I'm not going to lie... teaching math is not my favorite. BUT I love how easy it is to make multisensory activities for math instruction. Several years ago I wanted to expand my math instruction beyond my extended standards time, ULS group, and IEP time. I was looking for a way to practice a variety of skills every day. Alas, my Number of the Day Math Corner was born!
Every day we practiced the same skills and it WORKED! It worked better than I even dreamed. Suddenly I had students who had been stuck working on basic number identification who were suddenly skip counting by 5s. I had students beginning to generalize Touchmath skills and coin identification. It was AWESOME! I only wish I would have started it sooner.
Below is the overall bulletin board and as you can see after 146 days of school it was well loved! Seriously why did I choose to use red dry erase marker?!?
|Number of the Day Math Corner Bulletin Board|
Now for each section and how I used it:
Number of the Day
To start each day, we would write the number of the day which corresponded with the number of days we had been in school.
|Number of the Day- Math Corner|
Then we would write the number word.
|Number Word- Math Corner|
Then we would add a tally and count by 5s. To save time, I only added one tally per day but you could have students practice writing all of the tallies each day if you want.
|Tallies- Math Corner|
Then I would use the numbers in the number of the day to create a comparison problem. If needed, I would choose an extra number. Then students would determine if the problem was greater than, less than, and equal to and use velcro pieces to solve it.
|Comparing Numbers- Math Corner|
I would often use bowls and manipulatives for students to model this comparison. It was a great way for students who were not quite to the level of comparing numbers to at least practice counting out sets.
|Comparing Numbers with Manipulatives- Math Corner|
Then we would use the number of the day to create a money amount, again adding additional numbers if needed. Then a student would add a penny to the piggy bank. We would also work to exchange pennies for nickels and nickels for dimes, etc when appropriate. Students would use a coin-u-lator or TouchMoney to check their work.
|Money- Math Corner|
Then, I would write the number of the day in the star on the number line. Students would write the 5 numbers before and after either independently or using a 100s grid.
|Number Line- Math Corner|
Addition & Subtraction
Next, we create some addition and subtraction number sentences. Students solve the problems independently, using Touchmath, or a calculator depending on their needs.
|Addition and Subtraction Sentences- Math Corner|
|Student Solving Addition Sentence- Math Corner|
The place value portion required the most prep and components. I used rings of cards to display the number of the day and to create a number sentence for adding together the hundreds, tens, and ones. Additionally, we used place value manipulatives to model the number of the day. Again, to save time we would add to the ones each day and exchange as needed but you could reset this portion daily if desired.
|Place Value Cards and Manipulatives- Math Corner |
|Student using Place Value Manipulatives- Math Corner|
|Student Adding Place Value Manipulatives to Math Corner |
|Student changing Place Value Cards- Math Corner|
|Time Visuals- Math Corner|
|Judy Clock- Math Corner|
|Ten Frames Stickers- Math Corner|
|Student adding sticker to Ten Frames- Math Corner|
|Number of the Day Math Corner Bulletin Board Pack|
Miss Allison's SpEd Spot on TPT
|Number of the Day Companion Worksheet for Math Corner Bulletin Board|
I hope you enjoy incorporating these daily activities as much as I did and that you see the same growth I saw in my students!