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Week 1. 1 2 Week 1 - 1.01a Fingerplay - Five Little Monkeys Five little monkeys jumping on the bed, One fell, off and bumped his head! Momma called the.

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Presentation on theme: "Week 1. 1 2 Week 1 - 1.01a Fingerplay - Five Little Monkeys Five little monkeys jumping on the bed, One fell, off and bumped his head! Momma called the."— Presentation transcript:

1 Week 1

2 1 2 Week a Fingerplay - Five Little Monkeys Five little monkeys jumping on the bed, One fell, off and bumped his head! Momma called the doctor And the doctor said, No more monkeys jumping on the bed.

3 1 2 Week 1 – 5.01 Play I Spy a Classmate. To help children learn their classmates names, play this variation of an old favorite, by giving clues to identify members of your class.

4 1 2 Week 1 – 4.02, 5.01 Getting To Know Us Materials: paper, crayons Have students draw pictures of themselves. Lay pictures on the floor with boys in one row, girls in another. Let students compare to see which is longer.

5 1 2 Week 1 – 2.01 Materials: a variety of pasta shapes string with tape on one end Students make necklaces or bracelets with pasta shapes. How many pieces of pasta will it take to fill your string? Have students compare their creations.

6 Week 2

7 1 2 Week a To introduce one-to-one correspondence and lunch room procedures, model placing the appropriate number of each item on a cafeteria tray. Discuss as a class how many of each item each person needs. Extension: Discuss how many items would be needed for different size groups.

8 1 2 Week 2 – 5.01 Take a Peek Place between two and five objects on the overhead before turning it on for five seconds.Turn it off and cover the objects. Ask students to tell how many objects the saw. Repeat several times and observe student reactions.

9 1 2 Week 2 – 4.02, 5.01 Getting To Know Us Materials: pictures from Week 1 Have students lay their pictures in rows according to hair color. Let students compare to see which is most and which is least.

10 1 2 Week 2 – 2.01 To help children learn to make choices and as an early graphing activity, have children record their lunch choices on a simple graph. One easy way to do this is to make a magnetic marker with each childs name, which can be attached to any metallic surface.This could become part of your daily classroom routine.

11 Week 3

12 1 2 Week d Children need lots of practice when learning to rote count. Keep it interesting by adding some sound and motion. As you count together from 1-10, clap, stamp, jump, blink, etc. for each number.

13 1 2 Week 3 – 2.02 To help children learn about calendar time begin a daily calendar activity session. Be sure to include plenty of songs such as, Days of the Week, by Greg and Steve; and Today is a Jolly Good Day See Blackline Masters Week 3.

14 1 2 Week 3 – 4.02, 5.01 Getting To Know Us Materials: paper, crayons Students draw a picture of how they come to school each day. Have students lay their pictures in rows according to their means of transportation. Students can compare to see which method is used most, least.

15 1 2 Week 3 – 2.01 Grab Bag Materials: paper bag, snap cubes in 2 colors Students reach into bag and pull out a hand full of cubes. Student connects the cubes to form a stick in each color. Student compares to see which is shorter,taller, longer.

16 Week 4

17 1 2 Week a Create class story problems using your students names and class situations. Students can use the classroom story mat to model each problem. For example: If there are six boys and four girls in the lunch line, are there more boys or more girls? or, If there are two girls in the block center and one more girl joins them, how many are playing with blocks? Create your own!

18 1 2 Week 4 – 3.03 Inside Out Use masking tape to create two or more large geometric shapes on the floor or play area.Divide children into groups and use directions similar to the following: Put your whole body inside the shape. Put your feet outside. Put one hand on the shape. Put your head inside the shape.

19 1 2 Week 4 – 5.01 Getting To Know Us Choose students to go into one of two groups at the front of the room. Have students guess your rule for sorting. For example: boy/girl,glasses/not glasses, shorts/long pants.

20 1 2 Week 4 – 4.01 Have the children sort themselves into groups according to gender. Give girls one color marker*and boys another. Have them place markers on the floor to form a graph. Compare and discuss results. *squares of construction paper or unifix cubes will work well also

21 Week 5

22 1 2 Week Teachers Helper Children love to be classroom helpers! Letting them help with simple classroom tasks develops responsibility. It is also a great way to work on one to one correspondence. Invite helpers to distribute materials to their group. Encourage them to figure out how many the group will need.

23 1 2 Week 5 – 3.03 Hands Up To introduce positional words, play this quick game. Have students follow directions, such as-- put your hands between your knees, over your head, on your chest, under your chin, etc.Use as many different positional words a possible! This is also a great review of body parts.

24 1 2 Week 5 – 5.01 Model sorting on the overhead. Tell children your sorting rule and have them predict where each item should go. You could sort buttons (size or number of holes), bingo markers (color), overhead attribute blocks (color, shape or size), seasonal confetti, or shape pasta.

25 1 2 Week 5 – 4.01 On a large index card, have children draw a picture of how they come to school. Create a graph by laying cards on the floor or taping to a piece of poster board. Compare and discuss.Extension: Graph how students go home and compare the two graphs. Literature Connection: Bus Story by Donald Crews

26 1 2 Week 5 – 3.03 Here is a list of some directional/positional words you want your students to understand: above over belowunder around throughbetween beside nearfar top middlebottom left right on in outoff in front behind Students should be able to use these words receptively and expressively. Receptive example:Jessica, put the bear on top of the block. Expressive example: Rachel can you tell me where the bear is? Use the school bus storyboard and allow each student to model positional language.

