esso family math resources -...

Esso Family Math What Is the Esso Family Math Project? &%& The Esso Family Math Project is a community-based program for families who would like their children to experience success in math. Some families may find it difficult to obtain assistance and resources for improvement. Parents may have little math education. Their children fall behind quickly. Low income families, minority families or single parent families often have difficulty overcoming these challenges. The Esso Family Math Project supports these parents.

Research shows that students do better at school when their parents are involved in their education. Many parents, however, are not comfortable being involved in their child's mathematics education because it doesn't make sense to them or because they dislike mathematics. Sometimes, the negative attitudes and fears of the parents are transferred to the children. Involvement in Family Math provides parents with the confidence to better help their children enjoy and understand math.

Family Math sessions educate parents to work and play with their children in order to develop positive attitudes towards mathematics. Parents and their children attend the Family Math sessions together, and all are actively involved in doing mathematics. Trained leaders facilitate the sessions, introducing games and activities that reinforce skills and develop math concepts, as well as fostering an enjoyment for mathematics. Given early support at home and in their community, children have an opportunity to maintain a positive attitude toward math through their school years. Doors remain open and options increase.

The Importance of Community Building

Family Math takes place in selected sites in a community such as libraries, community centres or church halls. It is important for the parents and their children to feel they are in a safe and relaxed environment where they can make errors, learn from these errors, make sense of the mathematics they are learning, and grow. We want parents and their children to feel comfortable, and ask questions when they do not understand. Building a community is a crucial part of the Esso Family Math Project. Parents, children, and Family Math leaders eat dinner together and get to know one another in an informal setting prior to starting the math activities. Having dinner and talking together helps build such a community.

An important component of the Esso Family Math Project is our "Literature Connection" evident in each session. Contact should be made with the local library to have books and information readily available to the families in order to encourage continued involvement with the local library.

The lmportance o f Developing Good Parenting Skills Leader sits with basket of "stufP' and talks about work

Helping parents expand their parenting skills is an important at home. For example: component of Family Math. Parents may lack the knowledge to "I have to sort the

assist their children's development, and understand their mathematical thinking. It is important for Family Math leaders to (Sorts some cans.)

"I have to sort laundry." model positive parenting skills, demonstrating worthwhile (sorts some socks.)

strategies to help parents relate with their children. Leaders must "I have to sort the dishes."

model these skills without acting in a prescriptive manner, or (Sorts plastic cutlery.) Leader talks about how

appearing to be judgemental of a parent's present behaviour. sorting is a part of everyday

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Parents must learn how to invite their children to share their thinking, encouraging them to communicate their understanding or lack of it) in a safe and relaxed atmosphere. Becoming a good listener is hard, and takes effort and patience.

Children develop a love for reading when'parents read to them on a regular basis. A love for mathematics develops in the same way. Parents can help their children see the patterns and relationships in mathematics by playing card games to practise basic skills, sorting laundry, cutlery or groceries, finding and discussing mathematics around the house (math walks) and talking about math in the daily world in which the child lives.

Recognizing a child's prior knowledge, and building on these early learning experiences, is essential for developing an understanding of mathematics. It is important for everyone to appreciate the value of "not knowing", and use these occasions as opportunities for growth rather than anxiety. Parents and leaders should not be critical of an incorrect answer nor be excessive in their praise of a correct one. Incorrect answers however should be corrected. When a family has fun learning together, and respects each other's thought processes, everyone benefits.

Above all we recognize and celebrate that ... Children are Unique!

Making Connections

Children and parents from different Children's and parents' understanding socio-cultural and socio-economic in mathematics improves when they backgrounds come to Family Math are able to make connections (which with varied mathematical skills and are sensible to them) between school understanding. Esso Family Math mathematics and real world leaders should value what participants mathematics. Topics that make these know, and respect the positive connections, permeate the Esso Family contributions they bring to the evenings. Math Early Years Program. Building on prior knowledge is the key to meaningful understanding.

Play & Exploration

Mathematical activities for children There are vast inconsistencies in the and parents in the Early Years Family development of young children - Math Program have been developed cognitively, linguistically, physically around each participant's natural and emotionally. All of these areas curiosity of the mathematical play significant roles in children's relationships existing in their everyday mathematical development, and must world. It is important to provide be considered when planning for examples that illustrate how exploration distinct Family Math Centres. Effective and productive play assists understanding Family Math programs must mesh with -for parents, as well as for their children. the developmental levels of the children

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The Coding Used Throuqhout the Outline

The Esso Family Math Project was originally designed for families in Ontario, Canada. Consequently, the coding used on the Curriculum Expectations is based on the Ontario Ministry of Education and Training 1997 Grades 1 - 8 Mathematics Curriculum, and their 1998 Kindergarten Program. The mathematical expectations written next to these codes match learning outcomes or expectations common to many other provinces, states, or countries. Therefore, if you are using this program outside Ontario simply match the expectation with those of your own jurisdiction. The following are the five mathematics strands in Ontario for Grade One:

N Number Sense and Numeration M Measurement G Geometry P&A Patterning and Algebra DM&P Data Management and Probability

(0) overall expectations (s) specific expectations

In all activities, we have provided at least one expectation for both the Kindergarten and the Grade One Program, the grade range for these resources. Junior Kindergarten students in Ontario start at about four years of age, and grade one children are approximately six years old.

Why a Third Edition?

The third edition of the Esso Family Math Early Years Resource Book came about through the observation and evaluation of our program over the first two years. Researchers gathered information from parents, children, leaders, outside specialists and program developers. This information was used in the continuing evolution of this project.

One of the major changes in this document is the placing of each evening's mathematics into themes that focus on a familylhome context. It is important to nurture young children's natural inquisitiveness towards mathematics in their environment. Family Math encourages risk-taking and problem solving in order to develop both confidence and positive attitudes towards mathematics. It seeks to build connections through meaningful exploration and the communication of ideas.

The program for each evening includes the five strands of the Ontario mathematics curriculum, as well as suggestions for how the evening's activities can be reinforced at home. Each week follows a consistent pattern. Young children respond positively to structure and repetition within a creative, purposeful environment. Repetition also builds self-assurance and understanding during these early years.

One of the most important goals of the Esso Family Math Centre is for communities to use the activities in this resource document to meet the unique needs of their population. The revised framework presents a pedagogical structure that clearly shows the underlying mathematical content and processes, while providing the flexibility for groups to adapt and adopt the program as their own. We have certainly used the ideas of others when producing these resources, and we hope you will do likewise. Our success will be measured by the continuation of Family Math

Early Years Welcome t o Family Math

Week One:

Week Two:

Week Three:

Week Four:

Week Five:

Week Six:

" Me and My Bear"

"Mathematical Me"

"Me Inside My House"

"Me Outside My House"

"Don't Bug Me"

"Celebrating Me, Celebrating Math"

Family Math: An Overview (Early Years)

Books Welcome 1 Estimating Jal

Number line

2 Story, song or verse

3 Table Activity

4 Graph

5 Math Walk

1 0 9 8 7 6 5 ... 6 Story, song

or verse

7 Table Activity

1 0 9 8 7 6 5 ...

8 Estimating Jar Number line

snack

Homebook

"teddy" snack

Going on a Bear Hunt

Building a bear cave

Do you have a teddy bear?

Find something tallerlshorter than your bear

Teddy Bear Teddy Bear Turn Around

"teddy" snack patterning

See above

Bicl Hungry Bear

"teddy" snack

Bag Bear Homebook Estimating Jar Smarties Number line

Paw of Socks

Socks

Hokey Pokey

Measuring with hands

How old are you?

Find numbers

Head and Shoulders

Ten in the bed

The Mitten

Fruit an veggies

C D Paper socks crayons hands

v

Buttons Rocks Gummy worms

Frog and Over in the Mouse Toad Meadow Count

Button Paper plate Bug Count sorting turtles dielcube

Are you What shape Which bug wearing did you use is your buttons? the most? favourite?

(turtle activity)

circles patterns things

Toe Knee Everybody The Best Chestnut Needs a Bug Parade

Water Rock Play dough Activities Activity worms

Birthday candles

Blue Balloon (or Bubble Trouble)

What strand of math do you like best?

