Creative Mathematics for Pre-K

Texas PreK Guidelines K What do I know … W What do I want to find out… L What have I learned

Big Idea #1 Number is an extension of more basic ideas about relationships between quantities. Quantities can be compared without assigning numerical values to them. Physical objects are not in themselves quantities. All quantitative comparisons involve selecting particular attributes of objects or materials to compare.

Big Idea 1a: Quantities can be compared without assigning numerical values to them. –V.D.1 Child recognizes and compares heights or lengths of people or objects. –V.D.2 Child recognizes how much can be placed within an object. –V.D.3 Child informally recognizes and compares weights of objects or people. –V.D.4 Child uses language to describe concepts associated with the passing of time.

Big Idea 1b: Physical objects are not in themselves quantities. All quantitative comparisons involve selecting particular attributes of objects or materials to compare. –V.D.1 Child recognizes and compares heights or lengths of people or objects. –V.D.2 Child recognizes how much can be placed within an object. –V.D.3 Child informally recognizes and compares weights of objects or people. –V.D.4 Child uses language to describe concepts associated with the passing of time.

Putting the Idea into Action Cracker Taste Test Having a Ball Materials: –3 types of crackers –Sorting mat –Real object graph –Crayon or marker Materials –Balls of different sizes and weights

Big Idea #2 Meaningful counting integrates different aspects of number and sets, such as sequence, order, one-to-one correspondence, ordinality, and cardinality.

Overarching Understandings Numbers are used in everyday life. What are numbers and how are numbers used in everyday life? How and why do different situations or labels affect the relative size (magnitude) of the number? Numbers are an efficient way to represent quantities and numeric relationships. Why is it important to understand the value of numbers? What relationships exist between and within numbers, and how are they used? Rote reciting leads to meaningful counting of numbers. How is reciting numbers the same/different from counting to determine a quantity? How does reciting numbers in the correct sequence lead to the meaningful counting to determine a quantity? Patterns occur in everyday life. Where are numeric patterns seen in everyday life? How can numeric patterns be used to solve a variety of real-world problem situations?

Vocabulary Discussion Cardinal number Rote counting Rational counting Numeral Benchmark Number

2a The number-word sequence, combined with the order inherent in the natural numbers, can be used as a foundation for counting. V.A.1 Child knows that objects, or parts of an object, can be counted. V.A.2 Child uses words to rote count from 1 to 30. V.A.9 Child recognizes one-digit numerals, 0-9.

Number Chants 0 – start at the top and go around (repeat 2 more times) to make the number 0. 1 – start at the top and go straight down (repeat 2 more times) to make the number 1. 2 – Halfway curve and then straight out (repeat 2 more times) to make the number 2. 3 – Halfway round and halfway round (repeat 2 more times) to make the number 3. 4 – Down and out and then straight down (repeat 2 more times) to make the number 4. 5 – Down and around, then make a straight hat (repeat 2 more times) to make the number 5.

Additional Number Practice 1.Allow students to draw the numerals on the sidewalk using a large brush with water. 2.Provide markers and newsprint so students can make large copies of the model numerals. 3.Invite students to mold the numerals in clay, play dough, or pipe cleaners. 4.Encourage students to draw the numerals in chocolate pudding. 5.Suggest that students write the numerals with roll-on cologne on a friend’s arm. 6.Have them glue beans, pebbles, or pasta on a tracing of the numeral.

Putting the Idea into Action Gel Baggies Materials: –Gel Baggie –Tracing Numerals

Types of Questions Question TypeDescriptionExample Gathering Information Student recalls, definitions or procedures What numbers did we talk about today? Probing Thinking Student explain, elaborate, or clarify their thinking How would you teach a friend to write the number 4? Making the Mathematics Visible Students discuss mathematical structures and make connections among mathematical ideas and relationships Listen as I ring this bell, how many sounds did you hear? Can you see the number 2 anywhere in this room? Encouraging Reflection and Justification Students reveal deeper understanding of their reasoning and actions Pick a number. Why is it important to write this number correctly?

2.b Counting includes one-to-one correspondence, regardless of the kind of objects in the set and the order in which they are counted. V.A.3 Child counts 1-10 items, with one count per item. V.A.4 Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted. V.A.6 Child demonstrates understanding that when counting, the items can be chosen in any order.

Putting the Idea into Action Play Dough Ropes Pinning Numbers Materials: –Play dough –Craft stick Materials: –Clothes pins –Craft sticks –stickers

Types of Questions Question TypeDescriptionExample Gathering Information Student recalls, definitions or procedures What numbers did we talk about today? Probing Thinking Student explain, elaborate, or clarify their thinking How would you teach a friend to write the number 4? Making the Mathematics Visible Students discuss mathematical structures and make connections among mathematical ideas and relationships Listen as I ring this bell, how many sounds did you hear? Can you see the number 2 anywhere in this room? Encouraging Reflection and Justification Students reveal deeper understanding of their reasoning and actions Pick a number. Create a set that represents the number you picked.

More Ideas in Action Group CountingMaterials: –Metal bowl –One-to-one manipulatives: Stacking cubes Unifix cubes Buttons, keys, etc…

2c Counting includes cardinality and ordinality of sets of objects V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted. V.A.7 Child uses the verbal ordinal terms. V.A.8 Child verbally identifies, without counting the number of objects from 1 to 5.

Putting the Idea into Action Five Frame Acting Out Five Frame Mat –Five counters Skit: –Roller Coaster Ride

Types of Questions Question TypeDescriptionExample Gathering Information Student recalls, definitions or procedures What numbers did we talk about today? Probing Thinking Student explain, elaborate, or clarify their thinking How would you teach a friend to write the number 4? Making the Mathematics Visible Students discuss mathematical structures and make connections among mathematical ideas and relationships Listen as I ring this bell, how many sounds did you hear? Can you see the number 2 anywhere in this room? Encouraging Reflection and Justification Students reveal deeper understanding of their reasoning and actions Pick a number. Create a set that represents the number you picked.

Reflection Cracker Taste Test Having a Ball Gel Baggies Play Dough Ropes Pinning Numbers Group Counting Five Frame Acting Out

Positional Language Child demonstrates use of location words (such as "over", "under", "above", "on", "beside", "next to", "between", "in front of", "near", "far", etc.) Bear Hunt Listen and Do Simon Says Find My Penny

We’re Going on a Bear Hunt M1b57Ehttps:// M1b57E kDwdshttps:// kDwds

Cookie Sheet Bear Trail

Positional Language Child demonstrates use of location words (such as "over", "under", "above", "on", "beside", "next to", "between", "in front of", "near", "far", etc.) Bear Hunt Listen and Do Simon Says Find My Penny

Reflection We’re Going on a Bear Hunt Listen and Do Simon Says Find My Penny

Texas Pre-K Guidelines K What do I know … W What do I want to find out… L What have I learned