2016 CMC-South Annual Math Conference www.movingwithmath.com

Developing Mathematical Concepts and Oral Language for All Early Learners

Book Activities to Go With Each Lesson

Presenter: Susie Whisnant ________________________________________________________________________________

LESSON 1 (See attached Page 1) Teddy Bears’ Picnic, Kennedy, Jimmy Summary: Illustrated version of the familiar song. Activity: Read this story before the Introductory Activity. Tell the students that they are going to learn about the kinds of bears and how they are alike and different. This story tells about what bears do on a picnic. Today you will also learn about bears at school. LESSON 16 (See attached Page 16) Count and See, Hoban, Tana Summary: Black and white photographs of objects on one page match the number of dots on the facing page. This allows the student to match the number of objects to the number of dots and helps to establish 1-to-1 correspondence. Activity: After reading the book and discussing how each page has the same number, tell the students that now you would like for them to make a set with one more than the number represented on each page. As you go through the book again, have one student come to the front and use counters to match the number of dots on the page and then add “one more.” GAME OF MORE OR LESS Game for 2 Players: Place 15 to 20 counters in a pile between two players. Have 1 player separate the pile into 2 approximately equal piles. The other player should select the pile he thinks has more. To find out who has more, players slide 1 counter each toward the middle of the table until there are no more matches. The player with the extra counters is the winner. She says, “I am the winner because I have more.” Reverse roles and play again. LESSON 47 (See attached Page 47) Three Ducks Went Wandering, Roy, Ron Summary: Three little ducks wander away from their mother and fall into dangerous situations from which they manage to escape. Activity: Read the story, then give each student 3 yellow interlocking cubes. Tell them that as you read the story again, you want them to act it out be pretending that the three cubes are the three little ducklings. As you read the story again, stop and count the ducks any time you say, “three little ducks.” Ex. “One fine day, three little ducks wandered away from their mother’s nest.” Also say, Let’s count them: one, two, three. Have the student touch and move their ducks as they count. Also reinforce positional words by having the students move their ducks up or down as the ducks in the story go up or down.

2016 CMC-South Annual Math Conference www.movingwithmath.com

LESSON 27 (See attached Page 27) Circus Shapes, Murphy, Stuart J. Summary: Circus animals and performers form basic geometric shapes as they put on a show. Activity: After reading the story, use masking tape or yarn to make three different large shapes on the floor – a circle, a square, and a triangle. Tell the students that you are the ringmaster and will call a student’s name and tell them to go to a circus ring. They must listen carefully so that they go to the correct shape ring. Next let the students be the ringmaster and call another student’s name to tell them in which circus ring to stand. You can also use the rings to play a “Simon Says” game. Simon says, “Stand in the triangle ring.” LESSON 2 (See attached Page 2) Ten Flashing Fireflies, Sturges, Philomon Summary: A young boy is proud of having caught a jar full of fireflies, which seems to him like owning a piece of moonlight. Activity: Use this story to introduce the “Towers of One More” activity. Give each student ten interlocking cubes and tell them that these will be their “fireflies”. As you read the story have them show the number of fireflies that they have caught. Before you turn each page to find the number, have them add one cube to their tower and tell how many fireflies they have as one is added each time. Students will delight in being able to check their answers by reading the next page in the story. LESSON 36 (See attached Page 36) One Gorilla, Morozumi, Atzuko Summary: A child lists all the things that he loves starting with one gorilla and ending with 10 cats and 1 gorilla. Activity: As you read the story have the students use counters to show how many things the child loves on each page. For example: two butterflies and one gorilla. The students would show two counters for the 2 butterflies and then 1 for the gorilla. That would make 3 things that the child loved. Since the one gorilla is added to each page, this will give additional practice of adding “one.” Next have each student think of two different things that they love. They will illustrate and fill in the frame sentence: (Name) loves (number) (what) and one (what). That is (number) things that he/she loves. If needed the students may use manipulatives to help them decide how many things they love. These pages may be placed in a class book or on a bulletin board titled, “Things That We Love.” Lesson 10 (See attached Page 10) Activities for ANY Addition Book

1. Read a book and then have the students create and illustrate their own addition word problem using the characters or theme from the book. These may be put in a class book or displayed on a bulletin board.

2. Pass out an addition/subtraction mat and have the student show the addition sentences as you read about them in the story.

3. Pass out counters and dry erase boards to each student pair. As you read the story have one student show the addition problem using counters and the other student write the number sentence that goes with it.

Objective 5: To build and visualize the pattern forthe counting numbers 1 to 10. To count from anynumber. PD

Materials: Interlocking cubes, Number StairsVocabulary: number words

Towers of One MoreEach student or small group should have

interlocking cubes and a Number Stair. Demonstrateeach step as you watch a student in each group followyour instructions.

