Pocket-Folder Centers in Color Math. 12 Ready-to-Go Centers That Motivate Students to Practice and Strengthen Essential Math Skills-Independently!

89 Pages·2010·21.593 MB·English

by  Karen Shelton

GRADES 2–3
Pocket-Folder Centers
Math
12 Ready-to-Go Centers That Motivate Students to Practice
and Strengthen Essential Math Skills— Independently!
by Karen Shelton
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Pocket-Folder Centers in COLOR: Math, 2-3 © Karen Shelton, Scholastic Teaching Resources
In memory of Philip Prillaman
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use.
No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without written permission of the publisher. For information regarding permission, write to
Scholastic Inc., 557 Broadway, New York, NY 10012.
Edited by Immacula A. Rhodes
Cover design by Brian LaRossa
Interior design by Solas
Cover and interior illustrations by Teresa Anderko
978-0-545-13036-3
Copyright © 2010 by Karen Shelton
Illustrations copyright © 2010 by Scholastic Inc.
Published by Scholastic Inc. All rights reserved.
Printed in China.
1 2 3 4 5 6 7 8 9 10 17 16 15 14 13 12 11 10
Pocket-Folder Centers in COLOR: Math, 2-3 © Karen Shelton, Scholastic Teaching Resources
Table of Contents
About This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
What’s Inside . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Making & Using the Pocket-Folder Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
What the Research Says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Meeting the Math Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Class Record Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Storage Container Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Pocket-Folder Centers
Serving Up Place Value (place value) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Order, Please! (sequencing numbers) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Nibbling Away (mixed addition and subtraction facts) . . . . . . . . . . . . . . . . . . . . . . . 25
Chill! (addition and subtraction fact families) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Swamp Sums (2-digit addition with regrouping) . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Zip, Zap, Splat! (2-digit subtraction with regrouping) . . . . . . . . . . . . . . . . . . . . . . . .45
Bubbling Over (multiplication) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Fired Up! (division facts) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Sweet Slices (fractions) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Ahoy, Mates! (counting money to $1.00) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Whoooo Knows the Time? (time to the half-hour and quarter-hour) . . . . . . . . . . 78
Sharpening Measurement Skills (measuring length) . . . . . . . . . . . . . . . . . . . . . . . 84
Pocket-Folder Centers in COLOR: Math, 2-3 © Karen Shelton, Scholastic Teaching Resources
About This Book
L
ooking for ways to get your students working independently on essential skills? If so,
you’ll appreciate the opportunities offered by Pocket-Folder Centers in Color: Math:
Grades 2–3, a collection of learning centers that targets math skills every student
needs to master.
Research shows that understanding math concepts
is fundamental in developing proficiency and
becoming an autonomous learner. The center
activities in this book provide students of all
learning styles with a motivating, fun way to
independently practice and build skills while helping
them meet important math standards. (See “What the
Research Says” and “Meeting the Math Standards,”
page 9, for more.) After they do each activity,
students complete a practice page that gives them
additional reinforcement in the targeted skill. Answer keys are also included, making the
centers self-correcting and allowing students to assess their work independently.
Everything you need is here and ready to assemble—saving you countless hours of
preparation time. The pocket-folder centers are a snap to set up and store: Just glue the
labels to the folders, pop the full-color activity mats and copies of the practice pages into
the pockets, and you’ve got twelve instant learning-center activities. Students will have
fun learning as they add in Swamp Sums, subtract in Zip, Zap, Splat!, multiply in Bubbling
Over, divide in Fired Up, find money values in Ahoy, Mates!, tell time in Whoooo Knows the
Time?, and much more.
Pocket-Folder Centers in COLOR: Math, 2-3 © Karen Shelton, Scholastic Teaching Resources
4
What’s Inside
All the materials needed for the pocket-folder centers are included in this resource.
In addition, a reproducible class record sheet that helps you chart students’ use of the
activities and a full-color label to use on the storage container for the centers are included.
