We've completed our Geometry Unit and moved onto our counting and measuring unit. This unit asks children to begin to see groups of objects as a numeral, and to add and subtract informally. Our first games involved making groups of "6" or any number that followed a rule, and playing a game called "Toss the Chips" in which a certain number of red and yellow faced chips are tossed and counted up.
We are more willing and able to sit with pencil and paper and complete work now, which is exciting!
The "rule" for this game is that one whole side of each tile needs to touch. The children create a design, count up the groups, and are learning notation to make a number sentence.
"Toss the Chips" requires tossing a cup of a certain number of chips, counting them up, and putting a number in each row.
We've continued to look at concepts of geometry, including 2-D and 3-D shapes. The mathematicians have worked to find out about shapes through free choice time. We've had a 3-D shape hunt and we wrote riddles about our favorite shapes. We shared a book about 3-D shapes that had us thinking; what shapes can roll only, what shapes can stack only, and what shapes can roll and stack? We matched the faces of 3-D shapes to construct new shapes.
The K mathematicians have begun a new unit of study; geometry! We look at shapes in our world, put shapes together, and define shapes. The children wrote a book about shapes in which each page began-"a __________is a ___________until you add___________and then it's a _______________. Some of the shape pictures were buses, trains, houses, and maps. We have discovered that there are many ways to make a hexagon, or to fill in a pattern shape puzzle, and are practicing our recording skills. We have been working on a "shape mural" which depicts a circus- the children glue shape cut outs together to make the different characters in the circus.
The kindergarten mathematicians have been working with patterns for a few weeks, and our culminating event, a "Pattern Museum" was a success! We created our own patterns from art materials, blocks and manipulatives, and we also broke apart patterns, shared our patterns, and recorded our patterns. Patterns in math are an important concept, as they mirror the predictability of numbers, help us to look closely at other concepts, and build on our number knowledge.
We set up our pattern posters about the room, and added some patterns that we had built from blocks and shapes. The preK 4's and the first graders and teachers came in and asked us questions about our work. The mathematicians were very proud of their work, and having a "museum" is very motivating for the learners, as they exhibit their knowledge and hear compliments from others.
We begin our pattern unit with an observation walk-looking for patterns throughout the school. The children learn early on that a pattern is something that is predictable, and that helps you identify "what comes next." We now know that numbers are patterns (4 comes after 3 every time!) and we will begin to take apart our patterns to discover units of the patterns.
The children are given a variety of materials with which to construct patterns during free choice time.
We played a game which was about figuring out "what comes next" in a pattern.