Games and Centres
“It is impossible to procure knowledge without the use of objects which impress the mind.”
John Dewey
“Do not keep children to their studies by compulsion but by play.”
Plato
Learning in the classroom through centres or games helps
students acquire the prerequisite skills needed to learn numeracy in a way
that purposefully integrates multiple concepts in a fun and natural way.
Skills such as:
- Matching/ 1:1 correspondence with sequence - Ability to follow sequential directions
- Classification/class inclusion - Spatial Orientation and space organization
- Visual clustering - Estimation
- Ordering and sequencing - Pattern recognition, extension and application
- Visualization - Deductive and inductive reasoning
Ivana Perera ‘Prerequisite Skills and Mathematics Learning’ Mahesh Shama
The benefits of Games and Centres
Centres: Games
Develop Autonomy - choice, self-direction Engagement - connecting with the material
Intrinsic Motivation - fun, play, choice Community - work with others
Concrete Experiences - improved retention Reinforces Learning - learn through the process
Social Skills - interacting with others Controlled Competition - rules and guidelines
Reduced Stress - no pressure to raise your hand
Oral Language Development - talking with peers
Focus - full body experience
Cooperative Learning - working with others
Knowledge - integrated concepts
Knowledge - integrated concepts
Digital Pedagogy: A Guide for Librarians, Faculty and Students,
NEA Early Childhood Education Series: Learning Centres for Child-
https://guides.library.utoronto.ca/c.php?g=448614&p=3505475
Centred Classrooms, Janice Patillo, Elizabeth Vaughn
Ivana Perera
Coding and Math
Benefits of coding in math:
● Promotes struggle and perseverance
● Little to no language skills required
● Encourages creativity and critical thinking
● Allows students to work in the Zone of Proximal Development (ZPD)
● Prepares students for success in the digital world
● Aligns with the New curriculum
● Kids LOVE it!
https://www.futurelearn.com/info/courses/differentiating-for-learning-stem/0/steps/15505,
https://digitalpromise.org/2015/08/26/what-happens-when-students-work-at-their-own-pace/,
https://www.idtech.com/blog/5-reasons-your-child-should-learn-to-code
Ashlyn Buxcey
Coding and Math
Online coding resources:
● https://codespark.com/
● https://hourofcode.com/ca
● https://scratch.mit.edu/
Hands on coding resources:
● Cubetto: https://www.primotoys.com/
● MicroBit: https://microbit.org/
● Sphero: https://sphero.com/
Ashlyn Buxcey
More Benefits of Coding
Students need to break down
complex problems into smaller
parts thereby enhancing their
logical thinking skills.
Promotes Engagement and Creativity Helps with Problem-Solving Strengthens Academic Skills
Students can create their It promotes problem-solving,
own apps and games. planning and mathematical
skills.
Reference: Code Monkey. (2020, September 3). 10 Benefits for Kids and Teens to Learn Coding. Retrieved from Codemonkey: https://www.codemonkey.com/blog/10-benefits-
for-kids-and-teens-to-learn-coding/ Beverly Lee
Tips for Teaching Code in your Classroom
● Learn with your students
○ Many coding tools are drag and drop and fairly easy to learn
○ Show your own growth mindset to students by learning something
new
● Get students to help one another
○ Kids who work ahead can offer support to others while reinforcing
their own learning at the same time
● Let students’ own interests guide their learning
○ Build engagement by having students follow their own interests
○ They can find tutorials that interest them and work at their own pace
○ Encourage them to be producers - not just consumers - of digital
content
Reference: Common Sense Education. (2016). Get Started with Coding. Retrieved from Common Sense Education:
https://www.commonsense.org/education/sites/default/files/tlr-asset/document-coding-tip-sheet-updated-0.pdf Beverly Lee
NUMBER TALKS
Provide your students with an
opportunity to engage in
meaningful conversations
where children's mental math,
thought processing and
strategies will improve!
