Calendar Math

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Calendar Math

• Creative Activities
• part 1

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Parkview ElementaryConnie Boudreau

• Activity Title
• Sorting Counting Christmas Items
• GLE represented 9 Sorts concrete objects by an
  attribute
• 5 Compares sets of objects using the words
  same/different
• And more/less/fewer
• Materials needed 4 different types of Christmas
  items a sorting tray a dry-erase board and a
  dry-erase marker a bag to put the items in
• Directions Each child picked an item from the
  bag. We then took turns sorting the items. Each
  child placed his/her item in the correct square
  (using the sorting tray). After this was done
  the students counted the number of items in each
  square of the sorting tray. The teacher recorded
  their answers on a dry erase board. The students
  identified more/less, etc.
• Evaluation Teacher observation completed tally
  on the dry erase board and student participation

3
Parkview ElementaryConnie Boudreau
4
Forest HeightsGayle Bencaz

• Line-Up Count Down
• GLEs represented M1 Count by ones to 10.
• M4 Identify
  numerals 1 to 5.
• Pervasive Interwoven Theme Mathematics as
  Connections
• (Topics within mathematics are
  interconnected Problems and procedures
• are connected to other subject areas and to
  real-life, relevant situations)
• Materials needed Large number cards
• Directions When it is time to line up after
  outdoor playtime, I ring a bell. Then I begin
  the COUNT DOWN and by the time I get to the
  number one, all the students should be in line.
  As the first ten children line up, they are each
  handed a number. After all the children are in
  line, we COUNT DOWN again and the child with
  the number holds it up when it is counted.
• Note At the beginning of the year, I count up.
• Evaluation Any type of number recognition or
  counting out loud activity can be used as an
  evaluation.

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Forest HeightsGayle Bencaz
6
Shenandoah ElementarySarah Spell

• GLE represented Number and Number Relations -1,
  4Materials needed 5 di-cut snowmen with
  numerals 1-5 per student, zip lock
  bagsDirections Students put snowmen in
  numerical order 1-5.  Have students point to
  numerals counting forward and backward.

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Shenandoah ElementarySarah Spell
8
Forest HeightsMay Caparas

• Activity Number Tree
• GLE Counting 1 to 10 Identifying numerals
  Count a set of 5 or fewer objects by establishing
  a 1 to 1 correspondence between names and objects
• Skill Matching numeral with the number of
  objects
• Materials
• number cards (1-10)
• ( number words can also be added in the
  cards so the students will be familiarized with
  it.)
• Cut out apples (or any fruit that is in season so
  that the class can relate with what goes around
  in their environment)
• Cut out tree that is posted on the board
• Instruction
• Place a number card on the tree and ask a student
  place the number of apples that will correspond
  to the number card.
• To differentiate the activity, the teacher can
  make it a bit difficult by placing a number card
  and some apples on the tree. Then ask the student
  if they need to put up some more or take some
  apples so that they will have the same number
  with the number card. (ex. 5 place 3 apples
  How may apples do I need to put up to make it 5)

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Forest HeightsMay Caparas
10
Lanier ElementarySusan Schmidt

• Number Scavenger Hunt
• GLE Represented M2, M4, ELA24 (You could also
  utilize other GLEs depending on what items you
  ask the child to find).
• Materials Familiar objects around the classroom.
• Directions To extend the one-to-one
  correspondence lesson teaching the number from
  Number Bears hat, have the child locate that
  number of objects around the classroom. For
  example, the number for the month is 5. Instead
  of counting the objects that are attached to
  Number Bear, ask the child to locate 5 objects in
  classroom such as 5 small/big cars, 5 red blocks,
  5 crayons, 5 books, 5 circles, etc. Extend
  further if child finds the incorrect number of
  the item. Ask classmates to help by asking John
  found 4 cars. Did he find too many or not
  enough? How many more does he need?
• Evaluation Evaluate mastery of objective by
  observing correct/incorrect response of child.
  You could also observe mastery by other students
  who offer assistance and give the correct
  response.

