"Playing with Math"

An Early Childhood Workshop for

Saskatchewan Learning

Presented by Vi Maeers and the

Early Childhood Education Preservice Teachers

in the Faculty of Education

at the University of Regina

Friday, October 24th, 2003

Ron Mitchell Room

Regina Public School Board Office

Workshop Agenda:

10:00 - 10:20: Overview of Theories / Frameworks for Understanding Early Childhood Mathematics

For notes on my presentation click here.

10:20 - 10:30: Introduction to Activities

10:30 - 11:30: Activities by the Pre-Kindergarten - Grade Three Elementary Mathematics Class

[Tables will be numbered one through eight; preservice teachers begin at one table and move from table to table every 10-15 minutes or so.]

The following pre-service teachers, and their activities, will be assigned to begin at the following tables:

Table #	Names of Pre-Service Teachers	Activity Title
1	Kristi Scherger, Courtney Dunn, Shannon Osask	MATH LITERACY BOX
2	Rory Seida, Lisa Boucher, Tasha Young, Tanya Hardenne	BLOCK TOWERS & Pattern Block Walls
3	Tara Reichel, Celine Van Meer, Heather Kopp, Shirley Myhre	SNAKE SKIN PATTERNS & SNAP, SNAP, CLAP
4	Cassia Kowalchuk, Stacey Yea, Melissa McFarlane	DIPPY PATTERNS
5	Melanie Morrow, Angela Flottorp, Lindsay Gerrand	Dancing With Patterns
6	Gabrielle Uhrich-Chappell, Tim Irvine, Megan Larson	Puppet Bows
7	Natasha Gall, Ashley Magnusson, Dale Meister	Spin and Match; Pattern Music
8	Lisa Alm, Sarah Allen, Kari Olson, Devora Cascante	PATTERN PEOPLE, WHERE'S THE PUMPKIN

11:30 - 11:45: Debriefing the Activities

Picture Gallery from "Playing with Math"

General Pictures:

Activity Ideas--generated by EMTH 215-040

Some of the following ideas will be ones that you will see in action today. Other ideas have been generated by the pre-service teachers during our class times together where we have studied numbers and operations and pattern.

Activity Title	I Spy (Stacey and Cassia)
Grade level/Age level	Pre-K and up (with modifications)
Materials Required	I Spy Two Eyes: Numbers in Art - by Lucy Micklethwait, assorted paper, paints, markers, crayons, tissue paper, paint brushes
Description of How to do the Activity	1. Introduce the book to the class. Point out that there are a certain number of an object in each picture. 2. Each child chooses a number (number span determined by age level). Be sure that every number is chosen within the span. Some numbers may be repeated if there are more students. 3. Have the students create a picture that contains the same number of one object as the number previously chosen. (E.g., 5 pumpkins if the number 5 was chosen). The objects should be incorporated into a scene. 4. Pictures will be compiled into a class book.
Assessment	Observe if the students followed directions Determine if the picture contains the correct amount of objects.
Math Concepts Addressed in this Activity	Counting, Number Recognition

Activity Title	Scavenger Hunt (Tim and Dale)
Grade level/Age level	Kindergarten
Materials Required	Activity card (1 per child), drawing pack (marker, paper etc) (1 per child)
Description of How to do the Activity	1. Activity Card - Discuss involvement with parents. 2. Children are to find similar objects at their homes (groups of 10 or larger). 3. Children draw and write the number of objects they found. 4. Have children find one grouping (Example: 10 or more yellow objects, 10 pots, 10 or more cans, 10 or more stuffed animals).
Assessment	Did the assignment return to the school? Was the student able to find 10 or more object groupings and draw and write the number? Did the given number and the amount of objects match up?
Math Concepts Addressed in this Activity	Counting, Grouping, Representation, Conventional Number Writing

