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4 2 I Spy
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Math News 3 For Parents
Wrong answers can also help us learn
Accuracy will always be important, but children also learn through their mistakes.
Wrong answers give us insight into children’s thinking and allow us to see what the
children do and do not understand. Rather than always correcting our children, we may
help them more by encouraging them to explain their thinking, test their ideas, and
reconsider their answers. Children do not intentionally give incorrect answers. They
want to succeed. Sometimes wrong answers are due to haste or carelessness. Often
when we ask for explanations, children find their own mistakes. Since we want to
encourage our children to think for themselves, we must value their efforts and use
responses such as • Tell me how you decided on that answer.
• How would this (another solution) work?
• I’m not sure that I agree. Tell me more about your idea.
How do you know there is a mistake? What do you need to do to make the pattern
correct? Can you make the same pattern using actions instead of symbols? Good
questions encourage thinking and discussion. Why do you think that? How do you
know? How could you find out? What could we do to find the answer? Perhaps, if we
become skillful at this, our children will think that our favorite question is “Why?”
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2 I Spy 3 4
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1 3 Where’s The Ribbon?
1
2 Growing Mathematically
Hide a ribbon somewhere in your classroom. Comparing is the first step in learning to
Have the children ask questions using positional measure. Children need lots of opportunities
language (see Week 14 - I Spy) to locate the to compare real objects and to talk about
ribbon. For example, “Is it under the sand what they discover. When doing a
table?” Is it to the left of the sink?”
comparison activity, first have children
(3.03) predict which item they think is longer/
lighter/bigger/thinner, etc. Then directly
compare the objects to verify predictions. Be
(5.01)
sure to include experiences with length,
???? weight/mass, capacity and time. Seriation
What Do You Think? (ordering) is another essential skill. Begin by
Ribbons are a good material for comparing and
having children order small sets (3-5 objects)
sorting. Children can sort pairs of ribbon by
length or width. A simple sorting mat can help which have very obvious differences. As their
them get organized. skill level increases give them larger sets (5-10
WIDE NARROW objects) with small differences between items.
Materials for seriation include: drinking
straws cut to different lengths, ribbons of
different lengths or widths, stacking cups and
Cuisenaire rods.
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On-Going Assessment
For assessment to be valid it must be ongoing and consistent. Reassess the
activities in Week 3 to document student growth. Remember it may not be
necessary to interview every child individually if you have documentation in
other ways (i.e., math logs, student samples, observation notes). Remember to
focus on the children whose performance has been inconsistent or whom you
have had questions about.
Sorting Ordinals
Give the student sorting material they Set up 5 counters in a line on the
have had little or no prior experience table top (unifix cubes, bears, etc.)
with and ask them to sort by a Ask the child to point to or identify
teacher-supplied rule (3.02). Ask the the 3rd cube, the first, etc. Have the
student to re-sort the same material child reposition the counters and tell
and give you their rule (3.02). you the position of the counters
During the sorting process ask the (1.06, 2.03). Record correct
student to explain the differences and responses
likenesses of the sorted objects
(3.01). ➔
first last
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discuss solutions.
(1.03)
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A Guide to Problem-Solving
Understanding
Planning
Choose a strategy:
• Draw a picture
• Use objects
• Act it out
• Look for a pattern
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4 2 I Spy (2.01)
1 3
“Lots of Lines”
This activity provides practice in estimating,
measuring, counting, and writing numerals. Each 3 4 Growing Mathematically
child will need a copy of the Lines Sheet Blackline 1
2 After children have had lots of experiences
Master . First they estimate how many unifix cubes with comparing length, capacity, and mass/weight, they
will fit along each line. Next they actually put the can begin to explore measurement with nonstandard
cubes beside the line to measure and then count units. Introduce this concept by connecting it to
them. Finally they record the number of cubes in comparison activities. Show an object to be measured
the circle. Create your own puzzles using the blank and also one of the units, for example, a pencil and a
sheet Blackline Master Week 24. This is a good
unifix cube. Ask the children to estimate many cubes are
independent activity.
needed to measure the object (pencil) then verify their
(3.01, 3.04) predictions by actually measuring and recording the
results. Below is a list of some nonstandard units that can
be used. Be sure that all units in a set are the same.
