1. Decide on Your Math Center Structure First
Here are some things to think about if you are wondering what structure you want to use.
- How many centers will your students rotate between?
- How often will centers rotate?
- How many students will be in each group?
- Will centers be independent, teacher-led, or partner based
Here is an example structure that I love to use in my classroom.
I chose these math centers:
1. Independent math: This is a spiral review worksheet & then they could work on a color by math skill page (there are a lot of free ones online...I just search for free color by number 3-digit addition or whatever skill I am focusing on...which is usually a repeat of the skill from the previous unit so they can be more independent and keep reviewing.
2. Online math: This is a math app that we are required to have our students use
3. Grow in math: I used my teacher's aide to have students work on review or extension skills
These are the ones for every day. My students do four centers for 15 minutes each every day. You may be thinking, but that just adds up to 3 centers, and you would be right! (Great math, by the way!) My students have one extra rotation and they will do one of the following math centers every day, but it will be a different one every day Monday-Thursday and we do not do centers on Friday. Here's what they rotate through:
1. Math games: students play math games that focus on a skill from the previous unit if possible
2. Math facts: students will work on math facts through games and/or speed drills
3. Math around the room: math task cards are set up around the room and students love this because they can get up and walk around
4. Read about math: I love collecting books that tie in to the different units of study in math. Students spend some time reading these storiesKeep your structure simple during the first month as you practice routines.
2. Organize Your Math Center Materials
I have two of those three-drawer storage units that I use. In one set, I put extra games and the students stay out of that set. In the other set, I place games that they can currently choose from and rotate them from the other set of drawers when it is time to use them. I teach multi-grade, so I have one bin for each grade level and their games are in their drawer. I train them as to which drawer is theirs. If you do not have multi-grades in your class I would suggest a color system for each drawer (for differentiating) and that could be for high learners (extension games), on-level learners, and struggling learners with more remedial games. Or you could use one drawer for each month of the quarter and work ahead and have three months prepped at a time, rotating the games up to the top drawer when it is time to use them (if you are not differentiating).
Make sure that each game includes whatever you need so that you will not be interrupted.
- Directions
- All game pieces
- Answer keys
- Dice or spinners
3. Prepare Student Groups Ahead of Time
Some things to consider when getting groups ready are:
- Student ability level
- Personalities of your students
- Behavior needs
Create a list of your groups. Make a rotation chart (this will save your sanity). Have a backup plan if something is not working out. You can just expect that you will have to make adjustments after the first week, once you see how the flow goes and how the students work together.
4. Create Center Expectations
Be sure to teach your students:
- Voice levels: This is a time when you should be free to teach small groups and too much noise can be a huge distraction.
- Movement procedures: When the are rotating between centers, how should they change? Are they going to leave the game scattered or place it back in the drawer? Are they going to walk or run and shove? Trust me when I say, you will need some practice with this, but setting firm expectations is helpful. And, be sure to stick to your expectations, if you let anything slide, it's over...have and keep high expectations.
- What to do when finished: If a student finishes at their center, what is the expectation? Are they moving automatically to the next one? Should they play that game again? Should they go and chat with a friend or poke them with their pencil? You need to plan for everything. Or your students will do what they want because you did not give them that expectation.
- How will they ask for help: I would suggest that you train them well so that they have a good idea on how to do the activity and having them work on center work that is one unit behind usually helps them know the skills better, but under no circumstances (ok, maybe if the school is on fire or someone is bleeding profusely) should they interrupt your small group. They need to have another go-to person in the class that they can ask for help. That may be a teacher's aide (if you are one of the lucky ones) or maybe you have a couple of students leaders (these should be your high-achieving math kids so they can actually help in times of need).
Create visuals:
- Anchor charts can be invaluable tools for helping students remember math processes.
- Posters of math facts or skills are also helpful.
- Procedure cards can help students remember what they should do at each center and what to do if they finish up early. A couple of great things for early finishers is having a table out with a puzzle going on it. I like 100, 300, or 500 piece puzzles...building on as the year goes along. You could also use extreme dot-to-dots which go way beyond the 100.
Remember, the most important thing you can do for your sanity, and that of your students', is to practice the expectations and procedures before you expect independence.
5. Build Student Independence
Create systems so that your students will not need you for every single question. Here's some ways you can build that independence your students need to be successful:
- Make sure your games and activities have direction cards.
- Have example problems where students can see the process.
- Use QR codes for directions.
- Let them get support from other students when they still need more support
The goal for centers is for them to run independently even when you are in small groups.
6. Prepare for Accountability
Students should have some way to show what they are learning. Here are a few ways to successfully do that:
- Recording sheets can become documented evidence of student learning.
- Math journals are another way that students can show their thinking and what they know.
- Exit tickets are a quick way for students to give you one example or explanation.
- Digital submissions would be a fun way for students to show you their learning.
- Quick teacher check-ins are more informal, but provide a powerful punch if you can swing it time-wise.
Accountability will help to keep your students focused and provides valuable assessment data for you (don't forget that everything you do should be driven by data to best move kids forward).
7. Start Small
Don't try to launch six or eight centers at once on day one. Instead:
- Introduce just one center at a time and practice it thoroughly.
- Model exactly what you expect and keep those expectations tight.
- Practice rotations with your students and practice the clean up process.
- Reflect and adjust on what is going well and what is not...do not release your students into the center world too early.
Conclusion
Successful math centers begin long before the first student arrives at your door on the first day of school. With clear organization, strong procedures, and purposeful planning, your centers can become one of the most productive parts of your math block.
If you are looking for some center games to get your class started, I have so many to choose from, but here are some of our favorites.
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