Implementing Math Centers

What are Math Stations?

Math Stations are another name for Math Centers. As far as I know, there are no particular distinctions between the two terms other than the fact that many upper grade teachers seem to prefer the term "stations." Math stations are more of a concept than an actual location in the classroom -  math stations are often nothing more than a packet of hands-on materials with a set of directions. If you are thinking elaborate and cute display boards, stop right there! Sure you can make them elaborate and cute if you enjoy doing so and have the time, but math stations can be simple and easy-to-implement, too. Math Stations for Middle Grades has loads of strategies and activities to get you started.

What can students do in Math Stations?

Students can complete independent work, partner activities, or group work in stations. You can find many activities in the Math File Cabinet that work great for stations if you add directions.  Math Stations for Middle Grades has dozens of activity ideas and math games to use in stations, and each activity includes student-friendly directions. When selecting an activity, ask yourself: 

• Will the activity reinforce or extend a concept that's already been introduced?
• Are the directions clear and easy to follow?
• Are materials easy to locate and accessible?
• Can students complete this activity independently or with minimal outside help from an adult?
• Will students be able to check their answers on their own using an answer key, or will someone else need to check their answers?
• How will students keep a record of what they've completed?
• How will students be held accountable for their work?

What are some strategies for implementing Math Stations?

• Rotation Stations vs. Choice Stations - There are many types of stations you can set up in your room. Two types that are explained in Math Stations for Middle Grades are Rotation Stations and Choice Stations. You can set up your Math Stations so that students rotate through them as a group or allow them free choice about which stations to use. Or you can set them up as "choice" stations but assign your students particular stations that they need to complete each week before having a choice.
  
• Math Logs - Create a Math Activity Log for each student using a manila folder or a pocket folder with 3 paper fasteners. Include one of the Math Log blacklines shown at right, and teach students how to record their activities on the log each day. Have a checker or buddy sign after they complete each activity. Make sure they know what the math content is for each activity so they don't just view stations as "games." 
  
• Displaying and Storing Materials - Plastic storage carts with drawers work well for storing math center materials for long term use. Why prepare a new set of game materials every year when you can make a set and keep it for future use. However, I found a better solution for displaying Math Station materials that we are currently using . . . A simple 6-shelf organizer (see sample)! It works great as long as you don’t put heavy books and materials on the shelves. It will hold dice, calculators, activity directions, and more!
  
• Math Station Menus - Post a menu of the Math Stations that are available in a given week. List each activity title along with the math content. For example, I might list “Island Conquer -> Area and Perimeter” on the chart. I have a whiteboard right next to my Math Stations organizer that I use for this.
  
• Partners vs. Groups - Partner activities seem to work better than group activities because students stay more focused and on-task with one other person than as a part of a big group. If you do have group activities, make sure the directions are clear and require equal participation from all group members. The Show N Cheer strategy works well because of the high level of interdependence required.
  
• Math Buddies - You may want to assign students to a certain Math Buddy each day or each week. If you do, pair a low-performing student with an average student or an average student with a high functioning student. If you try to pair an advanced student with someone who is really struggling, they both get frustrated. 
  
• Flexible Pairing - Assigning partners doesn’t always allow for the flexibility to meet with students individually or in small groups. It seems that the minute I establish Math Buddies, I need to work with one student alone which leaves someone without a partner. So sometimes I find it best to allow students to choose their own partners. Lately I’ve been requiring them to choose a new partner for every activity each week. This keeps them from sticking with their best friends and allows them to interact with others in the class. They like the element of choice.