The Pattern Museum

Our culminating project for our pattern unit, during which we've constructed patterns, played "what's next?" games, and deconstructed patterns, is a Pattern Museum. We keep track of all the patterns that the children have made, both on paper and with manipulatives, and share them with the first graders, administrative staff, and the PreK's. It's wonderful to see the children exhibit pride both in curating their work and explaining it to their audience. Enjoy!

first, we make sure to make and hand out invitations!

and then it's time for our museum displays!

this first grader remembered her pattern museum days!

Patterns, Making Them and Recording Them!

Pattern Snakes!

Pattern Trains!

Until Next Time,
Michele

Patterns

According to our good friend Shelli (math teacher), if our eyes can see patterns then it means we will be really good at math. So, off we went to search for patterns in the school, and we'll be learning about patterns for the next few weeks.

Until Next Time,
Michele

on the search for patterns

a "what's missing" game- what is missing from the group of 9?

We are already making patterns!

making 8 cube towers in patterns or choice

Comparing our towers. What do we notice?

Numbers Are More Than 1,2,3......

We worked with numbers this week, playing BINGO with numbers 1-20, ordering number cards 0-10, and figuring out how to order various numbers. We practiced measuring "length" with a tower of 10 cubes.  We've finished writing in our number books the numbers 1-10, and the children are so proud of their work!

something longer and something shorter!

grouping by longer and shorter

A big job-can you find a set of numbers 0-10 in this pile?

"mine" - a game of number comparing

Until Next Time,

Michele

Taking Inventory and Working With a Partner

We learned about taking inventories this week, and why someone might need to count up how many altogether of any given object (teachers needing pencils for everyone, bakers needing cookies, etc.). The children worked by themselves, counting up the items in a bag and making a representation of their inventory on a page, and then we tried working with a partner. When we talked about partner work, the children said that having a partner made the work easier because each person had a job, and the counting could be double checked.

 When the children reported on their work they continued to be collaborative, checking with each other as they described their work.

Until Next Time,
Michele

 (There was one group of three, which worked hard to make sure each person had a turn to count!)