Today we are going to build towers with ourcubes. We will use a special pattern to build thetowers. First, build a tower 1 story (1 cube) high.Now, build a new tower by following this pattern:match your old tower and make your new tower 1 cube or 1 story higher. Watch students match 1and add 1 more cube to make a tower of 2.

Now build another tower by matching your lasttower and making your new tower 1 story higher.Continue in the same way until towers up to 10stories are built. What was the special pattern weused to make each new tower? (Match the old towerand make the new tower 1 cube higher)

Arrange your towers with the shortest tower onthe left and the tallest tower on the right. Touchyour shortest tower and say the number of cubes or stories. (1) Continue until all towers have beencounted. (2, 3, 4, … 10)

Display a Number Stair. This is a Number Stair. It helps us see the pattern used when countingnumbers. Put each tower under the correct numberon the Number Stair. I will count the numbers outloud and touch each tower. (1, 2, 3 ...) Now we willcount together. (1, 2, 3 ...) Now you count.

See Key Idea strategy on page iii inforeword or on the introductory Lesson

Plan page. What is the pattern for countingnumbers? (Each counting number is 1 more than the last number.)

Students will need the 10 towers they made in theIntroductory Activity.

Put your towers on the correct places on thepage. Count the number of cubes or stories in eachof your towers. Write the numbers in the circlesabove the towers.

This page may be used as a Number Stair forfuture activities with addition and subtraction.

Counting from a Tower: Addition Readiness Have students begin to count forward from a

number, an important readiness activity for successwith addition.

We are going to start counting from a numbertower up to 10. Touch your 2 tower. Count aloudfrom 2 to 10. Whisper the number 2. Only say thenumbers that come after 2 aloud. (3, 4, 5, 6, 7, 8, 9,10) This activity will be extended on page 10.

Skill Builders 5-1

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Lesson 2, 1E Teacher Guide2 1.NBT.1

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© Math Teachers Press, Inc. Reproduction by any means is strictly prohibited.2

Objective K-26: To introduce the concept ofaddition at the concrete level by joining one moreto a number, telling and writing how many thereare in the set. PD

Materials: Teddy bear counters (or Master 12),Number Stair, Teddy Bear Storyboard (Master 9),Numeral Cards 1–6 (Masters 3 and 4), tagboard,glue, crayons

Read to Me: One Gorilla, Morozumi, Atsuko.(See page xiii of foreword for the related activity.)

Preparing a Teddy Bear StoryboardEach student or small group will need a copy

of Master 9, teddy bear counters and NumeralCards 1–6 (Masters 3 and 4).

Have children glue the picture of the sandboxon a sheet of tagboard and color, or copy Master9 on cardstock and have children color it. Use theTeddy Bear Storyboard to assess number-numeralmatches.

1. Show me 5 teddy bears in the sandbox.2. Display 5 teddy bears. How many bears

are there? Find a Numeral Card to match thenumber of bears. Note which children needfurther practice and on which numbers.

Exploring the Addition Process After students are able to match written and

spoken numbers with numerals, they should usethe Teddy Bear Storyboard to make up, act out,and retell stories with teddy bear counters.

Use number stories related to the addition factswith sums up to 6. Begin by telling the story anddemonstrating the story for the children. Then askstudents to take turns as they retell the story to apartner and show the action.

Tell the story and model it on the Teddy BearStoryboard. It was a beautiful sunny day and3 teddy bears were playing in the sandbox.One more teddy bear came to join them.Then there were 4 bears in the sandbox.

It is very important that every child can retellthis story to be sure they understand “puttingtogether” or “joining” as the underlying conceptof addition.

When you have listened to each childsuccessfully create and retell a story, ask avolunteer to tell a story for the rest of the class tofollow. Keep a record in your class book of thestorytellers. Be sure that every child has anopportunity to tell a story about the joiningprocess.

These problems involve adding one more to anumber. Have students act out each story usingteddy bear counters placed on Teddy BearStoryboards. Have the children tell the story, saythe answer aloud, and then write the numerals inthe spaces.

After each story has been acted out, write thenumerals from the story on the board. Forexample, after the first story was acted out, youwould write a 3, 1, and 4 on the board and saythat this was a story about 3, 1, and 4.

Show the same numbers on a Number Stair.Point to 3. Count up 1 more. How much is 3and 1 more?

Repeat with each story.

