In my Math Workshop, each group assumes a different station.

The low group starts with me at the Work With Teacher Station. I work with this group first so that they are taught the lesson before being asked to work independently or play a game related to the concept I am teaching. I use a small dry erase board or the interactive whiteboard for my instruction, and the students sit in front of me on the carpet. They bring their math journal with them because I often have them work on the math journal pages with me during the lesson. If I notice right away that they are struggling with the concept, I will use the "readiness" materials provided in the Everyday Mathematics lesson or create my own "remedial" resources. I often copy the "readiness" materials to use just in case I need them if I think they are worthwhile.

The medium group starts at the Math Games Station. They are often playing the game that is part of that day's Everyday Mathematics lesson, but they may also be playing a game that they have played in the past that corresponds to the concepts in the unit. Sometimes students are also doing projects at this center, especially during the fraction and geometry units.

The high group starts at the Independent Practice Station. I have them start at this station because they are often able to do the math journal pages without much instruction. Each day, they are asked to complete the journal pages that correspond to the lesson I will be teaching. When they finish those pages, they can also do the math boxes that correspond to the day's lesson. (Math boxes are practice pages in the math journal that provide students with extra practice on previously learned concepts.) The high group is also given a math packet created by our "Gifted and Talented" teacher because they often finish the math journal pages before it is time to rotate to the next station.