Presentation on theme: "MAKING THE MOST OF MATH STATIONS PRESENTED BY JOAN KERNAN AND TERESA LEAHY."— Presentation transcript:
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.” -From Math Work Stations: Independent Learning You Can Count On, K-2 by Debbie Diller
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?
STORY PROBLEM MATS Materials: Seasonal mat: Forest, Heart, Snow Scene, Pond, Beach, etc. Manipulative: sequins, punch outs, erasers, Paper Crayons Pencil
STORY PROBLEM MATS Students place the manipulatives on the mat and create a story problem about them.
STORY PROBLEM MATS Four frogs are in the pond. Two frogs are outside of the pond. How many frogs in all?
STORY PROBLEM MATS The student will share the story problem with their partner for them to solve.
STORY PROBLEM MATS The student then records their picture and/or story problem on the paper provided.
STORY PROBLEM MATS If appropriate, students can also write the number sentence (equation) that goes with the problem.
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.
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
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
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
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
HOW CAN YOU DIFFERENTIATE THROUGH WORK STATIONS?
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
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
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
MAKE AND TAKE Brainstorm with your table-mates ideas for work stations using your given strand.
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