__The First 14 Days of Math Stations for Multigrade 1/2 Using Everyday Math and Math Stations__Schedule:

Mini-lesson 25 - 30 minutes

Whole Group EM Lesson: 30 - 40 minutes

This schedule is ONLY for the first 14 days of instruction.

Day | Mini-lesson | Learning Outcome | Resources | Whole Group Everyday Math Lesson |

1 | Take one photo of each child for Management Board. | Complete the set-up of the Management Board for Day 2 | Number Lines 1 ^{st}/1.1 2^{nd}/ 1.1 | |

2 | Introduce: Management Board . Model: How to obtain materials and where math stations are located. Model: Cleaning up a station | St udents explore and learn how to obtain their instructional materials and where to go to work with their partners. Students will know what is expected as they clean up their stations. | Management Board Missing Pieces Box Numbered clear plastic tubs | Everyday Math Games: Monster Squeeze Number-Line Squeeze |

3 | Teacher and students model and practice: “Turn and Talk”. Model: The difference between hearing and listening. | Students will learn that as mathematicians we are capable of thinking in many different ways and sharing their thinking with others. | Chart: Thinking and Talking with a Partner - Partners use 6 inch voices.
- Partners take turns talking.
- Partners listen to one another.
- Partners respect each others’ thinking
| Introduce the Slate Routine Explain the Number Grid and it’s patterns 1 ^{st}/1.2 2^{nd}/ 1.4 |

4 | Math Station Tub Teacher discusses how students have choices within one tub. Teacher shows how materials are labeled to differentiate levels. Model: Signals used to indicate it is time to stop and clean up, and signal to indicate to move to next station or to the small group teaching station. | Students realize that there are multiple activities to do with one math tub and those activities can be repeated. Students will move to different activities quickly and quietly. | Completed math tub Chart: How do we put materials away in our Math Tubs? Auditory signal | Introduce the Pattern-Block Template 1 ^{st}/1.2 2^{nd}/1.4 |

5 | How to Obtain Help Model: “I Can” Chart “Instead” box for the Computer station | Teacher and students will create the first “I Can” chart together. Students will practice being adaptable and flexible. | “I Can” chart | Formative Assessment for 1 ^{st} Graders: Use math master pg 304 to see what numbers they can all ready write. Challenge them to write their numbers to 20.Introduce the Class Scroll to the 2 ^{nd} Graders. |

6 | Model and Practice: How to Use a Math Talk card to express their mathematical ideas. | Students will express their thinking using a math talk card as a support. | 2 different “Math Talk Cards” for each group of 2 students | How to Use a Calculator 1 ^{st}/ 2.4 2^{nd}/1.9 |

7 | Represent your thinking through drawing, writing, Flip videos, and dramatizing. Where to put completed work. | Students learn to record their thoughts in short video clips. Students learn ways to represent their thinking, and where to put that completed document. | Flip Video Camera Examples of students drawings, and writings. | Whole Group: Odd and even Tally marks |

8 | How to handle problems: Ask 3 and then ask me. Disagreements What will happen when students don’t follow the procedures. | Students follow specific guidelines to solve problems. | Chart: How We Can Solve Problems Ourselves | EM Games: Penny-Dice Game Top-It Addition Top-It Rolling for 50 Rolling for 500 using a 400-500 number grid. |

9 | Introduce “Our Math Thinking “ Books | Students learn they are accountable for doing their best work at stations. | Book: “Our Math Thinking” | EM Games: Play your choice of game |

10 | Introduce First Station: Review and model use of management board, obtaining materials, correct voice level. Choose one student to be your partner, and go through the entire procedure while “thinking aloud about what you are doing and thinking” | Students will revisit how to maintain organized classroom math stations | Chart: Looks like, Sounds Like, Feels like One math tub of your choice | Whole Group: Modeling how the teacher will be teaching the small group guided math groups. All about Math Boxes using a teacher created math box page all about tally marks. |