Activity Title	What's in your Pocket? (Tasha and Tanya)
Grade level/Age level	Kindergarten - Grade 1
Materials Required	Scissors, writing utensils (markers, crayons etc), construction paper
Description of How to do the Activity	1. Read poem "Treasure" by Lee Bennett Hopkins. 2. Have each child make a pocket using one piece of paper folded in half horizontally. 3. Cut the front flap in half horizontally so that the top opens seperately from the bottom. 4. Children "place items" into the paper pockets and tell stories about what is in their pocket. 5. They then write the number corresponding with the items on the back of the front flaps and the total number of items on the back page. 6. The children can decorate the front of the pocket as they wish. 7. The children play "Hide the Pocket" with a partner, where they try to guess the number of items in one part of the pocket, or the total number.
Assessment	Look at the finished product to check for understanding. Observe as they use the pockets to demonstrate their understanding.
Math Concepts Addressed in this Activity	Addition, Subtraction - "Part-Part-Whole Relationship"

Activity Title	The Pattern Dance (Melanie, Angela and Lindsay)
Grade level/Age level	Pre-K
Materials Required	Open area, music (optional)
Description of How to do the Activity	1. Choose three movements. (Example: wiggle, clap, spin). 2. Practice movements with students. 3. Choose or have a student volunteer to be dance director. 4. Have student volunteer lead the class in a pattern, add music. 5. As students progress, add another movement sequence. Have students create their own movement patterns. 6. Students can extend the concept of patterns by linking a coloured unifix cube to their movement.
Assessment	Monitor student participation Observe children, do they can follow the pattern sequence?
Math Concepts Addressed in this Activity	Patterning and Sequencing

Activity Title	Number Necklaces (Shannon and Kristi)
Grade level/Age level	Kindergarten - Grade 1
Materials Required	Yarn, string, small paper plates, domino pips, straws, toothpicks, tally marks etc, markers, scissors, glue
Description of How to do the Activity	1. Provide the children with the above materials to make number necklaces (or make them yourself) representing different numbers. 2. Use the necklaces for outdoor games such as: matching games: children move around in one large circle until the teacher shouts out different commands MATCH! - child finds someone with the same number as them. SUM! - teacher shouts a number and children get together to make that number: Ex - Teacher calls out the number 5, and Tim with 3 and Tara with 2 pair up.
Assessment	Assess children's cooperative skills using anecdotal records. Could also assess math knowledge and skills when children match up and create sums.
Math Concepts Addressed in this Activity	Addition, Matching

Activity Title	Puppet Bows (Gabrielle and Megan)
Grade level/Age level	Pre-K or Kindergarten
Materials Required	Puppy puppet, butterfly hair clips, paper bags, 2 socks per paper bag, clothespins, markers/crayons
Description of How to do the Activity	Puppy is a puppy puppet with earrings in her ears. She likes to be "equally" balanced so that her head doesn't flop. When puppy falls asleep, her friends take some of her earrings so her head will flop. To get them back, she has to decide how many earrings of each colour are missing. 1. After solving this puzzle several times, children create their own puppy using a paper bag and socks for ears, with coloured clothespins for the earrings. 2. Children can tell their own stories to a partner with their puppet. You can make it more complicated (patterning etc) as children master the concepts (build on prior knowledge).
Assessment	Observe children using their puppets. Do they use one-to-one correspondence and patterning?
Math Concepts Addressed in this Activity	Start with one-to-one correspondence, and later build up to patterns (pattern colour of earrings)

Activity Title	Where's the Bear? (Kari and Devora)
Grade level/Age level	Kindergarten
Materials Required	upside-down plastic cups (labelled 1-20, or the number range that you are working with) or pictures; little plastic bear (or other object)
Description of How to do the Activity	childe hides a plastic bear under one of the cups children take turns asking questions--referring to the cups by their numbers--to determine under which cup the plastic bear is hidden (i.e., is the bear under cup # 2?) child who hides bears can give as many cluses (visual/verbal) as he/she wants Other Considerations: use # of cups that are appropriate to group level; start out small and increase throughout the year use appropriate level of questions to age group (i.e., with pre-K--is bear under # 5? with grade 1--is # more than 6?) for younger children draw a pictorial representation of number on cup as well
Assessment	Make a checklist detailing correct usage of questions and proper number recognition
Math Concepts Addressed in this Activity	For Pre-K or K--number recognition For grade 1--comparison

