Implementing the Standards for Mathematical Practices through Elementary Math Work Stations Presenters will share information and examples regarding how to implement Math Stations in elementary classrooms that help students engage in work that is aligned with the CCSS Standards for Mathematical Practices.

1. Lacie Noe & Janet Drews-Ordiway,
River School, Sodus Township #5

2.  Lacie has served as:
◦ a math and reading specialist
◦ a second grade teacher for six years
◦ currently teaches 4th and 5th grades combined at
River School in Sodus
◦ Janet has served as a middle school math teacher,
elementary classroom teacher, building
administrator, district administrator, WMU adjunct
professor, children’s museum education outreach,
and K-8 math intervention specialist

3. • Single building district
• K-8 public school, established in 1862
• Current enrollment: 77 students
• Multi-age classrooms:
• K/1, 2/3, 4/5, 6/7/8
• Located in SWMI
• near BH & Eau Claire
• Faculty of 8 certified teachers
◦ & a business manager

5. https://prezi.com/lpjpr5nbdrqn/raising-mathematicians/
-Credit to Ann Bingham, Berrien RESA Math Consultant
(Want to learn more? Sign up to attend
this amazing PD series at Berrien RESA!)

9.  Articulate them to your students so that they
are cognizant of this work as well
◦ Not:
 New
 Checklist
 Specifically, explicitly implemented as
 Obvious
 A secret that only teachers should know
 Model them in your own work
 Allow students the opportunity to explore
using “you do, we do, I do, you do”

10.  You are probably already modeling these
without realizing it
 They are all interconnected
◦ often pairs
 Both conceptual and theoretical
understanding of math in practice
◦ Skills to be practiced and developed
◦ How we make sense of math
◦ Deeper than just giving the correct answer

11.  There are multiple resources, such as posters
that will encourage and help the students to
use the practices without always reminding
them.

12.  Make sure that the wording is appropriate for
your students.

14.  Students working in pairs use the dice to create
a multi-step word problem. They swap the
problem with another student pair who must
solve it. They give each other support if they
get stuck. After they have checked each other’s
work they give feedback to each other
regarding both the work and the problem.

15.  Make sense of numbers and
relationships
 Assign meaning to models
& convert mathematical
situations from model to
numbers and vice versa
 Ask students to draw a
picture or use objects to
represent the word problem
 Ask students to write a
numerical sentence from a
picture or tangible model

16.  The student who
solved the problem
must explain what
he or she drew and
how he or she
solved the problem.

17.  Another student
must then try to
solve the problem
using the
explanation solved
by the first student
and provide
feedback to that
student.

18.  Ask students to
create problems
◦ Require them to
think about
mathematical
situations that occur
in everyday life.
◦ Use concrete and
abstract models.

19.  Do tools only mean tangible things?
 Provide access to manipulatives – real and virtual – and technology.
 Students should consider how to effectively use the tools,
pros/cons/creative uses and the limitations of each
 Encourage discussion by asking the students to talk about which
tool/item each selected, why, how they used it, how it helped them
develop a better understanding of the math or gather accurate
data/observations to solve the problem, and why this was the best
tool(s) to use to solve the problem.

20.  Build in
opportunities for
students to check
for accuracy and to
be accurate
 Use symbols and
variables
appropriately

21.  Model speaking as a mathematician using
appropriate vocabulary
 Provide a word bank for students and
require students to use at least two of the
vocabulary words correctly when discussing
the problem and how he or she solved the
problem
 How can these terms be applied to other
situations/subjects/contexts?

22.  Look for patterns and structures
 Zoom out & zoom in!
 See the forest AND the trees! (parts/whole)
 Change your perspective!

25.  The students discussing how each solved the
problem will help reinforce the strategy he or she
completed as well as review or introduce it to
another student.
 One student may have used his or her fingers only
to realize from another student’s explanation that
a fact family could have been used.

26.  Look for:
◦ Patterns
◦ Shortcuts
◦ Generalizations
◦ Repeated calculations
◦ Repeated logic
◦ Reasonable
conclusions &
answers

27.  Ask students to
create a table to
record
measurements and
use it to make
predictions of
readings greater
than the limitations
of measurement
tool
 Ask students to
evaluate results to
group numbers,
create meaning,
discover
relationships
 1,20,39, 72
 7,11,15, 20
 9,6,3,8,4,2

28.  Keep learning, exploring, considering!
 Focus on adding one practice a week or
developing more practices into one of your
stations every week.
 Think of a manipulative you already have and
how you can use it!

29.  www.riverschoolk8.org
 Lacie Noe, lnoe@riverschoolk8.org
 Janet Drews-Ordiway,
jordiway@riverschoolk8.org
 269-925-6757