You may have heard your child say, “Five and five are ten,” and assume that your child knows how to add. The process of Addition and Subtraction entails much more than memorizing the facts. Hands-on experiences help your child understand the why and how of addition and subtraction. It’s important to have your child explain to you what is happening in a problem and use various math terms (add, plus, makes, equals, subtract, minus, take away, leaves, etc.) so it will connect math to real-life problems The shift is away from endless “drill & kill” worksheets. Experts say that children learn better by working with objects and discovering various ways to find answers. Last month we worked on facts to 7, so these problems will reflect what we learned. (You may work on higher numbers if your child is ready to go on).
1. Make a list of all the people who you want to Christmas presents (in two columns—family and friends) Count the names in each column and write the numbers on a paper. How many in all?
2. Estimate how much you spend for each person and write the number by the name. Use a CALCULATOR (don’t use decimals—just the nearest dollar amount) to find out how much you need to save for Christmas.
3. Count how many days until Christmas. Count how many days until the New Year. Can you count by twos? (Count the two’s song to the tune of Yankee Doodle.)
4. Use a wire hanger and 5 (or more) clip type clothespins. Cut apart the ADDITION FACT CARDS and choose on from the pile. If it said 1+3, you would clip 1 clothespin to the bottom left side of the hanger. Then, clip 3 more to the bottom right side of the hanger. Say 1+3=, and then slide the clothespins together into the center. Count the combined total to get the answer. Do this with all the addition facts.
5. Use the same idea, but use the SUBTRACTION FACT CARDS. If a card says 5-2, put 5 clothespins to the bottom left of the hanger and then slide 2 over to see how many are left. Say the equation and then the answer.
6. Use the GAMEBOARD & ADDITION FACT CARDS and find a partner. Use a button as a marker. Draw a card and move your button 3+2 or whatever the card says. Say the whole equation (3+2=5) and move that number of spaces. The winner is the one who gets to the end first.
7. Use the GAMEBOAD & SUBTRACTION FACT CARDS and find a partner. Choose a fact card and if it says 5-1, then move you button 5 spaces and back one. Say the equation and answer.
8. Using the TANGRAM, try making a triangle with just 2 pieces. See if you can make a triangle with 3, 4, 5, 6, or 7 pieces. Is the more than one way to solve it? Draw a picture if you favorite.
9. PENTOMINOES are made from 5 squares attached together by a full side. Check this by getting 5 orange squares from the PATTERN BLOCKS bag. Spread out each pentomino shape and try to make it on the table with the 5 orange squares.
10. Practice number 5 Fax=ct Families: (1,4,5) (2,3,5) (0,5,5) Using 2 blobs of CLAY and 5 TOOTHPICKS, stick 1 toothpick straight up in one blob and 4 in the other blob. As you say 1+4=5, 4+1=5, 5-1=4, 5-4=1…manipulate the blobs together or apart to show the equation. Write them on a PAPER as you do each one.
11. Graph the presents opened for Christmas in you family: Clothes, toys, sports, books, food, misc.
12. Cut out magazine pictures that show 2 to 7 objects. On each picture, draw one ring around some of the objects, leaving either 1 or 2 objects outside the ring. If a picture shows a5 ducks, you might want to draw a ring around 3 of them. Make up an addition story about the ducks. (2 ducks came to visit their 3 friends. How many are there in all?) Write it on a piece of PAPER.
13. Have you child practice addition facts as you ride in a car, take a walk or do chores. Say a number from 1 through 5. Have you child mentally add 2 to your number and say the answer.
14. Write the equation at the bottom of a PAPER. Above each addition fact, draw two groups of objects to show the numbers that are being added. The child should fill in the answers to the problems using the pictures to help. (Do several equations)
15. Separate seven BEANS into a group of 3 and a group of 4. Write an addition fact using the number of beans in each group: 3+4=7. Now switch the positions of the bean groups and write the related addition fact: 4+3=7. Repeat the activity by using different numbers of beans.
16. Help mom and put away groceries. Have 7 items on the counter and put away 1. Say the subtraction fact that relates to what you did. Now put 2 more away. Say the fact…and so on.
17. Help mom and dad put away laundry. Stack up 7 towels. Put away 3. Say the subtraction fact that relates to what you did. Now put away 2, now 1… Put away other things in the same way.
18. It’ important to understand what it means to subtract zero. Collect groups of 3 to 7 items such as books, spoons, or stuff animals. Count the objects and take a zero. Talk about it.