Activity Title	Spin and Match (Ashley and Natasha)
Grade level/Age level	Pre-K / Kindergarten
Materials Required	2 cm cubes, spinner (divided into halves - red/blue, or quarters - blue/red/white/yellow)
Description of How to do the Activity	1. Can use this activity with an individual child or group (then take turns) 2. Child spins the arrow on the spinner. 3. Child chooses block of colour indicated by spinner. 4. Repeat last 2 steps, then child will have 2 blocks (ex: red, blue) 5. Child can make a pattern with more blocks (ex: red, blue, red, blue, red, blue) 6. Extension: Patterns can be made with 3 or more blocks
Assessment	Has the child made a pattern?
Math Concepts Addressed in this Activity	Patterning - creating a random pattern but then repeating it.

Activity Title	Ten Frames Cookie Sheet (Celine and Tara)
Grade level/Age level	Grade One
Materials Required	Cookie sheet, ten magnets (all the same), tape
Description of How to do the Activity	1. Divide the cookie sheet into ten rectangles with the tape. 2. Put one magnet into each frame until you get to the number you want to represent. 3. Ask the children how many magnets there are. The children can show the number on their fingers to begin with and after everyone has shown their fingers, they can say the number. To begin with, hold the cookie sheet up long enough for the children to count how many magnets there are. Once they get the idea then only hold it up long enough for them to see how many squares are filled. Encourage them to know just by looking, not counting.
Assessment	Checklist with these questions: Did the child hold up the right number of fingers? Did the child look at others' fingers before s/he answered? Did the child say the right number after holding up the fingers?
Math Concepts Addressed in this Activity	Numbers and Operations - counting, quantity, part-part-whole, comparison (Do I have more on the top of the cooke sheet or the bottom etc), adding (4 red plus 2 blue is how many all together?)

Activity Title	Make Four Elbows (Courtney and Melissa)
Grade level/Age level	Kindergarten / Grade One
Materials Required	Musical instrument to gain children's attention (Ex: a triangle)
Description of How to do the Activity	1. Children randomly walk/move around the room until a signal is given. (Example: the triangle is struck). 2. Teacher gives a number command that involves body parts. 3. Children have to group together to come up with the instruction/answer. Example, the teacher says "Show me 6 hands." The children would come together to creat 6 hands. Three children put both their hands together or six children put one hand together.
Assessment	We would observe their ability to count by watching their interaction. Take pictures to document their learning.
Math Concepts Addressed in this Activity	Counting, one-to-one correspondence, early stages of addition and subtraction skills

Activity Title	And One Good Friendship (Angela)
Grade level/Age level	Kindergarten
Materials Required	Paper, markers, crayons, pencil crayons, photos of the children
Description of How to do the Activity	1. Children will be in pairs as the teacher shows and recites the poem "Two Friends." 2. After the poem is read once, the class will attempt to read the poem again chorally. 3. After a brief discussion about the poem and the importance of friends, the students will begin drawing one another. (During the art activity the teacher will circulate, encouraging numbers/counting with the children's drawings). 4. Once the children have completed their art, they will present it using a style similar to the poem (counting)
Assessment	Anecdotal records can be taken while the children work on the activity. (Fine Motor Development) A checklist could be completed that assesses the numerical details of the visually completed project.
Math Concepts Addressed in this Activity	Children's understanding of numbers. The opportunity for pattern recognition could be present in some of the physical aspects of the drawings For some kids, recognition of symbolic numbers could be a part of the activity