27 1 2 Week 5 – 3.03

28 Week 6

29 1 2 Week a, d, f To introduce estimation: Use containers of classroom supplies, i.e., can of pencils, basket of crayons, box of scissors. Show one container at a time and ask the children, Do we have enough ___ for everyone in our class? (Be sure that there are enough of some objects and not enough of others). After the children make their predictions, ask for ways to verify, e.g.,pass out pencils and see if everyone can get one.

30 1 2 Week a, 1.10b Shells On The Beach The teacher needs to model this activity first. Later the children can repeat it with partners. Begin by placing two shells on the beach. Ask how many shells there are, count them aloud.Then tell the children that a big wave came and moved the shells around. Pick up the shells and rearrange them on the beach. Talk about what has changed and what is the same. Ask how many shells are on the beach now. Count to check, if needed. Emphasize that the number of shells has not changed, only the position. Repeat. Repeat with other numbers of shells up to nine. This activity gives the teacher a chance to assess each childs conservation of number. Those who do not conserve need many more experiences of this nature. Variations: pumpkin seeds on a pumpkin cutout bears on a bed story board flowers on a field story board

31 Week a, 1.10b

32 1 2 Week 6 – 3.04 Box It Add some pizazz to your math center with easily recognizable logos. Save the front panel of cereal boxes, sports shoe boxes, greeting cards etc. Cut into simple five-piece puzzles. Store in zip-lock bags.

33 1 2 Week 6 – 5.01 Divide children into small groups, and work with one group at a time. Select one junk box and have the group work together to sort it.Talk about how they sorted it. Then push all the junk back together, sort by a different rule,and discuss. Repeat as appropriate. Extension: After this experience, children can work with partners to sort various materials.

34 1 2 Week 6 – 4.01 Footwear Fun Have students remove one shoe. Discuss how they close i.e., tie, slip on, buckle, etc. and show prepared cards that reflect each category. Create a concrete graph on the floor using their shoes and the cards.Discuss results using the math vocabulary more and less. Literature Link - Extend lesson by learning The Old Woman Who Lived in a Shoe and/or read The Elves and the Shoemaker.

35 1 2 Week 5 – 1.01f Estimation develops the students ability to recognize when numbers are reasonable and make sense. In teaching young children to estimate it is essential to convey that getting close is the goal, not being exact. Begin by estimating quantities less than ten for at least the first nine weeks. Gradually increase the quantities to be estimated not to exceed 20 items. Repeated exposure is important, so be sure to estimate weekly.

36 Week 7

37 1 2 Week b, d Reinforce rote counting and one-to-one correspondence in a tactile way with this activity. Divide children into small groups of two or three, and give each group laces and beads. The children count in unison by ones as they string the beads.

38 1 2 Week 7 – 1.01d, 3.03 Use bead stringing to practice position words. Invite a small group of children (three-four) to string five-six beads in sequential order, i.e., red, first, then blue, etc. Lay the bead string on the floor or table being sure each childs string is in the same order and ask questions using a bead as a reference point. Ex. What bead is beside the blue one? Extension: Describe bead position with ordinal numbers i.e., third, first, fourth, etc.

39 1 2 Week 7 – 1.01e, 3.03 Give children simple logic tasks to solve such as this one: John has three beads, one red, one yellow, and one blue. The red bead is not first. The yellow bead is second. Draw a picture of Johns beads in the correct order.

40 1 2 Week 7 – 1.01 a, b, c, f Estimation Necklaces Materials: string cut in various lengths; beads; paper and pencils for recording. Instructions: Show children a string and have them estimate how many beads it will take to fill the piece of string. Record the estimates. Ask children to then string the beads and count. Have children work with partners and repeat the activity. Limit number to ten or less for initial experiences. Increase the number as the year progresses.

41 1 2 Week 7 – 2.01 Help students develop vocabulary to use when describing comparisons Length Capacity Weight/Mass big/small empty/full heavy/light large/little more/less heavier tall/short half empty/half full lighter wide/narrow equal to balance thin/thick

42 Week 8

43 1 2 Week d How High Can We Go? While sitting in a circle, the children count in turn. The object is to see how high the group can count before missing a number. A marker can be placed on a number line to record the last correct number. Repeat and compare the current score with the recorded score. Move the marker forward when the old record is broken.

44 1 2 Week 8 – 3.03 Collect school milk cartons for each child. Cover them with construction paper and form a little village. Ask children to put their bear counter beside, in front of, or near the building that is being described. Cut off the top of the carton and use it as a removable roof to explore the position word inside. Again, ask children to work in pairs with their milk cartons and bears. One child gives directions using position words while the other child places the bear in the proper place. Encourage children to verbalize the positions of the bear after placing it. My bear is between the houses.

45 1 2 Week 8 – 4.02, 5.01 Getting to Know Us Have students draw a picture of their favorite animal. Students lay their pictures in rows according to type. Let students compare to see which is most and which is least.

46 1 2 Week 8 – 4.01 Left or Right Divide class into partners and pass out sheets of paper. Ask students to record name. As they finish,ask them to put the hand holding the pencil flat on their paper and have their partner trace around it.Repeat procedure for the partner providing assistance as needed. Gather students in a group to predict how many left or right handed students there are. Graph on floor and discuss results.

47 Week 9

48 1 2 Week Use classroom storyboards (Week 4) and school bus storyboard (Week 5) to model numbers and to act out solutions to story problems. For example: Show me three bears on your bus. Use numbers 0-5.

