The Creative Curriculum Preschool Mathematics. Measurement & Patterns Algebra & Data Analysis Day 3, Feb. 14, 2014. Morning Message. # of people. rating. We want more…. Video examples 10 Sharing ideas 10 Small group activities 5 Make and take 5 Math in relation to GOLD 3 - PowerPoint PPT Presentation
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The Creative Curriculum Preschool Mathematics
Measurement & Patterns
Algebra & Data Analysis
Day 3, Feb. 14, 2014
We want more
Video examples 10
Sharing ideas 10
Small group activities 5
Make and take 5
Math in relation to GOLD 3
Team time 2
Time with other paras 2
Movement
Apps, websites, etc
4
WE want less
Articles to read 4
Sitting 2
Lunch time 3
Large group time
Groups no larger than 6 when doing activities
Introducing of self
5
Make It Take It
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Balancing Game
Shape Dominoes
Recipes
Sandwich Math
Apple Tree Math
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Outcomes
Demonstrate understanding of, measurement, pattern and data
analysis components & process skills that align with
Mathematics-The Creative Curriculum Approach
Demonstrate understanding of the Teachers Role in supporting
early childhood mathematics development with preschool aged
children in the inclusive classroom
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Lets think about your role
Components of Measurement
Components of Patterning
Components of data analysis
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Mathematics Instruction in The Creative Curriculum Classroom
Core Beliefs
The _____is the focus of mathematics instruction.
The _____ teaches you.
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Measurement- pp. 24-30; 757-763
Components
Measurement Attributes
Comparing & Ordering
Measurement Behaviors and Process
Conservation
Measurement Attributes
length
capacity
weight
area
time
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What is the role of the adult?
Provide many non standard and standard measurement tools for
children to use
Model measuring behavior frequently
Talk about what you are doing as you measure
Encourage measurement problem-solving activities
Take advantage of daily experiences to discuss measurement
concepts
Use estimation vocabulary
Time
Will it take longer to _____ or _______?
What do we do when we come to school? Before lunch?
What do you think takes longer/shorter?
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Recommendation
Promote childrens understanding of measurement by teaching them
to make direct comparisons and to use both informal or non standard
units and tools.
Compare objects for the purpose of sorting, arranging and
classifying (same/different)
Provide opportunities to measure objects using nonstandard
tools
Introduce standard units of measurement
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Intentional Teaching Cards
M07 Ice Cubes
Mo8 Baggie Ice Cream
Mo9 Bigger Than, Smaller Than, Equal To
M10 Biscuits
M12 Measure & Compare
M15 Play Dough
M24 Matzo Balls
M 25 The Long and Short of it
M 26 Huff & Puff
M27 Peach Cobbler
M28 Applesauce
M29 Apple Bread
M31 Lining it up
M 32 Which Container Has More?
M 33 Apple Oat Muffins
M 34 Cover UP
M 43 Pancakes
M 44 Musical Water
M46 Nesting Dolls
M48 Wash Day
M 49 Balancing Act
M 52 Modeling Clay
M 53 Black Bean Corn Salad
M54 Gingerbread Cookies
M57 Yogurt Fruit Dip
M 60 Morning, Noon and Night
M62 How Big Around
M 64 Five Layer Dip
M65 Cornbread
M67 Fruit Smoothies
M 69 Cream Cheese & Strawberry Snacks
M70 Egg Sald
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Focus on Patterns (Algebra)
Areas pp. 31-32; 764-765
Patterns
Change
Teachers may ask
How are these alike? How are they different?
Do you see a pattern? Tell me about it.
What comes next? How could we make a pattern with these
different materials? Could you tell a friend about this pattern and
see if he/she can pick out which you mean?
How can we remember this pattern? How can we make a picture to
help us? Could we use numbers? How?
Can you dance your pattern? What would you do first? Second?
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Patterning (Algebra)
Video demonstration- www.EPQproject.org
11.2- Creating Patterns- 1:00
http://www.uni.edu/coe/regentsctr/epq/content/creating-patterns
Recommendation
Encourage children to look for and identify patterns, then teach
them to extend, correct, and create patterns.
Start with basic repeating patterns
Add more complex patterns
Predict what will come next in pattern, with increasing
complexity as child becomes proficient
Encourage children to create patterns on own
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Recommendation
Help children collect and organize information, and then teach
them to represent that information graphically.
Teachers should provide children with opportunities to count and
sort familiar items to introduce them to the concept of organizing
and displaying information.
Next children should learn to represent their information
visually
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Connecting Literacy & Math
Use patterned stories & verses
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Math Activities to use tomorrow
Individually read and review your activity
Share the idea with table partners
Get up and share the idea with new friend
Now you trade ideas with new friend and share their idea with
someone else
Find another friend and share idea
How do you assess childrens progress? (pp. 36-37; 769-770)
Observe children in interest areas and other settings
Questioning- (measurement) p. 29,p. 761-762, (patterns)37,
770
Tips to share with Families- (measurement) p.30,763, (patterns)
p. 38, 771
Focus on Data Analysis
Components pp. 39-40; 772-778
Sorting and Classifying
Representing Data
Describing Data
Data Analysis
Video demonstration- EPQ Video-
Graphing with Blocks-3:40
http://www.uni.edu/coe/regentsctr/epq/content/graphing-blocks
Classroom routines
Talk to your neighbor about:
attendance
bus riders
snack choices
line up
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Questions about Data Analysis
How are these alike (the same)? Different?
Why do these belong here? Why does this not belong?
Is there anything that doesnt belong here?
Can you find [or make] another one that would go in this
group?
What name could you give this group?
Which group has the most? How can you tell without counting?
Which group has the least? How can you tell without
counting?
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Think about your day
Take a look at the Patterns and Measurement Kit
When could you use this activity?
What size group would you do this with?
Which objectives?
Putting it all together
How do your anecdotal notes address math objectives?
Check anecdotal observations of children- Which cognitive and or
math objectives do you have the most data on? Which ones dont you
have much data? Why?
Action Plan for next step
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Art
OBS
ERVE
Juwan makes a sculpture of clay, twigs, yarn, and Styrofoam
peanuts. After completing it, he announces, I made a
grasshopper.
Art
REFLEC
T
Juwan manipulates objects with increasing control. (Objective 7,
Demonstrates fine-motor strength and coordination)
He knows about grasshoppers and is able to construct a model of
one. (Objective 14, Uses symbols and images to represent something
not present and Objective 25, Demonstrates knowledge of the
characteristics of living things)
Art
RESPOND
Comment on what he has done: Tell me about your grasshopper. How
did you know how to make one?
Suggest looking in a book to learn more about grasshoppers.
Offer an idea: Does your grasshopper need a home? What materials
would you need?
To
ys a
nd
Gam
es
OBS
ERVE
Dallas connects three interlocking cubes and recites, One, two,
three, four, five.
To
ys a
nd
Gam
es
REFLEC
T
Dallas is experimenting with counting. (Objective 20, Uses
number concept and operations)
He connected the cubes easily. (Objective 7, Demonstrates
fine-motor strength and coordination)
Does Dallas connect number names with quantities in other
situations (e.g., bring two paintbrushes when asked)?
To
ys a
nd
Gam
es
RESPOND
Show Dallas how to touch each object as he counts.
Invite him to do simple tasks that will help him understand
one-to-one correspondence (e.g., pass out cups, put one seed in
each container, and place one note in each cubby).
Encourage Dallas to use numbers and to count throughout the
day.