Fmd math In books

Blue Hat Green Hat

Paper toss with party hat

The Repeatinn Activities Children benefit from structure and repetition when developing mathematical skills and concepts. Exploration and practice lead to greater understanding. Therefore, the following activities will be repeated each week using a variety of materials.

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Welcome: The Literature Connection s@& Each week will start by offering the families a variety of math and theme related books. Literature creates a bond between child and adult and is therefore a valuable learning tool. Finding the math in stories will help children and families to make mathematical connections with their real world.

The Estimating Jar and Number Line: Activity #I

Estimating develops a sense of number. This skill is developed through practice and reflection. The more we do it, the better we become. Estimating also encourages risk-taking and problem solving skills. The concept of having one right answer is discouraged by using a range or "zone" of reasonable guesses. Families will use a paper strip (post-it note) that allows for more than one number when guessing. The leader will use a coloured see-through overlay to show the "zone" of reasonable guesses when counting. The overlay will cover 5 numbers with the counted number in the middle.

The number line provides a visual reference to develop sequence (forwards and backwards), counting on and number relationships (greater than, less than, same)

The Graph: Activity #4

A picture graph provides a visual means to see more, less or the same. Graphs often involve more than one strand of mathematics and help us to recognize information that is not always obvious. As well as organizing data, graphs develop number concepts and measurement skills. - The Math Walk: Activity #5

This activity helps a family to understand that "math is everywhere" ... in the home, yard, community. Math is not only numbers, but many different strands that often interact and overlap. Parents and children need opportunities to recognize these math strands and to realize that math is a part of our every day life.

Goinq on a Math Walk (chant) (Chanted as a group each week before the Math Walk t o the tune o f "Going on a Bear Hunt".)

Leader: Going on a math walk. (clap, clap with hands; pat, pat on knees) Fami lies: repeat Leader: Are you ready? (clap, clap pat, pat) Families: repeat Leader: What wi l l we look for? (clap, clap pat, pat) Families: repeat

Leader: Fami lies: Leader: Families: Leader: Families: Leader: Families

We're ......"g onna" look fo r numbers. (hand over eyes like a visor) repeat We're "gonna" do some measuring. (stretch hands out wide) repeat We're "gonna" look fo r shapes. (hands make a circle, triangle etc.) repeat And we're "gonna" look f o r patterns. (hand over eyes like a visor) repeat

pat pat pat pat pat pat ............ (alternatingknees)

Leader: Where do we go? (hands out t o the side in questioning gesture) Families: repeat

Leader tells group the location and strand for that night's math walk.

9 8 7 6 5 4 3 2 1 Stop, hands on head. (Leader waits for the full attention of the group.)

Transitions: Counting backwards is an effective means of gaining attention and making transitions from one activity to another. Using one repeated pattern sends a clear and consistent message to children and parents that an activity is ending and another is beginning. This strategy is always used to end table activities and math walks and to invite families back to the gathering area. It could also be used to gain attention during an activity to give further instructions or to share some information. Counting backwards is also the introduction to subtraction. Math is everywhere.

The Home Connection

Each week, the evening will conclude with a "parent talk" to review the night's activities and to discuss the math that was found in each activity. (See "Message to Parents" and "Where's the Math?" sections) Home participation will be encouraged through the Family Math homebook. The families will be given ideas and materials to continue and extend each night's activities. Repeating activities will include a home estimating jar and suggestions for a math walk in their own home or yard. Families will be asked to bring their Family Math bag, homebook and bear (all given in the first week) to each session and will be encouraged to share their home activities through the homebook drawings or discussion. A happy faced sticker will be given.

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teacher leader/community leader

Dinner: A great t ime t o get t o know Discussion: As well as experiencing 1

t he families and a chance t o talk about the math each night, a review o f the ., the math they found in and around concepts covered will help parents

thei r homes each week. t o see the different strands and Activities: Using math language strategies used. The homebook will (the key words) and asking questions review and extend these activities.

I tha t encourage higher level thinking Remind parents tha t each week has a

I

(why ... how ...) helps children and families specific theme tha t focuses on a t o talk and think math!! Math talk place t o f ind and celebrate math in makes the difference between a good every day lives! Math is everywhere! activity and a great one! A great t ime t o encourage questions!

Communication

Teacher Leader

The teacher leader organizes t h e group each week as responsibilities for program and materials are chosen. This should be done a t t he end of each session in order t o best prepare for the next week's activities. Keep in touch when needed by e-mail or telephone. Your enthusiasm is contagious!

Community Leader

The community leader is the crucial connection between the families and Family Math. A ful l session each week ensures tha t we are reaching as many homes as possible. A quick reminder call each week is helpful.

... Vlll

FAMILY MATH RULES!

Guidelines help us t o teach ......... Rules help us t o learn and have fun!

Family Math has great books

and songs t o share!

( I will be a 1

I wil l fl\ ( s t a y with my \

family so I can learn!

I wi l l not touch

that hurts!

Disruptive behaviour affects both individual and group learning. When necessary, please take some quiet time away from the group to remember our Family Math rules. If you and your child are ever asked to take a Time Out by the community or teacher leader, know that you are always welcome back as soon as everything has returned to normal. We are here to have fun and work together!

Week One

"Me and My Bear"

WEEK # I THEME: Me and My Bear

Books

Welcome 1. Estimating Jar

Number line

2. Story, song or verse

3. Table Activity

4. Graph

5. Math Walk

1 0 9 8 7 6 5 ... 6. Story, song

or verse

7. Table Activity

10 9 8 7 6 5...

8. Estimating Jar Number line

Family gathering time with a variety of math / theme books.. .

Family Math Rules

Estimate Teddy-shaped snack (less than 10).

Going on a Bear Hunt (Rosen)

Modelling of activity by leader Demonstrate how to build with boxes tables

Build a 3-D home for your bear

"Do you have a stuffed bear at home?"

Sing: "Going on a Math Walk" Find something tallerlshorter than your bear.

Teddy Bear, Teddy Bear Turn Around

Count Teddy-shaped snacks.

Leaders I children (Story I snack)

Read: The Big Huncgv Bear (Wood)

Snack: Teddy-shaped snacks

Week 1 - page 1

guess estimate zone range reasonable over under through around

stack build box tube size bigger smaller corners sides count more less same how manv taller shorter measure

turn around wide small straight tall how many pattern repeat UP down

zone range reasonable

Teacher Leader I Community Leader I Parents (Where's the Math and Homebook)

Review math concepts in activities. Extend to home. Homebag: - bear

-"Play with Your Bear Daily" - homebook - estimating jar - small box of Smarties - number line

O Esso Family Math Centre

WEEK #I THEME: Me and My Bear

Curriculum Strands 1- Links to School

Books Mathematical language: Communicate effectively by

Welcome listening and speaking 1. Estimating Jar

Number line Number Sense and Numeration

2. Story, song Spatial Sense and Geometry or verse

I I Geometry

3. Table Activity

5. Math Walk Measurement (linear)

1 0 9 8 7 6 5 ...

6. Story, song Spatial Relationships or verse

Number Sense and Numeration 7. Table Patterning

Activity 1

Number line

Number Sense and Numeration Homebook Measurement

Help your child look for math in books. Have fun finding and talking about it. Concentrate on reasonable guesses, not correct answers. Find the "zone" - an important lifelong skill. We use these key words all the time. Understanding develops from "math talk". Be active! Use real materials! (boxes, cans, paper rolls ...) Talk as you build. Explore, experiment ... What works best? What doesn't? Why? Solve problems as you go along. Picture graphs clearly show how many, more, less and same.

What else could you measure with? The basis for measurement begins with comparing 2 things. More "math talk to understand directions.

Counting real things helps children to understand the meaning of a

Were you in the "zone"? The more you estimate the better you get! (Kids will love the word estimate.)

Math is FUN!

Is. epetition develops understanding.

