NE S PARA L A S CO S M TI AT H EMA C S GE S PA N IS H E D IT IO N MATIC A B RID IN E AT N E IO M X S BRIDGES KINDERGARTEN SUPPLEMENT CCSS Supplement Sets Spanish Activities & Worksheets Introduction 1–6 Unit Planners 7–26 Materials List 27–28 Set A1—Number & Operations: Counting on the Number Line A1.1–A1.56 Set A4—Number & Operations: Addition & Subtraction A4.1–A4.78 Set A6—Number & Operations: One Dot, Many Dots Calendar Pattern A6.1–A6.16 Set C1—Geometry: 3-D Shapes C1.1–C1.14 Set C2—Geometry: Locations C2.1–C2.12 Set C3—Geometry: Flying Butterflies Calendar Pattern C3.1–C3.10 Set C4—Geometry: Bear and Box Calendar Pattern C4.1–C4.10 Set C5—Geometry: Growing Shapes Calendar Pattern C5.1–C5.8 Set C6—Geometry: 3-D Shapes in the World Calendar Pattern C6.1–C6.8 Set D1—Measurement: Length D1.1–D1.8 Set D2—Measurement: Weight D2.1–D2.12 Set D8— Measurement: Measurement Tools Calendar Pattern D8.1-D8.12 Bridges Correlations to Common Core State Standards, Kindergarten i–viii BKSUPCCSS-BS P1211 Bridges in Mathematics Kindergarten Supplement Spanish Common Core State Standards Sets The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2011 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. QP1239 BKSUPCCSS-BS P1211 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Bridges in Mathematics Kindergarten Supplement Common Core State Standards Sets Introduction The Bridges Kindergarten Supplement is a collection of activities written to help teachers address the Common Core State Standards published in 2010. These materials are available for free as downloadable files on The Math Learning Center Web site at www.gotomlc.org/ccss. This supplement will continue to be refined and subsequent versions will also be available online at no charge. The activities included here are designed to be used in addition to the sessions in Bridges Kindergarten starting early in the fall, but can be implemented at teachers’ discretion any time during the school year. All of the activities are listed on pages 2–4 in the order in which they appear in the Supplement. They are listed in recommended teaching order on pages 5 & 6. On pages 7–26, you’ll also find a set of Planners that show how the Supplement activities can be inserted into the flow of Bridges instruction over the course of the school year. These are revised versions of the Planning Guides found on pages 18–21 in Bridges, Volume 1 and pages 239–243 in Bridges, Volume 2. We suggest that you insert these sheets into your Bridges guides so you can see at a glance when you need to teach the Supplement activities throughout the school year. Most of the activities in this supplement come in sets of three or more, providing several in-depth experiences around a particular grade level expectation or cluster of expectations. Each activity will take 20–30 minutes of instructional time. Some work best with small groups, but most can be conducted with your whole class. Suggestions for optional literacy links and/or extensions to provide additional challenges have been included throughout the Supplement. Most of the activities are hands-on and require various math manipulatives and/or common classroom supplies. The blacklines needed to make any charts, game materials, and/or student sheets are included after each activity. See pages 27 & 28 for a complete list of materials required to teach the activities in each Supplement set. Note Kindergarten Common Core standards not listed on pages 2–4 are adequately addressed in Bridges and/or Number Corner sessions. For a full correlation of Bridges Kindergarten to the Common Core State Standards, see pages i–viii. © The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 1 Common Core State Standards Supplement Sets Activities & Common Core State Standards (Listed in Order of Appearance in the Supplement) SET A1 NUMBER & OPERATIONS: COUNTING ON THE NUMBER LINE Page Name Common Core State Standards A1.1 Activity 1: The Rainbow Number Line A1.7 Activity 2: Kid Count Number Line A1.9 Activity 3: Capture the Number K.CC 1. Count to 100 by ones and by tens. K.CC 2. Count forward beginning from a given number within the known sequence. K.CC 5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. K.CC 7. Compare two numbers between 1 and 10 presented as written numerals. K.NBT 1c. understand that the numbers 11 to 19 are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. SET A4 NUMBER & OPERATIONS: ADDITION & SUBTRACTION Page Name Common Core State Standards A4.1 Activity 1: Numbers & Combinations to Ten through K.CC 2. Count forward beginning from a given number within the known sequence. K.CC 3. Represent a number of objects with a written numeral 0–20. K.CC 4a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. K.CC 5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. K.CC 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. K.CC 7. Compare two numbers between 1 and 10 presented as written numerals. K.OA 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. K.OA 2. Solve addition and subtraction word problems and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA 3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation. K.OA 5. Fluently add and subtract within 5. the School Year A4.23 Activity 2: Butterfly Race A4.35 Activity 3: Fives Up A4.45 Activity 4: Frogs & Lilly pads A4.53 Activity 5: Pond Game A4.59 Activity 6: Spin, Add & Compare A4.67 Activity 7: Bug Catchers A4.73 Activity 8: Piggybanks SET A6 NUMBER & OPERATIONS: ONE DOT, MANY DOTS CALENDAR PATTERN Page Name Common Core State Standards A6.1 October Calendar Markers K.CC 1. Count to 100 by ones and by tens. K.CC 4a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. K.CC 4b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC 4c. Understand that each successive number name refers to a quantity that is one larger. K.CC 5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. K.CC 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group 2 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets Activities & Common Core State Standards (cont.) SET C1 GEOMETRY: 3-D SHAPES Page Name Common Core State Standards C1.1 Activity 1: Mystery Bag Sorting C1.5 Activity 2:Shape Detectives C1.11 Activity 3: Three-D Shape Walk K.G 1a. Describe objects in the environment using names of shapes. K.G 2. Correctly name shapes regardless of their orientations or overall size. K.G 4b. Analyze and compare three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes. K.G 5. 5a. Model shapes in the world by building shapes from components and drawing shapes. SET C2 GEOMETRY: LOCATIONS Page Name Common Core State Standards C2.1 Activity 1: The Bear in the Box C2.5 Activity 2: Left & Right C2.7 Activity 3: Little Frog’s Playground K.G 1. Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. SET C3 GEOMETRY: FLYING BUTTERFLIES CALENDAR PATTERN Page Name Common Core State Standards C3.1 November Calendar Markers K.G 1. Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. SET C4 GEOMETRY: TEDDY BEAR & BOX CALENDAR PATTERN Page Name Common Core State Standards C4.1 December Calendar Markers K.G 1. Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Page Name Common Core State Standards C5.1 January Calendar Markers K.G 2. Correctly name shapes regardless of their orientations or overall size. SET C5 GEOMETRY: GROWING SHAPES CALENDAR PATTERN K.G 4a. Analyze and compare two- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes. K.G 6. Compose simple shapes to form larger shapes. SET C6 GEOMETRY: 3-D SHAPES AROUND US CALENDAR PATTERN Page Name Common Core State Standards C6.1 February Calendar Markers K.G 2. Correctly name shapes regardless of their orientations or overall size. K.G 4b. Analyze and compare three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes. K.G 5. 5a. Model shapes in the world by building shapes from components and drawing shapes. © The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 3 Common Core State Standards Supplement Sets Activities & Common Core State Standards (cont.) SET D1 MEASUREMENT: LENGTH Page Name Common Core State Standards D1.1 Activity 1: Longer, Shorter, or the Same? D1.3 Activity 2: How Long is the Teacher’s Necklace or Necktie? D1.5 Activity 3: Compare, Spin & Win K.MD 1. Describe measurable attributes of objects, such as length or weight. K.MD 2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. SET D2 MEASUREMENT: WEIGHT Page Name Common Core State Standards D2.1 Activity 1: Comparing Weights D2.5 Activity 2: A Pound of Potatoes D2.9 Activity 3: Spin & Compare Weights K.MD 1. Describe measurable attributes of objects, such as length or weight. K.MD 2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. Page Name Common Core State Standards D8.1 April Calendar Markers K.MD 1. Describe measurable attributes of objects, such as length or weight. SET D8 MEASUREMENT: MEASUREMENT TOOLS CALENDAR PATTERN 4 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets Activities & Recommended Timings (Listed in Recommended Teaching Order) FALL Page Set, Strand & Topic Name Recommended Timing A1.1 Set A1 Number & Operations: Counting on the Number Line Activity 1: The Rainbow Number Line First day of school through the end of the school year during Number Corner A4.1 Set A4 Number & Operations: Addition & Subtraction Activity 1: Numbers & Combinations to Ten through the School Year First day of school through the end of the school year during Number Corner A4.23 Set A4 Number & Operations: Addition & Subtraction Activity 2: Butterfly Race In the Fall A6.1 Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern October Calendar Markers Start during Number Corner on October 1 and continue through the entire month C3.1 Set C3 Geometry: Flying Butterflies Calendar Pattern November Calendar Markers Start during Number Corner on November 1 and continue through the entire month C2.1 Set C2 Geometry: Locations Activity 1: The Bear in the Box In the fall FALL OR EARLY WINTER Page Set, Strand & Topic Name Recommended Timing D1.1 Set D1 Measurement: Length Activity 1: Longer, Shorter, or the Same? In the fall or early winter D1.3 Set D1 Measurement: Length Activity 2: How Long is the Teacher’s Necklace or Necktie? After Set D1, Activity 1 D1.5 Set D1 Measurement: Length Activity 3: Compare, Spin & Win After Set D1, Activity 2 C4.1 Set C4 Geometry: Teddy Bear & Box Calendar Pattern December Calendar Markers Start during Number Corner on December 1 and continue through the entire month D2.1 Set D2 Measurement: Weight Activity 1: Comparing Weights In the fall or early winter D2.5 Set D2 Measurement: Weight Activity 2: A Pound of Potatoes After Set D2, Activity 1 D2.9 Set D2 Measurement: Weight Activity 3: Spin & Compare Weights After Set D2, Activity 1 WINTER Page Set, Strand & Topic Name Recommended Timing C5.1 Set C5 Geometry: Growing Shapes Calendar Pattern January Calendar Markers Start during Number Corner right after Winter Break and continue through the entire month A1.7 Set A1 Number & Operations: Counting on the Number Line Activity 2: Kid Count Number Line After December Number Corner A1.9 Set A1 Number & Operations: Counting on the Number Line Activity 3: Capture the Number After December Number Corner C6.1 Set C6 Geometry: 3-D Shapes Around Us Calendar Pattern February Calendar Markers Start during Number Corner on February 1 and continue through the entire month SPRING Page Set, Strand & Topic Name Recommended Timing A4.35 Set A4 Number & Operations: Addition & Subtraction Activity 3: Fives Up In the spring A4.45 Set A4 Number & Operations: Addition & Subtraction Activity 4: Frogs & Lily Pads In the spring D8.1 Set D8 Measurement: Measuring Tools Calendar Markers April Calendar Markers Start during Number Corner on April 1 and continue through the entire month © The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 5 Common Core State Standards Supplement Sets Activities & Recommended Timings (cont.) SPRING Page Set, Strand & Topic Name Recommended Timing A4.53 Set A4 Number & Operations: Addition & Subtraction Activity 5: Pond Game In the spring A4.59 Set A4 Number & Operations: Addition & Subtraction Activity 6: Spin, Add & Compare In the spring C2.5 Set C2 Geometry: Locations Activity 2: Left & Right In the spring C2.7 Set C2 Geometry: Locations Activity 3: Little Frog’s Playground In the spring A4.67 Set A4 Number & Operations: Addition & Subtraction Activity 7: Bug Catchers In the spring A4.73 Set A4 Number & Operations: Addition & Subtraction Activity 8: Piggybanks In the spring C1.1 Set C1 Geometry: 3-D Shapes Activity 1: Mysery Bag Sorting In the spring C1.5 Set C1 Geometry: 3-D Shapes Activity 2: Shape Detectives After Set C1, Activity 1 C1.11 Set C1 Geometry: 3-D Shapes Activity 3: Three-D Shape Walk After Set C1, Activity 2 6 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets August/September Planner (Bridges & CCSS Kindergarten Supp. Sets A1 & A4) Reminder Remember to start The Rainbow Number Line (Supplement Set A1, pages A1.1–A1.6) the first day of school. Also, use Dots & Fingers (Supplement Set A4, pages A4.1–A4.2) in conjunction with Our Month in School throughout the September Number Corner. DAY 1 DAY 2 DAY 3 DAY 4 Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines SESSION 2 SESSION 3 SESSION 4 SESSION 5 SESSION 1 Daily Routines Shape Sorting, p. 27 SESSION 6 Daily Routines Introduce Work Places 1A–1C, p. 30 Daily Routines Geoboards & Geobands, p. 35 Daily Routines A Bucket of Bugs: Counting to 100, p. 40 Daily Routines Sorting & Graphing Shapes by Size, p. 44 Daily Routines Introduce the Work Place Menu Cards, p.47 Work Places • Unifix Cubes • Pattern Blocks • Polydrons Work Places Add Geoboards & Geobands Work Places Add Bucket of Bugs Technology Connection Work Places SESSION 7 Daily Routines Sorting & Graphing Shapes by Name, p. 50 SESSION 8 SESSION 9 Daily Routines Making Name Cards, p. 52 Daily Routines Moving Along With Shapes & Work Places, p. 55 SESSION 10 Daily Routines Sorting Shapes: Sides & Corners, p. 57 SESSION 11 Daily Routines Goodbye Shapes! p. 60 Work Places Home Connection 1 SESSION 12 Daily Routines Goodbye Shapes! p. 64 SESSION 13 Daily Routines More Cruising With Shapes & Work Places, p. 65 Work Places SESSION 14 Daily Routines Triangles & Squares: Making Blocks for a Class Quilt, p. 66 SESSION 15 Daily Routines Assembling the Shoo Fly Quilt, p. 70 SESSION 16 Daily Routines Which Bug Will Win? p. 74 Work Places Home Connection 2 Technololgy Connection SESSION 17 Daily Routines Which Bug Will Win? p. 80 Work Places Add Which Bug Will Win? © The Math Learning Center SESSION 18 Daily Routines Bug Sorting, p. 84 SESSION 19 Daily Routines Moving Along With Bugs & Work Places, p. 101 Work Places www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 7 8 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets October Planner (Bridges & CCSS Kindergarten Supp. Sets A4 & A6) Reminder Use Frames & Bunny Ears (Supplement Set A4, pages A4.2–A4.4) in conjunction with Our Month in School throughout the October Number Corner. SUPPLEMENT DAY 2 DAY 3 Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Supplement Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern (Start today and use throughout the month during Number Corner.) SESSION 22 SESSION 20 SESSION 21 Daily Routines Daily Routines Bug Sorting & Graphing, p. 105 Unifix Cube Patterns, Part 1, p. 108 Work Places SESSION 23 SESSION 24 SESSION 25 SESSION 26 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Unifix Cube Patterns, Part 2, p. 110 Bugs to Ten, p. 115 Introduce Work Place 1H, p. 119 Popsicle Stick Tallying, p. 123 Bugs, Tallies & Number Bingo, p. 126 Home Connection 4 Work Places Add Unifix Cube Patterns Remove Unifix Cubes SESSION 27 Work Places Add Geoboard Shapes Remove Geoboards & Geobands SESSION 28 SESSION 29 SESSION 30 SESSION 31 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Munch, Crunch, What a Lunch! p. 129 Beat You to Ten, p. 132 Beat You to Ten, p. 136 Bugs, Tallies & Numbers Bingo, p. 139 Butterfly Countdown, p. 141 Work Places Work Places Add Beat You to Ten Remove Pattern Blocks Work Places Add Bucket of Frogs Remove Bucket of Bugs Home Connection 5 SESSION 32 SUPPLEMENT SUPPLEMENT Daily Routines Daily Routines Daily Routines Moving Along with Butterflies & Work Places, p. 143 Supplement Set A4 Number & Operations: Addition & Subtraction Activity 2: Butterfly Race Supplement Set A4 Number & Operations: Addition & Subtraction Play Butterfly Race again with the class, and then introduce it as Work Place S1. Work Places SESSION 33 Daily Routines Introduce Work Place 1K, p. 145 Work Places Add Pattern Block Designs Remove Which Bug Will Win? Home Connection 6 Work Places Add Butterfly Race Remove Polydrons © The Math Learning Center www.mathlearningcenter.org Technology Connection Note Session 34 has been omitted. Bridges in Mathematics Kindergarten Supplement • 9 10 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets November Planner (Bridges & CCSS Kindergarten Supp. Sets A4, C2, C3, D1 & D2) Reminder Use More Frames & Bunny Ears (Supplement Set A4, page A4.4) in conjunction with Our Month in School throughout the November Number Corner. SUPPLEMENT DAY 2 DAY 3 Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Supplement Set C3 Geometry: Flying Butterflies Calendar Pattern (Start today and use throughout the month during Number Corner.) SESSION 36 Daily Routines Hungry Caterpillars, p. 154 Work Places Add Hungry Caterpillars Remove Unifix Patterns SESSION 37 SESSION 38 SUPPLEMENT SESSION 35 Daily Routines Daily Routines Supplement Set C2 Geometry: Locations Activity 1: The Bear in the Box Hungry Caterpillars, p. 151 SESSION 39 Work Places SESSION 40 Daily Routines Daily Routines Daily Routines Daily Routines Moving Along With Caterpillars & Work Places, p. 157 The Butterfly Quilt, Part 1: Making the Quilt Blocks, p. 159 The Butterfly Quilt, Part 2: Assembling the Quilt, p. 163 Count & Compare Butterflies, p. 166 Work Places Home Connection 7 SESSION 41 SUPPLEMENT SUPPLEMENT SUPPLEMENT SUPPLEMENT Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Introduce Work Place 1M, p. 170 Supplement Set D1 Measurement: Length Activity 1: Longer, Shorter, or the Same? Supplement Set D1 Measurement: Length Activity 2: How Long is the Teacher’s Necklace or Necktie? Supplement Set D1 Measurement: Length Activity 3: Compare, Spin & Win Supplement Set D1 Measurement: Length Activity 3: Compare, Spin & Win (Repeat) Work Places Note This activity can be used during Work Places after you’ve introduced it to the class. Work Places Add Count & Compare Butterflies Remove Geoboard Shapes Work Places Work Places Note Session 42 has been omitted SESSION 43 Daily Routines Bugs to Ten & Numeral Cards: A Match Game, p. 174 Home Connection 8 SESSION 44 SESSION 45 SESSION 46 Daily Routines Pattern Block Puzzles, p. 178 Daily Routines Introduce Work Place 1N, p. 182 Daily Routines Introduce Work Place 1O, p. 186 Technology Connection Work Places Add Pattern Block Puzzles Remove Bucket of Frogs Work Places Add Which Numeral Will Win? Remove Beat You to Ten SUPPLEMENT Daily Routines Supplement Set D2 Measurement: Weight Activity 1: Comparing Weights Work Places Note Session 47 has been omitted © The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 11 12 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets December Planner (Bridges & CCSS Kindergarten Supp. Sets A4, C4 & D2) Reminder Use Quick Fives (Supplement Set A4, pages A4.5–A4.6) in conjunction with Our Month in School throughout the December Number Corner. SUPPLEMENT DAY 2 DAY 3 Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Supplement Set C4 Geometry: Teddy Bear & Box Calendar Pattern (Start today and use throughout the month during Number Corner.) Home Connection 9 SUPPLEMENT SESSION 48 SESSION 49 SUPPLEMENT SUPPLEMENT Daily Routines Daily Routines Supplement Set D2 Measurement: Weight Activity 1: Comparing Weights (Repeat) Supplement Set D2 Measurement: Weight Activity 2: A Pound of Potatoes Note This activity can be used during Work Places after you’ve introduced it to the class. Note This activity can be used during Work Places after you’ve introduced it to the class SESSION 50 SESSION 51 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Supplement Set D2 Measurement: Weight Activity 3: Spin & Compare Weights Growing Patterns: These Ladybugs Have Two Spots, p. 193 A Growing Pattern of Ladybugs, p. 197 Count & Compare Pennies, p. 201 Introduce Work Place 1P, p. 205 Work Places Add Count & Compare Pennies Remove Butterfly Race Home Connection 10 Note This activity can be used during Work Places after you’ve introduced it to the class SESSION 52 SESSION 53 SESSION 54 Daily Routines Daily Routines Daily Routines Ladybug Chart: Counting by 1’s & 2’s, p. 208 There’s a Shape in My Pocket, p. 212 There’s a Shape in My Pocket, p. 215 Work Places Work Places © The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 13 14 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets January Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4 & C5) Reminder Use Combinations to 10 on Frames & Fingers (Supplement Set A4, pages A4.6–A4.7) in conjunction with Our Month in School throughout the January Number Corner. Also, do the Kid Count Number Line (Supplement Set A1, pages A1.7–A1.8) several times or more during Number Corner this month. SUPPLEMENT DAY 2 DAY 3 Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Supplement Set C5 Geometry: Growing Shapes Calendar Pattern (Start today and use throughout the month during Number Corner.) SESSION 55 SESSION 56 Daily Routines Daily Routines Bugs to Ten, Numeral & Tally Cards: A Match Game, p. 217 Which One is Covered Up? A Memory Game, p. 220 Home Connection 11 SESSION 57 SESSION 58 SESSION 59 SESSION 60 SESSION 61 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Beat You to 20, p. 249 Introduce Work Place 2A, p. 254 What’s in the Bag? A Bucket of Sea Creatures, p. 257 Introduce Work Place 2B, p. 273 Ten & More Sea Creatures, Part 1, p. 275 Home Connection 12 Work Places Add Beat You to 20 Remove Pattern Block Designs SESSION 62 SESSION 63 Introduce Work Place 2B, p. 273 Work Places Add Bucket of Sea Creatures Remove Hungry Caterpillars SESSION 64 SESSION 65 SESSION 66 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Ten & More Sea Creatures, Part 2, p. 279 A Day of Work Places, p. 283 Sock Boxes & Coins: Beat You to 20¢, p. 285 Race You to 15¢, p. 289 Moving Along With Coins & Work Places, p. 296 Work Places Add Ten & More Remove Count & Compare Butterflies Home Connection 13 Work Places Add Sock Boxes & Coins: Beat You to 20¢ Remove Pattern Block Puzzles SESSION 67 SESSION 68 SESSION 69 Work Places Add Race You to 15¢ Remove Which Numera Will Win? SESSION 70 Work Places SESSION 71 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Moving Along With Coins & Work Places, p. 296 Mystery Numbers, p. 299 Introduce Work Place 2F, p. 303 Assessment by Observation: Watching Children at Work Places, p. 309 Assessment by Observation: Watching Children at Work Places, p. 309 Work Places Work Places Work Places Home Connection 14 © The Math Learning Center Work Places Add Spin & Write Remove Count & Compare Pennies www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 15 16 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets February Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4 & C6) Reminder Use How Many Empty Squares (Supplement Set A4, pages A4.7–A4.8) in conjunction with Our Month in School throughout the February Number Corner. Also, do the Kid Count Number Line (Activity 2, Supplement Set A1) several times or more during Number Corner this month. SUPPLEMENT DAY 2 DAY 3 DAY 100 ACTVITIES DAY 100 ACTVITIES Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Day 100 Activities (See February Number Corner, pages 195–206) Day 100 Activities (See February Number Corner, pages 195–206) Supplement Set C6 Geometry: 3-D Shapes Around Us Calendar Pattern (Start today and use throughout the month during Number Corner.) Home Connection 15 DAY 100 ACTVITIES DAY 100 ACTVITIES Day 100 Activities (See February Number Corner, pages 195–206) Day 100 Activities (See February Number Corner, pages 195–206) SESSION 72 SESSION 73 SESSION 74 Daily Routines Daily Routines Daily Routines Shark, Seal & Whale Dra- Shark, Seal & Whale Dramas, Part 2, p. 315 Shark, Seal & Whale Picture Problems, p. 319 mas, Part 1, p. 311 Work Places SESSION 75 SESSION 76 SESSION 77 SESSION 78 SESSION 79 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Shark, Seal & Whale Picture Problems, p. 322 Making Sea Creature Picture Problems, p. 327 Making Sea Creature Picture Problems, p. 332 Making Sea Creature Picture Problems, p. 333 Solving Students’ Sea Creature Picture Problems, p. 335 Home Connection 16 Work Places Work Places Work Places Work Places Add Ten & More: Memory Remove Ten & More SESSION 80 Daily Routines Solving More Sea Creature Problems, p. 340 SESSION 81 Daily Routines A Day of Work Places, p. 346 SESSION 82 SESSION 83 Daily Routines Daily Routines Sea Creature Problems: Finishing Up, p. 347 Sea Creature Problems: Finishing Up, p. 348 Work Places Add Sock Boxes & Coins: Beat You to Zero Remove Beat You to 20¢ Work Places Home Connection 18 Home Connection 17 © The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 17 18 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets March Planner (Bridges & CCSS Kindergarten Supp. Sets A1 & A4) Reminder Do Capture the Number (Supplement Set A1, pages A1.9–A1.12 ) several times or more during Number Corner in March. This activity can be used during Work Places after you’ve introduced it to the class. DAY 1 DAY 2 DAY 3 DAY 4 Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner º SESSION 84 Daily Routines Bucket of Sea Creatures: Handfuls, p. 353 SESSION 85 SUPPLEMENT SESSION 87 SUPPLEMENT SESSION 88 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Introduce Work Place 2I, p. 359 Supplement Set A4 Number & Operations: Addition & Subtraction Activity 3: Fives Up Introduce Work Place S2, Fives Up (from Supplement Set A4) Supplement Set A4 Number & Operations: Addition & Subtraction Activity 4: Frogs & Lilly Which One Does Not Belong, p. 366 Work Places Add Fives Up Remove Beat You to 20 pads Frogs & Lilly pads (from Supplement Set A4) Work Places Add Sea Creature Handfuls Remove Bucket of Sea Creatures Work Places Add Frogs & Lilly pads Remove Ten & More: Memory Home Connection 19 Note Session 86 has been omitted. SESSION 89 Introduce Work Place S3, SESSION 90 SESSION 91 SESSION 92 SESSION 93 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Sorting Sea Creatures, p. 369 Sorting Sea Creatures: A Worksheet, p. 371 Sorting Frogs, p. 373 Frog Handfuls, p. 377 Introduce Work Place 2J, p. 382 Work Places Work Places Home Connection 20 © The Math Learning Center www.mathlearningcenter.org Work Places Add Frog Handfuls Remove Sea Creature Handfuls Bridges in Mathematics Kindergarten Supplement • 19 20 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets April Planner (Bridges & CCSS Kindergarten Supp. Sets A1, A4 & D8) Reminder Do Capture the Number (Supplement Set A1, pages A1.9–A.12) several times or more during Number Corner in April. This activity can be used during Work Places after you’ve introduced it to the class. SUPPLEMENT DAY 2 DAY 3 Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Supplement Set D8 Measurement: Measuring Tools Calendar Pattern (Start today and use throughout the month during Number Corner.) SESSION 96 SESSION 97 SESSION 99 SESSION 94 SESSION 95 Daily Routines Daily Routines Unifix Cube Measuring, p. 401 Introduce Work Place 2K, p. 405 Work Places Work Places Add Unifix Cube Measuring Remove Spin & Write SESSION 100 SUPPLEMENT Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines A Day of Work Places, p. 409 Count & Compare Unifix Cubes, p. 411 Race You to 30¢, p. 418 A Day of Work Places, p. 423 Home Connection 21 Work Places Add Count & Compare Unifix Cubes Remove Race You to 15¢ Supplement Set A4 Number & Operations: Addition & Subtraction Activity 5: Pond Game Work Places Add Race You to 30¢ Remove Sock Boxes & Coins: Beat You to Zero Home Connection 22 Note Session 98 has been omitted. SUPPLEMENT SESSION 101 SESSION 102 SUPPLEMENT SESSION 103 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Introduce Work Place S4, Pond Game (from Supplement Set A4) Patterns & Numbers, Part 1, p. 426 A Day of Work Places, p. 433 Supplement Set A4 Number & Operations: Addition & Subtraction Activity 6: Spin, Count & Compare Patterns & Numbers, Part 2, p. 434 Work Places Add Pond Game Remove Frog Handfuls SUPPLEMENT Work Places Add Patterns & Numbers Remove Unifix Cube Measuring SUPPLEMENT Work Places Note Session 104 has been omitted. SESSION 105 SESSION 106 SESSION 107 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Supplement Set A4 Number & Operations: Addition & Subtraction Activity 6: Spin, Count & Compare (Repeat) Supplement Set A4 Number & Operations: Addition & Subtraction Introduce Work Place S5, Spin, Count & Compare (from Supplement Set A4) Frog Picture Problems, p. 439 More Frog Picture Problems, p. 445 Making Frog Problems, Day 1, p. 450 Home Connection 23 Work Places Add Spin, Count & Compare Remove Fives Up © The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 21 22 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets May Planner (Bridges & CCSS Kindergarten Supp. Sets A4, C1 & C2) Reminder Use Dot Card Subtraction (Supplement Set A4, page A4.9) in conjunction with Our Month in School throughout the May Number Corner. DAY 1 DAY 2 DAY 3 Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines Introduce Number Corner Daily Routines SESSION 108 SUPPLEMENT Daily Routines Daily Routines Making Frog Problems, Day 2, p. 454 Supplement Set C2 Geometry: Locations Activity 2: Left & Right Home Connection 24 SESSION 109 SESSION 110 SESSION 111 SESSION 112 SUPPLEMENT Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Solving Students’ Frog Problems, p. 458 Solving More Students’ Frog Problems, p. 465 Introduce Work Place 2O, p. 468 A Day of Work Places, p. 472 Work Places Add Frog Problems Remove Frogs & Lily pads Home Connection 25 Supplement Set C2 Geometry: Locations Activity 3: Little Frog’s Playground Work Places SESSION 113 Daily Routines Frog Jump Measuring, p. 474 SESSION 114 Daily Routines Introduce Work Place 2P, p. 476 Work Places Add Frog Jump Measuring Remove Count & Compare Unifix Cubes SUPPLEMENT SUPPLEMENT SESSION 115 Daily Routines Daily Routines Daily Routines Supplement Set A4 Number & Operations: Addition & Subtraction Activity 7: Bug Catchers Supplement Set A4 Number & Operations: Addition & Subtraction Introduce Work Place S6, Bug Catchers (from Supplement Set A4) Where Do You See It? p. 483 Work Places Work Places Add Bug Catchers Remove Race You to 30¢ SESSION 116 SUPPLEMENT SUPPLEMENT SESSION 117 SUPPLEMENT Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Which One Does Not Belong? p. 489 Supplement Set A4 Number & Operations: Addition & Subtraction Activity 8: Piggy Banks Introduce Work Place S7, Piggy Banks (from Supplement Set A4) Introduce Work Place 2Q, p. 493 Supplement Set C1 Geometry: 3-D Shapes Activity 1: Mystery Bag Sorting Work Places Work Places Add Piggy Banks Remove Pond Game Work Places Add Polydrons: Can You Build It? Remove Patterns & Numbers Home Connection 26 © The Math Learning Center www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 23 24 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets June Planner (Bridges & CCSS Kindergarten Supp. Set C1) SUPPLEMENT SUPPLEMENT SESSION 118 SESSION 119 SESSION 120 Daily Routines Daily Routines Daily Routines Daily Routines Daily Routines Supplement Set C1 Geometry: 3-D Shapes Activity 2: Shape Detectives Supplement Set C1 Geometry: 3-D Shapes Activity 3: Three-D Shape Walk Introduce Work Place 2R, p. 498 Geoboards: Squares & Triangles, p. 502 Geoboards: Squares & Triangles, p. 506 SESSION 121 SESSION 122 Work Places Add Fill It First! Remove Frog Problems SESSION 123 Daily Routines Daily Routines Daily Routines Continuing with Work Places, p. 511 A Day of Work Places A Day of Work Places © The Math Learning Center Work Places Add Geoboards: Squares & Triangles Remove Frog Jump Measuring www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 25 26 • Bridges in Mathematics Kindergarten Supplement www.mathlearningcenter.org © The Math Learning Center Common Core State Standards Supplement Sets Kindergarten CCSS Supplement Materials Lists MANIPULATIVES & PRINT MATERIALS ITEM # A1 A4 A6 C1 C2 C3 C4 C5 C6 Frogs (100)* FROG √ Bugs (100)* BUG √ Unifix cubes (1,000) U1 √ Pattern Blocks (3 sets) PPBT Balance scale (1) BPP Polydrons, Squares (40)* PDS √ √ Polydrons, Triangles (100)* PDT √ √ Game Markers (100) M100 √ Individual Chalkboards, chalk, erasers* (class set; whiteboards and pens may be substituted) MB10S √ Calendar Grid Pocket Chart* LCGPC D2 D8 √ √ √ √ Month & Year Calendar Grid Cards* Bridges Supplement Card Set* • Kid Count Cards • Ten Frame Bug Cards • Ten & More Ten-Frame Cards • Count & Compare Butterflies cards • Count & Compare U Cubes cards D1 QZ452 √ √ √ √ √ √ √ √ √ √ √ √ √ √ All manipulatives and print materials available from Math Learning Center. Those items marked with an asterisk are included in the Kindergarten Bridges Grade Level Package. GENERAL MATERIALS (PROVIDED BY THE TEACHER) A1 A4 Overhead projector or document camera √ Blank transparencies if you are using an overhead projector 4 “Helper Jar” (A popsicle stick for each student with his/her name written on it, placed in a container) √ 8.5” x 11” copy paper, sheets per student 2 4 8.5” x 11” white cardstock, individual sheets 1 30 8.5” x 11” pastel cardstock, individual sheets √ A6 C1 √ C2 C3 C4 C5 C6 D1 D2 D8 √ √ √ √ √ √ √ √ 16 16 16 18 1 2 16 1 20 3 √ √ 17 1 ½” x 2” sticky notes √ 3” x 5” index cards √ √ Construction paper in a variety of colors √ Butcher paper √ 18” x 24” chart paper (lined and unlined) √ Overhead pens (black, blue, red, green) √ Dry wipe pens (black, blue & red) √ Marking pens, including a highlighter pen √ √ √ √ Glue sticks √ Scissors, class set √ Regular masking tape √ √ String Yardstick or pointer √ √ √ Rug yarn or ribbon in 4-6 different colors © The Math Learning Center √ √ Crayons Blue masking tape √ √ www.mathlearningcenter.org Bridges in Mathematics Kindergarten Supplement • 27 Common Core State Standards Supplement Sets Kindergarten CCSS Supplement Materials Lists (cont.) GENERAL MATERIALS (PROVIDED BY THE TEACHER) Rainbow sentence strips in 5 different colors A1 A4 A6 C1 C2 C3 C4 C5 C6 D1 D2 √ Xylophone, keyboard, piano, or internet access √ Teddy bear or other stuffed animal √ √ Copy paper box with lid √ √ Lunch sack or small gift bag √ Grocery sack or large gift bag √ Collection of 3-D objects from around the classroom √ 3/4” adhesive dots, red and blue √ √ √ A necklace or necktie belonging to the teacher √ 1 pound of potatoes, onions, or carrots in a small sack with handles √ 8–12 common household or classroom items of varying weights (between 8 ounces & 2 pounds) √ Cafeteria tray √ 60 pennies √ 6 small paper cups (3 oz), 1 large paper cup (8 oz) √ Measuring tools (e.g., a digital clock, a small analog clock, a medical or scientific thermometer, a round outdoor thermometer, a digital thermometer, a kitchen scale, a bathroom scale, a cloth measuring tape, a carpenter’s tape measure, etc.) Opt. Clipboards (Class Set) Opt. CHILDREN’S BOOKS (PROVIDED BY THE TEACHER) Splash! by Ann Jonas All about Where by Tana Hoban A4 A6 C2 Opt. Opt. D2 D8 Opt. Left Hand, Right Hand by Janet Allison Brown Opt. Cubes, Cones, Cylinders & Spheres by Tana Hoban Opt. Stone Soup (any version) Opt. Length by Henry Pluckrose Opt. Weight by Henry Pluckrose Opt. How Long Is It? by Donna Loughran Opt. Millions to Measure by David Schwartz Opt. How Big Is a Foot? by Rolf Myller Opt. 28 • Bridges in Mathematics Kindergarten Supplement D8 www.mathlearningcenter.org © The Math Learning Center Kindergarten supplement Set A1 Number & Operations: Counting on the Number Line Includes Activity 1: The Rainbow Number Line Activity 2: Kid Count Number Line Activity 3: Capture the Number A1.1 A1.7 A1.9 Skills & Concepts H locate numbers from 1 to at least 31 on a number line H count by ones forward from 1 to 100 H count backward from 10 H read aloud numerals from 0 to at least 31 H identify ordinal positions through the 31st H locate numbers on a number line H count by ones and read numerals H order numerals from 1 to at least 10 H rote count backward from any number in the range of 1 to at least 10 H identify ordinal positions H locate numbers from 0 to at least 20 on a number line H read numerals from 0 to at least 20 H rote count by ones forward from 0 to 39 H count objects in a set of up to at least 20 objects H describe numbers from 1 to 9 using 5 as a benchmark number P0709 Bridges in Mathematics Kindergarten Supplement Set A1 Numbers & Operations: Counting on the Number Line The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2009 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0709 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set A1 Number & Operations: Counting on the Number Line Set A1 H Activity 1 Activity The Rainbow Number Line Overview You’ll need The teacher works with input from students to record one number each school day on a colored sentence strip posted on the classroom wall. New sentence strips are added as needed, and the number line that results can be used for many different counting and numeral recognition activities through the year. H 11 rainbow sentence strips in 5 different colors (see Advance Preparation) H a yardstick H wide-tipped black felt marker H red and blue dry wipe or overhead markers H Coin and Bill cards (optional, pages A1.4–A1.6, run one copy of each on cardstock) Skills & Concepts H locate numbers from 1 to at least 31 on a number line H count by ones forward from 1 to 100 Advance Preparation You’ll need 3 of one color strip, and 2 each of the other four colors. Write a 0 at the far left side of one of the 3 identically colored strips, but leave the rest of the strip unmarked otherwise. Laminate all 11 strips so you can reuse them in future years and also mark on them with an overhead or dry wipe marker this year. Post just the first strip before school starts. Place it near your Number Corner display board where all the students can see it easily. H count backward from 10 H read aloud numerals from 0 to at least 31 H identify ordinal positions through the 31st 0 Instructions for The Rainbow Number Line 1. On the first day of school, call children’s attention to the single sentence strip you’ve posted. Explain that this is a number line, and you’ll be writing a number on it for each school day that passes. Read the numeral 0 with the class, and explain that you wrote this number on the line yesterday, before school even started. Ask them what number you’ll need to write for today, and then use a black wide-tipped marker to record the numeral 1 on the line. Gauge the amount of space you leave between the 0 and the 1 knowing that you’ll only be writing the numerals up through 9 before you switch to another strip. 