Calendar Math

1 / 34

# Calendar Math - PowerPoint PPT Presentation

Calendar Math. Creative Activities part 1. Parkview Elementary Connie Boudreau. Activity Title Sorting &amp; Counting Christmas Items GLE represented 9: Sorts concrete objects by an attribute 5: Compares sets of objects using the words same/different And more/less/fewer

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## PowerPoint Slideshow about 'Calendar Math' - Antony

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.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

### Calendar Math

Creative Activities

part 1

Parkview ElementaryConnie Boudreau
• Activity Title
• Sorting & Counting Christmas Items
• GLE represented 9: Sorts concrete objects by an attribute
• 5: Compares sets of objects using the words same/different
• And more/less/fewer
• Materials needed 4 different types of Christmas items; a sorting tray; a dry-erase board and a dry-erase marker; a bag to put the items in
• Directions: Each child picked an item from the bag. We then took turns sorting the items. Each child placed his/her item in the correct square (using the sorting tray). After this was done the students counted the number of items in each square of the sorting tray. The teacher recorded their answers on a dry erase board. The students identified more/less, etc.
• Evaluation Teacher observation; completed tally on the dry erase board; and student participation
Forest HeightsGayle Bencaz
• Line-Up Count Down
• GLE’s represented – M1 – Count by ones to 10.
• M4 – Identify numerals 1 to 5.
• Pervasive Interwoven Theme – Mathematics as Connections
• (Topics within mathematics are interconnected; Problems and procedures
• are connected to other subject areas and to real-life, relevant situations)
• Materials needed: Large number cards
• Directions: When it is time to line up after outdoor playtime, I ring a bell. Then I begin the “COUNT DOWN” and by the time I get to the number one, all the students should be in line. As the first ten children line up, they are each handed a number. After all the children are in line, we “COUNT DOWN” again and the child with the number holds it up when it is counted.
• Note: At the beginning of the year, I count up.
• Evaluation: Any type of number recognition or counting out loud activity can be used as an evaluation.
Shenandoah ElementarySarah Spell
• GLE represented Number and Number Relations -1, 4Materials needed: 5 di-cut snowmen with numerals 1-5 per student, zip lock bagsDirections: Students put snowmen in numerical order 1-5.  Have students point to numerals counting forward and backward.
Forest HeightsMay Caparas
• Activity : Number Tree
• GLE : Counting 1 to 10; Identifying numerals; Count a set of 5 or fewer objects by establishing a 1 to 1 correspondence between names and objects
• Skill: Matching numeral with the number of objects
• Materials:
• number cards (1-10)
• (* number words can also be added in the cards so the students will be familiarized with it.)
• Cut out apples (or any fruit that is in season so that the class can relate with what goes around in their environment)
• Cut out tree that is posted on the board
• Instruction:
• Place a number card on the tree and ask a student place the number of apples that will correspond to the number card.
• To differentiate the activity, the teacher can make it a bit difficult by placing a number card and some apples on the tree. Then ask the student if they need to put up some more or take some apples so that they will have the same number with the number card. (ex. 5 ; place 3 apples – How may apples do I need to put up to make it 5)
Lanier ElementarySusan Schmidt
• Number Scavenger Hunt
• GLE Represented: M2, M4, ELA24 (You could also utilize other GLE’s depending on what items you ask the child to find).
• Materials: Familiar objects around the classroom.
• Directions: To extend the one-to-one correspondence lesson teaching the number from Number Bear’s hat, have the child locate that number of objects around the classroom. For example, the number for the month is 5. Instead of counting the objects that are attached to Number Bear, ask the child to locate 5 objects in classroom such as 5 small/big cars, 5 red blocks, 5 crayons, 5 books, 5 circles, etc. Extend further if child finds the incorrect number of the item. Ask classmates to help by asking “John found 4 cars. Did he find too many or not enough? How many more does he need?”
• Evaluation Evaluate mastery of objective by observing correct/incorrect response of child. You could also observe mastery by other students who offer assistance and give the correct response.
Scotlandville ElementaryLavern Branche
• Math: Patterns
• GLE #13 Patterns(PK-CM-P2)(P-1-E)
• Objectives: The students will be able to recognize and copy repeated patterns.
• Materials: Santa hats and antlers
• Activity: Motivation- Students will sing a song "IF YOU HAPPY AND YOU KNOW IT"
• 1.Students will put on Santa hats and Antlers. Then the girls will line up in a pattern, according to the color of
• their antlers red/green). The students will chant a color pattern.
• 2. Some girls will stand and some will stoop, then they will chant a pattern.
• 3. The boys will be added, and then they will line up in a boy/girl pattern and chant that pattern.
• 4. The boys/girls will stoop and stand in a pattern and chant that pattern.
• 5. The students will get into a circle and make different patterns and chant them.
• 6. Closure- Students will hop/march to their seats and chant a pattern. They will also do hands on patterns in