19. FACT FAMILIES are facts that have three numbers in common. Usually we have 2 addition and 2 subtraction facts in a fact family. An example is 2+4=6, 4+2=6, 6-4=1, 6-2=4. Choose several and write them on a piece of PAPER. For a challenge, throw in a fact that has different numbers (1+5=6) and see if you child can tell you why it doesn’t belong.
20. Time yourself doing your math facts. Each time, try to beat your first time! Continue improving your score!
*If you have a COMPUTER GAME or a BOARD GAME that practices math facts, that can certainly be counted as a math activity. Remember to adapt it to the level of your child’s needs.
Thursday, December 2, 2010
Monday, November 29, 2010
Book Orders
Book Orders are due tonight, remember if you want an email when they arrive, instead of sending them home contact me. Thanks!
Monday, November 15, 2010
Thanksgiving Feast
This Thursday we are going to have our thanksgiving feast during lunchtime. The lunch ladies in the cafeteria prepare the most delicious thanksgiving feast! We will bring our lunches back to our classrooms and feast together. We will discuss manner, being polite and trying new things. Please try and have your student get lunch from school this Thursday if possible.
Thursday, November 11, 2010
Food Drive
Next week we are doing our annual rivalry week at Silver Mesa! We are going to be having a food drive all next week and the class that brings in the most food will have a pizza party provided by the University of Utah Alumni Association. Students will also get to choose if they want to donate their food to the U of U or BYU. We will finish the week by having our spirit day on Friday which is BYU v. Utah. So wear your favorite blue or red!
Reading and Mathematics Reports for Canyons School District
Here are some tips on how to read the graph that came home in your students' folder:
AIMSweb TEL are tests of critical early literacy skills given in kindergarten and first grade. They assess literacy skills that indicate a student's progress toward learning how to read. These tests include:
Letter Names (LNF)
Letter Sounds (LSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency (NWF)
EARLY NUM (numeracy) are test of early math skills that demonstrate a student's ability to orally count, identify number, identify the bigger number from a pair, and identify the missing number from a number line. These test for kindergarten and first grade students include:
Oral Counting (OCM)
Number Identification (NIM)
Quantity Discrimination (QDM)
Missing Number (MNM)
The blue dot represents your student's score compared with the scores of other students in Canyons School District at his/her grade level.
The green box represents the range of average scores of students in our district.
The orange ling extending below the green box indicates below average scores while the blue line extending above indicates above average scores.
The target for the testing period is the heavy black horizontal line. This indicates the minimum score we would like each student to achieve for that testing period. A score at this level gives a 90% chance of achieving a proficient or passing score on the CRT reading test given each spring to all student in Utah (grade 3+).
The table at the bottom of the report indicates your student's actual scores for each measure at the time period they were given. It also indicates a general skill level. Established means your student has met the minimum score we would like to see each student achieve. Emerging means your child is making progress but has not yet reached the established goal for that time period. Deficient means your child is in need of immediate interventions to help him/her move toward the established goal.
**If you ever have any questions about any of the charts/data given feel free to contact us.
AIMSweb TEL are tests of critical early literacy skills given in kindergarten and first grade. They assess literacy skills that indicate a student's progress toward learning how to read. These tests include:
Letter Names (LNF)
Letter Sounds (LSF)
Phoneme Segmentation Fluency (PSF)
Nonsense Word Fluency (NWF)
EARLY NUM (numeracy) are test of early math skills that demonstrate a student's ability to orally count, identify number, identify the bigger number from a pair, and identify the missing number from a number line. These test for kindergarten and first grade students include:
Oral Counting (OCM)
Number Identification (NIM)
Quantity Discrimination (QDM)
Missing Number (MNM)
The blue dot represents your student's score compared with the scores of other students in Canyons School District at his/her grade level.
The green box represents the range of average scores of students in our district.
The orange ling extending below the green box indicates below average scores while the blue line extending above indicates above average scores.
The target for the testing period is the heavy black horizontal line. This indicates the minimum score we would like each student to achieve for that testing period. A score at this level gives a 90% chance of achieving a proficient or passing score on the CRT reading test given each spring to all student in Utah (grade 3+).
The table at the bottom of the report indicates your student's actual scores for each measure at the time period they were given. It also indicates a general skill level. Established means your student has met the minimum score we would like to see each student achieve. Emerging means your child is making progress but has not yet reached the established goal for that time period. Deficient means your child is in need of immediate interventions to help him/her move toward the established goal.
**If you ever have any questions about any of the charts/data given feel free to contact us.
Wednesday, November 10, 2010
Parent Teacher Conferences
We had such a great turn out for the parent meeting and PT Conferences. It was so much fun for us to celebrate your child's accomplishments. It was also great to listen to all of the Spanish that your child can already speak! Remember if you have any questions about the report card, AIMS graph or anything else in your packet please contact us.
