GROUP 1: Sarah, Josie, Mike, Joyce and McKenzie 1.Why does Debbie Diller call these 2.The author states that working in activities “work stations”? (p.7) partners has proven to be the best way to conduct math “work stations”. Why? (p.9) She calls them math ‘workstations because eo students workin pals aaeeaey) and explore thei throughout mathematical the classroom, aaeusaeemy various ious types. Instruction/activitiGROUP 2-Grace Cram, Chelsea Chatcho, Matt Ziminsky, Mikayla Cypear 3.The author states that partners should sit side-by-side, rather than face-to-face. Explain why this is the preferred option. (p.10) - The reason this is done is so that the students can view the numbers the same way as they work together. 4.“Modeling” is the best way to guarantee success at math work stations and leads to student responsibility. Discuss exactly what kinds of things a teacher should model. (p.14) - Thing like how to gather materials properly, how to play a certain game, how to behave properly (cleanup, noise level, etc.) Another very important thing to model for young students is the type of math language they should be using.GROUP 3: Juliana, Allie, Madeline, Sarah, and Lauren 5. At what point in the year should teachers begin “work stations” in math in Kindergarten? In First Grade? (p.43) - In Kindergarten, she recommends starting "work stations" during the first 3-4 weeks of school * Can use these as more of an exploration station - In first grade, she recommends that we start "work stations" in the 2nd week of school * Can use these to understand where the students are 6.What should teachers remember when introducing a new station? (p. 45) -Gather all materials for the new station and place in labeled containers. -Show materials to class, explain how they are used. -Make an "I Can' list for students to remember what to do with materials. ~Launch onlyone = Talk about the tinerowyou gov. It expectations of clear andexplicitso the students as students will well as what to remember exactly expect in a what you expect. = work stationGROUP 4: Isaac Powers, Bria Grater, Kaitlin Kline, Megan Robertshaw 7.Grouping students in partners is suggested. What should a teacher consider when pairing students? What if there is an odd number of students? (p. 55) - Behavior of kids and who works well with eachother is very important - Keeping in pairs is ideal for behavior managment - Considering the purpose of the groups can determine who works with eachother - Grouping three students that work well together when there is an odd number 8A. How long should station sessions last in Kdgn? 1st Gr.? (p.57) - In Kindergarten should last 15 minutes - First grade spends about 20 minutes 8B. How many days/week should work stations occur? (p.58) - Math stations most days of the week - 30 to 45 min.GROUP 5: Julia Lutz, Grace ONeil , Kim Wetzel, Victoria Meter, Serena Grantiang 9. What if students misbehave during station ti 3-59) 10. Following work stations time, it is useful to have a brief sharing with the class. What should happen during this sharing time? (p.62-63) Gather your student on the floor and lead a short disscustion of what they learned today. Some students will want to shareGROUP 6: Madison, Erica, Alexa, Gebrielle, Rachel 11. Key Beginning Number 12. Key Beginning Number Concepts. Concents for Kinderaarten (p. 72) for First Grade (p.72-73) uckty osc ‘Rowmery’in ‘Compare and Sanacis setsof objects order sets and Estimate coutring er quantity Count forward of objects by ones, Read, write, and besming Eee ea £030. with any correspondence Pejues. objects, number less Ghenscesuptosa numbers from 1to Name the missin} than 30 0 count part when gWven the fount by Ones total and one part to 100 fluently for sets of 10. reed, write and Describe part-part , wr ratel hole relationshi and represent accurately orsatsto10 numbers from Ito 10.