MORE/LESS/EQUAL

One math standard that many children struggle with is the ability to understand what is one more and one less. Let’s see what happens when we hop, sing, and move this standard.

Paper Clip (Parisa Ghannadan)
Make a number line on a sentence strip. Use a paper clip to slide to different numbers and the children can see what comes before and after.

Number Line Hop
Draw a number line with chalk on the carpet or use masking tape to make a number line on the floor. Choose different children to hop to a number. What is one less? What is one more?
*Let children roll one or two dice and then hop to that number. What is one more? Less?
*Call two children and ask each to stand on a different numeral on the number line. Which one is more? Which one is less?


Ruler Game
Give children a ruler to use as a number line. Have them point to the numbers as they count on the ruler. Can you find 6? What’s 1 more than 6? What is 1 less than 6?


More or Less Game
Make a grid similar to the one shown. Two children take turns making sets with unifix cubes in the middle section. Their partner has to make sets with “one more” and “one less.”

Counting on a Shoestring
Write numerals 0-20 on a cotton shoestring with a permanent marker. Insert a bead. Children move the bead as they count. They can clearly see what is one more and one less.

Ten Little Friends
Ten little friends (Hold up fingers.)
Went out to play (Wiggle.)
On a very bright
And sunny day.
And they took a little walk.
Walk, walk, walk. (Walk fingers in front of your body.)
And they had a little talk.
Talk, talk, talk. (Put fingertips together.)
They climbed a great big hill (Move fingers over your head.)
And stood on the top very still. (Keep hands still.)
Then they all tumbled down (Roll hands around and down.)
And fell to the ground.
We’re so tired, (Hold up fingers.)
They all said.
So they all went home
And went to bed.
10 – 9 – 8 – 7 – 6 – (Put down fingers one at a time as you
5 – 4 – 3 – 2 – 1. count backwards and lower your voice.)
Good night! (Lay head on hands.)

CALENDAR CHATS

Calendar chats can be a springboard for many math concepts, such as counting, addition, more, less, measurement, shapes, etc. Here are some ways to tie in math with your morning meeting.

*Hint!  Each month mark the calendar with days that have a special meaning for the children, such as birthdays, field trips, vacation days, etc. 

How Many?
Count how many boys. How many girls? How many altogether? Which is more? Which is less? How many ones and how many tens?

Operations
Think of equations that equal the date.

Vote
Vote on books, games, songs, and other favorites. Tally results and discuss more, less, and equal.

Before and After
How many days until the field trip?
What was yesterday? What is tomorrow?

Pattern
Make a pattern as you color in the days on the calendar.
Make patterns with the children by having them stand, sit, or do motions.
Clap hands and slap thighs in patterns for the children to extend.

Shapes
You will need a pointer for this activity. Insert different shapes in this song to the tune of “Do You Know the Muffin Man?”

Do you see a circle, circle, circle?
Do you see a circlesomewhere in the room?
Pass the pointer to a child who touches that shape and responds:
Yes, I spy a circle, circle, circle. Yes I spy a circlein the room.

*You can involve the whole group by letting them all get up and touch the shape mentioned in the song.

Comparing
Compare the number of children who were tie shoes and Velcro, who have pockets or no pockets, who walked to school or rode to school, etc.

Days of the Week (Tune: “The Addams Family” – Sing in sign language.)
Days of the week. Days of the week. (Snap fingers.)
Days of the week. Days of the week.
Days of the week.
There’s Sunday (Open palm and circle out.)
And there’s Monday, (Make an “m” and circle.)
There’s Tuesday (Make a “t” and circle.)
And there’s Wednesday, (Make a “w” and circle.)
There’s Thursday (Make an “h” and circle.)
And there’s Friday, (Make an “f” and circle.)
And then there’s Saturday. (Make an “s” and circle.

https://www.youtube.com/watch?v=-JsfKTNAL50

*Point to the days on a calendar as you sing.

