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Numbers and Patterns |
• What are numbers and how do I use them?
• What makes a pattern?
• What is a sequence and how can I build my own?
• How do shapes, objects, things relate spatially?
• How do we measure? (sizes, time, distances)
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*Persistance
*Question posing
*Problem-solving
*Working interdependently
*Thinking with developing clarity |
*Vocabulary to describe shapes, sizes, mathematical relationships
*Numeral recognition
*One-to-one correspondence
*Find patterns in the natural world
*Create patterns and duplicate their own and other patterns
*How to extend an existing pattern
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*Count, reading patterns
*Create patterns
*Extend patterns
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*Teacher observation
*Anecdotal records
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Almost anything qualifies as a resource for math in the preschool. Specifics might include:
Pattern Blocks
Puzzles
Geoboards
Blocks
Manipulatives
Sand Table & accessories
Buttons and beads
Unifix Cubes
Cooking projects
Counting Books
Measuring tools
-Non-standard
-Standard
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*All the materials used are chosen with inclusivity in mind
*Children describe attributes, likenesses and differences
We look at the class as a group
We look at the families of students
We look at the world
*We talk about counting in different languages
*Different ways of counting |
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Untitled |
• What are numbers and how do I use them?
• What makes a pattern?
• What is a sequence and how can I build my own?
• How do shapes, objects, things relate spatially?
• How do we measure? (sizes, time, distances) |
*Critical Thinking:
-Seek accuracy
-Seek clarity
-Open-mindedness
*Creative Thinking:
-Invent
-Persevere
-Generate simple standard of evaluation
-Generate new ways of seeing a situation
*Self-Regulated Thinking:
-Identify and use resources
-Learn to evaluate effectiveness of own actions
-Make decisions
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*Numeral recognition
*One-to-one correspondence
*Find patterns in the natural world
*Create patterns and duplicate their own and other patterns
*Extend an existing pattern |
*Rote count
*Practice and demonstrate one-to-one correspondence
*Compare amounts-- more, less, the same
*Match
*Observe similarities and differences |
*Teacher observation
*Individual conversations
*Anecdotal records |
Same |
*All the materials used are chosen with inclusivity in mind.
*Children describe attributes, likenesses and differences.
We look at the class as a group.
We look at the families of students.
We look at the world.
*We talk about counting in different languages
*Different ways of counting |
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Preschool Math |
• What are numbers and how do I use them?
• What makes a pattern?
• What is a sequence and how can I build my own?
• How do shapes, objects, things relate spatially?
• What are some ways we can measure? (sizes, time, distances) |
*Critical Thinking:
-Seek accuracy
-Seek clarity
-Open-mindedness
*Creative Thinking:
-Invent
-Persevere
-Generate standard of evaluation
-Generate new ways of seeing a situation
*Self-Regulated Thinking:
-Identify & use resources
-Evaluate own actions
-Make decisions
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*Recognize written numerals
*Number sequence
*Identify patterns in the natural world
*Time measures in terms of child's own experiences &
events--as time units and sequences of events in time |
*Rote count
*Practice and demonstrate one-to-one correspondence
*Compare amounts-- more, less, the same
*Match
*Observe similarities and differences
*Compare attributes
*Sort by attributes
*Make sets
*Recognize simple patterns
*Create simple patterns using
-People(boy-girl-boy)
-Unit and Pattern Blocks
-art materials
-beads, buttons, found objects
*Distinguish and describe shapes
*Fit things together and take them apart
-legos
-geoboards
-pattern blocks
*Show an emerging awareness of symmetry, non-symmetry
*Explore two and three-dimensional shapes by combining, dividing, changing shapes
*Identify geometric shapes in natural world
*Make comparisons of length, height, weight, mass, volume, etc.
*Extend vocabulary used to make comparisons
*Explore volume at sand table, with clay, etc.
*Connect concept of time to concrete events
*Compare objects using standard & non-standard units of measure
*Extend an existing pattern
*How to build own sequences
*Developing understanding of spatial relations
*Beginning measurement skills and concepts |
*Teacher observation
*Anecdotal records |
Pattern Blocks
Puzzles
Geoboards
Blocks
Sand table & accessories
Buttons and beads
Shells
Seed pods and nuts
Keys
Unifix Cubes
Duplos
Cooking projects
Playdough
Checkers
Bookmaking
Counting Books
Measuring tools
-Standard & non-standard
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*Describe attributes, likenesses, differences
We look at:
-Class as a group
-Families of students
*Counting in different languages
*Different ways of counting |
