Essential Question :
How can math centres/ games allow me to engage every student in my classroom and drive learning forward?
Why did I choose Math Centres and Games?
Math centres and games are a great tool in the classroom. Students are immediately engaged and there is a “secret learning” in place.
Math centres and games enhance the numeracy education in the following areas :
Problem- Solving
Reasoning
Technology
Mental math and estimations
Communication
Personal Strategies
Group work / Collaboration
Numeracy Tasks
Math centres and games also allow for formative assessment, higher-order questioning and authentic learning tasks. I utilized flexible grouping, flexible learning environments and cross-grade connections (played with different grades).
Math centres and games enhance the numeracy education in the following areas :
Problem- Solving
Reasoning
Technology
Mental math and estimations
Communication
Personal Strategies
Group work / Collaboration
Numeracy Tasks
Math centres and games also allow for formative assessment, higher-order questioning and authentic learning tasks. I utilized flexible grouping, flexible learning environments and cross-grade connections (played with different grades).
What’s the Plan?
Games and Centres will be levelled / tiered. They will be year long and based on math units throughout the year. Will be utilized during guided math and as anchor activities for early finishers. Games/ Centres will reenforce math concepts thought throughout the year.
Assessment will be formative and summative. Feedback can be given immediately. Communication between students and teacher will be on going.
Assessment will be formative and summative. Feedback can be given immediately. Communication between students and teacher will be on going.
Formative Assessment Component :
I have printed out the curriculum connections for each game in a chart form with 5 columns for students names. I take a chart for the game I am observing and when I see a outcome successfully demonstrated more than 5 times I check it off. In games this doesn't take long and can be used as summative assessment as well.
On going work :
Cover to WinCurriculum Connection
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ClockminosCurriculum Connection
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Make your own game!!!Curriculum Connection
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Addition RaceCurriculum Connections
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Place Value Battleship
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Four in a row1. Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as: • adding from left to right
• taking one addend to the nearest multiple of ten and then compensating • using doubles. [C, CN, ME, PS, R, V] 2. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as: • taking the subtrahend to the nearest multiple of ten and then compensating • thinking of addition • using doubles. [C, CN, ME, PS, R, V] |
Games and Technology : QR Code Geometry Scavenger Hunt
I created a scavenger hunt game based on our Unit on Geometry 2D and 3D shapes. Students had to find the QR code cart and answer the question. Students were engaged and focused. They had to decide what the shape was depending on the clues given and then write the name correctly. I was able to collect those for summative assessment as well.
CLICK HERE for the Game.
CLICK HERE for the Game.
What impact did Math Centers have on student learning?
After doing a variety of assessments including:
*Check list
*Observations
*Formal and Informal assessments
I was able to determine that Math Centers and Math games increased student motivation and learning. It also expanded their understanding of the Grade Three math curriculum.
Students were engaged and excited to play (learn) ...... isn't that our goal as teachers?
*Check list
*Observations
*Formal and Informal assessments
I was able to determine that Math Centers and Math games increased student motivation and learning. It also expanded their understanding of the Grade Three math curriculum.
Students were engaged and excited to play (learn) ...... isn't that our goal as teachers?
Research Materials:
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3rdgrade_games_3.21.14.pdf | |
File Size: | 4598 kb |
File Type: |
WHAT WOULD I CHANGE IF I WERE TO DO THIS AGAIN?
I don't think that I would change anything. I believe that using games in math has benefited my students and I am excited to continue using them in my classroom.
WHAT WAS THE BIGGEST CHALLENGE FOR ME?
Making games is time consuming and finding the right times to play is sometimes challenging. Students get too excited about their games and it takes them a while to transition, However it is exciting for me to hear kids talk about a game or a strategy they used in a game after they are done playing.
Some games I made did not work for the kids..... For example : games that took too long to get to the end ( students need games that are short); games that had too many steps ( some would get confused and loose interest); games that had more than two players ( students can get off task easily if there are a lot of players).
The most challenging was cutting out and making the games. That took hours of after school work.
Some games I made did not work for the kids..... For example : games that took too long to get to the end ( students need games that are short); games that had too many steps ( some would get confused and loose interest); games that had more than two players ( students can get off task easily if there are a lot of players).
The most challenging was cutting out and making the games. That took hours of after school work.
WHAT WAS THE MOST IMPORTANT THING I LEARNED?
WHAT AM I MOST PROUD OF?
I was searching for a way to help students with their computation skills. When they started grade 3, most struggled with basic addition facts, they knew some strategies but it took them too long to apply them and there was an overall fear of doing math in their heads. I do not believe that the only way to learn math facts is through worksheet, so games was the way to go for me. At first I would allow them to choose groups so that they would feel more comfortable making a mistake. We talked about Game Play Ethics and applied strategies for good sportsmanship. We played simple games and then moved on to more complicated. Once I saw how engaged students were I started researching and finding more games. Each time I introduced a new game students were too excited they thought they were getting a reward for being good...... math as a reward. I am proud of the fact that math games took away the fear of math itself. They are confident and are using their strategies fasters. Most importantly they are happy to sit and play a game where they have to add/subtract/multiply numbers over and over again and they are not bored. Mission accomplished.
WHAT IS THE NEXT STEP IN MY LEARNING?
I will not stop using games in math. In fact I have started using games in other subjects as well and the results are great. I have a few spelling games in LA, a mixed curriculum game , social studies games. etc.