Macarena Months (Dance the Macarena as you sing.)
January, (Left arm out with palm down.)
February, (Right arm out with palm down.)
March, (Turn left palm up.)
April, (Turn right palm up.)
May, (Right hand on left shoulder.)
June, (Left hand on right shoulder.)
July, (Right hand on back of head.)
August, (Left hand on back of head.)
September, (Right hand on left front hip.)
October, (Left hand on right front hip.)
November, (Right hand on back right hip.)
December, (Left hand on back left hip.)
Then you turn around. (Turn around.)

http://bit.ly/drjeanMacarenaMonths

IT'S ABOUT TIME!

Even if "time" isn't in your standards, it's an integral part of all of our lives. This version of "Hickory Dickory Dock" is good for younger children because of the counting and rhymes. It can also be adapted for older students who are learning to tell time because they can use their arms like the hands on a clock as they sing.

Hickory Dickory Dock

Hickory dickory dock. (Palms together and tick tock back and forth.)

The mouse ran up the clock. (Wiggle fingers up in the air.)

The clock struck one, (Clap one time.)

The mouse ran down. (Wiggle fingers down.)

Hickory dickory dock.

Two – “Yahoo!” (Continue clapping the appropriate number of times.)

Three – “Whopee!”

Four – “Do more!”

Five – “Let’s jive!”

Six – “Fiddlesticks!”

Seven – “Oh, heavens!”

Eight – “Life’s great!”

Nine – “So fine!”

Ten – “We’re near the end.”

Eleven – “We’re sizzlin’.”

Twelve – “I’m proud of myself.”

*Here's a youtube video:

https://www.youtube.com/watch?v=nQbBksJMjpg

*Make paper plate clocks and use to as you sing the song.

*Use your arms like the hands on a clock. Extend both arms over your head. On “one,” bring right arm down to the position of “one” on a clock. On “two,” bring right arm down to position of “two,” and so forth as you sing.

Digital Time - Place a digital clock by the wall clock in your classroom so children can associate both ways of telling time.

MATH MATS AND TEN FRAME

Math mats are a “hands on” way to give children concrete experiences with addition and subtraction. Trim a file folder to make a 12” square. Draw a line down the middle of the square as shown. Draw a line down the middle of the top section. Explain that the line in the middle is like the equal sign in an equation. What is on the top has to equal (be the same as) what is on the bottom. 

Note! Poker chips, small toys, natural items, small erasers, and other objects can be used with the math mat. You can also make smaller math mats from an 8" square.

HOW?
Addition
Demonstrate how to use counters to make a set in the top left section and a set in the top right section. Count. Pull down the objects into the bottom section and count how many altogether.

Subtraction
Use counters to demonstrate subtraction.

Missing Addend ”If I have 3 and I want 8, how many more do I need? Let’s put 8 in the bottom. Now, move 3 to the top. How many more do you think I’ll need?” Continue to let children move the counters to solve similar problems.

Note! Have children write the number sentence when you do these activities.



Hint! You can also use divided plates for adding and subtracting 2 numbers. Children will “eat this up” with dry cereal!


Math Bags
Children will be able to manipulate objects to demonstrate different number bonds with these math bags. You will need zip sandwich bags, permanent marker, small flat counters (buttons, poker chips, lima beans, glass pebbles).

HOW?
Draw a line down the middle of a bag with a permanent marker. Insert objects in the bag. Ask the children to count the objects in the bag. Slide the objects from one side to the other to make different combinations. Can they write down the different combinations?



TEN FRAME
A ten frame will give children another "hands-on" way to explore math concepts.
Note! Five, ten, and twenty frames are available to download on the internet.




Building Sets
Call out a number and demonstrate how to place the counters in the frame starting on the left. Remind them to always start with the first frame on the left.
*Turn the frame vertically to make sets.
*Can you place the counters in a different way?
*Have children count forwards and backwards on their frames.

Addition and Subtraction
Place counters for the first addend on the top row and the second addend in the bottom row. How many altogether?
*Take away counters for subtraction problems.

Double Frames
Extend to a double ten frame for building numbers to 20.

HI HO HI HO - ADDING WE WILL GO!

Math was always one of my favorite subjects as a child and as a teacher. If you keep it REAL and HANDS-ON you can introduce addition to younger children and then extend these activities for older students.