Activity Title	Spin and Match (Megan, Tim, Gabrielle)
Grade level/Age level	Kindergarten
Materials Required	Paper plates, spinning arrow, attibute blocks
Description of How to do the Activity - Adapt for individuals or groups - Game or Assessment tool -Teacher can model activity, then let students play on their own	1. Make 4 spinners, one for each attribute of the blocks (colour, shape, size, thickness). Use pictures and word cues (ex: write the word "big" in large letters, the word "red" in red ink) 2. Each child spins the spinner, then selects the attribute block with the characteristic shown on the spinners (ex: big, thin, small, red, circle). Children can play together as a game or individually.
Assessment - Teacher could use as benchmark	Did the child select the correct block? Teacher records which attributes the child gets correct/incorrect.
Math Concepts Addressed in this Activity Also - This activity could be a precursor to using the attribute blocks for more complex activities (ie: patterning)	Geometry (shapes) Problem solving (selecting the correct block based on the spinner from many blocks) Sorting, classifying

Activity Title	Pattern Block Designs
Grade level/Age level	Pre-K - Grade Two
Materials Required	Hinged mirror, pattern blocks
Description of How to do the Activity	1. Have pattern blocks and mirror at play centre 2. Encourage children to manipulate materials 3. Place pattern blocks against the mirror. Point out that the design is the same on the other side (in the reflection of the mirror) 4. Encourage more complex designs 5. Incorporate another mirror 6. Experiment with position of mirror (straight, on an angle etc.)
Assessment	Questioning - could design a checklist Photography / Video Taping
Math Concepts Addressed in this Activity	Patterns, symmetry, counting

Activity Title	Snake Patterns (Shirley Myhre and Heather Kopp)
Grade level/Age level	Pre-K to Grade One
Materials Required	Pattern blocks, pattern block cut outs, play-doh, plastic knives, rolling pins
Description of How to do the Activity	1. Have students make a snake with the pattern blocks, focussing on making a direct snakeskin pattern. 2. Once pattern is created with the blocks students will create this pattern using play-doh and the stencil cut-outs. 3. Display pattern (finished product) in the class and encourage students to share.
Assessment	Observation of students making their patterns. View the final product to make sure students understand the concept of patterning.
Math Concepts Addressed in this Activity	Knowledge of patterns and sequences of objects. Recreating a pattern using different materials

Activity Title	Dippy Patterns (Stacey, Melissa, Cassia)
Grade level/Age level	Pre-K and up
Materials Required	Food colouring, water, containers, paper towels
Description of How to do the Activity	1. Children fold paper towels many times. 2. Dip corners into food coloured water. 3. Let towels dry. 4. Hang up patterns and have the children explain their patterns to the rest of the class (horizontally, vertically, top corner to bottom corner). 5. Other children have to guess which pattern is that child's according to the description.
Assessment	Children must be able to identify correct patterns according to description given. Child describing needs to explain patterns while the rest of class needs to identify it.
Math Concepts Addressed in this Activity	Patterning

Activity Title	Pattern People (Lisa Alm and Sarah Allen)
Grade level/Age level	Pre-Kindergarten to Grade 3
Materials Required	5 laminated face cards (tongue out, frowning, smiling, eyes closed, laughing)
Description of How to do the Activity	1. Make the personality cards (if children are doing this part) 2. Split class into 2 groups, each with a leader who holds the cards. Each group is then split into two groups (audience and the pattern people). There are two rows of children and one leader in each group. The leader arranges the face cards in a desired order. The leader then flashes one card to each member of the pattern people group to create a pattern. For example, frown, smile, tongue out, frown,smile, tongue out etc. The audience cannot see the cards and must determine the pattern in terms of letters (abc, abc, etc.). The groups then switch and a new leader is chosen.
Assessment	Observation, a checklist, documentation via a camera or video recorder
Math Concepts Addressed in this Activity	Patterning and sequencing

Activity Title	Number Dancing (Lisa Alm and Sarah Allen)
Grade level/Age level	Pre-Kindergarten to Grade 3
Materials Required	Number cards from 0 to 9
Description of How to do the Activity	1. Children "feel" the numbers as they are flashed by the teacher or another student via different body movements.   1000-jumping 100-2 handed arm circles 10-2 handed hand circles 1-finger circles The number cards indicate which sequence of movements the children should perform.
Assessment	Observation or checklist
Math Concepts Addressed in this Activity	Large numbers, numbers, place value

