Information provided on this page for
classroom use only; not for reproduction
thevirtualvine.com
2003
Math
Connections
This page
is definitely a work in progress. I have many more things to
add, but I had to at
least make a
start at getting this page online. You can't finish what you
haven't begun! :)
Shapes
*
Cindy Circle
I am
Cindy Circle.
Watch me
turn.
Round and round,
And you
will learn.
I’m not straight,
And I
don’t bend.
My outside edges
Never
end.
~ Author
Unknown
* Sammy
Square
Sammy
Square is my name.
My four sides are just the same.
Turn me around, I don’t care.
I’m always the same.
I’m Sammy
Square!
~ Author
Unknown
*
Tommy Triangle
Tommy
Triangle is the name for me.
Count my sidesthere’s one, two, three.
~ Author
Unknown
*
Ricky Rectangle
Ricky
Rectangle is my name.
My four sides are not the same.
Two are short and two are long.
Count my sides. Come alongone, two, three, four.
~ Author
Unknown
* Danny
Diamond
I am
Danny Diamond.
I am like a kite.
But I’m really just a square
Whose corners are pulled tight.
~ Author
Unknown
*
Opal Oval
Opal Oval
is my name.
The circle and I are not the same.
The circle is round, as round as can be.
I am shaped like an egg, as you can see.
~ Author
Unknown
* Shape
Song
(tune: "The Farmer in the Dell")
A circle's like a ball,
A circle's like a ball,
Round and round
It never stops.
A circle's like a ball!
A square is like a box,
A square is like a box,
It has four sides,
They are the same.
A square is like a box!
A triangle has 3 sides,
A triangle has 3 sides,
Up the mountain,
Down, and back.
A triangle has 3 sides!
A rectangle has 4 sides,
A rectangle has 4 sides,
Two are long, and
Two are short.
A rectangle has 4 sides!
~ Author
Unknown
* Shapes
Songs: Peggy shared these songs that she'd written after being
frustrated at not being able to find songs to teach about
these shapes. For star they just sing "Twinkle, Twinkle
Little Star." She says that once the kids know the songs
really well, that she purposely sings a line incorrectly so
the kids can catch the mistake and they love it! Then
she'll "forget" the line and have them sing it for her.
She uses this strategy with lots of songs, but not with
sounds. Thanks Peggy, for sharing your talent with
everyone! :)
Oval
(tune:
Farmer In the Dell)
An oval's
like an egg,
An oval's
like an egg.
It's like
a circle,
Squished
up flat.
An oval's
like an egg.
Diamond
(tune:
Farmer In the Dell)
A
diamond's like a kite.
A
diamond's like a kite.
I took
two corners,
Pulled
them tight.
A
diamond's like a kite.
~
Peggy
Fort
Leavenworth, Kansas
* Heart
Poem: This is Peggy's heart poem. :)
Roses are
red,
Violets
are blue,
A heart
shows our love
To all of
you.
~ Peggy
Fort
Leavenworth, Kansas
*
Shapes Bulletin Board: Make each shape below BIG for the
bulletin board and each one a different color.
I am Mama
Circle, round like a pie.
(draw a
lady's face on the circle)
I am Baby Triangle, three sides have I.
(draw a
baby with pacifier, asleep))
I am Papa Square, my sides are four.
(face
with a collar at the bottom of the square)
I am Uncle Rectangle, shaped like a door.
(face
with a moustache and tie with shirt buttons and a pocket)
* Shapes
Book: Provide each student with a book with the
following text. Each student will color, cut out, and
glue the correct shape to each page.
This is a
circle. It has no corners.
This is a
square. It has 4 sides that are all the same.
This is a
triangle. It has 3 sides.
This is a
rectangle. It has 2 long sides and 2 short sides.
This is
an oval. It looks like a skinny circle.
This is a
diamond. It has 4 angles. OR It looks like a kite.
After
repeated readings, you can then ask the following riddles.
What
shape has no corners? (circle or oval)
What
shape has 4 sides that are all the same?
What
shape has 3 sides?
What
shape has 2 long sides and 2 short sides?
What
shape looks like a skinny circle?
What
shape looks like a kite?
* Simple
Shape Book: Use Ellison diecut shapes and text printed
on the computer. Have students glue the appropriate
shape to each construction paper page. Each page is 1/4
of a sheet of construction paper.
click on
image to enlarge
*
Marshmallow Shapes: Use marshmallows and toothpicks to
form shapes. I had to model each shape several times
before some of my students could do theirs. And to make
the short sides of the rectangle you'll need to break the
toothpicks in half. When we finished, we glued the
marshmallow "points" to construction paper to hang in the
hall.
click on
image to enlarge
* Shape
Sort: Divide a file folder into 4 columns. Place a
different colored construction paper shape at the top of each
column (square, triangle, circle, rectangle). Then have
students sort pictures into each column according to what
shape the object in the picture is closest to in shape.
circle:
clock, orange, ball, plate, Ritz cracker, mirror, bowl
square:
block, box, gift, TV, Wheat Thin, saltine cracker, computer
monitor
triangle:
slice of pizza, slice of cake, Dorito, snack cracker, slice of
pie
rectangle: door, brick, mirror, table, bulletin board
* I Spy
Shapes Game: Play I Spy with shapes. Give each
student a turn to walk around the room with a pointer and
point to things in the classroom that are similar in size to
shapes. When they point to the item, they identify what
shape it resembles.
* Use
shapes in your calendar pockets instead of calendar cutouts.
Have students identify the shape each day along with the date.
*
Hokey Pokey with Shapes: We do the Shapes Hokey Pokey.
I cut out shapes (each in a different color) and laminate
them. (If you laminate the paper, then use the Ellison
machine to cut them out, it will save you lots of cutting
time.) Then we hold a different shape in each hand.
Instead of putting our "right hand in" we sing put the "red
square in" or whatever shape and color it is.
*
Stencils: I also have some very old but good stencil
patterns for shapes. When working on a particular shape,
I provide that stencil and a large sheet of paper and have the
students work at using the stencil to make many of the
particular shape on the page. Then they color them.
If so inclined, they can turn their shapes into pictures.
Using stencils is also a great fine motor activity. It
takes some skill to be able to follow around the inside of the
stencil in a continuous line.
*
Have students grab on to a rope and use it to form a specific
shape.
* Snacks:
Use shape snacks to reinforce the concept.
Circle 
cookies, gum balls, Ritz crackers, Little Debbie Fudge Rounds,
donuts, M&Ms, SweetTarts, Fruit Loops and many other cereals,
banana slices, wiener slices
Square 
saltine crackers, Nekot sandwich crackers, cheese slices,
Little Debbie Zebra Cakes, Honey Grahams cereal, Quaker Oat
Squares cereal
Triangle
 pizza slices, Doritos, snack crackers
Rectangle
 Little Debbie Frosted Fudge Cakes, Pop Tarts, Pop Tart Snack
Stixs, graham crackers
Cone 
Bugles, ice cream cone
Sphere 
gumballs, cereal (Cocoa Puffs I think are round balls, round
candies that come in the "handle" of the pinwheels
Cube 
cheese chunks, ham chunks, pineapple chunks, watermelon chunks
Cylinder
 wieners or sausage with ends cut off
*Geometric
Shapes: I recently purchased some plastic geometric
shapes to help my students in learning about them to meet the
criteria for the state benchmark. I had introduced them
the previous day and we'd already been using a can of green
beans as a model for a cylinder and a ball as a model of a
sphere. Then I added a wooden block to represent a
rectangular prism and a different kind of wooden block for the
cube.