• small groups activities.
LaSalle ElementaryRebecca Prichard
• GLE represented: G-1A-E3, N-1-E, N-9-E, M-1-E, PK-LL-L3, ELA-1-E1
• Materials Needed: 2 books, name cards, graph.
• Directions: Upon arrival each morning, the students select and graph which book they would like for me to read “first”. Votes are recorded to share during calendar math time. After discussion we read the “first” book selection.
Southdowns Elementary Denise Couvillion
• Cut five apples out of tag board.  Cut one hole out of one, two holes out of the second apple, etc. Have a child choose one of the five, and put the appropriate number of fingers through the holes.  Have the child count the worms in the apple!
Southdowns ElementaryVicki Landry
Sharon HillsDianne Burris
• Let’s Pattern
• GLE represented - M 13
• Materials needed – Counting Tape
• Directions – Act out a pattern by the children using their bodies.
• Evaluation – Student Self-check/ Teacher Observation
Southdowns ElementaryKaren Doll
• Math and Movement:Purpose: To give young children an opportunity to develop rote counting, numeral recognition, and number concepts skills, along with opportunities to use movement as a motivator.Activity: Give children a small card with a number on it. Put a large number card on the floor and ask children with the matching card number to hop, jump, etc. the same number of times as shown on their card, then place their card on top of the big one. Continue until everyone matches their numbers.Variation: Give children a second card that indicates a specific movement (i.e. jumping, hopping, clapping, etc.) that is to be performed the number of time indicated on the number card.
White HillsMichelle Davis
• Number Bear Hide and SeekGLE’s represented: 2.  Counts a set of 5 or fewer objects using 1-to-1 correspondence 4.   Identifies numerals 1 to 55.  Compares sets of objects using the words same/different and more/less/fewer                                                                                                   Materials needed: Number Bear, Buttons, Balloons, Flowers, PocketsDirections: Tell students that number bear has hidden some items (buttons, flowers, etc.) and he wants to play hide and seek with them.  Guide students to where number bear has hidden the items by giving them directions  “Take two steps forward, turn right and take four steps…” Before students can search for the items they must tell you how many more number bear needs to reach the number located on his hat.Evaluation:  My students love this activity. They can’t wait to see where number bear has hidden the items. The more we play the game the better they  become at identifying  how many more he needs.
Pamela Keys
• Want to help your preschooler get comfortable with math? Get out the grab bag! This hands-on game helps kids learn to associate numbers with sets of objects—a key early math skill. And all you need is a set of index cards, pennies, and a paper lunch sack.Materials index cardsmarkersscissors1 paper lunch bag20 – 30 pennies, buttons, or small blocksDirections
• Prepare: Gather 10 index cards and write a different number, from 1-10, on each. Get your child’s help on this part. When each card has a number, fold it in half and throw it into the lunch bag. Play: Give your child some pennies to use as counters.  (Buttons or small blocks also work well, if your piggy bank is looking a little slim!) Ask your child to close her eyes and pick a card from the grab bag. Once she’s chosen a card, she should open it up, look at the number, and then use her counters to show the quantity written on the card. For example, if your child picks the number 5 from the grab bag, she should place five pennies next to the numeral card.  This activity may seem very basic. But it’s actually a pretty big leap for young children to move from simply naming the numbers, to associating them with objects in the physical world. This game makes a perfect independent activity when you’ve got a few minutes to fill, and it reinforces one-to-one correspondence, which is just a fancy term for being able to match numeral symbols to their appropriate quantities. As your child matures, up the grab bag ante with larger numbers, such as 11 to 20. And as she takes her first steps towards reading, make a set of cards that uses the number words along with the number symbols.
Southdowns ElementaryBarbara Mitchell
• Is your child struggling with number recognition? Sometimes all it takes to learn something new is a little incentive – that’s business talk for, “turn it into a fun game and they’ll practice for hours.” Here's a great way to go fishing for numbers that will feel more like play than counting practice!What You Need:
• Construction paper in various colors
• Scissors
• A hole punch
• A magnet
• Paper clips
• A dowel or Tinker Toy to form the handle of the fishing pole
• String to form the fishing line
• Superglue
• What You Do:
• Cut ten fish shapes, about 6-inches long each, out of the construction paper in different colors.
• Write a different number from 1 to 10 on each fish.
• Punch a hole in each one near the mouth area. Slide a paper clip through each hole to attach.
• Tie the string to the dowel to make a fishing rod.
• Superglue the magnet to the end of the string. Let dry thoroughly.
• To play: Scatter the fish so that the numbers are clearly visible. Tell your child, “I’m hungry for a number 4 fish!” and watch him hunt for it, then carefully lower the “rod” until the magnet catches the paper clip and he reels it in. Repeat with other numbers until all the fish are caught for a game that's so fun, it doesn't even feel like math practice!
