MAKING THE M

OST

OF M

ATH

STATIO

NS

P R E S E N T E D BY J O

A N KE R N A N A

N D TE R E S A

L E A H Y

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?

How Far Can You Go?

WHAT WOULD YOUR STUDENTS GET OUT OF THIS STATION?

DISCUSS WITH YOUR GROUP

WHY USE MATH WORK STATIONS?• Independent practice• Highly engaging/motivating• Frees teacher to observe student

thinking/take anecdotal notes• Meet with differentiated small groups

WHY USE MATH WORK STATIONS?

• Encourage problem solving• Efficient use of time• Increase math talk and student

communication• Differentiation

HOW DO I GET STARTED?

STORY PROBLEM MATS• Materials:• Seasonal mat: Forest, Heart, Snow

Scene, Pond, Beach, etc.• Manipulative: sequins, punch outs,

erasers,• Paper• Crayons• Pencil

STORY PROBLEM MATSStudents place the manipulatives on the mat and create a story problem about them.

STORY PROBLEM MATSFour frogs are in the pond. Two frogs are outside of the pond. How many frogs in all?

STORY PROBLEM MATSThe student will share the story problem with their partner for them to solve.

STORY PROBLEM MATSThe student then records their picture and/or story problem on the paper provided.

STORY PROBLEM MATSIf 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 cleaningUse 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

PLACE VALUE STATIONTeen Match Up

NUMBER SENSE STATIONFive Frame Fun

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

GEOMETRY: PATTERN BLOCKS

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 TAKEUsing 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