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Calendar Math

Calendar Math. Creative Activities part 2. Wyandotte PreK Center Edna Davis. Calendar Pattern GLE’s represented: (PK-CM-P-1) (PK-CM-P2)(P-1E) (P-3E) Materials needed: 1.Calendar 2. Patterned numerals 3. Pointer

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Calendar Math

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  1. Calendar Math Creative Activities part 2

  2. Wyandotte PreK CenterEdna Davis • Calendar Pattern • GLE’s represented: (PK-CM-P-1) (PK-CM-P2)(P-1E) (P-3E) • Materials needed: • 1.Calendar • 2. Patterned numerals • 3. Pointer • Direction: Have student come to the front and point to candle naming the color for each day. • Evaluation: Ask students questions such as: • How many days have we had in the month of December? • If number 1 candle is blue, what color is number 2? • What is the color candle for today’s date? • What color candle do you think tomorrow’s will be?

  3. Wyandotte PreK CenterEdna Davis

  4. Mayfair ElementaryDeborah Quinn Number Bear 1-1 Correspondence-Whole Group GLE represented: 2 Materials needed: mini candy canes, and number bear Directions: The learner will count a set of five objects using 1-1 correspondence. Candy canes were used to connect Christmas theme. Evaluation: Observation/Anecdotal Record

  5. Mayfair ElementaryDeborah Quinn

  6. Mayfair ElementaryDeborah Quinn Sorting/Patterns-Small Group GLE represented: 9 and 13 Materials needed: Colored goldfish and work mat (paper plate). Directions: The learner will use colored goldfish to sort or create a pattern. Evaluation: Observation/Anecdotal Record (teacher will record student response accompanied by picture).

  7. Mayfair ElementaryDeborah Quinn

  8. Southdowns ElementaryChris Bella Activity Title SHAPES GLE represented: Math--- GEOMETRY #8- Identifies rectangles, squares, circle, and triangles Materials needed Yarn Directions Get 3 children to use yarn and form 2 different shaped triangles. Evaluation: Can the children problem solve to form a shape out of the piece of yarn cut..

  9. Southdowns ElementaryChris Bella

  10. Wyandotte PreK CenterMrs. Beal Activity Title Counting with Number Bear GLE represented: M-2, 4,8 Materials needed Number bear chart Flowers Buttons Circle pattern blocks Summary of Discussion We are using Number Bear to focus on the number 4. We found out how to say the number four in Spanish and we practiced how to write the number four in the air. Then Carmen counted out four flowers to attach to number bear’s hand. I asked the class “How many flowers does number bear have?” The class counted the flowers in English and Spanish. We also wanted to find out how many buttons does number bear need on his vest. Klaydi counted out four buttons. The class helped her count the buttons while placing them on his vest. Number bear loves finding things to put inside his backpack so today he wanted to find 4 circle pattern blocks. Mr. Xavier helped him by counting out four circles and placing them in his backpack.

  11. Wyandotte PreK CenterMrs. Beal

  12. Deborah Galle Objective: Each child will be able to match paper plate numbers with manipulative objects. For example: dinosaurs, teddy bear counters.Activity: Place paper plate in front of the student, let student name the number and put objects on the plate to match.

  13. Deborah Galle

  14. Wyandotte Pre-K CenterKimberly L. Baker It’s the first day of December and the number on the bear’s hat is now 5. Child states that we need 1 pocket in order to have 5 pockets. School: Wyandotte Pre-K Center Teacher: Kimberly L. Baker Number Bear GLE’s represented: (PK-CM-N3) (N-1-E) (N-3-E) (PK-CM-N2) (N-1-E) (PK-CM-N5) (N-1-E) (N-3-E) Materials needed: Number Bear Set of numbers 1 to 10 Balloons, pockets, button, flowers Direction: Students identify the number 5 and places it on number bear’s hat. Students place the number of balloons, pockets, buttons, and flowers on number bear to correspond with the number 5. Evaluation: Ask students higher order thinking questions: Example: Number Bear has 4 pockets already. How many more pockets do we need in order for number bear to have 5 pockets?

  15. Wyandotte Pre-K CenterKimberly L. Baker

  16. Wyandotte PreK CenterMarie Parker Birthday Graph GLE represented: (PK-CM-N3) (N-1-E)(N-3-E) (PK-CM-N1)(N-3-E)(N-7-E) Materials needed: 1. A graph with months and symbol for each month 2. Cupcakes printed on cardstock with each child’s name and birthday 3. A birthday crown Directions: Have the student (on their birthday) put a cupcake above the month representing their birthday Evaluation: Use graph questions such as: Which month has the most birthdays from our class? Which months have the fewest birthdays from our class? How many more birthdays do we have in _________ compared to __________? How many months do we only have one birthday? How many children have a birthday in _________?