Southdowns ElementaryTereza Kean
• As you collect the lids, have your child help you wash and dry them (you don’t want to start a bug collection at home as well!) and put them into a container or cardboard box. Talk about the lids as your collection grows: discuss their size, color, and shape. Once you’ve gathered a good sized collection, you can put them to work! Here are a few ideas:1. Count the lids.2. Sort the lids by color and size. You can also sort lids that have words on them, from lids with no words, or put all lids with the same first letter together. Ask your child to look at his collection and get creative with his groupings!3. Place a few lids in front of your child and ask her to find their matches. As she gets better, use a timer to see how quickly she can match a certain number of lids, and then see if she can beat that time the next time you play. 4. Use the lids to make patterns, like red, blue, red, blue. Or do it by size, for example, big, big, small, big, big, small.Continue to add to the collection. A little bit of lids are great, but more than a little is even better!
Southdowns ElementaryMelinda Broussard
• Objective: Play school while reviewing math cognitive questions as related to the calendar
• Several students will pretend to be the teacher and students and play calendar.
• First, sing a few finger plays related to the calendar: For example
• Zero Zero Super Hero
• One One Having Fun
• Two Two Tie my Shoe
• Three Three Look at Me
• Four Four Touch the Floor
• Five Five I Can Dive
• Six Six Pick up Sticks
• Seven Seven Count to Seven
• Eight Eight Stop at the Gate
• Nine Nine You are so Fine
• Ten Ten the Lions Den
• Count the Days in the month and say the days of the week.
• How many Days until Friday?
• How many Days until Joe’s Birthday?
• Can you find how many Thursdays there are in the month?
• If January 16th is on a Friday what is the date of the next Friday?
• How many more days until Mardi Gras Holiday?
• How many months in the year?
• What was the weather like yesterday?
• Who will be the leader today?
• Lets match the numeral to the number. Six=6
Park ForestRegina Clark
• Activity Title- Patterning
• GLE represented M-13
• Materials needed: December calendar, unfix cubes, colors, paper
• Directions: The children used the December calendar and unfix cubes to make an AB pattern. After making the pattern, the students copied the pattern onto paper using a blue and green crayon.
• Evaluation: The children will be evaluated by successfully copying the pattern onto paper.
• Teacher Observation
Wildwood ElementaryCindy Murphy
• Math for Transition Periods
• GLE represented M-2
• Count a set of 5 or fewer objects by establishing 1 to 1 correspondence.
• Materials needed: Cubes or counters
• Directions :
• When we are lining up or waiting on a few children I hide some cubes or counters in my hands and shake them up. (5 cubes total is a good start) I will secretly split them in two hands and let a child pick a hand and tell me ( count) how many there are. The person next to them gets to guess/ count the cubes in other hand.
• Evaluation: This is a quick indicator of counting with 1 to 1 correspondence and after a while of using only 5 cubes they can guess the number hiding.
• Ordinal Numbers
• GLE represented 3, 5,6,9
• Materials needed: 4 different sizes of gingerbread cutouts, crayons, scissors, The Gingerbread Boy
• Directions: Read The Gingerbread Boy. Students will be giving 4 different sizes of gingerbread boys on a sheet of paper. The learner will cut the gingerbread boys out (circle is around the gingerbread boy to help cutting activity) and line them up from the smallest to the biggest. They will color, then glue in order of the smallest to the biggest. Students will name the first, second, third and fourth gingerbread boy.
• Evaluation: Cutting practice will be observed and noted. Anecdotal record made with regard to naming in the correct order.
Wyandotte PreK CenterDanielle Staten
• Activity Title
• ABAB pattern
• GLE represented: M13
• Materials needed
• Every Day Math Calendar
• December month Strip
• December Calendar Pieces
• The activity focused on in this picture is the ABAB pattern. The students were able to discover and extend the patterns using colors and shapes. The students enjoyed using the Every Day Math calendar. Because of their body language and facial expressions, I can tell the students were engaged.
Ryan ElementaryAnita Turner
• Activity Title: “HOW MANY DAYS IN THE WEEK!”
• GLE represented: Math 2, 5, 7
• Materials needed: Large colored tongue depressors or popsicle sticks
• Laminating film
• Directions: On your calendar board create a pocket made from used laminating film (a sheet trimmed off of laminated materials). The pocket should have 5-7 sections in it….created by stapling off sections big enough to put sticks in. Start the week off with 5 sticks in the pockets (or 7 sticks if you want to do entire week). I just do 5 since we count how many days of school we have left. During calendar time on Monday we count how many days of school we have that week…5. Tuesday we take one down since that day is gone…we say “Monday is gone, we have four days left”…counting the sticks, etc. You may also talk about more and less here…..same and different ( colors of sticks)…..you may want to create a pattern with the colors also. The children use the words: days , week, etc. (Monday- Friday).
• Evaluation: Teacher observes: outing skills- 1 to 1, counting on etc.
• patterning vocabulary ----days, week