Monday, November 1, 2010
November Math Box Homework
Mathematics is based on patterns. A good understanding of patterns will help your child with logic and problem solving activities. It is necessary to allow children the opportunity to recognize, copy, extend, and create patterns at an early age to get a good foundation for math and other subjects.
1. Mom (or partner) will make a two color BEAN pattern like: white, red, white, red… and the child will copy the pattern using the same color of beans. Make another 2 color pattern using the same color beans. (i.e W, R, R W, R, R W, R, R…)
2. Mom will start a 3 BEAN pattern (W, R, B, …) and you will extend it out to 20 beans. Start a few other patterns to extend. See if you can say what the “core” of the pattern is. (core-the first part).
3. Take a pattern walk around your house with a paper and pencil. Notice floor designs, clothes, wallpaper, etc. Draw a picture of all the patterns in or around your house in 15 min. Share with your family or bring to show and tell.
4. Find something around the house that you could bring to show and tell that has an ABC pattern on it.
5. How high can you count now? Count to someone in your family. Can you count by 10’s to 100? Can you count by 5’s? Write it down and talk about the pattern you see. See how far you can count in Spanish! Even by 10’s (diez, veinte, treinta, cuarenta, cincuenta, sesenta, setenta, ochenta, noventa, cien)
6. Borrow a CALCULATOR. Choose two numbers. Press them back and forth to show an AB pattern on the display. Make an ABB pattern, by pressing the first number once and the second number twice until the display is filled. Discover some other number patterns on it.
7. Roll out the CLAY on the table with a rolling pin or the side of a plastic glass. With 1 TOOTHPICK, draw some patterns in the clay (The pattern needs to repeat). Roll it out again and make another design.
8. Play Concentration with the NUMBER CARDS 1-10, and the NUMBER WORDS-zero to ten. Spread them out upside down and make matches. Practice reading the number words when you’re finished. Play it with the DOT CARDS and the NUMBER WORDS another time.
9. Using the TANGRAM puzzle, see if you can use all the pieces to make a square. Mess it up. Can you make it again?
10. Make a BUTTON pattern on the table (4 holes, 2 holes, 4, 2,…). This of some other ways to make button patterns. Draw your favorite
11. Estimate how many inches you are. Measure and keep track through the year. Compare each month.
12. Using butter knifes (A), forks (B), and spoons (C), create the following patterns: AB (extend each pattern), ABB, ABC, AABBCC, ABCB, AACC.
13. Look in your closets for 3 pieces of clothing that have a pattern. Tell your mom or dad about the pattern. Record each of the patterns on a piece of paper with crayons. (Try to find clothes with obvious stripes or simpler patterns).
14. Using a sheet of GRAPH PAPER and BEANS, count to ten and place a bean on every 10th space. See if you can see a pattern. Use a different color of BEAN and place it on every 5th space. Can you see a pattern?
15. Make a paper chain. Use different colors in a pattern. For example: 1 red, 2 yellow, …repeat.
16. Collect one pair of shoes from each family member. How many shoes are there? How many pairs? Sort shoes by color, kind, size, etc. Arrange shoes in an AB pattern. Be sure to put them all back where you got them.
17. Get the TANGRAM puzzle and see if you can make a large rectangle using all the pieces. Now see if you can make a large triangle using all 7 pieces.
18. Using your BEANS, determine what the core of your pattern will be. Once you have made the core, place a paper plate over it so it can’t be seen. Now make your core again and repeat it several times to form a long pattern. When you have finished your pattern, call your mom or dad over and ask them to try to figure out what your “pattern core” is. After they guess, lift the paper plate off your core and let them see if they got the right answer. (Core is 1st part before you repeat again).
19. Make one pile of WHITE BEANS (A) and another pile of RED BEANS (B). Make an AB pattern using at least 30 beans. Now you are ready to count them. You may only count out loud on the red beans. When you come to a white bean, then you must count silently in your head. You will find yourself counting by 2’s. Now make and AAAAB pattern using at least 50 beans. You will speak the number only on the B (red bean). You will find yourself counting by 5’s. Try other patterns to help you count by 3’s or 4’s.
20. Use an O-shaped breakfast cereal like Fruit Loops and make a pattern necklace on a string. Have mom or dad check the pattern, and then eat your necklace.
The following pages I send home with your 5 activity record sheet are also activities: For activity number, just write the title of the activity. Remember that your child gets credit for 20 activities each month. You don’t have to do any activity on the weekends. You may choose the ones that interest you the most or even make up your own activity. As soon as your child does 5 days of activities, send a slip to school. After 25 activities, or 5 slips, the students get certificate to take home and show that they are advancing on the Math Olympics Chart.