49 1 2 Week 9 – 2.02 Read the book - Monday, Monday by Martin or Cookies Week by Ward during story time.After discussing the story have students repeat the days of the week in sequential order. Extension: See if students can relate specific story events to certain days.

50 1 2 Week 9 – 5.01 Select a topic for students to focus on such as,a color, a shape, or things with holes. Have students bring items from home to contribute to a class collection. Discuss as a group why these things go together and review the math term rule. Then have children reclassify items and discuss their new rules for sorting.

51 1 2 Week 9 – 4.01, 5.01 Extending the Focus Center Take items from the focus center sorting activity and form concrete graphs. Example: Focus idea was items with holes. Classification: square holes, round holes, triangular holes. Graph: There were the most items with square holes.

52 Week 10

53 1 2 Week a Finger play - 5 Green and Speckled Frogs Five green and speckled frogs sat on a speckled log, Eating some most delicious bugs, yum, yum! One jumped into the pool, Where it was nice and cool, Now there are four green and speckled frogs!

54 1 2 Week 10 – 3.04 Increase the difficulty of the puzzles in your math area to pieces.

55 1 2 Week 10 – 5.02 Choose 6-8 children and line them up in front of the group by alternating hair color - ex. light,dark, blonde, black. Ask students whether they can find a pattern in the arrangement. If so ask who should line up next and how they know?

56 1 2 Week 10 – 4.01 Pass a bucket of unifix cubes that reflect eye color i.e. blue, green, etc. Ask students to choose a cube that shows their eye color. After looking at their classmates have them predict the dominant color. Then have students create a concrete floor graph and compare their prediction with their results.

57 Week 11

58 1 2 Week b, f Read the book, The Button Box by Margarette Reid before placing a small jar of buttons in your estimating center. Remember to count as a group at the end of the week.

59 1 2 Week 11 – 5.02 Have your students make a pattern using the buttons in What do you think? Encourage patterns besides color, such as big/little or two holes/four holes.

60 1 2 Week 11 – 5.01 After reviewing or rereading, The Button Box by Margarette Reid provide individual bags or containers of buttons for your students to sort.Encourage them to re-sort the same set by different attributes.

61 1 2 Week 11 – 4.02 Have students graph their bags of buttons by the number of holes. Students should use buttons to create a concrete graph. Those that are ready may draw buttons or color in a graph on paper.

62 Week 12

63 Week b, 3.01 After children have completed the puzzle in I Spy, discuss the following questions: How many blocks did you use? How many triangles? How many squares? What is the least number of blocks that could be used? What is the greatest number?

64 1 2 Week 12 – 3.01 Show children the pattern block puzzles (Blackline Master Week 12). Challenge the class to find many different ways to cover the puzzle. When each child has a solution, discuss some of the ways. Use questions from Lets Count.

65 1 2 Week 12 – 5.01 Teaching specific strategies helps children become confident problem solvers. One strategy that is very natural to young children is drawing a picture. Have your students solve the problem below by drawing a picture. A worm came out of his hole. He saw ten legs. Some were horses and some were chickens.How many horses and chickens were there?

66 1 2 Week 12 – 1.01d, 4.02 Have children look at all the solutions for the puzzle in I Spy. Ask them to predict which pattern block was used most. Then have each child remove the blocks from their puzzle and use them to create a concrete graph. When all children have finished their graphs,ask each to tell which block he or she used most. Keep a tally to get a class total.

67 Week 13

68 1 2 Week a, b, c Put 2 sets of individual number cards in a bucket. Seat the class in a circle around the bucket and have one child draw a number card out of the bucket. The child names the number and then alone or with the class counts on to 20.

69 1 2 Week 13 – 3.01 Shape Posters Have children work with partner to create a poster for each shape. Each pair will need old magazines, scissors, glue and a piece of construction paper for each poster. Have the children label each poster, then cut and glue examples of the shapes on each poster.

70 1 2 Week 13 – 3.01, 5.02 Have students create shape patterns using pattern blocks or attribute blocks. Be sure to have them name each shape when discussing their patterns.

71 1 2 Week 13 – 5.01 Read My Mind Invite students to observe the teacher sorting a group of objects (junk, attribute blocks, etc.). Dont tell your sorting rule. When you have finished sorting,ask the children to read your mind by guessing your sorting rule. After the teacher models the activity, students can play with a partner – taking turns being the sorter and the guesser.

72 1 2 Week 13 Paul had apples and bananas in his basket. He had seven items in all. What did Paul have in his basket? There were three squirrels. They found nine acorns. If they share fairly, how many acorns will each squirrel get? Four children each painted two pictures.How many paintings in all? There were five girls and two boys on the playground. How many more girls than boys? Research has shown that children who are good problem-solvers have had lots of experience in solving problems. We need to be sure that we are giving our students plenty of opportunities to become good problem- solvers. Another important factor in developing fluency is the ability to generalize from examples. The best way to help students do this is take time to discuss childrens solutions and strategies. The teacher needs to be accepting of unusual solutions and to focus on process over product. Children can learn a lot from each other and being asked to explain/verify a solution helps children clarify their own thinking.

73 Week 14

74 1 2 Week b Finger play - 5 Little Ducks Went Swimming Create your own hand motions. Five little ducks Went out one day Over the hill and far away. Mother duck said, Quack, quack, quack, quack. But only four little ducks came back.

75 1 2 Week 14 – 3.02 Have children make various shapes on geoboards. Give directions to help them explore. For example: Make a large triangle and a small triangle. Make a small square inside a large square. Make three rectangles -- all different. Can you find a way to make a circle?

