Professional Inquiry Project: Number Centers For Grade One By: Michelle Hager

Professional Inquiry Project
Number Centers for Grade One

By: Michelle Hager

Michelle Hager
This booklet contains 16 fun, interactive and

successful Number Centers used in a Grade One class
during
my
Professional
Internship
at
Acadia
Elementary School.
These centers provide variations and flexibility for
math students of all levels and aim to further solidify
and develop number sense.
Students are required to work both individually, in
pairs and in small groups in order to participate and
accomplish the goal for each center.
Communication, teamwork and co-operation are all
essential for the success of these centers.
Personal Belief
2

Michelle Hager
Smaller group interaction and teamwork is an important skill to

develop at this age.
These math centers are meant to further develop and solidify
concepts learned.
Centers are not meant to be forms of summative assessment- rather
exploration and creating a time for extension and interpretation of
knowledge.
Centers can be used as formative assessment- seeing how students
interpret the information they retain when given the freedom to use
it in a less direct instructional environment.
Centers should be a continuous game that has no definite end.
Preparation
Have students practice working in smaller groups beforehand.

Activity should be completed as a class before making it into a centerthis ensures universal understanding of any rules or expectations
when students are independently working in centers.
I first began the activities as a whole class and divided the students
into two equal groups. Each group completed the game, then switched.
Once everyone has played the game, students are assigned into
smaller groups of 3-4 students for math center rotations.
Center groups are somewhat based on math level. One stronger
student is always placed in each group to ensure order is maintained
and rules are followed.
Program of Studies
3

Michelle Hager
1. Say the number sequence 0 to 100 by:

1s forward between any two given numbers
1s backward from 20 to 0
2s forward from 0 to 20
5s and 10s forward from 0 to 100.
2. Subitize (recognize at a glance) and name familiar arrangements of 1 to 10
objects or dots.
3. Demonstrate an understanding of counting by:
indicating that the last number said identifies how many
showing that any set has only one count
using counting-on
using parts or equal groups to count sets.
4. Represent and describe numbers to 20, concretely, pictorially and symbolically.
5. Compare sets containing up to 20 elements, using:
referents
one-to-one correspondence to solve problems.
6. Estimate quantities to 20 by using referents.
7. Demonstrate an understanding of conservation of number.
8. Identify the number, up to 20, that is:
one more
two more
one less
two less than a given number
9. Demonstrate an understanding of addition of numbers with answers to 20 and
their corresponding subtraction facts, concretely, pictorially and symbolically, by:
using familiar mathematical language to describe additive and subtractive
actions
creating and solving problems in context that involve addition and
subtraction
modelling addition and subtraction, using a variety of concrete and visual
representations, and recording the process symbolically.
10. Describe and use mental mathematics strategies, such as:
counting on and counting back
making 10
using doubles
thinking addition for subtraction for basic addition facts and related
subtraction facts to 18.

Michelle Hager
Centers
Dot BINGO
Subitize (recognize at a glance) and name familiar arrangements of 1 to 10 objects
or dots
Materials: Subitizing BINGO sheet (#1-5), transparent rocks/markers
Description: Students are all provided with individual Bingo sheets and a handful of
rocks. Depending on the groups decision, they can either have one caller, or they
can take turns being the caller. The group also decides whether they would like a
BINGO to be one line/ two lines/ or a blackout (all numbers). The caller says a
number, then whoever has that number on their sheet puts a rock on that number.
It is the next persons turn and they do the same. This continues until one person
wins a BINGO. The students clear their board of all rocks and then repeat.
Differentiation: Students can use the different pictures provided in the subitizing
Bingo sheet. There are dots, numbers, fingers, or objects.

Michelle Hager
Domino Center Domino Parking Lot

or dots
Materials: Dominos and Parking Lot Board numbered 0-12
Description: In this station, all dominos are now cars. Between two or three
students, they must place all of the loose dominos in the appropriate parking stall
for each domino. The students must work together to fill all of the parking spots in
their game sheet. Student can either work individually or with a partner to fill their
sheet. If two or more dominos have the same number of dots on it, the students
can place the dominos on top of one another as if there was a double decker parking
lot. Once their lot is full, they choose another Parking lot and try to fill that one as
well.
Differentiation: Stronger math students can be timed, so they must subitize/ add
the number of dots together quicker.