O Esso Family Math Centre Week 1 - page 2

THEME: Me and My Bear

Books Family Math

Welcome Rules I. Estimating Jar Teddy-shaped

Number line snacks

Teacher Leaderl Community leader

5 minutes 10 minutes

or verse Bear Hunt (Rosen)

5 minutes

Modelling 3-D Home 3. Table

Activity 5 minutes

Tables -1 5 minutes

5 minutes I Teddy Bear?

5. Math Walk

1 0 9 8 7 6 5 ...

Find things shorterltaller than your bear. Teddy Bear, Teddy Bear

5 minutes


5 minutes

7. Table Teddy-shaped Modelling -5 minutes

Activity snacks Tables -1 0 minutes

5 minutes

I The Big Hunqry 15 minutes Story I Snack

(children) Bear (Wood) Snack - Teddy- shaped snacks

Parent Talk Homebook

15 minutes Teacher Leaderl Community leader

Discuss and delegate next week's responsibilities

Planning

I Week 1 - page 3 Esso Family Math Centre

Materials THEME: Me and My Bear

Books *name tags -poster of "Family

-variety of math theme related books Welcome

1. Estimating Jal Number line

Math Rules1' *Teddy-shaped snacks (1 box or enough for estimating jar)

*estimating jar *number line .post4 notes *stick tack

Goinq on a Bear Hun1 (Rosen)


variety of boxes

.glue

.masking tape

.markers

scissors .construction paper 3. Table

Activity

.make "YeslNo" graph

10 9 8 7 6 5.,.

4. Graph

5. Math Walk copy of song

1 0 9 8 7 6 5 ...

6. Story, song -chart of Teddy Bear, Teddy Bear, Turn Around

or verse

.Teddy-shaped snacks (1 box per child)

7. Table Activity

10 9 8 7 6 5...


-estimating jar .number line

*Teddy- shaped snacks (from Activity 7)

(Wood) Story I Snack

(children)

*estimating jars (1 per family) -bear (1 per child) -Play With Your Bear Daily -homebook -homebag

-Smarties (1 box per family)

Homebags filled prior to Parent Talk -number line (1 handmade number line for each familv)

Homebook

Parent Talk

Week 1 - page 4 O Esso

Week # 1 Welcome

Materials: Copy of "Family Math Rules"

Instructions: Teacher leader and/or community leader welcome families to Family Math. Teacher leader briefly discusses~how the family math rules will help-everyone to work together cooperatively and effectively. Review at the beginning of Week #2 if needed.

Family Math I will be a has great books

and songs to share!

Family Math I will has lots of Stay with my

fun activities! family

so I can learn!

- j that hurts!

Week 1 - page 5 O Esso Family Math Centre

Facilitating the Activities (a more detailed look at each activity)

Week # 1 Activity 1 : The Estimating Jar

Materials: Key Words estimating jar (100 - 125 ml ) guess estimate Teddy-shaped snacks (more than 5, less than 10) zone range number line - (106 cm or 42 inches long - 3 legal sized pieces of paper joined horizontally)

0 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 2 0 2 1 2 2 2 3 2 4 2 5 2 6 2 7 2 8 2 9 3 0 post-it notes (12.5 cm by 7.5 cm or 4 by 6 inches) markers

Instructions: 1. Leader holds up jar and asks families to think about how many bears there

are in the estimating jar. Stress that we are not counting yet.. .we are estimating or making our best guess.

2. Families are given a post-it note. They put their name on it and place it above their range or zone of estimated answer. The post-it note will cover a range of approximately 3 numbers.

3. Stress that we are trying to be "in the zone".

Where's the Math? Estimating develops a sense of number. This skill is developed through ~ractice a i d refledtion. The more we do it and the more we.think about why we do it, the better we become. This activity also develops risk-taking, problem solving and the idea that there is a range of possible answers when estimating. Finding a reasonable answer demonstrates an understanding of number. For the first attempt at this activity choose a small number of "things" in the jar to give families a greater chance of success.

Curriculum Expectations: Kindergarten:

N(s) estimate and count to identify sets with more, fewer, or the same number of objects.

Grade One: N o ) -estimate quantity in everyday life


Week # 1 Activity 2: Story - Goinn on a Bear Hunt

Materials: Copy of Goinq on a Bear Hunt (Rosen)

Key Words over under through around

Instructions: 1. Leader chants the lines from the story with a clap-clap, tap-tap pattern. 2. Families echo each line with the same clap-clap, tap-tap pattern.

(This repetition of the clapping pattern is preferable to just reading the book because of the active involvement.)

Where's the Math? This active chantlstory provides the family with an opportunity to take part in a clapping pattern.

"The study of patterns supports children in learning to see relationships, to find connections, and to make generalizations and predictions. Understanding patterns nurtures the kind of mathematical thinking that helps children become problem solvers and abstract thinkers. It is a problem solving tool."

N. C. T. M. Curriculum and Evaluation Standards for School Mathematics

Addenda Series - Patterns. 1995


G(s) use language accurately to describe basic spatial relationships (e.g., abovelbelow)

p ( 9 identify and reproduce simple patterns Grade One:

G(s) describe patterns using ... action ... words


Week # 1 Activity 3:

Materials: a variety of boxes masking tape glue scissors construction paper markers

Building a 3-D Home

Key Words stack build box tube size bigger smaller corners sides count

Table Talk: some sample questions How many ... did you use? (boxes, tubes etc.) What could you add? Where might you put it? (over, beside, on top of) Where is the smallest? largest ? Why? (looking for idea of stability)

Instructions: I. Leader demonstrates how to begin a bear home with a few boxes. 2. Leader demonstrates how math talk is important by encouraging and modelling

language such as on top, between, bigger, smaller, behind, around, beneath, etc. 3. Each family chooses 5 boxes to begin. 4. Each family may choose more boxes later if needed. 5. During building, leaders encourage "math talk". STOP. Hands on head.

Leader waits for full attention of group.

Where's the Math? This activity encourages exploration of geometric concepts such as balance and symmetry. It gives children direct experiences manipulating 3-D geometric shapes such as boxes (rectangular prisms,or cubes) and rolls (cylinders or cones). It also fosters mathematical communication in a social setting. It is a safe activity in that children of all developmental levels are able to participate with confidence.


G(s) identify and sort 3-D objects Grade One:

G(s) create structures using 3-D figures and model 3-D figures using concrete materials build 3-D objects and models


Week# 1 Activity 4: Graph - Do You have a Bear at Home?

Materials: paper markers stick tack hand made graph

home?

Instructions:

Key Words more less same how many

1. Leader puts yeslno graph on wall. 2. ~amilies take turns putting a check mark in the appropriate column. 3. Leader briefly discusses the data with questions and comments such as:

a. I notice that .... What do you notice? (more, less, the same) b. How many people have a bear? How can we tell? c. Let's count the number of people who have bears. d. Now let's count the number of people who don't have bears.

Where's the Math? This graph visually demonstrates the answer to the question posed. Comparison (comparing more or less) will lead to the later skills of data management. Data management is a developmental skill that requires repeated opportunities to explore and talk about comparisons. One to one correspondence will develop as children gain experience.


DM&P(s) place some specific types of objects on concrete graphs and pictographs Grade One:

DM&P(s) organize materials on concrete graphs and pictographs using one to one correspondence



Materials: copy of song (see next page) Teddy Bears

Going on a Math Walk

Key Words taller shorter measure

I

Instructions: 1. Leader sings "Going on a Math Walk one line at a time. Families repeat. 2. Leader explains that families are going to hunt all around the room to do some

measuring. 3. Give all children their own Teddy Bear to keep, but explain they must promise to

bring it back every week. 4. Have families walk around the room to find something shorter than the bear and

something taller than the bear.

10 9 8 7 6 5 4 3 2 I STOP. Handson head. (Leader waits for full attention of the group)

ack and tell us what you found.

5. Have a brief discussion of what the families found.

Where's the Math? Measurement begins by comparing 2 objects and developing the math language of taller, shorter and size. Encourage children to accurately use the terms shorterltaller.


M(s) use simple measurement terms correctly Grade One:

M(0) demonstrate an understanding of and ability to apply measurement terms: height

(s) use mathematical language to describe dimensions


Leader: Families:

Leader: Fami lies:

Leader: Families:

Leader: Families:

Leader:

Families:

Leader: Fami lies:

Leader: Families

Goinq on a Math Walk (Chant) (Chanted as a group each week before the Math Walk

to the tune "Going on a Bear Hunt".)