76 1 2 Week 14 – 3.02 With the whole class or in small groups, compare two shapes (attribute blocks or relation shapes work well). Hold the shapes so that all the children can see. Have the children tell how the shapes are alike and different. Be sure to sometimes use two different forms of the same shape, i.e., two different types of triangles.

77 1 2 Week 14 – 1.01d, 2.01 Children work in pairs to compare the quantity of each color in two handfuls of cubes. Each pair of children need a container with30-40 unifix cubes in two colors. Each child takes a handful of cubes and places them in a pile on the table. The children then predict which color there are more or less of. To check their prediction, they sort the cubes, stack into towers to see which is taller.

78 Week 15

79 1 2 Week c Sidewalk Math Have fun on a pretty day and reinforce that tactile/kinesthetic learner by inviting your students to practice their written number knowledge with brightly colored chalk on the side walk. Make sure its in an area easily hosed off or leave the learning for someone else to enjoy.

80 1 2 Week 15 – 3.01 After reading Tana Hobans, Circles Triangle and Squares, take your class on a shape walkaround your school. Discuss the different shapes you find in the environment. Have the students record one of the shapes they saw in their Math Log when they return to the room.

81 1 2 Week 15 – 5.01 String Along Provide beginning experiences in patterning by offering beads to string. If its an introductory experience, limit to two colors. Model an AB pattern in small groups. Leave the pattern cards in the center for students to repeat the activity independently. Continue to add more difficult patterns during the year. (See Blackline Master Week 14).

82 1 2 Week 15 – 1.01d Spin To Win Children play with a partner. Each child needs 10cubes. They place their stack of cubes behind their backs and break off some. At the same time, both children show their broken- off stack and then state either I have more or I have less. Then they spin the more/less spinner (see Blackline Master Week15). If the spinner lands on more, the child with more takes both stacks. If the spinner lands on less,the one with less takes both. Repeat until one child has all the cubes. Then spin the spinner, one last time to determine whether more or less wins the game.

83 Week 16

84 1 2 Week b Use sidewalk chalk to write the numerals 0-9 on the ground in mixed order.Children take turns jumping or stepping on the numerals in the correct counting order.

85 1 2 Week 16 – 3.03 Encourage students to order and sort using physical attributes. Students can cut pictures from magazines and create their own attribute books.

86 Week 16 – 3.03 Put in order from shortest to tallest.

87 Week 16 – 3.03 Put in order from shortest to longest.

88 1 2 Week 16 – 5.02 Patterning - Beyond AB Help your students work with more complex patterns by providing models. These models can be pattern cards with harder patterns for children to extend or you can use complex patterns that other students have created. Take time to talk about and label these patterns.

89 1 2 Week 16 – 1.01d Together with your students, select any two groups of objects in your room to compare quantity. If possible place the items in one- to-one correspondence. For example, to decide whether there are more scissors or bottles of glue, place the items side by side. For large objects, such as windows and tables, use a unifix cube to stand for each and line these up side by side.

90 Week 17

91 1 2 Week d After sorting the food items in the What do You Think activity, have students count the different items and determine which was more and which was less. Students who are ready can record their numbers.

92 1 2 Week 17 – 3.02 Gather your students in a circle. Pass around a bag of attribute blocks and have each child draw out one. Take turns standing up and telling two things you know about your shape (i.e., its blue, mine is a circle, its fat, etc.)

93 1 2 Week 17 – 5.01 Ask your students to draw four large circles on a piece of paper. Provide a small cup of mixed food items to be sorted (raisins, cereal, M&Ms,etc.). Students can choose their rule to sort by color, type, size etc. and record the number. Of course the most fun is eating the results!

94 1 2 Week 17 – 1.01c Sing the Numeral Formation Song to help children learn to form their numerals correctly. Refer to Blackline Master Week 17 for the words. In Week18 there are more ideas for helping children learn to write the numerals.

95 Week 18

96 1 2 Week d Using large number cards and a pocket chart or the floor have students take turns finding the number that comes after 7, before 1 or between 3 and 5.

97 1 2 Week 18 – 5.01 Find multiple ways to sort the bears brought for the What do You Think activity. Sort by color, size, bows, etc. Discuss the results.

98 1 2 Week 18 – 5.01, 5.02, 2.01 After reading Corduroy by Freeman or Ira Sleeps Over, by Waber invite your students to bring their bears to school. Clear a large area and sequence your bears from the smallest to the tallest and talk about the results.

99 1 2 Week 18 – 2.01 As a class, build a block structure large enough to enclose all the bears the students brought on Bear Day. This could be done as a class or by teams in the block area during center times.

100 Week 19

101 1 2 Week a, d FingerPlay – There were Ten in the Bed There were ten in the bed, And the little one said, Roll over, roll over. So they all rolled over And one fell out.

102 1 2 Week 19 – 1.01c To give children more experience in forming numerals, give each child a geoboard and bands. Let children explore ways to form each numeral and/or provide geoboard numeral cards for the children to reproduce.

103 1 2 Week 19 – 1.01c

104 1 2 Week 19 – 5.01 Introduction of Venn Diagrams: Choose two specific attributes to classify. Ex. large buttons and buttons with four holes. After labeling circles have students verbally help the teacher decide which item goes in which circle. Let the purpose of the shared space (intersection) evolve through class discussion. It will take repeated experience for children to learn this concept

105 1 2 Week 19 – 5.01

106 1 2 Week 19 – 2.01 Give me a hand (or a foot) Have each student trace around their hand (or foot). Ask them to estimate how many unifix cubes wide their hand span is, and to record this estimate on the back of their paper. Then have them actually measure with cubes and record this number. Repeat using a different unit (such as paperclips or links). Discuss the relationships between the size of the unit and the number needed.

