Math Activity flip chart

Activity Flip Chart Table of Contents Sort and Classify Poem All Sorts of Animals 1 Problem Solving 2 Song Sort the Veggies 3 Multi Use Venn diagram 4 Numbers to 5 Poem Hidden Numbers in the Night 5 Problem Solving 6 Song Here is the Beehive 7 Multi Use Numbers 8 Patterns Poem What Could Come Next? 9 Problem Solving 10 Song Stars and Stripes 11 Multi Use Calendar 12 Numbers to 10 Poem Elephant and Friends 13 Problem Solving 14 Story Setting (tree house) 15 Game Hungry Puppies 16 Graphing Poem Ca.

Table of Contents Sort and Classify Poem: All Sorts of Animals Problem Solving Song: Sort the Veggies Multi-Use: Venn diagram Measurement Numbers to Poem: Time for Tea Problem Solving Song: The Long and Short of It Game: Measure It 24 25 26 27 28 29 30 31 Poem: The Very Best Time of Day Problem Solving Song: Tick Tock, Tick Tock Game: Bug Match Up Multi-Use: Weekly Calendar 32 33 34 35 36 Numbers Beyond 20 Poem: Hidden Numbers in the Night Problem Solving Song: Here is the Beehive Multi-Use: Numbers Patterns Poem: 10! 20! 30! Problem Solving Story Setting (theatre) Game: Rain, Rain, Go Away! Time Poem: What Could Come Next? Problem Solving Song: Stars and Stripes Multi-Use: Calendar 10 11 12 13 14 15 16 Numbers to 10 Poem: Elephant and Friends Problem Solving Story Setting (tree house) Game: Hungry Puppies Graphing Geometry Poem: At the Fair 37 Problem Solving 38 Game: Find the Shape 39 Addition Poem: Can We Graph It? 17 Problem Solving 18 Game: Sand and Surf Seek 19 Numbers to 20 Poem: The Number Track Problem Solving Song: Things We Like to Do! Game: Building Up 20 21 22 23 Poem: + Adds Up Fun Problem Solving Story Setting (water park) Game: Addition Train 40 41 42 43 44 45 46 47 48 Subtraction Poem: Subtraction In Action Problem Solving Song: Ten in the Bed Game: Bus Ride Story Setting (camp site) Copyright © 2009 The McGraw-Hill Companies, Inc All Rights Reserved Macmillan/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 Printed in the United States of America ISBN 978-0-02-106313-0 MHID 0-02-106313-3 The publishers have made every effort to contact holders of copyright material If you have not received our correspondence, please contact us for inclusion in future editions Things can be sorted in all kinds of ways Can you help this zoo keeper who has been sorting for days? Sort the animals with stripes and the animals with spots Sort the ones with black polka dots Sort the short and sort the tall Sort those that walk and those that crawl Sort the ones with four legs and the ones with two What other animal sorts can you do? Directions: Discuss the various animals and animal characteristics on the page Read the poem Have the students identify the group of animal(s) being described in the poem Have students think of additional animals that could also be included in the group described Directions: Have students use the Act It Out strategy to solve the problem of how the books can be sorted Have students identify what is the same about some of the books Guide them in noticing the color of the books and the picture on the binding of the books These are icons that tell if each book is about sports (soccer ball), the United States (map), space (rocket), or food (apple) Have students use color tiles to represent the books and to sort them onto the same color shelf when sorting by color and the same icon shelf when sorting by book topic Sort the veggies, sort them now Sort each one you see Sort by color, shape, and size Sort them all with me Red or green, large or small, long or round, let’s sort them all Sort the veggies that you see Sort them all with me Sort by color, here we go! Sort the veggies now! Directions: Use this page with the song “Sort the Veggies” found on track of the Math Songs CD Have students draw a picture of their favorite vegetable on construction paper Have students sort the drawings in groups to see which vegetable is the class’ favorite Repeat this idea for favorite fruits or drinks Additional Verses: Sort by size, sort them now Spoken: Veggies that are small! Person 1: Black eyed pea! Person 2: Lima bean! Person 3: Radish! Final Verse: Sort the veggies, sort them all! Directions: The Venn diagram can be used when sorting or comparing attributes of objects One is an amount that is easy to spot It doesn’t show many because it isn’t