2. The following day during Number Corner, record the numeral 2 on the line for the second day of school. Continue each day in this fashion through the ninth day of school. Then attach a second strip to the first, and add a new number to the strip each day until you’ve reached the 19th. Attach a third strip for the numerals 20–29, a fourth for the numerals 30–39, and so on. Use a different color strip each time, so each decade appears on a new color. When you’ve used all 5 colors, start over. Repeat the same sequence of colors so children can anticipate what you’ll post next. 0 1 2 3 © The Math Learning Center 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Bridges in Mathematics Kindergarten Supplement • A1.1 21 22 Set A1 Number & Operations: Counting on the Number Line Activity 1 The Rainbow Number Line (cont.) Starting on about the 10th day of school, you can use the line for a variety of counting exercises and activities, including the ones listed below. • Point to each numeral as students count forward with you. When you get to the last recorded numeral, ask students to predict what number you’ll be writing on the line the following day. • Start at any number 10 or less and point to each numeral as students count backward with you to 0. Have them practice counting from different numbers below 10 backwards to 0 on a regular basis. • Have students take turns pointing on the line to specific numerals you name. You might also have them point to numerals that correspond to events in your classroom (e.g., someone’s age, birth date, the number of cans the class collected for the annual food drive, the number of muffins someone brought to school for a special treat today, and so on). • Have students practice counting by 2’s to 10. Point to the numbers, or underline them in red or blue, as the students count along with you. • Cover up the zero with a post-it note, and have students name the ordinal position of each numeral on the line, first, second, third, fourth, and so on. (If you cover the zero, the ordinal numbers will correspond to the cardinal numbers. That is, the 1 will be the first number on the line. The 2 will be the second number, 3 will be the third number, and so on.) • Cover up the zero with a post-it note and give different students a turn to point with the yardstick to the first numeral on the line, the second, the third, the fifth, the tenth, and so on. 3. Have students practice counting by 1’s through 100 during the spring months. You can also continue to have students practice counting backwards from 10 or other numbers less than 10. Once you reach 50 or 60, you might have students practice counting by 5’s or 10’s along the line. Point to the numbers or circle them in red or blue as students count with you. Extensions • Prepare a collection of coin cards by running 1 copy each of the Coin and Bill Cards on cardstock. Color the coins and the dollar bill, cut the cards apart, and laminate if desired. Post a penny card below the number line for each day of school through the tenth. After that, post a dime card below each multiple of 10 through 100, and a quarter card when under the numerals 25, 50, 75, and 100. When you reach Day 100, post the dollar bill below the numeral 100. Reinforce the name and value of the coins on a regular basis, and point to the dimes as students count by tens on the line. • Use the fact that the sentence strips change color with every new decade to introduce and reinforce the tens place, and the special role it plays in our number system. Several months into school, as you’re starting into the 40’s or 50’s, you might introduce the idea that the 4 in 42 means 4 tens, while the 2 means 2 ones, that is, 42 means 4 tens and 2 ones. If you’re keeping the Link a Day paper chain, you can use the loops that have been grouped into tens and ones to demonstrate what you mean. You might also have students build collections of Unifix cubes grouped into tens and ones to match the number of days you’ve been in school. • Use the penny and dime cards to help students analyze the magnitude of digits through 99 on the basis of their place values and represent the place value of each digit in a two-digit whole number. If you reuse the penny cards for each decade and move the dimes ahead on the line as you go, you can help students understand, for instance, that 43 is the same as 4 dimes and 3 pennies, and count the amount with them by tens and ones, “ten, twenty, thirty, forty, forty-one, forty-two, forty-three”. Plan A1.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Activity 1 The Rainbow Number Line (cont.) to do this several times a week, if not daily, for some months running if your kindergarteners are expected to develop place value understandings. 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 10¢ 42 1¢ 43 1¢ 44 45 1¢ 10¢ 10¢ 10¢ • Extend the number line through the last day of school to give students exposure to counting past 100 and reading 3-digit numerals. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.3 46 Set A1 Number & Operations: Counting on the Number Line Blackline Optional Run 1 copy on cardstock. Color and laminate if desired and cut apart. Tarjetas de monedas y billetes página 1 de 3 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ A1.4 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Optional Run 1 copy on cardstock. Color and laminate if desired and cut apart. Tarjetas de monedas y billetes página 2 de 3 © The Math Learning Center 1¢ 10¢ 10¢ 10¢ 10¢ 10¢ 10¢ 10¢ 10¢ Bridges in Mathematics Kindergarten Supplement • A1.5 Set A1 Number & Operations: Counting on the Number Line Blackline Optional Run 1 copy on cardstock. Color and laminate if desired and cut apart. Tarjetas de monedas y billetes página 3 de 3 10¢ 10¢ 25¢ 25¢ 25¢ 25¢ $1.00 A1.6 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Set A1 H Activity 2 Activity Kid Count Number Line Activity Kid Count Number Line Overview The teacher gives half the students Kid Count cards and the other half numbered index cards. Holding their cards, students are seated in two parallel number lines, and then practice counting forwards and backwards as they stand up and sit down in turn. Skills & Concepts H locate numbers on a number line You’ll need H the Kid Count Cards (pages A1.18–A1.32, run one copy of each on cardstock and cut apart.) H blue masking tape (see Advance Preparation) H half class set of index cards (see Advance Preparation) H a ruler or pointer of some type H a bell, chime bar, or your key ring H Ten Frame Bug Cards and Ten & More Ten Frame Cards (optional, pages A1.33–A1.38 and A1.39–A1.47, run one copy of each on cardstock and cut apart.) H count by ones and reading numerals H order numerals from 1 to at least 10 H rote count backward from any number in the range of 1 to at least 10 H identify ordinal positions Advance Preparation Use blue masking tape to create a line in your classroom long enough to accommodate half of your students standing side-by-side. An alternative is to reserve the gym for 15–20 minutes the day(s) you do this activity with your class. Write one numeral on each of the index cards, starting with 1. You’ll need a half-class set of Kid Count cards and half a class set of numbered index cards. If you have 26 students, for instance, you’ll need Kid Count cards 1–13, and numbered index cards 1–13. Instructions for Kid Count Number Line 1. Gather the children into your discussion circle or in the gym, depending on where you’re going to conduct the activity. Show them the line you’ve taped on the floor in your classroom, or the line you’re planning to use in the gym. Explain that today the class is going to work together to make a kid-sized number line, using the Kid Count cards from the Number Corner and some other cards you’ve made especially for this activity. 2. Give half your students each a Kid Count card, and reassure the others that they’ll each get a numbered index card in a minute or two. Call the numbers out one by one, starting with 1, as the students holding Kid Count cards each stand up and arrange themselves along the tape line in order. As you do this, use the language of ordinal numbers as well as the names of the numerals (i.e., “If you’re holding the card that shows a 1, you’re first in line. The person holding the card that shows 2 will be second in line. The number 3 card comes third in line. Yep, that’s you, Jesse!) © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.7 Set A1 Number & Operations: Counting on the Number Line Activity 2 Kid Count Number Line (cont.) 3. Once all the children holding cards are standing in order along the line, ask them to hold their cards up in front of them for everyone to see. Walk along slowly behind the line, pointing to each student as the rest of the class reads and counts along with you. 4. Repeat Step 3, but this time, name each child’s ordinal position in line (i.e., first, second, third, fourth, fifth, etc.) as the class recites them with you. Reinforce the language of ordinal numbers by asking the first child in line to hold up her hand, the third child in line to hop 3 times, the fourth child in line to wave to his or her classmates, and so on. You can also ask your class to name the second child in line, the eighth child in line, the thirteenth child in line, and so forth. 5. Give each of the students still seated a numbered index card. Tell them that when you give the signal, they are going to walk, not run, to stand facing the person who is holding the matching Kid Count card. Then they’re both going to sit down right where they are. Borrow one of the index cards from a student and demonstrate how you expect the children to walk to their partner, stand in front of him or her, and then both sit down. When everyone has found his or her partner, you will have two parallel lines of children seated facing each other. 6. Ring your bell or jingle your keys and have the students holding numbered index cards find their partners. When all the students are seated, have the class count from 1 to the last number as each pair stands up. Then count backwards from the last number as each pair sits back down. Finally, have each pair stand (and turn to face the door if you’re going back to the classroom) as the class recites the ordinal numbers, first, second, third, fourth, and so on. 1 ˇ† Number Corner Kid Count number cards 1 2 ˇ† Number Corner Kid Count number cards 2 3 ˇ† Number Corner Kid Count number cards 4 Number Corner Kid Count number cards 5 ˇ† Number Corner Kid Count number cards 6 ˇ† Number Corner Kid Count number cards 7 ˇ† Number Corner Kid Count number cards 8 ˇ† Number Corner Kid Count number cards 9 ˇ† Number Corner Kid Count number cards 10 Number Corner Kid Count number cards 3 4 5 6 7 8 9 10 Extensions • Repeat the activity as described above, but use 10-frame cards from your Bridges Kit instead of numbered index cards. (The Ten-Frame Bug 1–10 cards are first introduced in Bridges Session 23. The Ten & More Ten Frames 11–20 cards are first introduced in Bridges Session 61.) • Give all the students in your class a Kid Count card and have them arrange themselves in order along the taped line. Walk along slowly behind the line, gently tapping each student on the shoulder to call out his or her number and sit down on the line. Then have each student stand as the class counts from 1 to the final number, in unison. Finally, have each child in line take one step forward and wave as the class names his or her ordinal position in line, first, second, third, fourth, fifth, and so on. This version of the activity is especially fun if you have an audience of parents, office staff, or another kindergarten. If possible, have someone take a digital photo of the class to post beside your classroom number line. A1.8 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Set A1 H Activity 3 Activity Capture the Number Overview You’ll need The teacher divides the class into two teams. Students from each team take turns drawing a ten-frame card from a stack, finding the matching numeral on the class number line, and marking it with a sticky note. After playing the game several times with the class, the teacher can introduce Capture the Number as a partner game for children to play during Work Places. H class number line from Set A1, Activity 1 (see Advance Preparation) Skills & Concepts H locate numbers from 0 to at least 20 on a number line H read numerals from 0 to at least 20 H rote count by ones forward from 0 to 39 H count objects in a set of up to at least 20 objects H describe numbers from 1 to 9 using 5 as a benchmark number H 11 ⁄2" × 2" sticky notes in 3 different colors (see Advance Preparation) H Ten Frame Bug Cards 0–10 (pages A1.33–A1.38, run one copy of each on cardstock and cut apart.) H Ten & More Ten-Frame Cards 10–20 (optional, pages A1.39–A1.47, run one copy of each on cardstock and cut apart.) H Count & Compare Unifix Cubes Cards 10–27 (optional, pages A1.48–A1.52, run one copy of each on cardstock and cut apart.) Advance Preparation Post the first four sentence strips from Activity 1 on the whiteboard to form a number line that runs from 0 to 39, at a height where the students can easily reach it. Cut the sticky notes in half to form 1" by 11 ⁄2" rectangles. You’ll need 10 rectangles in one color, 10 in a second color, and 2 in a third color. Post 5 of one color to the lower left of the number line, 5 of the other color to the lower right, and 1 of the third color in the middle. Keep the remaining notes in reserve for a second round of the game 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Instructions for Capture the Number 1. Gather children to your discussion area and seat them all facing the whiteboard. Point to each number on the line as students count with you from 0 through 39. Then explain that you’re going to play a game on the number line today. Divide the children into two teams, and assign each team a color to match the colors of your sticky notes; yellow and blue, for example. Explain that the single sticky note in the middle of the board is for you. 2. Show children the stack of Ten Frame Bug cards. Then mix up the cards and place them face-down in a stack. Explain that members of each team are going to take turns pulling a card from the top of the stack, finding the matching number on the number line, and marking it with a sticky note for their team. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.9 Set A1 Number & Operations: Counting on the Number Line Activity 3 Capture the Number (cont.) 3. Call on a student from one of the teams to take a card from the top of the stack. Ask him or her to show it to the class, and have students determine how many bugs are on the card. Students Jaimee got lots of bugs on her card! Two butterflies, my best ones! Nine, there are nine because I counted them. There’s one missing so it must be 9. Five and then 1, 2, 3, 4. 1, 2, 3, 4, 5, 6, 6, 7, 8, 9…yep, it’s 9! 4. Then have that student locate and mark the matching numeral on the number line with a sticky note in his or her team’s color. Encourage other students to help, and offer assistance as necessary. 5. Have students from each team take turns back and forth until all but one of the cards is gone. Take the last card yourself and mark the corresponding numeral on the line with the odd-colored sticky note. Then ask students to name the numerals each team captured as you record them on the board. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Yellow Team got 1, 2, 5, 7, and 10. Blue Team got 0, 3, 6, 8, and 9. Mrs. R. got 4. 6. Play the game again if time allows, or save the sticky notes for another day. Extensions • Repeat the game as described above, but have the class capture the numerals from 10 through 20 by using the Ten & More Ten-Frame cards instead of the Ten-Frame Bug cards. You might also have students capture the numerals from 10 through 27 by using the Count & Compare Unifix Cubes cards. • Set up Capture the Number as a Work Place, you’ll need º Capture the Number Record Sheet, 0–10 (page A1.13, run 1 half-class set plus a few extra) º Zero Cards (page A1.17, one copy on cardstock, see Advance Preparation below) º 3 sets of Count & Compare Butterflies Cards ( pages A1.53–A1.56, run three copies of each sheet on different color cardstock and cut apart.) º Crayons in two different colors A1.10 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center 17 18 Set A1 Number & Operations: Counting on the Number Line Activity 3 Capture the Number (cont.) º Capture the Number Record Sheet, 0–20 (optional, page A1.14, run as needed) º Capture the Number Record Sheet, 0–10 Challenge (optional, page A1.15, run as needed) º Capture the Number Record Sheet, 0–20 Challenge (optional, page A1.16, run as needed) º 3 sets of cards from Work Place 2C (Ten & More Ten-Frame, optional) Advance Preparation To set Capture the Number up as a Work Place, run a half-class set of the Capture the Number Record Sheet, 0–10 blackline on page A1.13. Cut the sheets in half and place them in a Work Place tub. Run 1 copy of the Zero Cards (page A1.17) on cardstock. Cut the cards apart and laminate them. Add these to your Count & Compare Butterflies cards so that each set has 13 cards: 3 zeros, and 1 card each for 1–10. In addition to the record sheets and the 3 sets of cards, you’ll need to add 6 crayons or colored pencils, each a different color. • Introduce Capture the Number as a partner game. In this game, students take turns drawing tenframe cards, locating the corresponding numerals on a number line, and coloring in dots above those numerals on the line. The players each use a different color so they can tell who has captured each numeral. Play continues until all the dots above the numbers are colored in. If a player draws a Zero card and the 0 has already been marked, that player looses his or her turn. The player with the most dots colored in at the end of the game wins. Choose a volunteer to play the game with you while the other children watch, and then make it available during Work Places. ˇ† 1M Count & Compare Butterflies Cards Mrs. R. and Danny DATE Capture the Number Record Sheet, 0–10 0 1 2 3 4 5 6 ˇ† 1M Count & Compare Butterflies Cards 7 8 9 10 Set A1 Number & Operations: Counting on the Number Line Black © The Math Learning Center NAMES Danny I won! I got 6 dots, and you only got 5, Mrs. R! • Some students may enjoy counting out cubes in their color to match the numbers they capture, forming these into trains, and setting them above the numbers on the line. At the end of the game, each student can link his or her trains end-to-end to compare their winnings. The player with the longer train wins the game. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.11 Set A1 Number & Operations: Counting on the Number Line Activity 3 Capture the Number (cont.) • There are several different versions of the Capture the Number Record Sheet on pages A1.13–A1.16, each a little more challenging. You can introduce these as needed. You may choose to use some of them with small groups or individuals. Students playing Capture the Number, 0–20 can use a set of the Ten & More Ten-Frame cards from Work Place 2C and just capture and color the numerals from 10–20. If they want to play for all the numerals on the line, they can combine a set of Count and Compare Butterfly cards with a set of Ten & More Ten-Frame cards. • Capture the Number, 0–10 Challenge and Capture the Number, 0–20 Challenge are played like the first two versions of the game, with a small twist. In the challenge games, students take turns drawing a card, using the landmark numbers along the line to find the location of the matching numeral, writing the numeral in themselves, and then coloring in the dot. DATE Capture the Number Record Sheet, 0–10 Challenge 5 0 NAMES 10 Set A1 Number & Operations: Counting on the Number Line Blackline NAMES DATE Capture the Number Record Sheet, 0–10 Challenge DATE Capture the Number Record Sheet, 0–20 Challenge 5 0 0 5 10 10 NAMES 15 20 15 20 Set A1 Number & Operations: Counting on the Number Line Blackline NAMES DATE Capture the Number Record Sheet, 0–20 Challenge 0 5 A1.12 • Bridges in Mathematics Kindergarten Supplement 10 © The Math Learning Center © The Math Learning Center 6 5 4 3 2 1 0 nombre Hoja de anotaciones de Captura el número, 0 a 10 Fecha 6 5 4 3 2 1 0 Hoja de anotaciones de Captura el número, 0 a 10 nombre Fecha 7 7 8 8 9 9 10 10 Set A1 Number & Operations: Counting on the Number Line Blackline Run a half-class set plus a few extras and cut in half. Bridges in Mathematics Kindergarten Supplement • A1.13 Fecha A1.14 • Bridges in Mathematics Kindergarten Supplement 1 2 3 4 5 6 7 8 Fecha 9 10 11 12 13 14 15 16 17 18 19 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Hoja de anotaciones de Captura el número, 0 a 20 nombre 0 Hoja de anotaciones de Captura el número, 0 a 20 nombre Set A1 Number & Operations: Counting on the Number Line Blackline Run as needed. © The Math Learning Center © The Math Learning Center 5 0 Hoja de anotaciones de Captura el número, 0 a 10 Reto Fecha nombre 5 0 Hoja de anotaciones de Captura el número, 0 a 10 Reto nombre Fecha 10 10 Set A1 Number & Operations: Counting on the Number Line Blackline Run as needed. Bridges in Mathematics Kindergarten Supplement • A1.15 A1.16 • Bridges in Mathematics Kindergarten Supplement 15 10 5 0 nombre Hoja de anotaciones de Captura el número, 0 a 20 Reto Fecha 15 10 5 0 Hoja de anotaciones de Captura el número, 0 a 20 Reto nombre Fecha 20 20 Set A1 Number & Operations: Counting on the Number Line Blackline Run as needed. © The Math Learning Center © The Math Learning Center A1.17 Zero Cards A1.17 Zero Cards A1.17 Zero Cards A1.17 Zero Cards A1.17 Zero Cards A1.17 Zero Cards A1.17 Zero Cards Tarjetas cero A1.17 Zero Cards A1.17 Zero Cards Set A1 Number & Operations: Counting on the Number Line Blackline Run 1 copy on cardstock. Bridges in Mathematics Kindergarten Supplement • A1.17 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. A1.18 • Bridges in Mathematics Kindergarten Supplement ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 1 2 Tarjetas de Cuenta niño página 1 de 15 © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. © The Math Learning Center ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 3 4 Tarjetas de Cuenta niño página 2 de 15 Bridges in Mathematics Kindergarten Supplement • A1.19 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. A1.20 • Bridges in Mathematics Kindergarten Supplement ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 5 6 Tarjetas de Cuenta niño página 3 de 15 © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. © The Math Learning Center ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 7 8 Tarjetas de Cuenta niño página 4 de 15 Bridges in Mathematics Kindergarten Supplement • A1.21 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. A1.22 • Bridges in Mathematics Kindergarten Supplement ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 9 10 Tarjetas de Cuenta niño página 5 de 15 © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. © The Math Learning Center ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 11 12 Tarjetas de Cuenta niño página 6 de 15 Bridges in Mathematics Kindergarten Supplement • A1.23 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. A1.24 • Bridges in Mathematics Kindergarten Supplement ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 13 14 Tarjetas de Cuenta niño página 7 de 15 © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. © The Math Learning Center ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 15 16 Tarjetas de Cuenta niño página 8 de 15 Bridges in Mathematics Kindergarten Supplement • A1.25 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. A1.26 • Bridges in Mathematics Kindergarten Supplement ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 17 18 Tarjetas de Cuenta niño página 9 de 15 © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. © The Math Learning Center ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 19 20 Tarjetas de Cuenta niño página 10 de 15 Bridges in Mathematics Kindergarten Supplement • A1.27 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. A1.28 • Bridges in Mathematics Kindergarten Supplement ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 21 22 Tarjetas de Cuenta niño página 11 de 15 © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. © The Math Learning Center ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 23 24 Tarjetas de Cuenta niño página 12 de 15 Bridges in Mathematics Kindergarten Supplement • A1.29 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. A1.30 • Bridges in Mathematics Kindergarten Supplement ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 25 26 Tarjetas de Cuenta niño página 13 de 15 © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. © The Math Learning Center ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 27 28 Tarjetas de Cuenta niño página 14 de 15 Bridges in Mathematics Kindergarten Supplement • A1.31 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. A1.32 • Bridges in Mathematics Kindergarten Supplement ˇ† Number Corner Kid Count number cards ˇ† Number Corner Kid Count number cards 29 30 Tarjetas de Cuenta niño página 15 de 15 © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. Tarjetas de insectos en marcos de diez página 1 de 6 ˇ† Bridges in Mathematics Ten-Frame Bug Cards ˇ† Bridges in Mathematics Ten-Frame Bug Cards © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.33 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. Tarjetas de insectos en marcos de diez página 2 de 6 ˇ† Bridges in Mathematics Ten-Frame Bug Cards ˇ† Bridges in Mathematics Ten-Frame Bug Cards A1.34 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. Tarjetas de insectos en marcos de diez página 3 de 6 ˇ† Bridges in Mathematics Ten-Frame Bug Cards ˇ† Bridges in Mathematics Ten-Frame Bug Cards © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.35 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. Tarjetas de insectos en marcos de diez página 4 de 6 ˇ† Bridges in Mathematics Ten-Frame Bug Cards ˇ† Bridges in Mathematics Ten-Frame Bug Cards A1.36 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. Tarjetas de insectos en marcos de diez página 5 de 6 ˇ† Bridges in Mathematics Ten-Frame Bug Cards ˇ† Bridges in Mathematics Ten-Frame Bug Cards © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.37 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. Tarjetas de insectos en marcos de diez página 6 de 6 ˇ† Bridges in Mathematics Ten-Frame Bug Cards A1.38 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on white cardstock. cardstock. Cut apart Cut on apart thinon lines. thin Laminate. lines. Laminate. Tarjetas de marcos de diez y más de diez página 1 de 9 ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.39 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on white cardstock. cardstock. Cut apart Cut on apart thinon lines. thin Laminate. lines. Laminate. Tarjetas de marcos de diez y más de diez página 2 de 9 ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame A1.40 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on white cardstock. cardstock. Cut apart Cut on apart thinon lines. thin Laminate. lines. Laminate. Tarjetas de marcos de diez y más de diez página 3 de 9 ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.41 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on colored cardstock. cardstock. Cut apartCut onapart thin lines. on thin Laminate. lines. Laminate. Tarjetas de marcos de diez y más de diez página 4 de 9 ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame A1.42 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on colored cardstock. cardstock. Cut apartCut onapart thin lines. on thin Laminate. lines. Laminate. Tarjetas de marcos de diez y más de diez página 5 de 9 ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.43 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on colored cardstock. white cardstock. cardstock. Cut apart CutCut on apart apart thinon lines. on thin thin Laminate. lines. lines. Laminate. Laminate. Tarjetas de marcos de diez y más de diez página 6 de 9 ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame A1.44 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on colored cardstock. white cardstock. cardstock. Cut apart CutCut on apart apart thinon lines. on thin thin Laminate. lines. lines. Laminate. Laminate. Tarjetas de marcos de diez y más de diez página 7 de 9 ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.45 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on colored cardstock. cardstock. Cut apartCut onapart thin lines. on thin Laminate. lines. Laminate. Tarjetas de marcos de diez y más de diez página 8 de 9 ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame A1.46 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on colored cardstock. cardstock. Cut apartCut onapart thin lines. on thin Laminate. lines. Laminate. Tarjetas de marcos de diez y más de diez página 9 de 9 ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame ˇ† 2C/2G Ten & More Ten-Frame © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.47 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes Tarjetas de Cuenta y compara cubos Unifix página 1 de 5 A1.48 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes Tarjetas de Cuenta y compara cubos Unifix página 2 de 5 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.49 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes Tarjetas de Cuenta y compara cubos Unifix página 3 de 5 A1.50 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes Tarjetas de Cuenta y compara cubos Unifix página 4 de 5 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A1.51 Set A1 Number & Operations: Counting on the Number Line Blackline Make 1 copy on cardstock. Cut apart on thin lines. Laminate. ˇ† 2L Count & Compare Unifix Cubes ˇ† 2L Count & Compare Unifix Cubes Tarjetas de Cuenta y compara cubos Unifix página 5 de 5 A1.52 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 31 copy copies onon cardstock. white different cardstock. Cut color apart cardstock. Cut on apart thinon Cut lines. thin apart Laminate. lines. on Laminate. thin lines. © The Math Learning Center ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards Tarjetas de Cuenta y compara mariposas página 1 de 4 Bridges in Mathematics Kindergarten Supplement • A1.53 Set A1 Number & Operations: Counting on the Number Line Blackline Make 31 copy copies onon cardstock. different Cut color apart cardstock. on thin Cut lines. apart Laminate. on thin lines. ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards A1.54 • Bridges in Mathematics Kindergarten Supplement ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards Tarjetas de Cuenta y compara mariposas página 2 de 4 © The Math Learning Center Set A1 Number & Operations: Counting on the Number Line Blackline Make 31 copy copies onon cardstock. different Cut color apart cardstock. on thin Cut lines. apart Laminate. on thin lines. © The Math Learning Center ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards Tarjetas de Cuenta y compara mariposas página 3 de 4 Bridges in Mathematics Kindergarten Supplement • A1.55 Set A1 Number & Operations: Counting on the Number Line Blackline Make 31 copy copies onon cardstock. different Cut color apart cardstock. on thin Cut lines. apart Laminate. on thin lines. ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards Tarjetas de Cuenta y compara mariposas página 4 de 4 A1.56 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Kindergarten supplement Set A4 Number & Operations: Addition & Subtraction Includes Activity 1: Numbers & Combinations to Ten through the School Year Activity 2: Butterfly Race Activity 3: Fives Up Activity 4: Frogs & Lillypads Activity 5: Pond Game Activity 6: Spin, Add & Compare Activity 7: Bug Catchers Activity 8: Piggy Banks A4.1 A4.23 A4.35 A4.45 A4.53 A4.59 A4.67 A4.73 Skills & Concepts H use one-to-one correspondence to count sets of objects to 30, and produce sets of given sizes H use one-to-one correspondence to compare sets of objects to 30 using phrases such as “same number”, “more than”, or “less than” H recognize the number of objects in a small set without counting H identify the ordinal position of objects H read and write numerals to 30 H model addition by joining sets of objects and model subtraction by removing objects from sets for numbers less than 10. H verbally describe mathematical relationships involving addition and subtraction situations for numbers less than 10 H compose and decompose numbers from 2 to 10 H record mathematical thinking by writing simple addition and subtraction sentences P0310 Bridges in Mathematics Kindergarten Supplement Set A4 Numbers & Operations: Addition & Subtraction The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2010 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0310 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. Acknowledgements: – Thanks go to Kindergarten teacher Lori Lawrence for her encouragement and support in developing the activities in this supplement set. – The work of Robert J. Wright, Garry Stanger, Ann K. Stafford, and James Martland, in their Math Recovery publications (listed below) also inspired and informed some of the activities in this supplement set. In particular, we are indebted to these authors for reinforcing the important role played by visual models, including fingers (“bunny ears”), domino dot formations, five frames, and ten frames, in helping young children learn to combine and partition small numbers. – Wright, Stanger, Stafford & Martland, Teaching Number in the Classroom with 4–8 YearOlds, 2006 – Wright, Martland, Stafford, and Stanger, Teaching Number: Advancing Children’s Skills & Strategies, 2006 The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set A4 Number & Operations: Addition & Subtraction Set A4 H Activity 1 Activity Numbers and Combinations to Ten Through the School Year Overview Skills & Concepts Below, you’ll find a set of exercises to add to your Number Corner routines each month. These exercises involve the numbers 1 through 10, and are designed to be taught from the start of each month, in conjunction with the Our Month in School workout. They are short and simple, and provide a solid foundation on which to help kindergartners build skills with early addition and subtraction. H count objects in a set using one-to-one correspondence and produce sets of given sizes H recognize the number of objects in a small set without counting H read and write numerals to 10 H model addition by joining sets of objects and model subtraction by removing objects from sets for numbers less than 10. H verbally describe mathematical relationships involving addition and subtraction situations for numbers less than 10 H compose and decompose numbers from 2 to 10 H record mathematical thinking by writing simple addition and subtraction sentences September: Dots & Fingers You’ll need H Five Plus Dot cards (pages A4.10 – A4.14, run 1 copy of each sheet on white cardstock) 1. In addition to posting the number of days students have been in school on the Our Month in School pocket chart each day, have children hold up the corresponding number of fingers. Also, post the corresponding dot card. Our Month in School 1 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.1 Set A4 Number & Operations: Addition & Subtraction Activity 1 Numbers & Combinations to Ten Through the School Year (cont.) 2. Continue to post a dot card and have students show the number of days with their fingers through the tenth day of school. After the first 3 to 4 days, vary the routine by doing one or more of the following: • Point to a numeral card on the Our Month in School Chart and have children show that number of fingers. Encourage students to begin showing the number without counting their fingers one by one. • Show a number of fingers on your own hand(s) to represent the quantity on one of the dot cards posted so far. Have students name the number of fingers they see. • Point to one or more of the posted dot cards, and ask students to name the quantity and show that many on their fingers. Encourage the group to find more than one way to show the quantity. Students It’s 4! I can make that on one hand! I do it like this, 1 and then 3. I do 2 and 2. 3. After you have been in school for 10 days, you will have posted all of the dot cards, 1-10. Continue throughout the rest of the month with the activities described above. From time to time, take several of the cards down, mix them up, and place them in a stack, face down. Turn the first card up and show it to the students for about half a second before turning it face down again. Ask students to pair-share how many dots they saw, and then have the group hold up their fingers to show the corresponding number of dots. Show the card a second time so they can confirm their responses. October: Frames & Bunny Ears You’ll need H Ten Frames sheet (page A4.15, run 1 copy on paper, post on your calendar display board) H 3/4” adhesive dots or marking pens in two different colors H Five Plus Dot cards (pages A4.10 – A4.14, run 1 copy of each sheet on white cardstock) 1. In addition to posting a weather card each day during the Our Month in School workout, place an adhesive dot, or make a colored circle on the Ten Frame sheet. Start in the upper left-hand corner of the sheet, and work your way across the top row, using the same color dot for the first five school days in October. A4.