March Calendar Idea

I laminated this calendar so I could actually draw the weather pictures on each day.

Next, we took it a step further and predicted the weather for the next day. "Likely"... not  "What do you think the weather will be like tomorrow?"  Why? 
Likely is the correct terminology to use when discussing  probability.  Likely leads to 'most likely' and 'least likely," if you have a split K/1 or 1/2 class. 

How do you change your calendar discussions 

at this time of the year?

Smiles,
Deborah

Grade K or 1st: Fraction Pizza Center

Here is an idea for a quick math center. 

 How do you cut these pizzas to share them equally? 

They are fun to make out of play-dough also in a kitchen center.

My granddaughter had 2 friends over for a sleep-over and we made individual pizzas.  So each child cut their pizza with a fun pizza cutter utensil to show how they would share their pizza with 2, 3, and 4 friends.  

By the way, my granddaughters laugh when I ask them to do things like this because they know I love sharing math with them.

Smiles,

Deborah

Money and the November Calendar Routine

Here is my suggestion for calendar time for the month of November:  Create a pattern of coins. 

 

As each new coin is introduced, a new piece of information can be discuss about that particular coin. I used plastic money and just double-stick taped it to the laminated calendar.

As different information is discussed about each coin, an anchor chart can be created like this one from First Grade Parade blog:



So what do you think about my idea?  Leave a comment...

Fluently Add Within 5 by Creating Awareness of Different Combinations that Equal a Number

How do you make the connection between a  representational model (5 or 10 frame) and how that same information is written in an abstract equation ( 2 + 1 = 3)?

Using the 2 color counters, the student explores different  combinations of red and yellow counters that equal 3.

 If desired , the student can  use the included number cards and create the equation directly under the 5-frame model.  2 + 1 = 3

Next, students fill-in-the-missing-digit on the equations written on the watch.

Tape the watch to the child’s wrist. Throughout the day, ask oral questions that review combinations of numbers that add up to the digits  1-5. 

“ 2 plus what number equals 3?” 

“If I have 1, how many more would I add to the 1 to make 3 in all?

 

Deborah

2-D Dominoes and Flashcards that meet Common Core Standards

 Consider reviewing your daily Calendar activities and updating them to reflect the new Kindergarten Common Core Standards. Use the set of flashcards of the 2-dimensional shapes-square, rectangle, circle, hexagon and triangle to develop an anchor chart that lists "What Our Class Noticed About These Flat Shapes". The anchor chart would then grow with student information about what they are noticing about the shapes as they do activities during center, calendar, or math instructional time.

The "math talk" card (suggested by Debbie  Diller in her book "Math Work Stations") could be used while the students play the game to ensure that a rich vocabulary is being used while playing the game.   

The dominoes, which use the same images as the flashcards,  could then be used as a follow-up practice activity at the end of the month as a summarizing activity. The domino game could be played in whole group with groups of 2 or 4 students, OR be placed in a math center for small groups of two or four children. There are 5 pages or dominoes or 40 dominoes. 

Flashcards are in English and Spanish

Click here for a copy of the dominoes and flashcards in my Google documents account. 

Only one more day of school until spring holiday. Then I get to organize my home office and do our families' Tax Return.(the only time during the year that I don't like math)........... sigh.

Deborah Devine

Common Core Standards Taught During Calendar Routine Activities

Here are the promised Calendar Cards to promote the Common Core Standard K.CC.5 that I am sharing with you. Just click HERE  and Here to go to my Google Docs file to download them.

This is the Common Core Standard:

Count to answer "How many?" questions about as many as 20 things arranged in a line, a rectangular array, or a  circle, or as many as 10 things in a scattered configuration.

How would I use them?

I would make a ringed set of laminated counting cards for each child in your class. Then, each day (they are numbered in the upper left hand corner of the card) the class would orally practice counting the hearts together. Then I would ask individual students about their strategy to count sets of objects when they are not lined up in a row (which is the easiest way for students to count objects).

The student would orally share their strategy. Lastly, I would call on one more individual student to try the strategy that was discussed by their classmate and orally recount the hearts of the day.

By doing this as a calendar routinue, the teacher is providing 31 opportunities for students to practice this Common Core Standard!

Deborah Devine