Differentiating instruction is one of the greatest challenges for self-contained classroom teachers. Gone are the days of whole group lessons, and assigning the same activities to the entire class. We now teach in a student-centered environment where personalized learning is key.

Fortunately, our students are more engaged and successful than with the former instructional model. Unfortunately, teachers often feel swamped by the prep, coordination, and organization required to maintain quality differentiation. The key to keeping overwhelm at bay is the use of consistent routines and frameworks like math workshop, daily 5, reader’s workshop, and writer’s workshop throughout the day.

### What Is M.A.T.H. Workshop?

M.A.T.H. workshop is a framework that allows students to learn new math content each day, practice math strategies in a variety of ways, and reflect on learning through verbal or written sharing. The predictable structure of math workshop makes it easier for students to participate in differentiated activities.

The components of M.A.T.H. workshop include:

- Daily math warm up (10-15 minutes)
- Mini lesson (10 minutes)
- M.A.T.H. practice time (40 minutes)
- Share (5-10 minutes)

### Daily Math Warm Up

This is a time when students are provided spiral review, and routine practice with challenging skills that require repetition to achieve mastery. Your math adoption may have a strong spiral review component that can be utilized, or you may be interested in differentiating your warm up through the use of an activity like Number of the Day (you can learn more about why I prefer this option here).

Your students should be able to complete the daily warm up activities with complete independence to set a positive tone for their workshop session each day.

### Mini Lesson

Each day, students participate in a 5-10 minute lesson, during which new math content is introduced. This is one of two very brief times when all students are potentially working on the same activity simultaneously. This is also a time when students can work through personalized lesson sequences using Khan Academy, Front Row, or your own video lessons recorded using a tool like Educreations. To learn more about different mini lesson approaches, click here.

### M.A.T.H. Practice Time

Following their daily math lesson, students have an extended work session when they practice the new math skills taught that day, build their problem solving skills by solving performance tasks, get hands-on math practice, work on project based learning, complete assessments, use technology to practice math skills, and receive differentiated instruction from you.

How is this possible? These activities are organized into the following categories, stations, or rotations:

##### M – Meet with the teacher

Students receive differentiated instruction from you. You can either schedule specific small groups to work with each day, or formatively assess students as they work, and pull individuals and small groups as needed. For more tips on organizing small groups for M.A.T.H. Workshop, click here. If you are interested in learning five tips for efficient data tracking during workshop, read this post.

In my third grade class, I prefer the latter because I can touch base with more students each day using this approach.

##### A – At your seat

Students work to build their math reasoning, modeling, and problem solving skills. This is a perfect time for students to work on assignments that match their specific skill level. Student independence is a central focus of at your seat work. To learn how to boost student independence during M.A.T.H. Workshop, read this post.

Resources utilized for the at your seat rotation in my third grade class include:

- Reteaching, practice, and enrichment sheets from our math adoption for math drill and equation practice.
- Problem Solving Task Cards for practice with performance tasks, word problems, math modeling, and writing about math reasoning.
- Project based learning units to apply math concepts to real world situations and provide cross-curricular integration.
- Performance tasks
- Math Journals

To read about each of these at your seat activities in detail, click here.

##### T – Technology

Students build math fact fluency using math websites or apps.

Websites used in my third grade class, depending on the unit, include IXL, Front Row, Khan Academy, Quick Math, Hungry Fish, and Multiplication.com.

##### H – Hands on

Students build math reasoning and fact fluency as they play math games. Providing students with game cards that have a consistent format boosts independence and engagement.

In my third grade class, we use Math In Motion Hands On Math Games for every math unit. To read tips about boosting math game success, click here.

### Organizing Student Groups

To maximize efficiency and focus in the classroom, you may want to group students based on a pre-assessment. The groups you form can work through these activities at assigned times to minimize overcrowded at a specific rotation option, and to provide balance in the type of practice students participate in each week.

