To quickly recap, the four MATH stations are: M- math facts, A- at your seat, T- teacher time, & H- hands-on. In my new unit, I am leaving the [A] station the same. Most students are still working through The Multiplication Station, so I have not changed that aspect. Four students have finished within in the past two weeks, so this gives me the opportunity to differentiate for them with higher-level skill practice. As students finish, it gives me an opportunity to continue differentiating based on the student and his/her skill level. It's also a great time to implement review of old skills.
[M] time in the unit is also basically the same. It's a time to continue to practice those facts, so students who demonstrated mastery and fluency on all of the facts through x12 won't lose what they've learned. It's also a time I can have them practice facts in other ways, such as through division, two- and three-by-one digit problems, and missing number equations.
[T] and [H] are the main areas I have taken and added in the new skills we are learning. Especially during [T]eacher time, can I teach concepts like time to the minute, other ways to say the time, and the ever challenging elapsed time. I am also simultaneously teaching money. I decided to move toward a "spiral" style lesson implementation (I guess we could call it that) by alternating the time and money lessons every other day. This way, I am teaching multiple skills at once, we are practicing them on alternate days, and students are staying completely engaged. For instance, on Monday I might teach a time skill while they practice money skills during [H]ands-on time. Then on Tuesday, I switch it and teach money skills while they practice the time skill they learned the day before in [H]ands-on time. Then switch again on Wednesday, Thursday, and so on. I have really liked how it has been working so far, and as I said in the first post that MATH stations are a lot of prep work, I know that my students' excitement, engagement level, and comprehension levels have been completely worth it. I also have reaalllllyyy enjoyed watching them have fun in their learning during this time, so it has been fun for me as well!
Here's some pictures and examples of what we've been up to this week, as well as interactive lessons I used in the past that could easily be integrated as I mentioned above. I am already thinking that next year I will alternate and "spiral" teach my lessons so I am not focused on "chapters" and "units" but am just teaching the overall math skills my curriculum teaches in our MATH stations format. I am excited for summer so I can sit down and really think about, and plan it all out!
Okay.. now for the fun part for real, enough of my talking... my students in action!
After a day of working with some manipulative clocks to make times and talk about the parts of a clock (just to awaken those skills) during teacher time one day, students worked on these clock flaps during [H]ands-on time. These are from Blair Turner, once again...
I love how the student above extended the clock hands and used a highlighter to show exactly where the hands are, just as I taught them :)
Above, the students who finished The Multiplication Station already (and are my higher level thinkers) worked on Math Menus from Schoolhouse Diva during [A]t your seat. I was able to choose which menu and which differentiated worksheet they used to practice money skills. They did fabulous and loved it!
You can see some students are working on two different things at the same time.
GIANT coins from The Dollar Tree toy section make counting money way more fun!
These students above using the worksheet are again my higher level thinkers. They worked on a more advanced workbook page (I feel obligated to use because parents paid for them, even though I really dislike our math curriculum)... so I gave them the option of using manipulatives and writing on the table to make it more engaging.
Other students worked below to count coins with Lucky Little Learner's INB money activities.
I also added the option of them being able to make money amounts with the giant coins using cards I have from another activity I made. They are from my Fast Food Money Match in my TpT store. You could easily print some up and do the same! This student is working on this during the [H]ands-on station.
These students below are using my Problem Solving Math Mats to practice problem solving skills related to multiplication and division during the [H]ands-on station. I loved her stance - she had her hand on her brow, thinking really hard!
Here's another look at activities in The Multiplication Station. A deck of cards (without the face cards) makes for a fun game to practice facts!
This one dug out an old school file folder game I made to practice division facts. Carson-Dellosa provided this one, and so did my sweet Crayola skills!
The above and below images show an example of [M]ath fact practice. I used blank INB flaps (again from Blair Turner) and challenged my to students to practice "tough" facts. You can read below that this learner copied in my directions exactly from the example I made.... she rocks! :)
Another old school fact practice.....Tupperware flashcards!
These are from our Geometry unit we worked through before starting MATH stations. I am thinking that next year, I would introduce the vocabulary flaps you see here and the shape attribute flaps below (all from Blair Turner) would be taught during [T]eacher time. I would then have the [H]ands-on station activities and [A]t your seat work relate to our study also, while they practice either addition, subtraction, multiplication or division facts at the [M]ath fact station.
(sorry for the blurriness!)
These fact family houses are from the beginning of the year, when we review addition & subtraction skills. If you want to implement MATH stations in other unit studies or grade levels, multiplication & division could easily be replaced by addition & subtraction. These lessons from Lucky Little Learners could easily be used during the [M] or [H] stations.These are from our Geometry unit we worked through before starting MATH stations. I am thinking that next year, I would introduce the vocabulary flaps you see here and the shape attribute flaps below (all from Blair Turner) would be taught during [T]eacher time. I would then have the [H]ands-on station activities and [A]t your seat work relate to our study also, while they practice either addition, subtraction, multiplication or division facts at the [M]ath fact station.
We also took a Multiplication Scoot early in the week during [M]ath fact time that I turned into an assessment grade for multiplying larger numbers. Here's a preview of it:
My class (of 13 girls & only 2 boys) SQUEALED when they saw we were doing another scoot. The LOVE them! I just posted it in my TpT store if you could use one too!
Again, most of these pictures were taken during the past week when I began teaching the new unit. There is a lot going on during our hour (or so) of MATH groups... and I absolutely love it!
I hope all of this inspires you with some more ideas of how you can implement and integrate MATH stations with your kiddos across multiple units of study! Share some below if you already do this, or if it got your wheels turning! I'd love other input and ideas!!