11 | Continue to introduce another station. Establish student accountability by modeling and posting an example of a completed student work product. | Students will learn mathematical ideas through independent learning. | Example of student work | How to play: EM Facts Workshop Game that provides online practice of basic facts and computation. |

12 | Model: How we share our experiences with our class members. | Students will engage in discussions and that they are accountable for their independent learning. | Reading books that relate to math such as counting books. How to create your own math related book. | |

13 | Model: Computer Station “Instead Box” | Students will learn a routine to cooperatively use the classroom computer. | Chart: Step by step directions to use the computer Chart: Who is on the Computer Today? | How to read a number line on a thermometer |

14 | (After conducting an actual “Math Station”) Getting back together as a whole group to reflect on what went well. | Grand Opening Celebration: Beginning a station | Wrapped box that announces the beginning of math stations. Chart: What We Did Well | Administer the Beginning of the Year Test to both grade levels. Recruit a volunteer to read the test aloud to one grade level while you read the other grade level test. See if the volunteer will also help score the test. |

As a 1st/2nd split EDM teacher, I am very thankful for you posting this! Although I have used the guided math approach for the last 2 years, you gave me some more ideas to make it even better:) Thank you!

ReplyDeleteThank you for the explicit lesson plans.

ReplyDeleteQuestion for you... are the first graders doing math stations while the second graders are being taught? That is my biggest concern - I'm worried that having the two different grades won't allow me to meet with any students who might need extra interventions.

ReplyDeleteMagnificent Multiagers!Thank you so much for posting this information! I will be teaching a one/two blend next year and was so happy to find your blog! And, I just bought the book and am looking forward to Math Stations!

ReplyDeleteThanks again!

Lisa

P.S. I noticed on my computer, the right side of the plans are cut off so all of the words aren't there! Do you have this as a file somewhere?

Yes, I have it as a file. I am planning on improving it by linking to some of the activities that have been posted during this blog party, so hold off for that awhile. I also plan to discuss the different groupings possible while teaching the students. You can divide them into 2. 3, or 4 groups. Well more about that later.

ReplyDeleteDeborah

thank you for the detailed plans....i can't wait for more explanations and links to explicit lessons/workstations that you might have or use. scheduling is not my strongest suit....i forget each year that it (scheduling) almost has a life of its own!....thanks again for any insight you can give me....i teach kindergarten however many of my students could easily fit/do well in a first grade classroom

ReplyDeletelaura

Thank you! Thank you! I am working on The First 20 Days of Kindergarten and this is so helpful!

ReplyDeleteLinda

Any suggestions on how to modify this to best suit a 3/4 split: 6 Grade 3 students and 18 Grade 4...

ReplyDeleteI teach a multiage class and am thinking of doing math stations this year. Thanks so much for the beginning of the year organization. It is very helpful

ReplyDeleteCindy, you are welcome. What grade will you teach? I'm thinking of taking a look at a grade 3/4 version of the first 14 days. The big difference will be in the whole group activities that take place. Perhaps a review of math fact strategies taking place while you train the students on how to learn at math stations.

ReplyDeleteDeborah

Any ideas/tips for a 5th/6th class? I'm doing math stations, but teaching all 5th for 20 min. while 6th works on extra practice. Then I get the 6th graders and teach their lesson while the 5th graders complete journal pages and math boxes. Then I meet the 5th graders again and we go over their work while 6th completes journal pages. Finally, I go over work with 6th graders and 5th graders do extra practice work. I just don't know how to begin the year though while I'm teaching them how to work in the stations. Thanks!

ReplyDeleteAlissa

What happens in your classroom when students do not follow the workstation procedures?

ReplyDeleteAlso, what are the "math thinking books" and the Computer station "Instead boxes"?

Thank you

I am so excited about finding your blog! I have read Debbie Diller's literacy stations and the one thing I had a hard time with was introducing them all to a group of 23 kinders.