Numerical and Proportional Reasoning By Tim Goring and Cintli Sanchez Ed 200 Project Fall 2005 Trinity College Beginning Math for Pre-K students Necessary skills for a smooth transition from Pre-K into Kindergarten based on Connecticut Framework Objectives Common theme is seasons • Count out loud and assess the number of objects in a set. • Compare sets and arrange them by color in order of more, less, or same amount. • Arrange objects using terms first and last. • All objectives are taught using the four seasons and the pictures/objects the season is associated with. A book will be read that is related to each season or objective. (Ex. Leaves, Pumpkins=Fall, Snowmen=Winter, Flowers=Spring, Sun=Summer) Objective 1 Count out loud and assess the number of objects in a set Activities: Unit 1, Day 1, Season of Fall 1. Song about counting and subtracting leaves. Five students are leaves, Wind and Counter are two other students. Repeated three times throughout the day. 2. Counting game that consists of counting the number of letters in classmates’ names. Each letter is a pumpkin cutout. Ex. AMIR, four letters, four pumpkins. Objective 2 Compare sets and arrange them by color in order of more, less, or same amount Activities: Unit 2, Day 2, Seasons of Winter, Spring 1. Counting toy snowmen. Separate buckets of white and blue snowmen. Take handfuls and decide which is more, less, or same amount. 3 times. 2. Picking combinations of colors of flowers and deciding which color there is more of, less of, or if they are the same. Ex. 4 flowers total, 3 white, 1 red. Objective 3 Arrange objects using the terms first and last Activities: Unit 3, Day 3, Season of Summer 1. The book If You Give a Mouse a Cookie. Demonstrate knowledge of first, last things that mouse did/ate. 2. Arranging colored paper suns and saying what color sun is first, last in order. Field Trip! Day 4 Trip to the park where students count objects (geese, leaves, trees) and apply each objective. Ex: Five geese (counting), red tree first-yellow tree last, more geese over here than over here. Possibly pay parents to chaperone the trip to encourage parents to be part of their child’s learning. Evaluation, Day 5 • The teacher has a spreadsheet that includes all students and each objective. Each child receives a check if they demonstrate that they know each objective, an X if they do not. The teacher completes this evaluation one on one with the child.
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