a lot Two is one more; it shows another Like a friend and a friend or a sister and a brother Three comes next It is one more than two “Hoot, hoot, hoot!” will give you a clue Four follows closely It is one more than three Can you find this number of animals hanging from a tree? Five gets a turn It is one more than four I can count it on one hand or on the forest ground floor Directions: Read the poem one stanza at a time Have students repeat the number they hear in each stanza and point to which object(s) are being described Have students count the object(s) Discuss the groupings of fireflies Count each grouping and tell the number Directions: Tell how many ducks can go in each boat, swing on the swingset, ride the sea-saw, and row with a paddle Use cubes to show that number Here is the beehive Where are the bees? Hidden away where nobody sees Soon they’ll come creeping out of the hive: one, two, three, four, five There’s just one Queen and she wears a crown small bees follow, buzz around, flowers open as bees arrive Soon they’ll bring their honey back to the hive I see the beehive I count the bees playing in flowers, flying through trees Soon they’ll return to hide in their hive: one, two, three, four, five Directions: Use this page with the song “Here is the Beehive” found on track of the Math Songs CD After the song is sung, have students act out the song Have students find objects in the room to represent each bee in the song Have them count each object and write the number that shows how many Directions: Use this numbers multiuse page to show “one more” with bird footprints, to count clouds, sail boats, leaves and lines on a tree(s), and to count sand molds Refer back to this page with Chapter to see patterns in clouds, boat sails and life lines on tree trunks Refer back to this page with Chapter to show height in trees and to model these heights using cubes Directions: Have students show “ways to make” the number in each flower on three of the petals Have students color ways to make: 9-red, 8-blue, 6-purple, 7-orange, 5-yellow, and 4-pink Have students tell what color the last petal on each flower will be by Finding a Pattern in the flower Have students write another way to make the number and color the petal to extend the pattern Have students Act Out each way to make a number using connecting cubes Have students color the petals with the color code mentioned above 41 Directions: Use this story mat when working with addition Allow students to draw objects or use manipulatives to model or create addition stories 42 10 10 10 10 Materials: 55 red, 55 green, 55 orange and 55 purple connecting cubes, two number cubes – Directions: Organize teams Assign each team a color Teams take turns rolling the number cubes Based on the roll, an addition story is modeled by placing connecting cubes in each circle on the page Teams join the connecting cubes and place that amount of cubes below that number on their train The winner is the first to show 10 cube trains representing to 10 43 Teach me about subtraction Teach me to take away Show me that minus is I’m taking away and I’m not adding more Help me check and re-check my answers If I’m not right it’s okay, ’cause I’ll try, try, try it again until I’ve learned the way! Directions: Sing this song to the tune of “Take Me Out to the Ballgame”, when working with subtraction Have students sing the song and then use the images on the page to create subtraction problems about baseball 44 Directions: In order to connect the dots to find each image, have students tell a subtraction story that equals the next number needed to connect the dots Students can Act Out the story with manipulatives or Guess and Check to find the answer If students have difficulty telling a subtraction story, provide sets of number for them to choose from in order to find the correct answer 45 There were ten in the bed and the little one said, “Roll over, roll over.” So they all rolled over and one fell out There were nine in the bed and the little one said, “Roll over, roll over.” So they all rolled over and one fell out Repeat verse inserting numbers eight, seven, six, five, four, three, two There was one in the bed and the little one said, “Good night.” Directions: Use this page with the song “Ten In the Bed” found on track of the Math Songs CD Use 10 classroom