After
that, I began pulling out one of the plastic geometric shapes
at a time and letting a student identify the shape by name.
If they could identify it, they got to hold the shape.
At the end, we were a couple of shapes short, so I decided to
let them play the "Dirty Santa" game, but I didn't tell them.
I told the two students in the small group that if they could
identify a shape that someone else had, then they could take
their shape. Each student who didn't have a shape had a
chance to take someone else's if they could identify the
shape. (There is no winner or loser) We played
this game over and over and they never tired of it. When
I finally put the shapes up, they still wanted to continue
playing. And I was amazed at the end that they could
identify by name so many of the shapes. One of my lowest
students identified the rectangular prism!! I was so
excited with the results of this activity and it wasn't even
planned. It was just one of those light bulb moments!
*I
Have, Who Has? Game: To review our 2nd graders for the MCT I
just created this game. Print it on card stock, laminate
and cut the pages in half horizontally. There are enough
cards for a class of 20. Each student gets a card and
turns their card to face the group (which stands in a circle)
and when it's their turn, they read their card, say their
shape and then read their question at the bottom. (The
cards should be shuffled so the students won't know who's turn
will be next) They will have to be able to identify
their shape to know if it's their turn to read and then be
able to read their question. At the end, everyone with a
polygon steps to the middle of the circle! :)
I Have, Who Has? Game printable
*Following Directions: Use the printable at this site to
create a following directions page. For instance, draw a
face in the circle. Put an X on the square. Trace
each side of the triangle with a different color crayon.
Color the trapezoid blue.
http://printables.familyeducation.com/graphsandcharts/graphicorganizers/52455.html
*Literacy
Connections:
The
Greedy Triangle  Marilyn Burns
The Shape
of Things  Dayle Ann Dodds
I See
Shapes  Marcia Fries
*Sites:
Shapes
Are Everywhere! emergent reader
http://www.teachersbookbag.com/shapes.html
Shapes At
School (printable)
http://www.timeforkids.com/TFK/class/pdfs/2005F/050902_bp8.pdf
Sorting
printable (incorporates Spanish)
http://www.timeforkids.com/TFK/class/pdfs/2004F/041210_bp7.pdf
Preschool
Education Music & Songs: Shapes
http://www.preschooleducation.com/sshape.shtml
Preschool
Education Arts & Crafts: Shapes
http://www.preschooleducation.com/ashape.shtml
Shapes !
Lesson Plan
http://www.atozteacherstuff.com/lessons/Shapes.shtml
Fun With
Shapes!
http://www.atozteacherstuff.com/lessons/shapes_fun.shtml
Geometric
Shapes (Grades 1  2)
http://www.lessonplanspage.com/MathCIGeometricShapesKidPixIdea12.htm
Shape
Activities
http://childfun.com/themes/shapes.shtml
Shapes
http://www.canteach.ca/elementary/songspoems82.html
First
Shapes
http://www.firstschool.ws/theme/shapes.htm
Shapes Printable Memory Game
http://www.brybackmanor.org/dilite/diact32.html
Shapes
http://www.littlegiraffes.com/shapes.html
DLTK's
Learning Our Shapes
http://www.dltkkids.com/shapes/index.htm
Things
That Are Round printable book
http://www.shapebooks.com/sb/1278.pdf
Book
Ideas for The Shape of Things by Dayle Ann Dodds
http://www.ri.net/schools/Central_Falls/ch/heazak/shape/shapes.html
DLTK's
Shapes Mobile
http://www.dltkkids.com/crafts/miscellaneous/mstarmobile.html
Book
Ideas for The Shape of Things by Dayle Ann Dodds
http://www.ri.net/schools/Central_Falls/ch/heazak/shape/shapes.html
I See
Shapes
http://www.hubbardscupboard.org/i_see_shapes.html
Circle
Theme
http://stepbystepcc.com/shapes/circle.html
Triangle
Theme
http://stepbystepcc.com/shapes/triangle.html
Square
Theme
http://stepbystepcc.com/shapes/square.html
Diamond
Theme
http://stepbystepcc.com/shapes/diamond.html
Rectangle
Theme
http://stepbystepcc.com/shapes/rectangle.html
Shapes
Theme
http://stepbystepcc.com/shapes/shapes.html
Oval
Theme
http://stepbystepcc.com/shapes/oval.html
Star
Theme
http://stepbystepcc.com/shapes/star.html
Heart
Theme
http://stepbystepcc.com/shapes/heart.html
Math
Forum: Varnelle's Primary Math
http://mathforum.org/varnelle/kgeo.html
Hokey
Pokey with Shapes
http://www.lessonplanspage.com/MathMusicHokeyPokeyShapesIdeaPK.htm
Shapes!
http://www.lessonplanspage.com/Math5GeometricShapesPK.htm
Geometry
(two dimensional objects)
http://www.lessonplanspage.com/Math2DObjects.htm
premath
http://www.preschoolbystormie.com/premath.htm
Shapes
Theme
http://www.everythingpreschool.com/themes/shapes/index.htm
Geometry
Lessons
http://www.geocities.com/smilecdg/geometryles.html
Shapes
http://www.enchantedlearning.com/themes/shapes.shtml
Shapes
http://www.hummingbirded.com/number_shape.html#shapes
A to Z
Kids Stuff Shapes
http://www.atozkidsstuff.com/shapes.html
Shapes
http://www.icomm.ca/daycare/cardsi13.html
Shapes
Poems for Preschoolers
http://www.dltkteach.com/shapes/mpoem.htm
Mrs.
Jones  Sing Along: What Is This Shape?
http://www.mrsjones.org/songs/shapes2.html
Shapes
http://www.perpetualpreschool.com/preschool_themes/shapes/shapes.htm
Shapes
Preschool Activities, Worksheets, & Flashcards
http://www.firstschool.ws/theme/shapes_preschool_printables.htm

Patterns
Seems
like we've patterned about everything there is, but I still
have students who have trouble with patterning. These
are some of the things that we've done:
* pattern
using Ellison diecuts .. you can do this on paper, on
calculator or cash register tape, sentence strips,
pocketcharts, floor, table, or headbands. We've used the
mini diecuts and the regular diecuts. The mini ones
are the ones that we prefer as they take up less room.
*
Fruit Loops
* stickers
* stamps
* colored
mini marshmallows
* plastic
Easter eggs
*
conversation hearts candy
* M&Ms
* small
holiday pictures
* Smarties
* Skittles
* Bingo
stampers
* Unifix
cubes
* Links
* colored
cubes
* calendar
pieces
* hand
movements
*
commercial wooden beads with pattern cards
* bear
counters
*
all kinds of other manipulatives that we use for counters
* for AB
patterns we made beaded and paper candycanes, the flag, Dr.