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One More

Lesson 12, KE Teacher Guide36 K.OA.1, K.OA.2

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One More

Objective 26: To solve addition problems in vertical or horizontal format on an Addition-Subtraction Mat. To use a number line to add numbers with sums to 10.Materials: Interlocking cubes, 10-sided dice, Addition-Subtraction Mat (Master 4), Number Lines (Master 2)Vocabulary: sum

Trains and Towers of CubesStudents will need Addition-Subtraction Mats

(Master 4) and interlocking cubes.Write several addition problems on the board:Example:There are 3 children playing on the swings. Then 2 children join them. How many children are on the swings?What is the action in this problem? (coming together

or joining) Use cubes of 2 different colors to show eachnumber on the 2 upper parts of the Addition-SubtractionMat. Say part plus part equals whole as the numbers aremoved to the lower part of the mat.

We can write number sentences in 2 ways.Demonstrate the horizontal and vertical notation for the addition fact by using 2 cubes joined to 3 cubes firstpointed in a vertical direction and then in a horizontaldirection.

Write on the board:

The answer in an addition problem is called the sum.Refer to the bars of cubes placed in a horizontal directionas “trains,” and the bars placed in a vertical direction as“towers.”

Addition on a Number LineEach small group will need a number line to 10 made

from Master 2. Show the problem 3 + 2 = 5 on the numberline.

What does the addition-subtraction matshow us? (The addition-subtraction mat shows part plus part equals whole.)

Each student should have interlocking cubes and anAddition-Subtraction Mat. Direct attention to the top of

3 + 2 = 5

3+ 2

5

3 21 2 3 4 5 6 7 8 9 10

the page. Have students use cubes of 2 different colors toshow 4 + 1 on the mat. Have students identify the numberthat is the sum. Students may use cubes for problems 1–3and mental math for problems 4–6.

Towers of TenEach group of players need a 10-sided

die and interlocking cubes. Player 1 throwsthe die 6 times. After each throw, he startsa tower with each of the numbers thrown.

If the die lands on 2, 3, 5, 1, 7 and 6, he starts his 6 towerswith 2 cubes, 3 cubes, 5 cubes, 1 cube, 7 cubes and 6 cubes.All players throw the die 6 times and begin their towers.Players then take turns throwing the die once. They addthe number thrown to their towers to make each tower 10cubes high.

All the cubes from each throw must be used on thesame tower. When a player makes a tower of ten cubes, heslides it to the center. Players lose a turn if they roll anumber that cannot be played. The first player to build anddiscard all 6 towers of 10 cubes wins.

Skill Builders 26-1, 26-2, 26-4

10© Math Teachers Press, Inc., Reproduction by any means is strictly prohibited.

Build the numbers. Put the numbers together. Write the answer.

1. 2+ 2

2. 3+ 2

3. 2+ 3

4. 4 + 2 = ______ 5. 2 + 7 = ______ 6. 6 + 3 = ______

7. Jason put 3 apples in a bag. His mother added 4 more. How many apples are in the bag?

___________

8. There are 2 children at a table. Soon, 5 children join them. How many children are at the table?

___________

=

4 + 1 = _____

4 + 1 sum

4 + 1 = _____ sum

Addition: Part Plus Part Equals Whole

The sign for addition is +.The answer is called

the sum.

When we put two numbers together, we are adding.

We can write the problem two ways.

9. Write 3 examples to show that the sumof any 2 odd numbers is an even number.

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5

55

5 54

6

7 apples

1 + 3 = 4, 3 + 5 = 8, 5 + 7 = 12Examples will vary.

7 children

9 9

Lesson 4, 2E Teacher Guide10 2.OA.1, 2.OA.2, 2.NBT.5, 2.MD.6

10© Math Teachers Press, Inc., Reproduction by any means is strictly prohibited.

Build the numbers. Put the numbers together. Write the answer.

1. 2+ 2

2. 3+ 2

3. 2+ 3

4. 4 + 2 = ______ 5. 2 + 7 = ______ 6. 6 + 3 = ______

7. Jason put 3 apples in a bag. His mother added 4 more. How many apples are in the bag?

___________

8. There are 2 children at a table. Soon, 5 children join them. How many children are at the table?

___________

=

4 + 1 = _____

4 + 1 sum

4 + 1 = _____ sum

Addition: Part Plus Part Equals Whole

The sign for addition is +.

The answer is called

the sum.

When we put

two numbers

together, we

are adding.

We can write the problem two ways.

9. Write 3 examples to show that the sumof any 2 odd numbers is an even number.

____________________________________________________________________________________________________________________

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What was the most useful activity or idea covered in the workshop?__________________________________________________________________________________________How can these activities be used in your classroom?__________________________________________________________________________________________

“What you have been obliged to discover by yourself leaves a path inyour mind which you can use again when the need arises.”

- G.C. Lichtenberg

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