Lesson 29 Shapes the Triangle

Transcription

1 Lesson 29 Shapes the Triangle Review: Rote count to 20. Count objects to 20, touching the objects before saying each number. Clap and tap an AA-BB pattern and have the children do it. Use the word pattern. Flash the circle and the square cards. Flash the 1, 2 and 3 numeral cards and the 1, 2 and 3 pattern cards. Review the formation of the numerals 1, 2 and 3. Make big 1 s, 2 s and 3 s in the air. Problem of the Day: Have a can (like a coffee can) with 18 blocks inside. Shake the can and tell the children there are blocks inside and ask them to guess how many they think there are. Accept all guesses. Make a big production of opening the can. Hold it up high and let one child reach inside and take out one block, another child the next block, etc., until the can is empty. Then count the blocks to see who made a correct guess. Lesson: Talk about the square and the circle. The sides of a square are the same length. Now introduce the triangle. Draw a number of different triangles on a chart. Have the children tell you what a triangle is like. How many sides does it have? How many corners? The sides must always be straight. Tri means 3! There is a tricycle with 3 wheels, a tripod with 3 legs, etc. Have a number of objects around the classroom that are triangles. Blocks, felt pieces, a pillow, etc. Tell the children to go around the room to look for triangles. If you have glasses, magic wands, pointers, etc., to help them look, it will be more fun. (Put up a variety of triangles so there are lots to find.) Show the triangle card. Have the children make a triangle when they hold a long skipping rope. How many people can help to make a triangle? Can they make the triangle look different? If the 3 children move about but keep the rope taut, will it always be a triangle? Manipulatives: Give each table a box of foam shapes. Give the children time to explore the shapes. Have them sort the shapes to find the triangles. Then the children can try to make pictures using the shapes. Can they make a person? What might the triangle be?

2 Paper Exercise: Give each child the triangle sheet, Exercise #29. Can they find triangles in the picture? Colour the triangles. Closure: Again, talk about triangles and that a triangle has three straight sides and three corners. Show the triangle card. Additional Ideas: - Make shape books the page shape can be the shape you are learning. Each page could have a picture of something that is that shape. - Have a shape centre. It could have a box of blocks that are different shapes, peg boards and pegs with elastics to make the shapes, a felt board and felt shapes to make pictures of things from shapes. - Have shapes that can be traced. - Make shape mobiles. - Have large shapes on the floor that the children can walk on use different movements. - Make feely shapes from sandpaper, carpet, corrugated cardboard, fabric and fun fur, etc. - Buy a box of foam shapes or stickers and let the children make pictures with them. - Make food cut into shapes sandwiches, slice, cheese, etc. - Cut shapes from magazines and catalogues. Make a Triangle (to Three Blind Mice ) One, two, three; one, two, three, Do you see? Do you see? Up the hill right to the top, Down the hill and then you stop, Straight across; tell me what have you got? A triangle!! triangle! The Triangle I'm a triangle. Look at me! Count my sides. One, two, three. This Is a Triangle (to Row, Row, Row Your Boat ) This is a triangle, Look and you will see. It has three corners and three sides. Count them one, two, three!

3 Lesson 30 Sorting and Classifying Review: Rote count to 20. Count objects to 20, touching the objects before saying each number. Clap and tap an AA-BB pattern and have the children do it. Use the word pattern. Flash the circle, square and triangle cards. Flash the 1, 2 and 3 numeral cards and the 1, 2 and 3 pattern cards. Review the formation of the numerals 1, 2 and 3. Make big 1 s, 2 s and 3 s in the air. Problem of the Day: Brainstorm things that come in 2 s. Lesson: Review sorting. Discuss the word. Photocopy 3 pages of small picture cards, and cut them apart. Put the mixed cards on a table, on the floor or in a pocket chart. Give the children a few minutes to view and discuss the pictures. Can we sort these pictures? Ask the children to give you possible classifications, and give them turns to put a card in a group. When all the cards have been sorted, mix them up again and ask if there could be another way. It could be living things and non-living things, quiet and noisy things, soft and hard things. Sort them again. Manipulatives: Give the children mixed buttons, sea shells or other collections that have many different pieces will be interesting for the children to sort. If some children are having difficulties, keep the manipulatives more simple. Give them some time to look at the pieces first, then ask if they can think of ways to sort the objects. As the children sort the objects, ask what is the same about the objects in one pile. Can they identify the sorting rule? Is there another way these objects could be sorted? Let the children explore and share their findings. Paper Exercise: Give out Exercise #30. This is practice in printing the numerals 1, 2 and 3. Model the children copying the numerals on the lines, printing two more of each. This is difficult for some children, so look for shape and formation, not size. Closure: Discuss the word sort.