Michelle Hager
Roll it!
or dots
Materials: Two Dice, Popsicle sticks and a bucket
Description: Students roll dice and put that number of popsicle sticks in the
bucket. It is a race between the two students to get rid of all of their popsicle
stick the fastest. The students can ONLY put in the number of popsicle sticks
equal to the number on the dice. (If there is only one popsicle stick left, the
student must roll until a 1 is rolled to put the final popsicle stick in). Students can
either do this activity with a partner and take turns rolling the dice and putting the
popsicle sticks in the bucket, or they can do it individually. Students had made this
into a race seeing who could get rid of their popsicle sticks the fastest. Once all
the popsicle sticks have been put into the bucket, the students can dump them out
and repeat the game and try to beat their previous time.
Differentiation: Students can begin by using one dice or they can challenge
themselves by using two dice. This requires them to add the two dice together
before they put that number of popsicle sticks in.

Michelle Hager
Cube Center Build it!

or dots
Materials: a die, Unix Cubes
Description: Students roll dice and use that number rolled as the number of blocks
used to build a freestanding tower out of Unix cubes. The students must build the
tallest tower. Students are encouraged to do this activity individually and use the
same colour of cubes for each individual number rolled. For example, if a student
rolls a 3, then he will use 3 red cubes to begin his tower. If his second roll was a 6,
he would then pick a different colour (green) of cube and add 6 to the 3 red cubes.
This repeats until the tower falls. When/ If their tower falls over, they must rebuild their tower starting from the bottom.
Differentiation: Students can use more than one dice if they would like to be
challenged.

Michelle Hager
Number BINGO
Represent and describe numbers to 20, concretely, pictorially and symbolically
Materials: Bingo sheets, Transparent rocks/ markers
Description: Students are all provided with individual Bingo sheets and a handful of
rocks. Depending on the groups decision, they can either have one caller, or they
can take turns being the caller. The group also decides whether they would like a
BINGO to be one line/ two lines/ or a blackout (all numbers). The caller says a
number, then whoever has that number on their sheet puts a rock on that number.
It is the next persons turn and they do the same. This continues until one person
wins a BINGO. The students clear their board of all rocks and then repeat.
Differentiation: Bingo sheets are leveled from Beginner (Red #1-10) to
harder/higher numbers: Orange (#10-20), Yellow (#20-30), Green (#30-40), Blue
(#40-50), Violet (# 50+), Rainbow (mix of numbers) and Brown (# 100+). The
students decide as a collective which level they would like to play at. If they are
wanting to be challenged, then a higher level can be chosen. All students must have
the same coloured board.

Michelle Hager
Stomp on it!
Say the number sequence 0 to 100 by 1s forward between any two given numbers
and 1s backward from 20 to 0
Materials: 20 cardstock numbers
Description: Students are given 20 pieces of cardstock with one number written on
each one. Students are in pairs and dump the numbers onto the ground and flip
them so they are all facing upwards. One student will go first and they will place
the numbers however they choose in a desired area on the floor. The students
partner will then begin at 1 and stomp or jump on each of the numbers that come
after the previous one. Example: the student can jump from number 1 to 2, and 2
to 3 etc. Once the student jumps all the way to the number 20 without making a
mistake or falling off the number, the students switch and the stomping student
now places the numbers on the ground. Challenge: Spreading out the numbers
farther from one another (farther stomps) or counting backwards 20-1, skip
counting by 2s, 5s or 10s.
Differentiation: For those students with more number knowledge, I made cardstock
numbers 20-40 and over 100. Students play the game the same, however they can
use those more challenging cardstock numbers instead.
10

Michelle Hager
Build a Fence
and 1s backward from 20 to 0
Materials: 20 labelled popsicle sticks and fence templates
Description: Students are provided with 20 popsicle sticks with one number on each
of them (#1-20) and a piece of paper with a fence outline and cartoon drawn on it.
This Fence border sets the game and provides a boundary/ purpose for students to
place their popsicle sticks. The students must simply order the popsicle sticks from
1-20 and are told keep the cartoon character behind the fence. For my class, I had
a minion, an owl, a boy and a pumpkin. When the student has completed on fence
boundary, he can continue and try another template.
Differentiation: Popsicle sticks can be labelled with either higher numbers or used
for skip counting. I have used a rainbow level system here. Red is beginner (1-20)
and higher numbers are used with each level of the rainbow.
11

Michelle Hager
110 Chart Puzzle

Materials: 110 Chart cut into 12 pieces and laminated
Description: Students are given the pieces of the puzzle and are expected to solve
the puzzle and create the 110 chart. There is a 100 chart hung in the classroom and
students are encouraged to use this as a template if needed. This is meant to get
students used to seeing the 100 chart in hopes they find patterns within the chart
to figure out where and how the number fit together. It is important for students
to count higher than 100. For this reason, I have made the 110 chart so students
are familiar with seeing numbers higher than 100. Once students have completed
one 110 chart puzzle, they can finish a different one. There are 6 puzzles all
different colours and all cut differently. Students can check their puzzle is done
correctly by skip counting to 100 or counting by 1s.
Differentiation: Challenge students they must complete the puzzle within a time
limit. Have a timer set at the station. They must complete it backwards (120 piece
first and 1 piece last).
12