I use the schedule template above to provide each group with equal opportunity to visit each station. To access this editable schedule template and a set of printable number desk tags, click here. To read all the details about how I organize groups and set our schedule, click here.

### Share

Students take a moment to reflect on the math progress made that day and share their thoughts verbally, or in writing. This is the second brief time when all students are potentially working on the same activity simultaneously. A few methods for sharing include:

- Buddy share out: share a reflection, or the response to a specific question with a math buddy.
- Whiteboard share: write a reflection, or sharing response on a whiteboard.
- Journal share: write a reflection, or sharing response in a journal.
- Exit Ticket: write the response to a specific question on a whiteboard, or on a slip of paper.
- Whole class share out: take a moment to reflect silently, then share a reflection with the class.

### The Benefits of M.A.T.H. Workshop

Since implementing the M.A.T.H. Workshop framework in my third grade classroom, math time has become one of our favorite parts of the day.

Students are more engaged because they participate in a variety of activities each day. Student achievement has grown because students are engaged in math work that is “just right” for them.

My math prep time is minimal because I rarely need to change centers, print materials, or prep elaborate lessons. I have more assessment data because I interact with students and can provide them support at their level.

### Ready To Give M.A.T.H. Workshop A Try?

For more details about each component of M.A.T.H. Workshop, check out my other posts about this instructional approach:

- Differentiate Instruction with M.A.T.H. Workshop
- 3 Approaches To Formatting Lessons for M.A.T.H. Workshop
- How To Organize Small Groups for M.A.T.H. Workshop
- 5 Steps To Efficient Data Tracking: M.A.T.H. Workshop Meet with the Teacher
- How To Boost Student Independence With Math Triads
- Top 5 Ideas for M.A.T.H. Workshop At Your Seat

If you want to give M.A.T.H. Workshop a test drive in your own classroom, grab your M.A.T.H. Workshop Starter Kit, and feel free to share any questions you have about implementation in the comments below.

Jennifer Collins says

Hello! I have used a similar Guided Math Workshop station outline, but I like how you have explained it in this post. I am curious about your Math Workshop Schedule. I see there are 3 “rotations” that have two “stations” outlined for them. If I am understanding your schedule correctly, are students going through 3 rotations, for a total of 6 stations for each day? Or how do your students know where to go specifically? Are they timed at each station? I would love to hear how you apply this!

Thanks,

Jennifer (also a 3rd grade teacher) 🙂

Laura Santos says

Hi Jennifer, thank you for taking the time to message me. 🙂 The way the schedule works is that each group completes two stations per day. The numbers 1-3 are group numbers. Therefore, on Monday, group 1 does the “at your seat” rotation first, then the “technology rotation second. Each rotation lasts 15-20 minutes depending on the other elements of our school schedule that day. I blogged more about organizing groups and scheduled here. I hope this is helpful. 🙂

Elizabeth James says

I downloaded your m.a.t.h. daily schedule but I noticed there wasn’t a “work with teacher” time on the schedule. As you are observing kiddos in their stations, do you pull them to your table then no matter what station they are at? Or is it kiddos only at seat work? Does any of this make sense? haha

Laura Santos says

Hi Elizabeth, I prefer not to have a set work with the teacher schedule every week because I like the flexibility of calling students to the back table based on observations made during my mini lesson and during their work at the other stations. This also allows me to move around the room for one on one conferences on some days.

Emily says

What do you use for preassessing your students prior to grouping? What data do you collect and how do you organize it?

Laura Santos says

Giving them a performance task at the beginning of the unit is a great way to preassess because it allows you to see how deeply students understand a concept. I will often use the same assessment for end of unit, or something very similar with a couple tweaks. All of my assessment questions are “transfer tasks” from my Problem Solving Task Card Collections. I use our district rubric to assess student understanding as outlined in this post. I group students based on their level of understanding.

