Look what was posted on the Stenhouse website last week! It’s not quite yet available, but click over to the website to order your copy!
Archive for the ‘math’ Category
Here is another quick preview from my new DVD, Moving into Math Stations, K-2. It’s a tour of a math teacher’s closet where he stores manipulatives. How do you get your math stuff organized?
I am very excited to be able to share a new clip with you from my new math DVD, Moving into Math Work Stations.
In this clip I conduct a whole-group lesson on measuring distance:
I hope you enjoy this preview! If you would like to be notified when the DVD becomes available, visit the Stenhouse website and sign up!
Here is a great free PD opportunity for you, courtesy of Stenhouse Publishers: Starting Monday, June 25, they will be hosting their annual Stenhouse Summer Blogstitute. The Blogstitute will feature posts on writing, classroom talk, and math by several great authors, including Jeff Anderson, Mark Overmeyer, and Peter Johnston.
During the last week of the blogstitute you will have the chance to preview my Math Work Stations video that is still in production. So stayed tuned during the Blogstitute for the exact date when the sneak preview will air!
Even with all of the great technology around us, sometimes you just have to get back to the basics. That’s what I did last week with my Stenhouse editor Toby Gordon when we locked ourselves in a hotel room in Philadelphia to figure out the final structure of my new Math Work Stations video. Post-Its did the trick! That’s me in the picture, taking notes. Stay tuned for more!
In first and second grade, I recommend starting to introduce math stations in the second week of school. You’ll need the first week or so to begin to get to know your students and teach basic procedures as well as to do some review of familiar math concepts. Things children already know how to do from previous school experience will make up the base of your early math stations and provide a safe ground for students’ independent work. Don’t worry if you’re reading this later in the year. You can start math stations at any time. Of course, it’s best to start early in the year so procedures will be firmly in place and allow you to meet with small groups all year long. But if it’s December or even April and you’re reading this, you can start tomorrow.
If you teach kindergarten, you may take a slightly different approach during the first three to four weeks of school. Instead of introducing math stations, I like to start with having children do exploration stations, in which they explore a different type of math manipulative each day. One day you might show the class connecting cubes and discuss what they may and may not do with them.
Then let all students work with a partner using connecting cubes. On another day, repeat the procedure with teddy bear counters. Have half the students work with teddy bear counters and half work with connecting cubes (unless you have enough teddy bear counters for the whole class to use), then flip-flop. Add a new material each day (buttons, pattern blocks, wooden cubes, etc.), and by the end of a week or two there will be plenty of materials for students to explore with a partner. This isn’t quite math stations, but it’s a start. Exploration stations can be used for investigation of materials for the first few weeks and will be replaced by math stations as you introduce them. You might also take this approach with first graders in the first week or two of school.
While children are working at exploration stations, carefully watch what they do with the materials. Ask your students what they notice. Within a short time, you will probably see them begin to make patterns with materials. This is a signal to move the materials into a more structured type of work, which will become their first math stations.
For example, in kindergarten you may notice kids sorting buttons into piles after just a few days. At this point, talk with them about ways to sort (by color, number of holes, size, fancy/not fancy) and add sorting cards with word and picture clues. They might use plastic desktop sorting circles to structure their sorts as this becomes math station 1.
As you introduce math stations (beginning in week two for first and second grade, and about week four or five for kindergarten), launch only one new station a day. This way you can be clear and explicit so students will remember exactly what you expect. Here’s a process you might use when introducing stations to your class:
Introducing a New Station
1. Gather all materials for the new station and place them in a labeled container. (Be sure you have taught with these materials first.)
2. Show the materials to the whole class and discuss what students can do at this station. (If you’ve taught well, students will usually give great suggestions.)
3. Make an “I Can” list together if you think children will benefit from this support to help them remember what to do with the materials to deepen their mathematical understanding.
During the first weeks of school when introducing the idea of math stations, you will be circulating, observing, and giving assistance to students while students investigate with materials at stations. (Small-group math instruction should begin
after your initial investment of time teaching routines for the first four to six weeks of school, so you know your students and they know your expectations.)
At some point in these early weeks of school, you might brainstorm with the class what math stations time should look like, sound like, and feel like. This helps both the teacher and the students clarify the expectations at stations, which increases the likelihood that they will run more effectively and not just be busywork. If you choose to brainstorm
these expectations, list students’ ideas on a chart, using language they understand. Here’s an example from a second-grade classroom:
Display the chart in a prominent place in your classroom so students can view it as a reminder of what they should do during math stations time. You might want to take digital photos of students working on tasks at stations and post these pictures around the chart as a border, adding more over time. If you teach kindergarten or first grade, you might post these photos beside the corresponding print describing what the photos show. This visual reminder can help students remember the behavior they will exhibit while they work on their own.