Hi Ho - Adding We Will Go (Tune: “The Farmer in the Dell”)
1 plus 1 equals 2 (Hold up fingers as you sing.)
1 plus 1 equals 2
Hi, ho, adding we’ll go. (Roll hands around.)
1 plus 1 equals 2


Hands Up Math
Trace around the children's fingers and cut out. Glue the palms to a sheet of paper. Do not glue the fingers because you want to be able to move them up and down to demonstrate addition and subtraction.

Hint! You might want to make this with one hand for the younger children.

Body Addition and Subtraction
Children stand and put their hands in the air as the teacher says a number. When they touch their heads the teacher says “plus” or “minus.” As they touch their waist the teacher says a second number. When the touch their knees everyone says “equals.” And when they touch their toes they say the answer to the math fact.

Adaptations: Tell number stories where children touch and tell the answer.


Addition Card Game (Stephanie Fowler)
Two children play this game with a deck of cards. The first child pulls two cards and adds them. The second child then pulls two cards and adds them. The child with the greater sum wins.


Magic Fingers
The teacher calls out a “magic number.” The teacher holds up numbers on one hand next to her chest. The children must hold up the correct number of fingers to equal the “magic number.”

Bear Hug Letter (Susan Finklestein, Montgomery, AL)
This has nothing to do with math, but it was such a clever idea I found when I was looking at old blogs that I thought you'd like it. Send home a note shaped like a bear that says, “My teacher is so proud of me. Give me a bear hug!”

Hurry back tomorrow for more hands-on math tools!

BUTTON, BUTTON, WHO'S GOT THE BUTTON?

November 16 is Button Day…for real! Here are some thoughts on how to integrate buttons into your lesson plans any day. And, don't forget to read Eric Litwin's PETE THE CAT AND HIS FOUR GROOVY BUTTONS!

Hint! I bought my bag of buttons at Walmart, but you could ask parents to send in extra buttons they don’t want for a learning activity. (That might be a good homework assignment.)

Math
*Have children count the number of buttons they have on. Who has the most? Who has zero? Tally how many in the entire class.

*Have children form groups with friends who have the same number of buttons.

*Use the buttons children bring in for math activities. Let them sort the buttons. What was their sorting rule? Can they sort them another way? 

*Write numerals on cups and have children make appropriate sets in the cups using the buttons.

*Make patterns with buttons and use buttons for addition and subtraction.



Crafts
*Let children choose one button and glue it in the middle of a sheet of construction paper. Can they create a picture incorporating the button?

*Give children pipe cleaners or dental floss and let the string buttons to make necklaces and bracelets. (You’ll probably have to limit the number of buttons each child can use.) 

*Make cardboard picture frames and let children glue on buttons. Insert their photo for a perfect gift for mom or dad.

Game
*Play “Button, Button, Who’s Got the Button?” This is really a silly game, but my kids loved it. Choose one child to be “it” and hide a button. Choose 3 or 4 other children to leave the classroom and stand in the hall. The rest of the students cup their hands together as if they are holding something. “It” walks around the room and places the button in one friend’s cupped hands. The children in the hall are then called back to the classroom and everyone chants, “Button, button, who’s got the button?” The students from the hall walk around opening hands until someone finds the button. They become the new “it” and the game continues.

*Let children make up their own game using buttons.

*Demonstrate how to sew on a button. Now, that’s a novel idea! I bet some of your kids have never seen someone use a needle and thread.

NATURE CENTER

Children love to collect things. Aren't they always bringing you rocks or leaves or flowers or nuts? A nature center would be a perfect place to display their treasures and give them the opportunity to observe and investigate natural items. You can purchase commercial kits, but you could also create a nature center from natural objects in your habitat. All seasons offer interesting things for your children to explore.


Store Bought

Homemade!

Materials:

basket of leaves, rocks, shells, pine cones, sticks, nuts, or other natural items (rotate for different seasons)
magnifying glass
clipboard, pencils, paper
ruler
field guide book (leaves, rocks, shells, etc.)

