Posted: September 19th, 2023

Numerical Operations Centers

Numerical Operations Centers

Paper instructions:
Number sense is the building block foundation for all math comprehension. Using hands-on manipulatives and providing opportunities for students to discover math in learning centers are meaningful ways for students to practice number sense skills.

Part 1: Learning Centers

Select a grade level K-3 and at least three mathematics standards that are currently being addressed in your field experience classroom. Design three learning centers that teach the standards you selected. At least one learning center must be technology-based.

For each learning center, write a 150-200 word handout for the volunteer who will be facilitating each center’s numerical operations activity. In each description, include the following:

Purpose and learning objective aligned to the state standard
List of materials to be used and the purpose of each (including technology resources)
Directions for how to run the activity
Directions for an assessment to be administered at the end of the activity
Part 2: Research-Based Rationale

Write a 250-500 word rationale explaining your thinking behind the design of your learning centers. Discuss how your centers do the following:

Encourage students to understand, analyze, and apply standards-based math content through technology.
Promote positive relationships and supportive interactions that are developmentally, culturally, and linguistically appropriate.
Include strategies to teach and reinforce math concepts to young children.
Adapt to meet the needs of individual students.
Support your rationale with 2-3 scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Center 1: Number Line Hopscotch
Purpose: Students will demonstrate understanding of counting sequences and one-to-one correspondence as they hop along a number line from 0-20 (1.NBT.1).
Materials: Large number line printed on floor mats or taped to the ground, 20 counters or tokens for students to hop with.
Directions: Students take turns hopping from number to number along the number line, counting aloud as they go. The facilitator calls out random numbers for students to land on.
Assessment: Students are asked to count forward or backward between two given numbers on the number line.
Center 2: Ten Frame Toss
Purpose: Students will fluently add and subtract within 10 by composing and decomposing numbers using objects or drawings (1.OA.6).
Materials: Sets of ten frames, counters or tokens for filling frames.
Directions: Students take turns tossing counters into ten frames to make numbers. The facilitator calls out addition or subtraction problems for students to solve by filling or emptying frames.

Assessment: Students are shown filled ten frames and asked to identify the number represented or state the number sentence.
Center 3: Prodigy Math Game
Purpose: Students will relate counting to addition and subtraction within 20 by playing an online math game (1.OA.1).

Materials: Tablets or laptops with internet access to the Prodigy math game website.
Directions: Students log into Prodigy and play addition and subtraction games within 20, earning points and advancing levels. The facilitator monitors and assists as needed.
Assessment: Students’ game progress and level achievements are observed.
My rationale for these centers is grounded in research showing that hands-on and technology-based activities promote number sense development in early elementary learners (Clements & Sarama, 2016). When students actively engage with manipulatives like number lines, ten frames and online math games, they build conceptual understanding of key numerical concepts like counting, addition, and subtraction (Nguyen et al., 2016). These multi-sensory centers allow for differentiated instruction, adapting to individual learners’ needs and developmental levels (Tomlinson, 2017). By incorporating technology, students remain engaged with math in a developmentally-appropriate way (NAEYC & Fred Rogers Center, 2012). Overall, these centers aim to make math meaningful and support young children’s growing numerical proficiency.

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