The primary roadblock for student success in
mathematics is a lack of self-confidence. Many students see themselves as
missing some innate skill necessary for math success and are powerless to
change it. Parents and other adults reinforce this fixed mindset with
phrases like, “I was never good at math” and “I’m not a math person.”
These simple phrases have devastating consequences. Students believe
there are those who get math and those who do not and no amount of studying
will change that fact. As a teacher, I take on a variety of roles, but my
most important role is cheerleader. Offering continued encouragement,
communicating clearly and sincerely that I believe in them, is the most
essential thing I can do to change this mindset. One way I do this is by
seeking out students to share problem-solving strategies. Allowing
students to share a variety of methods encourages students to experiment with
different strategies, even when they do not feel completely confident.
Students who struggle with math see it as a confusing jumble of numbers
and letters, abstract ideas with no connection to the real
world. Providing opportunities for students to make those
connections reinforces the concrete nature of math. At the end of a
unit focusing on area, volume and surface area, I collaborated with Aida
Jarrett and Julie Barker-Rachow, two amazing educators with a real passion for
teaching and learning. Together, we created a series of stations with a
geometry focus. One station consisted of a model of a toy goat attached by
a chain to the middle of a grassy area and the prompt, “If a goat will eat
all the grass it can reach, how much grass will it consume?” Students
were encouraged to manipulate the model and collaborate with their team to
devise a strategy to determine the amount of grass that was eaten by the
goat. Of the twelve stations, this was a student favorite. The
tactile nature of the model helped students solidify their understanding
of the underlying mathematics, making geometry tangible. Equally
important, students were having fun and fully engaged as they demonstrated
their learning.
Since our last textbook adoption, I have not made the opportunity to
integrate these stations into my curriculum. A couple of days ago I began
to ask myself why. I designed these stations with
the express purpose of encourage collaboration, critical thinking
and perseverance; the very qualities I tryto encourage in my students now.
Why wouldn't I use them now?? I couldn't come up with a reason, not
that I really tried. ;-P So, here they are . . .
Station A - Painting a Half Court
Students explore irregular area by calculating the amounts of different paint colors needed to paint a half court.Prompt (doc) (PDF) Record Template (doc) (PDF)
Labeled Diagram of Half Court |
Flip Chart Model of Included Shapes |
Station B - A Goat in the Field
Students explore area of circles by calculating the amount of grass a goat could eat if staked in the middle of a field.Prompt (doc) (PDF) Record Template (doc) (PDF)
Goat Model with Removable Fence and Chicken BFF |
Station C - Ping Pong
Students explore volume by calculating the number of ping pong balls that will fit in a cylindrical container.Prompt (doc) (PDF) Record Template (doc) (PDF)
Cylindrical Container with Ping Pong Balls |
Station D - Rice Krispies Cereal
Students will explore volume and compare the ratio of cereal to empty space in an average box of Rice Krispies.Prompt (doc) (PDF) Record Template (doc) (PDF)
Station E - Swimming Pool
Students will explore the volume of water in a swimming pool and the time it will take to fill the pool given the rate the water is following.Prompt (doc) (PDF) Record Template (doc) (PDF)
Station F - Wrapping a Gift
Students will explore surface area by determining the amount of paper needed to wrap a gift.Prompt (doc) (PDF) Record Template (doc) (PDF)
Station G - Stocking a Shoe Store
Students will explore volume by determining the maximum number of shoe boxes that will fit in the storeroom.Prompt (doc) (PDF) Record Template (doc) (PDF)
Station H - Skruffy's Yard
Students will explore area of circles by determining how much grass will need to be replaced in this yard.Prompt (doc) (PDF) Record Template (doc) (PDF)
Station I - Your Bedroom
Students will explore area by determining what percent of their bedroom floor is covered by dirty clothes.Prompt (doc) (PDF) Record Template (doc) (PDF)
Station J - Painting an Accent Wall (missing model)
Studnets will explore area by determining how much paint will be needed to paint a wall in a house.Prompt (doc) (PDF) Record Template (doc) (PDF)
Station K - Picture Frame
Students will explore irregular areas by calculating the cost of matting needed to frame a collage of pictures.Prompt (doc) (PDF) Record Template (doc) (PDF)
Station L - You're a Star
Students will explore area by determining the maximum number of stars that can be cut from a sheet of foam.Prompt (doc) (PDF) Record Template (doc) (PDF)