Michelle Hager
SMART Board/ Computer Center

Materials: SmartBoard, two laptops, headphones, Internet connection.
Description: abcya.com. Two students begin at the SmartBoard, while the other two
students are at the two laptops set up with headphones. Students follow the
instructions given by the characters in the online activity to either count, order, or
choose the appropriate answer.
Links: Monkey Numerical Order http://www.abcya.com/numerical_order.htm
Counting Fish http://www.abcya.com/counting_fish.htm
Differentiation: There are different levels built into each online activity, so those
students who are able to challenge themselves have the opportunity to do so.
13

Michelle Hager
Clay Center Mold a Number

Represent and Describe numbers to 20 concretely, pictorially and symbolically
Materials: 4 balls of clay, plastic sleeves, 1-20 number templates on cardstock with
10 frame, egg carton labelled 1-20, 4 different coloured pom poms
Description: All 4 pom poms are placed in the numbered egg carton. In groups of 4,
each student picks the colour of pom pom they would like to be. One person in the
group closes the egg carton and shakes the carton to bounce the pom poms around.
When the carton is done shaking, the pom poms will land in one of the egg
compartments. What ever number the students pom pom lands on, is the number
that student is going to mold out of the clay. The students can choose whether
he/she would like a template to mold the number or they can mold it on their own
with a blank piece of cardstock and plastic sleeve. Once students have molded the
number, they are encouraged to make the number of clay balls in correlation with
the number chosen on the ten frame provided.
Differentiation: If a student would like a challenge, he/she can put their pom pom
in the egg carton alone and shake it up 3 times in order to pick three different
numbers. The student can use either add up these numbers to create a larger
number they must mold with the clay, or they can use these three different
numbers as place values and mold a number greater than 100.
14

Michelle Hager
Whiteboard Center Write a number

Materials: playing cards number 1-20, white boards, whiteboard markers, number
line, plastic sleeves
Description: In pairs, students lay all 20 playing cards face down on a flat surface.
Either taking turns or at the same time, each student flips over one card. The
students must first find this number on the number line provided to them and circle
it with the whiteboard marker. Then they must correctly print the number on the
whiteboard that many times. For example, if a student flips an 8, they must circle 8
on the number line, then print the number 8, eight times. Once they have completed
this, they can move on to the next number. The students are completed this station
once all the numbers on the number line are circled.
Differentiation: A number line with a different range of number can be made for
students looking to challenge themselves by printing larger numbers. These
students would only have to write numbers five times, however understanding the
place values and the correct way to print numbers is still held and this skill can be
further developed.
15

Michelle Hager
Roll a Snowman
Identify the number, up to 20, that is one more, two more, one less, two less than a
given number.
Materials: Snowman template, plastic sleeves, white board markers, 2 dice/student,
whiteboard eraser
Description: Student rolls two dice and adds them together. The sum of those two
numbers is written with the white board marker in the square on the snowman
template. It is now up to the student to write one more than that number in the
circle above that square and one less than that number below that square. The
number two more than the number in the square is written in the circle, two above,
and the number two less than the number in the square is written in the circle, two
below. Once the student completes the three snowman on the template, he/she
raises his/her hand to receive a tally. The student erases their template and starts
over. The student is aiming to receive 5 tallies.
Differentiation: Larger numbers on dice for students stronger in math. Basic (1-6)
dice for those students who are still working on their numbers.
16

Michelle Hager
Ten Frame War

Materials: Ten frame cards, elastic or plastic bag for storage.
Description: Each student gets a stack of 10 frame cards of the same colour (red
or blue). In pairs, both students flip the top card so they are facing up. Whoever
has the larger amount, wins the two cards. If the cards flipped are of equal amount,
both students put two cards face down and then flip the third card. The highest of
these cards wins ALL of the cards played. The students with the most cards in the
end wins.
Differentiation: 20 frame war is available for those students who are comfortable
and strong with the ten frames.
17

Michelle Hager
Ten Frame Matching Memory Game

Materials: 10 cards with the number, and 10 cards with the corresponding ten
frame or word. (20 cards in total)
Description: All 20 cards are shuffled and face down on the floor. In pairs,
students take turns flipping two cards over. The goal is to flip over the matching
ten frame and number. If the two cards that are flipped over are a match, that
student keeps those two cards. If they are not a match, then they are placed backface down on the ground. Each student takes turns until all the matches are made
and there are no more cards left on the ground. Student replay the game.
Differentiation: Higher numbers (1-20) can be written on the matching cards for
those students confident with twenty frames. Numbers and their corresponding
word can also be used for those students who are able to read.
18

