Mathematics

In September, we read books about sorting. The books inspired the students to sort a variety of materials that were placed in the classroom and that we found outside. Through sorting activities, children learn to think analytically and to express their thoughts clearly. The students developed their vocabulary as they explained how they sorted the objects and as they described the colour, shape, size, texture or other attributes of the objects. I often asked the students to consider how they could resort the same materials in a different way by focusing on a different attribute. When the students demonstrated that they could resort with ease, the students were challenged to try to sort materials by two attributes (e.g., same colour and shape).

In October, after reading stories about patterns, many students explored a variety of items to make their own patterns in the classroom and outside. The students learned to identify, describe, reproduce, extend and create simple patterns. The children explored: object patterns (stone, button, stone, button), colour patterns (green, green, blue, blue, green, green, blue, blue) and size patterns (big, medium, small, big, medium, small).  The students also started to identify the core of the pattern. The core is the shortest part of the pattern that repeats. Each student created a pattern necklace by recording his/her core and then referring to it as he/she made his/her pattern necklace. At home, you can use common object such as pebbles, twigs, buttons, dry pasta, coins, etc. to make patterns with your child. Make a pattern for your child and ask him/her to describe the pattern and extend it. Ask your child to make a pattern with objects and tell you the pattern. I have posted on the right side of the blog a few on-line pattern games that your child can also try at home.

In November and December, I have been reading various books and we sang various songs (e.g. Five Little Monkeys Jumping on the Bed) that inspire the students to explore the number sense concepts of: counting, estimating, quantity, more/less/the same, representing quantities in different ways and ordinal numbers. During Activity Time, the students have been exploring these number sense concepts at many areas of the classroom. They are exploring and using Five Frames, Ten Frames, Hundreds Charts and Number Lines. The students are investigating one-to-one correspondence when counting items in the classroom. They are learning that they are more successful with counting objects when they place them in a line and touch each object as they count them or when they move each item into a new pile or container as they count the items. The students have been exploring subitizing (recognizing some quantities without having to count) when using dice and dominoes. They are also using the Hundreds Chart to help them to skip count (count by 10s, 5s and 2s) and count forwards and backwards.

Each day, we add a counting rod to the ones pocket and make changes to our chart to represent how many days we have been at school. When we have ten counting rods in the ones pocket, we do the Bundle Dance as I wrap an elastic band around the ten counting rods. We then put the bundle of ten in the tens pocket. We daily count the bundles of ten by 10s. We also add a number to our Hundreds Chart.

In November, we also did the Special Helper Estimation Jar activity. Each Special Helper placed 10 of his/her chosen item in a jar labeled 10. This jar was used as a reference by the students to help them to estimate the amount in the second jar. Each student recorded his/her estimate by printing his/her name and the numeral(s) to represent his/her estimate. After all of the students had the chance to estimate, the class counted the items in the jar. We then find the number on the hundreds chart and represent the number on ten frames.

I introduced the students to various games and activities that explore number sense. The students are learning to use the Five Frame and their fingers on one hand to explore the concept of 5 and discover different ways to make 5 (e.g., 1 + 4, 2 + 3). The students are playing a game: What is missing? by hiding some coins from the Five Frame and asking what is missing. To investigate ordinal numbers, they are playing a game with 5 cups and an object to hide under one of the cups. Students guess which cup the object is under by using the ordinal numbers to identify their guess (Is it under the third cup?).

In December, I will continue to provide materials and activities to extend and deepen the students' number sense understanding. There are some number sense on-line activities listed on the right side of the blog that your child can explore at home. Please continue to have your child use DreamBox Learning at home. It is an EXCELLENT way for students to strengthen their number sense skills!