Going on a math walk. (clap,clap with hands; pat', pa t on knees)

repeat Are you ready? (clap, clap pat, pat)

repeat

What will we look for? (clap, clap pat, pat)

repeat

We're ......"g onna" look fo r numbers. (hand over eyes like a visor)

repeat We're "gonna" do some measuring. (stretch hands out wide)

repeat We're "gonna" look f o r shapes. (hands make a circle, triangle etc.)

repeat And we're "gonna" look for patterns. (hand over eyes like a visor)

repeat

p o t p o t pat pat pat p o t ............ (alternatingknees)

Leader: Where do we go? (hands out t o t h e side in questioning gesture)

Families: repeat

Leader says:

"We know math is everywhere (location of the walk) and look

but tonight we wil l go f o r (math strand)."

Week # 1 Activity 6: Verse - Teddy Bear,

Materials: copy of verse (see next page) chart of verse (optional)

Teddy Bear, Teddy Bear Turn around. Teddy Bear, Teddy Bear Touch the ground.

Teddy Bear, Teddy Bear Touch your nose. Teddy Bear, Teddy Bear Touch your toes.

Teddy Bear Turn Around

Key words turn around wide small straight tall

Teddy Bear, Teddy Bear Stretch very wide. Teddy Bear, Teddy Bear Small enough to hide.

Teddy Bear, Teddy Bear Straight and tall. Teddy Bear, Teddy Bear Sitting and small.

Instructions: 1. Leader demonstrates verse. 2. Families follow along.

Where's the Math? Math language is reinforced through songs and verses. This active math verse also repeats a pattern. Families will begin to understand that spatial language is a part of math. Let parents know that they are already using math language in their every day lives (e.g., turn around, wide, small, straight, tall).


G(s) use language accurately to describe basic spatial relationships (e.g., a bovelbelow)

p ( d identify and reproduce simple patterns Grade One:

P&A(s) describe patterns using objects, pictures, actions, and spoken words


Week # 1 Activity 7: Counting and Patterning with Teddy-shaped Snack

Materials: one box of Teddy-shaped snacks per child paper Teddy shapes approx. 15 cm high stick tack

Table Talk: some sample questions How many do you have? What will come next in your pattern? Is there another way to make a pattern? Mom or Dad, can you tell your child's patterning

Key Words UP sideways down

Repeat each rule?

Instructions:

, JiJa 1. Leader counts the cut-out bears encouraging the families to take part. 2. Leader demonstrates an up, down pattern with the cut out bears. If there is no

appropriate place to stick the bears, the floor can be used. 3. At the tables families count the Teddy-shaped snacks in their box. 4. At the tables families make a pattern with their Teddy-shaped snacks. 5. At this point leaders should encourage individual creativity and exploration with

patterns. (e.g., up, sideways, down; 2 up, 1 down etc.) 6. Children keep box of Teddy-shaped snacks for snack time at the end of the session.

1 0 9 8 7 6 5 4 3 2 1 STOP. Hands on head. Leader waits for full attention of group.

Where's the Math? This is a safe introduction to patterning because children at all levels of mathematical development and understanding will find success. This activity reinforces the importance of using concrete materials to make sense of abstract ideas.


P&A(s) create and extend simple patterns using a variety of materials Grade One:

P&A(o) explore patterns and pattern rules (s) *describe, draw and make models of patterns using actions, objects,

diagrams, and words

Week 1 - page 13 63 Esso Family Math Centre

Week # 1 Activity 8: The Estimating Jar (The count)

Materials: Teddy-shaped snacks from the jar (more than 5, less than 10) number line transparent overlay (1 5 cm)

Instructions: 1. Leader briefly reminds families of the estimations/guesses of the number of Teddy-

shaped snacks they made at the beginning of the evening. 2. Leader takes Teddy-shaped snacks out of the jar and places them beneath the

numbers 1, 2, 3 4, 5, 6 etc. 3. Leader places transparent overlay on the number line so that the number counted is

situated in the middle. (The overlay should cover a range of 5 to 6 numbers on the number line.)

4. Leader discusses the guesses with questions such as: Who was very close ("in the zone")? How can you get closer?

5. Leader explains to families that their own estimating jar will be given out in their homebag.

Where's the Math? Children will see the one to one correspondence as the Teddy-shaped snacks are matched to the number line. Counting will occur. As we check for reasonableness, remember that we want to try to be "in the zone", not have the exact answer. Celebrate everyone's participation. Reinforce that the more you try to estimate, the better you become.


N (s) count orally to 30 estimate and count to identify sets with more, fewer, or the same number of objects.

Grade One:

N ( 9 estimate the number of objects and check the reasonableness of an estimate by counting locate whole numbers to 10 on a number line demonstrate the one to one correspondence between number and object when counting


Week # 1 Conclusion: Parent Talk

Materials: math bag estimating jar number line teddy bear Smarties homebook

Instructions: Teacher leader and community leader direct this part of the session.

Explain how we explored many different aspects of mathematics that in schools are called strands (refer to week 1 - page 2 ). Children will learn about numbers, measurement, geometry, patterns, graphing (called data management) and probability. lntroduce the math bag and ask that it be brought back every week. lntroduce the homebook and this week's home activity. Read through each activity. Reinforce that repeating tonight's activities at home will further help the children understand the concepts. Discuss possible extensions (e.g., estimate cheerios, macaroni). Discussion and question time.

Where's the Math: Tonight's theme focused on using a stuffed animal to explore math in the child's world. Refer back to "Message to Parents" and "Curriculum Strands" on Week 1 - page 2 . See the 'Where's the Math" section of each activity.

*Children will enjoy a quiet book and a snack with leaders to complete their evening while parents participate in this session.


Week Two

"Mathematical Me!"

WEEK # 2 THEME: Mathematical Me

Books


Number line


3. Table Activity

10 9 8 7 6 5. .. 4. Graph

5. Math Walk

1 0 9 8 7 6 5 ... 6. Story, song

or verse

7. Table Activity



Family Math Rules (if needed)

Estimate pairs of socks (less than 10)

Hokey Pokey

Modelling of activity by leader Demonstrate how to trace, cut and measure. tables

Measure using traced hand.

Verse: Mathematical me Graph: How old are you?

Sing: "Going on a Math Walk" Where Can You Find Numbers?

Head and Shoulders

Modelling of activity by leader Demonstrate construction, patterning and number combinations/patterns tables Ten in the Bed

Count pairs of socks.


Read: The Mitten (Brett)

Snack: fruit and/or veggies

Week 2 - page 17

pair guess estimate smaller larger zone range left right in out

how many more than less than left right

measurement terms short tall various numbers

pattern how many left how many more

zone range reasonable

-


Review math concepts in activities. Extend to home. Homebag: - construction paper socks

- C.D. or tape - crayons - cut out hands (pre-made)


WEEK #2 THEME: Mathematical Me

Books

Welcome 1. Estimating Jal

Number line


3. Table Activity

10 9 8 7 6 5...

4. Graph

5. Math Walk

10 9 8 7 6 5...


7. Table Activity

1 0 9 8 7 65 ... 8. Estimating Jar

Number line

Homebook

Mathematical language: Help your child look for math in Communicate effectively by books. Have fun finding and talking listening and speaking about it. Number Sense and Numeration Discuss relationship between size Measurement (capacity) and quantity (e.g., the larger the size,

smaller the number). Spatial Sense and Geometry Children learn left, right by doing it.

Children learn by repeating. (This is a att tern.)

Measurement his is an &ample of non-standard measurement. It is necessary for children to measure in many ways using a variety of non-standard objects. This process develops their personal sense of size and relationships.

Number Sense and Numeration Children begin to understand the passage of time through personal experience (e.g., their own agelyearsj

Number Sense and Numeration Numbers are everywhere. Look for them!

Spatial Relationships Children learn by repeating. (This is a pattern.)