???? What Do You Think? LENGTH
WEIGHT/MASS
CAPACITY
Give each child a strip of paper and ask Unifix cubes Spoons
them to draw a pattern. When everyone is finished, Unifix cubes
Toothpicks Scoops
share patterns and have each child describe their Wooden cubes
pattern. Paperclips Teacups
These can be sewed and placed in math logs or Large lima beans
Links Vials
portfolios. Pennies
Straws Small cartons
❃❃▲ ❃❃▲❃❃▲ New crayons
Acorns or other nuts
Small bowls
Counters
(5.02) Popsicle sticks
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More Math Fun at Home! 5
Talk about eating at home Look at some coins. Which The next time you eat out, What is your favorite Describe the sequence
and eating out. How are they are pennies, nickels and
look for patterns and shapes place to eat out? Tell of events of eating in a
alike and different? dimes? in the restaurant. why it is your favorite. restaurant.
EATING OUT
Survey your family and What is your favorite color? Find some objects (crayons, Make a color pattern. Count everything in
friends to find out their Draw three things that are toys, caps, shoes, etc.); sort your room that is your
favorite colors. that color. them by color. favorite color.
COLORS
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What is your favorite kind of Look at a thermometer. Name all the kinds of What is the weather like Watch the weather on
weather? Tell why. What numbers do you see? weather you know. How today? How is it similar T.V. Talk about the
many can you name? to and different from numbers you see.
yesterday?
THE WEATHER
Tell how many kindergarten Describe your teacher. What is the best thing about Describe the sequence of Talk about which days
classes are in your school.
school? Tell why it is the events of a day at school. of the week you go to
best. What is the worst school.
thing about school? Tell
why it is the worst.
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Make each domino critter have the same
number of dots. What numbers can you
make? Can you make “ 12” critters?
J J J J J J
J J J J
J J
Domino Critters
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2 (2.01)
4
1 3 I Spy
Tangram puzzles are great for developing spatial
visualization skills. They can be purchased 3 4 Growing Mathematically
commercially or you can copy them on heavy 1
2
paper (Blackline Master Week 9). Children learn a lot from each other.
Encourage your students to work together to
(3.04) solve problems. Kindergarteners tend to do
best working with a partner, rather than in
groups of four or more. Sometimes it is
???? What Do You Think? helpful for the teacher to assign partners.
Border Patterns You know which students need help, which
Give each child a large piece of construction can give help and who should not be put
paper to use in making a placemat. Have them together. However, children like to have
start at the top edge with their pattern, go some say in the process. Perhaps you could
across, turn paper, continue along that edge, let them suggest three or four students they
and so on until they have completed the border.
would like to have as partners, or occasionally
Patterns can be made using potato prints,
sponge prints, fingerprints, stickers, paper let them choose.
cutouts, buttons, etc.
(5.02)
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Sky Scrapers
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More Math Fun at Home! 6
Find things at home that are Draw a big square, a middle Find things at home that are Draw three different Create a pattern with
circle shaped. sized square, and a small rectangle shaped. triangles. How are they shapes.
square. alike and different?
SHAPES
Look on the ground. Count Make a pattern with objects Find two things on the Rub your hand on a tree Collect two different
how many: you find on the ground or ground. Talk about how they trunk, on the grass and types of dirt/soil in
rocks, draw a pattern in the dirt. are alike and different. over the rocks. Talk baggies. Talk about
insects,
about how each feels. how they are alike and
fallen leaves,
different.
sticks.
ON THE GROUND
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Feel two items of clothing. Go outside. Find three Rub your hand over your Go outside. Find three Rub your fingers
Talk about their textures. things that are rough. hair, your arm and the things that are smooth. together. Talk about
How are they alike and
bottom of your shoe. What how that feels. Do it
different?
textures do you feel? again with soap on
your fingers. Compare.
TEXTURES
Name two plants that are Talk about how plants Look carefully at two Find a plant the same Find a plant with
short and two that are tall. change in different seasons. plants. How are they alike size as you. Is it wider or leaves. Look carefully
and different? narrower than you? at the leaves and
choose a shape that is
PLANTS
the closest match.