Where students engage in:
INDEPENDENT THINK TIME
PARTNER SHARE Kate Crampton
WHOLE CLASS DISCUSSION
How many ways can you represent the
number:
Number talks…
● where students come to think and
12 share
● where it is safe to be right and wrong
● where the teacher listens
● where growth happens
At the carpet: give students problem and then
time to think on their own. Ask them to give you 6+4+2=12
a signal when they are ready to share. (2x5)+2+12
Then, have students share their idea AND their
strategy with a partner. 20-8=12
"The answer is ______. I solved it by _______"
Finally, have students share their idea AND their
strategy with the whole class. 2+2+2+2+2+2=12
Reference: Jumping Jack Dessigns. (2021) Primary Bliss Teaching: Joyful Engagement in First Grade. https://www.primaryblissteaching.com/5-number-talks-to-try-this-week-2/ Kate C
Number Talks Matter
Number talk focuses on flexible thinking, number sense, computational fluency (mental math)
and personal strategies which are the areas that our current redesigned curriculum in BC
significantly focuses on.
Number Talk provides students with opportunities to … Why Open-Ended Questions
• clarify their own thinking by having time to reflect Number It is essential to ask effective
• interact and learn from one another
• verbalize their reasoning and use specific math language Talks? questions to set the stage
• investigate and apply math connections and relationships for discussions, such as:
• develop a conceptual understanding by trying to explain the What can you tell me about…?
meaning behind the math How do you know?
• consider and try other strategies to solve the problem Can you tell me why you think it is…?
• learn from their mistakes because errors are treated as learning What would happen if…?
opportunities What is alike and what is different
about your method and other’s
• move away from memorization and toward mathematical method to solve the problem?
reasoning
• get immediate feedback from teacher and other students
• builds and supports a positive outlook towards math
Josephina Kim
Hand Signals
Using silent hand signals to indicate if students
have solved the problem or if they are still
thinking can prevent students from creating
anxiety-inducing environment.
Number Talks work the best when students
place a hand close their chest to signal only the
teacher and not distracting others.
Josephina Kim
How to use Math Puzzles to engage students
Show a completed puzzle and ask students what they think the rules are.
Have multiple students contribute, not just the quick thinkers.
Including games and puzzles in the classroom reduces
students anxiety towards math and increases their
engagement.
Include games that reinforce the concepts you are
teaching.
What are the rules for
this puzzle?
https://susansmathgames.ca/hidato/
Did you get it?
Once students know the rules for games they
can be added to centers or they can be played
as part of the math class. Start with easier
puzzles and give out harder ones as they are
completed.
It is good for students to struggle,
Numbers go in sequence but you don’t want them to struggle
Start with lowest number and end with largest so much that they get too frustrated
and give up.
number. They are bolded.
Numbers must touch, diagonally, vertically,
horizontally. (use mathematical language) Make Math Fun!
Teaching Math Without Words
Great thinking does not require the Some approaches of teaching math
without words includes:
use of great language skills.
Measuring the area and perimeter of
Synergizes with inquiry based shapes
learning as students determine what
Carrying forwards numbers by
the question and answer is without
demonstrating how many singles fit into a
written guidance. bag, how many bags into a box
etc(Multiplication)
Provides students who are not as
strong language wise to better Counting different numbers of shapes
demonstrate their own understanding.
Cole White
Teaching Math Without Words Cont.
While providing a different approach to math it is also important to remember not
to neglect mathematical language.
Not meant to replace all math instruction but to supplement it.
Appeals to students visual learning preference.
Provides a direct demonstration of what a formula does
Cole White
Resources for Teaching Math Without Words: ST MATH
This is an example of a
question from the computer
software ST Math. It was
created by Matthew
Peterson, who grew up so
dyslexic that he didn’t learn
to read until fifth grade. He
eventually decided to create
wordless math games that
would help kids who struggle
with language learn math
through methods that
strengthen their spatial-
temporal skills.
Jaden Dekerf
Advantages of teaching math without words
● Teaching math without words can
benefit students who struggle with
literacy. Rather than evaluating their
literacy skills by teaching math without
words you are truly evaluating their
mathematical reasoning skills.
