Hello All, Here is a follow up to my most recent post about the importance of math in the pre-k classroom. Today we worked on Graphs and Patterns. My class has been exposed to both of these several times in group teaching and number centers but this is the first time the children filled in the patterns and graphs on their own. I knew which ones would do well and which ones might have some trouble folllowing along. I will show you what both look like. I walked them through the patterns by first having a group pattern lesson on the carpet and then brining them to the table for the worksheet. We assigned each letter a color for the entire sheet so that there was no confusion in the switching of colors and so that I could use the colors to help them understand the pattern. A=orange, B=yellow, C=green, D=white. All typical colors of pumpkins; I even showed them pictures of each color pumpkin that I took at the pumpkin patch over the weekend but that is a different story. Back to the patterns there was AB, ABB, AAB, AABB, ABC and ABCD.
We worked through each one together and I was scanning the room helping those that needed it. Here is my picture, a completed successful picture and a struggling picture. I will be working with this and several other students to make sure they can complete complex patterns successfully.
The other concept we worked on today was graphing. We have made several large anchor chart bar graphs, venn diagrams and other comparison charts but today each child completed their own. Once again I walked them through the entire process in the hope that with some practice they will be able to independently complete graphs like this in math centers. We started by bringing our worksheet on a clipboard to the carpet, we also had our crayons. We colored the first object, the acorns, then counted them and filled in the 5 blocks. We went onto the apples and found six, was this more or less, how many more etc. We went onto the leaves and found 7, filled in the blocks and compared, how many more leaves are there than acorns, so 5+2=7? Which has the most now? etc. We then colored in the 4 pumpkins and compared all 4 objects like the other three. We found that 4+3=7, that anything plus one is the next number, how the graph shows more and less. This was a very successful activity and almost everyone was able to follow along and complete the worksheet without much trouble. The couple who did struggle were a couple of the same that struggled with patterns and are overall weak in number sense so they will be in a small group with more intensive instruction to get them on the same level as the rest of the class. Here are pictures of my graphing page, a successful graphing page and a struggling graphing page:
As far as number sense we decomposed to 10. This was a very interesting activity and the first time I had done this with my pre-k'ers. They loved it! We decided how many to take away on each line and I walked them through each row. It was amazing to see
the learning and thinking process that was going on during this activity and even better every child in my class was able to complete this successfully, even my strugglers. I only grabbed one picture of this one:
Since I am 14 on 1 it is difficult to stop and fix each child's work as we go so instead I pull them during centers or quiet work time to individually work with my strugglers. If I had an aide I would of course use that person to help during the lesson. I also send home a few worksheets throughout the week with simple to complex patterns for all of the children to complete with their parents. The parents and I have an understanding regarding honesty when it comes to their child's strengths and weaknesses. The worksheets help the parents see first hand how their child is doing with each concept. Do you have a special way you teach number sense, new ideas or proven techniques? I would love to hear your ideas in a comment below! The pattern and graphing sheet can be found in my TPT and TN stores in my Fall Interactive Worksheet Bundle, the decomposing worksheet I printed off the internet and did not specify a copyriht so copyriht goes to the person who made that worksheet. Till next time.....
The other concept we worked on today was graphing. We have made several large anchor chart bar graphs, venn diagrams and other comparison charts but today each child completed their own. Once again I walked them through the entire process in the hope that with some practice they will be able to independently complete graphs like this in math centers. We started by bringing our worksheet on a clipboard to the carpet, we also had our crayons. We colored the first object, the acorns, then counted them and filled in the 5 blocks. We went onto the apples and found six, was this more or less, how many more etc. We went onto the leaves and found 7, filled in the blocks and compared, how many more leaves are there than acorns, so 5+2=7? Which has the most now? etc. We then colored in the 4 pumpkins and compared all 4 objects like the other three. We found that 4+3=7, that anything plus one is the next number, how the graph shows more and less. This was a very successful activity and almost everyone was able to follow along and complete the worksheet without much trouble. The couple who did struggle were a couple of the same that struggled with patterns and are overall weak in number sense so they will be in a small group with more intensive instruction to get them on the same level as the rest of the class. Here are pictures of my graphing page, a successful graphing page and a struggling graphing page:
As far as number sense we decomposed to 10. This was a very interesting activity and the first time I had done this with my pre-k'ers. They loved it! We decided how many to take away on each line and I walked them through each row. It was amazing to see
the learning and thinking process that was going on during this activity and even better every child in my class was able to complete this successfully, even my strugglers. I only grabbed one picture of this one:
Since I am 14 on 1 it is difficult to stop and fix each child's work as we go so instead I pull them during centers or quiet work time to individually work with my strugglers. If I had an aide I would of course use that person to help during the lesson. I also send home a few worksheets throughout the week with simple to complex patterns for all of the children to complete with their parents. The parents and I have an understanding regarding honesty when it comes to their child's strengths and weaknesses. The worksheets help the parents see first hand how their child is doing with each concept. Do you have a special way you teach number sense, new ideas or proven techniques? I would love to hear your ideas in a comment below! The pattern and graphing sheet can be found in my TPT and TN stores in my Fall Interactive Worksheet Bundle, the decomposing worksheet I printed off the internet and did not specify a copyriht so copyriht goes to the person who made that worksheet. Till next time.....
I have 13 little TK'ers and we have been working on number sense since day one of school. I find that when we do our activities, such as dice work, patterns, graphing, or more/less/equal, together the kids do great. Yet, when I set them up with partners to work on certain skills, most get confused and cannot quite get it. I do pull those children struggling the most aside to work with, but like you, it is just me and I am not always able to pull all of the kids to work with. I think I get most irritated with myself because I feel like those kids in the "gray" area, not real far behind but not getting ahead either, are getting short changed. I try not to, but sometimes I just can't find the time. How do you do it??? I'd love to know.
ReplyDeleteThanks,
Michelle at... journeyintotk.blogspot.com