Seuss hat
* Provide
patterns for students to copy or patterns for them to extend.
Glue Ellison diecuts into patterns on strips of construction
paper or sentence strips (cut down to the appropriate size)
and laminate. Make sure to leave them room on the strip to
extend their pattern or reproduce it (underneath).
*
Use the larger size diecuts in the pocketchart for students
to pattern, extend a pattern, or reproduce a pattern.
*
You can also provide the student with a card indicating what
kind of pattern they need to make, then have them use the
provided materials to form the pattern indicated on the card.
* Number
patterns  writing numbers to 100 using a 100s chart grid,
writing by 2s, 5s, 10s
* Pieces of
number charts where students had to fill in the missing number
 this came from Saxon Math. It really forces the
student to look at the surrounding numbers to figure out the
pattern.
* I
polled some teachers this summer to see if there was a
consensus on the order to teach patterning ... there was not.
So this is the sequence that I came up with after looking at
the results of the poll:
August
AB 
September
ABB 
October
AAB 
November
AABB 
December
AAABBB 
January
ABC 
February AABBCC 
March
AABC 
April
AABBC 
May
ABCD 
Susan had
this idea on how to keep up with what pattern to use for each
month.
<<I
am rather unorganized, so I was trying to think of a way to
know what to do each month.
I had a thought! I could write the correct pattern for each
month on the back of my calendar cards. I have the word Nov.
I put up above the calendar and I could write the pattern on
the back.>>
Great
idea, Susan, thanks for sharing. I emailed her back and
told her that I couldn't remember the sequence either, so
that's one of the great things about having a website.
Post it on your website and you'll always know where it's at
and you won't lose it (hopefully)! :)
*Number
Patterns: Write number patterns on sentence strips leaving out
numbers of the pattern. Laminate. Have students complete the
patterns by writing in the missing numbers with VisaVia
pens, fill in with number cards (also made from sentence
strips), or using manipulatives such as plastic number tiles
that you can purchase or milk jug tops that you can program by
sticking on a round blank sticker (for yard sales) and
labeling with a number. If you don't happen to have a supply
of milk jug tops, then you can use blank wooden blocks or
plastic disks if you have those. (The plastic disks can be
purchased at WalMart)
*
Sites:
Basket Patterns printable
http://www.timeforkids.com/TFK/class/pdfs/2006F/061027_bp4.pdf
Patterning Activities
http://www.vcsc.k12.in.us/th/interim/PatterningActivities.htm
Patterns
of Numbers
http://www.aaamath.com/B/kinder.htm#topic3
Patterning is Chapter 9
http://maththeirway.com/NEWSLETTER/newsletter.html
Patterns
Here, There, and Everywhere
http://142.3.219.38/RR/database/RR.09.96/hanlin1.html
Math
Forum: Varnelle's Primary Math
http://mathforum.org/varnelle/kgeo2.html

Numbers/Counting
*
Make large page size numbers on the computer and copy one per
student. Have student could out the correct number of
objects to match the number and glue it on the number.
Ex. Number 2 might have 2 hearts glued on it.
*
Manipulatives: Math manipulatives can be used for many
math activities, but I'm going to stick them here for lack of
a better place. We use them for counting, adding,
subtracting, patterning, graphing, more/less, etc. This
is a picture of the math manipulatives that I keep out all the
time. Then we also have the thematic manipulatives that
only come out when we're working on that theme. I like
to keep some things "new" so that they'll be novel when we
want to use them.
I'm going
to start at the left top of the picture and identify what's in
each container. Buttons, mini carrot erasers (but we're
not allowed to call them erasers .. we have to call them
counters :)), mini sunglasses erasers, mini fish erasers, mini
flower erasers, frog erasers, keys, flower erasers, mini
felt numbers, shoe erasers, sunflower erasers, apple erasers,
foam numbers, round plastic chips, glass stones, plastic
bears/dogs/cats, river rocks, pennies, mini diecuts for
gluing, laminated diecuts for using in the pocketchart, farm
animals, marker tops, plastic fish, colored cubes, plastic
frogs. We also have Unifix cubes on another shelf.
And by the way, some of this stuff does belong with themes,
like the farm animals, carrots, shamrocks, etc.
*
Counting backwards  Use the book 5 Little Monkeys Jumping
on the Bed. Counting backwards from 10 is a MS
Kindergarten Benchmark objective.
*
Counting
backwards  Of course the kids also like the old standby of
the rocket takeoff .. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, BLAST
OFF!!! I think they just like to yell! :)
*
Going to St. Ives
As I was going to St. Ives
I met a man with seven wives.
Every wife had seven sacks,
Every cat had seven kits.
Kits, cats, sacks, and wives,
How many were going to St. Ives?
~Mother Goose
*
Ten Black Dots  Donald Crews
make pictures using 10 black dots
Ten Black
Dots
http://www.kindernetonline.com/classbooks9.html
*Right
Number of Elephants
brainstorm other ways you could use one elephant, two
elephants, etc.
Use elephant diecuts for counting, sequencing, patterning,
etc. To use for counting, write a number on each
elephant and have students count out the correct number of
peanuts to match the elephant.
*
The Three Little Pigs
*
The Three Bears
Have
manipulatives for students to count .. 3 bowls, 3 spoons, 3
bears, 3 chairs, 3 beds, etc.
*
Show Me, Tell Me game: Display numbers on cards.
Students take turns indicating a number. Teacher says
"Show me." and student displays the correct number of fingers
or manipulatives. Then the teacher says "Tell me." and
the student says the correct number name.
*
Counting activity: Use half sheet of black construction paper
for each number. Add a
yellow Ellison cut out of the moon. Program the moon
with a number. Laminate. Also, laminate several
sheets of yellow construction paper (or one might be enough).
Cut enough mini diecut stars from the yellow paper as
needed. The students count out the stars to match the
number on the moon and add them to the mat.
*
Play Number Detective: Give students "magic glasses"
(glasses with clear or no lens) and a pointer and have them
take turns snooping around the room looking for a specified
number. Once they find the number, the pointer and
glasses goes to the next student for their turn. It may
help some students to carry a number card around with them to
be used as a model.
*
Number Chants
Make a circle and that is all
Make a circle and that is all
Make a circle and that is all
Writing the number zero.
Come right down and that is all
Come right down and that is all
Come right down and that is all
Writing the number one.
Half way around and slide to the right
Half way around and slide to the right
Half way around and slide to the right
Writing the number two.
Half way around and around again
Half way around and around again
Half way around and around again
Writing the number three.
Down, slide, cut in the half
Down, slide, cut in the half
Down, slide, cut in the half
Writing the number four.
Down and around, give it a hat
Down and around, give it a hat
Down and around, give it a hat
Writing the number five.
Come right down and make a curl
Come right down and make a curl
Come right down and make a curl
Writing the number six.
Slide to the right, come right down
Slide to the right, come right down
Slide to the right, come right down
Writing the number seven.
Make an "S" and go straight home
Make an "S" and go straight home
Make an "S" and go straight home
Writing the number eight.
Make a circle and come right down
Make a circle and come right down
Make a circle and come right down
Writing the number nine.