I

Number Sense and Numeration I Children can see 10 as Patterning combinations of numbers (e.g., 1 in

bed and 9 out). Patterning is not always in a line. Often it involves covering an area.

Number Sense and Numeration The larger the object the fewer you I can fit in a space (e.g., the estimating I


THEME: Mathematical Me

Books

Welcome I. Estimating Jal

Number line


3. Table Activity

10 9 8 7 6 5..

4. Graph

5. Math Walk

1 0 9 8 7 6 5 . .


7. Table Activity

10 9 8 7 6 5 ...


Story I Snack (children)


Planning

Week 2 - page 19

Socks 1 6:OO

Hokey Pokey

Shoulders

Find numbers.

Socks

6:40

The Mitten (Brett) Snack - fruit andlor veggies

Teacher Leader1 Community leader

10 minutes

5 minutes

Modelling a5 minutes

Tables a15 minutes

5 minutes

5 minutes

5 minutes ---l---

5 minutes

15 minutes

delegate next week's responsibilities


15 minutes Teacher Leader1 Community leader

Materials THEME: Mathematical Me

Books

Welcome I. Estimating Jal

Number line


3. Table Activity

4. Graph

5. Math Walk

10 9 8 7 6 5...


7. Table Activity

1098765 ...



Homebook

Parent Talk

JVeek 2 - page 20

*name tags *poster of "Family Math Rules" (if needed) *estimating jar (from week 1) .several pairs of *number line (from week 1) socks *post-it notes

or tape

*construction paper *markers *scissors

*copy of verse - Mathematical Me *name tags from earlier in

copy of song

C.D.or tape

*construction paper markers *scissors

*estimating jar anumber line (from week I

atrans~arent overlav I The Mitten (Brett) I *fruit and/or

veggies

*C.D.'s or tapes *crayons *stickers for activities completed in homebook

math theme I related books I

player

You?" graph

C.D. or tape player I *lines drawn on paper by leader

Homebags filled prior to Parent Talk *cut out socks (see BLM)


Facilitating - the Activities (a more detailed look at each activity)

Week # 2 Activity 1: The Estimating Jar

Materials: estimating jar (1 00 - 125 ml ) from first week second estimating jar (500 ml) 4 - 5 pairs of socks number line post-it notes (1 2.5 cm by 7.5 cm) markers

Key Words guess estimate zone range size large reasonable

Instructions: lntroduce this week's jars by reading A Pair of Socks (Murphy). Leader shows the smaller jar with 1 pair of socks in it. Leader holds up larger jar and asks families to estimate how many pairs of socks are in that jar. Remind families that we are looking for the range NOT an exact answer. Families show their response by placing a post-it note with their name on it on the zone that matches their estimate.

Where's the Math? Estimating develops a sense of number. This skill is developed through practice and reflection. The more we do it and the more we think about why we do it, the better we become. This activity also develops risk-taking, problem solving and the idea that there is there is a range of possible answers when estimating. Finding a reasonable answer demonstrates an understanding of number. Remind children and parents that bigger items take up more space than smaller items. Families should think of the Teddy-shaped snack used last week and decide if there will be more or fewer socks in the jar compared to the Teddy-shaped snack.



Grade One: N(0) -estimate quantity in everyday life


Week # 2 Activity 2: Song - Hokey Pokey

Materials: Family Math C.D. or tape C.D. or tape player

I in

out

Instructions: 1. Families and leader together follow the instructions from the C.D. and join

in singing the song.

Where's the Math? Through active participation, families and leaders reinforce the language of spatial relationships (e.g., inlout, IeWright, etc.). The families are also participating in an action pattern.

Curriculum Expectations: Kindergarten :

G(s) use language accurately to describe basic spatial relationships p ( 9 identify and reproduce simple patterns

Grade One: G(s) describe draw and make models of patterns using actions,

objects, diagrams and words


Week # 2 Activity 3: A Pair of Hands

Materials: stuffed bears from week #I scissors construction paper markers

Kev Words how many more than less than left right

Table Talk: some sample questions In your family, who is the tallest? shortest? Does it take more hands or more bears to tell how tall you are? Why?

Instructions: Leader traces and then cuts out hislher hands. The fingers are then numbered 1 - 2 - 3 ... 10 ~eader-demonstrates how to use the hands as a non-standard unit of measurement by using a volunteer and showing how to place and move the hands to find how many hands tall the person is. At the table the families are asked to cut out a pair of hands to use for measurement and to number the fingers. Families then measure how many hands tall each member of the family is. Next they can use the bears as the unit of each person is.

10 9 8 7 6 5 4 3 2 1 STOP. Hands on head. Leader waits for full attention of group.

Where's the Math? Familiar, non-standard units of measure are used so that children gain an understanding of measurement in real and meaningful ways. placing the unit of measure (hand or bear) repeatedly and accurately along an object, and counting the number of units is a necessary, concrete beginning for comprehending linear measure.


M (s) use non-standard measuring devices appropriately Grade One:

M(s) demonstrate that a non-standard unit is used repeatedly to measure estimate, measure and record linear dimensions (e.g., length, height) of objects using non-standard units

Week2-page23 O Esso Family Math Centre

Week # 2 Activity 4: Graph - How Old Are You? with poem

Materials: Poem "Mathematical Me"

(See following page or home book) nametags with child's name stick tack hand made graph

How old are you? I

Key Words short tall wide straight round

Instructions:

1. Introduce activity by participating in the poem "Mathematical Me". Leader says one line and demonstrates the action. Families echo.

2. Leader introduces graph and asks children in turn to place hislher nametag on the graph above their age to show how old helshe is.

3. Leader briefly discusses the data with questions and comments such as: What age has the most (least) names? Are any the same? Which ones? Let's count. Can we tell which column has more without counting? How?

Where's the Math? The poem "Mathematical Me" shows how math is everywhere. This poem reinforces the language of measurement with actions involving children's own bodies. This week's graph begins to show one-to-one correspondence by comparing the height of each column. Measuring age by the number of years introduces a passage of time that is familiar to children.


M(s) use simple measurement terms correctly DM&P(s) place some specific types of objects on concrete graphs and pictographs

Grade One: M(s) demonstrate an understanding of and ability to apply measurement terms



Mathematical Me

Now I'm short Now I'm tall

Now I'm wide That is all!

Now I'm straight Now I'm round

My arms are bent Don't make a sound.

Now I'm stretching Now I'm hopping One foot, two feet Now I'm stopping


Materials: copy of song (see week 1 )


Key Words

variety of numbers

Instructions: 1. Leader sings "Going on a Math Walk" one line at a time. Families repeat. 2. Leader explains that families are going to hunt all around the room to find some

numbers. 3. Call attention to a clock or watch and explain that families will have only 1 minute to

discover how many places they can find numbers anywhere in the room.

(Leader waits for full attention of the group) Come back and tell us what you found.


Where's the Math? Numbers are everywhere. Look for them! Bringing attention to a clock or watch may give an idea of number and the passage of time. Repeating the song each week will review the strands of math.


N(s) recognize ... numerals from 1 to 10 Grade One:

N(s) discuss the use of number and arrangement in real life situations


Week # 2 Activity 6: Song - Head and Shoulders

Materials: Family Math C.D. or tape C.D. or tape player

Key Words

Instructions: 1. Families and leader together follow the instructions from the C.D. and join in singing

the song.

Where's the Math? Through active participation, families are participating in an action pattern.


p 6 ) identify and reproduce simple patterns Grade One:

%I describe draw and make models of patterns using actions, objects, diagrams and words

Week 2 - page 27 Week O Esso Family Math Centre

Week # 2 Activity 7: Ten in the Bed Materials:

piece of light coloured construction paper per child cut as in diagram markers

Key Words how many? pattern next

many don't?

What can you tell me about the pattern on your quilt?

Space for pattern

Instructions: 1. Leader introduces the activity by singing "Ten in the Bed".

Table Talk: some sample questions How many are in the bed? out of the bed? How many of the children have smiling faces? How

Ten in the bed and the little one said, "Roll over." They all rolled over and one fell out.

STOP. Hands on head. (Leader waits for full attention of group.)

