Calendar Math

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Calendar Math

• Creative Activities
• part 2

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Wyandotte PreK CenterEdna Davis

• Calendar Pattern
• GLEs represented (PK-CM-P-1) (PK-CM-P2)(P-1E)
  (P-3E)
• Materials needed
• 1.Calendar
• 2. Patterned numerals
• 3. Pointer
• Direction Have student come to the front and
  point to candle naming the color for each day.
• Evaluation Ask students questions such as
• How many days have we had in the month of
  December?
• If number 1 candle is blue, what color is number
  2?
• What is the color candle for todays date?
• What color candle do you think tomorrows will
  be?

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Wyandotte PreK CenterEdna Davis
4
Mayfair ElementaryDeborah Quinn

• Number Bear 1-1 Correspondence-Whole Group
• GLE represented 2
• Materials needed mini candy canes, and number
  bear
• Directions
• The learner will count a set of five objects
  using 1-1 correspondence. Candy canes were used
  to connect Christmas theme.
• Evaluation
• Observation/Anecdotal Record

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Mayfair ElementaryDeborah Quinn
6
Mayfair ElementaryDeborah Quinn

• Sorting/Patterns-Small Group
• GLE represented 9 and 13
• Materials needed Colored goldfish and work mat
  (paper plate).
• Directions The learner will use colored
  goldfish to sort or create a pattern.
• Evaluation Observation/Anecdotal Record
  (teacher will record student response accompanied
  by picture).

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Mayfair ElementaryDeborah Quinn
8
Southdowns ElementaryChris Bella

• Activity Title SHAPES
• GLE represented Math--- GEOMETRY 8-
  Identifies rectangles, squares, circle, and
  triangles
• Materials needed Yarn
• Directions Get 3 children to use yarn and form
  2 different shaped triangles.
• Evaluation Can the children problem solve to
  form a shape out of the piece of yarn cut..

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Southdowns ElementaryChris Bella
10
Wyandotte PreK CenterMrs. Beal

• Activity Title
• Counting with Number Bear
• GLE represented M-2, 4,8
• Materials needed
• Number bear chart
• Flowers
• Buttons
• Circle pattern blocks
• Summary of Discussion
• We are using Number Bear to focus on the number
  4. We found out how to say the number four in
  Spanish and we practiced how to write the number
  four in the air. Then Carmen counted out four
  flowers to attach to number bears hand. I asked
  the class How many flowers does number bear
  have? The class counted the flowers in English
  and Spanish. We also wanted to find out how many
  buttons does number bear need on his vest.
  Klaydi counted out four buttons. The class
  helped her count the buttons while placing them
  on his vest. Number bear loves finding things to
  put inside his backpack so today he wanted to
  find 4 circle pattern blocks. Mr. Xavier helped
  him by counting out four circles and placing them
  in his backpack.

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Wyandotte PreK CenterMrs. Beal
12
Deborah Galle

• Objective Each child will be able to match paper
  plate numbers with manipulative objects. For
  example dinosaurs, teddy bear counters.Activity
  Place paper plate in front of the student, let
  student name the number and put objects on the
  plate to match.

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Deborah Galle
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Wyandotte Pre-K CenterKimberly L. Baker

• Its the first day of December and the number on
  the bears hat is now 5. Child states that we
  need 1 pocket in order to have 5 pockets.
• School Wyandotte Pre-K Center Teacher
  Kimberly L. Baker
• Number Bear
• GLEs represented (PK-CM-N3) (N-1-E) (N-3-E)
• (PK-CM-N2)
  (N-1-E)
• (PK-CM-N5)
  (N-1-E) (N-3-E)
• Materials needed
• Number Bear
• Set of numbers 1 to 10
• Balloons, pockets, button, flowers
• Direction Students identify the number 5 and
  places it on number bears hat. Students place
  the number of balloons, pockets, buttons, and
  flowers on number bear to correspond with the
  number 5.
• Evaluation Ask students higher order thinking
  questions
• Example Number Bear has 4 pockets already.
  How many more pockets do we need in order for
  number bear to have 5 pockets?

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Wyandotte Pre-K CenterKimberly L. Baker
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Wyandotte PreK CenterMarie Parker

• Birthday Graph
• GLE represented (PK-CM-N3) (N-1-E)(N-3-E)
  (PK-CM-N1)(N-3-E)(N-7-E)
• Materials needed 1. A graph with months and
  symbol for each month
• 2. Cupcakes
  printed on cardstock with each childs name and
  birthday
• 3. A birthday
  crown
• Directions Have the student (on their birthday)
  put a cupcake above the month representing their
  birthday
• Evaluation Use graph questions such as
• Which month has the most birthdays from our
  class?
• Which months have the fewest birthdays from our
  class?
• How many more birthdays do we have in _________
  compared to __________?
• How many months do we only have one birthday?
• How many children have a birthday in _________?