Make a one and make an "0"
Make a one and make an "0"
Make a one and make an "0"
Writing the number ten.
*
More Number Chants  These were shared by Wendy. Thanks
for sharing Wendy! :)
Number
one
Is like a
stick,
A
straight line down,
That's very quick!
For
Number two,
Go right and around,
Then make a line
Across the ground.
Go right and around,
What will it be?
Go around again,
And you'll have a three!
Down and across,
Make a corner square.
Add a straight line
And four is there!
Down and around
And then
you stop.
Complete the five
With a line on top!
With a
curve and a loop,
There are no tricks
In learning to make
A perfect
six.
From left to right
Make a line that's straight,
Then slant back down,
Your seven is great!
Curve left then right
The
sneaky snake waits
Till the tail slides up,
He's made an eight.
A circle
first
And then a line.
It's so easy to make
The number nine.
*
The M&M Counting Book  provide a bag of M&Ms for each student
and follow the activities in the book. For younger
students, you might want to have M&M overhead manipulatives
(teacher made) to use on the overhead for them to use as a
model if needed. You can make the manipulatives by using
a graphics program and making a small circle with "M&M"
written inside it. Try to make your circle as
close to the size of a regular M&M as possible, but large
enough for your group to easily see. Then copy and paste
that graphic over the whole page and print onto a
transparencies. Color appropriate colors according to
the M&M book and cut out. Make sure you color with
permanent markers or the ink will come off on your hands,
unlike a real M&M!! :)
*
Identifying Two Digit Numbers: I use an overhead one hundred
chart weekly with my students to work on 2 digit number
identification (1st gr benchmark). I'm only working with
2 students on this, so I made up a game that they love.
I put the chart on the overhead and then they each pick a
color for their marker. I say a number between 10 and 99
and they come up and point to the number with a pointer on the
whiteboard (where I have the chart projected). If they point
to the correct number, I put a marker of their color on the
number. Who ever has the most markers on the board at
the end wins. I have colored overhead discs that we use as
markers. (All this was purchased) Sometimes if
we're running short of time I'll tell them up front that
they're only going to get 5 turns before the game will end.
They ask to play every day. They're doing first grade
Saxon Math, and struggling at this point, so we do Saxon Math
M/W/F and "Fun Math" on T/Th. Fun Math are
handsonactivities like this one I've created to reinforce
the skills they're struggling with in Saxon.
*
Counting by 2s, 5s, & 10s: I use my number chart and
"highlighter tape" to help my students see the patterns of
counting by 2s, 5s, & 10s. The highlighter tape is
actually cling on bookcovers that I purchased by the box at
Office Depot. You just cut the film to the size you
need, then it easily sticks and and can be easily removed
without any sticky residue. Eventually dust and grime
will get stuck to the back, so you just throw it away and cut
new pieces. I've been using the same box for years!
*
Number Patterns: I also use the same method above to help my
students identify missing numbers or ordering numbers smallest
to largest (1st grade Saxon Math). For instance: Put the
following numbers in order from smallest to largest [12, 9,
35, 26] I would put a piece of highlighter tape on all 4
numbers. Then they could SEE which numbers are closest
(smallest) and farther away (largest) from 1. This has
helped somewhat with this very abstract concept.
*Place
Value: I have my students practice place value using the
pocketchart. I make heading cards for "ones", "tens",
and "hundreds." Then I write numbers on 3x5 cards with
ONE digit in a different color marker. The students sort
the number cards into the appropriate column according to the
place value for the digit that's a different color. Ex.
336
This number card would be placed in the "tens" column, because
the red 3 is in the tens place.
*Beach
Ball Place Value: Write numbers on an inflated beach ball in
the same way as explained above (one digit in a different
color). Toss the ball to a student and have him/her give
the place value for the number that's under their thumb.
*Response
Boards: One of my students' favorites is to use the mini
whiteboards and markers. (You can make your own boards by
buying showerboard and cutting it into 1 foot squares and
covering the edges with electrical tape.) We play
Write/Hide/Show. I tell them to write a specific number,
shape, etc., then they "hide it" (don't show to anyone), then
"show" when I say, "Show." They all turn them around and let
me see. I also have a board and am doing the same thing. So
they look at mine and if theirs isn't right they have to
correct it. And I can tell at a glance who knows and who
doesn't. And it's ok if they "cheat" off of someone or
something, because I can see that too and they aren't
embarrassed if they don't know.
* Erase
It: I play a game with my kids that's easy and easily
adaptable to skills/levels and they love it! I call it Erase
It! I write numbers ( or you can use letters, sight words,
whatever the skill, or even a mixture of these) scattered
around the board. The students take turns coming to the board,
pointing to a number they know and identifying it. If they're
correct they get to erase it. They love erasing!! If they're
incorrect, I tell them and the group the correct answer so
everyone will know that number. ( So for the person who's
next, if they're paying attention, they've been given the
answer! ;) ) They sit down and we move to the next person's
turn. They only get to erase if they give the correct answer.
They keep answering until all the numbers are erased.
The only thing you have to watch is making sure you write low
enough so that they can reach it and putting the numbers far
enough apart so that they don't accidentally erase more than
one ... because they are sometimes HAPPY erasers! :)
* Flashcard Games: use flashcards and turn it into different
kinds of games (BANG for instance) I made up one that
the kids named SMOKE. I flash the card and they see who can
say what's on the card the fastest. The person who says it
first gets it put in their pile. The winner "smoked" the
others. :)
* Boardgames: make a path boardgame and then have them
identify the number on the card to move around the path
* Overhead: I have a hundreds chart for the overhead. Have
each student choose a color from a bag of translucent chips.
I say a number and the student points to the number on the
board or whatever you have the chart illuminated on. If
they identify the correct number, I cover the number with a
colored translucent chip that they've chosen on the overhead
chart. If they're incorrect, I tell them the number.
Playing with one student I'd have a certain color chip as
well and I'd cover the number with my chip. But playing as
a group, you'd just tell the number and move on to another
player. The person with 10 chips on the board first wins
(or whatever number you choose).
* Number Memory: Play a form of memory game but they
must identify the number to make the match.
* Fishin' Rodeo: Use a fishing pole and fish labeled
with numbers. Have a fishing rodeo. The person can only
keep the fish if they can identify the number, otherwise
they have to throw it back. The person with the most fish
wins. (of course the pole will have a magnet on it and the
fish have paperclips on their mouths for "hooks")
* Sequencing
numbers: label things like milk tops or anything that can be
manipulated (cards, etc) and have them sequence them and
them have them count them back to you. Then have them write
the numbers on a page with a grid with a block for each
number (10 across). Show them the number patterns and
really focus on how so much of math is a pattern.
* Printable:
counting sets to 10
* Printable:
writing numbers to 10
* Printable:
writing numbers to 10 & 20
* Printable:
Number Cards 0  30
* Printable:
writing numbers to 100
*
Sites:
Numbers
and Counting
http://www.aaamath.com/B/kinder.htm#topic3
Counting
and Numbers is Chapters 5 & 6
http://maththeirway.com/NEWSLETTER/newsletter.html
The
Counting Story
http://www.magickeys.com/books/count/index.html

Odd & Even
Odd &
Even Song
(tune:
BINGO)
There was
a farmer who had a pig,
And Even
was his nameo.
