Eggs

Today let’s look at some animals who are hatched from eggs. Can you list some? Did you think of any that are not birds? Let’s read the book Chickens Aren’t the Only Ones by Ruth Heller.

After listening to the story, make a circle map of all the animals that lay eggs that you remember. So many things come from eggs. How many did you remember?

How to extend the learning…

• hide small animal toys or pictures in eggs and then sort them by animals that come from eggs and not from eggs. Create a simple T chart for use of sorting.
• Go on a walk and keep a tally chart or write on a T chart all the animals you see and if they come from eggs or not.
• cook eggs for breakfast, lunch or even dinner!
• looking to challenge your kiddo? write the names of all the animals they listed on the circle map on small sheets of paper (or just cut them off the chart from earlier). Now have your child put them in alphabetical order. Or, sort the words by beginning sounds. Or by the number of letters in the word. Or by animal type. Or….

Ok… so what is my child learning??? Not only is your child learning about the animals that are hatched from eggs, which in an of itself is a big topic, but they are also: classifying, counting, sorting, observing, discussing, debating, exploring, and more!

By having your child record the observations made you are having your child recall information and then organize the thoughts onto the chart, this is not only a science skill, but also a pre-writing skill (as in before you write, not just before you are able to write). Both the circle map and the T chart are graphic organizers. Sorting, counting, tally counting are all math skills.

By going on a nature walk and observing you are connecting the learning to the real world around you and helping extend the learning. Did you come across any animals that your child did not know where they should be classified?

The use of the plastic eggs and toys brings in an additional element of fun.

Count the Room

This week we will discuss scarecrows! To start off the week, here is a favorite story: There Was an Old Lady Who Swallowed Some Leaves by Lucille Colandro. Make sure you check out the live stream I did on Facebook on Friday. Click on the button below hear hear me read the story The Little Old Lady Who Was Not Afraid of Anything!

Ok… onto math! This week lets work on a number sense, counting and number recognition activity…. count the room. Count the room can be done a few different ways…

The first way is to have cards around the room that show quantities of object, 1 scarecrow, 2 pumpkins, 3 hay bales etc. Then your child will find the cards around the room, count the quantity of items and record the number to practice numeral writing.

The second way is to have number cards around the room, then have your child fill in a ten frame(s) to show how many that number represents.

Suggested items to draw/print out to make the cards: scarecrow, pumpkin, leaf, apple, hay bale, candy corn, crow, squirrel, pinecone, sunflower, or any other fall items. Or you could do things with a scarecrow: shirt, pants, patches, hat, pole, straw, leaves, shoes, crows etc… you pick!

While it might seem that these are the same they are actually working on different skills. The first works on conservation of number, counting, and writing numerals. The second works on number recognition and number sense (how many a number means). These are both important and often over looked math skills! So… have fun with your kiddo doing this activity. I would suggest give him/her a clipboard or whiteboard to take around, it adds to the enjoyment level.

If you are looking for a quick way to set this up and have recording sheets, consider purchasing my Count the Room Fall Items kit at Teachers Pay Teachers. This kit costs \$1.50 and contains number cards for both sets of activities as well as 3 different recording sheets!

Five!

This week we will be exploring our five senses! So, I decide to focus on the number five for Math Monday. Share this song with your kiddo The Number 5 song by BubblePopBox

Have your child collect five objects. Ok, now go get five different objects. Let’s compare the sets. Many children will not recognize that the two sets have the same number of objects if the items are of different sizes. This is called conservation of number. The understanding that numbers are constant and equal the number of objects in a set. Many times when children are presented with 5 markers and 5 Cheerios they perceive that the set of markers is greater because it takes up more space.

To help your child develop conservation of number AND work on one-to-one correspondence, match up the objects. In my case, I set the markers in a line and then put a Cheerio at the end of each marker. Now each marker has a Cheerio and each Cheerio has a marker, they match one to one! Five markers is the same quantity as five Cheerios.

Practice writing the numerals 1-5 and match one set of objects with the numerals, one more practice and connection between the number, number word and numeral!

If your child is still struggling with this concept… don’t worry it takes practice and time. So get two more sets of 5, or if your child is struggling to count out five objects correctly drop down to 3 and build up from there. These skills that we as adults take for granted, are skills that need to be fostered in young children.

