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The Creative Curriculum Preschool Mathematics

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

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The Creative Curriculum Preschool Mathematics

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  1. The Creative Curriculum Preschool Mathematics Measurement & Patterns Algebra & Data Analysis Day 3, Feb. 14, 2014

  2. Morning Message

  3. # of people rating

  4. 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

  5. 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

  6. Make It Take It • Shape Dominoes • Balancing Game • Recipes • Sandwich Math • Apple Tree Math

  7. Outcomes • Demonstrate understanding of, measurement,pattern and data analysis components & process skills that align with Mathematics-The Creative Curriculum Approach • Demonstrate understanding of the Teacher’s Role in supporting early childhood mathematics development with preschool aged children in the inclusive classroom

  8. Let’s think about your role • Components of Measurement • Components of Patterning • Components of data analysis

  9. Mathematics Instruction in The Creative Curriculum Classroom Core Beliefs • The _____is the focus of mathematics instruction. • The _____ teaches you.

  10. Measurement- pp. 24-30; 757-763 • Components • Measurement Attributes • Comparing & Ordering • Measurement Behaviors and Process • Conservation

  11. Measurement Attributes • length • capacity • weight • area • time

  12. 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

  13. Weight

  14. Capacity Capacity

  15. Area

  16. 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?

  17. Recommendation Promote children’s 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

  18. 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

  19. Focus on Patterns (Algebra) • Areas – pp. 31-32; 764-765 • Patterns • Change

  20. Pattern Activity

  21. 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?

  22. Patterning (Algebra) Video demonstration- www.EPQproject.org • 11.2- Creating Patterns- 1:00 http://www.uni.edu/coe/regentsctr/epq/content/creating-patterns

  23. 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

  24. 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

  25. Connecting Literacy & Math • Use patterned stories & verses

  26. 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

  27. How do you assess children’s 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

  28. Focus on Data Analysis • Components – pp. 39-40; 772-778 • Sorting and Classifying • Representing Data • Describing Data

  29. Data Analysis • Video demonstration- EPQ Video- Graphing with Blocks-3:40 http://www.uni.edu/coe/regentsctr/epq/content/graphing-blocks

  30. Classroom routines • Talk to your neighbor about: • attendance • bus riders • snack choices • line up

  31. 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 doesn’t 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?

  32. 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?

  33. 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 don’t you have much data? Why? • Action Plan for next step

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