LEARNING ABOUT MATH FOR GR 1 TO 2. Conestoga Public School OCTOBER 13, presented by Kathy Kubota-Zarivnij

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1 LEARNING ABOUT MATH FOR GR 1 TO 2 Conestoga Public School OCTOBER 13, :30 pm 8:00 pm presented by Kathy Kubota-Zarivnij kathkubo@gmail.com

2 TODAY S MATH TOOLS FOR counters playing cards dice interlocking cubes pattern blocks How might you use these materials to help your grade 1 or grade 2 child learn mathematics?

3 NORTHCOTT S GAME Getting Ready to Play Player 1 uses red counters, Player 2 uses yellow counters. Put 1 colour of each counter in each row. Playing the Game Players take turns moving a counter of their color anywhere within its row without jumping the other player's counter. The winner is the last to be able to make a move. Playing the Game to Learn How do you know if you are going to lose? How did you know how do move your counter? 7 red and 7 yellow counters Be the last player to be able to make a move. Use problem solving strategies and reasoning skills.

4 COUNTERS GONE Getting Ready to Play Start with a pile of 10 counters. Kindergarten Playing the Game Players take turns taking rolling the die and remove the number of counters indicated by the die. Game ends when there are no more counters in the pile. When the last counter(s) are removed, players count the number of counters they removed. Playing the Game to Learn What strategy did you use to count the counters you took from the pile? What happens to the number of counters in the pile as the counters are removed? 10 square tiles, 1 die Have the greatest number of counters. Counting forwards and backwards.

5 SHAPES GONE, SHAPE LEFT Getting Ready to Play Start with a pile of 10 pattern blocks Kindergarten Playing the Game 1. Players make an object using the pattern blocks. 2. Players take turns taking rolling the die and remove the number of pattern blocks indicated by the die. 3. Make a different object with the remaining pattern blocks. Repeat steps 1 to 3. Game ends when the player cannot make an object with the remaining pattern blocks. Playing the Game to Learn What strategy did you use to count the counters you took from the pile? What happens to the number of counters in the pile as the counters are removed? 10 pattern blocks, 1 die Compose an object using pattern blocks. Composing a ahape using smaller shapes.

6 WHAT S THE DIFFERENCE? Grades 1/2 Getting Ready to Play Divide the cards equally among 2 to 4 people into piles. Playing the Game Players face up 1 card (1-digit) or 2 cards (2-digit) at the same time. Player with the larger number identifies the difference between the 2 numbers and claims all cards if correct. If the cards have the same number, they are placed in a common pile. When a player has no cards left, the cards in the pile are shuffled and divided equally among all the players. Playing the Game to Learn What strategies did you use to figure out the difference between the 2 cards? How does difference relate to subtraction? 2 to 4 (pairs) 10 blue or 10 red square tiles Have the greatest number of cards Subtract 1-digit or 2- digit whole numbers using mental strategies.

7 WHAT S THE VALUE OF MATH GAMES FOR LEARNING MATHEMATICS? Mathematics game playing: improves learners awareness of how to use rules and constraints, within a natural and enjoyable way encourages observation, analysis and constant revision of thinking. develops reasoning, decision-making, analysis and development of strategies involves both chance and skill, incorporates estimation, prediction, risk-taking, collaboration and competition. (Oldfield, 1991; Sarama and Clements, 2009)

8 PATTERN BLOCK BARRIERS 8 red square tiles and 8 blue squares and 4x4 square grid Guess the location of the pattern blocks What are the names of these 2D shapes? How do you know? Use positional language to make predictions.

9 PATTERN BLOCK BARRIERS 8 red square tiles and 8 blue squares and 4x4 square grid Guess the location of the pattern blocks Positional language above, below, to the left, right, beside, in front, behind, above, below Use positional language to make predictions.

10 PATTERN BLOCK BARRIERS 8 red square tiles and 8 blue squares and 4x4 square grid Guess the location of the pattern blocks Make (compose) an object using some or all of the pattern blocks. Describe each piece using positional language (beside, above, to the left ) Use positional language to make predictions.

11 PATTERN BLOCK BARRIERS 1. Place the yellow hexagon in centre. 2. Put the small rhombus to the right of the hexagon. 3. Put the red trapezoid on first row column Put green triangle behind yellow hexagon. row 3 row 2 row 1 column 1 column 2 column 3 8 red square tiles and 8 blue squares and 4x4 square grid Guess the location of the pattern blocks Use positional language to make predictions.

12 PATTERN BLOCK BARRIERS 1. Place the yellow hexagon in centre. 2. Put the small rhombus to the right of the hexagon. 3. Put the red trapezoid on first row column Put green triangle behind yellow hexagon. row 3 row 2 row 1 column 1 column 2 column 3 8 red square tiles and 8 blue squares and 4x4 square grid Guess the location of the pattern blocks Use positional language to make predictions.

13 PATTERN BLOCK BARRIERS Getting Ready to Play 2 players, handful of pattern blocks, 2 game boards Playing the Game Sit opposite with a divider standing between you. Player 1 place one pattern block in each space on your grid without letting your partner see your work. Tell your partner how to place pattern blocks to match your grid. Use the names of the pattern blocks and positional language to describe where to place them. Remove the divider and see if the two grids match. Swap roles and play again. Playing the Game to Learn What positional language did you use and learn to use? Which positional language did you use more often? 8 red square tiles and 8 blue squares and 4x4 square grid Guess the location of the pattern blocks Use positional language to make predictions.

14 MATH TIC TAC TOE Getting Ready to Play 2 players, 2 dice, 1 game card Make a 3x3 grid and mark a star in the centre (row 2, column 2). Write 8 numbers (different, same from 1 to 12 on 8 blank spaces. Playing the Game Leader rolls the 2 dice. Player can add or subtract the two numbers to mark a number on the game card. Player to mark 3 numbers in a row (horizontal, vertical, diagonal) wins. add or Playing the Game to Learn How did you choose the numbers for the game card? What addition strategies did you use? red square tiles and 8 blue squares and 4x4 square grid Guess the location of the pattern blocks Use probability knowledge, addition and subtraction strategies

15 EFFECTIVE MATHEMATICS GAMES HAS THESE FEATURES: has solution-centered activity with the game player in charge of the process uses the game player s current mathematical knowledge involves a challenge against an opponent organized by a definite set of rules freely engages players has a definite number of solutions has an ending or finishing point provokes specific mathematics learning goals has the capacity for several game-playing variations KKZ, 2015

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