● Additionally, it can help students think
about mathematical concepts in a new
way. The visual aspect of learning math
without words may help students to
understand the concept more deeply.
Jaden Dekerf
Tips for teaching new mathematical vocabulary
● Make a plan before you introduce a new word.
● Accompany new words with objects, pictures, and
diagrams as often as possible.
● Repetition is key! Repeat the word and its meaning
multiple times.
● Give students opportunities to practice using the
new word (e.g. math centers, discussions, etc.)
● Allow students to practice reading and writing the
new word.
Hannah
Department of Education. (2000). Mathematical Vocabulary. The National Strategies. Retrieved from Francis
https://webarchive.nationalarchives.gov.uk/20110203115237/https://nationalstrategies.standards.dcsf.gov.uk/node/849
Ways to Incorporate Math in Language Arts
● Choose read alouds that incorporate math concepts!
● Co-create a class book (e.g. numbers in our
classroom, patterns in our classroom, etc.)
● Create a math word wall or personal math
dictionaries for students to keep the new words that
they learn.
● Use math journals for students to record their
thoughts and ideas relating to math!
● Utilize math-themed readers theatre.
Hannah
Elementary Assessment. (n.d.). 12 Easy Ways of Integrating Literacy and Mathematics. Retrieved from Francis
https://elementaryassessments.com/integrating-literacy-into-math/
Teaching Math Vocabulary to Students.
Make a list of vocabulary needed for the math unit. If you need help, consider
#1
this resource!
Brainstorm your students’ learning styles and needs. Are your students a visual
#2
le learner? Auditory? Kinesthetic? (See next slide)
Remember to make your vocabulary lessons/activities...
Constant Provide Activate
Fun & student’s
Exposure to Visuals or
Engaging prior
the term. Examples
knowledge
Cindy Choi
Word Walls Vocabulary
Create a visual word
Posters
wall with students and
Vocab Posters
Create visual posters
display it where with your students to
students can easily and display around the
frequently see. classroom.
Vocab Songs Sticky Sort
Catchy vocabulary songs Great for solidifying specific
can surely engage a lot of concept. With sticky notes,
students! students can freely move around
You’ll find your students and experiment with their
humming automatically. answers.
Visual Learners Auditory Learners Kinesthetic Learners Be creative in teaching vocabulary to your students!
Cindy Choi
Play
Star
to ’ t wit
es Mathematics is not Que ha
y Y e nt s stion
a about following rules,
S
Stu d
r s it’s about playing Authentic and
you Idea To have your compelling
idea dismissed
out of hand is Five Principles questions get our
students thinking
disempowering
of rather than
following processes
Stude
n
Not knowing is Extraordinary
need ts
ot t
e n Thinking to Str ime
ar not failure, it is
the first step to Math Teaching
u e r happens only uggle
o
Y An sw
when we have
the Key understanding
time to struggle
Five Principles of Extraordinary Math Teaching | Dan Finkel | TEDxRainier. (2016, February 17). [Video]. YouTube.
https://www.youtube.com/watch?v=ytVneQUA5-c Kari Bos
Prerequisite Skills
The vision for Math Education is to create classrooms where
students and teachers actively engage in
● Relating the way they think and reason
about mathematics to the real world
● Fostering a deep understanding of
number systems, relationships, and
concepts
● Learning how to select and apply
appropriate problem solving strategies
and algorithms
● Efficiently using mathematical tools
● Developing capacity and persistence to
solve challenging and relevant problems
BC’s vision for learning and students success
BC’s vision for learning and Math Education should be
student success is to create focused on preparing students
educated citizens that with the skills they will need for
provides Math Education the future and provide students
which empowers students with learning environments that
with the opportunities math support mental health and
affords. effectively reach all students.
To ensure this vision for Math
The vision for the future of
Education is realize, BC is
Math Education is focused on
committed to providing quality
student centered learning that
teaching and leadership training
engages students in beauty
that employs high and
and joy of mathematics.
measurable standards.
