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Math Station

This math center activity focuses on number recognition and one-to-one correspondence for kindergarten students. Students draw a number from a bag and use index cards showing different numbers of spiders to find the card that matches. The activity reinforces counting each object and pairing it with the correct number name. It helps visual, tactile, and auditory learners while meeting common core standards. The teacher models the process during a read-aloud before students play in pairs or small groups for 15-30 minutes, using a number line as needed. Students are assessed on building groups that match given numbers.

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0% found this document useful (0 votes)
69 views7 pages

Math Station

This math center activity focuses on number recognition and one-to-one correspondence for kindergarten students. Students draw a number from a bag and use index cards showing different numbers of spiders to find the card that matches. The activity reinforces counting each object and pairing it with the correct number name. It helps visual, tactile, and auditory learners while meeting common core standards. The teacher models the process during a read-aloud before students play in pairs or small groups for 15-30 minutes, using a number line as needed. Students are assessed on building groups that match given numbers.

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MATH CENTER

Math Center- Counting to Ten/One to One Correspondence


Alainya Kemper
Ottawa University

MATH CENTER

As a teacher assistant in a kindergarten classroom, the instruction at the beginning of the year
focuses on the basic foundational skills required to progress through language arts and math
instruction. The most basic skill required as the student progresses through school includes
number recognition and one to one correspondence. Without mastering these concepts, students
can find progressing through mathematics instruction difficult or impossible. A student not being
able to recognize a three from an eight and the value of each number will approach standards of
counting to one hundred, addition, and subtraction impossible.
In addition, making learning fun and interactive for students can ignite and encourage a
positive attitude towards learning. Often students arrive to the first day of kindergarten with
great excitement and looking for fun. However, past stations of pretend play in a kitchen,
painting, and sandboxes have given way to stations with deeper learning opportunities connected
to objectives. The challenge for kindergarten classrooms across the country is to provide fun
activities which meet the learning objectives required in education today. The following station
originally taught in small group instruction in order to model the successful use of the activity
was created to meet both the educational standards our students required and the fun of learning
they enjoy.
This station allows students to be paired for cooperative learning. Also, the students who are
tactile and visual learners will find success with counting each card of spiders and the timeline as
a support while auditory learners will find success by hearing their partner call out the number
selected and count aloud from the card of spiders. When the station is paired with an initial
small or whole group instruction including the book Ten Black Dots by Donald Crews, the

MATH CENTER

student is modeled how to count up to ten and providing a visual representation of a group of
something equaling a number.

MATH CENTER

Common Core Math Standard- CCSS.MATH.CONTENT.K.CC.B.4.A


When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.
Objective: The student will be able to identify the correct card of spiders with the number drawn
from a bag with 90% accuracy.
The student will be able to identify the number selected with timeline assistance with 80%
accuracy.
Time Allowance: This activity could be played in as little as 15-30 minutes.
Materials: Work mat with index cards in each square (work mat is created by several plastic
lunch bags duct taped together with openings of plastic bags being left open on the back to allow
for index cards to be exchanged), a bag filled with numbers 1-10, a number line for reference.
Assessment: The teacher will give the student a given number and have the student build a
group with the same number using manipulatives.
Advanced Proficiency

Proficient

Developing Proficient

Novice

Student can identify


all numbers 1-10 and
build a group for each
number.

Student can identify


numbers with rote
memorization and
build a group with
most numbers.

Student can identify


numbers using
number line and build
a group of that
number 50% of the
time.

Student can not


identify most numbers
and can not build
groups matching a
number.

MATH CENTER

MATH MAT STATION


1. PICK A NUMBER FROM THE
BAG.
2. WHAT IS YOUR NUMBER?
3. COUNT CARDS TO FIND THE
SAME NUMBER SPIDERS.

MATH CENTER

This station can be used in a variety of ways. I initially began the activity within a small
group reading the book Ten Black Dots Donald Crews. I used this to model the process of
counting one to one making sure the students understood that my finger hopped to a new dot
each time I said a number. This also allowed me to make connections for some students between
the Spanish and English vocabulary of numbers such as uno, dos, tres and one, two, three to
insure comprehension.
Following the reading of the book, the game was played in two to three rounds with students
encouraged to use a number line to assist in identifying the number selected from a bag. Once
the student found success in identifying the number, I could assist them counting a variety of
index cards based on what they thought might be the correct one. This allowed students to begin
to make a connection between smaller numbers had smaller number of spiders while larger
numbers had larger number of spiders- key components to finding more and less than later on.
The part that made the kids laugh and enjoy the activity the most was I provided them a small
swatter so they would swat the spiders when they had selected the correct number!
I find that school so often has lost the fun I recalled from my childhood and it is important to
me, my students be held accountable for behavior and procedures, engaged in strong instruction,
yet receive compassion and love from me along with my best efforts to make that learning fun
whenever possible. This math station expects my students to be responsible when playing the
game (especially by allowing the swatter) yet allows them to enjoy some fun with their learning.
I also believe in getting the most out of my efforts. I was also able to use this station with
a language arts objective in my small group. I replaced the cards in the map with letters and
had the students find the letter that made the sound I was making.

MATH CENTER

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