making the most of math centers brenda loyd nbct, park forest elementary chris rollins nbct,...
TRANSCRIPT
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- [email protected] Math Coach
Chris Rollins- [email protected] 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