Sarah says

Thank you for your fantastic blog and sharing your practice! Does math workshop run much the same in Grade 2? I am moving to second grade from kindergarten next year so I am trying to figure out what my expectations should be!

Laura Santos says

Hi Sarah, you’re very welcome. Yes, I ran math workshop exactly the same in second grade (I taught second for two years and just moved back to third this school year). Enjoy moving up to second grade. It is such a sweet age. They are so ready and willing to try everything, and love the feeling of being independent. 🙂

Tammi Deines says

I was wondering g if you have materials for 5th and 6th grade or if your tpt items are for just the lower grades? I am interested and excited to use this with my class this year.

Thank you !!

Laura Santos says

Hi Tammi, I do not have 5th and 6th grade materials. Only grades 2-4.

Megan says

Do you have all of these resources available. I really like the digital rotation display as well as all your graphics.

Laura Santos says

Hi Megan, you can find the graphics in my TPT store here. My math projects are here. My math task cards are here. My math binders are here. Please let me know if there is anything else you are interested in. Cheers!

Emily says

Hey Laura,

I am going to be a first year 4th grade teacher this year and love your ideas for math workshop! On average, do you normally meet with just 1 group of students formally each day? If I were to pull students on an as-needed basis like you said you do, I was wondering what your general structure was for how much of the day you spend with a small group? Thanks for all of your help and ideas!

Jacquelynne says

I’m interested to see if this could be done in a high school setting. Our classes are only 45 minutes though. What is your opinion?

Laura Santos says

I think that’s totally do-able. I bet high school aged students would get a lot of learning in with that amount of time and this structure. 🙂

Brenda says

I am wanting to implement this approach with my 7th graders for the coming school year. Do you do math rotations everyday or are there days you do whole group activities?

Laura Santos says

Hi Brenda. That sounds wonderful. I can imagine seventh graders would love this approach! I do math rotations almost every day with the exception of some special project work days when we are trying to wrap up a PBL unit.

Anne Gideon says

I teach a dual grade level classroom. This means that I teach both 3rd and 4th grade math. I have been attempting to do this in an hour’s time period, but will likely extend this by about 15 minutes next year. This will give me a bit less than 40 minutes per grade level….how would this work for my situation? We are beginning with GoMath for our math curriculum next year and I have accumulated several games to use for stations.

Laura Santos says

Hi Anne, this is a great question and I’m hoping other readers might chime in as I have never taught a combo/dual grade level class before. Might it work to teach your 4th graders their mini lesson while third graders work on something independent like the Number of the Day Binder. Then switch – teach the 3rd graders their 10 minute mini lesson while 4th graders work on Number of the Day. Then have everyone move into the M.A.T.H. rotations from there? This would allow you to introduce content to everyone and then move into differentiated practice right away.

Rachel Schneeberger says

My district uses Envision math as well. Do you teach the lesson in your 10 minute Mini? I’m trying to wrap my head around this part! There’s the Hands On Problem Based Learning before the lesson, then a lesson video, followed by Guided and Independent practice in the workbook. What parts do you use for the Mini lesson? Do you use other parts in different areas of your Math Rotations?

Laura Santos says

Hi Rachel, thank you for taking the time to message me. I do use Pearson EnVision Math.

When I plan my mini lesson for each day, I look over everything offered in the TE, and narrow it down from there. Pearson provides way more than I could possibly use each day, so I think of it more as a roadmap for pacing the skills my students need to learn. I am always thinking about what students need to be able to do independently by the end of the lesson and make decisions about what I’m going to use from EnVison based on that. Therefore, there are some days I use the PBIL, and other days when I don’t…on days that I do, it takes the place of a direct instruction style mini lesson, or is woven into my small group work.

I rarely ever use the lesson videos provided by Pearson because they do not engage many of my students. I will make a few exceptions, and provide them as a review or reteach to students who do enjoy them/find them useful (as part of At Your Seat rotation).