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Lanier ElementarySusan Schmidt
12
Scotlandville Elementary Lavern Branche

• Math Patterns
• GLE 13 Patterns(PK-CM-P2)(P-1-E)
• Objectives The students will be able to
  recognize and copy repeated patterns.
• Materials Santa hats and antlers
• Activity Motivation- Students will sing a song
  "IF YOU HAPPY AND YOU KNOW IT"
• 1.Students will put on Santa hats and Antlers.
  Then the girls will line up in a pattern,
  according to the color of
• their antlers red/green). The students will
  chant a color pattern.
• 2. Some girls will stand and some will stoop,
  then they will chant a pattern.
• 3. The boys will be added, and then they will
  line up in a boy/girl pattern and chant that
  pattern.
• 4. The boys/girls will stoop and stand in a
  pattern and chant that pattern.

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LaSalle ElementaryRebecca Prichard

• Daily Reading Graph
• GLE represented G-1A-E3, N-1-E, N-9-E, M-1-E,
  PK-LL-L3, ELA-1-E1
• Materials Needed 2 books, name cards, graph.
• Directions Upon arrival each morning, the
  students select and graph which book they would
  like for me to read first. Votes are recorded
  to share during calendar math time. After
  discussion we read the first book selection.

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LaSalle ElementaryRebecca Prichard
15
Southdowns Elementary Denise Couvillion

• Cut five apples out of tag board.  Cut one hole
  out of one, two holes out of the second apple,
  etc. Have a child choose one of the five, and put
  the appropriate number of fingers through the
  holes.  Have the child count the worms in the
  apple!

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Southdowns ElementaryVicki Landry

• Math Activity Shape and SeekShapes are all
  around us, and young kids love learning about
  them! Life gives us plenty of excuses to talk
  about shapes. For example, as you're driving, you
  can point out the circle roundabout, the
  rectangular parking space, or the octagon stop
  sign. When you go for a walk, ask your child what
  shape the bricks on a neighbor's house are made
  of, or talk about the triangle that is their
  roof.And when your child is itching for a game,
  consider ditching Hide and Seek in favor of Shape
  and Seek. Here's how it worksWhat You
  Need   5-10 pieces of construction paper, all
  in the same color    scissors    tape What
  to Do1) Using the construction paper, cut out
  squares, circles, triangles, and rectangles.
  (Once your child masters these, you can add on
  some more difficult shapes, like diamonds,
  hexagons, and octagons.).  While you may be
  tempted to break out a rainbow of paper choices,
  resist! Keeping all shapes the same color helps
  kids focus their attention on the shape itself,
  rather than the color from which it's made.2)
  Ask your child to cover her eyes and count to 20.
  In the meantime, take your pile of shapes and
  tape them around the house. When she opens her
  eyes, send her off to find one particular shape.
  When she's got them, move on to the other shapes,
  one by one, until she's found them all.3) Fair's
  fair. Now it's your turn to hunt. Collect all the
  shapes and hand them over. Close your eyes and
  give your child the chance to hide them from you.
  When time's up, ask your child to assign you a
  shape. Pretend to need reminders of what each
  shape looks like before you find it. Ask
  questions like, "How many sides does a triangle
  have, again?" or "Is the square the one with four
  equal sides, or is that the rectangle?" Having
  your child teach you about the shapes will
  reinforce the concepts. Plus, she'll feel great
  being able to help you learn something for a
  change!

17
Sharon HillsDianne Burris

• Lets Pattern
• GLE represented - M 13
• Materials needed Counting Tape
• Directions Act out a pattern by the children
  using their bodies.
• Evaluation Student Self-check/ Teacher
  Observation

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Sharon HillsDianne Burris
19
Southdowns ElementaryKaren Doll

• Math and MovementPurpose To give young
  children an opportunity to develop rote counting,
  numeral recognition, and number concepts skills,
  along with opportunities to use movement as a
  motivator.Activity Give children a small card
  with a number on it. Put a large number card on
  the floor and ask children with the matching card
  number to hop, jump, etc. the same number of
  times as shown on their card, then place their
  card on top of the big one. Continue until
  everyone matches their numbers.Variation Give
  children a second card that indicates a specific
  movement (i.e. jumping, hopping, clapping, etc.)
  that is to be performed the number of time
  indicated on the number card.

