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Warm-Up: Count and Move (Forward and back)
Everyone starts in a crouched position, and slowly rises to standing while counting aloud to 11. Then, counting backward from 10, everyone slowly sinks down. Repeat as time permits with different motions if you prefer.
As Long As My Arm
Help each child cut string to the length of his or her arm from shoulder to fingertip. When possible, do this activity in the other rooms or outdoors.
Using a string the length of your arm, model for children how to measure a few items, preferably one longer than, one shorter than, and one the same length as your arm/string.
With their string, tell children to find things in the classroom the same lengths as their arms. Children should use appropriate vocabulary when comparing lengths (shorter, longer, the same length).
Encourage children to predict lengths before they measure/compare. Verbally model estimation for them, such as I think this paper will be about as long as my arm.
Store childrens strings in a way that you know which string belongs to whom, as they will be used at the Hands On Math Center.
Clements, D., & Sarama, J. (2007) Real Math Building Blocks Teachers Edition. Columbus, OH: McGraw Hill. p.310Whole Group
Warm-Up: Listen and Copy
Clap a certain number of times 1-6, or other appropriate number. You clap slowly, quickly, or in a pattern, such as clap, clap, pause, and so on. Have all children clap the same number of times inn the same way.
Snapshots
Have prepared five counters on a paper plate, and cover the plate with a dark cloth.
Show the covered plate; explain that counters are hidden under the cloth, and tell children to watch carefully and quietly with hands in their laps as you expose the counters for two seconds. Then cover the plate again.
Have children show how many counters they saw with their fingers, and, once you had seen all responses, ask them to say how many counters they saw. Repeat the uncovering if needed.
Uncover the plate indefinitely and, to check their answers, ask what children see. Allow them to say their answers. Depending on their ability, repeat with more counters in a line of 5 and another line of 1 or 2.
Clements, D., & Sarama, J. (2007) Real Math Building Blocks Teachers Edition. Columbus, OH: McGraw Hill. p.312
Work Time
Small Group
How Many Now? (Hidden version)
Give each group member Numeral Cards (if needed, make copies from the Teachers resource Guide). Set out three counters, and ask members to show the card that tells how many counters there are. Cover the counters with a dark cloth, and add another one.
Ask members to show with their fingers how many counters there are now. A child lifts the cloth, and all members count the counters to check their answers. The cloth is then replaced.
Add or subtract up to two counters. Again, all members show the Numeral Card that tells how many counters there are and the cloth is lifted to count to check.
Repeat as childrens interest allows, leaving enough time for Small groups X-Ray Vision 1.
Monitoring Student Progress
Ifchildren struggle during How Many Now?
Thenuse even fewer counters or provide answer choices.
Ifchildren excel during How Many Now?
Thenuse more counters.
X-Ray Vision 1
In pairs, children place Counting Cards 1-10 facedown in numerical order. Children take turns pointing to cards, using their X-ray vision to tell which card it is. They flip their card to show whether they are correct, and replace cards facedown. Observe strategies: do children count with fingers, or use eyes only?
Clements, D., & Sarama, J. (2007) Real Math Building Blocks Teachers Edition. Columbus, OH: McGraw Hill. p.312-313
Whole Group
Warm-Up: Count and Move (Forward and Back)
Everyone starts in a crouched position, and slowly rises to standing while counting aloud to 11. Then, counting backward from 10, everyone slowly sinks down. Repeat as time permits with different motions if you prefer.
How Many Now?
(Hidden version)
Show five counters to children, and count them together. Have all children say how many counters there are. Add another counter, and ask children how many there are now. Count together to check.
Repeat the activity, adding and removing one counter and, eventually, doing the same with two counters.
Once children understand the activity, play the hidden version: follow the steps above, but hide the counters under a dark cloth after the initial number has been placed, keeping them hidden during the adding or removing and answering phases. For example, add two counters to the others under the cloth. After children have answered, uncover the counters to count to check.
Clements, D., & Sarama, J. (2007) Real Math Building Blocks Teachers Edition. Columbus, OH: McGraw Hill. p.314Whole Group
Warm-Up: Count and Move in Patterns
Recall the story of the Three Billy Goats Gruff. Explain to children that all of you are going to pretend to be goats jumping across a bridge in groups of 3.
Count to 30, or more as appropriate, in patterns of 3, such as 1,2,3, pause, 4,5,6, pause, and so on. Once the target numeral is met, have each group hop safely across a rug (the bridge).
Whats the Missing Step?
Show children stairs from 1 to 5 made Connecting Cubes.
Tell children to cover or shut their eyes and, after they do, hide one step.
Tell children to uncover or open their eyes. Ask which step is missing, and discuss how they know. Count with children to check, and replace the corresponding step to show that it fits.
Repeat with other steps.
Clements, D., & Sarama, J. (2007) Real Math Building Blocks Teachers Edition. Columbus, OH: McGraw Hill. p.326Whole Group
Warm-Up: Ten Little Monkeys
Everyone shows all ten fingers (the monkeys). As each monkey falls off the bed, children fold a finger (to show fewer fingers). Here are the words and additional actions:
Ten little monkeys jumping on the bed, one fell off and bumped his head. (Lightly tap head.)
We called for the doctor, and the doctor said, (Hold pretend phone to ear.) No more monkeys jumping on the bed! (shake index finger in thats a no- no way.)
Counting backward, repeat the above lines for numerals 9 to 2. For one monkey, say:
One little monkey jumping on the bed, he fell off and bumped his head. (Lightly tap head.)
We called for the doctor, and the doctor said, (Hold pretend phone to ear.) (Loudly) Thats what you get for jumping on the bed!
Number Snapshots
Have prepared five counters on a paper plate, and cover the plate with a dark cloth.
Show children the covered plate, and explain that counters are hidden under the cloth. Tell them to watch carefully and quietly with hands in their laps as you expose the counters for two seconds. Then cover the plate again.
Have children show how many counters they saw with their fingers, and, once you have seen all responses, ask them to say how many counters they saw. Repeat the uncovering if needed.
Uncover the plate indefinitely and, to check their answers, ask what children see. Allow them to say their answers. Depending on their ability, repeat with up to six counters in varied arrangements.
Clements, D., & Sarama, J. (2007) Real Math Building Blocks Teachers Edition. Columbus, OH: McGraw Hill. p.328Small Group
Whats the Missing Step?
Children work in pairs to build Connecting Cube stairs 1 to 5. As the first child turns away or shuts his eyes, the other hides a step. That child then tells the first child to look at the stairs, and asks what the missing step is.
Have children discuss how they knew, and have them count to check. Children then switch roles. Make sure all children make comparison.
Length Riddles
Provide group members with riddle items (have at least two of every item, one of which is the cube length in the riddle) and enough Connecting Cubes with which to measure items. Use or adapt the following riddles:
I am 12 cubes long. I have bristles on one end. What am I? (brush)
I am 10 cubes long. You use me to write and erase. What am I? (pencil)
I am 5 cubes long. You use me to color. What am I? (crayon)
I am 9 cubes long. I have words and a hard or soft cover. What am I? (book)
I am 8 cubes long. I am a (insert shape) made of wood. What am I? (block)
I am 7 cubes long. You use me to cut paper and string. What am I? (scissors)
Monitoring Student Progress
Ifchildren need help with Length Riddles,
Thenuse shorter items; make clues more obvious; or help them use cubes to measure.
Ifchildren need a challenge during Length Riddles,
Thenhave several of each item in various lengths with only one to match the specific length.
Clements, D., & Sarama, J. (2007) Real Math Building Blocks Teachers Edition. Columbus, OH: McGraw Hill. p.328-329
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