My students do not use the student edition/hardcover book, only the workbook/soft cover book with the tear out pages. I do pull some of the most valuable/rigorous problems from the hardcover book and weave them into my mini lesson – students complete those problems on their whiteboard during the mini lesson.

My students complete the reteach side of the tear out pages as the first portion of At Your Seat rotation (this is our computation check), before moving into task card or project work.

They complete the Practice side of the tear out pages as their homework that night.

I hope this is helpful! Please let me know if you have any additional questions.

sarah says

Hi, do you have a copy of the power point that is displayed on the board. Showing what MATH stands for ?

Very cool ideas

Laura Santos says

Hi Sarah, I don’t currently have the PowerPoint available but I am glad you let me know you have an interest.

Sam says

Are you willing to share or sell your pie chart for stations i love it

Laura Santos says

Hi Sam, I have an editable version available here. Thanks for reaching out. 🙂

Keale Walker says

When do you check the students 5-6 problems for accuracy before they turn it into their hw binder?

Laura Santos says

Hi Keale, I have the students show me their page as M.A.T.H. rotations are taking place. If I am planning to meet with a small group that I know will require a high level of my focus and attention with few breaks to check students’ work, I create a little answer key (which I keep at close to me) that allows them to check their own work.

Noelani Wilkins says

I have noticed that 10 min is not long enough to introduce a new concept. Can I use this concept when my mini lesson is longer than 10 min?

Laura Santos says

Absolutely, yes. 🙂

Candice says

Hello. I noticed that students do 2 days of hands on practice a week. Do you use the same game/materials on both days, or do you change it to something new?

Laura Santos says

Hi Candice, they have a variety of games to choose from. I typically have four games available at a time to provide variety for the students. I use Math In Motion games, which you can get here.

robyn says

I am specifically looking for the pie chart and

Laura Santos says

Hi Robyn,

I have had a few people ask for the pie chart, so I am working on making an editable and ready to print version. As soon as it’s ready (likely in the next week or so) I will email you with the link. Thanks for letting me know you are interested, that’s very helpful!

Laura

Jody Sims says

Hi there! Thank you so much this is so

Helpful as I design my math workshop time. It looks like you give 10 min for each rotation, how do the 2 blocks work? So is group one doing at your seat and technology in that time? Or is it choice? I don’t always have an hour for math, so trying to manage the time. Thanks again!

Laura Santos says

Hi Jody,

You are very welcome. Glad to hear you find this helpful as your design your own workshop time. Each group has about 20 minutes for each rotation on our average workshop day (slightly shorter when we have a busy schedule).

I will use group 1 as an example to paint a clear picture of what that group does during workshop on Monday. As shown in the picture of the schedule, group 1 is slated to work “At Your Seat” and rotate to “Technology” on Monday. Therefore, the members of group 1 will do the following:

1. Join the whole class for the mini lesson (approximately 10 minutes)

2. Rotation 1 – “At Your Seat” (approximately 20 minutes)

3. Rotation 2 – “Technology” (approximately 20 minutes)

4. Join the whole class for sharing (approximately 5-10 minutes)

Please let me know if you have any additional questions as you get up and running. 🙂

Laura

Jody Sims says

Thank you so much! I really love this! I think I can only start with 10 minute rotations, but it’s a start. Again, this is an amazing resource….THANK YOU. Do you have the first picture, (MATH screen) available in your TPT?

Thanks!

Jody

Jeannine Visbal says

Hi Laura,

I too am excited to try this in My Fourth Grade class. I noticed on the picture of your rotation schedule you only show M-Th. What happens on Friday? Sorry if I missed where you’ve explained that!

Laura Santos says

Hi Jeannine,

Have fun implementing M.A.T.H. Workshop in your classroom! We only get to do math four days a week because we have a very packed specials schedule on Fridays this year. It can certainly work five days a week… I only wish I had the time. 🙂

Laura

Jeannine Visbal says

I understand! Scheduling is tricky. When I downloaded your schedule freebie I saw the suggestion of “choice”, I like that.! On Fridays we often do catch up time. I think I’ll have those two options for Friday as needed. Thank you so much!