Activity Title	Tile Patterns (Kari and Devora)
Grade level/Age level	Pre K/Kindergarten
Materials Required	Individual snap/clap cards, ceramic tiles(two colours), white construction paper, construction paper blocks, glue
Description of How to do the Activity	1. Child arranges a pattern using snap/clap cards 2. Child claps and snaps the pattern they have selected 3. Child translates the pattern by reproducing it with tiles. (Other manipulatives, such as blocks, can be substituted).
Assessment	Children can make tile pattern cards. After creating tile patterns they record that pattern on a blank piece of white construction paper using coloured construction papper tiles. Children can paste photocopied picture of themselves on the back of their pattern card and place it in the tubbing station for other children to observe and try for themselves.
Math Concepts Addressed in this Activity	Patterns

Activity Title	Snap, Snap, Clap  (Tara Reichel, Celine Van Meer)
Grade level/Age level	Pre Kindergarten and up
Materials Required	slap, clap, etc. cards, colour tiles or pattern blocks, ABA, ABB etc. cards
Description of How to do the Activity	This activity can be done as a whole class, a small group or as an individual in a center. The children are presented with the clap, slap, etc. cards. The children take turns putting the cards in different sequences to create different pattern sounds. The sounds are produced with either the teacher or a student leading. The colour tiles or pattern blocks can then be introduced. The children decide which blocks represent which action. The children can create patterns using the blocks. Task cards (with simple patterns) can then be introduced. For example: ABA, AAB, ABC.
Assessment	A checklist with student names and the various patterns. Can assess various times of the year with varying degrees of patterns.
Math Concepts Addressed in this Activity	Patterning - translating patterns with manipulatives. (rhythm, repetition as well)

Activity Title	Pattern Music (Dale Meister, Natascha Gall, Ashley Magnusson)
Grade level/Age level	Kindergarten
Materials Required	Strips of paper Square stickers (variety of colors)
Description of How to do the Activity	-child will stick a pattern of stickers on a strip of paper -the child will choose a sound for each color (ex. green = click, yellow = clap etc.) -the child will make sound pattern -patterns may be shared as groups or to the class
Assessment	-observe if there is a patern and the complexity of the pattern
Math Concepts Addressed in this Activity	-patterning -rhythm

Activity Title	Pattern Block Walls (Tasha Young and Tanya Hardenne)
Grade level/Age level	Pre K- Grade one
Materials Required	Pattern Blocks, Pattern Block cut outs, paper to make a pattern on, and glue
Description of How to do the Activity	- give each child patterning blocks to explore - give each a pattern wall and have them recreate it with the blocks (placing them on top of the card or creating it next to the wall) -after this exploring, the children can make their own pattern with the blocks and then make a pattern wall with the cut-outs of the shapes - children can exchange pattern walls and try someone else's
Assessment	- observation of activity - checking walls for evidence of patterning
Math Concepts Addressed in this Activity	-patterns -shapes -colors

Activity Title	Math Literacy Box (Kristi Scherger, Courtney Dunn & Shannon Osask)
Grade level/Age level	Pre-Kindergarten/Kindergarten
Materials Required	Rubbermaid Container, Books on number concepts and counting, counters, Props that correspond with the chosen books (Make sure the items in the box are durable!!)
Description of How to do the Activity	1. Introduce the literacy box to the children. 2. Introduce the books in the literacy box. 3. Introduce the materials that are in the box. Make sure to point out the materials that go with the books. 4. Talk about taking care of the box. 5. Let the children experience the box.
Assessment	1. Engagement 2. Feedback from parents 3. Observation of student learning
Math Concepts Addressed in this Activity	1. Number concepts 2. Counting 3. Sorting 4. Patterns 5. Literacy

If you have any questions about any of the above activities please e-mail Vi at maeers@uregina.ca and specify the activity name and the student(s) names above.

We will be posting very soon a bibliography of resources used in preparation for this workshop. We will also be posting a series of bibliographies of children's books to accompany different mathematical strands.

We hope you enjoyed our workshop today. Please write to us and give us feedback on the session, offer suggestions, ask questions, and/or provide ideas for further activities.

Bibliography

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Children's Literature for Mathematics