puppets and a large blanket Using the theme of the song, have the puppets lying on the blanket as if in bed Have students act out the poem using puppets and blanket Have students tell subtraction stories using different amounts of puppets falling out of bed Have students model the stories with the puppets and then tell how many puppets are left 46 Get gas on on on Star Go ahead space on of f t ff o n o ff o on off f of Go bac spac k es Materials: number cube, different colored connecting cubes Directions: Divide students into two teams Have players from each team stand in separate straight lines These players are already on their own bus Have one team roll the number cube and move their connecting cube that off on many spaces Have students follow the direction on the space they landed on Alternate teams until both teams have reached “Finish” The team with more passengers left on the bus is the winner h Finis on off 47 Directions: Use this story mat when working with subtraction Allow students to draw objects or use manipulatives to model or create subtraction stories 48 Math Lesson Number (Student Lesson Title Math Vocabulary National Math Standard Alike and Different alike, different GK-FP1 Sort by One Attribute sort GK-FP1 1-2, p 19B G1S3k Visual PSS: Act It Out GK-FP1 1.-3, p 21B G3S2b Social, Beginni Hear Math Auditor ng Sort by More than One Attribute GK-FP1 1-4, p 23B G2S1d same number GK-FP1 1-5, p 27B G1S2c Visual/S Beginni See Math patial, ng i i Beginni Visual/S 1.1 1.2 National EL Lesson, Math Page Standard Number (Teacher 1-1, p 17B National Modality EL Standar d G1S3c 1.3 1.4 Same Number 1.5 More than more than GK-FP1 1-6, p 29B G2S2a Less than less than GK-FP1 1-7, p 31B G1S3c 1.7 EL Strategy Title Visual, Beginni Hear Math Auditor ng patial 1.6 Level Beginni See Math ng ng Linguist Interme ic, diate i l Social, Interme Auditor diate Do Math Talk Math Do Math Numbers 1, 2, and count, one two, three GK-FP1 2-1, p 43B G1S3e 2.1 Auditor Beginni Hear Math y ng Read and Write 1, 2, number and GK-FP1 2-2, p 45B G2S2e 2.2 GK-FP1 2-3, p 47 B G1S3g Read and Write and GK-FP1 2-4, p 49B G1S3b Auditor Interme Write Math y, diate i l Interme Kinesth Do Math etic, diate i l Beginni Intraper PSS: Draw a Picture GK-FP1 Numbers and four, five 2.3 2.4 2-5, p 53B G2S2i 2.5 Read and Write zero GK-FP1 2-6, p 55B G2S3k 2.6 2.7 Compare Numbers to GK-FP1 2-7, p 57B G1S3d sonal, ng i l Interme Intraper sonal diate Hear Math Write Math Visual, Interme Social diate Write Math Visual, Interme Social diate Do Math EL Strategy Objective Core EL Vocabulary Common Use EL Verb EL Language/Objective This strategy teaches descriptive vocabulary This strategy teaches vocabulary it, same, different is 1.Opposites: same/different 2.Associating sounds with words 3.Hearing common new vocabulary color, red, blue color 1.Learning names of colors 2.Following oral directions 3.Reinforcing previous vocabulary This strategy introduces negative verb forms This strategy introduces color vocabulary and This strategy teaching sorting vocabulary This strategy uses color to show "more" what, belongs, does/doesn 1.Negative verb forms 2.Answering thumbs ’t simple oral questions with actions up/down 3.Exposure to new nouns sort, yellow, not is/isn't these, is the are same as, those more, I, he/she have/has This strategy if, does not stand up uses "Simon have more, Says" to show wearing more/less than This strategy one, two, show teaches three numbers 1, and This strategy straight down, make vocalizes around, back writing 1, 2, and This strategy walk heel to find uses group toe, four, five learning to practice finding This strategy down, one stop vocalizes more, a flag writing numbers four This strategy picture, finger, draw teaches using underneath pictures to solve This strategy none, zero, see helps students make a fist visualize the zero shape This strategy next to, flip, take teaches get to keep comparing numbers 1.Simple yes/no questions 2.Negative verb forms 3.Adding another color word to students' vocabulary 1.Listening to yes/no questions with plural nouns 2.Recognizing and using previous vocabulary Introducing new comparative 1.Subject/verb agreement 2.Following oral directions 3.Saying simple, scaffolded phrases 1.Learning a new game through a verbal explanation 2.Conditionals 3.Answering information