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Activity 1 Numbers & Combinations to Ten Through the School Year (cont.) Our Month in School Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on paper, post on your calendar display board. Ten Frames 2. Each day, have children show the number of days you’ve been in school so far this month with their fingers, and name the quantity. Starting from the first day, ask them to place their fists on top of their heads (like bunny ears) and show the number without looking at their fingers, if possible. While some children may need to move their hands down to count or double-check the number of fingers they’re holding up, others will begin to gain confidence at showing the correct number of fingers quickly, sight unseen, as they develop a “feel” for the numbers one through ten. Encourage them to explain how they can tell how many dots are on the Ten Frame Sheet. Teacher We all agree that there are 3 dots so far on our Ten Frame Sheet. How do you know it’s 3? Students I went 1, 2, 3! I can just do 3 on my fingers I can just see it’s 3! There are 2 and then 1 more. That’s 3. There’s 5 in the whole row, but 2 are empty, so that makes 3. 3. Continue in this fashion through the tenth day. (Switch dot colors on the sixth day, and move across the second row of the first frame from left to right.) 4. From the eleventh day forward, count the dots on the sheet one by one with the children. Alternate colors each time you start a new row so that the groups of 5 show up as clearly as the groups of 10 on the sheet. Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on paper, post on your calendar display board. Ten Frames © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.3 Set A4 Number & Operations: Addition & Subtraction Activity 1 Numbers & Combinations to Ten Through the School Year (cont.) 5. Use your dot cards as described in September, Step 3, to have children practice recognizing, naming, and showing quantities from 1 through 10 on their fingers through the rest of the month. November: More Frames & Bunny Ears You’ll need H Ten Frames sheet (page A4.15, run 1 copy on paper, post on your calendar display board) H 3/4” adhesive dots or marking pens in one color H Doubles Dot cards (pages A4.16–4.20, run 1 copy of each sheet on pastel cardstock) Repeat October’s activities, with the following modifications: Ten Frames Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on paper, post on your calendar display board. 1. Post the Ten Frame Sheet sideways, and place the dots in rows of 2 instead of 5. Use a single color throughout the month. This provides children with a slightly different model and may elicit counting strategies based on pairs instead of 5’s. Continue through the month. Once past the tenth day, work with the students to count the dots one-by-one each day, but ask students to share other counting strategies as well. Teacher We just counted to find out that there are 15 dots on our chart. Does anyone have a different way to tell that there are 15? Sara I see 10, and then 2 more, so that’s 11, 12. Then it goes 13, 14, 15. 2. After the tenth day, use the Doubles Dot cards to have children practice recognizing, naming, and showing quantities from 1 through 10 on their fingers through the rest of the month. A4.4 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Activity 1 Numbers & Combinations to Ten Through the School Year (cont.) December: Quick Fives You’ll need H Quick Fives Frame (page A4.21, run 1 copy on a transparency) H 10 translucent counters; 5 blue and 5 red H overhead projector or document camera H chart paper and markers in blue, red, and black In addition to discussing the ten-frame dot cards you post on the Our Month in School pocket chart each day, conduct the exercises described below a couple times a week. 1. Display the Quick Fives Frame on the overhead. Ask students how many squares they see, first whispering to one another, and then reporting the number out loud. 2. Turn off the projector light, and place blue counters in 3 of the squares on the frame. Work from left to right, leaving no empty squares between markers. Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency. Quick Five Frames 3. Turn on the projector light. Ask students how many dots they see, and how many empty squares. Have them raise their fists to their foreheads to make bunny ears, and then show the number of dots on one hand, and the number of empty squares on the other. Ask them to share observations. Students There are 3 dots up there, and 2 empty boxes. I made my fingers like that, 3 and 2. This hand is for the dots, and this hand is for empty places. 4. Repeat this exercise several times during the first half of the month. During the latter half of the month, modify it by turning off the projector light and filling the 5-frame with blue and red counters. When you turn the light on, ask students to use their bunny ears to show what they see, and have them share their observations. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.5 Set A4 Number & Operations: Addition & Subtraction Activity 1 Numbers & Combinations to Ten Through the School Year (cont.) Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency. Quick Five Frames Students 2 blues and 3 reds, like this! Now they all have dots. I see 5 dots. 5. Make a quick sketch of the frame and dots on a piece of chart paper, and record students’ observations. Work with input from the class to write a number sentence reflecting the numbers of counters. 2 blue dots 3 red dots 5 dots in all 5 2 3 2+3=5 6. Repeat steps 4 and 5 several times, keeping records on the same piece of chart paper if possible. By the end of the month, you should have several combinations of 5 displayed on the chart. January: Combinations to 10 on Frames and Fingers You’ll need H Quick Tens Frame (page A4.22, run 1 copy on a transparency) H 20 translucent counters; 10 blue and 10 red H overhead projector or document camera H chart paper and markers in blue, red, and black In addition to discussing the ten-frame dot cards you post on the Our Month in School pocket chart each day, conduct the exercises described below a couple times a week. 1. Display the Quick Tens Frame on the overhead. As students watch, place 5 blue counters in the top row and 2 red counters in the bottom row. Ask: A4.6 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Activity 1 Numbers & Combinations to Ten Through the School Year (cont.) Teacher How many blue markers do you see? How many red markers do you see? How many markers are there in all? How do you know? Can you show this combination on your fingers? Right – 5 fingers on one hand and 2 on the other. Keep your fingers showing and put your hands on your head, like bunny ears. Wiggle the hand that has 5 fingers up. Wiggle the hand that has 2 fingers up How many fingers are you showing in all? Can you figure it out without looking at your fingers? 2. Repeat with other “5-plus” combinations, such as 5 + 1, 5 + 3, 5 + 4, and 5 + 5. 3. Later in the month, place 4 blue counters in the top row of the Quick Tens frame, and 3 red counters in the bottom row with the projector light turned off. Explain that you are going to show the frame for just a moment, and ask children to watch carefully. Turn on the projector light for a little less than a second, and then turn it off again. Ask: Teacher How many blue markers did you see? Show it on your fingers. How many red markers did you see? Show it on your fingers. How many markers in all? How do you know? 4. Turn on the projector light so children can confirm the quantities and the total. Then make a quick sketch of the frame and dots on a piece of chart paper, and record students’ observations. Work with input from the class to write a number sentence reflecting the numbers of counters. 4 blue dots 3 red dots 7 dots in all 7 4 3 4+3=7 5. Repeat steps 3 and 4 with other combinations for numbers between 6 and 10 that can be shown on frames and fingers, such as 3 + 3, 4 + 2, 3 + 4, 4 + 4, and 4 + 5. February: How Many Empty Squares? You’ll need H Quick Fives Frame (page A4.21, run 1 copy on a transparency) H Quick Tens Frame (page A4.22, run 1 copy on a transparency) H 10 red translucent counters © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.7 Set A4 Number & Operations: Addition & Subtraction Activity 1 Numbers & Combinations to Ten Through the School Year (cont.) H overhead projector or document camera H white board and markers H individual whiteboards/chalkboards, markers/chalk, and erasers for students (optional) In addition to discussing the pennies and nickels you post on the Our Month in School pocket chart each day, conduct the exercises described below a couple times a week. 1. Seat children so they can all see the screen. Place the Quick Fives Frame under the projector, light turned off. Explain that you’re going to turn on the projector light for just a second so they can see the picture, and then turn it off again, so they’ll need to watch carefully. 2. Show the frame for a little less than a second, and turn the projector light off again. Ask children to show on their fingers how many empty squares they saw. 3. Tell the class that you’re going to put a red counter in 4 of the empty squares. How many of the squares will still be empty? Working with the projector light still off, place the 4 counters while children pair-share responses to your question. Then turn on the projector light so they can see if they were correct. Ask: Teacher How many squares do you see in all? (5) How many of the squares have counters in them? (4) How many of the squares are empty? (1) 4. Work with input from the class to record the combination, as shown below: 5 4 1 4+1=5 5. Repeat with other partitions of 5 (2 + 3, 1 + 4, 3 + 2, 0 + 5) 6. Later in the month, repeat steps 1–4 with the ten frame instead of the five frame. Start with 8 counters. Repeat with other partitions of 10 (9 + 1, 7 + 3, 6 + 4, 5 + 5, and so on). You might also consider giving students each an individual whiteboard or chalkboard, marker or chalk, and eraser later in the month, and having them record the combinations with you when you get to that step in the exercise. March & April: Our Month in School Workouts The Our Month in School workouts in March and April provide many opportunities for children to verbalize, read, and write addition combinations to 10. A4.8 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Activity 1 Numbers & Combinations to Ten Through the School Year (cont.) May: Dot Card Subtraction You’ll need H Doubles Dot Cards, 2 – 9 (pages A4.16–4.20, run 1 copy of each sheet on pastel cardstock H Five Plus Dot Cards, 6 – 10 (pages A4.12 – A4.14, run 1 copy of each sheet on white cardstock) H white board and markers H individual whiteboards/chalkboards, markers/chalk, and erasers for students In addition to counting by 5’s with the 5-pointed stars during the Our Month in School workout, do the exercise described below a couple of times a week. 1. Place the Doubles Dot Cards in a stack face down. Turn the top card up and show it to the children for about half a second. Ask them to use their bunny ears to show the number of dots they saw. 2. Show the card again so children can confirm the quantity and discuss what they see. 3. Cover one side of the card, and ask children how many dots they can still see. Where are the other dots? (hiding under your hand) Are there still (4) dots on the card (yes) How many are you hiding? (2) 4. Make a record of the action with sketches, words, and an equation. 4 dots 2 2 Mrs. R. hid 2 dots 4–2=2 5. Repeat steps 1–4 with a couple more of the Doubles Dot cards. 6. Toward the middle of the month, mix the Five Plus cards into the stack. Also, give children each a whiteboard/chalkboard, pen/chalk, and eraser, and ask them to record the subtraction equations with you. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.9 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas Más de cinco Hoja 1 de 5 A4.10 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas Más de cinco Hoja 2 de 5 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.11 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas Más de cinco Hoja 3 de 5 A4.12 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas Más de cinco Hoja 4 de 5 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.13 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas Más de cinco Hoja 5 de 5 A4.14 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Marcos de diez © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.15 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas de dobles Hoja 1 de 5 A4.16 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas de dobles Hoja 2 de 5 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.17 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas de dobles Hoja 3 de 5 A4.18 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas de dobles Hoja 4 de 5 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.19 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on white cardstock. Cut cards apart and laminate if desired. Tarjetas punteadas de dobles Hoja 5 de 5 A4.20 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on paper, post on your calendar display board. Marcos rápidos de cinco © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.21 Set A4 Number Conjunto A4 Operaciones & Operations: & numéricas: Addition &Suma Subtraction y resta Hoja Blackline reproducible Run 1 copy Reproduce on a transparency. 1 copia en transparencia. Marcos rápidos de diez A4.22 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Set A4 H Activity 2 Activity Butterfly Race Overview You’ll need Butterfly Race is a simple game that provides practice with a variety of counting skills. Introduce it to the whole class, and play it with the group several times before adding it to your current set of Work Places. H Butterfly Race Card (from Work Place Menu Cards. page A4.26, run 1 copy on cardstock, cut apart and laminate if desired) H Tree Boards (page A4.28, run 1 copy on a transparency and 3 copies on cardstock) Skills & Concepts H count pictures in a set H Count & Compare Butterflies Cards Overhead (pages A4.29 & A4. 30, run 1 copy on transparency) H read numerals to 10 H identify the ordinal position of objects H 3 sets of Count & Compare Butterflies Cards (pages A4.31–A4. 33, run 3 copies on different color cardstock, cut apart and laminate if desired.) H compose and decompose numbers from 2 to 10 H 6 translucent game markers, 3 red and 3 blue Instructions for Introducing Butterfly Race 1. Gather children where they can all see the screen easily. Display a copy of the Tree Board, and give students a minute or two to pair-share observations. Then ask volunteers to share observations about the game board with the class. 8 1 5 4 10 6 3 START 2 7 6 5 2nd 9 3 7 4 1st 3rd 1 2 8 6 10 7 5 4 3 9 4th FINISH 1 2 3 5th 4 5 6 7 8 9 10 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency. Run 3 copies on cardstock and laminate if desired. Tree Board 2. Once they have shared some observations, explain that this is a racetrack for butterflies that are going to fly from one tree to the next, starting with the first tree and moving in order to the fifth tree. The first butterfly to reach the fifth tree is the winner. Then point to each tree and name its ordinal position with the children: first, second, third, fourth, and fifth. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.23 Set A4 Number & Operations: Addition & Subtraction Actividad 2 Carrera de mariposas (continuación) 3. Place a red and a blue translucent counter near the board to the left of the first tree. Explain that the blue marker is yours, and the red one is for the class. These are your butterflies. You’re going to race them through the trees to see which team is the first to get to the finish (the fifth tree). 4. Mix the overhead Count & Compare Butterflies cards, stack them, and set the stack near the projector. Take the top card and place it on the board. Ask students to show on their fingers the number of butterflies they see on the card. Then explain that you get to move your “butterfly” to the first tree if it has the numeral that matches the number of butterflies on your card. 2 7 8 1 5 4 10 6 3 START 6 5 2nd 9 3 7 4 1st 3rd 1 2 8 6 10 7 5 4 3 9 ˇ† 1M Count & Compare Butterflies Cards 4th FINISH 1 2 3 5th 4 5 6 7 8 9 10 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency. Run 3 copies on cardstock and laminate if desired. Tree Board Students You got a 6! There are 3 and 3 on there. That’s 6. I can show it on my fingers like 3 and then 3. Teacher Can I move my blue butterfly marker to the first tree? Is there a 6 on that tree? Whisper to your neighbor yes or no. Okay, now let’s hear from all of you. Students Yes! 5. Call on a student volunteer to draw the next card from the stack and place it on the board. Ask students to pair-share how many butterflies they see on the card, and then choose 2 or 3 volunteers to share and explain their answers. ˇ† 1M Count & Compare Butterflies Cards Students It’s 8 because I counted them. It’s 5 on top, and then 6, 7, 8. I know it’s 8 because there are 2 empty ones. A4.24 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Actividad 2 Carrera de mariposas (continuación) Teacher Can you move your red butterfly marker to the first tree? Students No! There’s no 8 on that tree. What about the next tree? See the 8 there? But we have to go around in the right order, like first and then second. 6. Continue to take turns with the class until one team has reached the fifth tree. Remove the markers from the board, re-shuffle the cards, and play a second round of the game if time allows. (If you run out of cards before one team gets to the fifth tree, reshuffle and reuse the same cards.) Work Place S1 Butterfly Race This Work Place will need H 3 Tree Boards (page A4.28, run 3 copies on cardstock.) H 3 sets of Count & Compare Butterflies cards (pages A4.31–A4. 33, run 3 copies on different color cardstock, cut apart and laminate if desired.) H 6 translucent game markers, 3 red and 3 blue Object of the Game Be the first player to get your “butterfly” (game marker) to the fifth tree. Work Place Instructions 1. Mix the Count & Compare Butterfly cards, stack them, and place the stack face down near the game board. Each player takes a different color game-marker and sets it to the left of the first tree. 2. First player draws the top card from the stack, and determines how many butterflies there are on the card. If the first tree on the game board has the corresponding numeral, the player can move his or her marker to the tree and set it on top of that numeral. If the first tree doesn’t have that numeral, the first player must leave his/her marker where it is. 3. Second player takes a turn to draw a card and move his/her marker to the first tree if possible. Partners continue to take turns drawing cards and moving their markers ahead, one tree at a time. The first player to reach the fifth tree wins the game. Note If the players go through the entire stack of cards before one of them wins, mix the cards thoroughly, place them in a facedown stack again, and continue playing. Instructional Considerations for Butterfly Race If some of your students need support recognizing the numerals, encourage them to use the “key” at the bottom of the game board. Questions to ask: • Which tree are you on right now? (first, second, third, fourth, or fifth) • How many butterflies are on the card you just picked? How do you know? • Can you use bunny ears to show me how many butterflies are on your card? • Which card do you hope you’ll get on your next turn? • Are there any cards you don’t want to get on your next turn? Why not? © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.25 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on cardstock. Cut apart and laminate if desired. A4.26 • Bridges in Mathematics Kindergarten Supplement S4 Juego del estanque S3 Ranas y nenúfares 5 S1 Carrera de mariposas S2 Cinco arriba Tarjetas de menú de Work Place Hoja 1 de 2 © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on cardstock. Cut apart and laminate if desired. © The Math Learning Center S7 Resta de la alcancía 5 1 4 2 3 S5 Gira, suma y compara S6 Cazadores de insectos Tarjetas de menú de Work Place Hoja 2 de 2 Bridges in Mathematics Kindergarten Supplement • A4.27 3.o 10 7 8 4.o 2.o 4 5.o 4 3 9 1 2 3 A4.28 • Bridges in Mathematics Kindergarten Supplement META 1.o COMIENZO Tablero de árbol 5 4 10 6 3 7 5 5 6 1 2 7 8 7 6 1 2 8 6 10 9 9 5 3 4 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on cardstock. Cut apart and laminate if desired. © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on cardstock. Cut apart and laminate if desired. Tarjetas de Cuenta y compara mariposas Transparencia 1 de 2 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.29 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on transparency. Cut apart on thin lines. Tarjetas de Cuenta y compara mariposas Transparencia 2 de 2 A4.30 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center © The Math Learning Center ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies of each on different color cardstock. Cut apart and laminate. Tarjetas de Cuenta y compara mariposas Hoja 1 de 3 Bridges in Mathematics Kindergarten Supplement • A4.31 A4.32 • Bridges in Mathematics Kindergarten Supplement ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies of each on different color cardstock. Cut apart and laminate. Tarjetas de Cuenta y compara mariposas Hoja 2 de 3 © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies of each on different color cardstock. Cut apart and laminate. ˇ† 1M Count & Compare Butterflies Cards ˇ† 1M Count & Compare Butterflies Cards Tarjetas de Cuenta y compara mariposas Hoja 3 de 3 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.33 Set A4 Number & Operations: Addition & Subtraction A4.34 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Set A4 H Activity 3 Activity Fives Up Overview You’ll need Fives Up is a partner or small group game in which students search for combinations of dot cards and/or numeral cards that total 5. Introduce it to the whole class, and play it with the group several times before adding it to your current set of Work Places. H Fives Up Work Place Menu Card (from Work Place Menu Cards. page A4.26, run 1 copy on cardstock, cut apart and laminate if desired) Skills & Concepts H Fives Up Record Sheet (page A4.43, optional; run as needed) H Fives Up cards (pages A4.39–A4.42, see Advance Preparation) H read numerals to 5 H compose and decompose numbers to 5 H helper jar containing a popsicle stick for each child with his/her name on it H model addition by joining sets H verbally describe mathematical relationships involving addition situations Advance Preparation Run 1 copy of each page, A4.39–A4.42, on each of 3 different pastel colors of cardstock. Cut cards apart and laminate if desired. Collate so you have 3 decks of 32 cards, each in a different color. H use one-to-one correspondence to count and compare sets of objects Instructions for Introducing Fives Up 1. Gather children to your discussion circle, and explain that you have a new game to play with them. Show them a deck of the Fives Up dot cards you have prepared, and then hold up 6 or 7 of the cards in quick succession as children hold up their fingers to show how many dots they see on each card. 2. Explain that the object of the game is to find cards that can be combined to make a total of 5 dots. Use the cards to show and discuss a couple of examples and counter-examples (e.g., 4 dots and 1 dot, 2 dots and 3 dots, 4 dots and 3 dots). Tell the children that you are going to take your turn first, and then pick a stick from your helper jar to choose a student to take the first turn for the class. Teacher I’m going to take the first card from the stack and turn it up so we can all see it. How many dots did I get? Three? You’re right! 3 Teacher I didn’t get 5, did I? So now it’s your turn. Imani, I picked your stick from the jar. Please come turn up the next card in the stack for the class, and set it beside mine. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.35 Set A4 Number & Operations: Addition & Subtraction Activity 3 Fives Up (cont.) 3 4 Teacher Can Imani use these two cards to make 5 for you? What happens if we put the two cards together and count up all the dots? Talk to the person sitting next to you, and raise your hand when you have an idea. Students It makes 7 because it’s 1, 2, 3, 4, 5, 6, 7. I know because 3 and 3 is 6, then 1 more is 7. 3. Take your next turn, and then choose a stick from your jar to choose the next student to turn over a card for the class. 3 4 4 Teacher So far, neither team has been able to make a combination of 5. Jorge, I just picked your stick. Before Jorge turns over the next card, let’s think. What card do you hope he gets for you? Jon One with 5 dots! Teacher Yep, if Jorge got one with 5 dots, you could take it. Is there any other card that would be good for Jorge to pick for you? Alicia If he gets 2 dots, he can put it with 3. That will make 5. Teacher Do you all agree with Alicia? Thumbs up if you think 3 and 2 will make 5. Does anyone else have an idea? Dawn He should get a 1 because then he can put it with the 4. 4. Play back and forth with the class, picking sticks from the jar to choose children to turn the cards over for the class, as you conduct a play-by-play discussion. At the end of the game, tell the class that the team with the most cards will be the winner. Can they predict which team will win? How will you know for sure? After a little discussion, work with the class to set out the two sets of cards side by side, matching them one for one, so it is easy to see which team got more. Ask children to compare the two sets using such phrases as “more than”, “less than”, or “the same as”. Then have the class count each set, and compare the two in terms of how many more than, and how many less than. A4.36 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction 5 1 4 3 4 1 5 5 5 2 2 4 3 3 2 4 2 1 1 3 Activity 3 Fives Up (cont.) 5. Work with the children to count all the dot cards as you pick them up one by one and mix them in preparation for another game. 6. Play Fives Up again with your group several times before making it available during Work Places. Depending on the needs of your students, you might also play it with small groups before adding it to your current set of Work Places. Work Place S2 Fives Up You’ll need Object of the Game H 3 sets Fives Up Cards (dot cards only; numeral cards are optional, see Instructional Considerations) Collect pairs or sets of cards that total 5 (e.g., 2 dots and 3 dots; or 2 dots, 2 dots, and 1 dot; a single card with 5 dots). The player with the most cards at the end of the game wins. H Fives Up Record Sheets (optional; see Instructional Considerations) Work Place Instructions 1. The players mix up the cards and place them in a stack face down between them. 2. First player takes the card from the top of the stack, turns it face up and reports the number of dots. If there are 5 dots, Player 1 can take the card. If there are fewer than 5 dots, Player 1 leaves the card sitting out between him/herself and the other player. 3. Player 2 takes the next card from the stack, turns it face up and reports the number of dots. If there are 5 dots, or if this card can be combined with the other card to make a total of 5, Player 2 gets to take one or both the cards. If it is not possible to make a combination of 5, Player 2 leaves the cards sitting out between him/herself and the other player. 4. Players take turns drawing one card at a time, reporting the number of dots on the card, and trying to combine it with one or more of the cards that are sitting face up to make 5. 5. Play continues until no more cards can be combined to make 5. 6. When as many as possible of the cards have been used, partners lay their cards out in two lines, sideby-side, and count them to determine who got more. Note No one gets extra turns in this game. If a player wins a set of cards, play still reverts to the other player. Also, players can combine more than 2 cards to make 5, for instance, 2 + 2 + 1. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.37 Set A4 Number & Operations: Addition & Subtraction Activity 3 Fives Up (cont.) Challenge Instructional Considerations You can make the game more challenging for students who are ready by adding the numeral cards to the deck. The game is played exactly the same, but some of the combinations will involve dot cards only, some dot and numeral cards, and some just numerals. Some of your students might also enjoy playing the game with numeral cards only. 1 3 4 1 2 3 1 Another way to extend a challenge is to ask students to record their game results, using the optional Fives Up Record Sheet blackline. The sheet asks students to record the number of cards each partner won, circle “yes” or “no” in response to three questions, and show three different ways to make 5 by drawing pictures or recording combinations. Name ____________________________________ Fives Up Record Sheet I won ___________ cards. My partner won ___________ cards. I won more cards than my partner. YES NO I won less cards than my partner. YES NO I won the same number of cards as my partner. YES NO Here are three different ways to make 5: Students who are ready might also be challenged to play for combinations of 6, 7, or 8 using just the dot cards, or even the all the dot and numeral cards in the set. Note The National Council of Teachers of Mathematics (NCTM) offers a collection of free online computer activities for K-12 students on their Illuminations web site (http://illuminations.nctm.org/). One of the activities on the web site is called Five Frame, and can be reached directly by going to the following URL: http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 Five Frame allows children to count, build, and add quantities in five frames on screen, and provides a nice way to reinforce and extend the skills introduced in Fives Up. You might consider adding Five Frame to your Work Places, or linking parents to the activity so children can use it at home on their own computer. A4.38 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies, each on a different pastel color of cardstock. Cut apart and laminate. Tarjetas de Cinco arriba Hoja 1 de 4 © The Math Learning Center 1 1 1 1 2 2 2 2 Bridges in Mathematics Kindergarten Supplement • A4.39 Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies, each on a different pastel color of cardstock. Cut apart and laminate. Tarjetas de Cinco arriba Hoja 2 de 4 3 3 3 3 4 4 4 4 A4.40 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies, each on a different pastel color of cardstock. Cut apart and laminate. Tarjetas de Cinco arriba Hoja 3 de 4 © The Math Learning Center 5 5 5 5 0 0 1 1 Bridges in Mathematics Kindergarten Supplement • A4.41 Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies, each on a different pastel color of cardstock. Cut apart and laminate. Tarjetas de Cinco arriba Hoja 4 de 4 2 2 3 3 4 4 5 5 A4.42 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Conjunto Set A4 Number A4 Operaciones & Operations: & numéricas: Addition &Suma Subtraction y resta Blackline Run as needed Run as and needed cut in and half. cut in half. Nombre ____________________________________ Hoja de anotaciones de Cinco arriba Gané ___________ tarjetas. Mi compañero ganó ___________ tarjetas. Gané más tarjetas que mi compañero. Sí Gané menos tarjetas que mi compañero. No Sí No Gané el mismo número de tarjetas que mi compañero. Sí No Aquí hay cinco formas diferentes de llegar a 5: Nombre ____________________________________ Hoja de anotaciones de Cinco arriba Gané ___________ tarjetas. Mi compañero ganó ___________ tarjetas. Gané más tarjetas que mi compañero. Gané menos tarjetas que mi compañero. Sí No Sí No Gané el mismo número de tarjetas que mi compañero. Sí No Aquí hay cinco formas diferentes de llegar a 5: © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.43 Set A4 Number & Operations: Addition & Subtraction A4.44 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Set A4 H Activity 4 Activity Frogs & Lillypads Overview You’ll need Frogs & Lillypads is a board game similar to Butterfly Race that provides an opportunity to teach and reinforce the skill of counting on. Introduce it to the whole class, and play it with the group once or twice before adding it to your current set of Work Places. H Frogs & Lillypads Work Place Menu Card (from Work Place Menu Cards. page A4.26, run 1 copy on cardstock, cut apart and laminate if desired) Skills & Concepts H 3 Frogs & Lillypads Spinners (pages A4.50–A4.51, run 1 copy of each sheet on cardstock. Color each of the number spinners green. Color the dot spinners light blue. Cut sheet in half and laminate if desired.) H 3 Lillypad Boards (page A4.49, run 3 copies on cardstock) H read numerals to 10 H identify the ordinal position of objects H model addition for numbers less than 10 by joining sets of objects H 6 translucent game markers in several different colors H helper jar containing a popsicle stick for each child with his/her name on it H count on to add two numbers Instructions for Introducing Frogs & Lillypads 1. Pin one of the Lillypad boards to a display easel or whiteboard near your discussion area. Gather children to the area, and seat them in a way that they can all see the game board. Explain that you have a new game to share with them, and this is the playing board you will use. Give them a minute or two to pair-share observations about the game board. Then ask volunteers to share their observations with the class. 4 8 6 1 7 9 5 4 3 7 2nd START 1st 4th FINISH © The Math Learning Center 2 3rd 2 8 4 5 6 10 9 8 5 7 1 5 2 9 8 7 Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Frogs & Lillypads Board 5th 3 4 5 6 7 8 9 10 Bridges in Mathematics Kindergarten Supplement • A4.45 Set A4 Number & Operations: Addition & Subtraction Activity 4 Frogs & Lillypads (cont.) 2. Next, tell them that this game is called Frogs and Lillypads. It is similar to the Butterfly Race in that the object of the game is to be the first player to reach the fifth lillypad. This time, instead of drawing cards from a stack, you’re going to use a double spinner to help get from one lillypad to the next. 3. Ask children to form a circle. Place the spinner on the floor near enough for you to reach as you sit in the circle, but far enough into the middle so children can see it. Give them a moment to examine the spinner, and then spin the arrow on the first spinner. Ask children to name the numeral you spun and show the corresponding quantity on the fingers of one hand. Then spin the arrow on the second spinner. Ask children to identify the number of dots, and show the corresponding quantity on the fingers of their other hand. What happens if they add the two quantities? Give them a moment to pairshare ideas, and then call on volunteers. Frogs & Lillypads Spinner Sheet 1 of 2 5 4 3 3 4 5 4. While some students probably counted their fingers one by one to find a total of 8, others may have counted on from 5 to get the answer. Reinforce the counting on strategy by modeling it and practicing it with the group. Ask children to stretch the fingers on their first hand wide as they say the numeral that was spun, and then tap their heads with each of the fingers on their other hand as they count on: five, six, seven, eight! 5. Repeat steps 3 and 4 several times. Then place the Lillypad board on the floor next to the spinner, and play the game with the students, following the instructions on the next page. Use your helper jar to select students to spin the spinner each time the class takes their turn. Model and reinforce the counting-on strategy throughout. 6. Play Frogs and Lillypads again with your group at least once before making it available during Work Places. Depending on the needs of your students, you might also play it with small groups before adding it to your current set of Work Places. A4.46 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Activity 4 Frogs & Lillypads (cont.) Work Place S3 Frogs & Lillypads This Work Place will need Object of the Game H 3 Lillypad boards Be the first player to get your “frog” (game marker) to the fifth lillypad. H 3 Frogs & Lillypads spinners H 6 translucent game markers in several different colors Work Place Instructions 1. Each player takes a different color game marker and sets it to the left of the first lillypad on the game board. 2. First player spins both spinners, names the number on the first spinner, and counts on the number of dots spun on the second spinner to determine the total. If the first lillypad on the game board has a numeral that matches the total, the player can move his or her marker to the lillypad and set it on top of that numeral. If the first lillypad doesn’t have that numeral, the first player must leave his/her marker where it is. 3. Second player takes a turn to spin both spinners, count on to find the total, and move his/her marker to the first lillypad if possible. Partners continue to take turns spinning, adding, and moving their markers ahead, one lillypad at a time. The first player to reach the fifth lillypad wins the game. Instructional Considerations for Frogs & Lillypads This game presents a good opportunity to teach and reinforce the strategy of counting on, instead of counting one by one. While some of your students may already be proficient with this strategy, others will need more support to develop the skill. If you encourage children to show both quantities on their fingers each time, students who aren’t yet able to count on will have recourse to one-by-one counting, which is fine, but you’ll also want to work with those students, or have them play the game with a more capable classmate, older student, or parent volunteer, so they can learn to count on as well. Challenge Students who are ready for more of a challenge can be asked to spin the numeral spinner twice, add the two numbers, spin the dot spinner, and subtract that number of dots from the total by counting backwards (e.g., 4 + 5 = 9 and 9 – 2 = 7). Another way to extend a challenge is to have students roll two regular dice (dotted 1–6), and allow them to use any of the four operations (add, subtract, multiply, or divide) to make a number that will allow them to move their game marker to the next lillypad. