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Making the Most of Math stations

Making the Most of Math stations. Presented by Joan Kernan and Teresa Leahy. What are Math Work stations?. “Areas within the classroom where students work with a partner and use instructional materials to explore and expand their mathematical thinking.”

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Making the Most of Math stations

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  1. Making the Most of Math stations Presented by Joan Kernan and Teresa Leahy

  2. What are Math Work stations? • “Areas within the classroom where students work with a partner and use instructional materials to explore and expand their mathematical thinking.” • -From Math Work Stations: Independent Learning You Can Count On, K-2 by Debbie Diller

  3. Work Stations: Measuring Length • Anchor Chart: Chart created by the teacher and students to support student as they talk about their math learning using appropriate math vocabulary. • What words could we put on an anchor chart about measuring length?

  4. How Far Can You Go?

  5. What would your students get out of this station? Discuss with your group

  6. Why use Math Work Stations? • Independent practice • Highly engaging/motivating • Frees teacher to observe student thinking/take anecdotal notes • Meet with differentiated small groups

  7. Why use Math Work Stations? • Encourage problem solving • Efficient use of time • Increase math talk and student communication • Differentiation

  8. How do I get started?

  9. Story Problem Mats • Materials: • Seasonal mat: Forest, Heart, Snow Scene, Pond, Beach, etc. • Manipulative: sequins, punch outs, erasers, • Paper • Crayons • Pencil

  10. Story Problem Mats • Students place the manipulatives on the mat and create a story problem about them.

  11. Story Problem Mats • Four frogs are in the pond. Two frogs are outside of the pond. How many frogs in all?

  12. Story Problem Mats • The student will share the story problem with their partner for them to solve.

  13. Story Problem Mats • The student then records their picture and/or story problem on the paper provided.

  14. Story Problem Mats • If appropriate, students can also write the number sentence (equation) that goes with the problem.

  15. Math Tubbing: 9 week Rotation Model • Children rotate through 9 tubs in groups of two or three independently. • The teacher “floats” around the room to met, talk and question with each group. • In my classroom we did a rotation every Friday. • We spent approximately 25 minutes at the tubs and 20 minutes for math talk.

  16. Other ways to Incorporate Math Stations • Start small – do stations once a week • Have permanent stations to re-enforce difficult concepts (change manipulatives to keep fresh) • Use multiple copies of station • Organize stations by concepts • Do seasonal stations

  17. Materials and Organization • Start with spring/summer cleaning • Use Julie Morgenstern’s “Organizing From the Inside Out” (2004) • -Sort - Containerize • -Purge - Equalize • -Assign a Home

  18. Set up a Classroom Math Corner • Place for station tubs • Math Manipulatives needed for first nine weeks • Paper, writing tools • Dry erase boards and markers

  19. Place Value Station • Teen Match Up

  20. Number Sense Station • Five Frame Fun

  21. Your Role as Teacher • Teachers as a facilitator – Use guiding questions to access student thinking • Teacher as an observer – Circulate through classroom listening and taking notes on each student • Work with differentiated small groups

  22. Geometry: Pattern Blocks

  23. How can you differentiate through Work stations?

  24. Differentiating Stations • Change numbers to match students’ needs (Bags of different numbers can be coded by colored stickers for different students.) • Focus on strategies or fluency according to students’ needs • Adapt station activities to focus on numbers 1-20 for those who need it. Ex. Cut hundreds chart with just 1-20 showing as visual reference • Encourage use of anchor charts

  25. Keeping It Fresh • Vary materials to keep interest high • Have students create books (Ex. “Our Favorite Numbers” or “How Many?”) and keep them in centers for students to reread. Students can create numbers using manipulatives • Develop stations that combine geometry and measurement throughout the year. Ex. How many rectangles will cover your desk? Estimate and measure • Increase difficulty of puzzles

  26. Kindergarten Considerations • Consider development when sequencing activities • Take time to teach kindergartners to form numerals • Focus much of work around “friendly” numbers 5 and 10 • Linking calendar activities with work stations provides opportunities for modeling and independent work • Connect concepts to everyday activities

  27. Make and Take • Brainstorm with your table-mates ideas for work stations using your given strand.

  28. Make and Take • Using your materials, design a math work station to take back to your classroom and use with your students. • Include: • “I Can” instructions • Materials • Activity • Teacher questions • Ideas for differentiation

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