1. Mom (or partner) will make a two color BEAN pattern like: white, red, white, red… and the child will copy the pattern using the same color of beans. Make another 2 color pattern using the same color beans. (i.e W, R, R W, R, R W, R, R…)
2. Mom will start a 3 BEAN pattern (W, R, B, …) and you will extend it out to 20 beans. Start a few other patterns to extend. See if you can say what the “core” of the pattern is. (core-the first part).
3. Take a pattern walk around your house with a paper and pencil. Notice floor designs, clothes, wallpaper, etc. Draw a picture of all the patterns in or around your house in 15 min. Share with your family or bring to show and tell.
4. Find something around the house that you could bring to show and tell that has an ABC pattern on it.
5. How high can you count now? Count to someone in your family. Can you count by 10’s to 100? Can you count by 5’s? Write it down and talk about the pattern you see. See how far you can count in Spanish! Even by 10’s (diez, veinte, treinta, cuarenta, cincuenta, sesenta, setenta, ochenta, noventa, cien)
6. Borrow a CALCULATOR. Choose two numbers. Press them back and forth to show an AB pattern on the display. Make an ABB pattern, by pressing the first number once and the second number twice until the display is filled. Discover some other number patterns on it.
7. Roll out the CLAY on the table with a rolling pin or the side of a plastic glass. With 1 TOOTHPICK, draw some patterns in the clay (The pattern needs to repeat). Roll it out again and make another design.
8. Play Concentration with the NUMBER CARDS 1-10, and the NUMBER WORDS-zero to ten. Spread them out upside down and make matches. Practice reading the number words when you’re finished. Play it with the DOT CARDS and the NUMBER WORDS another time.
9. Using the TANGRAM puzzle, see if you can use all the pieces to make a square. Mess it up. Can you make it again?
10. Make a BUTTON pattern on the table (4 holes, 2 holes, 4, 2,…). This of some other ways to make button patterns. Draw your favorite
11. Estimate how many inches you are. Measure and keep track through the year. Compare each month.
12. Using butter knifes (A), forks (B), and spoons (C), create the following patterns: AB (extend each pattern), ABB, ABC, AABBCC, ABCB, AACC.
13. Look in your closets for 3 pieces of clothing that have a pattern. Tell your mom or dad about the pattern. Record each of the patterns on a piece of paper with crayons. (Try to find clothes with obvious stripes or simpler patterns).
14. Using a sheet of GRAPH PAPER and BEANS, count to ten and place a bean on every 10th space. See if you can see a pattern. Use a different color of BEAN and place it on every 5th space. Can you see a pattern?
15. Make a paper chain. Use different colors in a pattern. For example: 1 red, 2 yellow, …repeat.
16. Collect one pair of shoes from each family member. How many shoes are there? How many pairs? Sort shoes by color, kind, size, etc. Arrange shoes in an AB pattern. Be sure to put them all back where you got them.
17. Get the TANGRAM puzzle and see if you can make a large rectangle using all the pieces. Now see if you can make a large triangle using all 7 pieces.
18. Using your BEANS, determine what the core of your pattern will be. Once you have made the core, place a paper plate over it so it can’t be seen. Now make your core again and repeat it several times to form a long pattern. When you have finished your pattern, call your mom or dad over and ask them to try to figure out what your “pattern core” is. After they guess, lift the paper plate off your core and let them see if they got the right answer. (Core is 1st part before you repeat again).
19. Make one pile of WHITE BEANS (A) and another pile of RED BEANS (B). Make an AB pattern using at least 30 beans. Now you are ready to count them. You may only count out loud on the red beans. When you come to a white bean, then you must count silently in your head. You will find yourself counting by 2’s. Now make and AAAAB pattern using at least 50 beans. You will speak the number only on the B (red bean). You will find yourself counting by 5’s. Try other patterns to help you count by 3’s or 4’s.
20. Use an O-shaped breakfast cereal like Fruit Loops and make a pattern necklace on a string. Have mom or dad check the pattern, and then eat your necklace.
The following pages I send home with your 5 activity record sheet are also activities: For activity number, just write the title of the activity. Remember that your child gets credit for 20 activities each month. You don’t have to do any activity on the weekends. You may choose the ones that interest you the most or even make up your own activity. As soon as your child does 5 days of activities, send a slip to school. After 25 activities, or 5 slips, the students get certificate to take home and show that they are advancing on the Math Olympics Chart.
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