Our First unit in math will have your students engaged in activities that will build their understanding of numbers within ten.
We will be
counting a variety of objects accurately and attaching a digit to the last number of items that we count
practicing our counting and subitizing numbers up to 5
classifying and sorting objects into like categories
We will be using tools to help us build this understanding.
Some of the tools are:
Rekenreks: (See photo of the rekenrek below with the red and white beads) How many do you see? (In ‘play’ area is to the left)
Possible student responses: “I see two on the top and two on the bottom. I see four because I know 2 and 2 together make four.” Here we look to see how students are counting. Most children will be counting one by one which is a wonderful strategy. As students trust numbers, they will see that 2 objects will always be 2 and not have to count from 1 on. We want to provide lots of experiences to build this.
Ten Frames: (See photo below of the ten frame with blue counters) How many do you see?
Possible student responses: “I see 5 on the top row and 2 on the bottom row. I see 7 altogether. I see 3 missing from the ten frame.”
Counters: Anything can be turned into a counter- blocks, fingers, Matchbox cars, cotton balls...
How can you help at home?
Counting is the foundation to everyone’s math development. We want students to have many experiences where they are counting. Here are some ideas to do with your children at home:
• Count. Go back and forth with your child- you say one number to start at they say the next. (You do not always have to start at 1, but to begin with you should) Asking questions like I wonder who will say 16? Adds a level of intrigue and curiosity that we want to build in our students.
• Count together (choral counting) Let’s start at 1 and count together as high as we can! When you are counting with your child, you are supporting them when they get to numbers that they may not have heard yet.
• Count out the number of plates needed for the dinner table. How many forks do we need? Please, grab the forks and put them next to the plate.
• I wonder how many goldfish are in your bowl. How many do you think you have? How can we find out?
• How many steps does it take to get from the living room to your bedroom?
• If I say the number 3, what number comes after it? What number comes right before 3? (use any number working on 1-10 first)
• Interactive Ten frame this link will bring you to an interactive ten frame that your students and you can work with.
• Playing any type of board game or card game would be beneficial.
Seating Arrangements (in-person students)
Outdoor Play and Work
- zipping a sweatshirt
- buttoning/snapping a rain jacket
- tying shoelaces
- pulling sweaters or jackets over their head
- pushing arms through armholes on sweaters, sweatshirts or coats
If your classroom teacher has your child keep an extra set of clothes in their backpack or classroom, please be mindful to change the clothing out as needed to match the temperature of the changing seasons.
- Parent/Teacher Conferences