If your child is strong in these skill… here’s another five skill to work on, tally counting! Here is another song for you The Tally Mark Song. Practice correctly drawing tallys. Trust me… your child will want to draw five straight lines down and still cross it out and see it as five. It takes practice. 1, 2, 3, 4, shut the door with 5 is how I teach my students to remember that 5 is the slanted line.

Hope you and your child have fun with the number 5!

Math review– counting

Many times when we talk about counting, people automatically assume we are talking about counting aloud. While this is an important rote skill for children, it is not the only counting skill for children to work on.

• Counting out loud— children at 3/4 should be able to count to 20 with limited mistakes. Often times they struggle with the forgetting a teen number or two. Another common mistake is generalizing the teen rule and stating 11-teen, 12-teen. Counting is a great thing to do while waiting! When your child makes a mistake, calmly state the number that should have come next and see if they continue from there. If they continue to make mistakes, then say… lets start again.
• Counting objects– children need to count objects. This requires they understand that every object they touch is quantified by the number they are stating. Many children struggle with this concept and will either skip objects, skip numbers or count objects multiple times. Provide your child with a group of objects and have him/her count all the items. Often in the classroom we encourage children to set the objects up in lines or arrays to keep track of the items he/she has already counted. (work on sets up to 10) The goal of this is for your child to understand that the last number stated represents the number of objects in that group
• touch to count– touch each object while counting
• move to count– move each object while stating the number
• line up to count– line up the objects into a line and then count
• Counting back/down— children love to say 3,2,1 blast off. Start this with larger and larger numbers at this age they should be able to count back from 10. (again this is a great thing to do while waiting in line, in the car or other sit and wait moments)
• Counting on— this skill can be done orally as well as by counting objects… it is an addition skill. Provide your child with a know number or quantity and then have him/her count up from there or count the rest of the objects from that spot.
• 7, 8, 9, 10, 11, 12 etc…
• I have 5 blocks here count how many blocks are there if I add the rest of the blocks in? 5, 6, 7, 8

Math Monday- Numbers and Bubbles

I did not get around to posting my topic post yesterday. Oops.. oh well I’ll call it a Mother’s day pass.

This week I have provided my students activities that deal with bubbles. Who doesn’t love bubbles? I will share links to stories and science videos tomorrow during topic Tuesday.

Here are two fun games to play with numbers and bubbles.

Count the bubbles… yep that’s it. Children at this age love an excuse to count. So blow bubbles and have them count the bubbles as they pop them. Or work on blowing bubbles and have them count the number of bubbles they can blow. Want to make it a challenge? Set a timer and each person blows bubbles for 2 minutes or so. See who can count more in that time frame.

Bump!

This is a fun game that can be adapted in so many ways.

• game board, this can be done on a piece of paper, or even on your sidewalk with chalk!
• 2 dice
• counters/markers (outside you can use rocks, inside anything you can put on top, clear or little are better)

Roll the dice. Add them together. Find the number on the board and cover that number. Now it is the next players turn. He/she rolls. They also cover a number, but if they roll the same number they can choose to put their piece on an uncovered number or bump their opponent off the number. (if player A rolled a 5 and player B has a piece on a 5, player A can put their piece on that 5 and take player B’s piece off the board). If you do not want to get bumped, you can double stack your piece (by rolling the same number twice). The first person to cover 5 numbers wins. (adaptation, cover the whole board and then the person with the most covers wins)

One last fun thing to do… ok, yes I said 2, but you get a bonus this time. If you have play dough, then this is a fun game for your child.

Pop the bubbles

Have your child write the numbers 1-12 or 0-10 or whatever combination of numbers you want to work on today. Give your child play dough and have him/her make play dough bubbles to match the number. Now go back and pop (squish) the bubbles to check your counting. Another skill you could practice is counting down. Have your child count up as they make the “bubbles” and then count backwards while “popping” them.

Monday Math– game boards

Games are a great way to work on many different learning skills with children. I love when I can get a lot of learning in and they don’t see it as learning, just as having fun. Today I created a simple game board. I made it in the shape of a snail since we are learning about pond ecosystems this week and the shape of a snail lends itself easily into a game board shape.

I find that children who do not play games at home struggle to count on a game board. They want to count the space they are on as 1 and then the space in front of them as two. If you did this, then every time you roll a 1 you go no where. When I teach children to count on a game board, we start with 0. Zero is the spot you are standing on and 1 is the spot in front of you. This does two things… it gets you to understand how to count on a game board, AND it reinforces counting from zero instead of one.

