MATH CENTERS
One of the differentiation approaches we implemented in our math classes was math centres. Although not yet experts of math centers, we found it a very effective tool for differentiating math for our students.
Benefits |
Considerations |
Math centers can be used to differentiate in the following:
1) CONTENT - it provides a variety of ways to learn, review and explore math & students can work on math at their own level. 2) PROCESS - it provides ways for students to make sense of the content. 3) PRODUCT - it allows students choice. |
Some of the potential limitations or area of improvements we experienced were:
1) Planning and preparation time 2) Thorough and clear explanations 3) Effective assessment 4) Transitional timing and potential breaks |
Breanne's Math Centers
Overview
Time/Frequency
Structure
Example Math Center:
I often had the following set up for math centers:
1) Mad Minute Practice
2) Game
3) Ninja Math Fluency Practice
4) Computer, Games, or Interactive Worksheets..
Mad minute practice and ninja math fluency practice were beneficial for helping students master their basic facts. Students enjoyed testing with group members their fluency. In mad minute, students used a tracking sheet that helped them record their time and/or score so that they could personally notice their improvements as they continued practicing.
Games were often used to ensure students could use visual and kinesthetic learning. Worksheets also included aspects of visual learning, such as drawing.
- Time had changed periodically since students rotated between math menus and math centers. The most common time structure implemented was 2x weekly.
- When first preparing centers, teachers must decide how many groups are necessary. I found that the best group numbers were groups of 4. However, group numbers may be based on the number of students in class.
- Another important consideration is how many centers are most suitable for your classroom structure and the amount of time you have for a lesson. Mini-lessons and explanation can take up chunks of time. Certain centers may take more time to complete. I found that 10-15 minutes for 4 math centers was ideal.
- When in a multi-age classroom, you need to determine whether each center will be differentiated and how. For example, at a multiplication Jenga center, I had two stacks of Jenga set-up. One was for basic fact fluency while the second was based on grade 4 criteria for multiplying by double-digits.
- When planning centers, I always considered the different learning styles. I often tried to create a variety of centers that implemented the following: kinesthetic learning, aural learning, visual learning, and reading/writing learning.
- Strategically determine groupings. Do groups need a older leader to guide and mentor students? Do groups needs to be split based on grades or current level of understanding so that similar students receive the same material? Do groups need to be evenly divided between different levels of understanding, but each center has an assortment of differentiated material?
Structure
- I usually began lessons with a mini-lesson to teach a new concept or to review concepts and strategies students had learned thus far. Interactive mini-lessons took about 10 minutes of time.
- Center groups were predetermined. Group names and accompanying group members were placed on colorful circles and printed off. Once taped to one of the 4 tables, groups would begin at that table.
- Each center had 10-15 minutes to complete their center. Students moved clockwise once an alarm set on the teacher's digital device went off.
- Once 1 minute remained, students were reminded to begin preparing for the next center.
- I often would remain at a center that may require teacher assistance. At this center, I could work individually with group members and assess their understanding. For example, at my ninja math center, I could test students on their basic multiplication facts. I could discuss the strategies they were implementing. I often would have a simple checklist to list what I observed.
Example Math Center:
I often had the following set up for math centers:
1) Mad Minute Practice
2) Game
3) Ninja Math Fluency Practice
4) Computer, Games, or Interactive Worksheets..
Mad minute practice and ninja math fluency practice were beneficial for helping students master their basic facts. Students enjoyed testing with group members their fluency. In mad minute, students used a tracking sheet that helped them record their time and/or score so that they could personally notice their improvements as they continued practicing.
Games were often used to ensure students could use visual and kinesthetic learning. Worksheets also included aspects of visual learning, such as drawing.
Benefits
In Breanne's math class, students were in the process of mastering their basic multiplication facts and learning multi-digit multiplication. There was a wide-gap between students' level of understanding. Math Centers was a great tool to allow differentiation in a way that was not unnecessarily apparent and isolating.
Three things that were focused on during centers that made it successful were:
1) strategic group pairings
2) differentiated levels at each table
3) group work and discussions
When creating center groups, students were placed strategically in groups. I have a handful of students who excel in math and also in leadership skills. By placing them with students who need support, I was able to float around while being assured that they were receiving help. Since the centers are group-focused, students all have a chance to participate.
Many of the centers created were game-based, but I wanted to ensure that their were various levels so that students were not left in a position of boredom of frustration. An excellent example of this was our math version of Jenga. We created two version with two Jenga sets - one for those still trying to master their basic facts and a second version for those who were advanced and were able to apply strategies to solving multi-digit equations. This allowed for students to still remain intact with their groups, but have the choice of exploring a variety of levels. This was beneficial especially for my advanced learners who needed to be challenged. We believe that it is important that math centers are both engaging and meaningful. If we merely provided games that were not challenging, many students became bored and uninterested in the process.
Math centers were a hit for student learning as well, for it provided students opportunities to learn through teaching. At the end of each math center, students were prepared to share what they had learned. For example, students discussed with "elbow partners" what strategies they used that day. One student shared that when trying to solve his X4's, they used a double-double strategy. Their partner afterwards tried the same strategy and found it beneficial for their learning as well!
