The post Using Differentiated Choice Board for Math Workshop appeared first on Smith Curriculum and Consulting.

]]>Using choice boards isn’t something new but they are something that takes a little bit of extra prep work to implement into your classroom for math workshop.

**There may be affiliate links within this post that I do earn a small commission off of each purchase.

When I started to use choice boards, I simply gave every group the same board and had them complete 3 in a row or the entire board depending on how long we were working on each unit. I quickly learned that this was easier for me BUT it wasn’t equitable for all of my learners. I knew that I had to change things up so I wanted to implement a point system to differentiate student’s requirements but still have them work with the same boards. Each activity on the board was worth a different amount of points to make (*based on complexity*) and students had different amounts of points I would require them to get as part of their completion grade for Math Workshop.

Creating the differentiated choice board isn’t hard, because honestly after you add the activities it is all about assigning point levels for each activity.

As you can see, this board requires the student to get 8 points total. There is a required activity in the center of the board for Get More Math practice which will automatically earn them 3 points. Typically this would be an assigned activity worth anywhere from 6-9 points that the students would work on and complete.

**Activity 1: Clothesline Math**– this is something that I actually keep up all year long and have a vertical and horizontal form. We use a real 1/4″ twine clothesline and then I use clips on the clothesline for students to hang the integers where they belong. I learned about this years ago at an NCTM conference and have loved it ever since. It is also how I developed my Clip the Answer Activities because I can hang the cards on the line and then they just clip the answers before checking.

**Activity 2 and Activity 6: Integer War**– We all love playing War games and this one is no different. Throughout this game, students are doing more than just working with numerals they have to add or subtract integers to find the solution before comparing the values. Integer War also includes Multiplication and Division but this choice board focuses on addition and subtraction.

**Activity 3: Integer Operations Solve and Snip**– You can see that this activity is worth a little bit more simply because it involves word problems and therefore takes a higher level of thinking than just computation. Students must dissect the word problems within the solve and snip to choose the correct answer that matches with each problem.

**Activity 4: Integer Operations Connect Four**– In this multi-level activity, students will practice solving expressions by adding, subtracting, multiplying, and dividing positive and negative numbers to find the solution. The great thing about this being multi-level is that you can allow students to choose which level they want to do and you could even provide an extra point if they choose a harder one. Another version, with more boards, is also available here.

**Activity 5: Integer Operations Maze**– I suggest that you always have an activity, or two, that is independent. You will need those for days a student needs a break, needs to be removed from their group for various reasons, and to just facilitate different learning styles. This maze allows students to work through solving equations with integer operations (very similar to what they are doing on Integer War) to make their way from Start to Finish.

**Activity 7: Integer Operations Square Puzzles**– I love these puzzles! These puzzles provide students with different solutions (*the center*) that they then must solve expressions to find the four pieces that make the square complete. It is so fun to hear the communication from this activity because they work really hard to practice those integer operations rules. If they finish, I typically allow the group to create their own that we can then use at a later time to have a full-class review game.

**Activity 8: Integer Operations Practice **(*BONUS FREEBIE*)- This was an activity I created simply because I found these red, white, and green dice and wanted to use them in my classroom. Students will use all three dice to make their own integer operation equations. The white dice will determine the operation that is being performed. To use larger numbers students could use multiple red and green dice. I seriously LOVE this activity because the foam dice make it QUIET!

There are two versions for each set of operations (Add/Subtract, Multiply/Divide, and All Operations) as the first set has the number line for student use and the second set does not.

- Don’t stress.
- Download the FREE Math Choice Boards to use for differentiation.
- Work Smarter, Not Harder when choosing activities to use in Math Workshop

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]]>The post Teaching Pythagorean Theorem appeared first on Smith Curriculum and Consulting.

]]>As I was on an interview with a middle school south of Austin (*shout out to Hays County*), I was sitting with the principal and assistant principal answering their questions. All was going great until…

I hadn’t done my due diligence and done my research on the standards for 8th grade. Moving from 2nd grade at that point it was a huge leap and I had to think on my feet. I hadn’t even used the Pythagorean Theorem since I was in Geometry in High School and that was 14 years before me being in that interview!

My response was **LESS THAN** stellar. “*I would research the standard and work with my team on the best way to teach it to cover the standards and meet their learning needs.*”

Needless to say, I didn’t get the job. I was **BEAT DOWN** but it was then I made it into a learning lesson- mainly because my math teacher dad (who was waiting in the car for me) has never let me live it down.