questions 1.Hearing one, two, three 2.Reading 1, and 3.Hearing words for familiar nouns 1.Hearing rhymes that teach writing numbers 2.Learning prepositions 3.Kinesthetically learning new vocabulary 1.Verbalizing guesses 2.Saying numbers 3.Reading written numbers 1.Reinforcing familiar prepositions 2.Introducing new prepositions 3.Using rhyming in explanations 1.Practicing counting - 2.Writing numbers independently 3.Following oral directions 1.Saying short answers to oral questions 2.Learning new vocabulary using visual and auditory skills Seeing how to write 1.Counting 2.Reading numbers 3.Playing games Order Numbers to order GK-FP1 2-8, p.59B G2S1e 2.8 Over and Under over, under, above, below GK-FP6C 3-1, p 71 B G1S3b Top, Middle and Bottom top, middle, GK-FP6C bottom 3-2, p 73 B G2S1c Before and After before, after 3-3, p 75 B G1S3i 3.1 3.2 GK-FP6C 3.3 Identify Patterns pattern GK-FP6C 3-4, p 77B G2S1h 3.4 GK-FP6C Object Patterns 3-5, p 81B G1S3c 3.5 3.6 GK-FP6C PSS Look for a Pattern 3-6, p 83 B G1S3d GK-FP6C Sound Patterns GK-FP6C Movement Patterns 3-8, p 87 B G1S3b 3.8 See Math etic, diate i i Interme Linguist ic, diate i l Auditor Interme y, diate i h Spatial, Interme Kinesth diate i Kinesth Advanc ed Auditor Interme y, diate i h Visual/S Interme Do Math Talk Math Do Math Hear Math Do Math Hear Math Talk Math Predicting Patterns predict GK-FP6C 3-9, p 89 B G2S2j patial, diate i h Beginni Logical See Math ng Numbers and six, seven GK-FP1 4-1 p 101 G1S1a B Auditory, Kinesthetic Intermediate 4-2, p 103 B G1S2d Auditory, Visual Beginning 4-3, p 105B G1S3k 3.9 4.1 Number eight GK-FP1 4.2 GK-FP1 Read / Write 6, 7, and Numbers and 10 nine, ten GK-FP1 4.4 4.5 Interme diate Visual/S Beginni See Math patial, ng i h Interme Kinesth etic 3.7, p 85 B G2S2e 3.7 4.3 Visual Read and Write and 10 GK-FP1 Talk Math Hear Math Linguistic, Beginning Visual/Spatial 4-4, p 109 G1S3i B Auditory, Kinesthetic Beginning 4-5, p 111 G1S2d B Kinesthetic, Visual Beginning This strategy uses cooperative learning to This strategy teaches over and under kinesthetically This strategy teaches top, middle and bottom This strategy increases vocabulary and pattern This strategy helps students recognize patterns This strategy integrates object patterns verbally This strategy heips students internalize patterning and This strategy connects listening and auditory This strategy vocalizes physical patterns This strategy teaches predicting patterns This strategy teaches numbers six and seven This strategy teaches numbers eight side, move to, look stand below 1.Understanding oral directions 2.Reinforcing previous vocabulary 3.Participation in class activities letters, shapes, over/under 1.Recognizing letters 2.Connecting letter shape with action 3.Listening to and recognizing target vocabulary This strategy loop, across, on (top), in are (the middle), at (the bottom) day, little comes after word, inside the whole word clap, stomp, repeat watch me step, hop, what I Write Math follow pattern, arms act out folded, standing straight close your listen eyes, no peeking,carefu lly jump, one hop foot, two feet 1.Teaching vocabularly Introducig prepositions 3.Scaffolded vocabularly understanding kinesthetically 1.Recognizing common words 2.Connecting letter combining to make words 3.Acting out target verb 1.Scaffold vocabularly understanding kinesthetically 2.Integrate understanding with vocabulary Forming a pattern with words 1.Discover auditory patterns 2.Connect vocabulary and action to objects 3.Following oral directions 1.Identify patterns Introduce vocabulary 3.Create patterns 1.Identify auditory patterns Introduce vocabulary 3.Copy patterns 1.Identify movement patterns Practice vocalizing patterns Copy patterns under, dog, car will start play, May I? You may., may line up 1.Phrasal verb, line up 2.Chanting with rhymes 3.Asking for permission eight, legs, spider has/have Write Math uses poems to circle Talk Math look like teach how to write numbers This strategy in all, some, uses music to join the fun explore nine and ten This strategy in, out, hand uses motion and music to teach writing 1.Discover pattern 2.Connect future tense to patterns Orally respond to predictions 1.Changing verb forms 2.Using a rhyming song to teach numbers 3.Learning new vocabulary through a song make/make 1.Using rhymes to teach writing s 