Target Board 1. 5 teddy bears. Vocabulary. Types of questions. Recall activity. Extra activity

Transcription

1 Target Board 1 5 teddy bears Colour, red, blue, yellow, green, size, big, small, medium, top line, bottom line, middle, at the top, at the bottom, above, below, underneath, how many?, altogether, opposite How many bears on the page? (5) Where is the small red bear? (1. at the bottom of the page) (2. at the bottom on the left) (3. below the big blue bear) (4. opposite the big yellow bear) Where is the medium green bear? (1. in the middle of the page) Where is the big blue bear? (1. at the top of the page) (2. at the top on left hand side) (3. above the small red bear) (4. opposite the big red bear) Where is the big red bear? (1. at the top) (2. at the top on the right-hand side) (3. above the big yellow bear) (4. opposite the big blue bear) Other questions: How many red bears on the page? How many blue bears on the page? How many green bears on the page? How many yellow bears on the page? How many red and green bears altogether? How many red and yellow bears altogether? How many big bears on the page? How many small bears on the page? Which colour bear are there most of? Are there more red than blue/yellow/green? Which colour has the least number? The teacher covers any bear and asks the children question such as, What colour bear is hidden?, What size bear is hidden? The teacher covers the top line and asks the children if they can remember what size and colour bears are hidden. Repeat with the middle and bottom lines. The children are given a copy of the target board and a tray of bears. The teacher asks them to match the correct size bear to each picture. Then, the teacher asks questions such as, Are there more red than green bears? The teacher demonstrates how to do one-to-one correspondence to answer this question. The teacher asks similar questions with the other colours and sizes. 254 Planet Maths Teacher Resources Junior Infants

2 Target Board 2 10 teddy bears Size, big, small, medium, colour, red, green, blue, yellow, how many?, more than, less than, lines, rows, first line, second line, third line, same, number, altogether How many bears are there on the page? How many red bears are there on the page? How many green/yellow/blue bears are there on the page? How many bears in the first line/second line/third line? How many big/small/medium bears are there on each line? Which row has the most bears? Which rows/lines has the same number of bears? Name the colour(s) of the bears on the first line/row (the second line/row, the third line/row) Name the size(s) of the bears on the second line/row (the first line/row, the third line/row) Name the sizes and colour(s) of the bears in each row/line. How many bears are there altogether on the first and second lines/rows? How many bears are there altogether on the first and third line/row? Where is the small green bear in the first row? (in between a big green bear and another big green bear) Where is the medium yellow bear? (in the second row between the big blue bear and the big red bear) Repeat this type of question to consolidate spatial awareness. Planet Maths Teacher Resources Junior Infants 255

3 Target Board 3 10 teddy bears Colour, red, blue, yellow, green, size, big, small, medium, line, row, column, above, below, in the middle, first, second, top, bottom, altogether The teacher shows the children what a line/row and column are. How many bears are there altogether? How many lines/rows of bears are there? Name the colour(s) of the bears in each line. Name the sizes of each bear in each line/ column. Name the sizes and colour(s) of the bears in each column. How many bears are there in the first/ second line? How many bears are there in column 1/ column 2, etc? What colour bears are in each line/ What size bears are in each row/ How many bears are there on the page altogether? Where is the medium red bear? (in column 1 on the second line) Where is the small blue bear? (on the second line in column 4) Repeat this type of question with the other bears. How many bears are in each line? What can we say about each line? (each line has the same number of bears) What can we say about each (each column has the same number of bears) 256 Planet Maths Teacher Resources Junior Infants

4 Target Board 4 20 teddy bears (Senior Infants) Row, column, first, second, third, fourth, fifth, change, altogether How many bears are there on the page? How many red/yellow/green/blue bears are there on the page? How many big/small/medium bears are there on the page? How many bears are there in each line/ How many red/yellow/green/blue bears in are there in each line/ How many bears are there altogether in the first and second lines? How many bears are there altogether in the first and second columns? If I take 1 bear away in the first line, how many will I have left on that line? If I take 1 bear away in the first column how many bears will I have left in that This question could be repeated taking away 2, 3, 4 and 5 bears. Cover a certain number of bears on a line or in a column with a Post-it and ask the children if they can remember what colour or size the hidden bear was? Depending on their ability this could be repeated covering more than 1 bear. The teacher gives each pair of children a photocopy of the target board and a box of bears. Their tasks are to: 1. match the bears to the picture. 2. change the colour of the bears. 3. change the size of the bears. 4. change the colour and the size. Only proceed to the next task when the children are competent with the previous task. Planet Maths Teacher Resources Junior Infants 257

5 Target Board 5 (Senior Infants) Row, line, column, number, digit, before, after The teacher points to each number and the children identify it. How many numbers are on the first line, second line? How many numbers are in column 1/2/3/4/5? What do you notice about the top and bottom line? (they both have the same number of digits) What do you notice about each They all have the same number of digits. What numbers are in the top/bottom row? Name the numbers in each column. The teacher points to any number and asks the children what number comes before it on the number line, e.g. the teacher points to 5 and ask which number comes before it. (4) This activity could be repeated with what is 2 before and 2 after a particular number. Add 1 to each number (count forwards) Take 1 away from each number (count backwards) The teacher point to a number and asks the child to count forwards from that number. The teacher points to a number and asks the child to count backwards from that number (avoid 0). If the children are proficient with adding 1 and taking away 1, the teacher can ask them to add 2. Ask the children to tell you where a certain number is, e.g. Tell me where the number 5 is. (1. it is above 2) (2. it is in between 0 and 7) (3. it is on the first line) (4. it is in the second box on the first line) The teacher gives each a child a photocopy of the target board and asks them to put the correct number of counters on each number. The teacher covers numbers with a Post-it and asks the children if they can remember which number is hidden. 258 Planet Maths Teacher Resources Junior Infants