Less than a year later I took my first position teaching 8th-grade mid-year and you better bet that I have known the Pythagorean Theorem ever since. It has become one of my favorite lessons to teach because it is just expanding on their knowledge of the Order of Operations and Square Roots.

One of the first things that I created was a graphic organizer for my students to use to build their knowledge of the steps to work through the Pythagorean Theorem. As of this week, this graphic organizer got a HUGE facelift and is now available as an a**nchor chart with practice problems **to follow up!

Well then of course I had to create some **task cards** for my students to use while working in stations. These task cards also just got a facelift and I’m sure that you will like them for their simplicity of understanding the basic skill of finding the missing side of a right triangle.

As the years went on I created two different S**olve and Snips **for building practice using Word Problems. My students love being able to solve these and use the answer bank to fill in and check to make sure they have their work done correctly.

And if that wasn’t enough, this past year my students and I got to review the Pythagorean Theorem, and its converse and identify right triangles from three measures with P**ythagorean Theorem Tumbling Towers**. It was the PERFECT activity to do on a Friday! My students were engaged, learning and practicing their skills all while building the tallest tower they possibly could before it tumbled.

As you can see, the Pythagorean Theorem is **NOT** something I will ever forget now. I honestly love teaching it and the simplicity of the formula and plugging numbers into the puzzle to solve.

I’ve even gone through and updated the P**ythagorean Theorem Bundle**, it includes all of the above items at a discount!

If you already own parts of the bundle, buy the bundle and then request a refund with TpT for the parts that you have already purchased! Easy as that! If you already own the bundle, just go download it again and get all the updated parts! Also, please make sure to leave feedback so I can hear from you how much you enjoy it AND you can get credits toward future purchases!

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]]>The post Changing the Way I Do Math Workshop with Choice Boards appeared first on Smith Curriculum and Consulting.

]]>The post Changing the Way I Do Math Workshop with Choice Boards appeared first on Smith Curriculum and Consulting.

]]>The post Making Math Test Prep Easier For You appeared first on Smith Curriculum and Consulting.

]]>As you know, back in 2019-2020, I worked to develop a full year of Math Workshop activities for Sixth and Seventh grades. Each activity is focused on being *interactive* and *engaging* as well as covering the much-needed concepts.

This school year I have relied on all of these activities SO much because I knew they would help me with my 7th graders but also help me with working to fill in the gaps from the previous year. And better yet, they were done and needed minimal prep work to implement right away.

The feedback I’ve received from other teachers has shown me that YOU are implementing them effectively in the classroom as well.

**By far the best resource that I have purchased. To have everything done for math workshop was a huge relief! I always wanted to implement workshop into my class but the planning involved scared me away. This allowed me to implement workshop immediately and my kids thank you!**(Mrs. Tonkin- 6th Grade)

**I am always looking for new activities to use with my students. This resource is so helpful. Very little prep for me. Tons of engagement for my students. It is awesome.**(Melody M. – 7th Grade Teacher)

**I have been using this bundle for Summer School. I am focusing on remediating skills that students struggled with during the school year. The students have enjoyed the activities and are engaged. Prep was very easy and they are also easy to use in class.**(Mrs. Hutchens – 6th, 7th, and 8th Grade Teacher)

**One of the best items I have purchased. This has changed the way I teach because it is so easy to have students working in stations when the work is already done for you. Prep work takes no time at all and if you laminate some of the items, you only have to do the prep work once.**(F Y)

Well, many of you have asked for the individual activities to be posted so that you can buy what you need when you need it. I’ve been working on that and loading them by unit.

You can find each of the individual activities ($1-3 each) in the Math Workshop category in my Teachers Pay Teachers store. AND, on top of that, they are still marked down **HALF OFF** for the first 24 hours! So, make sure you are FOLLOWING me to get notifications when they are posted!

__ Just a tip__: the activities from the

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]]>The post Using Tumbling Towers to Review Math appeared first on Smith Curriculum and Consulting.

]]>At the beginning of every school year, it is important to find time to review with your students. This time is not only crucial to see where they are on their math skills but also to observe how each of them works together in a small group setting. Using games, such as Tumbling Towers, in the classroom is a beneficial way to have students interact with one another with a slight competition aspect as well.

Knowing that I wanted to have an activity that would have my students engaged but also working through multiple problems together as a group was part of my desire which is how I came to using Tumbling Towers in my classroom. I worked to get six sets of these Rainbow Tumbling Towers blocks for my classroom so that I would have enough for each group to work independently of one another.