  17. Wyandotte PreK CenterMarie Parker

  18. Winbourne ElementaryDebbie Baumann • Activity Title: Play dough Numbers • GLE’s represented: Counts a set of 5 or fewer objects using 1-to1 correspondence and identifies numerals 1- to 5. • Materials needed: Card stock, markers, Play dough • Directions: Using markers, write numerals 1-5 on individual squares of card stock. Draw the corresponding number of circles. Have the children identify the numeral, make the correct number of play dough balls and match the balls to the circles. • Evaluation: Observation, photograph, anecdotal note

  19. Winbourne ElementaryDebbie Baumann

  20. Rosenwald PreK CenterLinda Holmes • GLE represented Pk-CM-N3, N1E, N3E, Counting by ones to ten • M13 Pk-CM-P1, PK-CM-P2, P1E, P3E Recognizing repeated patterns. • Materials needed: Calendar, Months, Candles-rectangular and cylinder shaped. • Directions Have the students count the days that have passed in the month. The students will name the numbers. Have the students to name the pattern of candles. Rectangular or cylinder. The students can clap the patterns for rectangular or cylinder. Have students predict which type of candle will come next. Which color will be next. Name the day of the week: yesterday, today and tomorrow. The students work collaboratively with the student who is at the board taking turns with Makayla. • Evaluation: My Aide and I observe students as they interact with the • Calendar noting which students are participating and having success. • We encourage students as we go along and follow up in the small group • With skill reinforcement.

  21. Rosenwald PreK CenterLinda Holmes

  22. Dufrocq ElementaryChristy Mensah • Weather Graph • GLE represented : Math- 2, 5, 12; Science- 26 • Materials needed: graph & weather cards • Directions: • TSW check the weather outside while the rest of the class counts backwards from 10 to 1 (blast off) • TSW (Meteorologist) come to the group and report the weather using a complete sentence • TSW graph the weather pictures on the weather graph • Evaluation: At the end of each week, we will discuss the weather graph as a class through questioning • Which type of weather do we see the most? How many days did we experience that type of weather? • Which type of weather do we see the least? How many days did we experience that type of weather? • Are there more rainy days or sunny days? Why? • Are there less rainy days or sunny days? Why? • Do any types of weather have the same number? If so, how do you know they are the same?

  23. Capitol ElementaryMarietta Franklin • Pattern Head Dressing • GLE represented: (ELA – 23, 24) (MATH – 8, 13) • Materials needed: Foam self-stick shapes, Sentence strips, Colorful feathers • Directions: Ask students to name shapes given. Students are then shown • a shape pattern. Ask students to use shapes given to create their own • pattern to decorate a head dress to wear for the Thanksgiving Feast. • Add feathers of choice to complete project. • Evaluation: Students should be able to name shapes used and recite the • pattern they used in creating their head dress. (Student maybe asked to extend the pattern; What shape would come next?)

  24. Capitol ElementaryMarietta Franklin

  25. Capitol ElementaryMarietta Franklin • Setting for Five • GLE represented: Math – 2, 4 • Materials needed: Place setting for a birthday party for five guest, (cups, plates, • napkins, spoons, party bags) • Directions: Ask the students to set the table for a birthday party. There will • be five guest invited to the party. Ask the students to count out five of • each item and place them on the table in front of each chair. • Evaluation: Students should be able to count out five of each items to • be given. Observe to notice if each seat have the correct number of • items and if each seat has a place setting.

  26. Capitol ElementaryMarietta Franklin Yes! I counted all five candles. Wonder did we get all five?

  27. Greenville ElementaryMeg Bertaut • This activity counts 1-5Each child is given a plastic hand with a number (1-5) written on it.  Then the children are shown 5 sheets of paper each with a different amount of pictures on it.  For example, during Halloween i used 1 ghost, 2 scarecrows, 3 witches, 4 bats and 5 pumpkins (can be easily changed to correspond with different lessons or seasons).  5 children are selected with each one holding a different paper.  When i point to a picture the remaining children raise their "hand" when their number matches the picture.  For instance, if I point to the 4 bats all the children with the number 4 written on their hand will raise it.

  28. Capitol ElementaryKashanna Bridges • Activity Title • Fruit Patterns • GLE represented: Math 2-Counts a set of 5 or fewer objects using 1-to-1 correspondence, 3-Identifies an objects position as first or last, 13-Recognizes and copies repeated patterns by using concrete objects. • Materials needed: tooth picks, red grapes, pineapple chunks, plastic cups • Directions: TTW provide each student with a toothpick, 2 grapes and 2 pineapple chunks in a plastic cup. TL is instructed to produce an AB pattern using the fruit provided. • Evaluation: The assessment method used is teacher observation. TT can observe the students to see who follows directions and who can explain the pattern constructed. TTW also observe to get an understanding of the student’s knowledge of first and last, and 1-to-1 correspondence (i.e “Which fruit did you use first/last, How many fruits do you have?”). • *The students are able to enjoy the fruit after the activity is complete!

  29. Capitol ElementaryKashanna Bridges

  30. Melrose ElementaryAshley Smith • Activity Title • GLE represented:Recognize and copy repeated patterns (e.g., concrete objects, songs, rhymes, and body movements) (PK-CM-P2) (P-1-E) (P-3-E) (PK-CM-P1) • Materials needed: Calendar, number cards • Directions: Using the calendar math calendar students will observe the previous pattern and then decide which number card comes next and what it will look like: Green circle candle or blue square candle. Teacher may ask questions about what the number card will look like the next day or in three days. Teacher can then perform a hand clapping pattern or body movement pattern to further emphasize the copying and repeating of patterns. • Evaluation: During calendar math (circle time) student participation and informal observations will be used and a checklist can be used at center time to evaluate each student as they recognize, copy, repeat, or create there own pattern.

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