2.Prepositions 3.Writing numbers comes circle 1.Learning numbers through song and action 2.Participating in a kinesthetic activity 3.Hearing simple, complete sentences 1.Opposites: in/out, left/right 2.Right/correct versus right/left 3.Prepositions GK-FP1 PSI: Draw a Picture 4.6 Compare Numbers to 10 GK-FP1 4.7 Order Numbers to 10 before, after GK-FP1 4.8 Ordinal Numbers ordinal numbers GK-FP1 Collecting and recording data data, graph GK-FP4C Real graph real graph 4.9 5.1 GK-FP4C 5.2 5.3 Picture graph Numbers 11 & 12 Numbers 13, 14, 15 6.2 Numbers 16, 17 6.3 6.4 6.5 6.6 See Math 4-8, p 117 G2S2f B Social, Visual Intermediate 4-9, p 119 G2S1f B Kinesthetic, Logical 5-1, p 131 G1S2d B Visual/Audito Beginning ry Hear Math 5-2, p.133 B Visual/Audito Beginning ry See Math G1S2d Do Math Intermediate See Math 5-5, p 141 G2S3h B Auditory, Kinesthetic Intermediate 6-1, p 153 G2S1g B logical intermediat e 6-2, p 155 G1S3g B kinesthetic intermediat 6-3, p 157B G2S2a kinesthetic intermediat GK-FP1 6-4, p 161B G2S3c GK-FP1 6-5, p 163 G1S3g B GK-FP4C eleven, twelve GK-FP1 thirteen, fourteen, fifteen sixteen, seventeen GK-FP1 Problem Solving Strategy: Look for a Pattern Numbers 18, 19, 20 eighteen, nineteen, twenty Compare numbers to 20 Intermediate Visual, Social Intermediate 5.5 6.1 Kinesthetic G1S3l Hear Math 5-4, p 139 G2S1h B picture graph GK-FP4C survey 4-7, p 115B Intermediate Logical 5.4 Make a graph Kinesthetic 5-3, p 135 G2S1c B GK-FP4C PSS-Look for a Pattern 4-6, p 113 G2S2e B GK-FP1 GK-FP1 Advanced Write Math See Math Do Math e e 6-6, p 165 G2S2f B Talk Math Do Math Do Math intraperson Beginning Hear Math al logical Beginning Do Math logical Beginning Do Math This strategy teaches drawing pictures to This strategy helps students compares numbers to ten This strategy builds ordering experience while This strategy helpd students integrate different ways This strategy uses music to activate understanding This strategy shows vocabularly with music This strategy helps students identify a pattern This strategy practices sorting picture graphs This strategy uses background information to This strategy teaches recognizing quantities of This strategy allows students to visualize 1315 This strategy helps students visualize numbers 16 This strategy shows words can have two meanings This strategy helps students recognize numbers 18 20 This strategy models comparing numbers to 20 where, should, draw/drew 1.Simple present/past tense counters Irregular past tense 3.Modal: should no, has more, know/do now we know not know 1.No versus know 2.Answering yes/no questions 3.Explaining a strategy sit by, name, is by read 1.Using prepositions 2.Hearing names of classmates 3.Listening to positions and moving accordingly first, second, third march Teach sequencing Hear and vocalize ordinal numbers Integrate and respond to vocabluary across, row, along move column, up, down go 1.Learning new vocabulary using music 2.Singing prepositions 3.Using repetition to internalize new words 1.Simple present/negative present tense 2.Opposites: up/down 3.Ryhming comes next, cross off what, pattern 1.Seeing patterns on graphs 2.Predicting patterns 3.Participating in class discussion pictures, these put are, my/your family 1.Possessive pronouns 2.Following oral directions 3.Sorting by various classifications brother/sister, label father/mother, uncle/aunt 1.Introducing words for relatives 2.Writing new words 3.Creating a visual group, tell, find 1.Listening for understanding 2.Collaborating with peers 3.Counting aloud count out of a, of put another, on a string 1.Hearing prepositions 2.Introducing new phrases Use available language tall, taller, side by side 1.Using regular and irregular comparatives 2.Following oral directions 3.Practicing counting aloud 1.Distinguish between table/kitchen, table/chart and set 2.Using visuals to learn new vocabulary 3.Copying drawing and words 1.Recognizing quantities 2.Reading numbers 3.Reinforcing counting skills stack table, set a set table, group of things in, how many, find out bag what number, comes before, after Answering questions 2.Following oral directions 3.Practicing previous and target vocabulary GK-FP1 Order numbers to 20 6.7 Compare length 7.1 Order length 7.2 Compare Weight 7.3 7.4 Problem Solving Strategy:Guess and Check Compare Capacity 7-1, p 179 G2S2a B Logical 