0, 2, 4,
6, 8; 0, 2, 4, 6, 8; 0, 2, 4, 6, 8;
And Even
was his nameo.
There was
a farmer who had a cow,
And Odd
was her nameo.
1, 3, 5,
7, 9; 1, 3, 5, 7, 9; 1, 3, 5, 7, 9;
and Odd
was her nameo.
~ Author
Unknown
I made
this song into an overhead transparency to use with my 2nd
grade math class. The printable for the transparency is
below:
Odd & Even Song printable
*Odd/Even
Grid: One of the activities that we do in Saxon Math is have
the students color either the even or odd numbers in a number
grid 1  20. Numbers 1  10 on the top line, and numbers
11  20 on the bottom line. One time they'll color in
the even number boxes with a yellow crayon. Then the
next time they'll color in the odd number boxes. (Two separate
grids) This helps them to see the odd/even number
patterns.
*Chant:
0, 2, 4,
6, 8
Being EVEN is just great!
1, 3, 5,
7, 9
Being Odd is just fine!
~Author
Unknown
I made
this chant into an overhead transparency to use with my 2nd
grade math class. The printable for the transparency is
below:
Even & Odd Chant printable
* I made an overhead transparency of the
"Mittens for Kittens" math mat (listed below) for the
overhead. I'm going to use that to review the concept of
odd/even with the 2nd graders before I introduce the chant or
song. The mat is very colorful and will look great
on the overhead. Instead of using the tally marks page
though, I'm going to have students take turns choosing a
number between 0 and 10. Then we'll use the mittens to
decide if it's an odd or even number and I'll record their
findings on the transparency in ODD or EVEN boxes. This
will lead directly into using those key numbers/digits to
identify whether or not two digit numbers are odd/even.
An
alternative activity would be to have the students identify
whether or not they thought a particular number between 010
was odd/even and then use the mittens to demonstrate whether
or not their answer was correct.
*
Our students each have a personal one or two digit ID number
to use in the classroom. I'm going to
give
each student an index card with their number printed on it.
I'll have them sort themselves into two groups (odd/even) in
lines facing each other and in the correct order
sequentially. Even Line: 0, 2, 4, 6, 8, 10, etc. To
make it more fun, I'll tell them to do it without talking. :)
*
Sort apples labeled with two
digit numbers onto EVEN & ODD apple trees. Draw two trees on
the board and label apple shapes with magnetic tape attached
to the back. You could also project the two apple trees
on the board using the overhead and a transparency. Round red
magnets could be used as apples as well.
Alternate activity to go along
with Johnny Appleseed: have students sort apples into even/odd
but use a big apple and a stew pot. The stew pot could be
labeled with ODD, because it was a little “odd” that Johnny
wore the stew pot on his head.
*
Literature Connections:
Even Steven and Odd Todd
Missing
Mittens ~ Stuart J. Murphy
*
Resources:
Memorable
March (chant)  The Mailbox K1 April/May 2005
Mittens
for Kittens  The Mailbox K1 Dec/Jan 200506

Graphing
*
Things to Graph:
Estimate
which color will have the most in an individual size bag of
M&Ms. Then graph the contents by color.
Valentine
Conversation Hearts
Fruit
Loops
Skittles
Mittens/Gloves
Mini 
marshmallows
Walk/Ride/Bus to school
Weather 
cloudy, rainy, sunny, foggy
Tossing
coins (heads/tails)
Boys/Girls in class
Boys/Girls in attendance
Lucky
Charms
* Daily
Graphing Questions: I created and compiled daily
graphing questions for each of the units below to incorporate
into my Morning Meeting. (click on the unit to visit
that page)
Back to School
Birthdays
*
Use mini Ellison diecuts for graphing. Hand each
student a "pinch" and have them graph what they got.
Graphing
is done as a visual representation of information gathered.
Glyphs are also visual representations of information
gathered. The word "glyphs" I believe is derived from
the word "hieroglyphics". Hieroglyphics were early ways
of communication using pictures. Glyphs are also a way
of communicating information in a picture format.
Here are
some books on glyphs that have been recommended by other
teachers. I've never used any of these books. The
glyphs that I've done with my students I've either gotten from
the 'net or I've created them myself. If you create your
own glyphs, you can taylor them for your own class.
Super
Graphs, Venns & Glyphs by Scholastic
Glyphs: Data Communication by Fearon Aids
Primary Glyphs
Great Gylphs Around the Year by Scholastic
An
example of a glyph would be to use a picture that possibly
coordinates with your theme or unit of study. For
instance, using a picture of a caterpillar, tell the students
to complete their caterpillar according to how they would
answer the questions. To young children, stress that
their picture will not look like their neighbors and
everybody's picture will look different.
Example:
If you're a boy, color the head of your caterpillar red.
If you're
a girl, color the head blue.
If you
like to pet caterpillars, color your caterpillar green.
If you
don't like to pet caterpillars, color your caterpillar orange.
If you
like the book The Very Hungry Caterpillar, draw 10 feet on
your caterpillar.
If you
don't like the book, draw 5 feet on your caterpillar.
continue
...
When you
hang all these pictures up side by side and use the legend,
you can tell how each student answered each question. If
you look at the pictures and see lots of caterpillars with red
heads, you know that there are a lot of boys in the class (or
girls who think they're boys :) ). If you see lots of
caterpillars that have blue heads and an orange body, you'll
know that you have a lot of girls in the class who don't like
to pet caterpillars, etc. Voila! A visual
representation of information gathered.
* Printable
Graphs: Jill @ Kinder Friends created these printable graphs
to use
Fruit
Loops
http://www.kinderfriends.com/frootloops.doc
Lucky
Charms
http://www.kinderfriends.com/luckycharms.doc
M&Ms
http://www.kinderfriends.com/mnm.doc
Skittles
http://www.kinderfriends.com/skittles.doc
* Sites:
Graphs
For All Occasions
http://myschoolonline.com/page/0,1871,24742146190273689,00.html
Classroom
Graphing Ideas
http://www.abc123kindergarten.com/graphmka2001.html
A List of
Daily Math Graph & Yes/No Questions
http://www.canteach.ca/elementary/numbers13.html
Graphing
Ideas
http://www.kinderpond.com/graphing.html
Graphs
http://www.mrsmcgowan.com/math/graphs.htm
Great
Graphs
http://pages.cthome.net/jtburn/graphs.htm
Create a
Graph
http://nces.ed.gov/nceskids/createagraph

Calendar
*Calendar
Notebooks: we are required to have bell ringers/work so I
decided this year to use Calendar Notebooks for that since I
only have 45 min. to spend with each of my math groups (and
they're never together as a whole ... SPED 1st  3rd). I
threw these pages together at the beginning of the year based
on what we did in the past years using Saxon. (we're
using Math in Focus (aka Singapore Math) this year) I
hope to update the pages as we go along. The last line
of the second pg gives a place for them to write something
interesting they'd like to read aloud. My 2nd/3rd
graders were weaned from this page after a week or so and
write the info on this page on notebook paper. All of
this is kept in 1" binders. We go over all the info plus
how many days in school, days of the week, months, etc. on the
Promethean board and they check/correct.
