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This center is designed for kindergarten students. It allows the student to practice their counting skills which is one of the Kansas math standards for kindergarteners. The student will be able to practice counting to tell the number of objects with at least 80% accuracy after completing numbers 1-10.
This center is designed for kindergarten students. It allows the student to practice their counting skills which is one of the Kansas math standards for kindergarteners. The student will be able to practice counting to tell the number of objects with at least 80% accuracy after completing numbers 1-10.
This center is designed for kindergarten students. It allows the student to practice their counting skills which is one of the Kansas math standards for kindergarteners. The student will be able to practice counting to tell the number of objects with at least 80% accuracy after completing numbers 1-10.
This center is designed for kindergarten students. It allows the student to
practice their counting skills which is one of the Kansas math standards for kindergarteners. K.CC Counting and Cardinality lists: Count to tell the number of objects. This station can be used for standard 4. Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. This station should take the student about 5 minutes to complete. The student will choose one monkey from the barrel. On each monkey is a number 1-10. The student will then count the bananas to pair the monkey with the correct number of bananas. The student will do this for each monkey in the barrel. When they have matched each monkey to the correct bananas, the student will use an iPod to take a photo of all of their matched monkeys and label it with their name. I will use the photos to assess the student. Materials Needed iPod Barrel of Monkeys Bananas
Bin Instructions
Student Learning Objectives
The student will be able to practice counting to tell the number of objects with at least 80% accuracy after completing numbers 1-10. The student will be able to recognize that the last number name tells the number of objects counted with at least 90% accuracy. After matching the monkey with the correct number of bananas, the student will be able to explain the method used for them to know which set of bananas went with which monkey with at least 80% accuracy in a discussion setting with the teacher. Personal Reflection
I have been very lucky to be able to see centers in action in different
classrooms. I feel very strongly about the usefulness of centers. Centers allow students the opportunity to practice their skills without worrying about messing up. Many times centers use manipulatives that feel like games and students enjoy practicing their skills using these manipulatives. I will definitely use centers in my own classroom. I will use manipulatives and also apps such as monkey math for use in my centers. I will have a rotation set up for the students with expectations on how to use them. The math center that I came up with for this class was inspired by one of the classes I have been in at my school. This teacher has one center for each student and she rotates them frequently. There will be the same concept generally practiced but in different ways and the kids really enjoy doing centers. I had the Playskool My First Barrel of Monkeys from when my kids were little. I just found clipart on my computer of bananas and copied and pasted them. All I had to do was cut them apart to make the correct number to match up to the monkeys. This center teaches students to count the bananas and match them up to the correct monkey. I arranged the bananas so they were like a 10 frame which after using with students I may change to be in more of a random arrangement. I want to be sure they can do the one-to-one correspondence and they realize that the last number they count is the number of items they have. One thing I really learned about myself in building this center is I really struggle to write learning objectives. I know what I want students to do but I am not sure how to write it in a measurable way. I will continue working on writing objectives, but I also feel like it is hard to write objectives for a center that a student is generally working on alone. I would use centers so I could do one on one lessons with students who need a little more guidance. It seems really difficult to come up with objectives when I am not observing what the student does.