{"id":150757,"date":"2023-08-13T12:00:14","date_gmt":"2023-08-13T17:00:14","guid":{"rendered":"https:\/\/truthforteachers.com\/?p=150757"},"modified":"2023-08-08T19:07:15","modified_gmt":"2023-08-09T00:07:15","slug":"the-complete-guide-to-independent-math-menus","status":"publish","type":"post","link":"https:\/\/truthforteachers.com\/the-complete-guide-to-independent-math-menus\/","title":{"rendered":"The complete guide to independent math menus"},"content":{"rendered":"

The greatest sign of success for a teacher… is to be able to say, ‘The children are now working as if I did not exist.’<\/h3>\n

– Maria Montessori<\/b><\/p>\n

Maria Montessori\u2019s quote hangs on my wall at school, reminding me that in all I do, I am striving to create engaged, independent learners who take ownership of their learning. I do what I can to limit the time children are expected to sit and listen for long periods and try to encourage workshops where children can work at their own pace with autonomy and agency. This is when I see my students happiest, and the best learning occurs. But how do you make that happen for a room full of children with different needs? Math Menus are one way that has successfully worked in many of the classrooms I work in as an Instructional Coach.<\/p>\n

In the classroom<\/h3>\n

My school has time every day devoted to Math Skills Block.\u00a0 Some schools call it WIN time or \u201cWhat I Need.\u201d\u00a0 It\u2019s a time when instruction is differentiated to meet the needs of all the learners in the classroom. If you were to walk into a classroom during Skills Block, you would see some children working in small groups with a teacher, classroom aide, or specialist.\u00a0 Some children may be pulled out of the classroom to receive IEP services.\u00a0 Others may work independently or with a partner on math menu activities.\u00a0 The room has a buzz, and people are moving about, working at tables, on computers, or gathering with friends on the floor to play a game together.\u00a0 Overall, there is a sense of engagement where everyone works on math, but not all in the same way.<\/p>\n

Some teachers use math menus with the whole class, and others use them for independent work, as they work with small groups of students for differentiated instruction.\u00a0 Either way, it is a valuable way for children to practice and have fun with the math skills they are learning by using them in games and other activities.<\/p>\n

\"\"<\/p>\n

Creating the menu<\/h3>\n

When creating a math menu, I always ask, \u201cWhat skills do I want my students to have more practice with? What games or activities can help them practice these skills? What computer programs would be a valuable use of their time?\u201d Then I gather ideas and organize them on a grid so children can choose between activities they want to do.<\/p>\n

Before using the menu with kids, teaching, modeling, and practicing each activity with the whole class is essential to ensure students can work on each task confidently and successfully.\u00a0 This can be done in small groups or with the entire class.<\/p>\n

I always make sure to go over guidelines with students, such as making sure each choice is complete before repeating any of the activities on the menu or differentiating expectations on how many activities each student should complete by the end of the week and which ones are \u201cmust do.\u201d\u00a0 We also discuss which activities should be completed alone and which can be done with a friend.\u00a0 Having a math folder available for students to keep their incomplete work during the week helps organize student work so children know what still needs to be finished.<\/p>\n

Here are some examples:<\/p>\n

\"\"\"\"<\/p>\n

 <\/p>\n

\"\" \"\"<\/p>\n

 <\/p>\n

Math Menus can be designed from simple to complex.\u00a0 Some teachers just list the work choices on a grid, and others have a more elaborate theme, such as comparing math choices to choices on a restaurant menu with an order to complete them. One thing that most menus have in common is they often include review worksheets, games to play with peers, and time on a math computer game such as IXL<\/a>, Prodigy<\/a>, or Dreambox<\/a>.\u00a0 Children rotate between these activities to complete their choices within the time frame chosen by the teacher.<\/p>\n

Sources for games<\/h3>\n

An excellent place to find activities for your math menu is in the math curriculum you use with your class.\u00a0 Many math programs have game components you can teach to the whole class and then use as menu options.\u00a0 Here are some of my favorite activities and games that I have included on math menus:<\/p>\n