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.47 Set A4 Number & Operations: Addition & Subtraction Activity 4 Frogs & Lillypads (cont.) 4 8 6 1 7 9 5 4 3 7 2nd START 1st 4th FINISH 2 3rd 2 8 4 5 6 10 9 8 5 7 1 5 2 9 8 7 Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Frogs & Lillypads Board 5th 3 4 5 6 7 8 9 10 Jessica Hmmmm…..I got a 5 and a 4. If I add them, it makes 9, but there’s no 9 on the next lillypad. I know! I could go 5 – 4, and that makes 1. Josh I see something else you could do. You could subtract them and take that answer times 4. Five minus four is one. One times four is four which is on the next lillypad. A4.48 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center © The Math Learning Center 8 4 1 2 3 5.o META 10 9 8 5 7 COMIENZO 1.o 5 4 3 7 9 Tablero de Ranas y nenúfares 5 6 7 4.o 2 8 4 5 6 2.o 4 8 6 1 7 9 10 3.o 5 9 2 8 7 Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Bridges in Mathematics Kindergarten Supplement • A4.49 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy of each sheet on cardstock. Color each of the number spinners green. Color the dot spinners light blue. Cut sheet in half and laminate if desired. Flecha giratoria de Ranas y nenúfares Hoja 1 de 2 5 4 3 3 4 5 Flecha giratoria de Ranas y nenúfares 5 4 3 3 4 5 A4.50 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy of each sheet on cardstock. Color each of the number spinners green. Color the dot spinners light blue. Cut sheet in half and laminate if desired. Flecha giratoria de Ranas y nenúfares Hoja 2 de 2 5 4 3 3 4 5 Spinner-Making Instructions 1. Poke a brass fastener through a 1 ⁄4" length of drinking straw and a paperclip. Be sure to insert the brad and straw into the large end of the paperclip, as shown. 2. Keeping the straw and the paperclip on the brass fastener, insert it into the midpoint hole of the spinner. Once it has been pushed through to the back side, bend each side of the fastener flat against the underside of the gameboard. The section of straw should serve as a spacer so the brad doesn’t push the paperclip flat against the gamboard and prevent it from spinning. 3. Give the paperclip a test spin to see if it works. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.51 Set A4 Number & Operations: Addition & Subtraction A4.52 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Set A4 H Activity 5 ACTIVITY The Pond Game Overview You’ll need The Pond Game provides an opportunity to teach and reinforce the meaning of the addition and subtraction signs while helping children develop lively understandings of both operations. Introduce the game to your whole class, and play it with the group once or twice before adding it to your current set of Work Places. H Pond Game Work Place Menu Card (from Work Place Menu Cards. page A4.26, run 1 copy on cardstock, cut apart and laminate if desired) H 6 Pond boards (page A4.58, run 6 copies on cardstock, laminate if desired.) H 3 Add & Subtract spinners (page A4.59, run 1 copy on cardstock, cut apart and laminate if desired.) Skills & Concepts H count objects using one-to-one correspondence H Bucket of Frogs H read the symbols for addition and subtraction, and numerals to 10 H Splash! by Ann Jonas (optional) H model addition by joining sets of objects and model subtraction by removing objects from sets for numbers less than 10 H verbally describe mathematical relationships involving addition and subtraction situations Instructions for Introducing The Pond Game 1. Pin one of the Pond boards to a display easel or whiteboard near your discussion area. Gather children to the area, and seat them in a way that they can all see the game board. Explain that you have a new game to share with them, and this is the playing board you will use. Give them a minute to pair-share observations about the game board. Then ask volunteers to share their observations with the class. 1 6 © The Math Learning Center 2 7 3 8 4 9 5 10 Set A4 Number & Operations: Addition & Subtraction Blackline Run 6 copies on cardstock, laminate if desired. Frogs & Lillypads Board Bridges in Mathematics Kindergarten Supplement • A4.53 Set A4 Number & Operations: Addition & Subtraction Activity 5 The Pond Game (cont.) 2. Now ask children to form a circle. Place the board on the floor near enough for you to reach as you sit in the circle, but far enough into the middle so children can see it. Then count 10 frogs out of the bucket as children count with you. Place 5 of them on the board, one on each of the first 5 lillypads, and set the other 5 to the side of the board. 3. Explain that in this game, frogs are going to hop in and out of the pond, but they have to follow the instructions on the game spinner to do so. Then show the spinner and discuss the numbers and symbols on it briefly. Chances are, most of the children can read the numbers. What do those other symbols mean? Students The one that looks like a cross is for adding. It means you have to add. The one that looks like a little line is for taking away, I think. 4. Spin the spinner and work with the class to carry out the action indicated by the spinner. Then ask the children to report how many frogs are in the pond. Teacher The spinner landed on subtract 2. What do I have to do? Students You have to take 2 away! You have to make 2 of those guys hop out of the pond. Teacher Okay, I’ll subtract 2. Here they go! How many frogs are in my pond? Students Three frogs! Now there are only 3 left! That’s not very many. Can we put some more in? 1 Add Subtract 3 1 Subtract 2 Add 2 6 Add Subtract 1 3 2 7 3 8 4 9 5 10 Set A4 Number & Operations: Addition & Subtraction Blackline Run 6 copies on cardstock, laminate if desired. Frogs & Lillypads Board 5. Repeat the step above several times, noting with the class that the number of frogs in the pond changes each time, except if the spinner lands on subtract 0. Note too that sometimes it is not possible to carry out the spinner’s instructions. If you only have 1 frog on the board, and spin – 2, you have to spin again until you get something you can do. If you have 8 frogs on the board and spin + 3, you have to spin again because you only have 2 frogs left to add, and 2 lillypads left to fill. A4.54 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Activity 5 The Pond Game (cont.) 6. Then place another Pond board on the floor next to yours. Ask students to help you count another 10 frogs out of the bucket, and set up both boards so there are 5 frogs on each, and another 5 frogs off to the side for each team. Play the game with the students, following the instructions below. Use your helper jar to select students to spin the spinner and hop the frogs in or out of the pond each time the class takes their turn. Model and reinforce the meaning of the addition and subtraction sign, as well as the two operations, as you play. 7. Play the Pond Game again with your group at least once before making it available during Work Places. Depending on the needs of your students, you might also play it with small groups before adding it to your current set of Work Places. Work Place S4 The Pond Game You’ll Need Object of the Game H 6 Pond boards Be the first player fill your Pond board with ten frogs. H 3 Add & Subtract spinners H 10 frogs (or other game markers) for each player Work Place Instructions 1. Each player gets a Pond board and 10 frogs. The players each place 5 frogs on their Pond board, on top of the numerals 1–5, and set the other 5 frogs to the side. 2. The first player spins the Add & Subtract spinner, adds or subtracts that many frogs from his/her board, and reports how many frogs are in the pond then. Brianna I got a 2 with a minus. That means I have to take 2 frogs off my board. Now I only have 3 frogs in my pond. 1 Add Subtract 3 1 Subtract 2 Add 2 Add Subtract 1 3 6 2 7 3 8 4 9 5 10 Set A4 Number & Operations: Addition & Subtraction Blackline Run 6 copies on cardstock, laminate if desired. Frogs & Lillypads Board 3. The second player spins, adds or subtracts the number of frogs indicated by the spinner, and reports how many frogs there are in his/her pond. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.55 Set A4 Number & Operations: Addition & Subtraction Activity 5 The Pond Game (cont.) 4. Players take turns spinning, adding or removing frogs from the pond, and reporting the results until one player has collected exactly 10 frogs in his/her pond. That player wins the game. Note If a player makes a spin that cannot be carried out, such as spinning –2 when there is only 1 frog left on the board, or spinning +3 when there are 8 frogs on the board and only 2 available to be added, that player loses his/her turn, and must wait until the next turn to make a move. Instructional Considerations Some children will definitely benefit from time spent playing this game with an older student or an adult. If children have difficulty keeping their frogs organized as they hop in and out of the pond, you might want to provide each player with a 6” x 9” piece of brown construction paper to serve as the bank of the pond, where the frogs that aren’t in the pond can sit and sun themselves. An alternative would be to give each player a Counting Mat from your Bridges kit to serve as a resting place for the frogs that aren’t in the pond. Here are some questions you might ask, whether you are observing or playing with a small group of children: • • • • • How many frogs do you have in your pond right now? How many more frogs do you need to fill all 10 lillypads? How many more frogs does your partner need? Where do you want the spinner to land on your next turn? Why? Do you think you can win the game? How many more turns do you think it might take? Why? Either before or after you introduce this game, you might want to read Splash! by Ann Jonas to your class. This delightful story is narrated by a little girl who has a pond in her backyard, along with a good collection of pets. It provides a nice introduction to addition and subtraction as the text follows the ins and outs of the pond-side animals. A4.56 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center © The Math Learning Center 9 10 8 7 6 1 2 Tablero de Ranas y nenúfares 3 4 5 Set A4 Number & Operations: Addition & Subtraction Blackline Run 6 copies on cardstock, laminate if desired. Bridges in Mathematics Kindergarten Supplement • A4.57 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on cardstock, cut apart and laminate if desired. Flechas giratorias para suma y resta Suma Resta 3 1 Resta 2 Resta 1 Suma Suma 2 Resta Suma Resta 3 Suma Resta 3 1 Resta 2 Suma 2 3 2 1 Suma 2 Suma Resta 1 3 Spinner-Making Instructions 1. Poke a brass fastener through a 1⁄4” length of drinking straw and a paperclip. Be sure to insert the brad and straw into the large end of the paperclip, as shown. Suma Resta 1 3 2. Keeping the straw and the paperclip on the brass fastener, insert it into the midpoint hole of the spinner. Once it has been pushed through to the back side, bend each side of the fastener flat against the underside of the gameboard. The section of straw should serve as a spacer so the brad doesn’t push the paperclip flat against the gamboard and prevent it from spinning. 3. Give the paperclip a test spin to see if it works. A4.58 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Set A4 H Activity 6 Activity Spin, Add & Compare Overview In Spin, Add & Compare, children spin 2 number spinners, build both quantities with Unifix cubes, add the cubes, and write an equation to show the results. After 3 rounds, partners each snap all their cubes together and compare their winnings. Although you will introduce an abbreviated form of the game to the whole class, and play it several times over a period of a few days, we recommend that you play the full version of Spin, Add & Compare with small groups before adding it to your current set of Work Places. You’ll need H Spin, Add & Compare Work Place Menu Card (from Work Place Menu Cards. page A4.27, run 1 copy on cardstock, cut apart and laminate if desired) H Introducing Spin, Add & Compare (page A4.64, run 1 copy on a transparency.) H 3 Spin, Add & Compare Spinners (page A4.65, see Advance Preparation.) H Spin, Add & Compare Record Sheet (page A4.66, run a class set) Skills & Concepts H Unifix cubes H use one-to-one correspondence to count and compare sets of objects to 30 H pencils H read numerals to 5; write numerals to 30 H model addition by joining sets of objects for numbers less than 10 H record mathematical thinking by writing simple addition sentences H crayons, felt markers, bingo daubers, or small stickers (optional) H helper jar containing a popsicle stick for each child with his/her name on it Advance Preparation Run 3 copies of page A4.65 on cardstock. Color the left spinner green and right spinner light blue. Cut page in half and laminate top half. Follow directions on bottom half to create spinners if overlay spinners are not available.. Instructions for Introducing Spin, Add & Compare 1. Gather children to your discussion area and seat them so they can all see the screen. Explain that you have a new game to play with them called Spin, Add & Compare. Display the game introduction transparency and give students a few moments to examine it quietly. Then tell them that the object of the game is to win the most cubes, and that you will take the first turn so they can see how to play. 2. Spin both spinners, and read the results with the class. If you added the two numbers, what would your total be? Give children a few moments to pair-share their ideas. Then work with input from the class to build the first quantity in the top row of the first frame using Unifix cubes in a single color. Do the same for the second quantity, using cubes of a different color. Ask children to add the cubes in the two rows and whisper the total to their nearest neighbors. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.59 Set A4 Number & Operations: Addition & Subtraction Activity 6 Spin, Add & Compare (cont.) 3. Work with input from the class to record the results of your turn by writing an addition equation on the transparency. 4. Then have the class take their turn, pulling sticks from your helper jar to select children to spin the spinners and count out the cubes onto the board. Work with input from the class to write an equation to show their results. Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency. Introducing Spin, Add & Compare 5 1 4 2 3 5 1 4 2 3 + Teacher 4 + 2 6 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency. Class 2 Introducing Spin, Add & Compare 5 1 4 2 3 Who won more cubes? 6 TEACHER + + CLASS 5 5 1 7 4 2 3 TEACHER & CLASS WON THE SAME 7 The teacher won ________ cubes. The class won ________ cubes. 5. Next, ask children to compare the two quantities. Who won more cubes, the teacher or the class? How do they know? Teacher 4 Students We got more! We got 7. You only got 6. We got a whole row full but you didn’t. Let’s count them! + 2 6 Class 2 6. Finally, use your helper jar to select two children to snap the cubes into two trains. Hold up the two trains side by side for the children to see, and work with their input + 5 to fill in the information at the bottom of the game sheet. 7 Who won more cubes? 6 TEACHER CLASS TEACHER & CLASS WON THE SAME 7 The teacher won ________ cubes. The class won ________ cubes. A4.60 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Activity 6 Spin, Add & Compare (cont.) 7. Play this game several times with the class. Consider giving the children each 4 stacks of 5 cubes, each stack a different color, and having them build and add the quantities along with you. When they are familiar with the format, introduce and play the game as described below with small groups before adding it to your current set of Work Places. Work Place S5 Spin, Add & Compare This Work Place will need Object of the Game H 3 Spin, Add & Compare spinners Collect the most Unifix cubes in three turns. H Spin, Add & Compare Record sheets H six sets of 30 Unifix cubes; each set should include 5 cubes in each of 6 different colors H pencils H crayons, felt markers, bingo daubers, or small stickers (optional) Work Place Instructions 1. Each partner will need a record sheet, a set of Unifix cubes, and a pencil. Players will need a hard writing surface, and should work at a table rather than the floor, if possible. 2. The first player spins both the top and bottom spinners on the Spin, Add & Compare spinner. Then he/she sets out the specified quantity of Unifix cubes in the top and bottom row of the first frame on his/her record sheet, using a different color for each row. Next, he/she records how many cubes there are in each row, and their total when added. Ramon Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Color left spinner green and right spinner light blue. Cut page in half and laminate top half. Follow directions on bottom half to create spinners if overlay spinners are not available. Set A4 Number & Operations: Addition & Subtraction Blackline Run a class set. Spin, Add & Compare Spinner Spin, Add & Compare Record Sheet 1 5 4 3 2 + DATE 4 1 5 4 NAME 3 + 2 3 7 + 3. The second player takes a turn to spin, build, and record on his/her sheet. 4. Players each take 2 more turns spinning, building, and recording addition combinations on their own sheets. + Who won more cubes? © The Math Learning Center I DID MY PARTNER DID MY PARTNER & I WON THE SAME Bridges in partner Mathematics Kindergarten I won ________ cubes. My won ________ cubes. Supplement • A4.61 Set A4 Number & Operations: Addition & Subtraction Activity 6 Spin, Add & Compare (cont.) 5. Each player then removes all the cubes from his/her sheet and snaps them together. Players set their cube trains side by side to compare them, and record the results at the bottom of their sheets. Finally, each player counts all the cubes in his/her train and records that information at the bottom of the sheet as well. Ramon Set A4 Number & Operations: Addition & Subtraction Blackline Run a class set. NAME Set A4 Number & Operations: Addition & Subtraction Blackline Run a class set. DATE Spin, Add & Compare Record Sheet 0 1 2 3 4 5 6 SAM NAME DATE Spin, Add & Compare Record Sheet 7 8 9 10 0 1 2 3 4 5 6 7 8 4 + + + 3 + 20 I DID MY PARTNER DID 17 3 7 8 3 2 5 + 4 8 6 2 2 3 MY PARTNER & I WON THE SAME I won ________ cubes. My partner won ________ cubes. 10 5 + 5 Who won more cubes? 9 1 3 Who won more cubes? 17 I DID MY PARTNER DID 20 MY PARTNER & I WON THE SAME I won ________ cubes. My partner won ________ cubes. Instructional Considerations for Spin, Add & Compare Although some of your students may have the skills to count the cubes in their train by pointing or touching, they will probably get more accurate results if you encourage them to break their trains apart one cube at a time, counting as they go. You may need to simplify this game for some children by having each partner take just 2 or even 1 turn, instead of 3. As an extension to this activity, students can be asked once they have completed the game to use crayons, felt markers, bingo daubers, or small stickers to show the number of cubes they got in each row. This gives children an opportunity to picture what has been recorded numerically. A4.62 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Activity 6 Spin, Add & Compare (cont.) Ramon Set A4 Number & Operations: Addition & Subtraction Blackline Run a class set. NAME DATE Spin, Add & Compare Record Sheet X X X O O O 4 X + 3 7 3 + 5 8 2 + 3 5 Who won more cubes? 20 I DID MY PARTNER DID 17 MY PARTNER & I WON THE SAME I won ________ cubes. My partner won ________ cubes. Note The National Council of Teachers of Mathematics (NCTM) offers a collection of free online computer activities for K-12 students on their Illuminations web site (http://illuminations.nctm.org/). One of the activities on the web site is called Ten Frame, and can be reached directly by going to the following URL: http://illuminations.nctm.org/ActivityDetail.aspx?ID=75 Ten Frame allows children to count, build, and add quantities in ten frames on screen, and provides a nice way to reinforce and extend the skills introduced in Spin, Add & Compare. You might consider adding Ten Frame to your Work Places, or linking parents to the activity so children can use it at home on their own computer. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.63 Set A4 Number & Operations: Addition & Subtraction Blackline Run 1 copy on a transparency. Introducción del Gira, suma y compara 5 1 4 2 3 + 5 1 4 2 3 Maestro + Clase + ¿Quién ganó más cubos? MAESTRO CLASE MAESTRO Y LA CLASE GANARON LO MISMO El maestro ganó ________ cubos. La clase ganó ________ cubos. A4.64 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Color the left spinner green and right spinner light blue. Cut page in half and laminate top half. Follow directions on the bottom half to create spinners (unless clear overlay spinners are available). Flecha giratoria para Gira, suma y compara 1 5 4 3 2 + 1 5 4 3 2 Spinner-Making Instructions 1. Poke a brass fastener through a 1⁄4” length of drinking straw and a paperclip. Be sure to insert the brad and straw into the large end of the paperclip, as shown. 2. Keeping the straw and the paperclip on the brass fastener, insert it into the midpoint hole of the spinner. Once it has been pushed through to the back side, bend each side of the fastener flat against the underside of the gameboard. The section of straw should serve as a spacer so the brad doesn’t push the paperclip flat against the gamboard and prevent it from spinning. 3. Give the paperclip a test spin to see if it works. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.65 Set A4 Number & Operations: Addition & Subtraction Blackline Run a class set. nombre Fecha Hoja de anotaciones de Gira, suma y compara 0 1 2 3 4 5 6 7 8 9 10 + + + ¿Quién ganó más cubos? YO HICE MI COMPAÑERO HIZO MI COMPAÑERO Y YO GANAMOS LO MISMO Gané ________ cubos. Mi compañero ganó ________ cubos. A4.66 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Set A4 H Activity 7 Activity Bug Catchers Overview You’ll need Bug Catchers is an individual activity rather than a partner game, in which children set out a number of plastic bugs, “catch” some of them, and write a subtraction equation to represent the transaction. H Bug Catcher Record Sheet (page A4.71, run a class set) Skills & Concepts H compose and decompose numbers to 10 H model subtraction by removing objects from sets for numbers less than 10 H verbally describe mathematical relationships involving subtraction situations for numbers less than 10 H record mathematical thinking by writing simple subtraction sentences H 6 Bug Catcher Spinners (page A4.72, run 3 copies on cardstock. See Advance Preparation.) H 6 Counting Mats (introduced in Bridges, Session 4) H Bucket of Bugs H Pencils H individual chalkboard/whiteboard, chalk/pen, and eraser for each student Advance Preparation Run 3 copies of page A4.72 on cardstock. Color each of the number spinners green. Color each of the dot spinners pink. Cut sheet in half and laminate. Follow directions on page A4.65 to create spinners (unless clear overlay spinners are available). Instructions for Introducing Bug Catchers 1. Ask children to each get a chalkboard/whiteboard, piece of chalk/pen, and an eraser, and join you in the discussion area. Ask them to form a circle and place their writing materials on the floor in front of them. 2. Explain that you are going to introduce a new Work Place called Bug Catchers. Set out a counting mat, a handful of bugs, and a spinner. These are some of the materials you’ll need to do the activity. Let the children know that this is an individual activity rather than a partner game, and will help them learn more about subtraction. 3. As students watch, spin the numeral side of the spinner. Work with their help and input to read the numeral and place that many bugs on the counting mat. Then spin the dotted side of the spinner. When it lands, ask students to name the quantity, and explain that the dots show how many bugs you get to catch. Place your hand dramatically over that many bugs and remove them from the counting mat, holding them in your fist. How many bugs are still left on the mat? How many bugs are you holding in your hand? Ask students to pair-share ideas, and then call on volunteers to share with the class. As they share, encourage them to explain their answers. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.67 Set A4 Number & Operations: Addition & Subtraction Activity 7 Bug Catchers (cont.) Bug Catcher Spinner 10 9 5 8 Counting Mat 6 7 Maribel 6 bugs left, even the butterfly. Teacher Maribel says there are 6 bugs left on the mat. Thumbs up if you agree. How do you know for sure? Students There are 5 on top and 1 on the bottom. That’s 6! 1, 2, 3, 4, 5, 6! 2 up and down, and 4 more. That’s 6! Teacher How many bugs am I holding in my hand? Gerald 4, I think, because there are 4 empty boxes on there. Teacher Gerald says there are 4 bugs in my hand. Thumbs up if you agree. How do you know for sure? Students There are 4 empty boxes. But there were only 9 bugs to start. I think teacher has 3. Can we see? 4. Open your hand so students can see how many bugs you caught. Then work with input from the children to re-enact the story. Teacher I spun 9 so I put 9 bugs on the mat. Are there 9 here? Oh, okay. I guess I need to put these 3 bugs back on the mat. Are there 9 now? Okay! Then what happened? Right! I spun 3 dots, so I caught 3 bugs and left the rest on the mat. Max, can you come and catch 3 bugs from the mat? How many bugs are left? How many bugs does Max have in his hand? 5. Ask students to each draw a picture on their board to show the bug catching story you re-enacted. Model as necessary at the whiteboard or on a piece of chart paper. Then work with the students to write an equation that represents the transaction. A4.68 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Activity 7 Bug Catchers (cont.) 6. Repeat the teaching sequence described above several times over the course of a week or two, before you introduce the Work Place and add it to your current collection of Work Places. Work Place S6 Bug Catchers This Work Place will need H Bug Catcher Record Sheet (page A4.71, run a class set) H 6 Bug Catcher Spinners (page A4.72, run 3 copies on cardstock.) H 6 Counting Mats (introduced in Bridges, Session 4) H Bucket of Bugs H Pencils Work Place Instructions 1. Get a spinner, a record sheet, a counting mat, 10 bugs, and a pencil. Work at a table instead of the floor if possible because you need a hard writing surface. 2. Spin the number spinner, and place that many bugs on your counting mat. Write the number on your record sheet. 3. Spin the dot spinner. Catch that many bugs and take them off the counting mat. 4. Record the number of bugs you caught and the number of bugs still left on your counting mat. Bug Catcher Spinner Set A4 Number & Operations: Addition & Subtraction Blackline Run a class set. 10 9 5 8 © The Math Learning Center BRIANNA NAME 6 DATE Bug Catchers Record Sheet 0 1 7 8 2 3 4 5 2 6 7 8 9 10 6 Bridges in Mathematics Kindergarten Supplement • A4.69 Set A4 Number & Operations: Addition & Subtraction Activity 7 Bug Catchers (cont.) 5. Repeat these steps four more times so that your record sheet is full. Instructional Considerations for Bug Catchers Even though this Work Place is an individual activity rather than a game, you might want to encourage children to work in pairs so they can tell their bug catching stories to each other, as well as share and compare their work. Some children may need to work with support from older students or parent volunteers. Bug Catchers is a good activity to use in a small group setting as well as during Work Places. Questions to ask: How do you know how many bugs to start with? How do you know how many you get to catch? Can you tell me the story of your first equation? How many bugs did you put on your board to start? How many bugs were left? What does this number at the end of the sentence mean? Oh, it’s the number of bugs that were left on the mat? What happened to the other ones? Note The National Council of Teachers of Mathematics (NCTM) offers a collection of free online computer activities for K-12 students on their Illuminations web site (http://illuminations.nctm.org/). One of the activities on the web site is called How Many Under the Shell, and can be reached directly by going to the following URL: http://illuminations.nctm.org/ActivityDetail.aspx?ID=198 How Many Under the Shell features an animated Octopus who hides some bubbles under a shell, and then either adds more bubbles or takes some away. Students have to figure out how many bubbles are under the shell once Okta has made the transaction. This online activity provides a nice way to reinforce and extend the skills introduced in Bug Catchers. You might consider adding How Many Under the Shell to your Work Places, or linking parents to the activity so children can use it at home on their own computer. A4.70 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Conjunto Set A4 Number A4 Operaciones & Operations: & numéricas: Addition &Sum Subtraction y resta Run Blackline a class set. Run a class set. nombre Fecha Hoja de anotaciones de Cazador de insectos 0 1 © The Math Learning Center 2 3 4 5 6 7 8 9 10 Bridges in Mathematics Kindergarten Supplement • A4.71 Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Color each of the number spinners green. Color each of the dot spinners pink. Cut sheet in half and laminate. Follow directions on page A.65 to create spinners (unless clear overlay spinners are available). Flecha giratoria de Cazador de insectos 10 9 5 8 6 7 Flecha giratoria de Cazador de insectos 10 9 5 8 6 7 A4.72 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Set A4 H Activity 8 Activity Piggy Banks Overview You’ll need Piggy Banks is an individual activity rather than a partner game, in which children set out a number of pennies, drop some of them into a paper cup piggy bank, and write a subtraction equation to represent the transaction. H 6 Piggy Bank Spinners (page A4.77, run 3 copies on cardstock) Skills & Concepts H composing and decomposing numbers to 10 H 6 small paper cups and 1 large paper cup (see Advance Preparation) H model subtraction by removing objects from sets for numbers 10 or less H 60 real pennies H counting backwards to subtract H verbally describe mathematical relationships involving subtraction situations for numbers 10 or less H record mathematical thinking by writing simple subtraction sentences H Piggy Bank Record Sheet (page A4.78, run as needed) H 6 Counting Mats (introduced in Bridges, Session 4) H pencils H a metal or plastic tray Advance Preparation Cut a slot a little wider and longer than a penny in the bottom of each paper cup. Decorate the large cup by gluing on a pair of paper ears and drawing a piggy face on one side if you like. Instructions for Introducing Piggy Banks 1. Ask children to join you in the discussion area and form a circle. Explain that you are going to introduce a new Work Place called Piggy Banks. Place the metal or plastic tray in the middle of the circle where children can see it, but you can still reach it easily as you sit at the edge of the circle. 2. Show students the large paper cup, and explain that it is your piggy bank. Demonstrate that you can drop a penny through the slot at the top. Then place the “bank” on the metal or plastic tray, bottom up, so the slot is accessible. 3. Place the counting mat beside the tray and set 10 pennies onto the mat as the children count with you. Explain that you are going to save some of these pennies by dropping them into your bank. Ask students to close their eyes and listen for the sound of the pennies dropping into the bank; they’ll need to be extra quiet! Remove 4 pennies from the counting mat one by one, dropping them into the bank as you go. 4. Ask children to keep their eyes shut and show with their fingers how many pennies you dropped into the bank. Then have them open their eyes. How many pennies did you put in the bank? How many pennies do you have left on the mat? How do they know? Have them pair-share their ideas and then ask a few volunteers to share with the group. Encourage them to explain their answers. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.73 Set A4 Number & Operations: Addition & Subtraction Counting Mat Students You put 4 in the cup because I heard them. It’s 6 on the mat ‘cause 3 and 3. I know you did 4 because there are 4 empty spaces on the mat. There were 10 but now only 6. That’s ‘cause 10 take away 4 is 6. Can we see? 5. Lift up the cup and show children that you put 4 pennies in the bank. What will happen if you take the pennies out of the bank and put them back on the mat? Will you have 10 again? Why? Students Because 6 and 4 is 10. It goes 6, 7, 8, 9, 10. 6. Return the pennies to the counting mat, and repeat steps 3–5 several times. Drop a different number of pennies into the bank each time, but no more than 5. 7. Now clear all 10 pennies off the mat. Show children the Piggy Bank spinner. Explain that the spinner will tell you how many pennies to start with on the counting mat, and how many to put in the bank. Then spin the numeral side of the spinner. Read the numeral the spinner lands on with the students, and call on a volunteer to count that many pennies onto the mat. 8. Now spin the dotted side of the spinner. How many pennies does it tell you to put into the piggy bank? How many pennies will you have left on the mat? Ask children to pair-share their ideas, and then call on a couple of volunteers to share. Then ask children to show on their fingers how many pennies there are on the mat right now. Have them count backward from that number with you as you drop the specified quantity of pennies into the bank. How many pennies are left on the mat? Does that number match the last number they named as they were counting backwards? Why? A4.74 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Piggy Bank Spinner 10 9 5 8 Counting Mat “ 7, 6, 5, 4 ” 6 7 9. Repeat steps 7 and 8 once or twice more, and promise to return to the activity the next day. 10. Prior to sending children out to do Work Places the following day, set up the spinner, counting mat, piggy bank on the tray, and pennies again as the students join you in the discussion circle. Ask them to each bring a chalkboard/whiteboard, piece of chalk/pen, and eraser to the circle. Repeat steps 7 and 8 several times, but this time, record an equation to show the transaction on the board, while children work on their own boards. 11. Show children the Piggy Bank Work Place and make it available as one of the day’s choices. As soon as students are settled, meet with the group of children who chose to go to the Piggy Bank activity to help them get started. Call other small groups to join you at that Work Place over the next few days as time allows. Work Place S7 Piggy Banks This Work Place will need H 6 Piggy Bank Spinners (page A4.77, run 3 copies on cardstock) H Piggy Bank Record Sheet (page A4.78, run as needed) H 6 Counting Mats (introduced in Bridges, Session 4) H 6 small paper cups (see Advance Preparation) H 60 pennies H pencils Work Place Instructions 1. Get a spinner, a record sheet, a counting mat, a paper cup, 10 pennies, and a pencil. Work at a table instead of the floor if possible because you need a hard writing surface. 2. Spin the number spinner, and place that many pennies on your counting mat. Write the number on your record sheet. 3. Spin the dot spinner, and write the number on the piggy bank’s nose because that is how many pennies you will put into the bank. 4. Count backwards from the starting number as you drop each penny into the bank. