PERTS Elevate Resource Library

Math Stations

Students explore multiple methods for solving the same math problem or review multiple topics at various stations around the classroom.

Grades 6-8, 9-12 Math Video ยท 1:27

Overview

Math Stations is an instructional routine where students explore multiple methods for solving the same math problem or reviewing multiple topics. Organized into multiple stations, the strategy promotes student choice, movement, and collaboration. Students start at a station providing a response to the question utilizing a specific strategy. Students later rotate to another station to solve the problem shown using another method and review the work of the previous group of students. This approach builds engagement, confidence, and deeper understanding by highlighting that there are many valid ways to solve a problem. It works well for introducing, practicing, or reviewing topics in classrooms with a diverse set of learners to support a classroom where students feel supported to navigate their mathematical thinking in various ways.

Through this practice you will be able to:

  • Provide differentiation for students.
  • Foster student engagement and motivation.
  • Encourage student ownership.
  • Encourage flexibility and student mathematical thinking.

Materials

  • A multi-representational problem (e.g., systems of equations) projected or a printed copy for each group
  • Multiple station posters or handouts each describing a unique strategy or representing a topic for student to review
  • Copy of sentence starters for each group
  • Student workspaces (e.g., vertical white boards around room or desks arranged in small groups)
  • (Optional) This practice could involve the use of manipulatives or other hands-on tools. Considerations:
    • Offer a small selection of manipulatives at each station and allow students to choose which tool to use
    • Encourage students to represent their thinking using physical tools like counters, pattern blocks, number lines, or geo-boards before transitioning to abstract notation
    • Equip each station with manipulatives aligned to the strategy being practiced as an optional tool

Day Before Prep (~60 min)

  1. Choose a Rich Task (5-15 minutes): Choose a rich math problem that can be approached in different ways, one strategy per station. Alternatively, choose a problem for each station relevant to a concept you want to review. Explore the task(s) yourself to ensure that you are familiar with multiple methods for solving the problem. As you work through it, ask yourself:

    • What strategies might students use?
    • What ideas or mistakes might come up while students work on this?
    • How can I help students think for themselves without giving away the answer?

  2. Prep Materials (15-20 minutes): Prepare clear instructions that students would need to know to complete the activity and visuals for each station (posters, handouts, or slide projections). Consider whether students might benefit from using manipulatives, visual representations, etc. at the stations.

  3. Classroom Setup (5-10 minutes): Set up the classroom layout to create multiple distinct station areas with enough materials at each.

  4. Gather Documents (5-15 minutes): Print or gather student reflection sheets or sticky notes for exit reflections. Copy and laminate the student sentence stems.

  5. Decide on Student Grouping (5-10 minutes): Plan student groupings or allow free movement, depending on your class dynamics.

Conducting the Practice (~60 min)

  1. Introduction (2-5 minutes): Explain the purpose of the activity and introduce the various stations that are posted around the room. Emphasize that students will be encouraged to use more than one method and reflect on their experience. Here is an example of how this practice could be introduced to your students:

    "Today, we're going to explore a Math Stations activity that gives you the chance to make choices about how you learn and work. You'll get to decide how to show your thinking, maybe by drawing, using tools, talking with a partner, or writing it out. Then you'll rotate through different stations that offer new ways to solve the same problem. This is part of our focus on becoming more independent learners, where you have the power to guide your own learning and choose what works best for you."

  2. Station Work (10-15 minutes): Allow students to choose a starting station or implement a plan for how students will be grouped. Students will begin working through the problem, using the space within their station to represent their response.

  3. Rotation (20-25 minutes): After completing the first station, instruct students to rotate to the next board. At each new station, students will first work together in their group to solve the problem using the given strategy or tools. Once they've attempted the problem, they can review and reflect on the work left by the previous group by adding thoughtful comments, questions, or connections directly on the board. Students will continue rotating through the stations until they return to their original board. As students work, be sure to circulate and engage with groups to foster a positive classroom environment where all students feel empowered, included, and confident in their mathematical thinking.

  4. Discussion & Reflection (10-15 minutes): Have students read comments/questions from their peers. Then ask them to record their thoughts on a sticky note or Reflection Sheet. The Reflection Sheet is a great tool if students rotate through the stations focusing on a different strategy at each station.

  5. Wrap-Up (10 minutes): Bring the class back together and invite a few volunteers to share takeaways. Reinforce the value of flexibility in problem-solving and the importance of understanding multiple strategies. Also, check for accuracy to be sure the students' methods led them to the correct answer.

Pitfalls to Avoid

  • Unclear station directions: Ensure that each station has clear and accessible instructions. Consider including examples of strategies if it makes sense to do so.
  • Overly complex problems: Choose problems that are rich but manageable within the time constraints.
  • Lack of structure for movement: Set clear expectations for timing and transitions to avoid confusion or bottlenecks.
  • Too little time for reflection: Prioritize time for metacognitive reflection as it's essential to helping students internalize what they've learned.
  • Forcing all students to use every strategy: Choice is key. Let students opt into the methods that resonate with them, while still encouraging some exploration.

What to Look For

  • Students actively discuss math strategies and comparing methods.
  • Evidence of perseverance and problem-solving across multiple approaches.
  • Students making connections between representations (e.g., graph and equation).
  • Reflections that show insight into personal preferences and mathematical reasoning.
  • Students using the sentence stems to discuss and be encouraging, not demeaning.

Additional Inspiration

This practice was developed in collaboration with WestEd.