Making%20The%20Most%20Of%20Math%20Centers

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Making The Most Of Math Centers

• Brenda Loyd NBCT, Park Forest Elementary
• Chris Rollins NBCT, Woodlawn Elementary

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Why Are you Here?

• Shoulder Partner Activity
• Rally Pair Share- 2 rounds
• Share two things you think you know about Math
  Centers.
• Partner listens.
• Change roles.
• Then share 2 things you want to learn about Math
  Centers.
• Thank your partner for sharing.

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When Its Time For Math Centers
Do your kids look like this..
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Or like this?
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When I Say Math Centers ..

• Do you think of
• C h a o s
• Not enough time to make centers
• Materials and students every
• Too many skills Too much content to teach
• Kids playing
• Noise Confusion

• w
• h
• e
• r
• e

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Is This Your Reaction?
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Or these words?

• Stations / Centers Activities Groups
• Differentiation Frequency Observation
• Small group Whole Group Materials
• Management Standards
  Organization

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This is how you will look after our Presentation
today!
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Objectives
To understand why we use Math Centers. To define
what Math Centers are and how to set them up. To
learn about the organization and management of
Math Centers. To examine how we can
differentiate a Math Center. To share ideas
about how to use them.
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Why Math Centers?

• For practice.
• Manipulating materials to
• build understanding.
• For using the language of math
• to build mathematical thinking.
• For allowing time for small group
• instruction and reteaching.
• They are required in the curriculum.

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Math Centers are

• Places where students can practice concepts.
• For building Mathematical thinking beginning
• with the use of concrete manipulatives.
• Students practicing basic math facts.
• Varieties of leveled activities.
• For the use in observation and formative
  assessment .

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Setting Up Centers
Create a classroom Math Center.
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• Label materials.

Muffin Counting Box
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(No Transcript)
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• 2. Set up a management / rotation chart for
  centers.

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Grouping

• Group students heterogeneously to be sure there
  is someone who can help other students.
• Change students within groups when conflicts
  arise.
• Change students within groups at least 4 times
  during the year to provide opportunities for
  students to work with and learn from others.

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Teach Your Students
What Stations Should Look Like What Stations Should Sound Like
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Your turn

• Create a group of three or four.
• Round Table-
• Share what you want Math Centers to look like.
• Go around your group- each person shares- no
  discussion.
• Share next what you want Math Stations to sound
  like.
• Thank each other for sharing.

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First Steps- This Is The Key!

• Set rules and procedures for Math Centers.
• Establish that this is not play they are doing
  Mathematical work.
• Be very specific about how to use the materials
  and what to do with them.

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• Teach What to do if
• Materials are missing.
• You dont know how to do the center work.
• You have a conflict with classmates.
• Teach How to
• Locate the materials.
• Put them away.

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• When problems arise, stop the centers.
• Think about why the problems arose and discuss
  this with the students.
• Then reteach the center with this new
  information.

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• Limit the number of different manipulatives.
• Start with 1 or 2 different types.
• Allow the students free exploration time.
• Formula The younger the student, the more
  free exploration time.
• Create an I Can list for each station, that
  includes multiple activities students can do.

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I Can..

• Roll the dice.
• Put that many birds in a tree.
• Talk with your partner.
• Write and draw a story.

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I Can..

• Make arrays to show multiplication facts.
• Complete a chart for basic math facts.
• Play a game of Compare with a partner.
• Play a game of Double Compare with a partner.
• Using a timer, time how many math facts I can
  answer.

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Differentiation

• Students begin working on skills that they need
  to master, regardless of grade level
  requirements.
• Requires that the teacher KNOWS what skills each
  student needs.
• Each center has multiple activities as a choice
  and the activities progress from easy to
  difficult.

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Math Strands

• Stations can include these strands
• Numbers and Number Relationships
• Algebra
• Measurement
• Geometry
• Data Analysis, Probability, and Discrete Math
• Patterns, Relations, and Functions

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Frequency Every day as part of Math block.
But at least 3 days a week.
Centers follow whole group instruction of a new
concept or reteaching from previous day.
Students are responsible for doing the work.
Use recording sheets , Math journals, and
/or constructed models as evidence that students
are doing the work.
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Monitoring Centers

• The teacher keeps anecdotal records of center
  observations.
• Several ways to keep track of student
  understandings.

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Skills Checklist 1 2 3 4 5 6 7 8 9 10
Read, write, and relate decimals through hundredths
Connect fractions with corresponding decimal fractions
Model, read, write, compare, order, and represent fractions with denominators through
Give decimal equivalents of halves, fourths, and tenths
Use common equivalent reference points for percents
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Class Date Activity
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
21 22 23 24 25
26 27 28 28 30
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Class Date Activity
Abrams, Amy Anderson, Troy Brown, Jill Brown, Tony Campbell, Nancy
Davidson, Eric Davis, Joy Easy, Big Fellows, Odd
Geaux, Tigers Hall, Study Hallows, Deathly Jackson, Zachary
Johnson, Sidney Johnson, Travis Long, Earl Mullins, Danielle
Nelson, Anthony Odds, Freddy Packer, Green Bay Sanders, Melissa
Tessler, Shawn
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Class Date Activity
1 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 2 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 3 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 4 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 5 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____
6 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 7 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 8 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 9 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 10 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____
11 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 12 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 13 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 14 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 15 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____
16 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 17 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 18 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 19 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 20 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____
21 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 22 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 23 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 24 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 25 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____
26 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 27 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 28 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 28 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____ 30 System _____ 1 to 1 _____ Rote Counting to ____ Counting Backwards from ____
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Class Date Activity Practice Basic Facts for Multi plication
1 4 5 2 6 7 3 4, 5, 6 4 7, 8, 9 5 Review All
6 1 5 10 7 7, 8, 9 8 4 5 10 9 Division 10 and -
11 12 1 5 10 13 6 7 14 and To 10 15 Review All
16 6, 7, 8, 9 17 11 12 18 11 12 Division 19 4, 5, 6 20
21 Review All 22 4 5 Subtraction 23 1 5 10 24 25 Division
26 1 - 5 Subtraction 27 28 6, 7, 8 28 30
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Gallery Walk

• Its now time to experience centers.
• Take sticky notes, and move around the room
  clockwise.
• Make comments on sticky notes about other ways to
  expand this center.

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Discussion

• Thoughts or comments about Gallery Walk.
• Final Activity- Complete KWL .
• Complete
  evaluation.

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Contact Us

• Brenda Loyd- Bloyd_at_ebrschools.org
• Math Coach
• Chris Rollins- crollins_at_ebrschools.org
• First Grade Teacher

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Enjoy Math Centers!
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Current Resources

• Math Work Stations,
• Debbie Diller, Stenhouse, 2011
• ISBN 978 1 57110 7930
• Number Sense Routines,
• Jessica Shumway, Stenhouse, 2011
• ISBN 978 1 57110 790 9
• Mastering the Basic Math Facts,
• Susan OConnell, Heinemann, 2011
• ISBN 13- 978-0-325-02963-4
• Guided Math, A Framework For Math Instruction,
• Laney Sammons, Shell Education, 2010
• ISBN978-1-4258-0534-0