##
* *Reflection: Student Ownership
Math Centers - Reviewing Numbers 1 to 5 - Section 1: Problem of the Day

Problem of the Day in the beginning of the year is very teacher centered because the students need to learn the routine for our math block, and they need some basic skills and strategies to use to attack a problem. As the year goes on, I slowly release my control and let the problem of the day be a time for the students to take control of their learning. For this Problem of the Day, I gave the students more freedom to take over. I let them come up with a strategy to solve the problem. "Create a group with the same number of objects as the first group" may seem like a simple problem, but it is general enough to give the students some choice as to how they want to answer. During this lesson, I had students show their answer the following ways:

5 connecting cubes

5 fingers

5 circles drawn on the board

6 smiley faces using the Creative Pen in SMART Notebook

No, I did not mistype that last one. One student asked if she could use the Creative Pen. I helped her turn in on and she made 6 smiley faces. I was so glad that she did because it gave us a chance to talk about her strategy and her answer. It was great to see my students engaging in conversations about finding different ways to solve a problem and discussing the accuracy of each other's answers. We are going to need to continue to work on respectfully disagreeing with someone's answer.

*Letting Students Take Control*

*Student Ownership: Letting Students Take Control*

# Math Centers - Reviewing Numbers 1 to 5

Lesson 10 of 16

## Objective: Students will be able to independently practice identifying and writing the number 1, 2, 3, 4, and 5.

#### Problem of the Day

*5 min*

I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve. I call the students up to the carpet. The students find their spots while saying this chant with me.

Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.

I project the Problem of the Day on the SMARTBoard and say to students, *"This is our Problem of the Day for today. Look at the suns. This says 'Count the suns. Create a group with the same number of suns as the first group.'"* I say, *"This problem has two parts. What is the first thing it asks us to do?"* (Count the suns.) I have a students come up with a pointer and count the suns. *"Listen to the direction again. 'Count the suns. Create a group with the same number of objects as the first group.' What do we need to do next?" * (Create a group with the same number of objects as the first group.) I see how the students interpret this. Some students may want to get cubes or other manipulatives to create a group. Other students may want to draw a picture. Either way is acceptable as long as students explain what they did and why. I have several students solve the problem using different strategies.

If you don't have a SMARTBoard, you can use the pdf copy of the slides in a variety of ways to reproduce this activity.

I tell students, *"Today we will be learning how to do new math centers. All of our centers this week will be about numbers 1 through 5. You will learn how to do all of the centers today and you will get a chance to work with your group on one of them."*

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#### Introducing Centers

*25 min*

I use math centers in my classroom as a way to reinforce the skills that are being taught. The math centers give students are chance to work independently or with their peers to complete a task. The students are not just learning and practicing number skills, they are also working on social skills including taking turns, sharing, and working cooperatively. Having students working in centers also allows me time to pull small groups of student to my table to work on skills specific to their needs.

I ask students, *"What have we been doing when we finish a math paper each day?"* Answers could include: Put it in the basket, do our center, etc. "*When we finish our math papers this week, we are still going to clean up, put them in the basket, and get a math center, but this week there will be new centers to work on." * I have the students turn and face the back of the classroom where our math centers are stored. *"These are our math centers. They are still in trays just like you have been using. You will take the tray that is sitting on the same number and picture as your table. When you are finished with the center, you will put it back in the same place." *Even though students have been doing this a few weeks, I still review the procedure.

I have the students move into a circle. I remind students to sit on the hard floor so that there is space for everyone. I bring up all of the center trays. I explain and model how to complete each center. This week's centers are:

Play Dough Numbers (K-5mathteachingresources.com)

Pattern Block Lego, and Counting Bears Count (K-5mathteachingresources.com)

Roll and Count (Makinglearningfun.com)

Number Tracing (I purchased mine, free ones are also available from WorkSheetFun)

SMART Board- Online Game Scrambled Egg City (Macmillan/McGraw-Hill)

Each center is explained in the video located in the next section.

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Click on each center below to see a video explanation.

Playdough Numbers

Pattern Blocks, Legos, Bears and Color Tiles Count

Roll and Count

Number Tracing

SMART Board- Online Game: Scrambled Egg City

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#### Practice

*20 min*

Once I have introduced all of the centers, I have the students go back to their seats. I remind students that we need to share the materials, work quietly, and keep the materials in the tray until they are being used. I call up one student from each table to come back and get their center. I circulate through the room to make sure that all of the centers are being done correctly. I do not pull a group during this first day of centers. This day is a kind of "trial day" for the centers. I spend this first day ensuring that the students are able complete the centers correctly. I assist students who are struggling with the academic tasks as well as students who need support with sharing and taking turns. When I notice a group encountering a problem that I think other groups will also have when they do the center, I count down from 5 and say "Freeze." When I say this, all students stop what they are doing, put their hands on their heads and look at me. This is a procedure that we use throughout the day. I explain the problem and what the students need to do when it is their turn to do that center. Sometimes this includes making adjustments to the centers. I also have the students "Freeze" five minutes before it is time to clean up. I say to students, "You have about five minutes left. Remember when the clean up song comes on, you need to quietly put all of your materials back in your tray and return it to the math center table. It needs to be on top of your table number. If you are sorting fruits and flowers, you can put your paper on the drying rack to dry." I let the students work for five more minutes and then turn on Tidy Up by Dr. Jean. There are many wonderful transition songs to be found, for free, online if you'd like to use music for transitions too. Students clean up and return to their seats.

Students Working:

Playdough Numbers

Pattern Block, Lego, Bear and Color Tile Count

Roll and Count

Number Tracing

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- LESSON 1: Math Centers: 1 to 5 & Sorting Review
- LESSON 2: What Are Numbers?- Introducing 1, 2, & 3
- LESSON 3: What Are Numbers? - Practicing 1, 2, & 3
- LESSON 4: How Do We Write Numbers? - Writing 1, 2, & 3
- LESSON 5: How Do We Write Numbers? - Writing 1, 2, & 3 Review
- LESSON 6: What Are Numbers? Introducing 4 & 5
- LESSON 7: What Are Numbers? - Practicing 4 & 5
- LESSON 8: How Do We Write Numbers? - Writing 4 & 5
- LESSON 9: How Do We Write Numbers? Writing 4 & 5 Review
- LESSON 10: Math Centers - Reviewing Numbers 1 to 5
- LESSON 11: What Are Numbers? - Introducing 0
- LESSON 12: How Do We Write Numbers? - Practicing & Writing 0
- LESSON 13: More, Less or Equal? Comparing Numbers 0 to 5
- LESSON 14: More, Less or Equal? - Comparing Numbers 0 to 5 Review
- LESSON 15: Ordering Numbers to Five
- LESSON 16: What Have We Learned? - Assessing 0 to 5