Michelle Hager
Marshmallow Adding
Demonstrate an understanding of addition of numbers with answers to 20 and their
corresponding subtraction facts, concretely, pictorially and symbolically, by
modelling addition and subtraction, using a variety of concrete and visual
representations, and recording the process symbolically.
Demonstrate an understanding of counting by showing that any set has only one
count and using counting-on
Materials: Jumbo marshmallows labelled 1-9, bowl, hot chocolate template,
whiteboard markers
Description: Individually students pick 2 Jumbo marshmallows and place them in the
circles above the hot chocolate so the number is face up. The student draws that
many marshmallows in the hot chocolate cup then adds the total together. The sum
is written in the space provided on the template. The student checks his/her
answer with a partner before erasing and picking two new marshmallow numbers.
Differentiation: Stronger math students receive a bucket with higher numbers
(only 5-9), while students still working on addition receive a bucket with lower
numbers (1-5).
19

Michelle Hager
Race to 120
Demonstrate an understanding of counting by showing that any set has only one
count
Materials: 120 Chart template, small marshmallows, dice
Description: In pairs, students take turns rolling the dice and move their
marshmallow that many spots forward on the 120 chart. If a student lands on a
present or tree decoration, that student gets another turn, meaning they get to roll
the dice again. The first student to reach the end (120) wins and the game begins
again.
Differentiation: Stronger math students can roll two dice, add them together, then
move that sum forward on the game board.
20

Michelle Hager
Reflections
Strengths:
Stronger math students were becoming bored with the stations, so I made
the stations more challenging by giving students the options of using a
different level of each station. Adding higher numbers to the mix
heightened the interest for those stronger students while still allowing
those beginner students to work on the foundations of number sequences.
Colour coded the levels using the Rainbow (Red = easiest/beginner level)
Math Center Chart is now used as a motivation tool for students to work well
at their station. Is a great visual for students wondering where they will go
next and those students working well at their station, they get to change
the magnet names for the next rotation.
About 10-15 minutes per station is an appropriate time
Routines and Clear expectations are being held
Peer communication and problem solving techniques are developing
Good group sizes
Good variation in types of stations
Technology and BINGO station is a hit!
Puzzle station is the least favourite- but I still believe it holds value to
those students who dont know their numbers yet
Students are identifying patterns within sequences of numbers
Need to work on:
NO throwing games
Have all strong students in one group?
Have a challenging (Brown) Level for each math center, so stronger students
are not bored
Lower students still need help with identification of numbers
Change up the centers once every student has completed it twice. This will avoid
boredom, therefore misbehaviour.
Question: How can we justify the learning of number sense to grade one students?
How is this information relevant in real life situations?
Start moving away from what is a number rather, how can we use numbers when at
our math center?
21

Michelle Hager
Inspirations/ Resources Used
10 Frame: http://illuminations.nctm.org/Activity.aspx?id=3565
100 Splat Chart: http://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.html

100/120 Chart Puzzle: http://terristeachingtreasures.blogspot.ca/2014/09/hundredschart-puzzle-freebie.html
30+ Things to Do with a 100 Chart: http://denisegaskins.com/2008/09/22/things-to-dohundred-chart/
ABCya!: http://www.abcya.com/first_grade_computers.htm
Build a Fence: http://www.mrsthompsonstreasures.com/2014/07/monday-made-it.html
Hot Chocolate Math: http://www.themeasuredmom.com/marshmallow-math/
Jumbo Marshmallow Activity: http://thefirstgradeparade.blogspot.ca/2014/01/theressnow-time-like-winter.html
Math Center Ideas: http://mathcenterideas.blogspot.ca/2011/01/why-use-centers-inmath.html
Marshmallow Math: http://www.playdoughtoplato.com/marshmallow-math/
Miss Giraffes Class: http://missgiraffesclass.blogspot.ca/2015/07/building-number-sensein-first-grade.html
Mold a Number: http://www.k-5mathteachingresources.com/kindergarten-mathactivities.html
Rulin The Roost: (120 Chart Race) http://rulintheroost.blogspot.ca/2012/12/christmasmath-games-freebie.html
Roll a Snowman: http://dailylearningtothecore.blogspot.ca/2013/12/five-for-saturday-with2-holiday.html
Skip Counting by 2 (monkey): https://www.youtube.com/watch?v=oBas_4F-YzY
Skip Counting by 10 (Climbing a Mountain): https://www.youtube.com/watch?
v=yQSdKlNvrmw
Starfall Numbers: http://more.starfall.com/m/math-k/numbers/load.htm?f
Stomp- It!: http://www.education.com/activity/article/jump-math-facts
22

Michelle Hager
23

Professional Inquiry Project: Number Centers For Grade One By: Michelle Hager

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Professional Inquiry Project

Number Centers for Grade One