Calendar
pages 
*
Days of the Week song
(tune:
Reuben, Reuben)
Sunday,
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, too
7 days are in 1 week
I'll say them all again for you. (or, I'll sing them all again
for you.)
Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, too
7 days are in 1 week
I've said them all and now I'm through. (or, I sang them all
and now I'm through.)
*
Today is Sunday by Dr. Jean
http://www.drjean.org/html/cds_f/friends_lyrics1.html
*
Days of the Week Coloring Pages
http://www.janbrett.com/days_of_week/days_of_week_coloring_main.htm

Ordinals
*
Our state benchmarks require that our Ks know through tenth!
So my latest creative endeavor was to add it to our Morning
Meeting time. I cover both Literacy and Math concepts during
this time. For ordinals I put up 6 different Ellison cutouts
in a pocketchart along with ordinal cards. Each card is a 3x5
index card cut in half and programmed with an ordinal (1st,
2nd, 3rd, etc.) The cutouts change with the theme/concepts.
Right now we have a cow, moon, cat, star, rectangle, square.
(We've worked on and are working on Hey Diddle, Diddle;
Twinkle, Twinkle, Little Star, and the shapes) I mixed the
cards and put them in the pocketchart "stacked" so that only
one card shows at a time. They have to identify which cutout
is in the specified ordinals spot. Then we count down (first,
second, etc.) to the cutout they named. Daily work on this
seems to help.
*
Line students up and have them or students in the "audience"
identify what place they're in. If you need to work on
the ordinal words as well, have each student hang the
appropriate labeled sign around their neck or hold an
oversized flashcard.
*
Thimble, thimble, who has the thimble? game: I remember
playing this game in elementary school. However, you can
update it and turn it towards reinforcing ordinals. Have
the appropriate number of students stand in front of the
class. (5 students if you're working on first  fifth)
Have each student hold their hands clasped together in front
of them. You have a thimble or other object clasped in
your hand. Go down the line of students and pretend to
slide the thimble into their clasped hands. Actually
place the thimble into the clasped hands of one of the
students. Have all students to keep their hands
clasped, so the class won't know where the thimble is actually
at. Then say, "Thimble, thimble, who has the thimble?"
and have the students take turns guessing where the thimble is
by identifying the ordinal position NOT BY THE STUDENT'S NAME.
Whoever guesses correctly gets to take the place of the
student who had the thimble.
Of
course, you can use whatever object that you'd like and change
the name of the game accordingly. You might even want to
match the object to the theme that you're working on.
* I am ..
Who is? game: This game involves 10 students standing and 9
students in the "audience." You may have to play it with
your students a couple of times before they get the hang of
it. I made it up for the 1st grade teacher that I do
inclusion with.
Line up 10 students in front of the class. Practice ordinals
with the class by touching each student on top of the head or
shoulder. Begin game by giving the first student the card
that reads “I am first.” (Other 9 cards would have been given
to students sitting in the class randomly prior to beginning
game.) After first student reads their card, then the student
with the card that says “___ is third.” will get up, read the
first line of the card putting the child’s name that is third
in the blank and give the card to the third person. The third
person will read the next line on the card and the game will
continue until all cards have been played.
*
The directions are printed on the second page of the game and
there's a label for the game printed at the bottom of the
first page. Also, I forgot that the first graders
couldn't read the ordinal words yet, and I'd already created
that version of the game, so there's two versions ... one with
ordinal words and one with ordinal numbers.
I Am ... Who Is? with ordinal numbers
game printable
I Am ... Who Is? with ordinal words game
printable

Addition
*
When teaching students with special needs, you often have to
modify how you teach even concrete skills. Many
years ago, I had a student that couldn't keep her counters
separated into sets when adding. By not keeping them
separate, she kept losing her place when counting out her
counters. To help her with this, I quickly drew two
large circles on a sheet of paper and told her to put the
counters for the top number in the top circle, and the
counters for the bottom number in the bottom circle.
Little did I know, that that particular action would save me
and my students lots and lots of times on down the road.
The next day, when I started working with the same student
again, and once again grabbed another sheet of paper to draw
more circles for her, I came up with the idea of drawing them
off on a piece of construction paper and having it laminated
so it could be used from day to day. Well, if you're
going to make one, you might as well make several in case
other students might find the need for them. So I made
several of these and even added a plus sign between the
circles. Now, many years down the road, I'm still using
these laminated work mats to aid my students in working their
addition problems. This works so well, that you can even
turn them different ways for horizontal and vertical addition
problems and it doesn't make a bit of difference.
Later on,
I started getting fancy with it and began buying all kinds of
little erasers and such to use as counters, and then I started
making matching math mats. So I have 2 apples trees with
apple counters, 2 sunflowers with sunflower counters, 2 fish
bowls with fish counters, 2 lawns with rabbit counters, two
baskets with carrot counters, etc. The list goes on and
on. I even started making work mats to match the themes
we were doing; 2 hearts with heart counters, 2 pots of gold
with shamrock counters, etc. You never get enough! :)
* Simple
Math Mats:
We used them for learning how to add using Saxon Math. Since
the kids were supposed to make the mats themselves, they were
very simple ... a piece of construction paper with a line down
the middle. They'd put 11 pennies on one side, move 6 to the
other side. 5+6=11 pennies. They'd continue making facts
that equal 11. 6+5=11, 7+4=11, etc.
*
Use dominoes turned horizontally and have students record the
number sentence according to the dots on the domino. 3
dots + 2 dots = 5 dots
*
To
reinforce adding on, provide one die with numbers and one die
with dots. Student rolls both, then says the number on
the die with the numbers and then starts with the next number
counting the dots on the other die. ( Student rolled number 5
and 3 dots) Says  5, 6, 7, 8 This
reinforces the concept that 5 + 3 = 8
*
Egg Carton Addition games: I use two
in my Math Center for addition. I put a round sticker in
the bottom of each egg carton "cup". Each sticker is
preprogrammed with a number. One carton has smaller numbers
for addition facts, and the other has two digit numbers for
adding with regrouping. You put two buttons in each
carton and close them. Shake and then open. The
student writes down the number under each button and then adds
them.
I'm
getting ready to make a response sheet with about 10 grids on
the page for the student to set up and work 10 problems.
(There's a similar sheet in Saxon 2nd gr math) Then when the
student's completed each grid they'll know they're through.
Right now they just write their problems on
paper. They have trouble deciding when they're
"through".
* Sites:
Addition
(Kindergarten)
http://www.aaamath.com/B/kinder.htm#topic3
Count
Hoot's Number Games
http://www.bbc.co.uk/schools/laac/numbers/chi.shtml

Number
Words
* I
Can Count
I can count. Want to see?
Here's my
fingers.
One, two
,three, four, five.
This hand is done.
Now I'll count the other one.
Six, seven, eight, and nine.
Just one
more. I 'm doing fine.
The last little finger is number ten.
Now I'll count them all again.
One, two, three, four, five, six, seven, eight, nine, ten.
~Author unknown
*
Assessment: Printable to assess if student recognizes number
words.
