Math Rotation and Stations

I recently posted a picture of my math rotation and the stations, which are organized and ready to use. I received many questions and requests for examples, so I am happy to share! Specifically, this post is will focus on how I organize my mathematics block and what my third grade students do during each rotation.

I have four math "stations" in my mathematics block. The four stations spell the acronym MATH.

The groups are fluid and always changing based on the skill we are working on. An exit ticket, journal entry, or group discussion is completed as the culmination of the mathematics block to consolidate thinking. The reflections are used plan subsequent minds-on (mini-lessons) and set individual goal (which are visited during conferences). Due to the fluidity of the groups, a simple way was needed to display the grouping of the students. I purchased these magnetic labels from Amazon as a solution. As the labels feature each student's name with dry erase marker, the labels are easily moved to reflect the rotation where students are currently working.

The rotations occur during the Independent Time portion of my block.

We start the block with a Minds-On focus. During this time, we activate prior knowledge, connect previous and new learnings, revisit concepts, or introduce new learnings.

The next section of the block focuses on Purposeful Practice. This is time students explore and experience concepts through the mathematical rotations. After the independent practice, the students meet in a variety of group settings to discuss and share their learning. Conferencing occurs during this time as well.

The block culminates with a reflection of the learning. Students share their learning, revisit the teaching point to reground their learning, and consolidate their thoughts.

I hope this helps with your instructional planning and answers some of your questions. If you have further questions, do not hesitate to comment.