4 Additional Ideas: - Sort and classify the children! This could be done by hair colour, by clothing, by colours worn, by eye colour, etc. - Have a sorting and classifying centre. Have a variety of manipulatives sea shells, bread tags, felt pieces, foam pieces, etc. Have plates to hold the items after sorting. - Sort letters. They can be sorted into upper and lower case, height, etc. - Sort animal cards and other picture cards. - Sort food mixes. Put the different foods onto plates. - Sort toys. - Sort objects by beginning sounds. - Sort playing cards by numeral, by suit, by colour, etc.

5 Lesson 33 All About 4 Review: Rote count to 20. Count objects to 20, touching the objects before saying each number. Clap and tap a pattern and have the children do it. Use the word pattern. Flash the circle, square and triangle cards. Flash the 1, 2 and 3 numeral cards and the 1, 2 and 3 pattern cards. Do auditory cues to 3, clapping or tapping in mixed 1, 2 or 3 patterns. Review the formation of the numerals 1, 2 and 3. Make big 1 s, 2 s and 3 s in the air. Problem of the Day: There were 5 pencils in the can. (child s name) took 1 pencil out. Now how many pencils are in the can? Lesson: In this lesson we will learn to read and print the numeral 4. Look around the classroom. Brainstorm things that the children can see that are 4 s. Four fingers, four shelves, four windows, etc. (You may want to have some set up.) Auditory training for 4 gets more difficult. Clap or tap 4 in a quick pattern.. 2, slight pause, 2. Have the children try it, and then ask them to say how many when you tap, clap or snap out patterns to 4. Introduce the pattern card for 4. Four objects can be set in different patterns, but encourage the children to always make 4 in a square. Do visual training. Have cards with one, two, three and four objects. Mix the cards and have the children say 4 the number of objects that they see. Introduce the numeral 4. Use the large card with the numeral 4. Print a 4 on a chart or on the chalkboard. Where do we begin to print the 4? Draw two widely spaced horizontal lines. We begin at the top, go down and across. Then the pencil is lifted and we go back up and draw a line down that crosses. Call it a chair, the back and the seat and then the straight line down. Have them print big 4 s on the carpet, on the tables and on other surfaces.

6 Down and over And down some more That's the way To make a 4! Practice printing 4 s. Make two parallel lines on a chart or the chalkboard. Show where we begin to draw the 4. Give the children individual chalkboards or whiteboards. Draw two horizontal lines widely separated across each board. You make a 4 on each board and then hand them to the children. They put the point of the chalk on your 4 where we begin and trace over your printing. Trace it a number of times. You can say the little poem as the children print the number. Keep mentioning the word four as the children work. Review the 4 numeral card and the 4 pattern card. The children say Four when they see them. Manipulatives: Give each table a box of manipulatives. Have the children put them into 4 s, in the 4 pattern of the square. Paper Exercise: Photocopy Exercise #33. Take crayons, and practice putting the tip of the crayon at the top of the 4 and trace the lines, lifting the crayon to do the second line. Trace it in different colours. Try to always stay within the outline of the four. Closure: Flash the 1, 2, 3 and the 4 numeral cards, asking the children to read them. Have the children tell you how to print a 4. Flash the large 1, 2, 3 and 4 pattern cards, and have the children tell you how many. Do a few auditory 1 s, 2 s, 3 s and 4 s with claps or other noise. Additional Ideas: - Use the large number cards. Have the children glue on macaroni, seeds, cotton batting, etc. - Have a Numeral Centre. The children can match the numerals with counters, put the numerals in order, or any of the other ideas below. - Make the numeral with play-dough. - Make the numeral in a sand box or sand tray. - Make the numeral with glue. There are interesting glues in craft stories coloured or glitter. Make sure the numeral is solid glue. When it is dry, peel it off and hang in the window or on a mobile.