107 Week 20

108 1 2 Week e Ribbon Line Up Select five different ribbons and place them in a row. Ask students to tell which one is third/first/fifth, etc. As an extension give each child in a small group an identical set of ribbons.Tell them which to put in each position. Ask them to tell which is first/third, etc. or to identify the position of a specific ribbon.

109 1 2 Week 20 – 3.03 Wheres The Ribbon? Hide a ribbon somewhere in your classroom. Have the children ask questions using positional language (see Week 14 - I Spy) to locate the ribbon. For example, Is it under the sand table? Is it to the left of the sink?

110 1 2 Week 20 – 5.01 Ribbons are a good material for comparing and sorting. Children can sort pairs of ribbon by length or width. A simple sorting mat can help them get organized. WideNarrow

111 1 2 Week 20 – 3.02 Comparing Cans To make this game, cut 12 different lengths of ribbon or yarn and put each piece in a film canister (or plastic Easter egg). Store the 12 cans in an egg carton. Children work with a partner. Each chooses a can and removes the ribbon. Then they compare and tell whose ribbon is longer or shorter. These can also be used for seriation by having the children choose three (or more) cans and put the ribbons in order from shortest to longest.

112 Week 21

113 1 2 Week d Ringo Rango Ringo Rango Tingo Tango Dinosaurs have shoes. Ringo rango Tingo Tango I can count by twos! Ringo Rango Tingo Tango Dinosaurs have hives. Ringo rango Tingo Tango I can count by fives! Ringo Rango Tingo Tango Dinosaurs have skins. Ringo rango Tingo Tango I can count by tens! Ringo Rango Tingo Tango Dinosaurs have knees. Ringo rango Tingo Tango I can count by threes! Use Ringo Rango to help students practice rote counting to 30. Use only the verses your class is ready for.

114 1 2 Week 21 – 5.01 The Not Game Gather students in a circle. Pass around a bag of attribute blocks or shapes and have each child draw out one. Place sorting loops in the center of the circle. The teacher then gives directions that always include the word NOT. Ex. In this loop put shapes that are not blue; in this loop shapes that do not have corners. etc.

115 1 2 Week 21 – 5.02 Pattern Walk Explain to students that they are going on apattern walk to find as many patterns around their school as they can. Have each child carry blank pages to record the patterns they find.When they return, share their patterns and discuss where they found them. Ask questions like: what comes next in your pattern; what part of your pattern repeats itself. etc. Pages can be made into individual or class books.

116 1 2 Week 21 – 2.01 Extend students understanding of estimation and comparison to include weight with this activity. The teacher chooses 2 objects easily held by students and distinctly different in weight. Students predict which object weighs more (or less) by holding one object in each hand at the same time. After everyone has had a chance to predict and discuss their choices, verify the results on a balance scale. *NOTE: Teacher should make the correlation between the parts of the scale and the students bodies, i.e., hands are like pans, arms like the beam, etc.

117 Week 22

118 1 2 Week e Ordinals 1st-10th Give each child ten snap cubes in many different colors. Students should line up the cubes following your oral directions i.e. Put the green cube first, the red cube second, etc. Then have them describe the position of each cube. For example, a student says, The blue cube is fourth, the red cube is eighth.

119 1 2 Week 22 – 3.01 Corners and Sides Begin by asking the children to explore the pattern blocks and talk about the number of corners and sides on each shape. Then give each child a geoboard and bands. Show the square pattern block and ask the children to copy it on their geoboard.Then ask them to make three more shapes with four corners. Encourage the children to share the shape sand talk about how they are alike and different. Repeat with 3-cornered shapes. What did you notice about all the 3-cornered shapes?

120 1 2 Week 22 – 3.02, 3.04, 5.01 Create a difference train with attribute blocks or relation shapes. Let each child choose a shape. Select one block to begin the train and place it on the floor. Tell the children that the next block must be different in exactly one way. Ask whose block can go next and have that child add his or her shape to the train.Continue until no more blocks can fit the rule.See whether you can create a new train with the remaining blocks.

121 1 2 Week 22 – 2.01 Before beginning any structured activities with capacity, children need plenty of opportunities to explore freely. You can encourage this exploration by creating one or more capacity centers and supplying a variety of containers (different shapes and sizes), and funnels. Be sure to encourage vocabulary development by talking with the children about full,empty, half-full, more and less. You can use the capacity cards in the Blackline Masters Week 22 for the children to label their work. fullempty less than half more than equal

122 Week 23

123 1 2 Week b Personal Abacus Make a personal abacus for each child by using ten beads and a 12-inch pipe cleaner. Have child make a twisted loop at one end. Count out ten beads (five of one color, five of another)and lace onto stem. Complete by adding a loop to the other end. Makes a great counter to useat the computer.

124 1 2 Week 23 – 1.01d Literature Connection Read Frank Aschs book Mooncake to your students. Ask how numbers were used in the story. Practice the launch count- down several times. 10, 9, 8... This will help children learn to count backwards from ten.

125 1 2 Week 23 – 1.01b, 3.04 Literature Extension After reading Mooncake invite teams of students to the block area to build a rocket. Have them problem-solve before they start and count the number of blocks they used when they are finished. Then students can count backwards to Blast Off!