Where's the Math? Children at this age must have concrete materials in order to make sense of abstract

Nine in the bed and the little one said, "Roll over." They all rolled over and one fell out.

concepts such asaddition and subtraction. This activity is an enjoyable way to accommodate this need and is adaptable to different developmental levels. The concept that patterns cover areas, not just lines (e.g., the bedspread), is introduced and practised

Eight in the bed ...

Seven in the bed ...


N(s) create and extend simple patterns using a variety of materials Grade One:

N(s) *demonstrate that addition involves joining and subtraction involves taking away from another


Four in the bed ...

Three in the bed ...

2. While singing, encourage all to participate with their fingers counting back from 10. 3. Explain that everyone is going to make a bed so that they can act out the song. 4. Leader models different kinds of faces that can be put on the flaps to represent the 10

people in the bed. 5. Leader also models different patterns that can be put on the bedspread. 6. Families make their own beds.

- 9 8 7 6 5 4 3 2 1

Six in the bed ...

Five in the bed ...

Two in the bed ...

One in the bed and the little one said, "At last!!"


Materials: 4 - 5 pairs of socks from the larger jar number line transparent overlay

Instructions: 1. Leader briefly reminds families of the guesseslestimations of the number of pairs of

socks they made at the beginning of the evening. 2. Leader takes pairs of socks out of the larger jar and places them beneath the

numbers 1, 2, 3 4, 5, etc. on the number line. 3. Remember to be clear that we are discussing pairs of socks. 4. Leader discusses the guesses with questions such as:

Who was very close ("in the zone")? How can you get closer? Were there more or less pairs of socks than Teddy-shaped snacks that were used last week? How do you know? How does that help you to think about estimating the number of items in the jar?

5. If appropriate to the level of the group, the leader can challenge some or all participants by asking how many individual socks were in the jar.

Where's the Math? Children will see the one to one correspondence as the pairs of socks are matched to the number line. Counting will occur. AS you check for reasonableness, remember "the zone". Celebrate everyone's participation. Reinforce that the more you try to estimate, the better you become. The "challenge" extends the counting by 1's to counting by 2's (1 pair = 2 socks).


N (s) count orally to 30 estimate and count to identify sets with more, fewer, or the same number of objects.

Grade One:

N(s) estimate the number of objects and check the reasonableness of an estimate by counting locate whole numbers to 10 on a number line count by I 's, 2's, 5's, and 10's using a variety of ways



Materials: math bag homebook construction paper socks (use black line master or enlarge) Family Math C.D. or tape cut outs of hands from night's activity


Briefly discuss where the math was that night. (See below.) Introduce the Family Math C.D. or tape. Remind parents that there is math in the action patterns and the counting in many children's songs. (Teacher leader should be aware of the selections included on the C.D. or tape) Discuss ideas for patterning construction paper socks at home. Ask parents to bring their socks back next week. Discuss what they could measure at home with their hands, bear and/or socks. Discuss what other non-standard units of measure they could use. Explain that the value of measuring and re-measuring an item with different units is that children need a lot of repetition and practice to clarify their understanding of linear measure. Children then can understand that the larger the measuring unit, the fewer of those units needed -their answer gets smaller. Children are able to make links and comparisons when the same item is measured more than once with different "stuff'. Discussion and question time.

Where's the Math: Tonight's theme focused on seeing ourselves in a mathematical context. ~ e f e r back to "Message to parents" and "Curriculum Strands" on page 25. See the "Where's the Math" section of each activity.



Week Three

"Me Inside My House"

WEEK # 3 THEME: Me: Inside My House

Books


Number line


3. Table Activity

4. Graph

5. Math Walk

10 9 8 7 6 5...


7. Table Activity


Estimate buttons (between 10 - 20).

Froq and Toad - The Lost Button (Lobel)

zone range estimate guess size small square round thick thin

Modelling of activity by leader .

Role play ways to sort at home. tables

Button sorting.

Are You Wearing Any Buttons?

Toe Knee Chest Nut (Tony Chestnut)

sorting rules organizing same differenl more less

more less

Sing: "Going on a Math Walk" How many circles can you find?

circle round (cylinder sphere)

Modelling of activity by leader Demonstrate using the scoop as a standard measure. tables Water Activities

Count the buttons.

funnel fill full pa f-t measuring how many standard

reasonable gues: estimate zone ranae

Y



Review math concepts in Read: Time for Bed (Fox) Extend to home. I nu1 ~lebag: - buttons Snack: round crackers (e.g., Ritz) - plastic scoo

WEEK #3 THEME: Me Inside My House


Number line Measurement (capacity)


listening and speaking Number Sense and Numeration

Number Sense 3. Table Measurement

Activity


1 0 9 8 7 6 5 ... 4. Graph Data Management

Geometry (sorting)

5. Math Walk

1 0 9 8 7 6 5 ...

Geometry


Spatial Relationships Patterning

7. Table Activity

1 0 9 8 7 6 5 ...

Help your child look for math in

Measurement


books. Have fun finding and talking about it. Discuss relationship between size and quantity (e.g., the smaller the

Number Sense and Numeration

size, the larger the number). Talk about how things are the same and/or different.

Sorting materials into same and different groups is the beginning of observational and organizational skills.

Organizing information is a math skill

Shapes are everywhere. Look for them with your child. Talk about them! The song is an enjoyable way to teach body parts and a spatial at tern. Children must have many opportunities to explore non- standard measurement by filling and comparing various containers.

The smaller the object the more you can fit in a space (e.g., the estimatinc iar).

THEME: Me Inside My House

Books Teacher Leaderl Community leader

Welcome I. Estimating Jar

Number line Buttons 5 minutes

Frog and Toad (Lobel)

5 minutes 2. Story, song or verse

Button sorting Modelling 05 minutes 3. Table

Activity Tables 010 minutes

1098765..

4. Graph Are You Wearin< Buttons?

5 minutes

5. Math Walk Find circles. 5 minutes

10 9 8 7 6 5...


Toe Knee Chest Nut

5 minutes

Modelling 05 minutes 7. Table

Activity Water Activities

10 minutes Buttons

10 9 8 7 6 5...


Time for Bed 15 minutes Story 1 Snack

(children) snack - round crackers and sauare cheese


15 minutes Teacher Leaderl Community leader

Discuss and delegate next week's responsibilities Wear patterns! Esso Family Math Centre

Planning

Books


Number line


3. Table Activity

4. Graph

5. Math Walk 10 9 8 7 6 5...


7. Table Activity

10 9 8 7 6 5...


Story / Snack (children)

Homebook

Parent Talk

Neek 3 - page 35

Materials THEME: Me Inside Mv House

=name tags

*buttons *estimating jar (from week 1) *number line (from week 1) *post4 notes

Frog and Toad are Friends (Lobel)

.bag of buttonqi per family) *plastic bags

apeel and stick circles

=copy of song

=copy of verse "Toe a nee Chest Nut" standard measure (approximately 125 ml)

=estimating jar =number line =transparent overlay

Time for Bed (Fox)

=buttons =plastic standard container

=stickers

.paper plates (2

per family)

=individual tubs for water play

=round crackers (e.g., Ritz) .square cheese

math theme related books

=model of buttons from story

=role play materials (e.g., socks ,cutlery, cans)

-make "Are you Wearing Buttons?" graph

containers

Homebags filled prior t o Parent Talk

O Esso Far y Math Centre



Materials: estimating jar (1 00 - 125 ml )

Key Words range

buttons (between 10 - 20 of various sizes and shapes) estimate guess number line size small post-it notes (1 2.5 cm by 7.5 cm) markers

Instructions: 1. Leader holds up jar and asks families to estimate how many buttons are in

the jar. 2. Remind families that we want them to be "in the zone". 3. Families show their response by placing a post-it note with their name on

it on the zone that matches their estimate.

Where's the Math? Estimating develops a sense of number. This skill is developed through practice and reflection. The more we do it and the more we think about why we do it, the better we become. This activity also develops risk-taking, problem solving and the idea that there is a range of possible answers when estimating. Finding a reasonable answer demonstrates an understanding of number. Remind children and parents that bigger items take up more space than smaller items. This week's jar contains something smaller than the socks used last week. How will that affect the amount? Referring back to previous weeks helps to reinforce the idea that concepts are developed and learned over a period of time from prior knowledge. Practice and talk are needed before children understand a concept.





