Students at math rotation playing Place Value game.
We are in the middle of our second full week of school, and I have started to implement math workshop/center rotations into my math class. Here’s a little info on how I did it. First of all, I grouped my kids based on ability level. It was really helpful to have i-Ready diagnostic testing to help me figure out exactly where everyone is, but I also gave the students a summative exam from second grade in the form of a stress-free formative exam packet. This really told me where everyone was and what we need to focus on. (Can you say regrouping!?) I also used a healthy dose of common sense from my observations of my students (who doesn’t get along well, talks too much, etc). I decided on having four different rotations during math center: computers with i-Ready (individualized computer instructional program), hands-on (math games and manipulative activities), independent work (fact practice and independent worksheets), and small group teacher instruction. Each student rotates through each center daily. I teach two groups of students math each day. One is my homeroom and the other group is my partner teacher’s homeroom. My partner teacher teaches them communication arts in him flex groups. The first day I introduced rotations, I began by explaining it to my students. Next, I give them each a handout that details our rules for math center. We read over these together while I explain and elaborate each. You can get a free copy of my math rules herehttp://www.teacherspayteachers.com/Product/Math-Center-or-Math-Workshop-Rules-860890 Students keep their copy of this in their math folders. Their math folders go with them to every rotation. They keep all work completed (including game score sheets and independent work) in their math folders. This way I can progress monitor by checking their folders when they come to my group. If I suspect someone isn’t working, I may ask them to show me what they have completed in their math folder. The very first thing we do after I explain procedures is to have students practice moving through their rotations. I have students practice switching groups many, many times (without actually completing any work yet…just “going through the motions). I think we practiced this about twelve times the first day. My goal is for students to be able rotate quickly and quietly without having to “think about it.” When students got the hang of actually rotating, I had them complete an activity at each center and then rotate. We are learning about place value now, so in the teacher led center I taught the students a game I created about place value. The game gives each direction and step in order--which is important because I want them to be able to play this game independently soon the “hands-on” center. Here is a copy of the Place Value P.I. game my kids are learning: http://www.teacherspayteachers.com/Product/3NBT1-Place-Value-PI-Creating-a-Deep-Understanding-of-Place-Value-Game-833830 They really enjoy it and are independent with it after just one introduction in the teacher led group. For my independent group, I taught my students how to be completely self-sufficient by getting their own work out. In my green file box, I have many different folders for the students to get work out of. The folders are in four different colors. With each different color, the activity inside increases in difficulty. However, the trick is the student has to complete all of the first color (blue) assignments before they can move on to the second color (purple) and a higher difficulty. This makes it really student friendly and differentiated. Yikes! Are you still here? I didn’t realize I had so much to say about my math rotations. Please feel free to ask any questions or give ideas/suggestions in the comments. Until next time, one exhausted, enthusiastic, excited, and organized third grade teacher is signing off! | Students get their work from the folders for the independent work station. They start with simple work in the blue folders and progress to the hardest in the orange folder after they complete each one. I think this is an effective way to differentiate my math center. (Plus I like that it is visual/color-coded!)
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