126 Week 23 – 1.03 Understanding Listen to the problem Decide what you are asked to do Find the important information Planning Choose a strategy: Draw a picture Use objects Act it out Look for a pattern Answering & Reflecting Check your work Be sure you used all the important information Be sure your answer makes sense. Here is problem-solving guide to help your students think through the problem-solving process. Talk with your students about the three steps and what each means. Help them to plan before they begin working. After they have finished be sure to share and discuss solutions.

127 Week 24

128 1 2 Week a Show Me Heres a quick way to practice modeling numbers. Give each child approximately 15 counters and a work space.* Say a number and have each child show that many counters. To work on recognizing numerals, show a numeral card (dont say the number name) and have each child display that many counters. This gives you a chance to do some assessment by observing childrens work. * 8 x 10 rectangle of colored paper or felt

129 1 2 Week 24 – 3.01, 3.04 Lots of Lines This activity provides practice in estimating, measuring, counting, and writing numerals. Each child will need a copy of the Lines Sheet Blackline Master. First they estimate how many unifix cubes will fit along each line. Next they actually put the cubes beside the line to measure and then count them. Finally they record the number of cubes in the circle. Create your own puzzles using the blank sheet Blackline Master Week 24. This is a good independent activity.

130 1 2 Week 24 – 5.02 Give each child a strip of paper and ask them to draw a pattern. When everyone is finished, share patterns and have each child describe their pattern. These can be saved and placed in math logs or portfolios.

131 Week 24 – 2.01 Help children record and organize their measurement experiences. The measurement recording sheet Blackline Master Week 24 can be used for length, capacity or mass/weight. In the first column the child writes the name or draws a picture of the object to be measured. In the second column they record their prediction with a number and unit. The last column is for recording the actual count and unit. Labels on containers of units will help children record independently. 11 cubes14 cubes

132 Week 25

133 1 2 Week a Domino Critters Make copies of the Dominos Critters. Select a target number between 12 and 30. Have children work with a partner to place dominoes on the critters so that each has the target number of dots. If you dont have real dominoes you can make paper ones using the Blackline Masters Week 25.

134 1 2 Week 25 – 3.01, 3.04 Cover Up Provide pairs of children with containers of pattern blocks. Challenge them to find as many ways to cover the yellow hexagon as they can. Extension: Can you cover the red trapezoid with two blocks/with three blocks? Can you cover the yellow hexagon with three blocks/with four blocks? etc.

135 1 2 Week 25 – 5.02 Matrix Patterns Help children explore matrix patterns using geoboards and unifix cubes. Prepare some pattern cards (see Black line Masters Week 25)by coloring a pattern on the top two rows. Explain to the children that they are to copy and extend the pattern by placing the appropriate color unifix cube on each nail. They should fill the whole geoboard. Later students can use copies of the blackline master to create and record their own matrix patterns.

136 Week 25 – 2.01 Call students to the estimating center to introduce the idea of comparing time. Have a general discussion about familiar classroom activities and verbally compare tasks. Ex. Does it take longer to wash your hands or go to P.E.? Choose two cards from Blackline Masters Week 19 and explain that we are going to estimate which task will be longer or shorter. Have each child make a prediction. Students can verify results by acting out card activities.

137 Week 26

138 1 2 Week b, d Sky Scrapers Materials: unifix cubes, any type of dice, & Game board from the BL masters Children work with partners and take turns rolling a die to build sky scrapers for their city (each child builds on one side of the game board). The number on the die tells how many unifix cubes tall to make the building. When all the spaces on the game board are full, children snap together all of their sky scrapers and compare the length of their tower with that of their partner.

139 1 2 Week 26 –3.04 Tangrams Tangram puzzles are great for developing spatial visualization skills. They can be purchased commercially or you can copy them on heavy paper. (Blackline Master Week 9)

140 1 2 Week 26 – 5.02 Border Patterns Give each child a large piece of construction paper to use in making a placemat. Have them start at the top edge with their pattern, go across, turn paper, continue along that edge, and so on until they have completed the border. Patterns can be made using potato prints, sponge prints, fingerprints, stickers, paper cutouts, buttons, etc.

141 Week 26 – 2.01 How Long Is A Minute To help your students get a feel for how long a minute is, ask them to stand in front of their chairs and close their eyes. Tell them to sit down silently when they think a minute has gone by. The teacher keeps time. Talk about how close they were. Repeat and see if they get closer.

142 Week 27

143 1 2 Week d Number Line Draw a number line from 0-10 outside on the play area or side walk with chalk. Have students walk the number line and call out the number. Variations of hopping, sliding and counting backwards will add to the fun.

144 1 2 Week 27 –3.04 Peek and Build This activity helps to develop spatial sense. Out of students view, make a 4-5 piece design with overhead pattern blocks on the overhead. Provide students with pattern blocks. Tell students to look carefully. Turn on over head and let students see your design for 2-3seconds. Turn overhead off. Ask students to build the design from memory. Then show design, compare and discuss.

145 1 2 Week 27 – 3.04 In The Round Use 2 colors of rubber bands to make a shape on the geoboard. Model the activity for students on the overhead and point out the alternating colors and the symmetry around the geoboards center. Invite the students to make their own and share with the class. Have children explore more of these on their own.

146 Week 27 – 1.01d, 4.01 Make a simple 2- column graphing grid. In small baggies put collections of 5-10 small objects (i.e., five paper clips, seven old crayons, nine counters, etc.) You need to have about eight baggies for each pair of children. Place baggies in a paper lunch bag. Children work with a partner. Each child draws a baggie from the paper bag. They compare baggies and predict which has more/less. Then they remove the objects and place them on the graph (BL master wk. 27) to verify which has more or less. Replace baggies and repeat.

