Math Work Stations

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Math Work Stations

• April 12, 2012

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Agenda at-a-glance

• Math Stations Introduction
• Where Are You with Stations?
• Organizing, Managing, Getting Started!
• Station Ideas - Exploration

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So, where are you with math stations?
Red What are stations anyway? Yellow Not quite,
but really interested. I have tried a few. Green
I have stations established in my room, but need
new ideas.
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Activity

• What is a math work station?
• Come up with a definition of what your group
  believes is a math work station
• Place definition on chart paper
• Include team name
• Indentify where your team is at with math
  workstations red/yellow/green
• Be prepared to share with whole group

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Math Stations

• Call it whatever you want--math centers,
  learning centers, math stations, work
  stations--all the current research is saying it
  is a component of effective mathematics
  instruction. 
• Textbook programs, including Investigations,
  Everyday Math, and Saxon, are all including math
  stations into their instructional models. 
• We know the model works in reading it can work
  in math too.

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Picture Walk

• Chapter 1
• What a math station IS and what it ISNT
• Chapters 2-3
• A focus onmanaging time, materials, and student
  behaviors
• Chapters 4-8
• A focus onspecific skills, strategies, and
  activities related to NCTM Common Core State
  Standards strands
• Glossary Appendix
• Pictured glossary and useful blacklines

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Chapter 1What Is a Math Work Station?
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Laying the foundation

• Everyone read pages 1-7 using protocol
• Jigsaw 7-14 (share main ideas)
• Areas within the classroom
• Working with partners
• Using Instructional Materials
• Variety of Activities
• Opportunities for Independent Exploration
• Differentiated Math Instruction

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Gradual Release Model

• I DoYou Watch
• Teacher models, thinks out loud while using
  manipulatives
• I DoYou Help
• Teacher models, thinks out loud while using
  manipulatives
• Children share task as they are guided with their
  own manipulatives
• You DoI Help
• Teacher provides guidance as children encounter
  difficulties
• You DoI Watch
• Children independently utilize manipulatives at
  math work stations
• Teacher works with small groups or individual
  students

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Differences from Traditional Centers
Math Work Stations Traditional Math Centers
Materials are previously used in instructionno new materials in stations! New materials may have been in centers with limited instruction on how to use them.
Do not change weekly! Change according to levels of understanding and strategies being taught. Were often changed weekly according to units or themes.
All students go to work stations daily. Not all students participatedoften used as a reward or motivation to complete work.
Differentiated materials. All students did the same activity at the center.
Teacher observes or works with differentiated small math groups. If teacher met with groups, each group often did the same task.
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Using Instructional Materials PREVIOUSLY USED

• Attribute Blocks Balance Scale
• Base Ten Blocks Unifix Cubes
• Counters Judy Clock
• Links Ten Frames
• Five Frames Story Boards

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To Practice Authentic Mathematical Skills!

• Practice
• Practice
• Practice

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Working Alone or with PartnersBe Flexible

• Concerned about noise?
• Create a management system where your students
  will work together (especially in the beginning
  of the year) or alone to reduce the noise.

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Math Work Stations

• Best of all, students in work stations are
  constantly solving problems, reasoning,
  representing, communicating, and connecting while
  working with numbers and mathematical concepts.
  They practice using math vocabulary and interact
  with a partner to help cement this new learning.
  At math work stations, children are engaged
  learners.
• Math Work Stations by Debbie Diller, Stenhouse,
  2011.

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Common Core Standards for Mathematical Practice

1. Make sense of problems and persevere in solving
   them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the
   reasoning of others
4. Model with mathematics
5. Using appropriate tools strategically
6. Attend to precision
7. Look for and make use of structure
8. Look for and express regularity in repeated
   reasoning

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Chapter 2Organizing Managing Math Materials
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An Area Within the Classroom
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• SPACE
• Sort
• Purge
• Assign Home
• Containerize
• Equalize
• Adapted from Julie Morgenstern author of
  Organizing from the Inside Out (2004)

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How to Organize Your Manipulatives

• Step 1 Sort your stuff. Stay put while you
  sort!
• Step 2 Purge the things you dont use for
  teaching.
• Step 3 Put what youll keep in containers
  (containerize) and place them in storage areas
  (assign a home).
• Step 4 Maintain your storage system. (Equalize
  every day)