Number Words Test

Measurement
We begin
by introducing nonstandard units of measurement first.
Measuring how big around a watermelon is using a piece of
string, measuring how long a pencil is using links or Unifix
cubes. Then we move into standard units of measurement.
*
One activity I did with standard units of measurement was to
give each student a bag with 5 pieces of plastic straws.
I'd cut these pieces to the nearest inch. Each student
was to measure the pieces of straw in their bag and record
their answers on a response sheet. Then I used a key to
check their answers. The next day, they were given
different bags and completed the activity again.
* Once
students have had some practice measuring to the nearest inch,
let them estimate how long a specified item is. Ex.
How long is a pencil?
37 inches
7 inches 1 inch
*Also
shared by Renee from the SDE Math Assessment. Use a coat
hanger for students to create a balance. Have them tie
an object to each end. Place the point of the "hook" on
a finger to balance. Discuss the results.
This activity can be used with older students as well if you
have them write about their results and explain why they think
they got the results that they did. They
could also experiment with sliding the yarn along the bottom
of the hanger to different places and see if it changed the
results, then write about their findings.
*To
teach nonstandard measurement for weight, fill 6 canisters
with different things and place a garage sale sticker on each
cap with a letter. Give the children a sheet that tells
them which canisters to weight. For instance the sheet will
have for #1: B and D. They know to put canister B into one
side of the balance scale and canister D into the other.
Which is heavier? Then they circle the correct letter.
Of course, this is after I've already taught one or more
lessons on this and we've also practiced a lot as a group
until I think they're ready to try it on their own. My
kids caught on quick and LOVED this activity. Once you've done
it, then you can leave the balance and the canisters out for
them to explore on their own. The only rule is .. DO NOT OPEN
THE CANISTERS! :)
*The
Ruler Game: Below is a link for this game online. I can
adapt this game and play it with my second grade class by
using the overhead and dividing the class into two teams.
Using my overhead ruler, each team can point to the correct
measurement on the ruler on the screen. The first
team with 3 outs loses.
*
Nonstandard measurement: Use the pattern below to measure things around the
classroom. Create a Record Sheet for students to record their
answers. [ table = ___ feet, etc]
Feet Pattern:
http://www.atozteacherstuff.com/pages/4054.shtml
The
Foot Book by Dr. Seuss is a great tiein for this
activity. This display of sorts came with that in mind
... Feet! Feet! Feet! How many feet to
my seat?
*Saxon
Math has students draw a line each day on their math paper to
write their name on. The length is specified in inches
or centimeters.
* Sites:
Measurement is Chapter 7
http://maththeirway.com/pub/docs/chapter7.pdf
The Ruler
Game
http://www.rsinnovative.com/rulergame/index.html

Fractions
*Introduce 1/2 by having students spread half a graham cracker
(half a sheet) with jelly and half with peanut butter.
Then they can draw and color it on a response sheet. Use
a whole graham cracker sheet for fourths and 3 of the 4 for
thirds.
* Cut
things in half: apple, toast, banana, chocolate bar, play
dough shapes, paper shapes
* Divide
shapes in half and color one half
* Use
pizza slices to demonstrate to sixths or eighths
*
Give
each student two colors of Unifix cubes and have them create
whatever fraction you say. Or, give them a fraction card,
have them create it with the cubes then color in and write the
fraction on a response sheet with a line of squares OR have
them draw it. Similar to this, but not so many.
*
You could also have them roll a cube that you created and
labeled with the fractions. They roll and create their
own fraction or match it to the correct fraction card with a
drawing similar to the graphic above. You can create a
cube by covering a small square box with paper and labeling
it.
*Provide
each student with a fraction or fraction image card.
Have them find their partner.
*
Sites:
Fractions
(Kindergarten)
http://www.aaamath.com/B/kinder.htm#topic3 
Symmetry
*
The benchmark for first grade states that students will
explore symmetry through real world art, etc. This kind
of had me stumped. I knew that the floor tiles in our
building would offer great real world symmetrical experiences,
but I couldn't really call that art. :) Soooo .. the
other day I ran across something on the 'net that gave me an
idea. We're going to make our own symmetrical art by
creating butterflies. We'll fold a piece of colored
construction paper in half, then open it and add paint to one
side to form half a butterfly. Then we'll squish the
paper together, open, and we'll have the basis for a
symmetrical butterfly. Once it's dry, we can add
details.
*
Symmetry Butterfly: This is another lesson I did similar
to the one above to teach symmetry. It was a hit!
I started out by introducing symmetry through examples on the
body, then through shapes, and letters. Then the student
began giving examples of things that were symmetrical.
Then I introduced the butterfly project. We started with
a sheet of black construction paper folded in half, the
student chose 3 different colors of paint and dripped it onto
one side of the construction paper. Press the paper
together, squish, smooth, and slowly peel apart. Discuss
the symmetry. Once the paint was dry, I refolded the
paper and placed a half butterfly template that I drawn on the
fold and cut it out. Then I used a long arm stapler to
staple the butterfly to another sheet of construction paper,
only stapling down the middle for a 3D effect. This
would also make a great class quilt, but since I was only
working with one student, that wouldn't make a very big quilt!
:)
click on image to enlarge
* I
also cut out many examples of the diecuts that we had,
symmetrical and not symmetrical. After they were
laminated, I put them in a bag with two cards. One card
was labeled "Symmetrical" and the other is labeled "Not
Symmetrical". These went into the Math Center. The
students sort the cutouts into the correct category.
This can be done on a table or in the pocketchart.
*
Links:
Line
Symmetry
http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/
4_Line_Symmetry/index.html
Math
Forum: Varnelle's Primary Math
http://mathforum.org/varnelle/kgeo4.html
http://mathforum.org/varnelle/kgeo5.html
http://mathforum.org/varnelle/kgeo2story.html

Pairs
*We
use Saxon Math with our 1st graders and I've been trying to
teach my students about pairs. To do that I ended up
bringing in pairs of novelty socks (Halloween, Christmas,
Valentine's, etc.) for them to pair and count. They could
finally understand pairs, how many in a pair, how many
pairs, and how many socks. You could also take it a step
farther and let them practice counting by 2s and if you had
a line, they could hang the socks on the line to pair and
count. Then have them draw the pairs and write by 2s
underneath each pair.
You can
make a portable line by sinking a dowel or stick into a
coffee can filled with plaster or concrete. Make two and
then string a line between them. I like this idea because
you can move the line to wherever you need it and then put
it away when you don't. My husband doesn't know it yet, but
this is one of his summer projects! ;)

Math
Meeting
I did 2nd grade
inclusion last year and taught Math. Because I only had an
hour block at the end of the day I didn't have time to include
all the parts of the Math Meeting (calendar) from Saxon Math
which we use. I tried to pack in as much as I could by picking
what I thought would be most beneficial. Some of the things we
did were ...
