Math Tubs

Why Use Math Tubs?

Having materials easily accessible and visible facilitates independence and opportunities for students to:

be motivated to get organized and start with their morning activities
socialize, cooperate, play, be creative, and problem solve
engage with cyclical math review of concepts based on the tub activities and provocations
engage with materials prior to more formal math lessons and experiences
spark authentic math talk opportunities

How to use Math Tubs:

Create your long-range plan for what concepts you will be covering and when throughout the school year.
Select materials that promote visual-spatial, open ended experiences that can be extended and built upon (think task/material progression from simple to more complex).
Organize materials in your teaching space so students have easy access.
Create a visible spot where key ideas are recorded through math talks in Step 10 (like anchor charts/whiteboard spaces)
Set out 6-10 bins/week, with some content switched out a few at a time every few weeks - watch to see engagement levels with the tubs.
Introduce math tubs to students when you first set them up and when you switch out materials: set expectations for accessing materials, collaboration, spaces to engage/play/explore, and clean up (examples: pick a tub and stay with it for that day; 3-4 students/tub unless material quantity dictates otherwise; use countdown timers to support transitions; give enough time to explore and make something, but not so long they lose interest over time)
Students select tubs as soon as they have themselves organized for the morning according to your routines - this staggers students accessing tub storage areas.
Students engage with math tubs for 10-15 minutes - either free exploration and "math" play OR through provocations you have set up (see Provocations for more details).
As students are engaged, take pictures/videos of their work and math thinking. ALWAYS ask them about the math in their work - use correct vocabulary and model/support thinking. Consider creating digital files for each student as a way of collecting formative assessment information, sharing with parents, or sharing exemplars with class at a later time (examples: MyBlueprint online portfolios, SeeSaw, etc).
KEY STEP: Select a few designs/ideas to share with the entire class and engage in a mini-math talk opportunity. Focus on the concepts you want to bring forward as you progress through your year plans. Allow 5-10 minutes to talk and record any new ideas/concepts for future reference - focus on EFFORT and RISK taking in addition to concepts. This is a HUGE math talk opportunity and is very motivating for students. (see Timetabling/Long Range Planning - Where to Start? Questions to Ask)

NOTE: Sometimes 'free play' with the materials is offered. Sometimes there are provocations that guide thinking. Both are very useful in your planning.

A few examples of open-ended questions teachers tend to use over and over:

What is the math you see in this?

How do you know?

Is there another way to see/explain that?

Is everyone comfortable with that? Anyone uncomfortable? Explain.

Provocations

Sample ways to record thinking...

Math Tub provocations:

Sample Math Tubs for Space and Shape

Tips from teachers implementing Math Tubs:

reorganize your main units of teaching to include geometric/spatial thinking at the very beginning of the year - don't leave Shape and Space until late in the year
use hands on, building and creative stations with open ended materials and provocations - keep it as OPEN ENDED as possible, although some minimal restrictions could be added (ie. build something you could climb/eat/make noise with; create a map for the Easter Bunny to find your house; use only 10 blocks in your design and show the Friends of 10)
avoid 'Pinterest' printable type games that might be used in typical math centres
rotate materials in the stations so they remain novel and fresh - change them when they have been fully explored for the concepts you want to teach or if they aren't ready for the next level of engagement yet
don't be afraid to say you don't know something, and then model researching/finding out the answers!

Sample sequencing of one material over the school year

One idea for organizing materials

Sample sequence for "coding" over several weeks:

Purposefully use positional and directional language throughout daily activities.
Provide a basic grid - have students build 3D representations on the grid from Science/Social concepts (Community, Historical Times, Needs of Animals/Plants, etc).
Ask: How can you show a path on your grid? Introduce simple mapping concepts through literature.
Introduce symbols to indicate direction. Have students lay these on the grid to indicate a path to take amongst 3D landmarks.
Introduce coordinates (letters on horizontal, numbers on vertical axis) and have students identify where 3D landmarks are.
Combine coordinates and written symbols to write a "code" for someone to follow on their map.
Transfer from 3D to 2D by creating a map on a grid and writing the code to match the path.

Variations/Extensions:

create topographical maps using 3D materials
play games such as Battleship to reinforce coordinates
introduce using 2 numbers to represent coordinates versus using a letter and a number
create codes using marble mazes
games such as Labrynth that build pathways
introduce coding technology - check out this link for some ideas https://teachyourkidscode.com/best-robot-toys-for-kids-coding/