Numbers 15-20: Recognizing Groups of 5

    The students drew a number between 15 and 20 from a bag. Then they made the number on their ten frame. Then they made towers of 5 and shared with their partner how many towers of five and how many left over they had to equal the number they drew.

    They also drew numbers 15-20 from a bag and then made the number using towers of five with their partner.

    The students played number concentration, matching a number card with the matching dots. They also talked about the groups of fives they saw on the dot patterns.

   The students drew numbers 15-20 from a bag and worked with their partner to represent the number using their fingers. They worked at their tables; then came to the carpet. I told each pair a number and they had to show us the number with their fingers.

Comparing Numbers 15-20 on Ten Frames

    We started our lesson by identifying numbers and using the students as manipulatives on our ten frames I taped off on the floor. Once they organized themselves on the ten frames, we practiced making one/two more/less and identifying the new number. Then students went to the tables where I had put ten frames mats, manipulatives, and a number. They had to represent that number on their ten frames. While they were doing that, I worked with one table making one/two more/less and comparing the numbers with the emphasis on the students using comparative language to describe the relationship between the number they started with and their new number. They rotated through all the tables. I noticed after I worked with each group the students began asking each other to make one/less, two more than their original number. I love when the students mimic what we've worked on together without being asked to!

Numbers 15-20 on Ten Frames

        We've been working on identifying and creating sets using numbers 15-20 on ten frames. I taped off two ten frames on our classroom floor. We started by using flashcards to review numbers 1-15. Then I mixed the cards up and held up a card, the students had to identify it, and work together to represent that number using themselves on our ten frames. They loved being the math "manipulative" and were all so quiet and still because they each wanted a turn. 

    After making about half the numbers using the students as the manipulative. We went back to our tables and I passed out ten frames mats to the students and a different manipulative to each table. Then I held up a number, and the students had to identify it and represent it on their ten frame.

    Then students took turns calling out numbers at their tables and representing that number on the ten frames. After they made the number and counted to check, the caller checked their work as well.

Creating Sets and Comparing Numbers

We've been working on identifying and creating sets of numbers 1-15. I gave the students a Christmas light cut out. We drew a card from a deck and put that many "lights" on our Christmas tree. The students worked together to create the set and then we counted to check our work. Once students were able to do this quickly, we drew a card and then used the more/less spinner to create a set more/less than the number we drew. Once again the students worked together to figure it out and then we counted to check.

 

Then students went back to their sets and worked with their partner, to create sets of decorations on a Christmas tree from the number card drawn. Then we used the more/less spinner to create sets more/less than the number drawn.

We also played a comparing numbers game, where each partner drew a number card and then they used math talk to compare numbers (9 is less than 13. 13 is more than 9.). Then they laid their cards on the more/less mat and then spun the more/less spinner to determine who won the cards. Once all the cards were played the partners counted their cards and then spun the more/less spinner to determine the winner.

10 Black Dots

We have been working on one to one correspondence to 10. First we practiced making sets of froot loops on a plate with numbers 1-10. Then we read all, but the last couple of pages of  Ten Black Dots by Donald Crews. After reading numbers 1-9, I passed out 10 dots stickers and a piece of paper to each student. They were to use their dots to create a picture and complete the sentence Ten black dots can make.... We came to the carpet and shared our pictures and counted one to one to show our ten black dots. Then we read the rest of the story and compared our pictures to the what ten black dots made in the book.

Math and Literacy Fun!!!

This week in math we worked on demonstrating one to one correspondence and writing numbers 0-5. We created sets to count using play dough, color tiles, and cubes.


We used our lap boards to practice writing numbers 1-5 while singing Dr. Jean's The Numeral Song to help us remember the correct strokes for writing our numbers.

This week we also began our Name of the Day activities by "fixing a name" a day. The students have so much fun trying to figure out the mystery student and putting the letters in their in the correct order. Then students are given a page and a strip of letters to cut apart and put in order on the page. Then they illustrate our mystery student and combine them to make a book.

We also have been working on identifying uppercase and lowercase letters with students recognizing the letter name and if it's capital or lowercase. We have also been working on ordering the letters of the alphabet. The students had a lot of fun working in groups to match and order the alphabet.

We've also started our independent reading time. The students choose a book and spread out around the room in a spot of their choice. Right now we are working on quietly looking at the pictures, carefully turning the pages, and pointing to each word on the page, as well as "reading" from top to bottom and left to right.

Life in a Pond

This week we learned about life in a pond. We worked all week on creating a pond mural. We learned that a pond is wetland habitat that is a complete eco system which means all the animals/plants depend upon each other for survival. We learned about the food chain in the pond and the physical characteristics and natural resources. We learned about producers like plants who use energy from the sun to make their own food and consumers animals that are depedent upon others for their food. In Math, we drew a number word from a bag, read the word, colored our pond, and created a set of fish that matched the number word. We also made lily pad cookie treats on Friday. We learned that frogs can jump up to 10 feet. We measured off ten feet and jumped to find out how many jumps we had to do to jump 10 feet. We also went out to our pond in the garden and made a tree map of living organims and nonliving objects in and around our pond.