Week # 3 Activity 2: Story - Frog and Toad

Materials: Froq and Toad Are Friends - The Lost Button (Lobel) Construction paper models of buttons in the story (black, white, 2 holes, 4 holes, small, big, square, round, thin, thick)

Key Words square round thick thin

Instructions: 1. One leader reads the story. 2. Another leader holds up the appropriate paper model of the buttons as

they are mentioned in the story. For example, the leader holds up the square button and the round button, but rejects the square button when Toad says, "That's not my button. That button is square. My button is round."

Where's the Math? This book not onlv shows the essential skill of sorting, but also demonstrates the importance o i problem solving and perseverance in everyday life. The importance of specific mathematical descriptive language is also shown.


DMP(s) compare information on objects using two categories (e.g., rough, smooth)

Grade One: DMP(s) compare, sort and classify concrete objects according to a specific

attribute (e.g., shape, colour)


Week # 3 Activity 3: Button Sorting Activity

Materials: bag of buttons for each child

(Remember some families may have more than 1 child) 2 paper plates per child bag of buttons for leader to model with basket of "stuff' (cans, socks, plastic cutlery) for leader to use in role play introduction I

Key Words sorting rules organizing same different more less

Table Talk: some sample questions Which pile is bigger? Count how many. How will you re-sort? How are the buttons the same? different?

Instructions: I. Leader sits with basket of "stuff and talks about the work at home. For example:

"I have to sort the groceries." Sorts some cans. "I have to sort laundry." Sorts some socks. "I have to sort the dishes." Sorts plastic cutlery.

2. Leader talks about how sorting is a part of everyday life. 3. Leader then models how to sort with hislher bag of buttons. 4. Families are asked to give sorting rules

biglsmall, 2 hole14 hole, shinyldull). 5. Families then go to a table to sort.

STOP. Hands on head. Leader waits for full attention of group.

Where's the Math? w The use of concrete materials helps children make sense of the abstractions of mathematics. Most children move through the concrete, pictorial, to abstract stage, albeit at different times. This activity introduces the concept of sorting in a concrete form. Sorting is involved in every strand of mathematics.


N(s) sort and classify object into sets according to specific characteristics, and describe those characteristics (e.g., colour, size, shape)

Grade One: PA(s) recognize similarities and differences in a variety of attributes

(e.g., size, shape, colour)


Week # 3 Activity 4: Graph - Are You Wearing Any Buttons?

buttons? 1 Yes

Materials: peel and stick circles stick tack

Instructions: I 1. Leader puts yeslno graph on wall.

hand made graph

Key Words more less same

Are you wearing any

2. All participants taketurns putting a sticky circle on the graph in an organized line. 3. Leader briefly discusses the data with questions and comments such as:

What do you notice about the graph? How many people have buttons on tonight? How can we tell? Let's count the number of people who have buttons. Now let's count the number of people who don't have buttons.

Where's the Math? By having everyone participate, the amount of informationldata has increased from the previous weeks. People are able to interpret data better when it is organized. The mathematical survey is answered in a visual format that most children and their parents can understand.





Week # 3 Activity 5: Going on a Math Walk

Materials: copy of song (see week 1)

Key Words circle round (cylinder sphere)

Instructions: 1. Leader sings "Going 2. Leader explains that

on a Math Walk" one line at a time. Families repeat. families are going to hunt all around the room to find some

shapes. 3. Tell the children they will not be looking for squares. They will not be looking for

triangles. They will not be looking for rectangles. 4. Ask what shape they will look for. 5. Point to the circular face of a watch or clock and explain that families will have only

1 minute to walk and find circles.

10 9 8 7 6 5 4 3 2 1 STOP. Handson head. (Leader waits for full attention of the group)

back and tell us what you found.


Where's the Math? Parents need to ask their children to look for circles (and other shapes) on their way home, in the home, and on a trip. It is important for the child to show the shape to the parent and tell them why it is a ... (circle, square, etc.). Classification is refined as these concepts develop (e.g., older children must learn that squares are also rectangles).


G(s) identify and sort 2-D shapes Grade One:

G(s) explore and identify 2-D shapes using concrete materials and drawings


Materials: copy of verse chart of verse (optional)

Key Words

Tony Chestnut

Knows I love you.

Tony knows.

Tony knows.

Tony Chestnut

Knows I love you.

That's what Tony knows.

Toe knee chest nut Point to toe, knee, heart, head

Nose eye love you. Point to nose, eye, heart, another person

Toe kneenose Point to toe, knee, nose

Toekneenose Point to toe, knee, nose

Toe knee chest nut Point to toe, knee, heart, head

Nose eye love you. Point to nose, eye, heart, another person

That's what toe knee nose Point to toe, knee, nose

Instructions: 1. Leader sings the verse and does the actions. Note that the words can

meanings. Ask why you point to your head when you say nut. 2. Second time encourage families to participate. 3. Third time increase the speed of the song.

have two

Where's the Math? Repeating patterns help children recognize order and regularity. Participants must remember the pattern in order to accurately predict what will come next. This is especially important as the speed increases. This activity also lets families have some fun!


p(s) identify and reproduce simple patterns Grade One:

P&A(s) compare patterns using objects, pictures, actions and words


Week # 3 Activity 7: Water Play Predict, Discover, Discuss

Materials: variety of small/medium plastic containers (at least 4 containers per child) individual tub of water (1 per child) small plastic scoop for the "standard" ( I per child)

Table Talk: some sample questions How many do you predict ... ? What did you discover? How close were you? Why is this container more than that one? Less than?

Key Words predict discover discuss how? what? why?

Instructions: I. Leader shows families how one container can be the measuring tool. This will be the

"standard". 2. Leader then models "predict, discover, discuss" method by asking families to predict

how many of the standard container will fill a larger container. 3. Leader fills the container using the "standard" tool and discusses the results. 4. Leader asks families to "predict, discover, discuss" for themselves.

11 9 8 7 6 5 4 3 2 1 STOP. Hands on head. (Leader waits for full attention

Where's the Math? Children learn to measure volume and capacity through hands-on exploration. Using an everyday container repeatedly (the standard) is a form of non-standard measurement. Prediction involves the same risk taking skill as already introduced in the estimating jar activities. "Predict, discover, discuss" is an important parenting skill as well as an excellent teaching strategy.


M(s) use non-standard measuring devices appropriately Grade One:

M(s) *estimate, measure and record the capacity of containers using non-standard units, and compare the measures.

Week3-page42 63 Esso Family Math Centre


Materials: buttons from the jar (between 10 - 20 of various sizes and shapes) number line transparent overlay

Instructions: 1. Leader briefly reminds families of the guesses/estimations of the number of buttons

they made at the beginning of the evening. 2. Leader puts transparent overlay on the number line where most post-it notes are

placed. 3. Leader takes about half the buttons out of the jar and places them on the number

line. 4. Leader then asks families if they wish to move the transparent overlay and

responds to the general consensus of the group by moving the overlay as directed. This strategy is introduced to refine their estimate of the zone.

5. Leader then continues placing the rest of the buttons on the number line. 6. Leader discusses the guesses with questions such as:

Why did we keep the zone the same? or Why did we make a change?

Where's the Math? Children will see the one to one correspondence as the buttons are matched to the number line. Counting will occur. As you check for reasonableness, talk about how we refined the zone by counting half the buttons and making a new prediction based on this new information. Celebrate children's strategies for trying to get "in the zone". Reinforce that the more you try to estimate, the better you will become.


N(s) estimate and count to identify sets with more, fewer, or the same number of objects. count orally to 30

Grade One:

N(s) estimate the number of objects and check the reasonableness of an estimate by counting locate whole numbers to 10 on a number line



Materials: math bag homebook package of buttons


1. Briefly discuss where the math was tonight. (See below.) 2. Discuss with parents all the things the children can sort at home. 3. From the homebook activity "Bath Tub Math", review the method of predict,

discover, discuss. Ask for ideas on how this can be reinforced and practiced at home.