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A4.75 Set A4 Number & Operations: Addition & Subtraction 5. Record the number of pennies still left on the mat after you put some in the bank. Piggy Bank Spinner 10 9 5 8 “ 6, 5, 4, 3 ” Counting Mat 6 7 Maria Set A4 Number & Operations: Addition & Subtraction Blackline Run as needed. NAME DATE Piggy Bank Record Sheet 0 1 2 3 6 4 5 6 3 7 8 9 10 3 6. Repeat these steps four more times so that your record sheet is full. Instructional Considerations for Piggy Banks Even though this Work Place is an individual activity rather than a game, you might want to encourage children to work in pairs so they can tell their piggy bank stories to each other, as well as share and compare their work. Some children may need to work with support from older students or parent volunteers, especially to develop the skill of counting backwards to subtract. Piggy Banks can be used in a small group setting as well as a Work Place. A4.76 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A4 Number & Operations: Addition & Subtraction Blackline Run 3 copies on cardstock. Color each of the number spinners green. Color each of the dot spinners pink. Cut sheet in half and laminate. Follow directions on page A4.65 to create spinners (unless clear overlay spinners are available). Flecha giratoria de la alcancía 10 9 5 8 6 7 Flecha giratoria de la alcancía 10 9 © The Math Learning Center 5 8 6 7 Bridges in Mathematics Kindergarten Supplement • A4.77 Set A4 Number Conjunto A4 Operaciones & Operations: & numéricas: Addition &Suma Subtraction y resta Hoja Blackline reproducible Run as needed. Run as needed. nombre Fecha Hoja de anotaciones de la alcancía 0 1 2 3 A4.78 • Bridges in Mathematics Kindergarten Supplement 4 5 6 7 8 9 10 © The Math Learning Center Kindergarten supplement Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Includes October Calendar Pattern A6.1 Skills & Concepts H compare sets of objects and determine whether they have the same, fewer, or more objects H use and understand the words one/many, none/some/all, more/less, most/least, equal to/ more than/less than H describe numbers using 5 as a benchmark H describe and extend simple growing and repeating patterns H count and read numerals to 31 H identify ordinal positions through the 31st P0510 Bridges in Mathematics Kindergarten Supplement Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2010 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0510 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Set A6 H October Calendar Pattern Calendar Grid One Dot, Many Dots Overview You’ll need This set of Calendar Grid markers replaces the studentmade markers in the month of October, and provides opportunities for kindergartners to count and compare sets to 31. H Calendar Grid pocket chart H Day, Month, and Year Calendar Grid cards H compare sets of objects and determine whether they have the same, fewer, or more objects H One Dot, Many Dots Calendar Markers (available at http://gotomlc.org/calmarkers) Print 1 copy of the calendar marker sheets in color, single-sided, on white cardstock. Cut the calendar markers apart and laminate if desired. H use and understand the words one/many, none/some/ all, more/less, most /least, equal to/more than/less than H Comparison Word Resource Cards (pages A6.7–A6.11, see Advance Preparation) H describe numbers using 5 as a benchmark H 2 pieces of lined chart paper (see Advance Preparation) H describe and extend simple growing and repeating patterns H red and blue Unifix cubes H count and read numerals to 31 H helper jar containing a popsicle stick for each child with his/her name on it Skills & Concepts H chart paper or whiteboard near calendar display Advance Preparation Run 1 copy of the Comparison Word Resource Cards on paper or cardstock. Cut the cards apart and laminate if desired. Post the 10 cards to the left of your calendar grid, or in a pocket chart near the grid if you don’t have room on the wall. Finally, draw 4 columns on both sheets of lined chart paper, as shown below. Add a title and column labels to the first sheet, and post the sheet next to your calendar grid pocket chart. Keep the second sheet in reserve until the middle of the month, and then attach it to the first so you can continue to record observations through the entire month. One Dot, Many Dots How Many Dots? © The Math Learning Center Red Blue Comparison Bridges in Mathematics Kindergarten Supplement • A6.1 Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern October Calendar Pattern (cont.) Background for the Teacher: Growing Patterns While we often introduce patterns as sequences composed of core units (e.g., AB, ABB, ABC, and so on) that repeat over and over, it is important for young learners to understand that patterns can also be sequences of shapes or numbers that grow in some predictable way. One Dot, Many Dots is a simple growing pattern that adds 1 dot per day to a growing collection. However, if you examine the first few markers in the sequence, you can observe a variety of other patterns as well. October Sunday Monday Tuesday Wednesday Thursday Friday Saturday You might notice, for instance, that there is an equal number of red and blue dots on every even–numbered marker. Every fourth marker, starting with Marker 1, displays dots in only one color, and the colors alternate. Marker 1 shows one red dot. Marker 5 shows five blue dots. Marker 9 shows nine red dots, Marker 13 shows thirteen blue dots, and so on. Then there is the fact that the dots are looped in groups of 5 to make them easier to count. As the month unfolds, students might notice that every fifth marker, starting with Marker 5, another loop appears. While some of your students may benefit primarily from the daily opportunties to count and compare sets, rest assured that others will discover some of the patterns mentioned here, as well as others, especially if you are alert to the many possibilities. Introducing the One Dot, Many Dots Calendar Grid Pattern: Day 1 Open your first Number Corner lesson in October by directing students’ attention to the calendar grid. Explain that you will put up a new calendar marker as each day of October passes. Place the first marker in the correct pocket, and ask children to pair-share observations. What do they notice about this marker? After a few moments, pull popsicle sticks from your helper jar to call on children to share their observations with the class. Students It’s a tiny little circle. Red—little red dot. It’s so little I can hardly see it! Then ask children to predict what they might see on the marker for the following day. Students Maybe another dot! It could be a blue or green one Or maybe a square not a circle. I think it will be two dots! A6.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern October Calendar Pattern (cont.) Teacher Why do you think we might see two dots tomorrow, Hannah? Hannah Because today is number 1 and there’s 1 dot. Tomorrow will be 2, so maybe there will be 2 dots. Introducing the One Dot, Many Dots Calendar Grid Pattern: Day 2 The next day, invite children to predict what Marker 2 will show, and then place it on display in the correct pocket. Ask children to pair-share observations, and then call on a few volunteers to share with the group. Students It is two dots—I was right! One of them is red. The other one is blue. First 1 dot. Now 2. Maybe there will be 3 tomorrow. Maybe another color, too, like green. Next, draw children’s attention to the word cards you have posted near the calendar grid. Explain that these are words people use when they count and compare sets of objects. Choose 2 or 3 of the cards to read to the children. As you read each, challenge the students to use it to describe the markers you have posted so far. © The Math Learning Center one many none some all equal more less most least Bridges in Mathematics Kindergarten Supplement • A6.3 Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern October Calendar Pattern (cont.) Teacher So there are an equal number of reds and blues on this marker? Justin Yes! One of red and one of blue. Teacher Equal is on one of our word cards. Let’s see—here it is. Continuing through October with the Calendar Grid The next day, have children predict what Marker 3 will show, and then place it on display in the correct pocket. Have students pair-share observations, and then call on a few volunteers to share with the group. During the discussion, introduce a couple more word cards, and challenge children to utilize these words in their observations. Students 3 dots today, I knew it! There are more reds. Some are red and one is blue. All of them are round. Then draw students’ attention to the recording chart you have prepared. Work with input from the class to enter information about the first 3 markers. One Dot, Many Dots How Many Red Blue Dots? Comparison 1 1 0 There is only 1 red dot 2 1 1 Red and blue are equal. 1 = 1 3 2 1 There are more reds than blues. 2 > 1 Over the next few days, introduce the rest of the word cards and encourage children to use them as they make their predictions and observations about the markers. Once the marker for the day has been posted, have students count the total number of dots on that marker, and compare the sets of reds and blues that appear. Work with their input to record a comparison statement, along with the other information about the dots, on the chart. Note Starting on the 4th or 5th day, ask a volunteer to set out 1 red or blue Unifix cube for each dot on the day’s marker, and then link the cubes into stacks by color. Have the other students count along with your volunteer, and then place the stacks on display for all to see. This will make it easier for students to see and compare the quantities, and will become increasingly important as the number of dots increases through the month. A6.4 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern October Calendar Pattern (cont.) Students It’s 3 reds and 3 blues today! They’re the same number. The cubes come up to the same place. They’re equal! Here are some questions and prompts to use throughout the month: • How many dots are there on the marker today? How many are red? How many are blue? • Are there more blue or more red dots? How do you know? • How many dots will we see on tomorrow’s marker? How do you know? • Do you think there will be more reds, more blues, or an equal number of each color on our next marker? Why? • Are there any markers where all of the dots are the same color? Which ones? Do you think there will be other markers like that this month? Can you point to where you think the next one will show up? Why do you think it will be there? • Which markers so far have an equal number of red and blue dots? Do you think we’ll see any other markers like that this month? Which ones? How do you know? • Which marker so far has the most blue dots? The least or fewest blue dots? The most red dots? The least or fewest red dots? Extensions • After the fifth of the month, work with children to count the quantities of dots by 5’s and 1’s, as well as 1 by 1 each day. • In addition to recording a comparison statement for the marker each day, write an equation to reflect the blues, the reds, and the total (e.g., 3 + 3 = 6). • It won’t be long before some students discover that every other marker in the sequence is composed of an equal number of red and blue dots. When this comes up, take the opportunity to introduce the idea of even numbers as quantities where each member of the set has a partner. • Encourage children to use red and blue Unifix cubes to build their predictions about upcoming markers. Prediction trains can be placed near the calendar grid and examined the following day as the next marker is posted. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • A6.5 Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern October Calendar Pattern (cont.) NOTE Below is a representation of the October calendar grid. The full-size calendar markers are available at http://gotomlc.org/calmarkers. octubre domingo lunes martes A6.6 • Bridges in Mathematics Kindergarten Supplement miércoles jueves viernes sábado © The Math Learning Center Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired. © The Math Learning Center ninguno una Tarjetas con recursos de palabras comparaciones página 1 de 5 Bridges in Mathematics Kindergarten Supplement • A6.7 Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired. A6.8 • Bridges in Mathematics Kindergarten Supplement más todos Tarjetas con recursos de palabras comparaciones página 2 de 5 © The Math Learning Center Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired. © The Math Learning Center muchos mayor Tarjetas con recursos de palabras comparaciones página 3 de 5 Bridges in Mathematics Kindergarten Supplement • A6.9 Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired. A6.10 • Bridges in Mathematics Kindergarten Supplement igual algunos Tarjetas con recursos de palabras comparaciones página 4 de 5 © The Math Learning Center Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired. © The Math Learning Center menor menos Tarjetas con recursos de palabras comparaciones página 5 de 5 Bridges in Mathematics Kindergarten Supplement • A6.11 Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern A6.12 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Kindergarten supplement Set C1 Geometry: 3-D Shapes Includes Activity 1: Mystery Bag Sorting Activity 2: Shape Detectives Activity 3: 3-D Shape Walk C1.1 C1.5 C1.11 Skills & Concepts H identify, name, describe, and sort basic three-dimensional shapes H recognize three-dimensional shapes in the environment P0709 Bridges in Mathematics Kindergarten Supplement Set C1 Geometry: 3-D Shapes The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2009 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0709 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set C1 Geometry: 3-D Shapes Set C1 H Activity 1 Activity Mystery Bag Sorting Overview You’ll need The teacher pulls a collection of 3-dimensional objects out of a grocery sack, placing all the objects with flat faces (cubes and rectangular prisms) in one group and all the objects with curved surfaces (cylinders, spheres, and cones) in another. After several objects have been sorted, students predict the group in which each new object belongs as it comes out of the bag, trying to guess the teacher’s sorting rule. H grocery sack or gift bag containing 15–20 different 3-D objects (see Advance Preparation) Skills & Concepts H 2 pieces of 12˝ × 18˝ construction paper, one yellow and one blue Advance Preparation Place 3 or 4 examples of each of these shapes in the sack or gift bag. Look in your block corner, among your table toys and school supplies, and perhaps in the gym to find the objects you need. H identify, name, describe, and sort basic threedimensional shapes H recognize three-dimensional shapes in the environment Cube Cylinder Rectangular Prism Sphere Cone Instructions for Mystery Bag Sorting 1. Gather children to your discussion circle. Place the pieces of yellow and blue paper in the circle where you can reach them and all the students can see them. Let the children know that these are your sorting mats. Then hold up the grocery or gift sack and explain that you are going to pull out some things for them to see, one at a time. Each time you pull out a new object, you’re going to place it on either the yellow or the blue mat. Their job is to figure out how you’re sorting the objects by watching very closely. Let them know that you’re going to work in silence, and they’ll need to be very quiet as well. 2. Pull 4 or 5 objects out of the sack one at a time, placing those with flat faces on one mat and those with curved surfaces on the other. 3. Pull the next object out of the sack, hold it up, and shrug your shoulders. Then motion for children to point to the mat where they think it belongs. After a few moments, place it on the correct mat. Repeat this with another object. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C1.1 Set C1 Geometry: 3-D Shapes Activity 1 Mystery Bag Sorting (cont.) 4. Pull another object out of the sack, hold it up, and motion for the children to indicate the mat of their choice by pointing. Before placing the object where it belongs, ask several children to explain their thinking. Teacher Jessica, I see you’re pointing to the yellow mat. Can you explain why you think my alphabet block belongs there? Jessica Because it’s yellow, so it goes on the yellow mat. Teacher Zachary, you’re pointing to the blue mat. Can you explain why? Zachary Because all the stuff on the yellow mat is kind of round, and that one’s not. Teacher Alex, you seem to think my cube belongs on the blue mat. Why is that? Alex Because it has squares on it, and there are lots of squares on the blue mat. 5. Without commenting on any of the explanations, place the object on the correct mat. Some students may feel confirmed in their thinking, while others may still be puzzled as to how you’re sorting the objects. Give them a few more clues by pulling another 2 or 3 objects out of the sack and placing them correctly, asking students to silently point to the mat they believe is correct each time. 6. Pull another object out, have students to point to the mat they believe is correct, and ask a few to explain their reasoning this time. After the object has been placed correctly, continue to sort silently, as students point to one of the mats each time. If many still seem puzzled by the time you’re down to the last few objects, ask for more explanations. You might also give them a few hints in the form of questions: “Am I sorting these objects by their color?” or “Am I sorting these objects by the size—small and large?” or “Am I sorting objects by their shape?” 7. When all the objects have been sorted onto the two mats, ask children to pair-share their observations, and then call on volunteers to share their thinking with the class. Toward the end of the discussion, confirm that you were sorting the objects by flat and curved surfaces, and then identify each of the shapes by name. Kindergartners often refer to a cube as a “square” or a sphere as a “circle”. While we don’t expect them to use the formal names for these 3-dimensional figures right away, the more often we model the correct terms ourselves, the more quickly students will learn them. C1.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C1 Geometry: 3-D Shapes Activity 1 Mystery Bag Sorting (cont.) Extensions • Leave the collection of objects out for children to sort on their own. Other attributes by which they might sort include: shapes that roll and shapes that slide; shapes that have square faces, rectangular faces, or circular faces; shapes you can stack and shapes you can’t; and so on. • Repeat this activity with a collection of shapes that includes cubes, rectangular prisms, triangular prisms, and pyramids. (You can build pyramids and triangular prisms with your polydrons, and there are usually several different types of triangular prisms in a set of building blocks.) Sort by those that have triangular faces and those that have rectangular faces, bearing in mind that a square is a special type of rectangle. • Bring 3-dimensional shapes from home to put in your mystery sack. You’ll find that students are even more engaged when the objects you’re pulling out of the sack come from the teacher’s house. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C1.3 Set C1 Geometry: 3-D Shapes Set C1 H Activity 2 Activity Shape Detectives Overview You’ll need The teacher shows pictures and examples of 6 different 3-D shapes. Student pairs then hunt around the room to find more examples of each. H 3-D Shape Cards (pages C1.7–C1.9, one copy of each card) Skills & Concepts H identify, name, describe, and sort basic threedimensional shapes H recognize three-dimensional shapes in the environment Recommended Timing H one object to match each of the cards (see Advance Preparation) H polydrons (see Advance Preparation) H six 12˝ × 18˝ pieces of construction paper, each a different color Advance Preparation Find a cube, a small box, a can, and a ball in your classroom. You’ll probably be able to find a triangular prism in your block corner, and you can build a pyramid with polydrons if you can’t find anything else. You’ll also want to divide your polydrons into smaller baskets and set them out on several tables in preparation for this lesson. Anytime after Set C1 Activity 1 Instructions for Shape Detectives 1. Gather children to your discussion circle and tell them you are going to explore some new shapes today. Hold up the 3-D Shape Cards one by one along with the matching 3-D objects, as you name each shape and invite observations from the children. Rectangular Prism Cube Pyramid Triangular Prism Sphere Cylinder Note In sharing observations, kindergartners are likely to talk about the faces of the objects and will most likely refer to the sphere and cylinder as circles, the pyramid as a triangle, and so on. You’ll want to be careful to use the correct terms consistently, drawing the distinction between a cube and a square, for instance, both to model the language of geometry accurately and to avoid future misconceptions. 2. Once you’ve shared the cards and the objects, set 6 different colored sheets of construction paper in the middle of the circle and place a shape card on each. Hand out the objects to 6 different children around the circle. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C1.5 Set C1 Geometry: 3-D Shapes Activity 2 Shape Detectives (cont.) Then call on them one by one to place their object on one of the colored sheets, next to the card that names its shape, and explain why they’re putting it there. Andrew I put this block here because it’s a square. Teacher Where do you see a square on that block, Andrew? Andrew There’s one on top, and another here, and another here. It’s got lots of squares. Teacher You’re right. A cube has 6 square faces. 3. After all 6 objects have been placed where they belong, explain that the children are going to be shape detectives today. You’re going to send them out in pairs to look around the room for one or more of these 6 different shapes. Each time they find one, they’ll bring it to the circle and set it on the piece of paper near the shape card that tells its name. Let them know that they have to stay with their partners, walk at all times, and move quietly, like good detectives. They can only bring one object to the circle at a time, and anything they bring has to fit on the paper. If they want, they can build one of the shapes with polydrons and bring their construction to the circle. (It’s possible to build cubes, triangular prisms, rectangular prisms, and pyramids with polydrons, though you may have a few students who are convinced that they will be able to build a sphere.) 4. Send the children away from the circle, one pair at a time, complimenting the first few pairs to leave on how quietly and carefully they’re walking. (Detectives can’t rush around, or they’ll never find what they’re looking for!) 5. After a short work period, call children back to the circle to view the group’s discoveries and constructions briefly. Extensions • If you’re able to leave the mats with the cards and objects still on them for a few days, you may find that some children are interested in adding things or changing things around. Use the opportunity to continue modeling the correct names and talking with children about the attributes of each shape. • Leave the shape cards on the mats, but remove all the objects from the mats and put them in a basket. Invite children to sort the objects back onto the correct mats. • Ask students to bring things from home to place on the shape mats. C1.6 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center © The Math Learning Center Prisma Rectangular Figuras tridimensionales, página 1 de 3 Cubo Set C1 Geometry: 3-D Shapes Blackline Run 1 copy on cardstock. Cut the cards apart and laminate if desired. Bridges in Mathematics Kindergarten Supplement • C1.7 C1.8 • Bridges in Mathematics Kindergarten Supplement Pirámide Figuras tridimensionales, página 2 de 3 Prisma Triangular Set C1 Geometry: 3-D Shapes Blackline Run 1 copy on cardstock. Cut the cards apart and laminate if desired. © The Math Learning Center © The Math Learning Center Esfera Figuras tridimensionales, página 3 de 3 Cilindro Set C1 Geometry: 3-D Shapes Blackline Run 1 copy on cardstock. Cut the cards apart and laminate if desired. Bridges in Mathematics Kindergarten Supplement • C1.9 Set C1 Geometry: 3-D Shapes Set C1 H Activity 3 Activity 3-D Shape Walk Overview You’ll need Students hunt for 3-dimensional shapes in the gym, library, or on a walk around the school, keeping a record of their discoveries as they go. H 3-D Shape Walk Record Sheet (page C1.14, class set) Skills & Concepts H camera (optional) H identify, name, describe, and sort basic threedimensional shapes H 3-D Shape Cards (pages C1.7–C1.9) H clipboards (optional, class set) H Cubes, Cones, Cylinders, & Spheres by Tana Hoban (optional) H recognize three-dimensional shapes in the environment Advance Preparation Walk around your school before you conduct this activity to find a good variety of 3-dimensional shapes. One of the best locations we’ve found is the gym, set up for obstacle course day, but this varies from one school to another. Children will get more out of the experience if they are able to talk with an adult, so you’ll want to invite several parent volunteers or other adults along with you, and you may even want to divide your students into small groups before you leave the classroom. Recommended Timing Anytime after Set C1 Activity 2 Instructions for 3-D Shape Walk 1. Gather children to your discussion circle and show the shape cards that illustrate the rectangular prism, the triangular prism, the sphere, and the cylinder. Rectangular Prism Triangular Prism Sphere Cylinder 2. Review the names of these shapes and explain to children that you’re going to take a walk around the school (or whatever location you’ve decided is best) to look for these shapes. Do they think they can find examples of each of these shapes on your walk? Alana It’s good that we’re going to the gym. There are lots of balls in there that are round like that one shape on your card. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C1.11 Set C1 Geometry: 3-D Shapes Activity 3 3-D Shape Walk (cont.) Teacher The sphere? Yes, you’re right that we should find plenty of those in the gym. Does anyone see another shape we might find on our walk? Maria Maybe that little slide will be out—you know, the one that the little kids use? It looks like that triangle shape on your card. Teacher Oh, the triangular prism. Yes, we may have to look really hard to find those. DeShawn I think we can find lots of those box shapes. Teacher Rectangular prisms do look like boxes. Where do you think we’ll find them? Jenna Everywhere! Even our whole school is shaped like a big box. 3. Give each student a copy of the Shape Walk Record Sheet, along with a pencil and a clipboard (if you have clipboards). Ask children to write their name on their sheet, and explain that they’ll get to use pictures, numbers, and/or words to record some of their discoveries along the way. Some of them, for instance, might want to keep a tally of how many times they see a cylinder on the walk. Others might prefer to draw pictures of some of the things they see under the matching shapes and use their bestguess spelling to label their sketches. Set C1 Geometry: 3-D Shapes Blackline Run a class set. Name Date Shape Walk Record Sheet Rectangular Prism Triangular Prism Cylinder Sphere 4. Depending on the number of adult helpers you’ve been able to recruit, organize the students into small groups and set out on your walk. If you have a digital camera, you might want to serve as a roaming photographer, or ask one of the other adults to do so instead of supervising a group. C1.12 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C1 Geometry: 3-D Shapes Activity 3 3-D Shape Walk (cont.) 5. When you return to the classroom, spend a few minutes talking about the things you saw. Which shapes were easiest to find? Which were most challenging? Did students see any 3-dimensional shapes that weren’t on their record sheets, like cubes or pyramids? Let students take their record sheets home to share with their families. Extensions • Make a class chart or book showing some of the things students saw on the walk. Either could be illustrated with photos if you had a camera along with you. You might even post some to your class web site for families to view, along with text composed by the class. • Share Cubes, Cones, Cylinders, & Spheres with your class either before or after you take your shape walk. In this wordless book, photographer Tana Hoban identifies four 3-D shapes before showing each in contexts that may be familiar to most children (alphabet blocks, ice cream cones) as well as ones a child might encounter on a trip to the city, country or even Fantasy Land (traffic cones, bales of hay, a castle). © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C1.13 Set C1 Geometry: 3-D Shapes Blackline Run a class set. nombre Fecha Hoja de anotaciones de Caminata de figuras tridimensionales Rectangular prisma Triangular prisma Cilindro Esfera C1.14 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Kindergarten supplement Set C2 Geometry: Locations Includes Activity 1: The Bear in the Box Activity 2: Left & Right Activity 3: Little Frog’s Playground C2.1 C2.5 C2.7 Skills & Concepts H describe the location of one object relative to another object using words such as in, out, over, under, above, below, beside, between, next to, across from, behind, in front of, near, and far H identify the given information that can be used to solve a problem H recognize when additional information is required to solve a problem H use the directional words left and right to describe movement P0709 Bridges in Mathematics Kindergarten Supplement Set C2 Geometry: Locations The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2009 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0709 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set C2 Geometry: Locations Set C2 H Activity 1 Activity The Bear in the Box Overview You’ll need Students learn to describe the location of one object relative to another by following and giving directions using positional terms such as in, out, over, under, above, below, and so on. H a teddy bear or other stuffed animal (see Advance Preparation) Skills & Concepts H chart paper and marking pens H describe the location of one object relative to another object using words such as in, out, over, under, above, below, beside, between, next to, across from, behind, in front of, near, and far H identify the given information that can be used to solve a problem H recognize when additional information is required to solve a problem H a cardboard carton with a lid (see Advance Preparation) H 15 Unifix cubes (see Advance Preparation) H helper jar H a piece of drawing paper for each student (optional) H crayons (optional) H All about Where, by Tana Hoban (optional) Advance Preparation Find a cardboard carton large enough to hold the teddy bear. An empty 10-ream paper box with a lid is ideal. Place the teddy bear inside the box, put the lid on the box, and tape it lightly in place. Make three stacks of 5 Unifix cubes, each stack a single color different from the other two. Instructions for The Bear in the Box 1. Place the sealed cardboard carton in the middle of your discussion area. Gather children to your discussion circle. When everyone is settled and can see the chart paper you’ve posted, explain that you have hidden something in the box. In order to find out what’s in the box, they will have to ask you questions, but only questions you can answer with a “yes” or a “no”. 2. Encourage your students to discuss the possibilities with one another. What are some of the things that could be in the box? Can they think of anything it couldn’t be, just by looking at the box? Students It probably can’t be really, really big like a tree or a bike because it couldn’t fit in there. It could be a toy tree or a little bike. Is it something to eat? Is it a birthday cake? 3. Show students the three stacks of Unifix cubes you’ve prepared. Count the cubes with the children and explain that you will remove a cube from one of the stacks for each question they ask. When all 15 cubes are gone, you will give them more clues if they haven’t already figured out what’s in the box. Can one of them ask a question you can answer “yes” or “no” to get a clue right now? Guide the questioning a © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C2.1 Set C2 Geometry: Locations Activity 1 The Bear in the Box (cont.) bit if necessary to steer children away from naming specific items and toward getting descriptive information. Eloise Do we get to eat it? Teacher No. Marco Is it something to play with? Teacher Yes. Sara Is it a doll house? Teacher How could you find out if it’s a doll house? Talk to the person next to you, and then I’ll call on someone with a hand up. David Is it a place for dolls to live? Teacher No. Hiroko I know! It’s a toy car. Is it a toy car? 4. If students persist in naming specific items, brainstorm with them some of the information that might help them figure out what’s in the box, such as color, shape, size, what people do with it, weight, texture, what it’s made of, and so on. Then have them ask more questions. As you answer each question, record the information on your chart paper. Count the remaining cubes with the class periodically to help children determine how many questions they have asked and how many they have left. What’s in the box? Yes can play with it brown bigger than a block made of cloth soft No cannot eat it nat a place for dolls not a vehicle not made of plastic not red not blue not hard 5. Continue in this way until the children have gathered 15 clues. If your class isn’t close to figuring out what is in the box at that time, offer them 5 more questions and provide a clue or two to get them on track. Finally, take the lid off the box and hold up the bear for everyone to see. 6. Explain that this bear has come to class to play a game with the children. Ask students to rearrange themselves so everyone is sitting in a semi-circle facing the box. Place the bear in front of the box, behind the box, in the box, near the box, far from the box, and beside the box. Turn the box over. Put the bear under the box. Each time you change the bear’s location, tell the students what you are doing, for instance, “I am putting Little Bear in front of the box,” “I am putting Little Bear near the box,” and so on. C2.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C2 Geometry: Locations Activity 1 The Bear in the Box (cont.) 7. Next, pull children’s names out of your helper jar one at a time to change the bear’s location as you give directions such as: • Put Little Bear between me and the box. • Put Little Bear on top of the box. • Put Little Bear across from the box. • Hold Little Bear above the box. 8. Finally, place the bear in the box. Ask students to tell you where the bear is. Change the bear’s location several more times, placing it in front of the box, behind the box, above the box, and under the box. Each time, have students tell you where the bear is. Extensions • Later in the day, or the next day ask students to each draw a picture of a stuffed bear, or another favorite stuffed animal and a box. Before you give out the drawing paper, have the class brainstorm a list of possible locations. Where could they put the stuffed animal relative to the box in their drawings? List their ideas on the board with simple illustrations. Circulate as students are working to discuss their drawings with them. Ask them to describe the location of the stuffed animal, and work with them to record a sentence that includes the animal’s position relative to the box, e.g., “My duck is hiding behind the box”. Display the labeled drawings in the classroom or the hallway. in the box in front of the box out of the box behind the box above the box near the box below the box far from the box beside the box • Review some of the terms you introduced during this activity by reading All about Where, by Tana Hoban, to the class. Other good books for reinforcing positional language include Over, Under, and Through, by Tana Hoban and Becca Backward, Becca Frontward, by Bruce McMillan (optional). © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C2.3 C2.4 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C2 Geometry: Locations Set C2 H Activity 2 Activity Left & Right Overview You’ll need Students use their hands to learn about right and left, and practice the language of location and direction. H 3 ⁄4" red adhesive dots OR a non-toxic red marking pen Skills & Concepts H use the directional words left and right to describe movement H describe the location of one object relative to another object using words such as in, out, over, under, above, below, beside, between, next to, across from, behind, in front of, near, and far H a piece of 12" x 18" drawing paper for each student (optional) H pencils and crayons (optional) H Left Hand, Right Hand, by Janet Allison Brown (optional) Instructions for Left & Right 1. On the day you conduct this activity, label the back of each student’s right hand with a small red dot. Use either a red adhesive dot or a non-toxic red marking pen to do this. As you do so, explain that the hand with the red dot is their right hand, and the hand with no dot is their left hand. 2. Once every student has a dot on his or her right hand, gather the children to your discussion area. Seat them in rows all facing the same way for this activity. Ask them to raise their right hand over their head. Then ask them to raise their left hand. How do they know which one is right, and which one is left? Students You gave us a red dot on our right hand. Red for right! How come we didn’t get a dot on our other hand? So we can tell which one is right, and which one isn’t. That other one is the left one. 3. Now have students place their right hand in different locations relative to their body, such as: • in their lap • on their right knee, on their left knee • beside their right leg, beside their left leg • above or over their head • below their waist • under their right foot, under their left foot • behind their back • in front of their chest • near their right ear, near their left ear • far away from their mouth • between their knees © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C2.5 Set C2 Geometry: Locations Activity 2 Left & Right (cont.) 4. Have students repeat some of these actions with their left hand. Then have them stand up in place. Stand in front of the class with your back turned to the children for a second. Extend your right arm to the side and point to the right. Ask students to do the same, moving slowly and carefully so they don’t bump into one another. Which direction are you all pointing? How do they know? With the class, take 3 side-steps to the right. Then put your right arm down, extend your left arm to the side, and take 3 sidesteps to the left. 5. Through the remainder of the day, talk with students about their right and left hands. Which hand do they color with, write with, eat with? In which hand do they hold a pair of scissors, a crayon, a pencil? If they are right-handed, how does their left hand help them at different times? When you leave the room to go to the playground, the gym, or the library, do you have to turn right or left? How can they use their hands to help find out? As you walk down the corridor with your class, ask them to identify the direction of any turns you have to make. Extensions • Repeat some of the activities described above on other days so students begin to internalize right and left, in terms of their own bodies and the directions they move throughout the day. • Over a period of several days, trace each student’s right and left hand on a piece of 12" x 18" drawing paper, and have the student label the paper with his or her name. Make a tracing of your own hands as well. When you have a tracing for each student, return the papers to their owners, and post yours on the board. Place your hands in the tracings at the board as students do so at their tables. Which is the right hand? Which is the left? Can they remember and help one another? Mrs. Roberts Left Right Label your own hand tracings with the letters “R” and “L” or the words “right” and “left”, and ask students to do the same on their papers. Ask students to make a red dot on the tracing of their right hand. After that, you might have students color their hands to match their skin tone and add bracelets, rings, thunderbolts, and various other decorations. Circulate and talk with students as they work to reinforce the terms “right” and “left”. • If you have access to Left Hand, Right Hand: A “Hands-On Book about Left and Right, by Janet Allison Brown, read the book with your class. Another cute book that addresses the topic of left and right is Bear’s Left & Right, by Keith Faulkner. • When you’re in the gym with students or during organized games on the playground, make it a point to reinforce directional words by having students move (walk, hop, jump, slide, and so on) forward, backward, to the right, and to the left. You can also have them stand or hop on their right foot or their left foot, and move their right and left hands or arms in a variety of ways. C2.6 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C2 Geometry: Locations Set C2 H Activity 3 Activity Little Frog’s Playground Overview You’ll need Students share observations about the names and locations of 5 shapes on Little Frog’s Playground. Then they each color a sheet and move a small plastic frog around the playground in response to directions from you and classmates. H Little Frog’s Playground (page C2.11, run a class set plus a few extra) Skills & Concepts H helper jar H a plastic frog for each student from your bucket of frogs H crayons H use the directional words left and right to describe movement H describe the location of one object relative to another object using words such as in, out, over, under, above, below, beside, between, next to, across from, behind, in front of, near, and far Instructions for Little Frog’s Playground 1. Post a copy of Little Frog’s Playground on an easel or the whiteboard near your discussion area. Set C2 Geometry: Locations Blackline Run a class set plus a few extra. NAME DATE Little Frog’s Playground red yellow blue purple © The Math Learning Center orange Bridges in Mathematics Kindergarten Supplement • C2.7 Set C2 Geometry: Locations Activity 3 Little Frog’s Playground (cont.) 2. Then gather the students and seat them so they can all see the sheet. Show them one of the plastic frogs and explain that today, they’re each going to color in a playground for a little frog. Once they’ve done that, they’ll hear and tell some stories about Little Frog’s adventures on the playground. 