Using the Math Stations strategy to

meet student needs…

 Background
based on the work of Carol Ann Tomlinson
• Centers are areas in • Stations are different
the classroom where places in the
students refine a skill classroom where
or extend a concept students work on tasks
• Writing center simultaneously, and
• Anchor activity center whose activities are
linked
• Multiple Intelligences
 There are 4 stations:

E s s e n t i a l q u e s t io n a n d i n d i c a t o rs

TE A C H E R ' S S TA TI O N P R O O F P LA C E P R A C TIC E P LA Z A TH E S H O P
d ir e c t in s t r u c t io n u s e m a n i p u l a t i v e s /d r a w i n gs r e p it it io n a p p l y s ki l s t o n e w s i t u a t i o n s
c o n s t r u c t iv is t t o e xp la i n a n d d e fe n d p r a c t i c e a s ki l fi x m is t a ke s fo r M r . F u d d le
What would the math block look like?
• Whole class warm-up
• Review station assignments
made based on pre-assessment
• Pull a group to the teacher’s
station for a structured focus
lesson.
• Other students work at their
stations. You move around to
monitor their progress when
students at the teacher’s station
are working in pairs or
independently.
• Whole class closure activity.
• Whole class warm-up
• On grade level focus lesson for most of
the class
• Above grade level students work on an
anchor
• After focus lesson, students refine their
understanding at a specific station or
through an anchor activity
• Above grade level students receive their
focus lesson at the teacher’s station.
• Whole class closure activity.
 Preparation
• Use pre-assessment
data to determine
which indicators your
students need to cover.
• Collect tasks from
your textbook
resource, IG
supplemental
resources, and your
own “files.”
Teacher’s Station
• IG Focus Lessons
• Review lesson
• Accelerated pathway
lesson
• More guidance for on
grade level students
• Addressing individual
needs
 Proof Place
• Super Source tasks
that have been
modeled (whole class
focus lesson or
Teacher’s Station)
• 20 Thinking Questions
• Puddle Questions
• Groundworks
Practice Plaza
• EDM “Math Boxes”
• Harcourt workbook
sheets
• IG independent
practice
• Old files!
 The Shop
• Use pre-assessment or
formative assessment
data/errors as tasks.
• Summarize
• Write letters to Mr.
Fuddle to explain
errors in his thinking.
 Management
• Remember - “Math Stations” is a strategy
for differentiating instruction. Students
only need to go to stations that will help
them in mastering the indicator.
• Have an anchor activity center already in
place for students who finish their station
work, or who don’t need to work at a
station that day.
 Management continued…
• Students do not move from station to station in a
round-robin style. You determine which station
and when!
• Build in time at the TS for you to circulate.
• Spend a week modeling the type of work found at,
and the expectations for each station.
• Collaborate with your team to develop tasks for
review, practice, and enrichment.
 Trying it out…
think BIG-start small
• Call EII for help at • Use stations only
your school! (Gail, when the strategy will
Melanie, or Kristi - help you differentiate
301-279-3163) your instructions. Not
• Don’t worry about all units work!
perfection. • Model, model, model
• Try one station at a
time.
 60 Minute Instructional Block:
Day 1
Pre- 14 ready for “required” = group
28 students in a assessment A
heterogeneous class data show 7 need “required + review” = B
that 7 ready for “acceleration” = C

Warmup 5 min. Everyone participates

A and B do “required” focus

Instruction, Part 1 25 min. lesson with teacher; C works on
anchor

C does “accelerated” focus

Instruction, Part 2 25 min. lesson with teacher; A @ Proof
Place; B @ Practice Plaza

Everyone participates in
 60 Minute Instructional Block:
Day 2
two B’s “got it;” five B’s didn’t
one C and five A’s need help with
28 students in a Exit cards show
“required” concepts
heterogeneous class that
A=9+2; B=7-2; C=7-1;
D(mix)=1+5

Warmup 5 min. Everyone participates

B’s work with teacher
Instruction, Part 1 25 min. A’s and C’s @ Practice Plaza
D’s @ The Shop
D’s work with teacher
B’s @ The Shop
Instruction, Part 2 25 min. C’s@ Proof Place
A’s work on Anchor Activity
Everyone participates in
Closure 5 min.
journal writing