Here are a few simple ways to use the board to practice math skills.

Simple Version

Start at the snails head. Roll a die on your turn and then move forward that many spaces. The first person to get to the inside of the shell, the finish spot, wins. As we say in class… easy peasy! This skill works on counting forward 0-6, recognizing the common dice configuration of the numbers 1-6, taking turns and playing a game.

Skill based

Create cards that your child can use to practice a skill. I created counting cards with items you would find in a pond ecosystem. The child would draw a card and count the number of items on the card. If he/she gets it correct they then move forward that many spaces. This allows you to practice counting items beyond 6, work on varied configurations of counted objects and much more. If you want to work on numbers higher than 10 you could have the child count the number of items on the card and then if they get it correct roll the die and move according to that so you don’t move through the game too quickly.

This same game board can be used for any number of skills. Practice letter recognition, matching shapes, and any skill you want. Create game pieces that show the skill you wish to work on and then move around the board as you get the answers correct. You can even do it with various level children by creating different skill cards for each child. So a 3 year old might work on recognizing shapes and colors, a 5 year old might work on counting items from 6-12 and a 7 year old might work on addition facts. This way they are all working on skills they need to practice, can play the same game and have an equal chance of getting the answers correct.

Monday Math- Spring Flowers/Showers

Today is Monday, which means time to share a math lesson. Since this week we are going to focus on the season of spring, I thought I’d share an easy and fun math/art activity.

In this activity we are working on number concept (counting, number recognition and numeral writing), number sense (the understanding that 5 means 5 items no matter the size… 5 pompoms is the same quantity as 5 bowling balls), subsidizing numbers (the ability to recognize a quantity of objects without counting – dice configuration, tally marks, fingers, etc). Check out this Jack Hartmann video to help your child practice subsidizing.

Tools needed for this activity: a sheet of paper (or two), crayons an/or markers, one die(two if you want to make a it game or add another level of challenge) or number cards.

The first step can be completed by you or your child. You will need to draw either flower stems or umbrellas.

Have your child roll the die and write the numeral and then draw that many petals, or raindrops depending on which image your child choose to pick. (You will notice that I colored the umbrellas with the number of stripes to match the numeral as well.)

Keep going until your whole sheet is complete. Do not worry about duplicate numbers or getting every number on the board. It is all about the process of recognizing the quantity. Make sure your child counts as he/she add the items (petals or raindrops).

If your child is struggling, pull out a deck of cards and limit the numbers to 2,3,4. Struggling to write the numeral?- write the numeral with a yellow marker and have your child trace over it. Say aloud how to form the numeral so they form it correctly.

Your child has grasped all the concepts with the numbers 1-6? Provide two dice. They then have to combine the two dice to form a number 2-12. Have your child state the quantity on the first dice and then count up from there (you roll a 5 and 3 say 5,6, 7, 8). This is the concept of counting on.

math

Ten Frame Counting

An easy math activity that utilizes a wide variety of math skills is the use of ten frames. You can download and print out a ten frame or just draw one out on a sheet of paper.

Provide your child with 10 or less items (goldfish, coins, Lego blocks, LOL figures anything your child would enjoy counting). Have him/her count the items. This initial counting works on one-to-one correspondence, the matching of the number word to the number of items you are counting. Make sure you child touches/points to each item and only says one number for each item touched. Many children count 1,2, 3, 4, 5, etc but might skip items in the group or say 1,2 then move their finger. The goal is to touch and count at the same time.

Next have your child place the items onto the ten frame. This works another level of one-to-one correspondence. They need to place one item in each square. (one item, one space). Have them count to check.

You could then have your child practice writing the corresponding numeral one to three times.

Now change out the number of items your child is counting. I would have your child do 4-6 sets before moving onto a different task.

What do I do if my child is struggling? First reduce the number of items try having him/her count 3 or 4 items and see if they are able to count and point with a smaller number. Show your child to line up the items into a line or into rows/columns this will limit recounting the same item multiple times. Provide items that are all different colors or types to help them remember which ones they have already counted.

What do I do if this is too easy? Have your child compare groups. Do you have more red goldfish or green? Add in the concept of adding more. How many would you have if you added 3 more? Go beyond 10 by adding a second ten frame.