Math Workshop Model with Eureka Math

The Eureka Math program provides a wide variety of ways to support your varied level of students in your classroom. 

However, have you ever felt that you are just not meeting the needs of all of your learners with the standard lesson routine? 

​One way to still include all of the math program components at a varied level of support is to create a math workshop model.
 
In the same fashion of a reader’s workshop model, you have a mini-lesson, varied grouping of students, and a whole class closing.  This concept can be directly related to the Eureka Math program as well during your math block of time.

Where to Start?
 
To create this routine with your class, it is best to be introduced in small increments and build up working stamina.  For example, teach each section of the workshop model in isolation.  Provide students with a task to complete independently while you work with a small group.  Be clear and specific with what the roles of the students independently working are responsible for and what the students in the group are responsible for. 
 
The Math Workshop Model
 
Here is an example of what a basic math workshop may look like with the Eureka Math program infused as the focus of instruction.  The time break up is also just a sample to guide and show how the independent practice with guided support is the largest make-up of the math block.  The direct instruction is kept brief. To keep the mini-lesson short, you can work the fluency, application problem review and warm ups into your morning meeting time or another time that works for you.
 
Mini-Lesson (10 min): During the math mini-lesson, introduce your new concept development focus for that day.  Provide the students with guided practice using whiteboards, interactive activities on the smartboard, or guided practice examples you write together.  Keep this section of the lesson brief yet packed with direct instruction.  Give students the most important information along with guided practice.  Use this time to assess how the students are doing with this concept to plan small group work and know who will need extra support.
 
Small Grouping (45 min): Once you have finished your instruction, students work either independently or in a small group with you. Provide an independent assignment for students to complete.  
 
Group 1 (15 min):
 Pull a small group of your most struggling students first to work with on this assignment that may not be ready to complete this work on their own yet.  Create a guided math group to provide support and reinforce skills.  Once this group has completed their work, send them back to their seats to work on fluency review at their level.
 
Group 2 (15 min): 
Pull the group of workers you feel are in the middle.  They may have been able to complete half of the assignment independently, but could use assistance to fill in the gaps.  Provide a quick reteach for this group and go over the questions they may have.  Once this group is completed, send them back to work on fluency activities.
 
Group 3 (15 min): 
Pull a third group of your highest students.  This group of students will be the ones you know can complete the daily assignment without much assistance.  This group will meet to fill in any questions they may have and provide some enrichment of where this skill will go next.  These students may be finished working independently early before the group is called, they can work on fluency activities as soon as their classwork is finished before they are called to meet in a small group.
 
Closing (10 min):
After the last group has met, bring the entire class back together.  This is a time for a review of the concept taught and provide students with the exit ticket for the lesson.  Use the student performance on the exit tickets to plan for which students will be meeting in which groups for the next lesson.

Independent Fluency Activities
​
Here some sample activities students can do independently while waiting for their group to meet or after their group has met:
 

• Fluency Flashcards: Provide students addition and subtraction facts they are working on for mastery.  They can test themselves quietly and keep challenging themselves to say the answers faster.

• Fact Sheets: Create leveled fact sheets for students to complete for extra practice. Students can practice facts they did not know quickly. 

• Fact Dice: Students roll a dice twice to get a pair of numbers.  They can use these numbers to write the fact families.

You can create a math workshop model that best fits the needs of your classroom dynamic.  With the flexibility to meet students at their level, you can create a level of support for each type of learner.  Once the students have developed a routine of working in small groups during math time, you can incorporate more reteach skills into your small group time as needed.