Math centers are great, for when done effectively, they support different learning styles and needs. As mentioned, each center can provide various levels of learning. It can additionally implement various learning styles, such as: visual, auditory, kinesthetic, and etc.
By creating a variety of centers that allow students to use each learning style, this ensures that all students learning styles are met simultaneously. For example, our Jenga math center allowed students to share their process of solving their equations (auditory), whilst using tracking sheets to write multiplication sentences and draw out equal groups if necessary (visual). I had not implemented kinesthetic learning in that center, but it could be added if necessary. Kinesthetic tools such as base ten blocks and counting chips could be centered in the middle for those who need them.
For math centers to be effective, much planning and organizing need to be prioritized to ensure that optimal learning and differentiation takes place. A good site to learn more is: https://mrelementarymath.com/math-centers/
Three things that were focused on during centers that made it successful were:
1) strategic group pairings
2) differentiated levels at each table
3) group work and discussions
When creating center groups, students were placed strategically in groups. I have a handful of students who excel in math and also in leadership skills. By placing them with students who need support, I was able to float around while being assured that they were receiving help. Since the centers are group-focused, students all have a chance to participate.
Many of the centers created were game-based, but I wanted to ensure that their were various levels so that students were not left in a position of boredom of frustration. An excellent example of this was our math version of Jenga. We created two version with two Jenga sets - one for those still trying to master their basic facts and a second version for those who were advanced and were able to apply strategies to solving multi-digit equations. This allowed for students to still remain intact with their groups, but have the choice of exploring a variety of levels. This was beneficial especially for my advanced learners who needed to be challenged. We believe that it is important that math centers are both engaging and meaningful. If we merely provided games that were not challenging, many students became bored and uninterested in the process.
Math centers were a hit for student learning as well, for it provided students opportunities to learn through teaching. At the end of each math center, students were prepared to share what they had learned. For example, students discussed with "elbow partners" what strategies they used that day. One student shared that when trying to solve his X4's, they used a double-double strategy. Their partner afterwards tried the same strategy and found it beneficial for their learning as well!
Math centers are great, for when done effectively, they support different learning styles and needs. As mentioned, each center can provide various levels of learning. It can additionally implement various learning styles, such as: visual, auditory, kinesthetic, and etc.
By creating a variety of centers that allow students to use each learning style, this ensures that all students learning styles are met simultaneously. For example, our Jenga math center allowed students to share their process of solving their equations (auditory), whilst using tracking sheets to write multiplication sentences and draw out equal groups if necessary (visual). I had not implemented kinesthetic learning in that center, but it could be added if necessary. Kinesthetic tools such as base ten blocks and counting chips could be centered in the middle for those who need them.
For math centers to be effective, much planning and organizing need to be prioritized to ensure that optimal learning and differentiation takes place. A good site to learn more is: https://mrelementarymath.com/math-centers/
Limitations & Areas of Improvement
Math centers truly can be engaging and effective for differentiation. They also can be very time-consuming when planning, organizing and preparing them. We had implemented math centers sporadically during our PS3 time, which unavoidably added a lot of extra planning time.
When first introducing math centers to the classroom, expectations and processes need to be clear to students. Instruction cannot be rushed, especially if its the first time it is being introduced to the classroom. We learned that step-by-step instruction and examples are necessary, especially during the first lesson. By getting students up and moving around to each center, this can also help when they begin to transition to a new center.
When planning centers, the excitement of how fun and engaging they will be for students cannot dismiss the need for assessment. In Breanne's centers, she stayed at one of the centers where students were testing their math fact fluency with ninja cards. To ensure students were on task and were solving their equations correctly, she created tracking sheets where students put their work process and solutions onto. This made it possible to go back and check to ensure students were getting the most out of each center. By allowing students to share in partners, groups and as a class what they learned and what strategies they implemented, this also provides opportunity to assess. Other tools such as exit slips can be incorporated to ensure that the learning taking place at each center is optimal.
During the first round of centers, the transition time was a little slower than desired. Although it can feel that the first time is a lot of explanation and not a lot of learning, by taking the time to explain the transitions, this allows students to move quickly and smoothly later on to their next center. Also, we expect a lot from our students in short periods of time. By merely taking a ten-second silence break to clear minds, this can help refocus students and prepare for learning again. Make sure students are adequately prepared for their next center.
When first introducing math centers to the classroom, expectations and processes need to be clear to students. Instruction cannot be rushed, especially if its the first time it is being introduced to the classroom. We learned that step-by-step instruction and examples are necessary, especially during the first lesson. By getting students up and moving around to each center, this can also help when they begin to transition to a new center.
When planning centers, the excitement of how fun and engaging they will be for students cannot dismiss the need for assessment. In Breanne's centers, she stayed at one of the centers where students were testing their math fact fluency with ninja cards. To ensure students were on task and were solving their equations correctly, she created tracking sheets where students put their work process and solutions onto. This made it possible to go back and check to ensure students were getting the most out of each center. By allowing students to share in partners, groups and as a class what they learned and what strategies they implemented, this also provides opportunity to assess. Other tools such as exit slips can be incorporated to ensure that the learning taking place at each center is optimal.
