Math Centers: Interactive Modeling

One of the benefits of teaching early grades is that you get used to simplifying subjects that often get overly complicated in later grades. Still, the beginning of the year is an excellent opportunity to take your time when introducing activities and new routines, no matter the grade you teach.

I firmly believe that math centers are a crucial part of math development. It’s too bad that often, math curriculum contains too many components, and the chance for play and curiosity gets pushed aside for methods and procedures.

One of the cornerstones of Responsive Classroom is a behavior management strategy called “Interactive Modeling.” It’s a proactive approach to teaching routines that stick.

I used Interactive Modeling to slowly introduce my math centers at the start of kindergarten and first grade. It made math activities that were otherwise so simple that they could have been boring into intriguing open-ended activities for the kids.

The trick to Interactive Modeling is first to explain what you’re modeling and why (to ensure success every time students do the activity.) Next, you show students how it’s done. An excellent example of this was when I introduced pattern blocks. The students watched me make patterns and designs with the blocks on the rug as we were in a circle. The next step is to ask students what they noticed as you were modeling. Then, you invite one or more students to model the same behavior again. Then, ask students what they saw this time. Depending on what you’re modeling, you then have all students practice while you observe and coach them. Finally, you provide feedback, naming positive actions you notice and redirecting respectfully but clearly when students go off track.

Presenting math centers meant I could provide feedback as they interacted with the materials. For the first week of school, and sometimes into the second week, I introduced three centers: pattern blocks, unifix cubes, and plastic teddy bears. Each center was “located” at opposite ends of the room to space students out. I labeled the containers with colored shapes. The part of the room where the containers were meant to be moved during math was labeled with the same shape. (Later, I could assign the classroom job of “math helpers” for students to participate in setting up.)

Sure, these are simple materials. It seems like kids could get bored with them fast without having a specific task or goal. Yet, don’t overlook the possibilities for collaboration and deep thinking! My kids explored measuring, counting, patterns, and more. Watch and see what happens by introducing materials. The benefits of open exploration in math are boundless, not to mention a great way to start out the year in establishing routine norms.