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White HillsMichelle Davis

• Number Bear Hide and SeekGLEs represented 2.
   Counts a set of 5 or fewer objects using 1-to-1
  correspondence 4.   Identifies numerals 1 to
  55.  Compares sets of objects using the words
  same/different and more/less/fewer
                                                    
                                                  M
  aterials needed Number Bear, Buttons, Balloons,
  Flowers, PocketsDirections Tell students that
  number bear has hidden some items (buttons,
  flowers, etc.) and he wants to play hide and seek
  with them.  Guide students to where number bear
  has hidden the items by giving them directions
   Take two steps forward, turn right and take
  four steps Before students can search for the
  items they must tell you how many more number
  bear needs to reach the number located on his
  hat.Evaluation  My students love this activity.
  They cant wait to see where number bear has
  hidden the items. The more we play the game the
  better they  become at identifying  how many more
  he needs.

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Pamela Keys

• Want to help your preschooler get comfortable
  with math? Get out the grab bag! This hands-on
  game helps kids learn to associate numbers with
  sets of objectsa key early math skill. And all
  you need is a set of index cards, pennies, and a
  paper lunch sack.Materials index
  cardsmarkersscissors1 paper lunch bag20 30
  pennies, buttons, or small blocksDirections
• Prepare Gather 10 index cards and write a
  different number, from 1-10, on each. Get your
  childs help on this part. When each card has a
  number, fold it in half and throw it into the
  lunch bag. Play Give your child some pennies
  to use as counters.  (Buttons or small blocks
  also work well, if your piggy bank is looking a
  little slim!) Ask your child to close her eyes
  and pick a card from the grab bag. Once shes
  chosen a card, she should open it up, look at the
  number, and then use her counters to show the
  quantity written on the card. For example, if
  your child picks the number 5 from the grab bag,
  she should place five pennies next to the numeral
  card.  This activity may seem very basic. But
  its actually a pretty big leap for young
  children to move from simply naming the numbers,
  to associating them with objects in the physical
  world. This game makes a perfect independent
  activity when youve got a few minutes to fill,
  and it reinforces one-to-one correspondence,
  which is just a fancy term for being able to
  match numeral symbols to their appropriate
  quantities. As your child matures, up the grab
  bag ante with larger numbers, such as 11 to 20.
  And as she takes her first steps towards reading,
  make a set of cards that uses the number words
  along with the number symbols.

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Pamela Keys
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Southdowns ElementaryBarbara Mitchell

• Is your child struggling with number recognition?
  Sometimes all it takes to learn something new is
  a little incentive thats business talk for,
  turn it into a fun game and theyll practice for
  hours. Here's a great way to go fishing for
  numbers that will feel more like play than
  counting practice!What You Need
• Construction paper in various colors
• Scissors
• A hole punch
• A magnet
• Paper clips
• A dowel or Tinker Toy to form the handle of the
  fishing pole
• String to form the fishing line
• Superglue
• What You Do
• Cut ten fish shapes, about 6-inches long each,
  out of the construction paper in different
  colors.
• Write a different number from 1 to 10 on each
  fish.
• Punch a hole in each one near the mouth area.
  Slide a paper clip through each hole to attach.
• Tie the string to the dowel to make a fishing
  rod.
• Superglue the magnet to the end of the string.
  Let dry thoroughly.
• To play Scatter the fish so that the numbers are
  clearly visible. Tell your child, Im hungry for
  a number 4 fish! and watch him hunt for it, then
  carefully lower the rod until the magnet
  catches the paper clip and he reels it in. Repeat
  with other numbers until all the fish are caught
  for a game that's so fun, it doesn't even feel
  like math practice!

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Southdowns ElementaryBarbara Mitchell
25
Southdowns ElementaryTereza Kean

• As you collect the lids, have your child help you
  wash and dry them (you dont want to start a bug
  collection at home as well!) and put them into a
  container or cardboard box. Talk about the lids
  as your collection grows discuss their size,
  color, and shape. Once youve gathered a good
  sized collection, you can put them to work! Here
  are a few ideas1. Count the lids.2. Sort the
  lids by color and size. You can also sort lids
  that have words on them, from lids with no words,
  or put all lids with the same first letter
  together. Ask your child to look at his
  collection and get creative with his
  groupings!3. Place a few lids in front of your
  child and ask her to find their matches. As she
  gets better, use a timer to see how quickly she
  can match a certain number of lids, and then see
  if she can beat that time the next time you play.
  4. Use the lids to make patterns, like red,
  blue, red, blue. Or do it by size, for example,
  big, big, small, big, big, small.Continue to
  add to the collection. A little bit of lids are
  great, but more than a little is even better!