During the first round of centers, the transition time was a little slower than desired. Although it can feel that the first time is a lot of explanation and not a lot of learning, by taking the time to explain the transitions, this allows students to move quickly and smoothly later on to their next center. Also, we expect a lot from our students in short periods of time. By merely taking a ten-second silence break to clear minds, this can help refocus students and prepare for learning again. Make sure students are adequately prepared for their next center.
Student Feedback
We had asked students what they thought of math centers. Here are some of their responses:
students survey: i like/dislike math centres because...
We had asked other teachers what they thought of math centers. Here are some of their responses:
teacher survey: find out their approaches to math centres or other multi-age strategies for math.
students survey: i like/dislike math centres because...
We had asked other teachers what they thought of math centers. Here are some of their responses:
teacher survey: find out their approaches to math centres or other multi-age strategies for math.
Erica's Math Centres
Overview
In my classroom students were just beginning their multiplication unit. The grade 4 students had a year of multiplication under their belt already, with varying levels of mastery, while the grade 3 students were mostly encountering it for the first time. My teacher mentor had an established math centres practice which meant that I had less work to do solidifying transitions and expectations.
Time & Frequency
Structure
Centres
There were four centres students would rotate through: Teacher Time, Independent Work, Math Facts, and Computers.
Time & Frequency
- My math instructional time was different each day of the week, so students typically worked through each centre twice each week.
- Students were given 15 minutes per centre.
- Math centres felt most successful on Tuesdays when we had 85 minutes of math in one block. This allowed for mad minutes at the start of class, a number talk and/or mini-lesson, and then 4 centre rotations.
Structure
- Students were split into 4 groups by their level in multiplication.
- Group assignments are always displayed on a bulletin board.
- A slide was displayed with a timer (courtesy of YouTube) and what each group was to do for the current rotation.
- For consistency I always used the same Google Slide format for math centres.
- Centres were explained to the whole class at the beginning.
- I gave a time warning when there was a minute or two left on the timer to prepare for transitions (especially for those on computers).
Centres
There were four centres students would rotate through: Teacher Time, Independent Work, Math Facts, and Computers.
- Teacher Time - One group of students would work with me at a U-shaped table. For my beginners, this was a time for dedicated support and strategy focus. On the other end of the scale, this was time for challenging my advanced students with questions beyond grade level.
- Independent Work - I typically placed this after Teacher Time. It allowed me to set a group up, and confirm they understood the skills they were working on, then give them time to practice it independently.
- Math Facts - Students would practice basic multiplication facts to build their mental math skills. This centre changed each week, but the focus was on practicing facts through games.
- Computers - The students were already familiar with 3 math sites that my teacher mentor used. Through them I was able to assign students practice work at their level. Most of the time they had a choice between the 3 sites.
Benefits
- Rotating through different tasks every 15 minutes limited students getting bored and off task.
- Having small group teacher time built in meant that I got a consistent amount of time with each group. I can see how it would be easy to spend more time with the beginners without this structure.
- Dedicated teacher time meant that students could ask all their questions during that time, so there was less running around the classroom for me.
- Students were regularly working with classmates near their level which helped to make it feel safe to ask questions and take risks. Outside of centres I had opportunities for heterogenous grouping.
- Having all students doing the same things, but with levelled content took off some pressure for preparation.
- I setup a spreadsheet for formative assessment from the beginning and collected work regularly to stay informed about each student's progress.
Limitations & Areas of Improvement
- Planning and preparation of differentiated materials is more time consuming than a single level. I found it to be much more so at the start and less as I gained experience.
- Simple and clear instructions can be difficult at first when there are multiple activities to explain.
- Classroom management can become difficult when students not at the Teacher Time centre get off task because I was seated at one end of the room in the middle of the U-shaped table. This can be a good indicator that the instructions weren't simple and clear.
- Transitions that are unfocused and inefficient can disrupt the rhythm of centres.
- It's crucial to know where the students are at so that they can be moved to another group before getting bored.
Student Feedback
Before eliciting feedback from my students, some were already sharing it. When we had math lessons without centres, I would hear, "When are we doing centres again?". Sometimes earlier in the day students would see math on the schedule and ask if we could do centres that day. There was also less direct feedback. I noticed less students said, "what time is it?", "how much longer?", and "how long until recess?" during math centres.
We had asked students what they thought of math centers. Here are some of their responses:
students survey: i like/dislike math centres because...
We had asked other teachers what they thought of math centers. Here are some of their responses:
teacher survey: find out their approaches to math centres or other multi-age strategies for math.
We had asked students what they thought of math centers. Here are some of their responses:
students survey: i like/dislike math centres because...
We had asked other teachers what they thought of math centers. Here are some of their responses:
teacher survey: find out their approaches to math centres or other multi-age strategies for math.