7-2, p 181 G2S2f B Logical weight, GK-FP1 heavier, lighter, equal GK-FP1 7-3, p.183 B G1S3f Visual 7-4, p 185B G2S2j Intermediate See Math Intermediate Do Math Beginning Do Math Logical, Spatial Intermediate Intermediate Write Math 7-6, p 191 G2S1h B Visual/Spatial Advanced , Kinesthetic Compare Temperature 7-7 p 193 B G3S2a Linguistic Numbers 21-25 twenty, more 8-1, p 205 G1S3b B Auditory 8-2, p 207 G1S3f B Spatial 8-3, p 209 G2S1g B Intrapersonal Advanced 8-4, p 213 G2S1a B Spatial 8-5, p 215 G1S3e B Linguistic 8-6, p 217B Auditory GK-FP1 GK-FP1 Numbers 26-30 8.2 Problem Solving Strategy: Make a Model Compare Numbers to 30 GK-FP1 Order numbers to 30 GK-FP1 GK-FP1 8.5 Estimate 9.1 Talk Math length, GK-FP1 longer, shorter, same longest, GK-FP1 shortest 8.1 8.6 advanced Kinesthetic Compare Area 8.4 logical 7-5, p 189 G2S2g B 7.6 8.3 G2S1f holds more, GK-FP1 holds less, holds the area, covers GK-FP1 more, covers less, covers hot, cold, GK-FP1 temperature 7.5 7.7 6-7, p 167B about, estimate Morning, afternoon, morning, and evening afternoon, evening GK-FP1 GK-FP3 Do Math Do Math Beginning Hear Math G3S3b 9-1, p 229 G1S2c B Intermediate Hear Math Beginning See Math See Math Intermediate Do Math Intermediate Hear Math intermediat e Visual, Intermediate Intrapersonal This strategy teaches ordering numbers This strategy the protocol for comparing length length This strategy teaches the vocabulary for comparing This strategy allows students to compare weight This strategy allows students to guess and check various This strategy teaches students one way to This strategy helps students understand area This strategy uses a chant to teach vocabulary This strategy teaches combining number This strategy helps students understand numbers 26 30 This strategy helps students visualize and improve This strategy helps students compare numbers This strategy helps students order numbers out of order, in order, revising place side by side, short, long lay down This strategy closet, team, mine, shorter, look longer lighter, goes heavier, (goes) up/down guess, correct, measure chose 1.Practicing superlatives 2.Practicing comparatives 3.Emphasizing suffixes cup your hands, fill, hold pour space inside, fingeers, a person fit/doesn't fit 1.Using available language to describe experience 2.Learn new vocabulary using manipulatives Participate in class activity 1.Hearing verb phrases 2.Practicing using vocabulary 3.Verbalizing comparisons hot, cold spell pretend 1.Understanding and answering oral questions 2.Writing numbers 3.Seeing information recorded 1.Internalizing new vocabulary through activities 2.Hear and understand vocabulary 3.Using new vocabulary appropriately 1.Understanding verbal explanations 2.Introducing two-digit numbers 3.Learning new verbs twenty, together, when means pull, a piece, of put together 1.Hearing conditional phrases 2.Colaborating with peers 3.Using counting skills which animal remember 1.Understanding new vocabulary to is missing, participate in activity 2.Learn animal model sets, names 3.Say animal names and explain explain reasoning chair, each pretend Hearing and imagining hypothetical animal situations Interpreting results through counting and comparing Demonstrating knowlegde of new find your stand on 1.Counting aloud 2.Practicing place, come ordering skills Listening to and up, count off following directions Write Math helps students point See Math 1.Hearing numbers read in order 2.Listening for missing numbers 3.Listening to and following commands 1.Internalizing new vocabulary through activities 2.Opposites: long, short 3.Using new vocabulary appropriately 1.Using superlatives 2.Reinforcing compatives 3.Saying complete sentences guess estimate numbers This strategy when, what show helps students you do, sun determine the differences 1.Using familiar comparatives in a game 2.Colaborating with a team Using available language to explain reasoning 1.Creating a visual to learn vocabulary 2.Using time propositions accurately Associating their drawn activities 9-2, p 231 G1S3d B Auditory, Linguistic Intermediate 9-3, p 233 G1S1a B Logical Intermediate 9-4, p 235 G1S3b B Auditory, Spatial Intermediate 9-5, p 239 G1S3k B Auditory Beginning 9-6, p 241 G2S1c B Kinesthetic, Visual Intermediate 9-7, p 243 G2S2e B Spatial Advanced GK-FP2 threedimensional figure, cube, roll, stack, GK-FP2 