3. Ask students to pair-share observations about the sheet. Then call on volunteers to share their ideas with the class. Students There’s a big circle in the middle. Maybe that’s like a pond for the frog. I see a square. There’s a triangle at the top. There are things like roads on that paper. 4. Name the five different shapes on the sheet with the class: rhombus, rectangle, square, triangle, and circle. Then ask students to name the shape as you point to each of the following locations on the sheet: • top right hand corner (rhombus) • bottom right hand corner (rectangle) • bottom left hand corner (square) • top left hand corner (triangle) • middle (circle) 5. Next, pull a name from your helper jar, and have that student to come up and point to one of the 5 shapes on the sheet. Ask the rest of the children to name the shape and identify its location (i.e., rhombus, top right-hand corner). Call on a different student to point to a second shape while the class identifies it by name and location. Repeat until the class has identified all 5 shapes by name and location. 6. Then read the color names on each shape, and explain that in a minute, you’re going to give students each their own sheet to color according to the labels. What colors will they use for the two shapes on the right-hand side of the sheet? (red and orange) What colors with they use for the two shapes on the lefthand side of the sheet? (yellow and purple) What about the shape in the middle? (blue). Let them know that they can color the paths between the shapes any color they want. When students understand what to do, hand out the sheets and let them go to work. 7. When most students have finished coloring their sheets, ask them to return to the discussion area. Have them bring their sheets along, and give them each a plastic frog. When everyone is seated, tell a story similar to the one below as students move their frog around the sheet in response to your directions. One day, Little Frog went to the playground. None of her friends was there, so she decided to stay and play by herself. First, she sat on the shape below the pond to the left. Which shape is that? You’re right. It’s the purple square. Then she ran up the path between the purple and the yellow shape, and stopped on the yellow shape. Which shape is that? Right, it’s the triangle. Then she took a big hop and landed right in the middle of the blue circle. When she landed, she found out it was actually a pond! The water was freezing cold, so she jumped back out as fast as she could. She sat beside the pond to dry off for a minute. C2.8 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C2 Geometry: Locations Activity 3 Little Frog’s Playground (cont.) Then she took another giant hop and flew right over the red rhombus. She landed in the top right hand corner of the playground, above the rhombus. She was still a little cold, so she crawled under the paper for a minute to get warm. Then she got back onto the paper and sat on the shape at the top of the sheet across from the triangle. Which shape is that? Yep, it’s the red rhombus. 8. Finish your story by asking the students to pair-share ideas about how Little Frog might get from one location to another on the sheet without going near the pond. Let students know that Frog has to stay on the paths. After they’ve had a minute to talk, call on volunteers to share their ideas with the group. Now Little Frog wants to get back to the purple square, but she doesn’t want to get near the pond. How can she get from the red rhombus to the purple square without going through the pond and still stay on the paths? As students share their ideas, encourage them to use directional language. After each idea is shared, have the children test it. Johnny She can go to the triangle, and then go down to the square. Teacher What direction will she have to go to get from the rhombus to the triangle? Students Straight. Across! That way! Teacher Will she have to go right or left across the sheet? Shanti She has to go left to get to the triangle. Then she has to go down to get to the square. Teacher Let’s all try that out with our frogs. Did it work? Okay, let’s put Little Frog back on the red rhombus. Can someone tell us a different way she can get from the rhombus to the square without going across the pond? 9. If student interest holds and time allows, pull a few names from your helper jar and have those students continue your story as their classmates move their plastic frogs in response. If not, collect the sheets for use again another day. Extensions • During another session, display your copy of Little Frog’s playground. Work with students to list some of the words they might use to place the frog in various locations or help Little Frog move from one location to another: in, out, over, under, below, above, beside, between, next to, across from, behind, in front of, near, far, left, and right. Give students their playground sheets and plastic frogs. Pull names from your helper jar and have those students tell their classmates where to place their frogs on the sheet and how to move them from one location to another. • Send the sheets home with students, along with a note about the activity. Ask families to continue telling Little Frog stories at home with their children. • If you have a computer in your classroom with Internet access, some of your kindergartners may enjoy two of the applets found on the Utah State National Library of Virtual Manipulatives web site: © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C2.9 Set C2 Geometry: Locations Activity 3 Little Frog’s Playground (cont.) Ladybug Leaf and Ladybug Mazes. The web site is free to all, and can be accessed at http://nlvm. usu.edu/. Follow the links to the Pre-K through 2 geometry section, where you’ll find a variety of applets including Ladybug Leaf and Ladybug Mazes. Both of these activities involve programming a ladybug around the screen to either hide behind a leaf (easier) or move through a maze (more challenging). Both provide good spatial problem-solving challenges, as well as practice with directional language and skills (forward, backward, right, left). Instructions are included with each applet on the web site, along with suggestions for parents and teachers. C2.10 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C2 Geometry: Locations Blackline Run a class set plus a few extra. nombre Fecha Área de juego de la pequeña rana rojo amarillo azul morado © The Math Learning Center anaranjado Bridges in Mathematics Kindergarten Supplement • C2.11 Set C2 Geometry: Locations C2.12 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center KINDERGARTEN supplement Set C3 Geometry: Flying Butterflies Calendar Pattern Includes November Calendar Pattern C3.1 Skills & Concepts H model and use words indicating relative position, direction, and distance H use the directional words left and right to describe movement H identify, describe, and extend simple repeating patterns P0510 Bridges in Mathematics Kindergarten Supplement Set C3 Geometry: Flying Butterflies Calendar Pattern The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2010 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0510 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set C3 Geometry: Flying Butterflies Calendar Pattern Set C3 H November Calendar Pattern Calendar Grid Flying Butterflies Overview You’ll need This set of Calendar Grid markers replaces the studentmade markers in the month of November, and provides opportunities for kindergartners to use and model words that indicate direction: up, down, to the right, and to the left. H Calendar Grid pocket chart H Day, Month, and Year Calendar Grid cards H model and use words indicating relative position, direction, and distance H November Flying Butterflies Calendar Markers (available at http://gotomlc.org/calmarkers) Print 1 copy of the calendar marker sheets, preferably in color, single-sided, on white cardstock. Cut the calendar markers apart and laminate if desired. H use the directional words left and right to describe movement H The Monarch Poem (pages C3.7–C3.10, see Advance Preparation) H identify, describe, and extend simple repeating patterns H 4 pieces of 6" × 9" yellow construction paper (see Advance Preparation) Skills & Concepts H helper jar containing a popsicle stick for each child with his/her name on it Advance Preparation Use pages C3.7–C3.10 to create a wall chart or book of the Monarch Poem to share with your students during the month. (You can also find this poem in larger format in the Poems and Songs Portfolio that came with your Number Corner kit.) Finally, write the words up, down, to the right, and to the left on the pieces of yellow construction paper, as shown below. up down to the right to the left Introducing the Flying Butterflies Calendar Markers: Day 1 Open your first Number Corner lesson in November by directing students’ attention to the calendar grid. Explain that you will put up a new calendar marker as each day of the month passes. Place the first marker in the correct pocket, and ask children to pair-share observations. November Sunday © The Math Learning Center Monday Tuesday Wednesday Thursday Friday Saturday Bridges in Mathematics Kindergarten Supplement • C3.1 Set C3 Geometry: Flying Butterflies Calendar Pattern November Calendar Pattern (cont.) What do they notice about this marker? After a few moments, pull popsicle sticks from your helper jar to call on children to share their observations with the class. Students It’s a butterfly! There’s a number 1 on that card, too. It has big wings! Then ask children to predict what they might see on the marker for the following day. Students Maybe another butterfly? Or maybe a ladybug. Some kind of bug, probably. Introducing the Flying Butterflies Calendar Markers: Day 2 Before you post the calendar marker the following day, explain that the butterfly on the first marker is a monarch. Then take a few minutes to read and discuss The Monarch Poem with your class. Here are some questions you might pose to the children after you have read the poem through two or three times: • What happened first? • After the egg hatched into a caterpillar, then what happened? • Once the butterfly came out of the chrysalis, what did it do? • Where do you think the butterfly will go now? Set C3 Geometry: Flying Butterflies Calendar Pattern Blackline Create a wall chart or book. Set C3 Geometry: Flying Butterflies Calendar Pattern Blackline Create a wall chart or book. The Monarch Poem page 1 of 4 The Monarch Poem page 2 of 4 The Monarch by Donna Burk illustrated by Tyson Smith A little egg on some Milkweed green, Became a caterpillar, Tiny and lean. Next, post the second calendar marker, and invite students to make observations. What is the difference between the butterfly on this marker and the one on the first marker? C3.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C3 Geometry: Flying Butterflies Calendar Pattern November Calendar Pattern (cont.) November Sunday Monday Tuesday Wednesday Thursday Friday Saturday Students It looks like the first one, but it’s going a different way! It’s going kind of sideways instead of straight. It’s like the first one, but it’s turned a different way. I think it’s going to find some flowers, like that butterfly in the poem. Introducing the Flying Butterflies Calendar Markers: Day 3 The next day, post the third marker and invite students to pair-share observations. After a few moments, pull sticks from your helper jar to call on children to share their observations with the class. November Sunday Monday Tuesday Wednesday Thursday Friday Saturday Students It’s the butterfly again, but this time, he’s going upside down! Maybe he got mixed up about which way to fly! First it went up, then sideways, and now down. It goes different every time! Next, show children the word cards you have prepared. up down to the right to the left Read the cards one by one with the class. Explain that these are direction words, words people use to tell which way something is going. Pull the calendar markers out of the pocket chart and set them on your chalk ledge. Ask the children to help you find the card that best describes the direction each butterfly is headed, and place the card beside that marker. up © The Math Learning Center to the right down Bridges in Mathematics Kindergarten Supplement • C3.3 Set C3 Geometry: Flying Butterflies Calendar Pattern November Calendar Pattern (cont.) Then ask children to predict what they might see on the marker for the following day. Students It’s probably going to be up again. Maybe it’ll be a different bug, like a grasshopper or a ladybug. Maybe it will be a butterfly going the way that other card says! Continuing through November with the Calendar Grid Post the word cards beside the calendar grid pocket chart for reference throughout the month. Each day, have a helper point to the markers that have been posted so far as the class names the butterflies’ directions. Encourage the children to point up, to the right, down, and to the left with their fingers as they go. Then ask students to predict what the next marker will show before you place it on the chart. up November Sunday Monday Tuesday Wednesday Thursday Friday to the right Saturday down to the left Teacher Amy, will you please come up and point to the markers we have posted so far, while we tell which direction the butterfly is flying on each marker? Let’s point with our fingers to show the directions, too. Students Up, to the right, down, to the left; up, to the right, down…. The next guy is going to be flying up! No, to the left! I think it goes up, sideways, down, and then sideways the other way. Teacher Can you use your finger to point in the direction you think the next butterfly will be going? Hmmmmm, I see a lot of children pointing to the left. Let’s check to see. Sam, will you please put the next marker into the pocket chart? November Sunday Monday C3.4 • Bridges in Mathematics Kindergarten Supplement Tuesday Wednesday Thursday Friday Saturday © The Math Learning Center Set C3 Geometry: Flying Butterflies Calendar Pattern November Calendar Pattern (cont.) Students I knew it! That butterfly is going over to the left! I think he’s going to turn and fly up on the next marker. As the markers are posted, one each day, ask students to share their observations and predictions about the pattern. Here are some questions and prompts to use through the month: • Which way do you think the next butterfly will be going? Why? • What about the butterfly on the marker for the day after tomorrow? • How many butterflies are flying up (down, to the right, to the left) so far? • What number marker do you think will show the next butterfly going up (down, to the right, to the left)? Why? Extensions • Have children enact the pattern by gesturing with their hands as you point to the markers on the calendar in sequence. You might even work with the class to make up a chant to accompany the motions (e.g., Butterfly up, up; Butterfly to the right; Butterfly down, down; Butterfly to the left, and so on). • Have students stand up and “dance” the pattern, moving 2 or 3 steps in each direction as a helper points to the markers. (You might want to introduce and use the words forwards and backwards in place of up and down if you choose to do this extension with your group.) • Have children pretend to be butterflies, and give them simple flight directions such as, “Fly 2 steps forward. Now fly 3 steps to the right. Now fly 1 step backward.” challenge Mark an x on the floor with blue masking tape somewhere in your classroom. Place a real, paper, or plastic flower elsewhere in the room. Challenge interested students to figure out how to get from the x to the flower, stepping only forwards, to the right, backwards, and/or to the left. Encourage them to develop different routes and find some way to record their sets of directions using symbols and/or simple sketch maps. Alexandra 2s 3s x 2s 2s s = step If some of your students are particularly interested in maps, you might share one or more of the books listed below with the class, or pass the titles along to families who want to support their budding cartographers. • Me on the Map by Joan Sweeny • Where Do I Live? by Neil Chesanow • As the Crow Flies: A First Book of Maps by Gail Hartman © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C3.5 Set C3 Geometry: Flying Butterflies Calendar Pattern November Calendar Pattern (cont.) NOTE Below is a representation of the November calendar grid. The full-size calendar markers are available at http://gotomlc.org/calmarkers. November Sunday Monday Tuesday C3.6 • Bridges in Mathematics Kindergarten Supplement Wednesday Thursday Friday Saturday © The Math Learning Center Set C3 Geometry: Flying Butterflies Calendar Pattern Blackline Run 1 copy. Create a wall chart or book. El poema de la monarca página 1 de 4 La monarca de Donna Burk ilustrado por Tyson Smith © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C3.7 Set C3 Geometry: Flying Butterflies Calendar Pattern Blackline Run 1 copy. Create a wall chart or book. El poema de la monarca página 2 de 4 Un pequeño huevo en una hoja de asclepia, se hizo una oruga, delgada y esbelta. C3.8 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C3 Geometry: Flying Butterflies Calendar Pattern Blackline Run 1 copy. Create a wall chart or book. El poema de la monarca página 3 de 4 Comió y comió, de día y de noche, se hizo una crisálida, Ah! Tan brillante. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C3.9 Set C3 Geometry: Flying Butterflies Calendar Pattern Blackline Run 1 copy. Create a wall chart or book. El poema de la monarca página 4 de 4 Se quedó muy quieta, parecía mucho tiempo, pero ahora es una mariposa. ¡Adiós, hasta luego! C3.10 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center KINDERGARTEN supplement Set C4 Geometry: Teddy Bear & Box Calendar Pattern Includes December Calendar Pattern C4.1 Skills & Concepts H describe the location of one object relative to another object using words such as inside, outside, behind, in front of, to the left of, to the right of, above, and below H place an object in a specified position H identify, describe, and extend simple repeating patterns H read numerals and identify ordinal positions P0510 Bridges in Mathematics Grade K Supplement Set C4 Geometry: Teddy Bear & Box Calendar Pattern The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2010 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0510 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set C4 Geometry: Teddy Bear & Box Calendar Pattern Set C4 H December Calendar Pattern Calendar Grid Teddy Bear & Box Overview You’ll need This set of Calendar Grid markers replaces the studentmade markers in the month of December, and provides opportunities for kindergartners to practice using key prepositions and prepositional phrases as they describe and discuss the position of a teddy bear relative to a box on each marker. H Calendar Grid pocket chart Skills & Concepts H describe the location of one object relative to another object using words such as inside, outside, behind, in front of, to the left of, to the right of, above, and below H place an object in a specified position H identify, describe, and extend simple repeating patterns H read numerals and identify ordinal positions H Day, Month, and Year Calendar Grid cards H Teddy Bear & Box Calendar Markers (available at http://gotomlc.org/calmarkers) Print 1 copy of the calendar marker sheets, preferably in color, singlesided, on white cardstock. Cut the calendar markers apart and laminate if desired. H Preposition Word Resource Cards (pages C4.7–C4.10, see Advance Preparation) H a teddy bear H a cardboard box large enough to hold the bear H helper jar containing a popsicle stick for each child with his/her name on it H All About Where by Tana Hoban (optional) Advance Preparation Run 1 copy of pages C4.7–C4.10 on cardstock. Cut apart the Preposition Word Resource cards; laminate if desired. Post the 8 cards on the wall to the left of your calendar grid pocket chart. Introducing the Teddy Bear & Box Calendar Markers Ask children to join you near the Number Corner display in your classroom. Show them your teddy bear and the cardboard box. Explain that the bear has come to school today to introduce the new calendar markers for the month. Ask students to arrange themselves so everyone is sitting in a semi-circle facing the box. Place the bear in front of the box and then behind the box. Hold the bear above the box, and then put it under the box. Put the bear inside the box, and then take it back out of the box. Each time you change the bear’s location, tell the students what you are doing, for instance, “I am putting the teddy bear in front of the box,” “I am putting the bear behind the box,” and so on. Next, draw children’s attention to the word cards you have posted to the left side of the calendar grid pocket chart. Read the cards to the students, and explain that these are some of the words people use to tell where things are. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C4.1 Set C4 Geometry: Teddy Bear & Box Calendar Pattern December Calendar Pattern (cont.) inside outside above below behind in front of to the right of to the left of Now point to each word or phrase and read it to the class again. As you do so, pull a stick out of the helper jar to choose a student to place the teddy bear accordingly. Teacher The word on this card says above. Sydney, will you please come hold the bear above the box? After you have reviewed all the cards, set the bear and the box aside, and post the first calendar marker in the correct pocket. Ask children to pair-share observations. What do they notice about this marker? After a few moments, pull sticks from your helper jar to call on children to share their observations with the class. Students It’s a teddy bear! He’s sitting in the box, like it’s a little house for him. That bear is in the box. He looks kind of like Teacher’s teddy bear! Finally, read the preposition cards to the class again, and ask students to choose the word or phrase that best describes the location of the teddy bear relative to the box on the first marker. Post that card to the right of the calendar grid pocket chart, but leave the others where they are for now. inside outside December above below behind in front of to the right of Sunday Monday Tuesday Wednesday Thursday Friday Saturday to the left of The following day, post the second marker on the calendar grid. Have children pair-share observations, and then call on volunteers to share their ideas with the group. As students share, ask them to describe the location of the teddy bear relative to the box. C4.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C4 Geometry: Teddy Bear & Box Calendar Pattern December Calendar Pattern (cont.) Students It’s a teddy bear again. And there’s a box, too. Teacher Is the bear still inside the box? Students No! He’s out of the box. He’s sitting outside. He’s really close to the box. He’s kind of in front of the box. After students have volunteered several different descriptions, review the unused preposition cards one by one. Which of the words or phrases describe the bear’s location? Which do not? Teacher Let’s look at our word cards together and find the ones that tell where the bear is today. The word on the first card says above. Can you put your hands above your head? Good! Is the bear above the box? Students No! Teacher The word on the next card says below. Can you put your hands below your knees? Okay! Is the bear below the box? Continue until you have gone through all of the cards. Chances are, children will identify more than one card that describes the bear’s location on the second marker, including outside, in front of, and to the right of. Post all of these to the right of the pocket chart for now, and then ask students to choose the one that is the opposite of the first. Move the other cards back to their original location, and explain that you will need them in the days to come. inside outside December above below behind in front of to the right of Sunday Monday Tuesday Wednesday Thursday Friday Saturday to the left of Continuing through December with the Calendar Grid Each day, have a helper point to the calendar markers that have been posted so far as the class names the location of each teddy bear in the sequence. Have children predict what the next marker will show before you place it on the chart. Once the new marker has been posted, ask students to share their observations. Encourage them to use any words and phrases they can to describe the position of the teddy bear each day. Some of the © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C4.3 Set C4 Geometry: Teddy Bear & Box Calendar Pattern December Calendar Pattern (cont.) pictures will elicit more responses than others. When they see the fifth marker, for instance, children may say that the bear is beside the box, near the box, next to the box, or in front of the box. Acknowledge all of these descriptions, and then work with the children to select the card from the collection remaining on the left that best describes the bear’s location (to the left of). inside outside behind in front of December above below to the right of to the left of Sunday Monday Tuesday Wednesday Thursday Friday Saturday Teacher You have so many different ways to tell where the bear is on the marker for last Saturday! Jorge said the bear is in front of the box. Sari said the bear is next to the box. James said the bear is beside the box. We only have 4 cards left in our collection, though. Let’s read them together and see if any of them work. By the time you have reached the eighth day, all the word cards should be posted to the right of the calendar grid. Before you teach Number Corner the next day, remove all the cards, mix them thoroughly, and post them on the left-hand side of the calendar grid again. Each day, from the 9th through the 16th of the month, ask the children to choose a card from the set in order to predict the location of the bear. You can also ask students to use the teddy bear and the cardboard box to show their prediction before you post the marker for the day. Begin the process again on the 17th, and continue through the last day of school before Winter Break. Here are some questions and prompts to use through the month: • Let’s name the position of each teddy bear as our helper points to the markers. • Where do you think the teddy bear will be on the next marker? Why? • Where is the bear on the 3rd (7th, 12th, 18th) marker? • I see a teddy bear behind a box. Which marker(s) am I looking at? • I see a teddy bear below a box. Which marker(s) am I looking at? Extensions Reinforce the language of position and location by reading All About Where by photographer Tana Hoban. This concept book is uniquely rich and open-ended by virtue of the fact that Hoban has listed 15 prepositions on the first and last page of the book, and encouraged children to use as many of them as possible to describe each photograph. C4.4 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C4 Geometry: Teddy Bear & Box Calendar Pattern December Calendar Pattern (cont.) challenge If you have a computer in your classroom with Internet access, some of your kindergartners may enjoy two of the applets found on the Utah State National Library of Virtual Manipulatives web site: Ladybug Leaf and Ladybug Mazes. The web site is free and can be accessed at http://nlvm.usu.edu/. Follow the links to the Pre-K through 2 geometry section, where you’ll find a variety of applets including Ladybug Leaf and Ladybug Mazes. In both of these activities, children program a ladybug around the screen to either hide behind a leaf (easier) or move through a maze (more challenging). Both provide good spatial problem-solving challenges, as well as practice with directional language and skills (forward, backward, right, left). Instructions are included with each applet on the web site, along with suggestions for parents and teachers. Another applet some students may enjoy is Turtle Geometry, also found on the National Library of Virtual Manipulatives web site. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C4.5 Set C4 Geometry: Teddy Bear & Box Calendar Pattern December Calendar Pattern (cont.) NOTE Below is a representation of the December calendar grid. The full-size calendar markers are available at http://gotomlc.org/calmarkers. December Sunday Monday Tuesday C4.6 • Bridges in Mathematics Kindergarten Supplement Wednesday Thursday Friday Saturday © The Math Learning Center Set C4 Geometry: Teddy Bear & Box Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired. © The Math Learning Center exterior interior Tarjetas con recursos de palabras de preposiciones página 1 de 4 Bridges in Mathematics Kindergarten Supplement • C4.7 Set C4 Geometry: Teddy Bear & Box Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired. C4.8 • Bridges in Mathematics Kindergarten Supplement enfrente de detrás Tarjetas con recursos de palabras de preposiciones página 2 de 4 © The Math Learning Center Set C4 Geometry: Teddy Bear & Box Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired. © The Math Learning Center a la izquierda de a la derecha de Tarjetas con recursos de palabras de preposiciones página 3 de 4 Bridges in Mathematics Kindergarten Supplement • C4.9 Set C4 Geometry: Teddy Bear & Box Calendar Pattern Blackline Run 1 copy on cardstock. Cut cards apart and laminate if desired. C4.10 • Bridges in Mathematics Kindergarten Supplement debajo encima Tarjetas con recursos de palabras de preposiciones página 4 de 4 © The Math Learning Center KINDERGARTEN SUPPLEMENT Set C5 Geometry: Growing Shapes Calendar Pattern Includes January Calendar Pattern C5.1 Skills & Concepts H identify, describe, and compare triangles, rhombuses, trapezoids, and hexagons H combine shapes to create two-dimensional objects H describe simple growing patterns with shapes H analyze simple repeating and growing relationships to extend patterns H use cardinal and ordinal numbers P0510 Bridges in Mathematics Grade K Supplement Set C5 Geometry: Growing Shapes Calendar Pattern The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2010 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0510 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set C5 Geometry: Growing Shapes Calendar Pattern Set C5 H January Calendar Pattern CALENDAR GRID Growing Shapes Overview You’ll need This set of Calendar Grid markers replaces the studentmade markers in the month of January. The first marker in the sequence shows a green triangle pattern block. The second shows a blue rhombus. The third shows a red trapezoid. The fourth shows a red trapezoid and a green triangle. The fifth shows a red trapezoid and a blue rhombus, and the sixth a hexagon. The figures grow larger from one marker to the next, but the sequence does not stop and then start over again. It just keeps growing. This may puzzle kindergartners, because up until now, much of our instruction has focused on repeating patterns, patterns composed of a basic unit or “core,” such as AB or ABC, or ABBC, that repeats over and over again. The markers this month are designed to help children understand that a pattern can also be a sequence of shapes or numbers that grows or increases in a predictable way. H Calendar Grid pocket chart Skills & Concepts H identify, describe, and compare triangles, rhombuses, trapezoids, and hexagons H combine shapes to create two-dimensional objects H Day, Month, and Year Calendar Grid cards H Growing Shapes Calendar Markers (available at http://gotomlc.org/calmarkers) Print 1 copy of the calendar marker sheets in color, single-sided, on white cardstock. Cut the calendar markers apart and laminate if desired. H pattern blocks H 2 pieces of lined chart paper (see Advance Preparation) H helper jar containing a popsicle stick for each child with his/her name on it Advance Preparation Draw 3 columns on both sheets of lined chart paper, as shown below. Add a title and column labels to the first sheet, and post the sheet next to your Calendar Grid pocket chart. Keep the second sheet in reserve until the middle of the month, and then attach it to the first so you can continue to record observations through the entire month. H describe simple growing patterns with shapes H analyze simple repeating and growing relationships to extend patterns Growing Shapes Pattern Date Shapes ? ‘s H use cardinal and ordinal numbers Introducing the Growing Shapes Calendar Markers Open your first Number Corner lesson in January by directing students’ attention to the calendar grid. Explain that you will put up a new calendar marker as each day of the month passes. Place the first marker in the correct pocket, and ask children to pair-share observations. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C5.1 Set C5 Geometry: Growing Shapes Calendar Pattern January Calendar Pattern (cont.) What do they notice about this marker? After a few moments, pull sticks from your helper jar to call on children to share their observations with the class. As students share their observations, ask them to identify the shape by name and explain how they know that it is a triangle. Students It looks like one of those green pattern blocks. It looks like a shark tooth! It’s really little. Teacher Sari mentioned that the shape on our calendar marker looks like one of our pattern blocks. Sari, could you go over to the tub of pattern blocks and bring back the one you’re thinking of? Sari It’s the same as this one, see? Tomas That’s a triangle! Teacher Tomas says the shape is a triangle. Do you agree? How do you know it’s a triangle, not a circle or a square? Talk with the person next to you, and then we’ll have some folks share their ideas with the class. Students It’s not a circle because it isn’t round! It’s a triangle because it looks like a mountain. But it’s upside down! It has 3 points on it, so it must be a triangle. Summarize students’ observations. Then record the date and the name of the shape on the chart. Leave the third column blank for now. Teacher We seem to agree that this shape is a triangle. It looks like the green triangle in our pattern blocks. It has 3 sides and 3 corners. Let’s record the date and the name of the shape on our calendar chart. Growing Shapes Pattern January Date Shapes 1st Sunday Monday Tuesday Wednesday Thursday Friday ? ‘s 1 triangle Saturday Repeat the process described above on the second and third day of the month. Unless children are very familiar with the names of the pattern block shapes, you will probably have to introduce the shape names rhombus and trapezoid. On the fourth day, children will notice that there are two shapes instead of one on the marker. Discuss and record both on your chart. Then ask the children if they think it would be possible to build a figure the same size and shape as the one on the fourth marker using only green triangle pattern blocks. If so, how many green triangles would it take? Discuss these questions with the class. Then ask a volunteer to replicate the figure on C5.