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ACTIVITY Table Graffiti

• At your table brainstorm manipulatives that could
  be used for the math topic on your chart paper
  3 minutes
• Travel to next table
• Add new ideas to poster
• Rotate through all topics

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Chapter 3Getting Started with Math Work Stations
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The Daily Routine
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Steps Purpose How Often/How Long
Math Stations Mini-Lesson To make sure students understand exactly what to do at stations. Daily early in the year when introducing math stations As needed to introduce/review what kids will do at math stations (possibly several days a week). About 3-7 minutes per mini-lesson (refer to pages 47-54)
Math Stations Time To enable student to investigate math concepts with a partner independent of the teacher, and to enable the teacher to work with a small group or observe/interact with partners as they work at stations. Every day, if possible 15-20 minutes per station 1-2 stations per day (refer to pages 54-60)
Sharing Time To allow students to share with the teacher and their classmates what they explored and/or learned that day in math. Daily, if possible 5 minutes max (refer to pages 62-63)
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When and Where Do I Begin?

• start to introduce second week of school
• Additional ideas on pg. 44

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No small group work until your class is ready
Diller suggests at least 4-6 weeks of teacher
observation!
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Introducing a New Station

1. Gather all materials for new station and place in
   a labeled container (previously taught
   materials).
2. Show the materials to the whole class and discuss
   what students can do at this station.
3. Make an I can list together if necessary.

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In Our Room Math Work Stations Should

• Look Like
• Kids are working with math ideas.
• Kids are taking turns nicely.
• Kid are talking with their partners about math.
• Things are put back in their places.
• Kids are on task.
• Kids are using materials like the teacher showed.
• Teacher is not interrupted while working with a
  group.

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In Our Room Math Work Stations Should

• Sound Like
• Quiet voices so others can learn.
• Using math talk.
• Talking with just your partner.
• Making choices together.
• Lets try this together.

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In Our Room Math Work Stations Should

• Feel Like
• I can do it!
• I like to solve problems.
• Calm
• I like math!
• See page 45 for sample chart

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Mini-Lessons

• A mini-lesson or modeling would take place before
  you begin your math work station time. It is
  intended to be brief (3-7 minutes) of
  teaching/modeling/role playing to provide focus
  and direction to your work station time.
• There are 3 different times when a mini-lesson or
  modeling is helpful
• When you are first introducing the math station
• When you are adding something new to a station
• When youre reviewing (or re-modeling) a work
  station activity

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Mini-Lesson Ideas How to

• use the equipment/materials
• share materials
• take turns
• decide what to do at a station
• solve a problem
• put things away
• switch to the next work station
• See pages 47-54 for additional ideas

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Other Mini-Lesson Ideas

• To create I can lists with students for certain
  stations
• To create a math talk card for stations
• See pages 47-54 for additional ideas

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Brainstorm Additional Ideas
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Additional Thoughts

• Frequently Asked Questions
• Management Boards
• Sharing Time
• Solving Ongoing Problems at Math Work Stations
• Scheduling
• Pages 55-66 are a must read by all!

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• A word from our math work station practitioners.

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As a group revisit your original definition of
what is a math work station? make any
necessary changes
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Lunch1130-1230
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Orientation of Chapters 4-8

• What you will find each chapter different
  topic
• Key concepts
• What the children do at the workstations around
  the topic
• Vocabulary grade level specific
• Sample station ideas
• Materials you might use
• What the teacher needs to model
• Connections to Problem Solving
• Literature Links
• Technology Connections
• Troubleshooting
• Differentiating the stations
• Ideas to keep the stations going
• How to assess
• Kindergarten Considerations

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Number and Operations - Fractions

• Grades 3-5 Domain NF
• See handout

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Investigation Time

• Explore math work stations packet
• Complete the stations as if students
• Identify how/if you could use
• What did you like what didnt you like?
• Which common core math standards align with the
  activity?

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Research/Brainstorm Time

• Search Math Workstations book
• Search the internet using provided resources
• Come up with additional workstation idea/website
  around the numbers and operations fraction
  domain
• Create to share with whole group

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Resources

• www.wmisd.org/ge/mm
• Find your grade level
• Go to the math workstations folder

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Discuss and share with your team what steps you
plan on taking after the session today. What
additional support do you need to implement math
work stations in your classroom?
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Final Thoughts
Something that squares with my beliefs
Something still circling in my head
3 points to remember

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Jodi Redmanjredman_at_wmisd.org

• Thank you!