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Southdowns ElementaryMelinda Broussard

• Objective Play school while reviewing math
  cognitive questions as related to the calendar
• Several students will pretend to be the teacher
  and students and play calendar.
• First, sing a few finger plays related to the
  calendar For example
• Zero Zero Super Hero
• One One Having Fun
• Two Two Tie my Shoe
• Three Three Look at Me
• Four Four Touch the Floor
• Five Five I Can Dive
• Six Six Pick up Sticks
• Seven Seven Count to Seven
• Eight Eight Stop at the Gate
• Nine Nine You are so Fine
• Ten Ten the Lions Den
• Count the Days in the month and say the days of
  the week.
• How many Days until Friday?
• How many Days until Joes Birthday?
• Can you find how many Thursdays there are in the
  month?
• If January 16th is on a Friday what is the date
  of the next Friday?

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Park ForestRegina Clark

• Activity Title- Patterning
• GLE represented M-13
• Materials needed December calendar, unfix cubes,
  colors, paper
• Directions The children used the December
  calendar and unfix cubes to make an AB pattern.
  After making the pattern, the students copied the
  pattern onto paper using a blue and green crayon.
• Evaluation The children will be evaluated by
  successfully copying the pattern onto paper.
• Teacher Observation

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Park ForestRegina Clark
29
Wildwood ElementaryCindy Murphy

• Math for Transition Periods
• GLE represented M-2
• Count a set of 5 or fewer objects by establishing
  1 to 1 correspondence.
• Materials needed Cubes or counters
• Directions
• When we are lining up or waiting on a few
  children I hide some cubes or counters in my
  hands and shake them up. (5 cubes total is a good
  start) I will secretly split them in two hands
  and let a child pick a hand and tell me ( count)
  how many there are. The person next to them gets
  to guess/ count the cubes in other hand.
• Evaluation This is a quick indicator of counting
  with 1 to 1 correspondence and after a while of
  using only 5 cubes they can guess the number
  hiding.

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Mayfair ElementaryMadeleine Bergeron

• Ordinal Numbers
• GLE represented 3, 5,6,9
• Materials needed 4 different sizes of
  gingerbread cutouts, crayons, scissors, The
  Gingerbread Boy
• Directions Read The Gingerbread Boy. Students
  will be giving 4 different sizes of gingerbread
  boys on a sheet of paper. The learner will cut
  the gingerbread boys out (circle is around the
  gingerbread boy to help cutting activity) and
  line them up from the smallest to the biggest.
  They will color, then glue in order of the
  smallest to the biggest. Students will name the
  first, second, third and fourth gingerbread boy.
• Evaluation Cutting practice will be observed
  and noted. Anecdotal record made with regard to
  naming in the correct order.

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Mayfair ElementaryMadeleine Bergeron
32
Wyandotte PreK CenterDanielle Staten

• Activity Title
• ABAB pattern
• GLE represented M13
• Materials needed
• Every Day Math Calendar
• December month Strip
• December Calendar Pieces
• The activity focused on in this picture is the
  ABAB pattern. The students were able to discover
  and extend the patterns using colors and shapes.
  The students enjoyed using the Every Day Math
  calendar. Because of their body language and
  facial expressions, I can tell the students were
  engaged.

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Wyandotte PreK CenterDanielle Staten
34
Ryan ElementaryAnita Turner

• Activity Title HOW MANY DAYS IN THE
  WEEK!
• GLE represented Math 2, 5, 7
• Materials needed Large colored tongue
  depressors or popsicle sticks
• Laminating
  film
• Directions On your calendar board create a
  pocket made from used laminating film (a sheet
  trimmed off of laminated materials). The pocket
  should have 5-7 sections in it.created by
  stapling off sections big enough to put sticks
  in. Start the week off with 5 sticks in the
  pockets (or 7 sticks if you want to do entire
  week). I just do 5 since we count how many days
  of school we have left. During calendar time on
  Monday we count how many days of school we have
  that week5. Tuesday we take one down since that
  day is gonewe say Monday is gone, we have four
  days leftcounting the sticks, etc. You may
  also talk about more and less here..same and
  different ( colors of sticks)..you may want to
  create a pattern with the colors also. The
  children use the words days , week, etc.
  (Monday- Friday).
• Evaluation Teacher observes outing
  skills- 1 to 1, counting on etc.
• patterning vocabulary
  ----days, week