Math Labs and Learning Stations - ROE #13

Math Labs and Learning StationsCarol Hynes, Leominster, MAStaff Development for EducatorsSession Outline:1. Introducing math labs in middle school and high school math classesa. Why we startedb. How using centers and stations became a district-wide initiative2. Strategy for:a. checking for prior knowledgeb. practicing newly learned skillsc. reviewing/preparing for classroom, district, and state assessments3. Centers and Stations in the classrooma. Teacher’s role and responsibilitiesb. Student’s roles and responsibilitiesc. Focus on state and national standardsd. Address a variety of audiences for multiple purposese. Planning and preparing a lesson—in generalf. Let’s look at the L-I-N-E-A-R Lab4. Questions for Reflection about using centers/stations:a. How can you get started using them right away?b. How can you avoid classroom management problems?c. How can you assess student work?5. Sources for Math Labs and Learning Stationsa. Standards-based math programsb. State assessment testsc. Supplementary books and journals

1. INTRODUCING MATH LABS:a. Why we started: Desire to turn classroom learning into studentbasedrather than teacher-lead.b. How using centers and stations became a district-wideinitiative: We met as Math Vertical Teams monthly over a number ofyears. During those meetings we shared many strategies, including usingthe centers and stations in math class. Each month, we return withsamples of what we’ve tried and share samples of students’ work toanalyze and plan lessons and assessments.2. STRATEGY FOR:a. Checking for prior knowledge from a previous course or unit—provides an opportunity for students to show what they know and can doand provides an opportunity for teachers to prepare and revise plansbased on what students knowb. Practicing newly learned skills and concepts in a student-centered1-2 class period carousel activity— the physical movement around theroom also helps students be active, hand-on learnersc. Reviewing/Preparing for classroom, district and stateassessments—encourages students to review, determine what theyknow and what they need to work on. Helps to de-stress students in a“high-stakes” testing environment.

apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, Select,mathematical phenomena. and3. CENTERS AND STATIONS IN THE CLASSROOMa. Teacher’s role and responsibilities: Creates a lab with multiple stations Creates a recording sheet Establishes ground rules Visit with groups during lab Checks group work, provides assistance, and signs-off on stationsb. Student’s role and responsibilities: Work with partner(s); visit the stations, complete the math work Check with the teacher before moving on to another station,correcting minor errors as needed. At times, provide help or get help from another group for aparticular station.c. Focus on State and National Standards Our labs address all strands from our state standards and theCommunicationNCTM Principles and Standards across multiple grade levels. We especially focus on the NCTM standards of Communication,Connections, and Representation.ConnectionsRepresentationtheir mathematical thinking coherently and clearly to peers, teachers, and others. Recognize and use connections among mathematical ideas Communicateand use representations to organize, record, and communicate mathematical ideas. Create

L-I-N-E-A-R EQUATIONS STATION LABName(s)____________________________________________________Class ___________________________Date _____________________Your goal is to visit each of the 6 lettered stations of the L-I-N-E-A-R LEquationslab in any order with your partner(s), completing the work given there. Checkyour work for each station with the teacher/answer key. It is important that youget this lab sheet initialed by the teacher before moving on to the next station.StationTeacher’sInitials/CommentsLINEARLabCompleted

The directions for each station of the L-I-N-E-A-R Lab are given in the framesbelow. The actual problems will be posted at each station.STATION LFor the given graph, find the slope, y-intercept,and write the equation for each line.STATION ICut out the given graphs and sort them according to rate of change(slope):negative, zero, and positive.STATION NUsing each of the three marker boards provided, graph and writeequations to satisfy the conditions given for each.STATION EComplete the link sheet to represent the information in multiple ways.STATION AUse your graphing calculator to reproduce the pattern formed bylinear equations displayed at the station.STATION RFor each of the 4 graph cards (G1—G4) given, match the graph withits equation, table of values, slope and y-intercept.

4. QUESTIONS FOR REFLECTION ABOUT USING CENTERSAND STATIONSLet’s finish up by reflecting and strategizing about each question:a. How can you get started using them right away?b. How can you avoid classroom management problems?c. How can you assess student work?5. RESOURCES AND REFERENCESa. Math programs, especially standards-based ones such asEveryday Math, Connected Math, CorePlusb. State assessment tests—Questions are released each year. Wehave created complete math labs by using our state’s releaseditems, using appropriate grade level questions as is, or modified fora specific purpose.c. NCTM Journals and Illuminations WebsiteMiddle: Mathematics Teachingin the Middle SchoolHigh School: Mathematics Teacher

“Using Math Labs & Learning Stations”PRESENTED BY STAFF DEVELOPMENT FOR EDUCATORS (SDE)CAROL HYNESMATH MATERIALS WEB SITEThe University of Massachusetts Medical School Regional ScienceResource Center (RSRC) has agreed to host our Math CD on its web site.Directions for downloading the CD on the web address for RSRC:http://www.umassmed.edu/MathGraphicOrganizers.aspx?linkidentifier=id&itemid=49072Or use this shortcut: www.tinyurl.com/carolhynesmathThese will link you to the University of Massachusetts Regional Science ResourceCenter Curriculum Library. Follow the Math Graphic Organizers Link. You will beprompted to Open or Save the zipfile. Our recommendation is to save it to yourdesktop.Once downloaded and opened, you will find 2 folders:Elem-Pre-CalcCalculusThese folders contain hundred of files of graphic organizers, warm-up activities,math labs and more in multiple formats: Microsoft Word, PowerPoint, PDF, andjpeg pictures.REFERENCES:NCTM, (2001). The Roles of Representation in School Mathematics (2001 Yearbook).Reston, VA: National Council of Teachers of Mathematics.LABS:Barbie Bungee available at NCTM, website:http://illuminations.nctm.org/Spaghetti and Marbles available at University of Florida website:http://www.gatortrax.eng.ufl.edu/projects/Spaghetti%20And%20Marbles.docM & M Growth and Decay Labhttp://jbryniczka.weebly.com/uploads/4/0/9/1/4091055/mmactivity_10.pdf