Tenzi:<\/a>\u00a0 Kids of all ages love this simple dice game and other dice activities<\/a>.<\/p>\n

Loops and Groups<\/a>:\u00a0 A simple game to practice multiplication facts.<\/p>\n

Addition Top-It<\/a>:\u00a0 This can be played with number cards or dominoes to practice addition facts.<\/p>\n

Board Games: <\/a>\u00a0Games are a great way to reinforce math skills while playing with a friend.<\/p>\n

Printable Math Games:<\/a> Here are many printable math games and resources all in one place.<\/p>\n

Illustrative Math Games<\/a>:\u00a0 Games for all ages sorted by skill and grade level.<\/p>\n

Love Maths Games:<\/a> Minimal materials are needed to play these games, usually just dice or cards.<\/p>\n

Chalk Games:<\/a>\u00a0 If an adult can bring a small group outside, chalk games are always fun, like this multiplication labyrinth made for friends to hop along.<\/p>\n

\"\"\"\"<\/p>\n

 <\/p>\n

Assessment<\/h3>\n

One thing to consider is how you will assess students\u2019 work on their math menus.\u00a0 After students finish each activity, I ask them to have a teacher in the room initial that square on the menu to show it was completed, and they showed their work to an adult. For any paperwork students finish, I staple it right to the math menu so that at the end of the week, I can look through a child\u2019s work packet and assess understanding by how many activities were completed and the quality of work attached to the menu.<\/p>\n

When looking through students\u2019 work, I may group kids by abilities and decide to pull small groups the following week based on skills they need more practice on.\u00a0 For example, if a group of kids struggled with adding multi-digit numbers, I would pull them together to play a specific game with me the following week and reteach that skill.\u00a0 The work samples I collect during skills time and the observations from myself and other teachers in the room help me form these groups.\u00a0 At the end of the week, all work is sent home with a note commenting on how much each child accomplished.\u00a0 It is an excellent way to communicate with parents and show them what their child is learning in math.<\/p>\n

For my record keeping, I take a class list and record a check, check plus (+), or check minus (-)\u00a0 to track who is completing grade level, above grade level, or below grade level work during math menu time.\u00a0 Sometimes I will add a one-sentence note with observations from the week for each student.\u00a0 I don\u2019t always have the time to do this, but when I do, it is a valuable way to collect informal assessments for report cards and parent conferences.\u00a0 It also helps me plan my instruction for the following week by assessing which skills students are mastering independently and which skills need more instruction.<\/p>\n

Benefits of math menus<\/h3>\n

Using math menus is a great way to make math fun for your students.\u00a0 Giving them autonomy and choice in their math learning helps them build independence, learn from their peers, and practice needed skills.\u00a0 It also frees up teachers to pull small groups of students and differentiate review work as needed while the rest of the class works independently.\u00a0 And it gives teachers time to step back and observe their students at work.\u00a0 Teachers can pop in and out of groups, have informal math conversations with students, and get an overall sense of who their students are as math learners.\u00a0 It is informative to watch and see which activities draw their attention and which ones they tend to avoid.\u00a0 These reflections are valuable information when planning your math curriculum and deciding which activities best engage your students. The best thing about math menus is that they make math time fun!<\/p>\n","protected":false},"excerpt":{"rendered":"

The greatest sign of success for a teacher… is to be able to say, ‘The children are now working as if I did not exist.’ – Maria Montessori Maria Montessori\u2019s quote hangs on my wall at school, reminding me that in all I do, I am striving to create engaged, independent learners who take ownership … Continued<\/a><\/p>\n","protected":false},"author":44917,"featured_media":150862,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[2458,5,7540],"tags":[],"class_list":["post-150757","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-equity-resources","category-teaching-tips","category-truth-for-teachers-collective"],"acf":[],"yoast_head":"\nTruth For Teachers | The complete guide to independent math menus<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, 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