Compare ThreeDimensional Figures slide 10-1, p 255B G2S1h Kinesthetic, Logical 10-2, p 257B G2S1a GK-FP2 twodimensional figure, corner, side GK-FP2 10-3, p 259B G2S2f 10-4, p 261B G2S1f 10-5, p 263B G2S2h 10-6, p 267B G2S3k 10-7, p 269B G1S3f 10-8, p 271B G1S3k 11-1, p 283B G1S3b Days of the week week GK-FP3 9.2 Calendar month, year GK-FP3 9.3 9.4 Today, Yesterday, and Tomorrow 9.5 Using an analog clock GK-FP3 today, yesterday, tomorrow hour, o’clock GK-FP3 GK-FP3 Using a Digital Clock 9.6 9.7 10.1 10.2 10.3 10.4 GK-FP3 Problem Solving Strategy: Make a Table Three-Dimensional Figures Two-Dimensional and ThreeDimensional Figures Squares and Rectangles Circles and Triangles round GK-FP2 10.5 10.6 Problem Solving Strategy: Draw a Picture Equal Parts 10.7 10.8 equal parts, half GK-FP2 GK-FP2 Two-Dimensional Figures in Position Addition Stories 11.1 GK-FP2 in all, add GK-FP1 Hear Math Talk Math Hear Math Hear Math Do Math Do Math Intermediate See Math Kinesthetic/A Intermediate uditory Linguistic Do Math Intermediate Talk Math Kinesthetic, Social Advanced Do Math Kinesthetic, Intermediate Visual/Interpe rsonal Do Math Intrapersonal Intermediate See Math Visual/Spatial Intermediate , Logical Do Math Intrapersonal, Intermediate Interpersonal See Math Auditory Beginning Hear Math This strategy helps students hear ending sounds This strategy helps students use a calendar day, week, clap when you hear This strategy reinforces past and future verb tenses This strategy introduces new vocabulary hold old, was/were candles, cake 1.Hearing past tense 2.Matching numbers and ages 3.Talking in past and future tense face, clock, round This strategy kinesthetic demonstrates digital clocks This strategy uses background knowledge to This strategy introduces vocabulary to describe three This strategy introduces solid shapes hopping, slow, jump fast 1.Learn two meanings for face 2.Reinforce too, as opposed to two or to 3.Associate new vocabulary with familiar objects 1.Volcalize and internalize length of time repesented in digital clocks 2.Kinesthetically demonstrate understanding of numbers 1.Respond to oral directions 2.Acting out time data 3.Understanding a simple table when is, "X" will be years old, my birthday is arms, minutes, show hours nose, flat, feel stick out clay, ball, box This strataegy flat, looks compares two- like, feels like and threedimensional This strategy corner, hold allows students hands, arms to out kinesthetically This strategy round, bigger, introduces joined hands circles and triangles This strategy circle, square, helps students triangle identify shapes This strategy helps students understand equal parts this strategy explores postion and two and three This strategy introduces newvocabulary go around 1.Hone listening skills 2.Recognize the same word within different words 3.Chant and clap to reinforce uderstanding 1.Reading dates 2.Saying dates 3.Saying scaffolded future tense sentences equal parts, find, half of a letter will it be,imagine, change the position some, sum, adding up 1.Learning new vocabulary using familiar objects 2.Reinforcing previous vocabulary Internalizing properties of three dimensional roll/pinch 1.Learning names for 3-D objects 2.Carry out actions given orally while demonstrated 3.Learning vocabulary kintesthetically feel 1.Reinforce previously learned names of figures Vocalize figure properties Use available language with new vocabulary meet 1.Hear and see definitions for new vocabulary 2.Kinesthetically form figures Conncect the vocabulary to the concept of cornered shapes must curve 1.Learn and use new and review vocabulary Internalize shapes 3.Understand concepts through vocabulary and kinesthetics outline 1.Learing names of shapes Seeing figures in the environment Creating a visual to reinforce vocabulary match 1.Recognize and say letters 2.Follow oral directions 3.Using language to solve a problem press Interpret events orally 2.Understand new words in directions 3.Learn new phrases share 1.Homonyms some/sum 2.Learn addition concept through a song Integrate vocabulary and concept Use objects to add join GK-FP1 11.2 Addition Symbol plus sign GK-FP1 11.3 11.4 Ways to make and GK-FP1 Ways to Make GK-FP1 11.5 GK-FP1 Ways to Make 11-2, p 287B G1S1a 11-3, p 291 G1S3c GK-FP1 Intermediate Hear Math Visual/Spatial Intermediate , Intrapersonal 11-4, p 293 G1S3j B Kinesthetic 11-5, p 297B Visual G2S1a Beginning Do Math Advanced 11-6, p 299 G1S2b 11-7, p 301 G1S3b Auditory/Visu Beginning al Visual Hear Math GK-FP1 Ways to Make 11-8, p 303 G1S3g 11.8 GK-FP1 PSS- Act it out 11-9, p 305 G2S2f 11.9 Subtraction stories 12.1 take away, are left, subtract GK-FP1 Use Objects to Subtract Subtraction Sign GK-FP1 minus sign GK-FP1 12.3 12.4 Take Away from and GK-FP1 Take Away from GK-FP1 12.5 Take Away from GK-FP1 12.6 Take Away from 12.7 Talk Math Intermediate 11.7 12.2 See Math See Math 11.6 Ways to Make Auditory GK-FP1 12-1, p 317B G1S2d 12-2, p 321B G2S3k 12-3, p 323B G1S3f 12-4, p 325B G2S3c 12-5, p 331B G2S2a 12-6, p 333B G1S3f 12-7, p 335B G2S1f Auditory, Visual Beginning Social, Linguistic Advanced Auditory Beginning Talk Math See Math Hear Math Kinesthetic Intermediate Do Math Visual/Spatial Intermediate , Logical Visual See Math Intermediate See Math Auditory Beginning Hear Math Logical Intermediate See Math Logical Intermediate Do Math This strategy say/said, give/gave 1.Simple present/irregular past teaches see/saw, what tenses 2.Verbalizing familiar irregualr past happened? activities 3.Connecting live activities tense and drawings to math sentences This strategy other ways, changing Interpret events, symbols and connects plus (+), say words Understand common properties Connect new phrases to words, symbols the same thing and concept an idea This strategy in the square, try/tried 1.Simple present/present perfect/past shows combination, tense 2.Using new vocabulary in combinations have you tried activity 3.Following oral directions of and This strategy our ladybugs, should have 1.Conditional modal verb improves dots, on either 2.Visualize concept 3.Connect realia number side and vocabulary to math concept understanding This strategy they do, for make 1.Using visuals to introduce the vocalizes sure, see concept of addition 2.Practicing combinations counting 3.Saying number of seven combinations accurately This strategy boat, fish, sea see 1.Homonyms: see/sea 2.Answer helps students questions containing new vocabulary understand 3.Practice combinations homonyms This strategy really fun, too, can split 1.Modal verb: can Improve uses music to also new memory and listening for numbers model nimber 3.Connect vocabulary to math nine concept This arms, legs, figure out 1.Phrasal verb: figure out strategyhelps eyes Recognize body parts 3.Label body students act out parts story problems This strategy take away, eat/ate 1.Learning new vocabulary through uses music to I’m hungry, songs 2.Rhyming 3.Reciting a introduce meals cause/effect situation subtraction This strategy drop out, snap take away 1.Hearing patterns 2.Acting out uses your fingers, patterns 3.Hearing empty spaces kinesthetic no sound movement and This strategy how many, take Interpret events, symbols and helps teach the minus, star words Understand common properties Connect new phrases to minus symbol an idea This strategy purple, must go 1.Listen to subtraction vocabulary teaches counters Counting to find differences 3.Learn subtraction alltogether, the word forms of subtraction vocabulary leaves vocabulary This strategy inside, who leave/left 1.Using familiar nouns in story helps student has left?, problems 2.Answering oral subtract from house questions 3.Seeing an oral story six and seven problems written as a number This strategy days in a take off Learn calendar vocabulary and heops students week, today, patterns Act out patterns See subtract let's and interpret empty spaces This strategy the fence, zoo, jumped helps students how many are over internalize left? subtracting Hear spoken subtraction Act out subtraction sentence 3.Understand verb phrase with preposition ... Teams take turns flipping over two cards at a time trying to match two morning, two afternoon, or two evening events The team with the most matches wins As an extension to this activity, students... four, five Directions: Use this page with the song “Here is the Beehive” found on track of the Math Songs CD After the song is sung, have students act out the song Have students find objects... clothing Directions: Act out each pattern to find out which movement could come next To extend this activity, have students show the pattern another way, such as using pattern blocks 10 Stars and