Presented By: Sonya Nelson

Presented By: Sonya Nelson

Math Centers

Teacher Packet

Pine Villa Elementary
This packet contains helpful ways to assist Math teachers with setting up and implementing centers in their classroom. The packet is simple and easy to use. Enclosed in the packet are labels for each center, suggestions on how to use centers and activities for each Strand that is taught on the Mathematics FCAT. It provides suggested activities and ways to uses certain centers in the classroom. All activities are intended to be used to build low performance areas on District and/or Monthly assessments, while providing constant reinforcement of benchmarks taught for the week.

When using centers always remember:

• Use data results to group student according to ability.
• Rotational Chart should be evident.
• Suggested: There should be approximately 3 groups with no more than 6 students in each group.
• Each group must have an opportunity to work at the Teacher Station.
• Approximately 15-20 minutes should be used at each center.

• Tell students expected behavior at each center.
• Provide specific instructions on how to complete each activity at each center.
• Provide follow-up activity that need to be turned in to enforce student responsibility of learning.
• Check student work to ensure that the work is completed and done correctly.

This section provides examples of how to use each center.

ROTATION SCHEDULE

When centers are set up, there should be a way to let students know when to move to the next center. The teacher can use a bell, timer, music, etc. to signal when the students should move. Students move to next center until each group has been provided instruction at the Teacher Station.

TEACHER STATION

During this time, students work closely with the teacher to strengthen low performance area according to data. This is focused instruction derived from results from District or Monthly Assessments. Go Math have great resources such as, the Reteach, Benchmark, and Enrichment booksthe teacher can that will provide focused instruction. Hands-On activities can also be done during this time.

VOCABULARY STATION

Since vocabulary is very imperative to the understanding of math concepts, students should be given opportunities to practice math vocabulary words. Activities can be word search in which the student has to provide the definition and examples of the word, a vocabulary map, student generated questions that use key vocabulary, etc.

TECHNOLOGYSTATION

Technology is a great way to help students build math skills and also prepare for the future by being computer literate. The websites are interactive and is great for allowing fun practice of math concepts.

LISTENING STATION

In the listening center books with tapes and tapes or CDs should be available to use. By using books with tapes, a teacher can make literature connections to Math. This will allow students to integrate all subjects. Once the students listen to the story, there should always be a follow-up activity that reinforces the Math concept. Students can also listen to Math facts on tape or CD to help memorize of addition, subtraction, multiplication, and/or division facts.

STUDENT DIRECTED STATION

At this center, students will have to work together and complete activity. This can be a hands-on activity so provide instructions on how to complete tasks. The students must be provided explicit direction and activity sheets that accompany the instructions.

In conclusion, this guide provides many ways to set up Math Learning Stations in the classroom. This is only a resource guide and teachers can use discretion when implementing these ideas.