Each of the groups will receive a copy of the Tumbling Towers Game and a set of Tumbling Towers blocks. I chose to store my blocks in 13″ Large Iris Containers and they fit perfectly! I knew that the bags that they came with would not stand up over time so it was perfect to have them stored in these.

Next, the students build their towers upon a solid surface. This was something I had to enforce as they should be stable so they won’t topple too quickly.

Player 1, the leader of the group, rolls the color die first. The die comes with the set so no extra prep there! The color that the die lands on will tell them what block to pull from the tower.

After they have pulled the block from the tower, they turn to that section in their Tumbling Towers mini book and choose any question for their group to answer. **ALL PLAYERS** must answer the question in their mini book and agree on the answer before moving on to the next.

When the answer is agreed upon play moves to the next player in a clockwise motion. If they happen to answer all of the questions for one color, the player rolls again to get another color. If the tower tumbles, they pick it up and reset it.

Seriously couldn’t get them to put the game down! They wanted to keep playing even after a **SOLID** 45 minutes of playing! I truly think that the magic of adding in the Tumbling Towers to answering questions made it a whole new thing for them and they were willing to keep answering the questions that I had give them.

I do think that it also helped that the questions they had were truly a review of skills from an area they had mastered. My Seventh Graders worked on the 5th Grade Review to start the year with because I knew that it would not leave them frustrated while playing whereas doing the 6th Grade Review at that time would. This would be where you could differentiate for your class as well because only you know best.

We did not grade these questions but rather used them to go over in small groups during Math Workshop so I could work with them individually on where any errors might have arisen for them.

I did have the students keep track of how many times their towers tumbled and gave reward card punches to the top three groups with the least amount of tumbles. This seemed to motivate them to work toward building a strategy of the blocks they pulled rather than tumbling it over without reason.

Due to how much my students LOVED this activity, I will definitely be creating more of these for their enjoyment as I think it would be a great way to review for a unit.

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]]>The post Interactive Volume Activities for Review appeared first on Smith Curriculum and Consulting.

]]>This week I started back to teaching Summer School and our focus this week was to review volume… specifically solving problems involving the volume of rectangular prisms, triangular prisms, rectangular pyramids, and triangular pyramids.

We started our lesson with an oversized Post-It for a brain dump on what students remembered about volume. For some, it was remembering the components of the formula while for others it was that it involved shapes. After going over our vocabulary and stressing that volume was the amount of space a three-dimensional object takes up and relating it to 3D movies and Minecraft, we were on our way to reviewing the different three-dimensional shapes and their names. I can’t remember how many times I stood up to model a pyramid has a solid base (*feet spread apart*) and comes to a point (*hands above head to a point*) as well as a prism can be held up and seen through two bases that are the same.

We went on to continue to use our vocabulary by building three-dimensional shapes with marshmallows and toothpicks to help students visualize the vertices, edges, and faces of different shapes. This truly helped many of them SEE what we were talking about and the relationship between each of the components of the shapes.

To wrap up the day, we started working on my Volume of Pyramids and Prisms Maze. A tip that I gave each of the students as we were working through a few problems together was the find the base first, use their highlighter to highlight the perimeter of the base, and then find the area of that base. This was to remind them to find the area of the base **FIRST** before multiplying by the height. It might have taken all week to finally get them to stop calling the formula, Volume equals base times height but I’m pretty sure this trick did help.

Starting our second day I wanted them to practice finding volume in different ways. I whipped up a Volume Sort that allowed students to differentiate the volume of various three-dimensional figures to determine if they were greater or less than 100 cubic units.

Some of the pyramids and prisms were much easier to determine their volume than others which made students continue to be engaged. I will say that multiplying with decimals was a bit of a struggle.

Guess what? I’m giving you the VOLUME SORT for free! Yep, just click the link and enjoy! I copied the mats on one color and the cards on a different (so they stood out) and laminated them ahead of time so they would last a while.

After reviewing the answers of the Volume Sort we went back into working on the Volume Maze we started the previous day. Working through this maze definitely provided more practice that allowed them to determine the difference between prisms and pyramids. Thankfully there was only one way to go through the maze but I will say that I made sure to “trick” them if I was able to which made them think for sure.

As I continued to see my students struggle with multiplication facts I wanted to start incorporating some multiplication practice in our warm-ups.

To start this day I pulled out the Multiplication Square Puzzles from Mrs. E Teaches Math which made for a fun activity to start the day as I didn’t give them guidance on how it was to look when they completed.

