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PROFESSIONAL LEARNINGwww.origoeducation.com
Rosemary IronsMathematics Consultant
WISCONSIN MATHEMATICS COUNCIL CONFERENCE MAY 2017
Measurement and Geometry Concepts Through Mathematical Stories
Pre K –1
PROFESSIONAL LEARNINGwww.origoeducation.com
© ORIGO Education 1
Identifying the Attribute
Topic Attributes/Language
Size
Length
Height
Mass
Capacity
Volume
Time
Width
Area
Distance
Speed
Temperature
© ORIGO Education 2
Buster the Balloon Resource –deflated balloonBlow up the balloon to show the balloon getting bigger.Resource – two of various objects from the post office corner of the classroom- tubes, envelopes and stamps Child selects the bigger, longer or wider object and describes the relationship to a friend using ‘er’ words.
Your idea:
Stan the FirefighterResource – three or more of various clothing objects, toys, boxes or common classroom itemsChild sorts the items and then places the objects in order to find the longest, biggest, widest, thickest object and describes the relationship to a friend using ‘est’ words. Child selects the largest box and places boxes inside other boxes to put the boxes in order.
Your idea:
Measurement
© ORIGO Education 3
The focus of measurement is to gradually learn to complete a unit count. Early Childhood provides experiences with non-standard units before formal measurement units.
The Best Bug Resource – concrete materials – quantity of the same type of object: popsicle sticks, large paper clips, other available counters Child places end-to-end same objects next to another selected item to count how many same objects match the selected item’s length.Resource – pictorial measuring tapes Use the interests of the children or characters from stories you have read to the children.Child uses pictorial measuring tape to measure objects in the learning environment.
Your idea:
© ORIGO Education 4
Worm Measuring Tape
© ORIGO Education 5
Measurement Attribute
Length Capacity/Volume Mass Area
Lang
uage
Sta
ges
Child’s Language
long, shorttall, shortsmall, big, littlewide, narrowskinny, fatthick, thin, deep, shallow, zigzag
Distance – a long way, far, close, near, over there, away
empty, full, not full, fill, level, refill, overflows, holds, as much as, less than, more than, holds most, too much, not enough, spill, drip, sprinkle
heavy, lighttoo much, too little, enough, not enough, the same, different, weight, a lot, big, almost, more, less, feels heavy, feels light, heft
size, big, small, shape, space, large, cover
Material Language
(Emphasis on counting units)
How many? Count to find out.
ribbons – long and short, pegs, shoelaces, body length, arm spans, rulers, stacked blocks, as long as
Distance – paces, foot lengthsPerimeter – boundaries, edges
How many to fill? Count the number.
cupfuls, mugs, spoonfuls, scoopful, bucket, egg-cupful, jugs, containers small and large, sieve, funnel, pour cubes, blocks, sand, water
How many cubes balance the toy on the scales?
balance, scales, heavy, light, level, doesn’t balance, weight, cubes, blocks, fewer, playdough balls, junk objects, pan balance
How many hand prints cover the tabletop?
fits, covers, inside the boundary, outside, more, less, area, squares
Mathematical Language
feet, inchyard, milemetercentimeterdecimetermillimeterkilometersruler
cuppintquartgallonfluid ouncelitermillilitercubic centimeter
pound, ounce,kilogram, gram, balance, mass, weight, half kilogram
surface, sides, circle, square, rectangle, triangle, completely covers, length by width
Symbol Language
ft, in.yd, mim, cmdm, mmkm
ptqtgalLmLcm3
lbozkgg
l × w or l • wm2
km2
cm2
½ (l × w)
Measurement Language for Early Childhood
© ORIGO Education 6
Measurement Attribute
Time AngleIn Geometry Strand
MoneyIn Number Strand
Lang
uage
Sta
ges
Child’s Language
order of events in personal and school day, how long to …, time, days, weeks, clock, one … twelve o’clock, yesterday, today, tomorrow, long time, short time, morning, afternoon, nighttime, age, before, after, next, old, young, slow, fast, early, late
turn, twist, go around, spin, roll, circle around, twirl, left, right, straight and curved lines, forward, backward, reverse
buy, coins, dollars, sell, pocket money, money, cents, spend, bank, change, use credit card, hundred dollars, shop, fare, rich, poor, save
Material Language
(Emphasis on counting units)
How many hops can you make in one minute? How long does it take to eat an ice cream cone? Count minutes.
types of clocks, egg timers, stop watches, pendulums, hands of the clock, calendar
Count the steps around one-fourth of the cicle.
move the arms apart, turn around, move the geostrips apart, find some angles that match the right angle, amount of turn
Count the money? Match the price (2 dollars) and the money. Add two prices.
coins, dollars, cents, price tag, cost, change, buy, sell, costs less, costs, more, credit card
Mathematical Language
minutes, hours, five to sixty minutes
angle, right angle, less than a right angle, more than a right angle, rotate, revolve, degrees, protractor, compass, square corner
dollars, cents, cost, price tag, money left, change, worth it, value, sell, buy, price, paid, costs, more, same price, cost per ___, cheaper, dearer, expensive, pay, notes, amount, total, charge, credit card, equal amount of money
Symbol Language
a.m./p.m.___:___
____° $¢
Measurement Language for Early Childhood
© ORIGO Education 7
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2007 OR
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cation
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teachin
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Cube A - 1, 2, 3, 4, 5, 6Cube B - inside ( ) or X on three faces, outside (O) or X on three faces
© ORIGO Education 8
Home Corner
Science
Literature
Block Corner
––––––––––––––
Art
Music
Physical Education
Sand/Water Play
largeand
small
© ORIGO Education 9
Language for Opposites
scruffy
dirty
bright
closed
thick
happy
full
hot
down
inside
old
tall
under
on
wet
rough
high
wide
hard
fast
in front
heavy
night
dark
exit
living
positive
first
in
long
black
big
near
above
loud
high
straight
front
few
top
© ORIGO Education 10
I Think I’ll Go FlyingResource – outside at large equipment or obstacle course, camera• Teacher models positional language as children act out the location and direction
movements (next to, under, through, etc.). Teacher takes photographs of children moving or standing to show location or direction positions.
Your idea:
Look and See Resource – Look and See Big Book, counters• Child lays book flat on floor. For each page, child places a counter on matching pictorial
three dimension object on facing page.
Resource – Classroom / Commercial 3D objects, Look and See Big Book• Child selects a 3D object and finds the matching pictorial representation on a page in the
Big Book. Then says the name of the 3D object.
Your idea:
Geometry - Language of position and direction
Geometry - Three-dimensional objects
© ORIGO Education 11
Language for Geometry – some key wordsPosition and Location
above below aroundacross along throughbehind front backbeside left rightbottom on inclose near fardown high lowend-to-end first lastforwards backwards sidewayshorizontal vertical mazenext to between upoutside inside in frontover under top position direction locationturn turnaround way inway out walk/move on a path
Three-dimensional objects
cone rectangular prism pyramidcube cylinder sphereface corner edgefilled surface apexside solid hollow solid shape prism vertexspace 3d face linestack roll slidestraight curved flatvertices base
Two-dimensional objects
line shape round shapecentre middle closedopen circle trianglesquare rectangle starhexagon rhombus 2d print from a 3d facesymmetry symmetrical matching halvesangle right angle sideboundary