Activities:

*free exploration
*sorting
*counting
*seriating by size
*measuring
*observing with a magnifying glass
*sketching with a clip board
*identifying with a field guide book
*non-fiction writing
*PLAYING!

FREE, GREEN, ENGAGING, OPEN-ENDED, EASY - IT'S A WINNER!!!

THE SPOT

I titled this blog “The Spot” because a teacher told me she called her art center “The Spot.” I thought that was rather clever and perfect for these simple, open-ended projects. These creative activities are another way for children to SHOW WHAT YOU KNOW and can be tied into many different skills and standards.

*Remember, it’s the process and not the product. Children will be using problem-solving and small motor skills as they do these projects.

Pop Up Scene
Skills: comprehension, setting
Materials: construction paper, crayons, markers, scissors, glue, scrap box
Directions: Prepare pop-ups ahead of time by folding the construction paper in half. Cut two slits from the fold 3 ½” from each side and 2 ½” down as shown. Bend the tab in so when you open there will be a 3-dimensional tab. Have children close their eyes and make a picture from a book you have read in their brain. Have them draw the setting of the scene on the inside of the pop-up. Finally, have them draw the main character and glue it to the pop-up.
*Pop ups are perfect for habitat studies or scenes from history. 

Triarama
Skills: comprehension, setting, habitats
Materials: paper, scissors, crayons, markers, stapler
Directions: Cut the paper into a square by making a diagonal fold and cutting off the bottom. Children draw a scene on the top half of the square as shown. Cut in half-way on the diagonal crease, fold under, and staple to make a stand up scene. 

Pipe Cleaner People
Skills: book characters, famous people, retelling a story
Materials: pipe cleaners, scrap box, cloth, scissors, glue
Directions: Demonstrate how to make a stick person from two pipe cleaners. Children can then add a face, clothing, and other details. Let them retell a story with their pipe cleaner people.

Pinwheel
Skills: vocabulary words, spelling words, math facts, 4 facts learned, etc.
Materials: paper, scissors, hole punch, colored pencils, play dough
Directions: To make a square, fold a sheet of paper diagonally and cut off the end. Fold in half diagonally again. Cut in on diagonal lines stopping 1” from the center. Hole punch every other corner and in the middle. Insert holes on a pencil or straw and put a little play dough on the end. 

SHOW WHAT YOU KNOW

Elementary age children are in the “age of industriousness.” Erik Erikson is a psychologist that I studied in college who made a lot of sense to me. He identified a series of eight stages that individuals go through from infancy through late adulthood.

Erikson viewed the elementary school years as critical for the development of self-confidence. Ideally, elementary school provides many opportunities to achieve the recognition of teachers, parents and peers by producing things—drawing pictures, solving addition problems, writing sentences, and so on. If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, persevering at tasks until completed, and putting work before pleasure. (Wikipedia.org)

It’s interesting to me (after being at this rodeo for many years) that I see similar concepts in the “executive function.” Children need the opportunity to start and complete a task and they need to develop delayed gratification. Concrete challenges where they can express themselves and develop mastery will encourage this.

All of the above help justify the need for art and creative activities in the elementary classroom. Let’s look beyond a computer assessment and paper and pencil test to let children SHOW WHAT YOU KNOW!

Puppets (stick, paper bag, paper plate, sock, coat hanger, envelope)
Provide children with the materials to make puppets of their favorite character from a story. They could also make a puppet of animals studied, famous historical figures, and so forth. The puppet will give them a fun way to share information with classmates. 

        

Sculpture (mold with clay or play dough)
Children can make something that they learned from reading a book, watching a video, etc.

Create a Board Game
Challenge children to make a game to review information from a unit of study. They could do this independently or with a partner.

Poster, Collage, or Mural
Divide children into small groups and let them create a visual about what they’ve learned.

Mini Museum
Children take a shoebox and make a small “museum” with a collection of objects (found or made) that represent what they’ve learned.

Class Chef
Foodies are growing in number with school age children. They’ll have fun preparing and serving foods from different regions, cultures, food groups, etc.