We used the mixed practice puzzles and it truly made my students think as they were working through the problems but also start to realize that problems such as 8 x 4 and 4 x 8 were going to give them the same product but they just had different ways of explaining group sizes. This was a true **AHA** moment for many.

As we completed our puzzles we moved into our project for the week which was to Build a Cityscape that included a rectangular prism, triangular prism, rectangular pyramid, and a triangular pyramid. Students worked in groups to build their blueprints before having them approved.

I will say that labeling the dimensions of their shapes were definitely the largest challenge for my students as they didn’t understand the relationship of scale for three-dimensional shapes. I found an online applet that I was able to model some three-dimensional figures which helped them realize you can’t really have a building that is 40 feet tall on one side and only 25 feet tall on the other side.

I wanted my students to build their buildings but then also knew that with the various varieties of shapes it would be difficult with just a piece of cardstock and a ruler. Knowing this I began to guide students through the creation of three-dimensional shapes by drawing a net of the figure first.

As you can see there were several guidelines that we drew but this was to help draw straight lines throughout the entire page and build the different faces of the rectangular prism.

As you can see in this net there is one extra small face and I was **SOOO happy** when one of my students noticed it while at this state and mentioned it out loud. Definitely did a happy dance and celebrated them visualizing that and was able to show them shortly that it was going to be used for stability while folding our shape on the bold lines after we cut off the excess.

After building a rectangular prism we did the same for a triangular prism. I will say that I did get a little bit of help on that one by visualizing the net myself as I was guiding my students through the steps.

We did the same thing for the pyramids and then folded them together and taped them up. Currently, I have quite a collection of three-dimensional buildings around my classroom to model their cities and I think they like seeing them.

As we were wrapping up I wanted to get a feel of what my students have learned this week so I gave them the Volume Solve and Snip. Since this was their first time doing an activity like this with me I adapted it a bit from how I would normally do a Solve and Snip.

I got a ten-sided dice and rolled the dice to determine how many problems I would do with the students. They definitely were hoping for ten so they didn’t have to do any on their own. Luckily we only rolled a 5 but as to not do the first five with them in a row I went through and rolled the dice five times to get a truly random set and we ended up with three examples on the front and another two on the back. Once we had done the first three I had them go through and finish the front side. This truly did help and guide them as they were already successful on what they had done with me AND they had a model to refer to.

Now that we have completed our week on volume, I’m still working on multiplication practice as I see it as a weakness that my students have. I will be back to share with you some fun activities that we have been doing to practice our multiplication skills so they can build fact fluency during summer school.

I will continue to ask about volume so they continue to talk and discuss three-dimensional figures and build their knowledge of using length, width, and height.

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]]>The post The Ultimate Puzzle Book for Kids appeared first on Smith Curriculum and Consulting.

]]>No matter where we went if I was able to choose something for myself it was always going to be an activity book. Hidden pictures, logic puzzles, word searches, crosswords… I loved them all and couldn’t get enough of them! Flash forward 34 years and nothing has changed.

When I was given the opportunity to work with a publishing company and write my own puzzle book I jumped on it and **FAST**! Because of this, The Ultimate Puzzle Book for Kids was born.

It has been my side-project over the last several months and I have been **SO FORTUNATE** to see it come to fruition! A book with over 150 Sudokus, Crossword Puzzles, Mazes, Logic Puzzles, Word Searches, Rebus Puzzles, and more! Oh my!

Being able to do a video unboxing and allow the world to see my book at the same time I did was amazing. Check out the video below (or on my YouTube channel) and take a peek at all that is included.

Since the book officially released on July 21st, 2020, I’ve been able to get some great feedback from family, friends, fellow teachers and more. So don’t just take my word for it…

For all of you that have supported me and bought the book for yourself, your loved ones, or even your classroom, **THANK YOU**! Please, if you have a moment, leave an Amazon review so that my book will continue to reach others.

For those of you who haven’t purchased The Ultimate Puzzle Book for Kids yet, I would love for you to grab a copy yourself. This book is sure to have you enjoy building your problem-solving skills in a fun puzzle-like manner.

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]]>The post 5 Different Ways to Use Solve and Snips appeared first on Smith Curriculum and Consulting.

]]>I had to think about… my students who had been sitting in similar math classes for the last five to six years, being presented with word problems (*aligned to the state testing guidelines for sure*) and they were being asked to read them and solve them time and time again. It wasn’t fun, it wasn’t exciting…. in fact it was down-right boring. I knew I had to do something and **FAST** or I was going to *continue to fight* this battle time and time again. Because of this, Solve and Snips were born.

