Exploring Math Materials
Building Community and Exploring Math Materials
Purpose
Due to the pandemic, incoming first graders did not experience typical classroom routines when learning mathematics. Students were unable to handle physical manipulatives or work collaboratively with other students to solve problems. The suggested instructional activities can help build a positive math community and they will provide an opportunity for students to explore a variety of math materials. In addition, observations during these instructional activities will provide teachers an opportunity to get to know each and every student in mathematics. The content of the activities is primarily Kindergarten and early 1st Grade math concepts and ideas. Teacher observations will help evaluate student readiness for 1st Grade math instruction.
Implementation
The suggested instructional activities are short, approximately 20 minutes. Teachers can implement these activities with a whole group model or using small groups (in a rotation model). It is recommended that with each new math manipulative introduced, students should be given 2-3 minutes to explore "play" on their own before being given specific directions. Teacher should ask questions during the activities and prompt students to periodically explain their thinking.
If you are using a rotation model where students may be working independently for part of the math block, consider the following instructional activities for their independent time:
- Numeral writing-- students had significantly less opportunities to write with a pencil last school year and as a result they may need additional practice with writing numbers.
- Students can work in their Dreambox account using their Chromebook.
- Talk with your Kindergarten team-- they may have independent table activities they use during the second half of the year that you could borrow to use during these two weeks.
- Visit the Kindergarten Math Course and check out the "Centers and Practice" section of any specific standard.
Observation/Data Collection
As students work, teachers should make observations and can choose to take notes using this general data collection tool Download data collection tool and/or use this more content specific checklist Links to an external site.. These two optional tools are provided to be helpful and are not required.
Community Building Activities
Community Lesson One-- And I am a Mathematician
Students and teachers share something about themselves and discuss how they are mathematicians as well. The class begins to draft Math Class Agreements for the year.
Number Routine: Picture It Links to an external site.- choose one picture to insert in the slide deck below.
And I am a Mathematician Links to an external site.
Closure: My Glow, My Grow
Community Lesson Two-- My Math Superpower
Students identify their interests and strengths and discuss how they relate to math.
Number Routine: Picture It Links to an external site. - choose one picture to insert in the slide deck below.
My Math Superpower Links to an external site.
Closure: Manipulatives: Tool vs. Toy
Community Lesson Three-- Bingo! and Time Capsule
Students will share their attitudes toward math and put these ideas in a time capsule to be revisited in early January.
Number Routine: Picture It Links to an external site.- choose one picture to insert in the slide deck below.
Bingo! and Time Capsule Links to an external site.
Closure: Revisit Math Class Agreements
Exploring Math Materials Instructional Activities
Below you will find brief descriptions of suggested instructional activities. If desired, here is a link to a PDF Links to an external site. containing all described activities that can be printed. See the resource bank within the math course for materials, as needed.
Counting and Cardinality
- Cubes and Counting: Give each student approximately 15-20 unifix, snap or other connecting cubes. #1-- Practice one-to-one correspondence by counting a set of counters together. Repeat. #2-- Ask students to count out a specific quantity (1-19) of cubes and make a tower. Repeat. #3-- Say a number (10 or less), and have students put that number of cubes on their finger tips. Repeat.
- Sort and Count: Give each student approximately 20-25 unifix, snap or other connecting cubes (various colors). Ask students to sort the cubes by color. Have students count how many in a particular color group and ask them to exchange that information with a partner (while you listen in). Repeat for the various color cube groups.
- Recognize, Count and Use a Ten Frame: Provide each student with a double ten frame mat Links to an external site. and some counters (bears, chips, beans, cubes, etc). Show students a number (1-10) and ask students to show that number of counters on their ten frame. Repeat. Then use numbers 11-19. Repeat.
- Count and Write Ten Frames: Provide each student with a white board and marker (or paper and pencil). As the teacher, use a ten frame to show a quantity between 1-10. Ask students to count what you are showing and to write that number on their board or paper. Repeat. Then use quantities between 11-19. Repeat.