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C5 Geometry: Growing Shapes Calendar Pattern January Calendar Pattern (cont.) marker 4 with pattern blocks, and have a second child build the figure again using just green triangle blocks. If necessary, have the second child build directly on top of the first figure, and then move the new figure to the right. Unless your class is very small, you might want to have the children build at the document camera so everyone can clearly see their work. Maya See, I just put 3 triangles together like this for the bottom part, and then 1 on top. It looks the same as the one Justin made, but mine is made out of all triangles. Record the results of this investigation on the chart. Then work backward with the class to determine how many green triangles it would take to build each of the figures that have appeared so far: the trapezoid, the rhombus, and the triangle. Record each of these numbers on your chart as well. Growing Shapes Pattern January Sunday Monday Tuesday Wednesday Thursday Date Shapes Friday Saturday 1st 2nd 3rd 4th 1 triangle 1 rhombus 1 trapezoid 1 trapezoid, 1 triangle ? ‘s 1 2 3 4 ‘s ‘s ‘s Continuing through January with the Calendar Grid Each day, have a helper point to the markers that have been posted in the pocket chart as the class names the shapes they see. Have children predict what the next marker will show before you place it on the chart. As they share their predictions, press them to explain their thinking. Teacher Today is Friday, January 5th. What do you think we’ll see on today’s calendar marker? Talk it over with the person next to you, and then I’ll use the sticks to choose children to share their ideas with the class. Marcus I think maybe it will be one little green triangle. Teacher Why? Marcus Because maybe it will start over again. Teacher Oh, so we’ve had a triangle, a rhombus, a trapezoid, and then a trapezoid plus a triangle, and today, you think maybe the whole pattern will start over again? Marcus Yep. Teacher Any other predictions? © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C5.3 Set C5 Geometry: Growing Shapes Calendar Pattern January Calendar Pattern (cont.) Students I think it might be one of those yellow hexagons because the shapes keep getting bigger and bigger. Maybe it will be a trapezoid with a blue one on top, because yesterday it had a green one on top. Maybe it will be one of those orange squares with a little triangle on top, like a house. Ooohhh, maybe a red one and two green ones on top! Once the new marker has been posted, ask students to share their observations, and work with the class to find out how many green triangles it takes to build the new shape. Record the information on the chart paper. Growing Shapes Pattern January Sunday Monday Tuesday Wednesday Thursday Date Shapes Friday Saturday ? ‘s 1st 2nd 3rd 4th 1 triangle 1 rhombus 1 trapezoid 1 trapezoid, 1 triangle 1 3 4 ‘s ‘s ‘s 5th 1 trapezoid, 1 rhombus 5 ‘s 2 Students Maybe it will take 6 triangles to make the next shape! Yeah, maybe it’ll be like the hexagon from the pattern blocks. On the next page, you’ll find the calendar grid and chart filled in through the 17th of the month. As you study it, what patterns can you find? Here are some questions to consider: • How do the figures change from one marker to the next? • How many triangles does it take to build each figure? • How does the number of triangles required to build each figure relate to the date on the marker? • Are there any repeating patterns to be found? • What will the 18th marker in the sequence show? How do you know? C5.4 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C5 Geometry: Growing Shapes Calendar Pattern January Calendar Pattern (cont.) Growing Shapes Pattern January Sunday Monday Tuesday Wednesday Thursday Date Shapes Friday Saturday ? ‘s 1 1st 2nd 3rd 4th 1 triangle 1 rhombus 1 trapezoid 1 trapezoid, 1 triangle 3 4 ‘s ‘s ‘s 5th 6th 7th 8th 9th 1 trapezoid, 1 rhombus 1 hexagon 1 hexagon, 1 triangle 1 hexagon, 1 rhombus 1 hexagon, 1 trapezoid 5 6 7 8 9 ‘s ‘s ‘s ‘s ‘s 1 hexagon, 1 trapezoid, 1 triangle 10 ‘s 11 ‘s ‘s ‘s ‘s ‘s ‘s 10th 11th 1 hexagon, 1 trapezoid, 1 rhombus 12th 2 hexagons 13th 2 hexagons, 1 triangle 14th 2 hexagons, 1 rhombus 15th 2 hexagons, 1 trapezoid 16th 2 hexagons, 1 trapezoid, 1 triangle 17th 2 hexagons, 1 trapezoid, 1 rhombus 2 12 13 14 15 16 17 ‘s If you predicted that 3 hexagons will appear on the 18th marker, you are correct. What enabled you to make that prediction accurately? On which other days are the figures on the markers built entirely of hexagons? How many more times will this happen before the end of the month? Why? Here are some additional questions and prompts you might use to help your students investigate this pattern through the month: • Let’s say the names of the shapes on each marker so far. • How many triangles did it take to build the figure on yesterday’s marker? How many triangles do you think it will take to build the figure on today’s marker? • Which shapes do you think we’ll see on the next marker? Why? • Can you find any patterns in the markers so far? Are there any patterns you can see? • Which of the markers so far have only hexagons on them? • Can you show or tell the date for the next marker that will show only hexagons? • If we mark one of the diagonals on our grid by placing a yardstick over markers 4, 10, and 16, do you notice any patterns? What if we look at the diagonal formed by markers 5, 11, and 17? Despite the fact that there are both repeating and growing patterns to be found in the sequence of markers this month, don’t be too surprised if some of your students can’t see them, or remain unconvinced that there are any patterns at all. The leap from repeating to growing patterns is a big one, and students will have other opportunities this year and next to build new understandings. Extensions • Each day from the middle of the month on, challenge interested students to build with pattern blocks what they believe the next figure in the sequence will be. Invite them to leave the figures they create © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • C5.5 Set C5 Geometry: Growing Shapes Calendar Pattern January Calendar Pattern (cont.) near the calendar so they can confirm their ideas the next day. Some children may be interested in building several figures forward. • At the end of the month, you might ask students to imagine what the markers would look like if the patten continued beyond the 31st. Invite them to build the figures they think they would see on markers 32, 33, and 34. CHALLENGE • A few of your students may be interested in investigating the number of pattern blocks there are in each figure. For instance, the first three figures are built with 1 pattern block each. The next two figures are each comprised of 2 pattern blocks. The sixth figure only takes 1 pattern block. If you list the number of pattern blocks per figure in a long column and circle the numbers that are the same, you and the students may discover some interesting patterns as the month progresses. (It’s okay if there is only 1 number in a circle; the key is to loop the identical numbers.) How many pattern blocks are there in each figure? 1 1 1 2 2 1 2 2 2 3 3 2 • Challenge your students to build their own growing patterns with pattern blocks or Unifix cubes. Can they make a series of designs or trains that grows in a predictable manner from one arrangement to the next? C5.6 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set C5 Geometry: Growing Shapes Calendar Pattern January Calendar Pattern (cont.) NOTE Below is a representation of the January calendar grid. The full-size calendar markers are available at http://gotomlc.org/calmarkers. January Sunday © The Math Learning Center Monday Tuesday Wednesday Thursday Friday Saturday Bridges in Mathematics Kindergarten Supplement • C5.7 C5.8 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center KINDERGARTEN supplement Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Includes February Calendar Pattern C6.1 Skills & Concepts H identify and name cubes, cones, cylinders, and spheres H describe and compare 3-D objects in the environment H identify, describe, and extend repeating patterns H read aloud numerals from 0 to 31 H identify ordinal positions through the 31st P0510 Bridges in Mathematics Grade K Supplement Set C6 Geometry: 3-D Shapes in the World Calendar Pattern The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2010 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0510 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Set C6 H February Calendar Pattern Calendar Grid 3-D Shapes in the World Overview You’ll need This set of Calendar Grid markers replaces the studentmade markers in the month of February, and provides opportunities for kindergartners to recognize, name, describe, and compare spheres, cylinders, cubes, and cones as they appear in the world around us. H Calendar Grid pocket chart Skills & Concepts H identify and name spheres, cylinders, cubes, and cones H describe and compare 3-D objects in the environment H identify, describe, and extend repeating patterns H read aloud numerals from 0 to 31 H identify ordinal positions through the 31st H Month and Year Calendar Grid cards H February 3-D Shapes in the World Calendar Markers (available at http://gotomlc.org/calmarkers) Print 1 copy of the calendar marker sheets, preferably in color, single-sided, on white cardstock. Cut the calendar markers apart and laminate if desired. H 3-D Shapes Labels (pages C6.6 & C6.7, see Advance Preparation) H 4 pieces of 18" × 24" chart paper (see Advance Preparation) H helper jar containing a popsicle stick for each child with his/her name on it H square and triangular polydrons H Cubes, Cones, Cylinders & Spheres by Tana Hoban (optional) Advance Preparation Run 1 copy of the shapes labels. Cut them apart, and glue each one to the top of a piece of 18" × 24" chart paper. Post the 4 charts near your calendar display area. sphere cube cylinder cone Introducing the 3-D Shapes in the World Calendar Grid Pattern Open your first Number Corner lesson in February by directing students’ attention to the calendar grid. Place the first marker in the correct pocket, and ask children to pair-share observations. © The Math Learning Center Bridges in Mathematics Kindergarten Supplament • C6.1 Set C6 Geometry: 3-D Shapes in the World Calendar Pattern February Calendar Pattern (cont.) What do they notice about this marker? After a few moments, pull sticks from your helper jar to call on children to share their observations with the class. Students A soccer ball! I have one like that! Me too! I’m really good at soccer—it’s my favorite! Teacher What shape is the soccer ball? Students It’s round, like a circle! It can roll. A real soccer ball is round all the way around, so it can roll. After the children have had a chance to share some of their observations, explain that the calendar markers this month will feature several different 3-dimensional shapes. Have students look at the shapes charts you have prepared. Read the name of each shape to the class, and ask students to identify the one that matches the shape of the object on the first marker. Students It’s a sphere! The picture on Marker 1 is a sphere! It’s a soccer ball, and it looks like a circle. A sphere is kind of the same as a circle. Now ask students to look around the room very quietly. Can they see other examples of spheres from where they are sitting? Ask them to raise a hand as soon as they spot something they think is a sphere. After a few moments, pull sticks from your helper jar to choose a few children to share their ideas with the class. As you call on each student, ask him or her to walk over to the object, point to it or bring it back to the discussion area if it is small, and explain how he or she knows that the object is a sphere. Students Here’s our playground ball. It’s round like the soccer ball. I got a tennis ball from the recess basket. It’s a sphere because it’s round. We have lots of those at my house. This marble is from the marble roll set. It’s a little sphere because it’s round. sphere – playground ball – tennis ball – marble C6.2 • Bridges in Mathematics Kindergarten Supplament © The Math Learning Center Set C6 Geometry: 3-D Shapes in the World Calendar Pattern February Calendar Pattern (cont.) Repeat the process described above as you post the markers on the second, third, and fourth days of the month. Each of these markers features a different shape: a cylinder on the second, a cube on the third, and a cone on the fourth day. Take time to have students find examples of each of these shapes as each new marker is posted, and record their discoveries on the shapes charts. sphere – playground ball – tennis ball – marble cube cylinder – water bottle – teacher’s cup – marker pen – building block cone – wood cube – building block – toy box – Jay’s polydron cube – toy clown’s hat – water cup – cone from the gym – tip of Sara’s pencil Continuing through February with the Calendar Grid Each day, have a helper point to the markers that have been posted in the pocket chart as the class names the shape of each object. Have children predict what the next marker will show before you place it on the chart. Once the new marker has been posted, ask students to share their observations. Teacher Let’s say the shape of the object on each marker we’ve posted so far, and then make some predictions about what we’ll see on the markers for Saturday, Sunday, and Monday. Brianna, will you point to the markers as we name the shape of each object? February Sunday Monday Tuesday Wednesday Thursday Friday Saturday Students Sphere, cylinder, cube, cone;sphere, cylinder, cube, cone; sphere, cylinder, cube, cone.... Ball next—it has to be! Maybe it’ll be a baseball. My cousin plays baseball with me sometimes! Teacher Talk with the person next to you about what shape we might see on the marker for Saturday. Put your thumbs up when you have an idea, and I’ll pull sticks from the jar to pick children to share with the class. Students It’s going to be round. It’s going to be one of those spheres. It should be a snowball ‘cause of all the snow outside! As the month progresses, work with the class to list additional examples of each shape on your charts. Summarize students’ descriptions of each shape as well. © The Math Learning Center Bridges in Mathematics Kindergarten Supplament • C6.3 Set C6 Geometry: 3-D Shapes in the World Calendar Pattern February Calendar Pattern (cont.) sphere – playground ball – tennis ball – marble – basketball – golf ball – a purple grape A sphere is round all the way around. It’s like a ball. It rolls. cylinder – water bottle – teacher’s cup – marker pen – building block – a jar – a pencil can A cylinder is round in the middle. It is flat on the top and bottom. cube – wood cube – building block – toy box – Jay’s polydron cube – a tissue box – Jack-in-the-box A cube is square everywhere. It has 6 sides. It can’t roll. cone – toy clown’s hat – water cup – cone from the gym – tip of Sara’s pencil – tip of a crayon – closed up umbrella A cone is pointy at the top. It has a circle on the bottom. It rolls funny. Here is a summary of the questions and prompts mentioned so far, as well as some others you might use through the month: • • • • • • • Let’s name the shape of the object on each marker. What shape do you think we’ll see on the next marker? Why? Can you find objects around the room that are spheres (cylinders, cubes, cones)? How can you tell if something is a sphere (cylinder, cube, cone)? What is the difference between a cylinder and a sphere (a sphere and a cube, a cone and a cylinder)? What shape do you see on the 4th (9th, 15th, 25st) marker? I see a marker on the calendar grid that has a picture of something shaped like a sphere. This sphere is orange, and it’s something you play a game with. Which marker am I thinking of? • What shape do you predict we’ll see on the 23rd (25th, 28th, 30th) marker? How do you know? • Is there a pattern in the markers this month? If so, what is it? How do you know it’s a pattern? Extensions • Work with the class to create a display for each of this month’s featured shapes by gathering objects from around the classroom and bringing examples from home. • Choose one shape each week as the focus of a school-wide shape search. Encourage students to look for examples of the shape on the playground, the gym, the library, the cafeteria, and so on. Consider snapping photos of some of the better examples to add to your shapes charts in class. • Challenge children to build each of the shapes featured this month with polydrons, blocks, or other construction materials (e.g., legos, construx, tinkertoys, and so on). Is it possible to build a sphere, a cylinder, or a cone with polydrons? Why or why not? What about a cube? What is the largest cube students can build with the collection of polydrons in your classroom? • Share Cubes, Cones, Cylinders, & Spheres with your class sometime during the month. In this wordless book, photographer Tana Hoban identifies four 3-D shapes before showing each in contexts that are familiar to many children (alphabet blocks, ice cream cones) as well as contexts a child might encounter on a trip to the city, country or even Fantasy Land (traffic cones, bales of hay, a castle). C6.4 • Bridges in Mathematics Kindergarten Supplament © The Math Learning Center Set C6 Geometry: 3-D Shapes in the World Calendar Pattern February Calendar Pattern (cont.) NOTE Below is a representation of the February calendar grid. The full-size calendar markers are available at http://gotomlc.org/calmarkers. February Sunday © The Math Learning Center Monday Tuesday Wednesday Thursday Friday Saturday Bridges in Mathematics Kindergarten Supplament • C6.5 Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Blackline Run 1 copy on paper. C6.6 • Bridges in Mathematics Kindergarten Supplament cono cilindro Rótulos de figuras tridimensionales página 1 de 2 © The Math Learning Center Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Blackline Run 1 copy on paper. © The Math Learning Center cubo esfera Rótulos de figuras tridimensionales página 2 de 2 Bridges in Mathematics Kindergarten Supplament • C6.7 C6.8 • Bridges in Mathematics Kindergarten Supplament © The Math Learning Center Kindergarten supplement Set D1 Measurement: Length Includes Activity 1: Longer, Shorter, or the Same? Activity 2: How Long is the Teacher’s Necklace or Necktie? Activity 3: Compare, Spin, & Win D1.1 D1.3 D1.5 Skills & Concepts H compare and order two or more objects according to length P0709 Bridges in Mathematics Kindergarten Supplement Set D1 Measurement: Length The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2009 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0709 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set D1 Measurement: Length Set D1 H Activity 1 Activity Longer, Shorter, or the Same? Overview You’ll need Students compare the lengths of different pieces of ribbon, yarn, or string. H ribbon or rug yarn in 4–6 different colors (see Advance Preparation) Skills & Concepts H compare and order two or more objects according to length H lunch sack or small gift bag H 12 index cards or 3" × 5" pieces of light-colored construction paper H wide-tipped felt marker Advance Preparation Cut 6 different lengths of ribbon or rug yarn, none shorter than 5" and none longer than 18". Use a variety of colors. Then cut two 8" and two 12" lengths, using a different color for each of the 4 lengths. Place all the pieces in the sack or bag except the two 8" lengths. Instructions for Longer, Shorter, or the Same? 1. Gather children to your discussion circle. Drop the two pieces of 8-inch ribbon or yarn in the middle of the circle. Ask students to predict which is longer. Then ask them to help you find out for sure. What do you need to do to compare these 2 lengths? Students Hold them up together. Put them down on the rug right together so you can see. I can just tell. It’s the white one! 2. Use their suggestions to compare the 2 lengths. Don’t match them at the ends unless the children tell you to do so. If they don’t correct you, press the issue. Teacher You told me to put the ribbons side by side on the rug. Can we tell which is longer now? Students The white one! No, the blue one! You can see it’s longer because it sticks out more! You have to make them the same at the end or you can’t tell. 3. Match the two ends of the ribbon or yarn and ask students to compare the length now. Which is longer? Write a label on an index card and place it beside the pair of lengths. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D1.1 Set D1 Measurement: Length Activity 1 Longer, Shorter, or the Same? (cont.) the same Students They’re the same! You can see now for sure because you put them together at the end. 4. Now show students the bag of ribbon or yarn lengths you’ve prepared. Invite a helper to pull one from the bag and stretch it out in the middle of the circle. 5. Ask a different helper to pull a second length from the bag and hold it up. Have students predict whether it’s longer than, shorter than, or the same as the one on the rug. How can they find out for sure? Students Put them together on the rug. Make sure they’re the same at the end! I can already tell that the red one is longer. 6. After the 2 lengths have been compared, write a label for each on an index card and have 2 helpers set the labels where they belong. shorter longer 7. Repeat steps 4–6 until the class has compared and labeled all the lengths of ribbon or yarn in the bag. 8. Gather up all the lengths and put them back in the bag as helpers gather the labels for you. Ask 3 different helpers to pull a length from the bag, and then work with input from the class to order and label them from shortest to longest. shortest longest Extensions • Make the bag of ribbon or yarn lengths and the labels available during Work Places so pairs of students can play the game on their own. (You’ll want to add another “same as” label to the collection in case students pull out both pairs of equal lengths.) • Invite students to place 4, 5, 6, or perhaps all of the strips in order from longest to shortest. D1.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D1 Measurement: Length Set D1 H Activity 2 Activity How Long is the Teacher’s Necklace or Necktie? Overview You’ll need Students each cut a piece of string to approximate the length of your necklace or necktie, compare it to find out, and post it on a chart to show the results. H a necklace or a necktie (see Advance Preparation) Skills & Concepts H 3 pieces of 6" × 12" construction paper (see Advance Preparation) H compare and order objects according to length H a ball of string for each group of 4 children H scissors (class set) H masking tape (see Advance Preparation) Advance Preparation Label each piece of construction paper as shown below. Then run a length of masking tape, sticky side out, along the bottom of each sheet and fasten the ends with short strips of tape. Post these on the whiteboard where the children can reach them easily. Wear a necklace or necktie to class the day you conduct this activity. shorter than the same as longer than Instructions for How Long is the Teacher’s Necklace or Necktie? 1. Gather children to your discussion circle. Draw their attention to your necklace or necktie. Ask them to use their arms to show how long they think it is. 2. Then remove the necklace or tie from your neck and stretch it out in the center of the circle where everyone can see it. Invite the children to make new estimates, again using their arms to show how long they think it is. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D1.3 Set D1 Measurement: Length Activity 2 How Long is the Teacher’s Necklace or Necktie? (cont.) 3. Show the children a ball of string and a pair of scissors. Explain that each of them is going to cut a piece of string they think matches the length of your necklace or tie. After they’ve cut their string, they’re going to compare it to your necklace or tie and fasten it to one of the three charts you’ve posted at the whiteboard. 4. Demonstrate the process yourself by cutting a piece of string you estimate to be about the same length as your necklace or tie. Then work with input from the class to compare the two. Teacher Is my string shorter than, longer than, or the same as my necklace? Students It’s shorter! Try it again! Can I try? 5. Work with students’ help to caption the charts at the whiteboard, as shown below. Then fasten your string to the appropriate chart by pressing it against the sticky-sided masking tape. My piece of string is shorter than the necklace. the same as longer than 6. When students understand what to do, have them go back to their tables and help one another each cut a length of string they think will match the length of your necklace or tie. As they finish, have them hang the string they’ve cut around the back of their neck, just as a tailor might wear a measuring tape, and go to one of the Work Places. Invite them a few at a time to compare their string to your necklace or tie and hang the string on the appropriate chart. 7. Discuss the results with the class at a later time. How many students cut strings that were shorter than, the same as, or longer than your necklace or tie? Which chart has the most strings? How can they tell for sure? Extension • Repeat this activity later in the year with something else that might appeal to your students. (Anything you wear or own is almost sure to interest them. You may even have a parent who’s willing to bring a pre-crawling baby to class to be measured. If you use blue masking tape to mark the length of the baby on the floor, students can cut string to approximate the length of the baby.) D1.4 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D1 Measurement: Length Set D1 H Activity 3 Activity Compare, Spin & Win Overview You’ll need The teacher plays a whole-group game with the class to give children more practice comparing lengths. H Length Comparison Spinner (page D1.7, see Advance Preparation) Skills & Concepts H compare and order two or more objects according to length Recommended Timing Anytime after Set D1 Activity 1 H the lengths of ribbon or rug yarn from Set D1 Activity 1 H lunch sack or small gift bag Advance Preparation Follow the instructions on the blackline on page D1.7 to prepare a spinner for this game. Instructions for Compare, Spin & Win 1. Gather children to your discussion circle. Show them the bag containing lengths of ribbon or yarn, and explain that you’re going to use them to play a game today. Pull one of the lengths out of the bag and stretch it out in the middle of the circle. This is your string. 2. Ask a helper to pull a second piece of ribbon or yarn out of the bag for the class. Have students predict whether their piece is longer than, shorter than, or the same as yours. Then ask the helper to lay the students’ piece beside yours and have the class compare the two. Students Ours is longer than yours. It’s lots longer. Yours is way shorter. 3. Now spin the spinner. If it lands on “longer than” the class (in the example shown above) gets both lengths of ribbon or yarn. Give them to one of the students to hold. If it lands on “shorter than”, you get both lengths. Pick them up and hold onto them. If it lands on “same as”, both lengths go back in the bag. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D1.5 Set D1 Measurement: Length Activity 3 Compare, Spin & Win (cont.) Set D1 Measurement: Length Blackline Run 1 copy on cardstock. Cut out the spinner and laminate. Attach a spinner “arrow” as directed. Length Comparison Spinner Longer Than Same As Shorter Than Spinner-Making Instructions Students It landed on shorter! Poke a brass fastener through a ⁄ " Teacher gets to have both1.length ribbons. of drinking straw and a paperclip. Be sure to insert the brad and Let’s do it again! straw into the large end of the paper1 clip, as shown. 4 2. Keeping the straw and the paperclip on the brass fastener, insert it into the midpoint hole of the spinner. Once it has been pushed through to the back side, bend each side of the fastener flat against the underside of the gameboard. The section of straw should serve as a spacer so the brad doesn’t push the paperclip flat against the gamboard and prevent it from spinning. 4. Repeat the steps above until you’ve used up all the lengths of ribbon or yarn. Lay all the lengths you won in the middle of the circle and ask one of the children to help you put them in order from longest to shortest. Then have the child who was holding the 3.students’ lengths place them in the middle of the Give the paperclip a test spin to see if it works. circle, well apart from your set. Ask a couple of students to put the class strips in order from longest to shortest. Finally, compare the longest of your lengths of ribbon or yarn to the longest of theirs. Spin the spinner to determine who wins the game—you or the class. (If it lands on “shorter than”, the team with the shorter length of ribbon or yarn wins the game. If it lands on “longer than”, the team with the longer length of ribbon or yarn wins. If the spinner lands on “same as”, spin again.) Put all the lengths back into the bag so you can play the game again now or in the future. Extension • Set up the bag of ribbon or yarn lengths and the spinner as a Work Place, and let pairs of students play the game on their own. D1.6 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D1 Measurement: Length Blackline Run 1 copy on cardstock. Cut out the spinner and laminate. Attach a spinner “arrow” as directed. Flecha giratoria para comparación de longitudes Igual que Más larga que Más corta que Spinner-Making Instructions 1. Poke a brass fastener through a 1 ⁄4" length of drinking straw and a paperclip. Be sure to insert the brad and straw into the large end of the paperclip, as shown. 2. Keeping the straw and the paperclip on the brass fastener, insert it into the midpoint hole of the spinner. Once it has been pushed through to the back side, bend each side of the fastener flat against the underside of the gameboard. The section of straw should serve as a spacer so the brad doesn’t push the paperclip flat against the gamboard and prevent it from spinning. 3. Give the paperclip a test spin to see if it works. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D1.7 D1.8 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Kindergarten supplement Set D2 Measurement: Weight Includes Activity 1: Comparing Weights Activity 2: A Pound of Potatoes Activity 3: Spin & Compare Weights D2.1 D2.5 D2.9 Skills & Concepts H compare and order objects according to weight H use nonstandard units to explore the measurement concept of weight P0709 Bridges in Mathematics Kindergarten Supplement Set D2 Measurement: Comparing Weight The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2009 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P0709 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set D2 Measurement: Weight Set D2 H Activity 1 Activity Comparing Weights Overview You’ll need Students share what they understand about the term weight, and then work together to compare the weights of several pairs of objects. H Weight Comparison Labels (page D2.3, run 1 copy, see Advance Preparation) Skills & Concepts H compare and order objects according to weight H 8 common household objects or classroom items (see Advance Preparation) H a grocery sack or gift bag H 2 pieces of 12˝ × 18˝ construction paper H a balance scale Advance Preparation Cut the Weight Comparison Labels apart and glue each to a 12˝ × 18˝ piece of construction paper. Place 8 objects of varying weights (e.g., a building block, a tennis ball, a box of crayons, a plastic toy, a whiteboard eraser, a small book, a stuffed animal, and a can of soup) in a grocery sack or gift bag and fold the top over so children can’t see the contents. h eav i e r lig h te r Instructions for Comparing Weights 1. Gather children to your discussion circle. Show them the balance scale and explain that you’re going to use it to compare the weights of some objects today. Ask if anyone knows what the word weight means. Students Is that how heavy something is? My mom’s always saying she weighs too much. That scale will show if something’s heavier or lighter. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D2.1 Set D2 Measurement: Weight Activity 1 Comparing Weights (cont.) 2. Now show students the bag of objects. Pull something out of the bag, and then ask a volunteer to pull out a second object. Place both objects in the middle of the circle and ask children to pair-share which of the two they think is heavier. After a few moments, invite volunteers to share their thinking with the class. Students The can is heavier. I know because cans like that are always heavy. But the boat is bigger, so maybe it’s heavier. I think the can will make the scale go down more because that boat is just plastic. 3. Ask your helper to compare the two objects by holding one in each hand. Which one feels heavier? Explain that you’re going to use the scale to check, and ask students to show with their arms how they think the scale will look after you’ve placed one of the objects on each side of the scale. K’Sondra Look! Marco’s side of the scale went down! Teacher Now I’ll put the can on my side of the scale. Students Wow! Teacher’s side is way down to the floor now. That can is heavy! Teacher The can is heavier. The boat doesn’t weight as much—it’s lighter. 4. Show students the weighing mats you’ve prepared and place each object on the appropriate mat. 5. Repeat steps 2–4 with the other 3 pairs of objects in the sack. Be sure to use the terms “heavier” and “lighter” throughout the discussion, and encourage students to do so as well. If two of the objects drawn from the sack turn out to balance each other perfectly on the scale, take the opportunity to discuss the idea that some objects weigh the same amount. Extension • Return the objects to the sack. Set up the sack, the balance scale, and the weighing mats as a Work Place and let students revisit the activity on their own. You can keep children’s interest high by periodically changing the objects in the sack. D2.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center © The Math Learning Center más pesado Etiquetas para Comparaciones de pesos más liviano Set D2 Measurement: Weight Blackline Run 1 copy. Cut labels apart and use to label 2 pieces of 12˝ × 18˝ construction paper. Bridges in Mathematics Kindergarten Supplement • D2.3 D2.4 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D2 Measurement: Weight Set D2 H Activity 2 Activity A Pound of Potatoes Overview You’ll need Small groups of 8–10 of students find objects around the classroom that are lighter than, the same as, or heavier than 1 pound. H Weight Graphing Labels (page D2.7, 1 copy, see Advance Preparation) Skills & Concepts H 1 pound of potatoes (or other produce such as onions or carrots) in a small sack with handles H compare and order objects according to weight H use nonstandard units to explore the measurement concept of weight H 5-foot length of butcher paper (see Advance Preparation) H a balance scale H Stone Soup (optional, there are many versions of this old folktale) Advance Preparation Place the potatoes in one of the paper sacks. Fold the butcher paper in thirds the long way to form 3 columns, and glue one of the Weight Graphing Labels to the top of each. Lighter than 1 Pound Exactly 1 Pound Heavier than 1 Pound Instructions for A Pound of Potatoes 1. Gather a small group of 8–10 children. Show them your sack and explain that you went shopping the other day and bought a pound of potatoes. Take the potatoes out of the sack one by one so they can see how many it took to make a pound when you weighed them on the scale at the store. Give the children a minute or two to share similar experiences. Have they seen a scale in the produce department at the store? Have they helped weigh potatoes, onions, apples, bananas, or other vegetables or fruits on one of those scales? Do they know how much a pound weighs? 2. Put the potatoes back in the sack. Ask one of the children to lift the sack with the potatoes in it. How does it feel? Light or heavy? Have that child leave the group, return with something he or she thinks is about the same weight as the sack of potatoes, and sit back down in his or her spot, still holding the object. Repeat this in quick succession with each child in the group. If some of the children feel that they need to bring several objects in order to approximate a pound (i.e., 2 or 3 blocks, several plastic toys, a couple of hardback books), that’s fine. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D2.5 Set D2 Measurement: Weight Activity 2 A Pound of Potatoes (cont.) 3. When all the children in the group are seated again with their objects, place the sack of potatoes on one side of your balance scale. Then give each child a turn to place his or her object(s) on the other side of the scale. How does (do) the object(s) compare? Is it/are they heavier, lighter, or exactly the same as the sack of potatoes? How do the children know? Students The block is heavier than the potatoes. I knew it. Those really big blocks are heavy! The scale is tipped down on the block’s side. That means it’s heavier. 4. After each child compares the weight of his or her object to the sack of potatoes, have him or her place it in the appropriate column on your graph. When all the objects have been weighed and graphed, take a minute or two to discuss the results. Are there more objects that are heavier than, lighter than, or the same as the 1-pound sack of potatoes? 