Making The Most Of Math Centers Brenda Loyd NBCT, Park Forest Elementary Chris Rollins NBCT,...

Making The Most Of Math Centers

Brenda Loyd NBCT, Park Forest Elementary

Chris Rollins NBCT, Woodlawn Elementary

Why Are you Here?Shoulder Partner ActivityRally Pair Share- 2 rounds 1.Share two things you think you know about

Math Centers.2.Partner listens. 3.Change roles. 4. Then share 2 things you want to learn about

Math Centers. 5.Thank your partner for sharing.

When Its Time For Math Centers:

Do your kids look like this………..

Or like this?

When I Say Math Centers …..Do you think of:

C h a o sNot enough time to make centers

Materials and students every

Too many skills & Too much content to teach

Kids playing

Noise Confusion

where

Is This Your Reaction?

Or these words?

Stations / Centers Activities Groups

Differentiation Frequency Observation

Small group Whole Group Materials

Management Standards Organization

This is how you will look after our Presentation today!

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.

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.

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 .

Setting Up Centers

Create a classroom Math Center.

Label materials.

Muffin Counting Box

2. Set up a management / rotation chart for centers.

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.

Teach Your Students:

What Stations Should Look Like

What Stations Should Sound Like

Your turnCreate a group of three or four.Round Table- 1.Share what you want Math Centers to look

like.2.Go around your group- each person shares-

no discussion.3.Share next what you want Math Stations to

sound like. 4.Thank each other for sharing.

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.

Teach: What to do if: Materials are missing. You don’t know how to do the center work. You have a conflict with classmates.

Teach: How to: Locate the materials. Put them away.

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.

• 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.

I Can…..

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

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.

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.

Math Strands

Stations can include these strands:

• Numbers and Number Relationships

• Algebra

• Measurement

• Geometry

• Data Analysis, Probability, and Discrete Math

• Patterns, Relations, and Functions

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 /orconstructed models as evidence thatstudents are doing the work.

Monitoring Centers

• The teacher keeps anecdotal records of center observations.

• Several ways to keep track of student understandings.

SkillsChecklist 1 2 3 4 5 6 7 8 9 10Read, 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

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

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

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 ____

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 & 510

9

Division

10

+ and -

11 12

1 – 510

13

6 & 7

14

+ and – To 10

15

Review All

16

6, 7, 8, & 9

17

11 & 12

18

11 & 12Division

19

4, 5, & 6

20

21

Review All

22

4 & 5Subtraction

23

1 – 510

24 25

Division

26

1 - 5Subtraction

27 28

6, 7, & 8

28 30

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.

Discussion

Thoughts or comments about Gallery Walk.

Final Activity- Complete KWL . Complete evaluation.

Contact Us

Brenda Loyd- Bloyd@ebrschools.org Math Coach

Chris Rollins- crollins@ebrschools.org First Grade Teacher

Enjoy Math Centers!

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 O’Connell, 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