PUT THE "A" IN STEM

STEAM is an acronym for Science, Technology, Engineering, the Arts, and Mathematics. STEAM PROGRAMS are designed to integrate science, technology, engineering, art, and mathematics in the classroom to encourage students to think critically and problem solve in a creative way. 

Although some might think that science and math are the opposite art, both involve a “process” and a “product.” Both require students to think creatively and critically. STEAM is also complimentary to the 4 C’s of 21st Century Skills: creativity, collaboration, critical thinking, and communication.

After over 5 decades as an educator, I see shadows of the integrated curriculum, constructivism, as well as the project approach in STEAM. I also see STEAM as providing a balance to our obsession with skills and standardized tests.

Take a look at some of the projects below. Couldn’t you use one of these instead of a test or worksheet to extend a story or a unit of study? These projects would also provide children with the opportunity to collaborate with a partner or small group. 

Art
Class quilt
Mural
Puppets (stick, paper bag, paper plate, sock, coat hanger, envelope)
Sculpture (mold with clay or play dough)
Invention
Create a board game
Poster or collage
Mobile or windsock
Mini Museum
Class chef

Drama
Skit or play
Role play
Pantomime and charades
Debate
Recitation
Rap or song
Dance
Mask or costume

I KNOW AN OLD LADY

How many old ladies do you know besides me? I know the “Old Lady Who Swallowed a Fly.” She also swallowed a pie and a bat and a chick and numbers… She must be getting pretty full! The Old Lady is entertaining, but she also helps children with recall, sequence, phonological awareness, and oral language.

Here are a few visuals and craft activities that can be adapted to any version of the Old Lady. You can find free images online for the different stories or let children make their own illustrations.

Sandwich Bag Old Lady
Give children a circle to decorate for the head of the old lady. Staple the head to the back opening of a zip sandwich bag. Staple on strips of paper for arms and legs as shown. Run off copies of the different items for the book or song you are singing. Children line up items in sequential order and then insert them in the bag as you sing. 

You could always use a real old lady's head!

Paper Plate Old Lady
Cut the center out of a paper plate. Use the center for the Old Lady’s head and attach with a brad fastener. Attach strips of paper with brad fasteners for arms and legs. Tape a sandwich bag to the back of the plate so you can insert illustrations as you sing. 

Flannel Board File Folder
Staple the sides of a file folder together and glue a piece of felt to the front. Add Velcro to the back of pictures and place on the flannel board as you sing.

Here's a video where I demonstrate the song in sign language.

Click to view

TO THE POINT!

I'll get right to the point with some pointers today.

WHY?
Children love anything novel and different. They can use these pointers to track from left to right, identify key details in a picture, point out letters or words in print, highlight capitalization and punctuation, touch shapes, identify parts of speech…I think you get the “point”!

WHAT?
Take a look at all these pointers I've collected. I bet you'll find at least one new idea that will capture your students' interest. 

Magic wand – dip the end of a chopstick in glue and roll in glitter

Finger nail – glue a fake fingernail to a craft stick

I Spy – glue a googly eye to a craft stick

Jewel – glue a fake jewel to a craft stick

Witches’ finger – great fun

Magnifying glass - pipe cleaner formed in a circle

Swizzle stick – buy these at a dollar store or have a drink at a bar (Just kidding!)

Pretzel stick – point and then eat

Seasonal – glue small seasonal toys or stickers to craft sticks or purchase seasonal pencils

Bugles - point, read, and eat!!!

Alien - Glue pipe cleaner antennas to the eye pointer and use for pointing and spacing between words.

Giant Pointers
Glue a toy to the end of a cardboard pants hanger or decorate a butterfly net.

Smart Center
This was one of those simple, yet clever ideas that a teacher shared years ago. She said she had a center called the "smart center" with an old pair of glasses and a hand pointer. Children wore the glasses and walked around the room and pointed to words, shapes, colors, letters, etc. to show how "smart" they were. The only rule was you had to use a whisper voice. The teacher who shared this said the kids LOVED this center. She said nobody paid any attention to them, but they thought they were smart just the same!