- Roll, Count and Build: Each pair of students need one die and 20 unifix, snap or other connecting cubes. Explain the task with modeling first. One student will roll the die, the other student will build a tower with the quantity rolled. Students will switch roles and the second tower should be connected to the first. Students switch one more time and repeat. This should result in a long tower stick no smaller than 3 and no larger than 18. The pair of students should then count the entire stick of cubes and confirm their answer with one another. Repeat.
- Same More Less Dominoes: Each student needs approximately 15-20 dominoes (ideally domino sets go up to 18-- meaning 9 on each side showing 18 total on one domino, but perhaps you may only have 12 total as a maximum-- just adjust the activity). Teacher should show a written number between 4-15 to the students and then ask them to find a domino that has a quantity "less" than the number shown. Repeat, changing the number shown and the request using "more", "less", or the "same".
- One/Two More or Less: Each student needs a set of about 20 counters (bears, chips, beans, cubes, etc). Ask students to count out and make a pile of 7. Ask students to add two more counters to the pile and ask How many now? Pay attention to students who need to recount the pile to know "9". Ask students to clear the mat and make a set of 12, then ask them to remove one counter and ask How many? Again, note students who need to recount to know "11". Repeat with various quantities within 20 and vary one/two more or less directions.
- Using the 100 or 120 Chart: Show students the number chart and discuss what they know about the tool and what they notice about the tool. Together count using the chart. Vary the starting and stopping point. For example, count from 1-15, count from 8-23, etc. Discuss any patterns students see in the number chart.
- Missing Part: Each student will need a white board and marker (or paper and pencil). Teacher displays some counters openly and some under a cup. Teacher also displays a number. For example, students see the number 8, they see 3 counters and a covered amount of counters under the cup. Ask students to write on their boards (or paper) a number that tells how many are hiding under the cup. Reveal and count on from 3 to confirm a total of 8 and confirm the missing part as 5. Repeat. This activity is a connection to addition and subtraction.
Operations and Algebraic Thinking
- Decomposition and Equations: Each student needs 10 two-sided counters, a plastic cup to use as a "shaker", and whiteboard/marker (or paper and pencil). Using 5 as the first number, model for students how to count out 5 counters, shake them in the cup, pour them out, and based on how they land record the related equation. For example, if one yellow and four red are showing, record 1 + 4 = 5 or 4 + 1 = 5. Shake and spill for the same number twice. After recording two equations, move to another number 3-10.
- Combinations of 10 with a Ten Frame: Each student will need a whiteboard/marker (or paper and pencil). Teacher shows a ten frame with some counters filled in. Ask students to write the number that shows how many more are needed to make ten. Repeat using different quantities shown in the single ten frame.
- Solving Problems Within 10: Provide students with about 15 counters (bears, chips, beans, cubes, etc) each, as well as whiteboard/marker (or pencil/paper). Ask/Display simple, result unknown addition (sums within 10) and subtraction (differences within 10) story problems one at a time. Ask students to solve and write an equation to match the story. You can create simple stories, or you can also visit this Kindergarten standard page K.OA.2 for resources.
Numbers and Base Ten
- Ten and Some More Teen Numbers: Each student needs base ten blocks with at least 1 ten and 20 ones. Ask students to use their blocks to show 14. See what happens, some students might show 14 ones, others might show 1 ten and 4 ones. Discuss 10 ones = 1 ten, make some trades. Repeat with different quantities 11-19.
Measurement, Data and Geometry
- Pattern Block Fun: Give each student a random collection of pattern block, approximately 20-25 for each student. Allow students a few minutes to make designs/patterns "play". Ask students to sort the blocks into shape groups. Discuss names of the blocks (tan and blue rhombus, orange square, yellow hexagon, green triangle, red trapezoid). Ask students how many they have in each group.
- 3-D Shape Fun: Using solid geometric shapes, allow students to touch and feel different solids. Discuss the names of the solids (cube, cylinder, cone, etc.) and where they might see things in their world shaped like the solids.
- Longer and Shorter: Give each student approximately 15-20 unifix, snap or other connecting cubes. Show students two different numbers and ask them to build two different towers to match the quantities shown. Discuss longer and shorter. Repeat. A variation can include building three different towers and ordering from longest to shortest. Another variation-- students can make a tower of 10 and find objects in the room that are longer than their tower, shorter and the same as their tower.
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