Embedded Files
Introduction
Introduction
At independent math centers, students are allowed to choose which game they would like to play and to move between the different centers areas as space allows. Each of these centers games correlates to a skill we are learning or will learn in our math direct instruction. These games can be played independently or with a partner depending on the game. Once students are taught the games whole group, they are monitored but not directly instructed by a teacher. This is an opportunity for them to practice a variety of math and social skills. Students can work in a truly independent, choice-based situation where they can apply skills in a variety of formats to make connections that allow them to think of math in a practical way.
Individual Work Example
Individual Work Example
This game is called "Dump it", and teaches children how to decompose numbers. At the beginning of the game, this student was given five circular chips which are two different colors on either side and a cup. He puts the chips in the cup, shakes the cup, and then dumps it out on the carpet. Then he counts how many of the chips are red and how many are yellow. He records those numbers with a whiteboard marker in the appropriately colored column. In this example, he has discovered that 5 can be decomposed into 2 and 3, and also 1 and 4. He has also practiced writing the numbers by himself. This center uses counting and cardinality skills we learn at the beginning of the year such as 1:1 correspondence, and also introduces students to the idea of addition without adding in addition symbols yet.
Partner Work Examples
Partner Work Examples
This dominoes game is a way for students to practice dot addition. Students count the number of dots on either side of the domino, add the numbers together, and place the domino onto the paper with the correct number on it. Students share materials and check each others' work as they play.
This puzzle helps students match numbers to objects. It is a simple counting game that goes up to teen numbers, encouraging careful counting as well as subitizing skills.
Extension Practice
Extension Practice
Centers time also act as a time where I can introduce advanced students to skills we have not yet covered in whole group instruction. Students can build deeper understanding by applying basic counting and cardinality skills in a way that will support future learning simply by extending skills they have already mastered.
In this center, a student is using their one to one correspondence to count a number of cubes and add them together to answer an equation. They are applying their counting skills, which we have covered extensively, to understand addition equations, which have so far only been briefly introduced.
Similarly, in this example a student is using one to one correspondence by drawing the specified number of dots and counting the remaining blank spaces to figure out partners to ten. Then they are writing the hidden partner into an addition to 10 equation. The deeper understanding students will eventually gain from this repeated practice is that there are certain unchanging number pairs that make ten (such as 7 +3 or 2+8). Continued practice applying counting skills to make this understanding will cement it in students' minds before the skill is formally taught.
Remediation
Remediation
During Math Centers, I also provide remediation for students who are struggling with skills we have already learned and assessed during our whole group instruction.
This student is still working on consistently counting, recognizing, and matching numbers beyond 5. I joined her at this center and watched as she attempted to count the objects and match them to the correct cards for numbers 1-20. With practice, she was able to recognize numbers to 10 with increased accuracy. Working on this center with her was an opportunity to encourage her to build this skill through continued practice until she is able to count and match numbers fluently.
Conclusion
Conclusion
Math centers are a critical opportunity for students to practice math fluency games. These games make students confident in their math ability and encourage collaboration and communication. They also allow students to engage in a choice activity where they can pick whichever game appeals the most to them and rotate at their leisure. If students are to become self-supporting learners, they need to enjoy the challenges of learning, and presenting content in a variety of ways is one way for students to remain engaged while applying knowledge in new and meaningful ways.
When I interact with students during these centers, I can also practice remedial skills with struggling students so that they can gain knowledge that will help them understand whole group instruction more thoroughly. Additionally, I take this time to encourage students to make connections between the way we have learned certain skills such as counting or adding, and to apply these skills mostly independently in a format they may not have seen before. For students to make these applications accurately, they need to develop stronger understandings of the basic skill.
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