Another option is for the class to come up with three or four agreements or rules for stations time. Again, use photos for support. In a kindergarten class, the chart could be made when introducing exploration stations
I had a blast shooting my new math work stations DVD at Askew Elementary School in Houston recently. The students, teachers, and crew were amazing and I think you will all love the end product — due out in mid-2012. Here are some snapshots of what went on behind the scenes. Also check out this cute little story on the Stenhouse Blog about the shoot.
Telling time is challenging for young children, and it will take a lot of exposure before they master this skill. Model by demonstrating how to read the clock in your classroom frequently each day. If you use the Every Day Counts series, you might use the 8½-by-11-inch clock that comes with this program to teach students how to count the minutes each day as you color in and count them. Also, use a large model, such as a Judy clock or an old battery-operated analog clock, to show how the hands on a clock work by moving them around and having students observe the motion. Help children understand that the long minute hand goes all the way around the clock once in an hour, tracking 60 minutes, while the shorter hand moves from one numeral to the next, representing the hours.
Teach children how to first look at the long minute hand and count the minute spaces to determine the number of minutes past the hour. Then have them look at the shorter hour hand to see what hour the minutes come after. In first grade, as you teach students how to tell time to the hour and half-hour, model and encourage them to use math talk like this: The long minute hand is pointing straight up to the 0, and the short hand is pointing to the 2. So it is exactly 2 o’clock. And The long minute hand is pointing straight down to the 30-minute mark, halfway around the clock, so it is half past 2, or 2:30. Also, help students understand that the numbers on the clock tell two things: (1) how many minutes have gone past the hour, with each number representing another group of five minutes, and (2) what the hour is. A first grader put it well when she told me, “I get confused because I see the numbers on the clock, and I think that’s how many
To demonstrate that each number shows 5 minutes, point out and count the 5 spaces the minute hand passes through in order to reach each number on the clock. As the class counts the minutes by ones, emphasizing the groups of fives,
you might have a volunteer use tally marks to record each minute, accumulating a group of 5 each time the minute hand reaches the next numeral. Children can see that the numeral 1 is at the 5-minute mark and goes with 1 group of five,
that the 2 goes with 2 groups of five, or 10 minutes, and that the 3 goes with 3 groups of five, or 15 minutes, and so on. Continue counting the minutes and emphasizing each new group of 5 to the 12. This explicit demonstration is very different from teaching children simply to look at pictures of an analog clock showing time at the hour (reading just the short hand), as shown in many math books and on tests.
Make a class schedule using analog clocks to teach students how to put time shown on clocks in order. Children won’t necessarily know that 2 o’clock follows 1 o’clock, so be sure to highlight this in your teaching of time as well. Also, knowing what comes next in their day can reduce anxiety for some children.
Have you been following the book study of Math Work Stations? There is a great discussion taking place across several blogs. This week the group is talking about Chapter 6: Place Value Work Stations. Check out the full schedule here and join the discussion. You can leave your ideas in the comments section on my blog as well — what ideas and tips do you have for your fellow teachers about teaching place value?
If you purchase Math Work Stations during the book discussion, you can get free shipping when you use the code MATH during checkout on the Stenhouse site.
Join a group of teachers and bloggers who are organizing an extensive discussion of Debbie Diller’s Math Work Stations starting June 1. Each blog below will tackle a different chapter and offer room to exchange ideas. If you have your own blog and would like to post your thoughts there, you can link your post from the host blog that week.
During the discussion — now through July 30 — enjoy FREE SHIPPING on your order placed at www.stenhouse.com if you use the code MATH during checkout. There will also be a chance to win a free copy of Math Work Stations — just follow the discussion to find out how to enter.
June 1: Mrs. Wills @ http://www.mrswillskindergarten.com/ will host Chapter 1: What is a Math Work Station? and Chapter 2: Organizing and Managing Work Stations
June 6: Mrs. Parker @ http://learningwithmrsparker.blogspot.com/ will host Chapter 3: Getting Started with Work Stations
June 13: Mrs. Kramer @ http://www.kindergartencrayons.blogspot.com/ will host Chapter 4: Beginning Number Concepts with Work Stations
June 20: Mrs. Saoud @ http://www.primarygraffiti.blogspot.com/ will host Chapter 5: Addition and Subtraction Work Stations
June 27: Mrs. Arnold @ http://oceansoffirstgradefun.blogspot.com/ will host Chapter 6: Place Value Work Stations
July 4: Mrs. Patton @ http://pattonspatch.blogspot.com/ will host Chapter 7: Geometry Work Stations
July 11: Mrs. Evans @ http://loryevanspage.blogspot.com/ will host Chapter 8: Measurement Work Stations