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Wyandotte PreK CenterMarie Parker
18
Winbourne ElementaryDebbie Baumann

• Activity Title Play dough Numbers
• GLEs represented Counts a set of 5 or fewer
  objects using 1-to1 correspondence and identifies
  numerals 1- to 5.
• Materials needed Card stock, markers, Play dough
• Directions Using markers, write numerals 1-5 on
  individual squares of card stock. Draw the
  corresponding number of circles. Have the
  children identify the numeral, make the correct
  number of play dough balls and match the balls to
  the circles.
• Evaluation Observation, photograph, anecdotal
  note

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Winbourne ElementaryDebbie Baumann
1 O 2 O O 3 O O O 4 O O O O 5 O O O O O
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Rosenwald PreK CenterLinda Holmes

• GLE represented Pk-CM-N3, N1E, N3E, Counting by
  ones to ten
• M13 Pk-CM-P1, PK-CM-P2, P1E, P3E Recognizing
  repeated patterns.
• Materials needed Calendar, Months,
  Candles-rectangular and cylinder shaped.
• Directions Have the students count the days that
  have passed in the month. The students will
  name the numbers. Have the students to name
  the pattern of candles. Rectangular or cylinder.
  The students can clap the patterns for
  rectangular or cylinder. Have students predict
  which type of candle will come next. Which
  color will be next. Name the day of the week
  yesterday, today and tomorrow. The students
  work collaboratively with the student who is at
  the board taking turns with Makayla.
• Evaluation My Aide and I observe students as
  they interact with the
• Calendar noting which students are participating
  and having success.
• We encourage students as we go along and follow
  up in the small group
• With skill reinforcement.

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Rosenwald PreK CenterLinda Holmes
22
Dufrocq ElementaryChristy Mensah

• Weather Graph
• GLE represented Math- 2, 5, 12 Science- 26
• Materials needed graph weather cards
• Directions
• TSW check the weather outside while the rest of
  the class counts backwards from 10 to 1 (blast
  off)
• TSW (Meteorologist) come to the group and report
  the weather using a complete sentence
• TSW graph the weather pictures on the weather
  graph
• Evaluation At the end of each week, we will
  discuss the weather graph as a class through
  questioning
• Which type of weather do we see the most? How
  many days did we experience that type of weather?
• Which type of weather do we see the least? How
  many days did we experience that type of weather?
• Are there more rainy days or sunny days? Why?
• Are there less rainy days or sunny days? Why?
• Do any types of weather have the same number? If
  so, how do you know they are the same?

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Capitol ElementaryMarietta Franklin

• Pattern Head Dressing
• 
  
• GLE represented (ELA 23, 24) (MATH 8, 13)
• Materials needed Foam self-stick shapes,
  Sentence strips, Colorful feathers
• Directions Ask students to name shapes given.
  Students are then shown
• a shape pattern. Ask students to use shapes
  given to create their own
• pattern to decorate a head dress to wear for the
  Thanksgiving Feast.
• Add feathers of choice to complete project.
• Evaluation Students should be able to name
  shapes used and recite the
• pattern they used in creating their
  head dress. (Student maybe asked to extend the
  pattern What shape would come next?)

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Capitol ElementaryMarietta Franklin
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Capitol ElementaryMarietta Franklin

• Setting for Five
• GLE represented Math 2, 4
• Materials needed Place setting for a birthday
  party for five guest, (cups, plates,
• napkins, spoons, party bags)
• Directions Ask the students to set the table
  for a birthday party. There will
• be five guest invited to the party. Ask the
  students to count out five of
• each item and place them on the table in front of
  each chair.
• Evaluation Students should be able to count
  out five of each items to
• be given. Observe to notice if each seat have
  the correct number of
• items and if each seat has a place setting.

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Capitol ElementaryMarietta Franklin
Yes! I counted all five candles.
Wonder did we get all five?
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Greenville ElementaryMeg Bertaut

• This activity counts 1-5Each child is given a
  plastic hand with a number (1-5) written on it.
   Then the children are shown 5 sheets of paper
  each with a different amount of pictures on it.
   For example, during Halloween i used 1 ghost, 2
  scarecrows, 3 witches, 4 bats and 5 pumpkins (can
  be easily changed to correspond with different
  lessons or seasons).  5 children are selected
  with each one holding a different paper.  When i
  point to a picture the remaining children raise
  their "hand" when their number matches the
  picture.  For instance, if I point to the 4 bats
  all the children with the number 4 written on
  their hand will raise it.

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Capitol ElementaryKashanna Bridges

• Activity Title
• Fruit Patterns
• GLE represented Math 2-Counts a set of 5 or
  fewer objects using 1-to-1 correspondence,
  3-Identifies an objects position as first or
  last, 13-Recognizes and copies repeated patterns
  by using concrete objects.
• Materials needed tooth picks, red grapes,
  pineapple chunks, plastic cups
• Directions TTW provide each student with a
  toothpick, 2 grapes and 2 pineapple chunks in a
  plastic cup. TL is instructed to produce an AB
  pattern using the fruit provided.
• Evaluation The assessment method used is teacher
  observation. TT can observe the students to see
  who follows directions and who can explain the
  pattern constructed. TTW also observe to get an
  understanding of the students knowledge of first
  and last, and 1-to-1 correspondence (i.e Which
  fruit did you use first/last, How many fruits do
  you have?).
• The students are able to enjoy the fruit after
  the activity is complete!

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Capitol ElementaryKashanna Bridges
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Melrose ElementaryAshley Smith

• Activity Title
• GLE represented Recognize and copy repeated
  patterns (e.g., concrete objects, songs, rhymes,
  and body movements) (PK-CM-P2) (P-1-E) (P-3-E)
  (PK-CM-P1)
• Materials needed Calendar, number cards
• Directions Using the calendar math calendar
  students will observe the previous pattern and
  then decide which number card comes next and what
  it will look like Green circle candle or blue
  square candle. Teacher may ask questions about
  what the number card will look like the next day
  or in three days. Teacher can then perform a hand
  clapping pattern or body movement pattern to
  further emphasize the copying and repeating of
  patterns.
• Evaluation During calendar math (circle time)
  student participation and informal observations
  will be used and a checklist can be used at
  center time to evaluate each student as they
  recognize, copy, repeat, or create there own
  pattern.