My students need interactive and engaging math stations to enhance their learning at math stations.
$458 goal
Hooray! This project is fully funded
Hooray! This project is fully funded
Celebrating Hispanic & Latinx Heritage Month
This project is a part of the Hispanic & Latinx Heritage Month celebration because
it supports a Latino teacher or a school where the majority of students are Latino.
My students are coming in to kindergarten so eager to learn many new things. I want their learning to be engaging and fun for them.
Kindergarten is such a foundational year academically, socially, and emotionally.
What I love about my kindergarteners is their genuine excitement for learning. Each day, each concept is new to them. As their teacher, I want to provide as many exciting and educational opportunities as I can for my students while they are in my classroom.
My Project
I am looking to strengthen my math block in order to increase the academic rigor for the students in my class. It is important to differentiate how you teach the various math skills. While whole group instruction is vital, I believe that providing station activities is important as well.
I want my students to learn to be independent and station activities encourage just that!
The math activity station sets will serve as tools to supplement each unit of study in our math curriculum. Even though I am a sixth year teacher, I am in my second year in kindergarten, so I am still building up my kindergarten resources. Adding these math stations to my classroom would greatly benefit my students. While I am meeting with a small group, the rest of the class will be at stations. These resources would provide fun and engaging stations for my students. The math resources will not only encourage my class to enjoy math but also challenge and help them to apply it.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Schools and reviewed by the DonorsChoose team.