Plain and simple, a Solve and Snip is a self-checking set of 10 word problems on one sheet of paper (*front and back*) that students will complete and find the answer for from a provided answer bank. There are no “trick questions”, there are no extra answers… just plain ol’ good problem-solving. Yep, that’s it.

A Solve and Snip appeals to the puzzle side of a child. The answers are a mystery and they only fit in one place throughout the assignment and it is their job to figure it out.

Over the years I have worked with students and teachers worldwide and we have some different ways of using them that will definitely appeal to you.

Add a Solve and Snip to your Math Workshop rotation. Simply copy enough of them that will work for the largest group that you have (**Are you running out of copy count so there is no way that you could make enough for a full class much less a full day of classes?***I suggest groups no larger than 4-6 students*) and then either laminate them and provide a wet-erase marker or stick them in a document holder and provide dry erase markers. You won’t have the “snip” part anymore but you will have active learners because it is something different.Grab those laminated Solve and Snips, laminate the answer sheets as well and attach Velcro dots on the back of each answer and in the answer spot on the front and back of the Solve and Snip. You could also attach them inside a file folder for a quick and easy folder game during intervention time.**Need a twist on the first option with a 1 to 1 correspondence of answers?**Provide the Solve and Snip as is but only give the students half of the answers. And better yet, give different halves of the answers throughout the classroom. This will not only keep them motivated to complete the puzzle but it will definitely have them check their work.**Are your students ready for a challenge?**How about a relay for the classroom… Divide the class into 4 teams of students. Display the problem on your board (under a document camera works well) for all students to see. The teams work together on a dry erase board to completely work through their problem and get the correct answer. The first team with**Want to make it a game?****ALL THEIR WORK**and correct answer wins a point. After the ten questions are complete (*or you could even use multiple Solve and Snips problems during a review*) wins the game.**Looking for another way to make it a game?**Divide the class into two to four teams. For this, you have to copy the Solve and Snip one-sided (*per team*) and provide the answers as well. Pre-cut apart the Solve and Snip into ten separate questions and the ten answers as well. Lay out the Solve and Snip questions and the answers on the table at the front of the room (*you will need two sets- one per team*). Say**GO**and your first student will run up, read problem number 1, and work out the problem. Once they have solved the problem they should find the answer and attach it to the problem and submit to you to be checked. If they are stumped or they answer the question incorrectly they can “*Phone a Friend*“. Each team is allowed 3 times during the game to “*Phone a Friend*” and have another member of their team come up and help them solve the problem correctly. They cannot use more than one “*Phone a Friend*” per turn. The first team to correctly solve their problem, showing all their work gets a point and both players go back to the line.

While I can think of **SO MANY** other ways to use Solve and Snips in your classroom, and for homework of course, I hope these 5 new and different ideas will help spark some fun in your classroom!

Go check out the many Solve and Snips (or TpT) that I have available for you and let me know which one is your favorite! What do I not have available, * YET*, that you would like to see added?

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]]>The post Implementing Math Workshop for Back to School appeared first on Smith Curriculum and Consulting.

]]>I can’t even begin to explain to you the energy that I felt while standing up on this stage, talking about something I’m SO passionate about, knowing that I was standing in the same place as the greats… like Jo Boaler, Dr. Nicki Newton, Graham Fletcher and so many more. Their knowledge and smarts were just felt the entire time I was walking across the stages and talking about Math Workshop and it made me feel so secure in what I knew and was talking about to the teachers in front of me.

All of this to say, back to school is such an important time for when you are deciding to use the Math Workshop model in your classroom and I want to share that info with you so that you can smoothly transition your students.

So what I suggest is to give me four weeks, no less, but a **full** **FOUR WEEKS**, with giving it your all each week. These four weeks will set the standards for your classroom and build the foundation for Math Workshop just like you do for setting expectations, reviewing skills and introducing new skills, etc. you never want to start something new if your foundation isn’t there and the same goes true for Math Workshop.

**Week 1**– All Students are doing the **SAME** activity but in small groups. You as the teacher are actively monitoring, praising the positive and taking time to ask questions of students to build their open communication within their group.

**Week 2**– Students are in their designated small groups and there are **TWO TASKS** going at the same time. This means that half of your groups are doing one task (each at their own station, multiple copies needed) and the other half is doing a different task. You as the teacher are continuing to actively monitor, praise the positive and take time to ask questions to facilitate student learning and communication. Spend one day doing one task and then on the next day, they will do the opposing task. Give them the **full time** to get the gist of what is going on but also have an “in case you finish” activity planned so they can see how that will work as well.