147 Week 28

148 1 2 Week a Ten Frame Heres a sample ten-frame warm-up activity. Display for three seconds. Then have students discuss what they saw. For example, I know thats seven because the top row is full and that was five and then there were two more. That makes 7. or I saw three empty boxes and 10 take away 3 is 7. etc/. Repeat often with different numbers.

149 1 2 Week 28 – 5.02, 3.01 Patterns in the Round Model how to create a surrounding pattern using pattern blocks. Begin with a yellow hexagon. Choose another shape to encircle it. Continue outward from the center. Describe the pattern you made.

150 1 2 Week 28 –3.01 Constructing Shapes Opportunities to construct shapes help children to internalize the properties of those shapes. One easy way to construct shapes is with clay and toothpicks. Children make small balls of clay for the corners and use toothpicks for the sides. This can also be used to explore 3-D shapes.

151 Week 28 – 1.01f When you feel that your students have a good grasp of estimating small quantities, it is time to challenge their thinking by introducing larger groups of objects (10-20).

152 Week 29

153 1 2 Week b, 2.01 Addition Trains Select an appropriate number (5-10) for your group to work with and prepare a train mat for each child by cutting apart the corresponding unifix recording form (BLM wk29). Ask children to fill in train mat using cubes of two colors. Discuss the trains they created. For example, how many cubes did you use? How many red? How many blue?

154 1 2 Week 29 – 3.04 Bands Art Promote creativity and recognizing geometric shapes by inviting students to make specific objects on their geoboards or with pattern blocks. Example, make a sailboat. Use qualifiers to extend their thinking; i.e., make a rocket with one rectangle and one triangle. Compare and contrast student creations.

155 1 2 Week 29 – 5.01 Venn Again The Venn Diagram is a very flexible sorting graphic. It was introduced on the overhead in Week 19. To promote greater student involvement create a large diagram on the floor using hula hoops or string. Ask students to select sets to be sorted and sorting rules. You can also integrate other areas of the curriculum. For example: sort seeds or animal pictures (science), sort book jackets (reading) or sort postcards (social studies).

156 Week 29 – 1.02, 1.03 Kindergarteners need to have experiences with a variety of different types of problems. Multiplication and division situations can be presented very naturally and solved concretely. Here are some examples to use with the farm story mat: Multiplication: Farmer Sue is feeding her horses. She has three horses and each horse gets two apples. How many apples does she need? Division: Three pigs got into the cornfield. They found 12 ears of corn. How many will each pig get?

157 Week 29 – 1.02, 1.03

158 Week 30

159 Week 30 – 1.01b, 1.03 Subtraction Trains This is a variation of Addition Trains described in Week 29. Ask children to fill their train mats with cubes of one color. Then have them break off various numbers of cubes. Discuss how many are left. Yes, thats it! Eight takeaway three is five.

160 1 2 Week 30 – 2.02 Literature Connection Two great books to review the sequence of the months of the year are Maurice Sendaks Chicken Soup With Rice and Annos Counting Book. For Annos Counting Book, the teacher will need to make the number and month correlations. Extensions at the rice table in measuring fit perfectly with Chicken Soup. Greg/Steves Months of the Year song also provides a snappy review.

161 1 2 Week 30 – 5.02 The Pattern Garden Provide a large supply of dyed pasta shapes for students to make into flowers. Have them glue their flowers onto a card and make several more that are identical. Group children in threes and have them compare their flowers. Then ask them to make a row of flowers that form a pattern. (They may need to make more of one design to complete their pattern). When glue is dry and they have discussed their patterns, the cards can be used as a bulletin board border.

162 Week 30 – 1.03 Stories and More Stories Use manipulatives and the story mats from Weeks 29 and 30 to create story problems that combine and separate sets. This is an activity that needs much repetition during the year for students to become proficient. Story mats should be colored and laminated for durability. Dont forget to encourage your students to share their own stories after they become familiar with the process.

163 Week 30 – 1.03

164 Week 31

165 Week 31 – 1.01a, d Give each pair of children two bags containing ten counters each. Have each child build a small wall that screens their work space. The children choose some counters from their bag and arrange them behind their wall. When both are ready they remove their walls and compare amounts -- whose was more, whose less or were they equal? (walls can be built using two stacked blocks or an open manila folder).

166 1 2 Week 31 – 3.04 Stretch Your Thinking Extend learning by having your students copy geoboard creations (like the ones made in Week 19) on dot paper. This will be very challenging for some students. Start with simple pictures and teach students to use a corner for a point of reference.

167 1 2 Week 31 – 5.01 More Sorting The Carroll Diagram is another sorting graphic. It can help children develop logical thinking. The Blackline Master can be used to make a transparency or can been enlarged to poster size. To use, choose two attributes and label the diagram. Then sort objects into each box according to labels. not squaresquare red not red

168 Week 31 – 3.04 To help develop childrens sense of time ask the student to choose a familiar puzzle and remove the pieces from the frame. Give them a three-minute egg timer and ask them to predict whether they think they can reassemble the puzzle before the sand runs out. Flip the timer and complete the puzzle. When time is up call Time. Discuss with student the results. Were they successful? If so, why? -- Why not? What other activities do they think may take about three minutes?

169 Week 32

170 Week 32 – 1.01a, d Quick-o This activity will help children learn to identify small sets (1-5) without counting. Make large, dot flashcards from Blackline Masters Week 22. Flash the cards one at a time and ask the children to say the number as quickly as they can.