Each center activity includes the following:
D an introductory page for the teacher that shows how the center is assembled
D a list of materials needed to prepare and use the activity
D step-by-step assembly directions
D a front label with directions that explain to students how to use the activity
D labels for the practice pages and activity mat to attach to the folder pockets
D an answer key
D a full-color activity mat
D activity cards
D a reproducible practice page to provide additional reinforcement
Practice Pages
D some activities also include additional manipulatives, such as a ruler
Activity Mat and Cards
Skill Mixed Addition and Subtraction Facts Nibbling Away
Name Date Answers
Munch a Bunch of Addition
Practice Page Activity Mat
and Subtraction Facts 5 6 7
practice pages AWdridte o 15y..ro suu+–rb a t7232rnascwte.r. 26.. +– 6861 37.. +–1 1255 48.. ++ 5854 XXXXXXXXXXX฀Labels฀and฀Answer฀Key,฀page฀39฀•฀ 11593.... 1+++–554 732537924 112604.... 11++––17 72 216968684 113715.... ++––17 68315292566 114826.... 11++++9 83753858594 11111246781 4321 +++++ – ––– 79543 9876 11111135678254321 +++++ ––––– 97654 89765 1111111456783 654321 +++++ – ––––– 98765 798654 answer key
Practice Pages
9. 9 10. 16 11. 2 12. 3
+ 5 – 9 + 6 + 5
Nibbling Away Nibbling Away
13. 4 14. 8 15. 9 16. 8
+ 3 Prac + 4tice P– 6ages + 9 Activity Mat and Cards
pocket labels
36
Answers
Activity Mat and Cards
+5 23 –7 81 +7 52 +9 54 1143 –– 98 1154 –– 89 1165 –– 98
12 – 7 13 – 7 14 – 7
W 12 .3h 4 . 56 .R .aD . S .We P ooCtCalChal vhyTdoacheoem oetet uc thi c hps tkDenh Ske tlye eeh kop yopt eeicoer:urold aou arlab rrbtnad loaeplsne wanmrasmaMwbsed wcio.oxred ?teevnir cdseor .es e Ar.t a hsdpucedabh itbgit ocruenaac .cakrdnte?d.t wSuibtMhtrM athcatiot nn uFamcbtser. XXXXXXXXXXX฀Labels฀and฀Answer฀Key,฀page฀39฀•฀ 1+++–554 779232534 11++––17 72 268681694 ++––17 68325661529 A 11++++9 83753858594nsw111124678 4321 e+++++ – ––– 79543 9r876 s5111113567854321 +++++ ––––– 97654 89765 11111145678 654321 +++++ – ––––– 98765 798654 6 XXXXXXXXXXX฀Labels฀and฀Answer฀Key,฀page฀39฀•฀ 7 1++–54 7792534 11++–1 72 2668694 +––1 683129566 11+++ 837538859 21 3+124678 1 +++++ –9 – 179543 6 18 – 4113567821 +++++ –– 97654 865 + 7111456783 321 +++++ + ––– 98765 654 6 c1a6r d– s9
13
11 12
activity mat
front label
Pocket-Folder Centers in COLOR: Math, 2-3 © Karen Shelton, Scholastic Teaching Resources 5
Making the Pocket-Folder Centers
In addition to the center activity pages,
you will need the following:
TiPS
•฀ 12 colorful, two-pocket folders
• G lue the pocket-folder labels and
(without prongs)
answer key to each folder. Then
•฀scissors
laminate the folder, activity mat,
•฀glue stick or rubber cement
cards, and markers for durability.
•฀craft knife
• A fter laminating the folder, use a craft
•฀zipper plastic bags
knife to slit and re-open the pockets.
• F or extra durability, back the activity
mats and cards with tagboard,
then laminate.
• B efore cutting the activity cards
apart, make additional color or
black-and-white copies to have on
hand in case pieces are lost.
Storage Ideas
Laminate the full-color label (page 11) and
attach it to your pocket-folder storage container.
Keep the pocket-folder centers in any of these places:
•฀ learning center
•฀ vertical file tray
•฀ file box
•฀ file cabinet
•฀ bookshelf
•฀ plastic stacking crate
•฀large storage tub
Pocket-Folder Centers in COLOR: Math, 2-3 © Karen Shelton, Scholastic Teaching Resources
6
Using the Pocket-Folder Centers
Here are some suggestions for using the pocket-folder
centers with students:
•฀฀Before introducing the pocket-folder activities
to students, conduct mini-lessons to review Using the Centers
the math concepts used in each center. Is Easy!
•฀ Demonstrate for students how to use the 1. Open the folder, take out
pocket-folder activities (see sidebar at right). the activity mat, accessories,
and a practice page.
•฀ Store the pocket folders in a learning center and
Close the folder.
encourage students to use them for an independent
learning activity before or after school, during 2. U se the mat and cards to
free-choice time, when they have finished other complete the activity.
tasks, or while you work with other individuals or
3. Open the folder and check
small groups.
your work on the answer key.
•฀ When students complete a center, have them
4. C lose the folder and complete
place their practice page in a specified location.
the practice page.
You can use the practice pages to track progress
5. O pen the folder again and
and assess skills.
use the answer key to
•฀ Keep the centers handy for use as quick check your work.
assessments or for volunteer tutors to use as
instructional tools.
•฀ Send the pocket-folder centers home with students
to give them extra practice and to encourage family
involvement in their learning.
