# Archive for May, 2013

## Math Workstations: Component 3 (Standards Based)

Math Workstations should be standards-based. By that I mean that every single one of the stations should be connected with a standard. In the beginning of the year, many of the initial math workstations will be a review of the prior year’s standards. As the year progresses, you will make workstations based on the current grade level. Sometimes, for your expert level students, who may be working above-grade level, you might do a vertical compacting workstation where you put activities from the next set of standards in the learning progression.

Students should be aware of the standards they are working on in the Math Workstation. It should be as clear as day. I recommend that you put the “I can statement” (a student-friendly version of the standard) written right on the portable math workstation or pasted somewhere near that particular workstation. If students know where they are going, they are much more likely to get there!

When you confer with your students, you can talk about where they are on the learning progression, from their point of view and yours:) Christine Mulgrave-King (2010) refers to this a student ownership of their learning (see her work at http://www.ckingeducation.com).

Happy Mathing,

Dr. Nicki

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## Math Workstations: Component 2 (Differentiation)

First of all, Math Workstations are **data-driven**. Second, they are **differentiated**. After-all, you have to do something with that data. It is one thing to collect data, it is another to analyze, interpret and then provide learning experiences based on the data. What do you currently do with your data? Put it in a binder and on the shelf? How do you USE it? Key word here, **USE… **

Data should directly inform what children are doing in math workstations. Everybody shouldn’t be doing the same thing in a math workstation…otherwise it is just like doing whole group instruction (everybody at the same time doing the same thing) in small groups…with no attention to individual student needs.

Math workstations are about children engaging in **purposeful practice in their zone of proximal development. **

Math workstations **are not busy work.**

Math workstations are **engaging but more. **

Math workstations are** directly connected to where the student is on his/her learning journey.**

So, that means that in the Fluency Center…students are working on activities that help them achieve mastery where they are and help them to move onto the next level. Some students might be working on make ten facts, others might be working on doubles and still others might be working on adding 7’s,8’s and 9’s. In the Word Problem Center, some students might be working on *Take From Change Unknown* problems and others might be working on* Part Part Whole Part* *Missing *Problems. In the place value center, some students might be building numbers with base ten blocks, others might be drawing out representations and others might be working on expanded form with styrofoam cups (at an abstract level).

Now, just ease your way into it! Don’t try to differentiate everything at once or you’ll get overwhelmed and not do any of it. Start slow, start with a plan…just start!

Happy Mathing,

Dr. Nicki

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## Math Workstations: Component 1

Math workstations first and foremost are data-driven. Data is collected at many different times throughout the year and in many different forms.

**Data Collection Opportunities and Formats:**

**Beginning of the year Benchmark Data (**Beginning of the year data that assesses what children have learned in prior years AND retained).

This is especially important in terms of determining fluency and word problem levels, as well as general knowledge.

**Mid-year Benchmark Data** (Assesses mid-year learning)

**End of the year Benchmark Data** (Assess what has been learned during the year)

**Pre-Assessment of Upcoming Chapter** (Especially important to determine the skills in that particular domain from prior grades…it gives you a starting point and a marker for what you are going to build upon. Also in the pre-assessment you want to check what will be taught in the chapter to see if some students already know it so you can better differentiate the instruction).

**Guided Math Notes** (What is happening in the guided math group? What have you noticed? What are the areas of strength and the areas of challenge?)

**Conference Notes** (What are the students personal learning goals? What goals have you set together?)

**Chapter Quizzes** (In progress monitors)

**Entrance/Exit Slips** (These give great in the moment information)

**Math Thinking Notebook Work** (What kind of work is the student doing?)

**Math Workstation Artifacts** (Recording sheets at math workstations. What does the work show?)

**Chapter Assessment** (Did the student learn the math taught in the chapter? What is the student’s strengths and challenges?)

You should also have an articulated plan for assessing fluency and word problem levels periodically throughout the year.

Happy Mathing,

Dr. Nicki

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## CCSS Summer Virtual Bootcamp: Fractions

Dr. Nicki is doing an internet institute on July 2nd. During this institute we will explore, discuss and do a variety of activities that teach the CCSS Fraction Domain.

Who: Anybody that is teaching the Fraction Domain should attend!

When: July 2nd: 12 – 3 East Coast Time

Where: Internet

How: Through a designated Portal

How Much: $125 including a fraction tool kit with guided math supplies and workstations (must sign up 2 weeks before the conference to receive it on time)

Bonus: Sign up early – within the next week by May 26 and receive a 20% discount!

Enrollment Limited: Only 25 Spaces! Enroll Today

Happy Mathing,

Dr. Nicki

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## 5 Elements of Effective Math Workstations!

Math Workstations are booming! They should be because we need to reach all children, and they promise to help us do just that. There are 5 important elements of an effective math workstation. In the next few blog posts I will be discussing the 5 elements that are essential to all math workstations in detail. This post is a general overview. Here are the 5 elements:

1. Data-Driven

2. Differentiated

3. Standards-Based

4. Academically Rigorous

5. Engaging

Remember that math workstations are supposed to provide purposeful practice. All children should be working in their zone of proximal development based on the framework of mathematical proficiency. Do you know what levels your students should be working in at the different work stations? Where are your children in fluency, word problems, vocabulary? What is the evidence of their levels? These are all things we will discuss in detail!

Happy Mathing,

Dr. Nicki

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## An interesting problem solving packet!

Happy Mathing,

Dr. Nicki

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## More Fraction Resources

Here are some fraction resources!

Happy Mathing,

Dr. Nicki

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## Calculator Math Games

Here is a great packet of calculator math games!

Happy Mathing,

Dr. Nicki

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## Another great primary math workstation packet!

Here are some great math workstation ideas! There are some really great money templates in the packet!

Happy Mathing,

Dr. Nicki

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