171 1 2 Week 32 – 3.01, 3.04 Pass out tangram sets to your children and pose the following questions: Can you make a triangle with two or more tangram pieces? Can you make a square with two or more tangram pieces? (Blackline Master Week 9)

172 1 2 Week 32 – 1.03 Heres a fun way to introduce a growing pattern. Bring some popsicles to class and ask how many people two popsicles will serve if each person gets one stick. After they try to work this out, break the popsicles in half and see if that helps answer the question. Continue with other numbers until the class is served. Save the sticks for I Wonder.

173 Week 32 – 5.02 The following day have students glue sticks to popsicle pattern. Glue patterns to chart paper and record the number of people served to the side. Circle the numbers on a number line to find the pattern

174 Week 33

175 Week 33 – 1.01b Things That Come In Groups Looking for groups is another way to link how many with symbols and new words. What things come in twos? Can you find some pairs of things? Be sure and use other two words such as double and twin. Do you know things that come in groups of three? How many singers in a trio or corners in a triangle?

176 Week 33 – 3.01 Provide additional opportunities for constructing shapes in your math area with these materials: pipe cleaners connex straws Tinker Toys play dough Q-tips Stick pretzels and marshmallows make great edible shapes

177 1 2 Week 33 – 1.01b A good at-home activity would be arranging objects into groups in order to count repeatedly. (and eventually to do some addition) Use toothpicks or paper clips to make groups of five, arranging each group to look different.

178 Week 33 – 1.01b, f Counting Cups Provide students with several small, labeled containers, the Blackline Master, and unifix cubes. Students will make predictions about how many cubes the cup will hold and record their prediction on the left. After filling the container with cubes and counting, the child then records the symbols on the container and the number of cubes it held. * Containers can be labeled with colored dots, shapes or letters.

179 Week 34

180 Week 34 – 1.03 Whats Left Put an appropriate number of counters, (cubes, bears, buttons, etc.) in a paper lunch bag. Let the children count as you place the objects in the bag. Then select a student to remove some objects and tell how many were taken. The rest of the group tells how many they think are left in the bag.

181 Week 34 – 1.03 Take A Peek To help build childrens visual memory, ask them to look at one simple design, displayed on the overhead for 2-3 seconds. Turn off the overhead and ask the children to draw the design from memory. Do not expect perfect reproductions. After all children have completed their drawings, turn the overhead back on and let children compare their drawing to the original. Share strategies for remembering.

182 Week 34 – 1.03




186 1 2 Week 34 – 5.02 Provide paper or plastic coins or coin stamps and strips of paper. Ask students to make a pattern using the different coins. Make sure to include the two faces of the coin as a way to vary the pattern. To help with recognition, the pattern can be read penny, penny, dime instead of AAB.

187 Week 34 – 1.01b Mathematical Mixtures Try these recipes for creative investigations. Make primary-colored ice cubes with food coloring. Use six drops of red per cup and six drops of blue to a cup of water and 10 drops of yellow to a cup. Freeze as ice cubes. Later place ice cubes in clear glasses: one red cube with one blue cube, one yellow cube with one red cube, one yellow cube with one blue cube, and other combinations using the extra cubes. Have your children draw a picture of each glass, showing the colors of cubes, when you first begin. Check again in 30 minutes and draw new pictures. Check in one hour and make a final drawing. (This could be lemonade for a drinkable experiment!)

188 Week 35

189 Week 35 Assessment Tasks 1.01d Listen to each child count as high as possible. Record highest number. 1.01c Write numerals 0-10 on paper plates. Have child place the appropriate number of counters on each plate. 1.01d Say numbers 0-9 out of order. Children write each number as it is said.

190 Week 35 Assessment Tasks 3.04 Select 2 or 3 puzzles of varying difficulty. Observe each child. Complete one or more. Note strategies used, particular difficulties, etc Working with a small group or an individual child, give directions using positional language. For example, Put the button in, under, beside, over, on top of the cup. Observe the children and note which are able to follow the directions and which have difficulty. Then ask each child to describe, using positional language, where you place the button.

191 1 2 Week 35 Assessment Task 5.02 Give each student a strip of paper and ask them to draw a pattern. Encourage them to create more complex patterns (beyond AB). Date these and place in portfolios.

192 Week 35 Assessment Task 2.01 In individual interviews ask each child to compare two objects that are different in size, two that differ in weight, and two that differin capacity. Have the child tell which is longer/shorter, heavier/lighter, etc. Then present three or more objects and ask the child to order them from heaviest to lightest, biggest to smallest, etc.

193 Week 36

194 Week 36 – 1.01b Encourage responsibility and provide application of counting skills by having your students help with a year-end inventory of math manipulatives and other classroom materials. Students can put unifix cubes in stacks of 10, package counters, stack geoboards, count boxes of crayons, etc.

195 Week 36 – 3.04 Puzzles should be carefully checked at the end of the year. Assign each child a puzzle or puzzles to be responsible for. Have them check for missing or broken pieces. Students can also check tangram sets. Each tangram set should have two large triangles, two small triangles, a medium triangle, a square and a parallelogram.

196 1 2 Week 36 – 5.01 Sorting is a part of many inventory tasks. Before packing away math manipulatives have student sort materials in each container and put them away in the appropriate place.

197 Week 36 – 4.01 As a part of your end of year review, talk with your class about some of their favorite math activities. Create a graph based on this discussion and have each child place a marker on his or her personal favorite.

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