1 / 39

The Creative Curriculum Preschool Mathematics

The Creative Curriculum Preschool Mathematics. Measurement & Patterns Algebra & Data Analysis Day 3, Feb. 14, 2014. Morning Message. # of people. rating. We want more…. Video examples 10 Sharing ideas 10 Small group activities 5 Make and take 5 Math in relation to GOLD 3

janet
Download Presentation

The Creative Curriculum Preschool Mathematics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Creative Curriculum Preschool Mathematics Measurement & Patterns Algebra & Data Analysis Day 3, Feb. 14, 2014

  2. Morning Message

  3. # of people rating

  4. We want more… • Video examples 10 • Sharing ideas 10 • Small group activities 5 • Make and take 5 • Math in relation to GOLD 3 • Team time 2 • Time with other paras 2 • Movement • Apps, websites, etc

  5. WE want less… • Articles to read 4 • Sitting 2 • Lunch time 3 • Large group time • Groups no larger than 6 when doing activities • Introducing of self

  6. Make It Take It • Shape Dominoes • Balancing Game • Recipes • Sandwich Math • Apple Tree Math

  7. Outcomes • Demonstrate understanding of, measurement,pattern and data analysis components & process skills that align with Mathematics-The Creative Curriculum Approach • Demonstrate understanding of the Teacher’s Role in supporting early childhood mathematics development with preschool aged children in the inclusive classroom

  8. Let’s think about your role • Components of Measurement • Components of Patterning • Components of data analysis

  9. Mathematics Instruction in The Creative Curriculum Classroom Core Beliefs • The _____is the focus of mathematics instruction. • The _____ teaches you.

  10. Measurement- pp. 24-30; 757-763 • Components • Measurement Attributes • Comparing & Ordering • Measurement Behaviors and Process • Conservation

  11. Measurement Attributes • length • capacity • weight • area • time

  12. What is the role of the adult? • Provide many non standard and standard measurement tools for children to use • Model measuring behavior frequently • Talk about what you are doing as you measure • Encourage measurement problem-solving activities • Take advantage of daily experiences to discuss measurement concepts • Use estimation vocabulary

  13. Weight

  14. Capacity Capacity

  15. Area

  16. Time Will it take longer to _____ or _______? What do we do when we come to school? Before lunch? What do you think takes longer/shorter?

  17. Recommendation Promote children’s understanding of measurement by teaching them to make direct comparisons and to use both informal or non standard units and tools. • Compare objects for the purpose of sorting, arranging and classifying (same/different) • Provide opportunities to measure objects using nonstandard tools • Introduce standard units of measurement

  18. Intentional Teaching Cards • M07 Ice Cubes • Mo8 Baggie Ice Cream • Mo9 Bigger Than, Smaller Than, Equal To • M10 Biscuits • M12 Measure & Compare • M15 Play Dough • M24 Matzo Balls • M 25 The Long and Short of it • M 26 Huff & Puff • M27 Peach Cobbler • M28 Applesauce • M29 Apple Bread • M31 Lining it up • M 32 Which Container Has More? • M 33 Apple Oat Muffins • M 34 Cover UP • M 43 Pancakes • M 44 Musical Water • M46 Nesting Dolls • M48 Wash Day • M 49 Balancing Act • M 52 Modeling Clay • M 53 Black Bean Corn Salad • M54 Gingerbread Cookies • M57 Yogurt Fruit Dip • M 60 Morning, Noon and Night • M62 How Big Around • M 64 Five Layer Dip • M65 Cornbread • M67 Fruit Smoothies • M 69 Cream Cheese & Strawberry Snacks • M70 Egg Sald

  19. Focus on Patterns (Algebra) • Areas – pp. 31-32; 764-765 • Patterns • Change

  20. Pattern Activity

  21. Teachers may ask • How are these alike? How are they different? • Do you see a pattern? Tell me about it. • What comes next? How could we make a pattern with these different materials? Could you tell a friend about this pattern and see if he/she can pick out which you mean? • How can we remember this pattern? How can we make a picture to help us? Could we use numbers? How? • Can you dance your pattern? What would you do first? Second?

  22. Patterning (Algebra) Video demonstration- www.EPQproject.org • 11.2- Creating Patterns- 1:00 http://www.uni.edu/coe/regentsctr/epq/content/creating-patterns

  23. Recommendation • Encourage children to look for and identify patterns, then teach them to extend, correct, and create patterns. • Start with basic repeating patterns • Add more complex patterns • Predict what will come next in pattern, with increasing complexity as child becomes proficient • Encourage children to create patterns on own

  24. Recommendation • Help children collect and organize information, and then teach them to represent that information graphically. • Teachers should provide children with opportunities to count and sort familiar items to introduce them to the concept of organizing and displaying information. • Next children should learn to represent their information visually

  25. Connecting Literacy & Math • Use patterned stories & verses

  26. Math Activities to use tomorrow • Individually read and review your activity • Share the idea with table partners • Get up and share the idea with new friend • Now you trade ideas with new friend and share their idea with someone else • Find another friend and share idea

  27. How do you assess children’s progress? (pp. 36-37; 769-770) • Observe children in interest areas and other settings • Questioning- (measurement) p. 29,p. 761-762, (patterns)37, 770 • Tips to share with Families- (measurement) p.30,763, (patterns) p. 38, 771

  28. Focus on Data Analysis • Components – pp. 39-40; 772-778 • Sorting and Classifying • Representing Data • Describing Data

  29. Data Analysis • Video demonstration- EPQ Video- Graphing with Blocks-3:40 http://www.uni.edu/coe/regentsctr/epq/content/graphing-blocks

  30. Classroom routines • Talk to your neighbor about: • attendance • bus riders • snack choices • line up

  31. Questions about Data Analysis • How are these alike (the same)? Different? • Why do these belong here? Why does this not belong? • Is there anything that doesn’t belong here? • Can you find [or make] another one that would go in this group? • What name could you give this group? • Which group has the most? How can you tell without counting? • Which group has the least? How can you tell without counting?

  32. Think about your day • Take a look at the Patterns and Measurement Kit • When could you use this activity? • What size group would you do this with? • Which objectives?

  33. Putting it all together • How do your anecdotal notes address math objectives? • Check anecdotal observations of children- Which cognitive and or math objectives do you have the most data on? Which ones don’t you have much data? Why? • Action Plan for next step

More Related