutes Warm –Up Activity Whole Class

15-20 minutes Education Strategies Whole Class Lesson

Instructional Procedure

10 minutes (twice a week) Math Activity with Whole Class Activity

manipulatives

10-15 minutes Math Six –Group Free Choice Assignment

Math Workshop

4-6 Self Contained Classes

Total class time 60 minutes

Time Teacher Activities Student Activities

60 minutes Math Lesson Whole Class Lesson

5-10 minutes Warm -Up Activity Whole Class Lesson

20 minutes Education Strategies Whole Class Lesson

Instructional Focus
10-15 minutes (twice a week) Math Activity with Small groups or Whole
manipulatives Class Activity
20 minutes Six –Group Activity Math Workshop

571
 Math Workshop

1 5-Across 2 Rounding Off 3 Precision Cards

256;259 3,675

to the nearest 10
to the nearest 100
to the nearest 1000

3 Three in a Group 4 Daily Dozen 5 Thinkers

p. 6 2× 5
9× 3 9÷ 2
4
3, 4, 5 6 5

7÷ 3
10× 7 4× 5

5 8 6

8÷ 4
3× 4 2÷ 1

4 3 3

20 ÷ 8× 1 5× 3

5 4 5

7 Math-5 8 Five Sentences 9 Puzzles

3756 7
5461 8
7955 37
5760 25

10 Graph-it 11 Tangos 12 Partner Game

24-Game
13 Specific Sentence 14 Computer

Page: Par: Sent:

5 3 2nd
3 4 1st
10 6 4th

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