*pattern: (whiteboard)
numbers  could be
forwards or backwards, skip counting, by 1s, single digits,
hundreds, tens, anywhere in the spectrum ... some of these
were difficult for them
(especially the
ones going backwards)
___, ___, ___,
233, 234, 235, ___, ___, ___
___, ___, ___,
___, ___, ___, ___, ___, ___, 500
shapes or objects
 the patterns got complex like something you'd see on an IQ
test (for instance squares quartered with one quarter shaded,
then another square but a different part shaded)
aaBCCdaaBC__
__aa__Cda__B__ __
*temperature:
this one you were
supposed to keep a real thermometer outside and somehow chart
the temp. (a component that we didn't do)
*money: (I did this on the overhead
put up 3 nickels,
2 dimes, 5 pennies how much?
what coins to make 57 cents? )
*time: (overhead)
what time is it?
what time in 1 hr? in 2 hr? 1 hr ago?
half hour from
now? half hour ago?
*calendar: (overhead)
what month?
how many days?
how many Sundays?
if today is the
3rd, what will the date be one week from today? two weeks from
today? 3 weeks? 3 weeks and 1 day?
To differentiate the lesson, call on students to answer
specific questions. For those students who need easier
questions, have them answer questions such as "What is the
month?" For students who need more complex questions,
have them answer questions such as "If today's date is the
3rd, what will the date be in 3 weeks?" That way all
students get the benefit of hearing the questions and the
answers (presuming they're paying attention :) ) AND there's
that element of surprise as they'll never know when they'll be
called to answer.
If you go to the
Morning Meeting page, you
can see examples of what I did when I was in my resource
classroom. Every year practically I'm doing something
different, so my teaching style is all over the place! :) 
Overhead Manipulatives: I gladly purchase anything I can
that will keep me from having to make them, but if money or
availability is a problem, then I have made some myself. I
made shape manipulatives. I used a graphics software program
(Print Artist) and printed the hollow shapes onto paper. Then
I took them to school and using the copier, copied them onto
transparencies. Then I colored them with permanent markers
and cut them out.
You could skip the step using the copier and print them
straight onto transparencies already in color. But you have
to watch this, depending on what you're doing. I don't like
the transparencies from the printer because they don't hold up
well to being cleaned. So if you're going to use a VisaVis
on them and then try to clean them, use the copier. I've even
used some from other teachers where the VisaVis wouldn't
even come off! Horrors!!! :)
Procedures &
Review:
This last year I did team teaching with a 2nd grade teacher
and I taught Math. When I entered the classroom with my
Math cart (overhead projector and materials) the kids
started clearing their "area"/desks because they knew we
wouldn't start math until our areas were ready for math.
They were to have 3 items on their desk .. a pencil, a
crayon, and their Math notebook (a little notepad) and
that's all. I wouldn't issue them any assignments if they
had anything else on their desk (unless it was their water
bottle).
Towards the end of the year when we were trying to get ready
for the BIG TEST, I came up with this idea. We started each
class off with a review. They would open their math
notebooks and I would put a math problem of some kind on the
board or I would read them a problem or whatever and they
would write the answer in their notebook. I'd say "Pencils
down." Then I would draw a stick from my can and call on
that student. (Each students' name was written on a craft
stick) They would give me their answer. If it was
right, I'd let them choose a treat from a huge treat bag
that I had. We would do this 3 times. So every day we
started the class by doing 3 test review problems and we had
3 winners. And I had the opportunity to review or reteach
the material if they were having a problem with it. And the
kids liked doing it because we had 3 WINNERS!!!!!! :)
And not only do you get a chance to review, but you get a
chance to review in test format, test questions, skills from
lesson presented the day before, skills you see they're
having problems with on a test, etc. I pulled most of
my questions from test analysis that I'd done with their MCT
practice tests. *Note  notepads and treats were purchased
at Sam's Club
Sites
2nd Grade Math Classroom Strategies Blackline Masters (printables)
http://community.learnnc.org/dpi/math/archives/G2V2BL.pdf
Strategies for Instruction Math K2 (printables)
http://community.learnnc.org/dpi/math/archives/2005/06/grades_k2_resou.php
Math
Centres
http://www.track0.com/canteach/elementary/mathcentres.html
Math
Literature
http://home.nyc.rr.com/teachertools/mathliterature.html
Math and
Literature
http://www.mrsmcgowan.com/math/math_and_literature.htm
Math
Solutions Online
http://www.mathsolutions.com/
AAA Math
http://www.aaamath.com/
Grade 2
Math Games
http://www.geocities.com/mrsgsecondgrade/mathgame.html
Mrs.
McGowan's Marvelous Math Pages
http://www.mrsmcgowan.com/math/index.html
Math
Companies Critiqued
http://myschoolonline.com/page/0,1871,24742145616272668,00.html
Skip
Counting Song
http://www.sln.org/pieces/knox/skipsong.htm
Daily
Math Activities for the Primary Classroom
http://www.marciaslessonlinks.com/daily_math.html
Kindergarten Math Lessons
http://www.aaamath.com/kindergarten.html
Kindergarten Math Centers Activities
http://teachers.net/lessons/posts/1463.html
Flowerpot
Math
http://www.geocities.com/makeca3/Flowerpot_Math.html
Manipulatives (Pattern Block & Base Ten printables)
http://mason.gmu.edu/~mmankus/Handson/manipulatives.htm
Just Us
Teachers  Resources for Math Teachers
http://www.justusteachers.com/
Math Tubs
http://www.hubbardscupboard.org/math_tubs.html
Math Page
http://www.bcdkkids.com/K%20page/index/Kpage/Math%20page/mathpage.html
Math,
Math, and More Math!
http://www.mrsmcgowan.com/math/moremath.htm
PBS
Teacher Source  Math
http://www.pbs.org/teachersource/math.htm
Math
Forum: Arithmetic Lesson Plans
http://mathforum.org/arithmetic/arith.units.html
NCTM
Illuminations
http://illuminations.nctm.org/index2.html
Math
Solutions
http://Mathsolutions.com/
AIMS
Education Foundation
http://www.aimsedu.org
math cats
http://www.mathcats.com/contents.html
Flashcard
Creator
http://www.aplusmath.com/Flashcards/Flashcard_Creator.html
Megamaths
http://www.bbc.co.uk/education/megamaths/
SuperKids
Math Worksheet Creator
http://www.superkids.com/aweb/tools/math/
Centre
for Innovations in Mathematics Teaching
http://www.ex.ac.uk/cimt/res2/res2indx.htm
Number
Factory  Whole Class Fun and Games
http://www.numberfactory.co.uk/
mathwhale.com
http://www.mathwhale.com/
math
http://www.littlegiraffes.com/math.html
ETA
Cuisenaire (site recommended by Renee to purchase math
manipulatives)
http://etacuisenaire.com
Hand Made
Manipulatives (printable for pattern blocks patterns)
http://mason.gmu.edu/~mmankus/Handson/manipulatives.htm
Tangrams
http://www.cimt.plymouth.ac.uk/search/default.htm
Pattern
Blocks: Exploring Fractions With Shapes
http://arcytech.org/java/patterns/
PreK 2
Manipulatives (interactive online)
http://matti.usu.edu/nlvm/nav/grade_g_1.html
Math
Poems
http://members.shaw.ca/henriksent/math.htm
Math Tub
Fun
http://www.marciaslessonlinks.com/MathTubs.html




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