Megan says

I would love to try this out in my second grade classroom as well! I have been experimenting with various math workshop models this year, but I’ve haven’t exactly found a solid system that I like. I definitely think this could work in my classroom, and I love the station ideas. I think I could easily implement this system M-Th and use Fridays as a “catch-up” day. This is so great, thanks for the wonderful ideas!

Laura Santos says

Hi Megan, thank you for taking the time to share this kind and thoughtful comment. Wishing you all the best as you give this model a try. 🙂

Amy says

I am very excited to try this in my 4th grade classroom. In your post, you mentioned preferring to pull groups as needed based on your formative assessments, how do you keep that organized? (Knowing who you pulled, if they finished their seat work,etc)

I also have 25-26 kids… do you have approx 8 students in each group then?

Laura Santos says

Hi Amy,

So happy to hear you are planning to try this with your fourth graders. Not sure if you are the same Amy that commented on the Instagram post about tracking the time spent with students/organizing groups. If so, please stop by Instagram to watch the story I will be posting tomorrow morning. 🙂 Here’s a general overview:

I have 25 students – approximately 8 students in each group to create a balance in the number of students rotating through activities. I have a few different tracking sheets that help me track formative assessment data each day (one of those recording sheets is shown at the bottom of this post).

I do prefer to pull groups as needed rather than having a set group meeting schedule. I find this helps me touch base with almost every student every day. The way this is achieved: students must have the 5-6 practice problems they complete during the first portion of “at your seat” checked for accuracy by me. We use a 1-4 mastery scale in our district, so I assess their work on that scale consistently. I also have large lined post its on my clip board where I jot notes for small groups I would like to meet with in the coming days based on observations as I work around the room to support students during game play and task card work.

There are times when I am moving around the room working one-on-one and gathering data on my clipboard and other times when I am at the back table with a group introducing enrichment content or reteach support.

I hope this helps with creating a visual – the instagram story will probably be more helpful than anything. 🙂

Cheers!

Laura

Amy says

Did you post the Instagram story yet you mentioned in this reply? I’ve tried to find something that works in my classroom, both set groups and flex groups. I always find I want more time reteaching and less time meeting with my enrichment groups but I struggle with the organization of it all. I’ll be looking forward to reading more in your Instagram post. Thanks

Laura Santos says

Hi Amy,

Yes, it is up as a story right now. Go ahead and take a look and let me know if you have any additional questions.

Cheers!

Laura

Megan Shipman says

I am a 7th grade math teacher, and I am very interested in adapting your M.A.T.H. workshop to fit my classroom. It is very similar to Daily 3 framework that I have looked into. What do you do about homework? How do you assess/grade the work that students do in the rotations? Any help you could provide me would be greatly appreciated!

Laura Santos says

Hi Megan,

When it comes to homework, my students complete a set of problems that correlate with the content introduced in class that day. Homework is copied of the reverse side of the practice problems students complete in class (usually about 5-6 problems/day). The following day, students turn in homework, and I quickly check 2-3 problems that represent the skills practiced. I don’t grade homework because it is difficult to know if a student completed the work independently or with support, and if so, how much support.

As for assessing the work completed during their rotations – the technology rotation is automatically graded by the sites we use – IXL and Multiplication.com. The games are assessed via observation throughout the week (assessed on our district’s 1-4 mastery scale). At your seat practice begins with the practice problems mentioned earlier (which must be checked by me before being tucked away in the hw binder). The task cards students work on for the second portion of “at your seat” are turned in to our self assessment drawers (shown here) and then graded by me using our mastery rubric at the end of each week.

Please let me know if you have any additional questions.

Warmly,

Laura