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Math Centers provide an opportunity for students to practice andapply skills and strategies taught within the classroom. While studentsare engaged in purposeful centers, teachers have the opportunity to workindividually or with small, flexible groups to meet the individualneeds of students.Centers should be designed to:be an integral part of daily instruction for all students;provide meaningful, independent practice based on the standards, curriculum objectives and students needs;include a variety of activities differentiated to meet the needs of students;change regularly according to the needs of students;hold students accountable for the work in which they are engaged;allow teachers to assess students math skills, strategies and understandings. It is important to build a community of learners so that studentswill be able to work independently at centers since you will be engagedwith other students during this time. When introducing Centers for thefirst time it is important to:communicate clear, explicit, high expectations and develop afew non-negotiable rules established jointly by both you andyour students;be available to assist students during center time and reinforce appropriate behaviors;instruct, model and provide guided practice opportunities before placing new tasks in centers;hold very brief mini lessons every day prior to childrengoing to centers focusing on how to use the equipment and materials, howto share materials, how to take turns, put things away etc. During thistime you might have two students role-play the use of the materialswhile others critique their efforts or model how to solve a problemwithout teacher assistance (e.g. introduce the Ask Three before Mestrategy to encourage students to ask three different classmates to helpsolve an issue during center time before coming to you with a problem).Students can be scheduled at centers using either a rotation system or aself selected system. When using a rotation system a designated amount oftime is given to each center before students may move on to the next.Using a self selected system students move themselves through centers ina systematic way, using contracts or planning sheets to record whatactivities have been completed.Types of CentersWhenever possible center activities should be open-ended, allowing formultiple responses to allow students to learn in their zone of proximaldevelopment, and provide for a mixture of independent as well as pairedtasks. In order to encourage students to talk with one another, problemsolve together, and assist one another in their learning a center shouldgenerally have between two and six students.The possibilities for math center activities are endless. For examples of a range of activities to use in Centers see our Math Centers eBooks for K - 5th Grade. FREE sample centers can be downloaded on the Number, Geometry, and MeasurementData pages for your grade level on our website. In order to continue enjoying our site, we ask that you confirm your identity as a human. Thank you very much for your cooperation. Recently, we have been updating and creating more options for upper grade mathematicians. Grades 3-5 are such a wonderful mix of little and big kids. There is no break on the math content. Each topic becomes increasingly more difficult. For this reason, it is important to give students opportunities to do math stations in the upper grades. The purpose of math workstations is to provide skill review and refinement through many formats and modalities throughout the school year. New learning happens in math whole group mini-lessons and teacher-led small groups, while application and practice of previously learned materials happen during math stations. What we place in a workstation reminds students of previous learning and provides an avenue to skill practice.Skill Practice Through Math WorkstationsWhile there is a time and a place for a great skill page or independent practice, lets focus on some hands-on options for optimal learning in a workstation. In my STACK workstation acronym, the letter K stands for Kinesthetic. This station consists of hands-on math practice through centers. The purpose is to engage with math authentically in a hands-on way. Below are fourth grade place value station examples. Benefits of Math StationsWhen students spend time in math workstations, they authentically engage with content. This allows students important time doing math. For students to refine skills and deepen understanding, they need time to become comfortable doing math. The workshop classroom allows students to do just this! During workstations, teacher meets with students while others engage in student-centered learning. Rather than sitting passively in a lecture style lesson, students actively participate and apply skills.Below are some third grade math station examples from our Stations by Standard Bundle.Teaching the Standards Through WorkstationsAll of our workstations purposely align to both CCSS and TEKS. We make sure there is variety and differences in how skills are practiced allowing for maximum learning and engagement! We want students to beg to do stations while teacher focuses on new learning at teacher-led small group. Below, you can see how fifth grade practices decimals in many different ways. These examples come from 5th Grade Stations by Standard.Stations by Standard for Grades 3-5All of the examples in this post come from the Stations by Standard Line of Workstations! Below you can click the link for your grade level. Third Grade Stations by StandardFourth Grade Stations by StandardFifth Grade Stations by StandardSetting Up Math Workstations in the Upper GradesStudents in grades third, fourth, and fifth are the perfect age to really excel in a math workshop! This post shares how to set it up and conduct Guided Math for the upper grades.
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