**Week 3**– Students continue in their designated small groups doing **TWO TASKS** and students will rotate from task to task. This is the HARDEST concept and will need direction from you. Students need to be given a 2-minute warning for “clean-up/transition prep” and then the alert for when to switch. I use a * Wireless Doorbell* that is a total lifesaver! Check it out on my Setting Up Math Workshop Amazon List and you won’t be sad you did! You as the teacher are continuing to actively monitor, praise the positive and take time to ask questions to facilitate student learning and communication.

**Week 4**– Students will rotate through all **FOUR TASKS** with the same 2-minute warnings, transitions, and teacher monitoring as Week 3.

At this point and time, you will see a huge change from Week 1 to Week 4 as you have taken the time to model and praise the behaviors you expect and want to see from your students. Week 5 is when you go **FULL FORCE** and start pulling students to your Guided Math/Teacher Table from their groups. I will share more about that soon because I know you have questions.

And if you are just a bit more curious, I recently held a Facebook Live in the Surviving Sixth, Seventh and Eighth Grade Math Facebook group where we talked about Implementing Math Workshop. If you are in the group, check out the video here. It’s a quick 30-minute video and will have you excited about Math Workshop for sure. If you aren’t in the Facebook Group (*and why not?*), jump on over to YouTube where you can watch the video as well.

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]]>The post Test Prep Boot Camp | Making Use of Test Prep Time appeared first on Smith Curriculum and Consulting.

]]>Because of the lack of structure, the class had all year they were seriously struggling and acting out in every way they knew how. The students had given up and therefore the class gave up. What was I supposed to do as a new teacher to them who they didn’t know and didn’t have a relationship with? I had to **BUILD** those relationships and the best way I knew how was in small groups.

I broke my students into 5 groups, yes more than my traditional 4, and we broke down the standards needed for the next 6 weeks for some **STAAR* BOOT CAMP**. (**STAAR is the State Test in Texas*) During Boot Camp each week we did 4 days of practice, rotating through activities and the 5th day was an assessment of sorts. This kept them up, moving and interacting with their standards.

That plan started with a traditional calendar found on the internet but you can grab my Test Prep Planning Calendar for **FREE**. With this, I worked backward from the date of the test, blocked off assessment days and any other days that we wouldn’t be able to have Boot Camp and broke it down from there.

I didn’t pull small groups like normal. Instead, I rolled around between four of the groups and kept checking in with them on what they were working on through the entire class period and providing teaching points as needed. The activities were for all four days meaning each activity they had for the day was to take the **WHOLE** period.

On Monday, I started the class period doing a quick anchor chart for them to use throughout the week. I quickly learned to make a very bare bones poster and laminate first. This allowed my students to **WRITE** on the laminated area in dry erase markers and I could reuse it for the next class period. At the end of the week they hung up around our classroom like wallpaper and it was amazing.

Tuesday through Thursday I was facilitating their work, going over misconceptions and listening. That’s the **KEY POINT**… *take time to listen*! Students were working, communicating about the concepts to one another and I was listening. I was able to let them take the lead and process their thoughts while they were working.

When students take the time to talk with one another about what they are thinking they can grasp on to deeper understandings. As learners, we all internalize things differently and this allows students to take on the role of teaching others based on their understanding of the concept.

I didn’t have technology in my classroom but my students had it in their pockets. I found things online they could do from their phone (*a lot of videos on Khan Academy since it was 2010 and there wasn’t much*) and it made the world of difference. It allowed someone else to talk to them about the concepts they were learning. I had them follow a **3-2-1 Response** for the videos they watched. This was as simple as *3 Things You Learned, 2 Things I Found Interesting and 1 Question I Still Have*. That was it… it was simple and to the point and easy for them to complete.

Now with the sheer amount of resources online for math, there are numerous websites that can be used in different forms for the Fifth Station.

Even if you just have 2 weeks remaining until your state testing this year, **YOU CAN DO THIS**. Grab the Test Prep Planning Calendar, look at your standards that are tested and break it down to what is most important for you to cover in the time that you have left.

You can use the calendar to break down the 5 stations that you want to do each day or you can use the calendar to be a weekly plan for five weeks. It is extremely flexible and will allow you to use various items in your classrooms such as Solve and Snips, Spin to Win, Task Cards, Connect Four and so much more!

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