This post highlights all the math centers FAQ’s and Answers that are asked often. Don’t see your question answered? Comment on the post and I will get it added!
FAQ’S & ANSWERS
Do you correct the center activities?
Short answer, no. Feel better? But seriously, I do spot check their recording sheets to make sure that the skill they are practicing is overall accurate. Most of my centers are self-correcting which provides the students with the immediate feedback. The rest can be spot checked since they are always review skills during center time.
Can I do centers if I am the only teacher in the room?
Yes! So often teachers shy away from implementing centers because they don’t think they can do it alone. Those launching days are key. Don’t rush the launching process. Practice. Model. Demonstrate. Repeat.
What do I do about students always needing to ask me questions?
The “Ask 3 Before Me” rule is key! Stay consistent with this rule. If a student comes to you with a question, ask them to tell you the three people they asked before coming to you. If they did ask three people, chances are their question would benefit everyone. Answer their question, write it down, and talk about it during reflection time since others are probably wondering the same thing.
How do students know which activity to choose?
During the launching days, we go through examples of different lessons. We talk about what makes a “just right” activity and what doesn’t. I tell my students that if they choose an activity and they can’t answer 3 questions in a row, it’s too hard. On the flip side, if they are breezing through the activity with little to no effort, it’s too easy. I have seen some teachers use a sticker system. They will use a different color for each level of activity and students know which color to look for. This is also a great option.
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What if my math block isn’t 75 minutes long?
This is not a requirement for math centers. You may have to shorten your math center time to 20 minutes and your reflection time to 5 minutes just to give you one example.
Is it okay to have different amounts of kids in each center?
What do I do if my class can’t handle math centers and working independently?
This all comes down to training. Yes, some years are tougher than others. Bottom line, when things aren’t running the way you have trained them to do math centers, stop them. Go back to the rug. Talk about it. “Why do you think we had to stop our math center time?” “What should this have looked like instead?” “Can someone show us how this looks?” “Let’s try it again except this time I want you to show me ______.” Be consistent and follow through. If you have to stop 10 times to discuss and try again, do it. If you have to go back to reteach launching, do it. Worst case scenario, you do all this and you still have one student who can’t do this correctly, they are now going to work at the teacher table next to you.
What is a math center folder and what goes inside of it?
Math center folders are a place for keeping all of you students math centers “stuff.” Inside of this folder is a packet of their recording sheets, their math notebook, a student anchor chart of the math centers expectations, and any unfinished work they have from their independent activity. You can download a free math center folder file here.
What is the teacher doing during math centers?
During math centers the teacher is, first, working with the students who didn’t finish their independent math worksheet. Once those students are done, the teacher selects a group of students to work with either for intervention, extension, or enrichment. The other option for the teacher during this time is to conference with students. For example, if there’s something that you want to discuss with a child about their reflection notes in their math folder, this is a great time to do this. Another option for math conferencing is setting goals. One of the goals that my students work towards is their math fact fluency scores. Math centers is the perfect time to pull students to the teacher table to check their math fact fluency that are being tracked on their math fact fluency sticks.
What if my math block doesn’t go as smoothly as I want it to go?
Here is where I wish I could be in your classroom to be your cheerleader. Nobody is perfect. No classroom is perfect. There are going to be bad days and there are going to be great days. Don’t be too hard on yourself. Trust your gut. Do what’s best for your kids. You are doing a great job. If something doesn’t go well, make a mental note, make some changes, and try it again tomorrow. You’ve got this!