Pocket-Folder Centers in COLOR: Math, 2-3 © Karen Shelton, Scholastic Teaching Resources 7
Getting the Most Out of Pocket-Folder Centers
Here are a few more ways to get the most use and benefit from the centers:
Classroom Management: Write students’ names on a copy of the Class Record Sheet
(page 10) and post it near your pocket-folder centers storage container. Then, whenever
students complete their assigned centers, they can check it off on the chart. They can also
check the chart to see which centers they still need to complete.
Differentiation: Fill in students’ names on the Class Record Sheet. Cross out the
centers that individual students do not need to complete—either because they are not
ready for the skill or they have already shown competence in it. Post the chart and have
students mark the box for each assigned center that they complete.
Assessment: Both the centers and the practice pages can be used as quick and
engaging informal assessments. Simply observe students at work with a center. Ask them
to think aloud as they make decisions about their responses. Or check their work when
they have completed the center and practice page to determine their level of success with
the skill. You might use the results when conferencing with students about their progress.
If desired, use the Class Record Sheet (page 10) to keep track of students’ progress by
simply recording a plus (+) or minus (–) to indicate whether they have mastered the skill
or need additional instruction or reinforcement.
Pocket-Folder Centers in COLOR: Math, 2-3 © Karen Shelton, Scholastic Teaching Resources
8
What the Research Says
To become proficient in math, students must be able to understand and meaningfully
apply their factual and conceptual knowledge in different settings and situations. According
to NCTM, in its Principles and Standards for School Mathematics (2000), “A major goal
of school mathematics programs is to create autonomous learners, and learning with
understanding supports this goal. Students learn more and learn better when they can
take control of their learning by defining their goals and monitoring their progress. When
challenged with appropriately chosen tasks, students become confident in their ability to
tackle the difficult problems, eager to figure things out on their own, flexible in exploring
mathematical ideas and trying alternative solution paths, and willing to persevere.”
Meeting the Math Standards
Connections to the Connections to the NCTM Math Standards
McREL Math Standards
The activities in this book are also designed to support you in meeting the
Mid-continent Research for Education and Learning following standards for Grades 2–3—including process standards, such as
(McREL), a nationally recognized nonprofit problem solving, reasoning and proof, and communication—recommended by
organization, has compiled and evaluated national the National Council of Teachers of Mathematics (NCTM):
and state standards—and proposed what teachers
Numbers and Operations
should provide for their Grades 2–3 students to
grow proficient in math. The activities in this book Understand numbers, ways of representing numbers, relationships among
support the following standards: numbers, and number systems
• Understand the place-value structure of the base-ten number system
Understands and applies basic and advanced
properties of the concepts of numbers including: • Develop understanding of the relative position and magnitude of
whole numbers
• Understands basic whole number relationships
(e.g., 4 is less than 10) • Understand and represent commonly used fractions, such as ¼, 1/3, and ½
• Understands the basic meaning of place value • Develop understanding of fractions as parts of unit wholes
Understands the relative magnitude and Understand meanings of operations and how they relate to one another
relationships among whole numbers, fractions, • Understand various meanings of addition and subtraction of whole numbers
decimals, and mixed numbers including: and the relationship between the two operations
• Understands the concept of whole numbers • Understand the effects of adding and subtracting whole numbers
• Understands the concept of fractions • Understand various meanings and the effects of multiplication and division
Uses basic and advanced procedures while Compute fluently and make reasonable estimates
performing the processes of computation including: • develop fluency in adding, subtracting, multiplying, and dividing whole numbers
• Adds and subtracts whole numbers • Use a variety of methods and tools to compute
• Understands the inverse relationship between
addition and subtraction Algebra
• Multiplies and divides whole numbers Represent and analyze mathematical situations and structures using
• Knows the language of basic operations algebraic symbols
(e.g., “products,” “multiplication”) • Use the properties of commutativity to compute with whole numbers
Understands and applies basic and advanced Measurement
properties of the concepts of measurement
Understand measurable attributes of objects and the units, systems, and
including:
processes of measurement
• Understands the basic measures of length • Recognize the attributes of length and time
• Understands the concept of time and • Understand how to measure using standard units
how it is measured
• Knows processes for telling time, counting money, Apply appropriate techniques, tools, and formulas to determine measurement
and measuring length, using basic standard units • Select and apply appropriate standard units and tools to measure
length and time
Source: Kendall, J. S., & Marzano, R. J. (2004). Content knowledge:
A compendium of standards and benchmarks for K-12 education.
Aurora, CO: Mid-continent Research for Education and Learning. Source: National Council of Teachers of Mathematics. (2000). Principles and Standards for School
Online database: http://www.mcrel.org/standards-benchmarks/ Mathematics. Reston, VA: NCTM. www.nctm.org
Pocket-Folder Centers in COLOR: Math, 2-3 © Karen Shelton, Scholastic Teaching Resources 9
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