5. Repeat this activity with other groups until each child in class has had a chance to participate. You can either remove the objects from the graph each time or leave them to create a cumulative graph. Extensions • Set up the sack of potatoes, the balance scale, and the graph as a Work Place. Clear the graph each day and let students build it anew, finding objects around the room that are heavier than, lighter than, or exactly the same as a pound. • Ask students to find out how many of a particular object it takes to equal the weight of the potatoes exactly. Can they find out how many alphabet blocks they have to place on one side of the balance scale to equal the weight of the potatoes on the other? How many unit blocks does it take? How many large plastic dinosaurs does it take? A few children might enjoy keeping a written record of their discoveries. • Bring in carrots, onions, and celery, and have students use the balance scale and the pound of potatoes to weigh out a pound of each of these other ingredients. Then read Stone Soup and use all the vegetables, along with any other ingredients you want, to make soup with the class. D2.6 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center © The Math Learning Center Más pesado que 1 libra 1 libra 1 libra Exactamente 1 libra Más ligero que 1 libra Etiquetas para el gráfico de peso 1 libra Set D2 Measurement: Weight Blackline Run 1 copy. Cut labels apart and use to label butcher paper graph. Bridges in Mathematics Kindergarten Supplement • D2.7 D2.8 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D2 Measurement: Weight Set D2 H Activity 3 Activity Spin & Compare Weights Overview You’ll need Students compare the weights of various pairs of objects. H Weight Spinner (page D2.11, run 1 copy on cardstock, see Advance Preparation) Skills & Concepts H compare and order objects according to weight H 8, 10, or 12 common classroom or household items of varying weight on a tray or in a basket Recommended Timing H a balance scale Anytime after Set D2 Activity 1 Advance Preparation Follow the instructions on the blackline page D2.11 to prepare a spinner for this game. Instructions for Spin & Compare Weights 1. Gather children to your discussion circle. Place the balance scale and tray of objects in the middle of the circle, but still within your reach. Explain that you’re going to play a weighing game with the class and show them the spinner you’ve prepared. Note with them that one side says “heavier” while the other says “lighter”. 2. Select an object from the tray and set it on one side of the balance scale. (Choose an object that’s lighter than some of the items on the tray, but heavier than others.) Now explain that it’s the children’s turn to choose an object, but they have to spin the spinner first. If it lands on “heavier”, they have to choose an object from the tray that’s heavier than the one you just selected. If they spin “lighter”, they have to find an object that’s lighter than yours. Pass the spinner to one of the children sitting near you and ask him or her to spin it. When it stops spinning, ask the class to read it. Set D2 Measurement: Weight Blackline Run 1 copy on cardstock. Cut out the spinner and laminate. Attach a spinner “arrow” as directed. Weight Spinner lighter heavier Spinner-Making Instructions © The Math Learning Center 1. Poke a brass fastener through a 1⁄4" length of drinking straw and a paperclip. Be sure to insert the brad and straw into the large end of the paperclip, as shown. 2. Keeping the straw and the paperclip on the brass fastener, insert it into the midpoint hole of the spinner. Once it has been pushed through to the back side, bend each side of the fastenerin Mathematics Bridges flat against the underside of the gameboard. The section of straw should serve as a spacer so the brad doesn’t Kindergarten Supplement • D2.9 Set D2 Measurement: Weight Activity 3 Spin & Compare Weights (cont.) Students It landed on the rocks! That’s the heavy side. I like the feathers better. I thought it would land there instead. 3. Ask the children to examine the objects on the tray. Do they see any they think would be heavier than the item you’ve already placed on one side of the balance scale? After some discussion, have one of them choose an item and place it on the other side of the scale. Is it heavier? How do they know? If it is, remove both objects from the scale and set them together off to one side. If it’s not, ask students to experiment with other objects until they find one that works, and then remove both objects from the scale to set off to the side. 4. Repeat steps 2 and 3, but this time, let the students select an object from the tray first, while you spin the spinner and do what it says. 5. Continue the game, taking turns with the class to set the first object on the scale or spin the spinner, until all the objects have been removed from the tray. If you or the class spins something that’s not possible, take another turn. Teacher Oh dear, I think I’m stuck. Justin put that can of soup on the scale for the class and I spun “heavier”. There’s nothing on the tray that’s heavier than the can of soup. I’ll have to spin again. Extension • Set up the tray of objects, the balance scale, and the spinner as a Work Place, and let pairs of students play the game on their own. You can keep children’s interest high by periodically changing the objects on the tray (or asking children to gather new collections). D2.10 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D2 Measurement: Weight Blackline Run 1 copy on cardstock. Cut out the spinner and laminate. Attach a spinner “arrow” as directed. Flecha giratoria de peso más liviano más pesado Spinner-Making Instructions 1. Poke a brass fastener through a 1 ⁄4" length of drinking straw and a paperclip. Be sure to insert the brad and straw into the large end of the paperclip, as shown. 2. Keeping the straw and the paperclip on the brass fastener, insert it into the midpoint hole of the spinner. Once it has been pushed through to the back side, bend each side of the fastener flat against the underside of the gameboard. The section of straw should serve as a spacer so the brad doesn’t push the paperclip flat against the gamboard and prevent it from spinning. 3. Give the paperclip a test spin to see if it works. © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D2.11 D2.12 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Kindergarten supplement Set D8 Measurement: Measuring Tools Calendar Pattern Includes April Calendar Pattern D8.1 Skills & Concepts H identify the appropriate instruments used to measure time, weight, temperature, and length H describe and extend simple repeating patterns H read aloud numerals from 0 to 31 H identify ordinal positions through the 31st P1210 Bridges in Mathematics Kindergarten Supplement Set D8 Measurement: Measuring Tools Calendar Pattern The Math Learning Center, PO Box 12929, Salem, Oregon 97309. Tel. 1 800 575–8130. © 2010 by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in the United States of America. P1210 The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for their classroom use. Bridges in Mathematics is a standards-based K–5 curriculum that provides a unique blend of concept development and skills practice in the context of problem solving. It incorporates the Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving the education community. Our mission is to inspire and enable individuals to discover and develop their mathematical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at www.mathlearningcenter.org. Set D8 Measurement: Measuring Tools Calendar Pattern Set D8 H April Calendar Pattern Calendar Grid Measuring Tools Overview You’ll need This set of Calendar Grid markers replaces the studentmade markers in the month of April, and provides opportunities for kindergartners to identify some of the tools commonly used to measure time, weight, temperature, and length. H Calendar Grid pocket chart Skills & Concepts H identify the appropriate instruments used to measure time, weight, temperature, and length H describe and extend simple repeating patterns H read aloud numerals from 0 to 31 H identify ordinal positions through the 31st H Month and Year Calendar Grid cards H April Measuring Tools Calendar Markers (available at http://gotomlc.org/calmarkers) Print 1 copy of the calendar marker sheets, preferably in color, singlesided, on white cardstock. Cut the calendar markers apart and laminate if desired. H Mini-Markers (pages D8.6–D8.11, see Advance Preparation) H 4 pieces of 18" × 24" chart paper (see Advance Preparation) H glue stick and marking pens H helper jar containing a popsicle stick for each child with his/her name on it H measuring tools (optional, see Extensions on page D8.4) H books about measurement to read aloud (optional, see Extensions on page D8.4) Advance Preparation Run 1 copy of the Mini-Markers sheets on copy paper. Cut the mini-markers apart, stack them in order from 1–31, and store them near your calendar display in an envelope or small resealable bag. Label the 4 sheets of chart paper as shown below. © The Math Learning Center Time Weight Temperature Length Bridges in Mathematics Kindergarten Supplement • D8.1 Set D8 Measurement: Measuring Tools Calendar Pattern April Calendar Pattern (cont.) Introducing the Measuring Tools Calendar Grid Pattern Open your first Number Corner lesson in April by directing students’ attention to the calendar grid. Explain that as in previous months, you will put up a new calendar marker as each day of the month passes. Place the first marker in the correct pocket, and ask children to pair-share observations. What do they notice about this marker? After a few moments, pull popsicle sticks from your helper jar to call on children to share their observations with the class. Guide them to discuss the fact that people use watches to tell time. Students It’s a watch! My dad has one like that. You can wear it. It has numbers on it, like 1, 2, 3, 4. Teacher Why do people wear watches? Student To tell time. So they can know what time it is. Post the chart you have prepared with the word “Time” written at the top. Read the word with the class, and explain that the calendar markers this month will show pictures of measuring tools. Some of the tools, like the watch shown on today’s marker, are used to measure time. Show students the collection of mini-markers you have prepared. Glue the first one to the Time chart, and work with input from the children to label it. Then ask students to look around the room. Do they see any other tools in the classroom that can be used to measure time. April Time Sunday Monday Tuesday Wednesday Thursday Friday Saturday wristwatch Students The clock over there! My brother has a watch. What about our play clock in the corner? Teacher has a watch on so she can tell what time it is. Continuing through April with the Calendar Grid Each day throughout the month, display the new marker. Have children describe the tool shown on the marker, identify it by name, and discuss how it is used. Reinforce the words and concepts of time, weight, temperature, and length by gluing a mini-marker to the appropriate chart each day and labeling the tool shown on the marker. D8.2 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D8 Measurement: Measuring Tools Calendar Pattern April Calendar Pattern (cont.) Time April Sunday Monday Tuesday Wednesday Thursday Friday Saturday Weight wristwatch balance scale analog clock kitchen scale Temperature Length thermometer ruler thermometer tape measure Here are some questions and prompts to use through the month: • Let’s say the name of each tool as our helper points to the markers. • Let’s tell what each tool is used to measure as our helper points to the markers. • Which kind of measuring tool do you think will come next in our pattern? Why? • Which tool do you see on the 4th marker? (The 10th marker? The 16th marker?) • Which markers so far show tools that are used to measure length (time, weight, temperature)? What marker will be the next one to show a tool that measures length (time, weight, temperature)? How do you know? • Can you find tools around our room we could use to measure length (time, weight, temperature)? Toward the end of the month, ask students to share observations about the collections of mini-markers you have glued to each of the charts. You might have them examine and discuss one of the charts every 2 or 3 days during the last two weeks of the month. Teacher Let’s look at all the mini-markers we’ve glued to the time chart so far. What do you notice? Talk with the person next to you for a minute, and then I’ll pull some sticks out of our helper jar to choose children to share their ideas with the class. Students There are watches and clocks. What’s that book thing? That’s a planner book. You can write stuff for each day. Everything on there can help you measure time. Some of the things measure minutes and hours, but the calendars have days on them. They all have numbers. Time wristwatch analog clock week planner digital clock cuckoo clock calendar digital clock mantle clock © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D8.3 Set D8 Measurement: Measuring Tools Calendar Pattern April Calendar Pattern (cont.) Extensions • Bring in and display examples of tools that can be used to measure time, weight, temperature, and length (e.g., a digital clock, a small analog clock, a medical or scientific thermometer, a round outdoor thermometer, a digital thermometer, a kitchen scale, a bathroom scale, a cloth measuring tape, a carpenter’s tape measure, and so on). Ask families to send in items to add to the collection. • Set up a measuring station where children can use some of the tools to measure length or weight. • Place an outdoor thermometer outside your classroom window, and encourage interested students to read the temperature each day. • Read books about measuring during the month. Some possibilities include Length and Weight, both by Henry Arthur Pluckrose, How Long is It by Donna Loughran, Millions to Measure by David Schwartz, and How Big is a Foot by Rolf Myller. MEASURING TOOLS FEATURED ON THE CALENDAR MARKERS Time Weight Temperature Length Marker 1 Digital wristwatch Marker 2 Balance scale Marker 3 Thermometer (cold) Marker 4 12-inch ruler Marker 5 Analog clock Marker 6 Kitchen scale Marker 7 Thermometer (warm) Marker 8 Measuring tape Marker 9 Weekly desk calendar Marker 10 Bathroom scale Marker 11 Thermometer (hot) Marker 12 Measuring tape Marker 13 Digital alarm clock Marker 14 Hanging produce scale Marker 15 Thermometer (cold) Marker 16 12-inch ruler Marker 17 Analog Cuckoo clock Marker 18 Doctor’s scale Marker 19 Thermometer (warm) Marker 20 Measuring tape Marker 21 Month calendar Marker 22 Pan balance Marker 23 Thermometer (hot) Marker 24 Measuring tape Marker 25 Digital outdoor clock Marker 26 Pediatrician’s scale Marker 27 Thermometer (cold) Marker 28 12-inch ruler Marker 29 Analog mantle clock Marker 30 Truck scale Marker 31 Thermometer (warm) D8.4 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D8 Measurement: Measuring Tools Calendar Pattern April Calendar Pattern (cont.) NOTE Below is a representation of the April calendar grid. The full-size calendar markers are available at http://gotomlc.org/calmarkers. April Sunday Monday Tuesday Wednesday 32 22 33 5 4 0 3 Thursday Friday Saturday 26 23 34 24 35 25 36 1 2 200 5 250 10 15 16 5 20 4 © The Math Learning Center 19 3 17 18 2 1 2 3 4 5 Bridges in Mathematics Kindergarten Supplement • D8.5 Set D8 Measurement: Measuring Tools Calendar Pattern Blackline Run 1 copy on paper. Cut cards apart. Mini marcadores Página 1 de 6 D8.6 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D8 Measurement: Measuring Tools Calendar Pattern Blackline Run 1 copy on paper. Cut cards apart. Mini marcadores Página 2 de 6 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D8.7 Set D8 Measurement: Measuring Tools Calendar Pattern Blackline Run 1 copy on paper. Cut cards apart. Mini marcadores Página 3 de 6 5 4 0 3 1 2 D8.8 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D8 Measurement: Measuring Tools Calendar Pattern Blackline Run 1 copy on paper. Cut cards apart. Mini marcadores Página 4 de 6 16 5 20 4 © The Math Learning Center 3 17 18 19 2 1 Bridges in Mathematics Kindergarten Supplement • D8.9 Set D8 Measurement: Measuring Tools Calendar Pattern Blackline Run 1 copy on paper. Cut cards apart. Mini marcadores Página 5 de 6 D8.10 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center Set D8 Measurement: Measuring Tools Calendar Pattern Blackline Run 1 copy on paper. Cut cards apart. Mini marcadores Página 6 de 6 © The Math Learning Center Bridges in Mathematics Kindergarten Supplement • D8.11 D8.12 • Bridges in Mathematics Kindergarten Supplement © The Math Learning Center BRIDGES KINDERGARTEN PUBLISHER’S CORRELATIONS TO COMMON CORE STATE STANDARDS FOR MATHEMATICS, KINDERGARTEN P0810 © The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Taken from the Common Core State Standards for Mathematics 2010, pages 9 & 10. (2) Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes. 0810 Bridges in Mathematics Kindergarten CCSS Correlations • i Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Geometry • Identify and describe shapes. • Analyze, compare, create, and compose shapes. Measurement & Data • Describe and compare measurable attributes. • Classify objects and count the number of objects in categories. Number & Operations in Base Ten • Work with numbers 11–19 to gain foundations for place value. Operations & Algebraic Thinking • Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Counting & Cardinality • Know number names and the count sequence. • Count to tell the number of objects. • Compare numbers. In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics. (1) Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Kindergarten Overview Common Core State Standards for Mathematics, Kindergarten Bridges Kindergarten Correlations to Common Core State Standards Bridges (Sessions, WP, HC) Number Corner Set A1, Number & Operations: Counting on the Number Line, Activities 1–3 Set A6, Number & Operations: One Dot, Many Dots Calendar Pattern Bridges Practice Book, pp 1–7, 10, 11, 13–20, 27, 28, 30, 31, 32, 35–39, 45, 48, 49, 50, 51, 54, 59, 60, 61, 63, 67, 68 Supplement COUNTING AND CARDINALITY K.CC Sept–May Calendar Grid Sept Our Month in School Oct–May A Link Each School Day Dec/Jan Kid Count Dec/Jan Our Month in School Feb Our Month in School Feb Day 100 Activities May Our Month in School Bridges Practice Book, pp 1–11, 13–20, 22–28, 30–32, 35, 37, 38, 39, 41, 42, 44, 45, 48, 49, 50, 51, 54, 56, 60, 61, 62, 63, 68, 69 Dec/Jan Our Month in School Feb Our Month in School Feb–May A Link Each School Day Sept. Our Month in School Nov Writing Today’s Date Feb–April Calendar Grid Set A1, Number & Operations: Counting on the Number Line, Activity 1 Set A4, Number & Operations: Addition & Subtraction, Activity 4 Bridges Practice Book, pp 27, 35, 50, 70 Dec/Jan Kid Count Formal Kindergarten Yearlong Skills Assessment,* Tasks 1, 3, 9 * The Kindergarten Yearlong Skills Assessment can be accessed on the Bridges Support for K Teachers page at www.mathlearningcenter.org Informal S70 & 71 Observational Checklist: Ten & More (Bridges Blackline 2.4) S70 & 71 Observational Checklist: Sock Boxes & Coins: Beat You to 20¢ (Bridges Blackline 2.5) Formal Kindergarten Yearlong Skills Assessment, Task 9 Formal Getting Started: Assessment Worksheet 5 (Patterning & Numeral Writing) Informal S70 & 71 Observational Checklist: Ten & More (Bridges Blackline 2.4) Formal Getting Started: Assessment Worksheet 3 (Matching Sets & Numerals) 0810 Bridges in Mathematics Kindergarten CCSS Correlations • ii Set A4, Number & Operations: Addition & Subtraction, Activities 1, 6–8 Bridges Practice Book, pp 1–7, 10, 11, 13, 14, 16, 18–20, 28, 30–32, 37, 38, 39, 48, 49, 60, 61, 63 Assessment Bridges Kindergarten Correlations to Common Core State Standards (cont.) Standard Volume 1, Sessions 23, 26, 30, 43, 55 Volume 2, Sessions 68, 69, 92 Volume 2, Work Places 2F, 2J, 2N Home Connections 10, 17 Volume 1, Session 46 Volume 1, Work Place 1O Volume 2, Sessions 68, 69, 92 Volume 2, Work Places 2F, 2J, 2N Home Connections 8, 11, 14, 15, 23 Volume 1, Sessions 25, 43, 50, 51, 55 Volume 1, Work Place 1P Volume 2, Sessions 57, 58, 61, 63, 64, 69, 79, 80, 84, 85, 92, 97 Volume 2, Work Places 2A, 2D, 2F, 2G, 2H, 2I, 2J, 2L, 2N Home Connections 15, 23 Volume 1, Session 4 Volume 2, Sessions 57–59, 84, 85, 92, 94, 95, 97, 99 Volume 2, Work Places 2A, 2B, 2I, 2J, 2K, 2L, 2M, 2N Know number names and the count sequence. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 3a. Write numbers from 0 to 20. 3b. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects). Home Connections 3, 14, 15, 21 © The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges (Sessions, WP, HC) Number Corner Home Connections 3, 4, 6, 8, 14, 15, 21, 23 Volume 1, Sessions 4, 7, 10, 14, 16–18, 20, 23, 25, 26, 28–30, 40, 41, 43, 49, 50, 51, 55 Volume 1, Work Places 1F, 1J, 1M, 1P Volume 2, Sessions 55, 57–59, 61, 63, 64, 68, 69, 80, 84, 85, 92, 94, 95, 97 Volume 2, Work Places 2A, 2B, 2D, 2F, 2H, 2J, 2K, 2L, 2N Dec/Jan Kid Count Dec/Jan Our Month in School Feb Our Month in School Mar/Apr Our Month in School May Here’s When We Were Born © The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org 5a. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; Home Connection 20 Formal Getting Started: Interview 1 Getting Started: Interview 2 Getting Started: Assessment Worksheet 3 (Matching Sets & Numerals) Kindergarten Yearlong Skills Assessment, Tasks 3, 9 Informal S70 & 71 Observational Checklist: Beat You to 20 (Bridges Blackline 2.3) S70 & 71 Observational Checklist: Ten & More (Bridges Blackline 2.4) S70 & 71 Observational Checklist: Sock Boxes & Coins: Beat You to 20¢ (Bridges Blackline 2.5) 0810 Bridges in Mathematics Kindergarten CCSS Correlations • iii Set A1, Number & Operations: Counting on the Number Line, Activities 2, 3 Set A4, Number & Operations: Addition & Subtraction, Activities 1–8 Set A6, Number & Operations: One Dot, Many Dots Calendar Pattern Bridges Practice Book, pp 2, 4–7, 10, 11, 13, 14, 16, 18, 19, 20, 28, 30, 32, 39, 48 Formal Getting Started: Interview 3 Kindergarten Yearlong Skills Assessment, Task 3 Set A6, Number & Operations: One Dot, Many Dots Calendar Pattern Bridges Practice Book, pp 22 Volume 1, Sessions 19, 23, 27, 49 Volume 2, Sessions 61, 68 c. Understand that each successive number name refers to a quantity that is one larger. Oct–May A Link Each School Day Dec/Jan Our Month in School Feb Our Month in School May Our Month in School Formal Kindergarten Yearlong Skills Assessment, Task 3 Set A6, Number & Operations: One Dot, Many Dots Calendar Pattern Informal S70 & 71 Observational Checklist: Beat You to 20 (Bridges Blackline 2.3) S70 & 71 Observational Checklist: Ten & More (Bridges Blackline 2.4) Home Connections 8, 15 Set A4, Number & Operations: Addition & Subtraction, Activities 1–8 Set A6, Number & Operations: One Dot, Many Dots Calendar Pattern b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Dec,/Jan Our Month in School Assessment Formal Getting Started: Interview 1 Getting Started: Interview 2 Kindergarten Yearlong Skills Assessment, Task 3 Volume 1, Session 55 Volume 2, Sessions 57–59, 63, 64, 84, 85, 92, 94, 95, 97 Volume 2, Work Places 2A, 2B, 2D, 2I, 2J, 2K, 2L, 2N Supplement Home Connections 3, 8, 14, 15 a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 4. Understand the relationship between numbers and quantities; connect counting to cardinality. Count to tell the number of objects. Standard COUNTING AND CARDINALITY K.CC Bridges Kindergarten Correlations to Common Core State Standards (cont.) Bridges (Sessions, WP, HC) Set A1, Number & Operations: Counting on the Number Line, Activities 2, 3 Set A4, Number & Operations: Addition & Subtraction, Activity 6 Set A6, One Dot, Many Dots Calendar Pattern Set A4, Number & Operations: Addition & Subtraction, Activities 3, 6 Set A6, Number & Operations: One Dot, Many Dots Calendar Pattern Bridges Practice Book, pp 26, 28, 30, 31, 54, 67 Set A1, Number & Operations: Counting on the Number Line, Activity 3 Set A4, Number & Operations: Addition & Subtraction, Act 1, 5–8 Set A6, Number & Operations: One Dot, Many Dots Calendar Pattern (Extension 4) Bridges Practice Book, pp 7, 15, 36, 54, 67 Supplement COUNTING AND CARDINALITY K.CC Number Corner Mar/Apr Our Month in School May Here’s When We Were Born Nov. Writing Today’s Date Number Corner Supplement OPERATIONS AND ALGEBRAIC THINKING K.OA Home Connections 4, 8, 18, 19 Volume 1, Sessions 5, 7, 16–18, 20, 28, 29, 40, 41, 50, 51 Volume 1, Work Places 1F, 1J, 1M, 1P Volume 2, Sessions 57, 58, 63, 64, 68, 80, 84, 85, 92, 97 Volume 2, Work Places 2A, 2D, 2H, 2I, 2J, 2L Home Connections 11, 16, 23 Volume 1, Sessions 25, 28, 29 Volume 1, Work Place 1J Volume 2, Session 57 Volume 2, Work Place 2A Bridges (Sessions, WP, HC) Mar/Apr Our Month in School Informal S70 & 71 Observational Checklist: Beat You to 20 (Bridges Blackline 2.3) Formal Kindergarten Yearlong Skills Assessment, Task 3 Informal S70 & S71 Observational Checklist: Beat You to 20 (Bridges Blackline 2.3) S70 & 71 Observational Checklist: Sock Boxes & Coins: Beat You to 20¢ (Bridges Blackline 2.5) Formal Getting Started: Assessment Worksheet 4 (Comparing More & Less) Kindergarten Yearlong Skills Assessment, Task 5 Formal Kindergarten Yearlong Skills Assessment, Task 2 Assessment Formal Kindergarten Yearlong Skills Assessment, Task 10 0810 Bridges in Mathematics Kindergarten CCSS Correlations • iv Set A4, Number & Operations: Addition & Subtraction, Activities 1, 3–8 Bridges Practice Book, pp 22, 23, 24, 25, 40, 41, 44, 46, 53, 56, 57, 58, 62, 65, 69, 71 Assessment Bridges Kindergarten Correlations to Common Core State Standards (cont.) Standard Count to tell the number of objects. 5b. given a number from 1–20, count out that many objects. Compare numbers. 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) 7. Compare two numbers between 1 and 10 presented as written numerals. Standard Home Connection 6 Volume 1, Sessions 31, 32 Volume 2, Sessions 73–80, 82, 83, 105–111 Volume 2, Work Places 2H, 2O Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. © The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges (Sessions, WP, HC) Number Corner Supplement Not Yet Addressed Home Connection 20 4b. and record the answer with a drawing or equation. 5. Fluently add and subtract within 5. March/April Our Month in School Mar/Apr Our Month in School Mar/Apr Our Month in School Mar/Apr Our Month in School Dec/Jan Kid Count Feb/Mar Link Each School Day May Here’s When We Were Born © The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Not Yet Addressed Volume 2, Sessions 115, 116 Home Connection 6 Volume 1, Sessions 16, 17 Volume 1, Work Place 1F Volume 2, Sessions 74–80, 82, 83, 105, 106, 109–111 Volume 2, Work Place 2O Home Connection 6 Volume 2, Sessions 73–80, 82, 83, 105, 106, 109–111 Volume 2, Work Place 2O 4a. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, 3b. and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 3a. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, 2b. Add and subtract within 10, e.g., by using objects or drawings to represent the problem. 2a. Solve addition and subtraction word problems. Formal Kindergarten Yearlong Skills Assessment, Task 8 Formal Kindergarten Yearlong Skills Assessment, Task 8 Formal Kindergarten Yearlong Skills Assessment, Task 10 Formal Kindergarten Yearlong Skills Assessment, Task 10 Assessment 0810 Bridges in Mathematics Kindergarten CCSS Correlations • v Set A4, Number & Operations: Addition & Subtraction, Activities 1, 3–8 Bridges Practice Book, pp 41, 44, 53, 56, 57, 62, 69, 70, 71 Set A4, Number & Operations: Addition & Subtraction,, Activities 1, 7, 8 Bridges Practice Book, pp 41, 44, 46, 53, 56, 57, 62, 65, 69 Set A4, Number & Operations: Addition & Subtraction, Activities 1, 3, 7, 8 Bridges Practice Book, pp 41, 44, 46, 53, 56, 57, 62, 65, 69 Set A4, Number & Operations: Addition & Subtraction, Activities 3–8 Bridges Practice Book, pp 22, 23, 24, 25, 40, 41, 42, 43, 44, 46, 53, 54, 56, 57, 58, 62, 65, 69, 70, 71 Set A4, Number & Operations: Addition & Subtraction, Activities 4, 5, 7, 8 Bridges Practice Book, pp 43, 53, 54, 58, 59 Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Standard OPERATIONS AND ALGEBRAIC THINKING K.OA Bridges Kindergarten Correlations to Common Core State Standards (cont.) Number Corner Bridges Practice Book, pp 48, 49 Supplement NUMBER AND OPERATIONS IN BASE TEN K.NBT Bridges (Sessions, WP, HC) Dec/Jan Our Month in School Set A1, Number & Operations: Counting on the Number Line, Activity 1 Bridges Practice Book, pp 48, 49 Supplement October–May Link a Day Dec/Jan Our Month in School MEASUREMENT AND DATA K.MD Number Corner Set D1 Measurement: Length, Activities 1–3 Set D2 Measurement: Weight, Activities 1–3 Set D8 Measurement: Measuring Tools Calendar Pattern Bridges Practice Book, pp 47, 66, 67 Assessment 0810 Bridges in Mathematics Kindergarten CCSS Correlations • vi Set D1 Measurement: Length, Activities 1–3 Set D2 Measurement: Weight, Activities 1–3 Bridges Practice Book, pp 29, 30, 66, 67 Assessment Bridges Kindergarten Correlations to Common Core State Standards (cont.) Standard Volume 2, Sessions 61, 62, 65, 68, 69, 84, 85, 92, 97 Volume 2, Work Places 2C, 2E, 2F, 2H, 2I, 2J, 2L Work with numbers 11–19 to gain foundations for place value. 1a. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, Volume 2, Sessions 84, 85, 92 Volume 2, Work Places 2I, 2J Bridges (Sessions, WP, HC) Home Connection 15 Volume 2, Sessions 61, 62, 68, 69, 79, 84, 85, 97 Volume 2, Work Places 2C, 2F, 2G, 2I, 2L 1b. and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); 1c. understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Standard Volume 2, Sessions 94, 95, 113, 114 Volume 2, Work Places 2K, 2P Describe and compare measurable attributes. 1a. Describe measurable attributes Not Yet Addressed Home Connections 21, 24 1b. Describe several measurable attributes of a single object. Volume 2, Sessions 113, 114 Volume 2, Work Place 2P of objects, such as length or weight. 2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. © The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org Bridges (Sessions, WP, HC) Bridges (Sessions, WP, HC) Standard Number Corner GEOMETRY K.G Oct/Nov Our Month in School Mar/April Our Month in School May Here’s When We Were Born Oct/Nov Our Month in School Mar/April Our Month in School May Here’s When We Were Born Number Corner Supplement Set C1 Geometry: 3-D Shapes, Activities 2, 3 Bridges Practice Book, p 47 Supplement Not Yet Addressed Home Connections 1, 2, 13, 22, 26 © The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org 3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Formal Getting Started: Interview 1 Assessment Formal Kindergarten Yearlong Skills Assessment, Task 7 Assessment 0810 Bridges in Mathematics Kindergarten CCSS Correlations • vii Set C1 Geometry: 3-D Shapes, Activities 1–3 Set C5 Geometry: Growing Shapes Calendar Pattern Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Sep Calendar Grid Dec Calendar Grid Set C1 Geometry: 3-D Shapes, Activities 1–3 Set C6 Geometry: 3-D Shapes in the World Calendar Pattern 2. Correctly name shapes regardless of their orientations or overall size. Volume 1, Sessions 7, 10, 14, 35, 36, 44, 45, 53, 54 Volume 1 Work Places 1L, 1N Volume 2, Sessions 118–120 Volume 2, Work Place 2S September Calendar Grid Set C2 Geometry: Locations, Activities 1–3 Set C3 Geometry: Flying Butterflies Calendar Pattern Set C4 Geometry: Teddy Bear & Box Calendar Pattern Home Connections 7, 9, 12, 22, 26 Volume 1, Sessions 2, 14, 15, 33, 35, 36, 38, 39, 44, 45 Volume 1, Work Places 1B, 1C, 1N Volume 2, Sessions 117–120 Volume 2, Work Places 2Q, 2R 1b. and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 1a. Describe objects in the environment using names of shapes, Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Volume 1, Sessions 5, 7, 10, 18, 20 Volume 2, Session 72 Volume 2, Work Place 2B Home Connection 2 Volume 1, Sessions 1, 5, 7, 10, 11, 18, 20 Volume 2, Session 72 Volume 2, Work Place 2B 3b. count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) 3a. Classify objects into given categories; Classify objects and count the number of objects in each category. Standard MEASUREMENT AND DATA K.MD Bridges Kindergarten Correlations to Common Core State Standards (cont.) Bridges (Sessions, WP, HC) September Calendar Grid Number Corner Supplement Formal Getting Started: Interview 3 Getting Started: Assessment Work- Assessment sheet 1 (Shape Sorting) Kindergarten Yearlong Skills Assessment, Task 4 0810 Bridges in Mathematics Kindergarten CCSS Correlations • viii Set C5 Geometry: Growing Shapes Calendar Pattern Bridges Practice Book, pp 12, 15, 17, 52 Set C1 Geometry: 3-D Shapes, Activity 2 Set C6 Geometry: 3-D Shapes in the World Calendar Pattern (Extension 3) Set C1 Geometry: 3-D Shapes, Activities 1–3 Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Set C5 Geometry: Growing Shapes Calendar Pattern Bridges Practice Book, pp 8, 9, 33, 34 GEOMETRY K.G Bridges Kindergarten Correlations to Common Core State Standards (cont.) Standard Volume 1, Sessions 14, 33, 35, 36, 44, 45 Volume 1, Work Places 1B, 1C, 1L Volume 2, Sessions 117, 118 Volume 2, Work Places 2Q, 2R Home Connections 7, 9, 12, 26 Volume 1, Sessions 14, 15, 33–35, 38, 39, 44 Volume 1, Work Places 1B, 1C, 1K, 1L, 1N Volume 2, Session 117 Volume 2, Work Place 2Q Home Connections 1, 2, 13 Volume 1, Sessions 1, 10–12, 44, 45 Volume 1, Work Place 1N Volume 2, Sessions 119, 120 Volume 2, Work Place 2S Analyze, compare, create, and compose shapes. 4a. Analyze and compare two-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 4b. Analyze and compare three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). 5a. Model shapes in the world by building shapes from components (e.g., sticks and clay balls)… 5b. and drawing shapes. 6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Home Connections 7, 9, 12, 26 © The Math Learning Center, Salem, OR 800 575-8130 www.mathlearningcenter.org UNIT 2: 17 Sessions Bugs (Sorting, Graphing, Numbers to 10) SET A4: Addition & Subtraction Use during NC and 2 Sessions SET A6: One Dot, Many Dots Use during NC. UNIT 1: 23 Sessions Shapes (2-D Shapes, Sorting, Counting, Comparing Sets) SET A1: Counting on Number Line Use during NC. SET A4: Addition & Subtraction Use during NC. Bridges in Mathematics CCSS Grade Level Summaries OCT Counting by 1’s; skip counting; cardinal and ordinal numbers; repeating patterns; picture graphs SEP Counting by 1’s; numeral recognition and writing; sorting; 2-D shapes NC = Number Corner OCT 19 SESSIONS SEP 23 SESSIONS Pacing Guide (177 Sessions Total) K NUMBER/OPS. IN BASE 10 Counting by 1’s; counting by 10’s and 1’s; skip counting; picture graphs NOV SET D2: Weight 1 Session SET D1: Length 4 Sessions Numeral recognition; counting by 1’s; counting by 10’s and 1’s; 2-D shapes; picture graphs DEC Set D2: Weight 3 Sessions Set C4: Teddy Bear & Box Use during NC. SET C2: Locations 1 Session SET C3: Butterflies Use during NC. SET A4: Addition & Subtraction Use during NC. UNIT 4: 10 Sessions Ladybugs & Pennies (Skip Counting, Add/Sub., Coins) DEC 13 SESSIONS 1211b Numeral recognition; counting by 1’s; and counting by 10’s and 1’s; yesterday, today, and tomorrow JAN SET C5: Growing Shapes Use during NC. SET A4: Addition & Subtraction Use during NC. SET A1: Counting on Number Line Use during NC. UNIT 5: 20 Sessions New Games (Numbers to 20, Counting by 10’s and 1’s, Comparing and Ordering Sets JAN 20 SESSIONS MEASUREMENT & DATA Counting by 1’s; counting by 10’s and 1’s; sorting; yesterday, today, and tomorrow FEB SET C6: 3-D Shapes around us Use during NC. SET A4: Addition & Subtraction Use during NC. SET A1: Counting on Number Line Use during NC. UNIT 6: 19 Sessions Sea Creatures (Graphing Data, Addition & Subtraction, Word Problems, Numbers to 20) Counting by 1’s; counting by 10’s and 1’s; early addition; 2-D shapes; bar graphs MAR SET A4: Addition & Subtraction 3 Sessions SET A1: Counting on Number Line Use during NC. UNIT 7: 12 Sessions Frogs & Toads (Numbers to 20, Skip Counting, Estimating & Measuring Length) MAR 15 SESSIONS •Length & Weight •Classify & Count Objects Bridges Months: Sep, Oct, Mar– May/June Number Corner: Oct, Nov, Mar– May/June Supplement Sets: C1, D1, D2, D8 FEB 19 SESSIONS •Compose & Decompose Numbers 11-19 into Tens & Some Ones Bridges Months: Jan–Apr Number Corner: Oct–May Supplement Sets: A1 SET A4: Addition & Subtraction Use during NC. UNIT 3: 14 Sessions Butterflies (2-D Shapes, Patterning, Numbers to 10, Comparing Sets) NOV 20 SESSIONS OPS./ALG. THINKING •Represent & Solve Addition & Subtraction Word Problems •Add & Subtract within 10 •Add & Subtract Facts to 5 Bridges Months: Feb, Apr, May/June Number Corner: Dec–May Supplement Sets: A4 COUNTING & CARDINALITY •Rote Count to 100 by 1’s & 10’s •Read & Write Numbers to 20 •Count Objects to 20 •Compare Sets & Numbers Bridges Months: Sep–Feb Number Corner: Sep–May Supplement Sets: A1, A4, A6 Bridges in Mathematics & the Common Core State Standards (CCSS) – Grade K Units CCSS Supplement Sets Number Corner GEOMETRY Counting by 10’s and 1’s; skip counting; sorting; morning, noon, and night; time to the hour MAY/JUNE SET C2: Locations 2 Sessions SET C1: 3-D Shapes 3 Sessions UNIT 9: 19 Sessions Shapes & Story Problems (Addition & Subtraction Word Problems, Length, Shapes) MAY/JUNE 28 SESSIONS © The Math Learning Center Counting by 10’s and 1’s; skip counting; early addition; 2-D shapes; time to the hour; bar graphs APR SET D8: Measuring Tools Use during NC. SET: A4: Addition & Subtraction 5 Sessions SET A1: Counting on Number Line Use during NC. UNIT 8: 15 Sessions More Games (Numbers to 30, Addition & Subtraction Word Problems, Length, Money) APR 20 SESSIONS •Identify & Describe 2-S & 3-D Shapes •Use Positional Language •Analyze, Compare, Create Shapes Bridges Months: Sep, Nov, Dec, May/ June Number Corner: Sep Supplement Sets: C1, C2, C3, C4, C5, C6

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