4. Discussion and question time.

Where's the Math: Tonight's math focused on finding math in every room in the house. Refer back to "Message to Parents" and "Curriculum Strands" on week 3 - page 33. See the "Where's the Math1' section of each activity.



Week Four

"Me Outside My House"

WEEK # 4

rNelcome 1. Estimating Jar

Number line


3. Table Activity

10 9 8 7 6 5...

4. Graph

5. Math Walk

1098765 ... 6. Story, song

or verse

7. Table Activity

10 9 8 7 6 5...


THEME: Me: Outside My House

zone range Estimate rocks. estimate guess

size Over in the Meadow (Keats) number pattern

count forwards count backwards

Modelling of activity by leader shapes Use shapes to make a pattern or design. circle square ts hien rnrtannl~ .--.-- I U V L U I my,\

Makina turtles. 1 +ria

1 halt

Jhich Shape Did You Use the Most? I most shapes I (see above)

Sing: "Going on a Math Walk" How many patterns can you find?

count compare pattern

Everybody Needs a Rock (Baylor)

Modelling of activity by leader Demonstrate sorting and re-sorting rocks.

tables Rock Sorting Activities

Count the rocks.

first second third fourth fifth, etc. heavy heavier heaviest light lighter lightest probably chances are reasonable gues: estimate

1 zone range


Read: Five Little Ducks (Raffi)

Snack: goldfish crackers


Review math concepts in activities. Extend to home. Homebag: - pre-cut bag of paper shapes


WEEK #4 THEME: Me Outside My House


Welcome listening and speaking I. Estimating Jar Number Sense and Numeration

Number line Measurement (capacity) I

2. Story, song I Number Sense and Numeration or verse I

Geometry

3. Table Activity

10 9 8 7 6 5...

4. Graph Data Management Geometry

5. Math Walk

1 0 9 8 7 6 5 ... 6. Story, song

or verse

Homebook

Patterning



Help your child look for math in books. Have fun finding and talking about it.


The more you estimate and the more you talk about it with your child, the better estimator your child will be.

Counting is a pattern. This pattern involves adding on and taking away.

Children need many opportunities to explore and create with shapes. Finding shapes within shapes is a problem solving activity.

Rich mathematics often includes many strands at one time. This activity involve: counting and comparing shapes to make a ara~h. Patterns are everywhere. Ask your child to show you and tell about them.

Children learn sequence through the math language of first, second, third. etc. Using the language of probability (chances are, probably) develops another important mathematical idea. Children need many opportunities to compare the weight of objects to understand mass. Sort and resort with your child!

The more we estimate the better we get! How many times have you tried estimating at home?

Continue to estimate. Continue to explore shapes. Kids love collecting! Use collections to count, sort, pattern, measure ... How many places can you find patterns in your home and

Week 4 - page 46

THEME: Me: Outside Mv House

I Books

Number line

or verse

3. Table Activity

4. Graph

or verse

1 7. Table


Homebook

Planning

Week 4 - page 47

Rocks

Over in the Meadow (Keats)

Turtle Activity

What Shape Did You Use the Most? Find patterns.

Everybody Needs a Rock (Baylor)

Rock Activity

Rocks

Five Little Ducks (Raff i) Snack - goldfish crackers

Modelling 6:lO e5 minutes

Tables 6:15 e l 5 minutes

6:25 5 minutes

6:35 1 5 minutes

Modelling 6:40 e5 minutes

Tables 7:OO e l 5 minutes

7:05 10 minutes

7:15 15 minutes

7:15 15 minutes



Discuss and delegate next week's responsibilities Esso Family Math Centre

Materials

Books


Number line


3. Table Activity

4. Graph

5. Math Walk 10 9 8 7 6 5...


7. Table Activity


Story 1 Snack (children)

Homebook

Parent Talk

Neek 4 - page 48

*name tags

*estimating jar(500 ml from week 2) *number line (from week 1) -post4 notes

Over in the Meadow (Keats)

*construction paper *scissors *stapler and staples

*name tags

*copy of song

*Everybody Needs A Rock (Baylor)

*plastic bags to hold individual rock collection

*estimating jar enumber line mtrans~arent overlav

Five Little Ducks (Raffi)

*bagg ies *construction paper *stickers

THEME: Me Outside My House

*paper plates *glue

*paper plates (2 per child)

*fish-shaped crackers

-variety of math theme related books .rocks

*construction paper circles and rectangles *a patterned turtle to demonstrate

-make 'Which Shape Did You Use Most?" horizontal graph

rocks

Homebags filled prior to Parent Talk mpre-cut shapes

O Esso an ly Math Centre



Materials: estimating jar (500 ml ) rocks (between 20 - 30) number line post-it notes (12.5 cm by 7.5 cm) markers

Key Words zone range estimate guess size small

Instructions: 1. Leader discusses how tonight's focus will be "outside math". Rocks and

other "found" materials can-be used to explore many math concepts. 2. Leader holds up jar and asks families to estimate how many rocks are in

the jar. 4. Remind families that we want to be "in the zone". 5. Families show their response by placing a post-it note with their name on


Where's the Math? Estimating develops a sense of number. This skill is developed through practice and reflection. The more we do it and the more we think about why we do it, the better we become. This activity also develops risk-taking, problem solving and the idea that there is a range of possible answers when estimating. Finding a reasonable answer demonstrates an understanding of number. Remind children and parents that bigger items take up more space than smaller items. This week's jar contains something smaller than the socks used in week two and larger than the buttons used last week. How will that affect the amount? Referring back to previous weeks helps to reinforce the idea that concepts are developed and learned over a period of time and that repeated practice is needed to understand a concept.



,

Grade One: N (0) -estimate quantity in everyday life


Week # 4 Activity 2: Story - Over in the Meadow

Materials: Over in the Meadow (Keats)

Key Words number pattern count forwards count backwards

Instructions: 1. Leader reads the story encouraging children and families to join in. 2. Leader stops to discuss various families in the book with comments such

as: Three babies and one mother ... How many are there? Six in this family. How many babies?

Where's the Math? This story contains a repetitive counting pattern. There is also the adding pattern of "one more" as seen in "three babies and one mother".


N(s) *demonstrate awareness of addition and subtraction in everyday activities

Grade One: N(s) *demonstrate that addition involves joining and subtraction involves

taking one group away from another


Week # 4 Activity 3: Making a Turtle

Materials: completed turtle to demonstrate possible pattern paper plates cut in half circles and rectangles pre-cut by leaders (The rectangles must be double squares)

Key Words shapes circle square rectangle triangle half

construction paper stapler and staples glue

I

Table Talk: some sample questions Tell me about your pattern. What is your rule for your pattern? Which shape have you used most? least?

1 How did you make a ...( shape) from a ... (shape)?

Instructions: 1. Leader models that a circular plate has been cut in half to make the turtle shell. 2. Leader shows a completed turtle and shows the use of shapes to create a

pattern. 3, Leaders asks families what shapes they may wish to use and elicits answers

such as squares, circles, rectangles, triangles. 4. Leader shows pre-cut circles and rectangles and challenges families to consider

how to get other shapes. 5. Discuss and demonstrate how to fold and cut to make other shapes. Some

possibilities are: circle + half circle rectangle, square square +triangle

6. Families go to tables to make a turtle and pattern the shell.

- STOP. Hands on head. waits for full attention of

Where's the Math? Children and families will examine the properties of geometric shapes through exploration and problem solving.

Curriculum Ex'pectations: Kindergarten:

G(s) identify and sort 2-D shapes Grade One:

G(s) use 2-D shapes to construct a picture of objects in the environment


Week # 4 Activity 4: Graph – Which Shape Did You Use the Most?

Materials: • name tags • stick tack • hand made graph

Which shape did you use the most when you made your turtle?

rectangle

square

circle

triangle

D half circle

other

Instructions:

1. Leader invites families to the gathering area to share their turt2. Leader asks the families which shape they used the most on t3. Have the children carefully count their shapes. 4. In turn the children place their name tags beside the shape th2. Leader briefly discusses the data with questions and commen

• What do you notice about the graph? • Which shape was used the most? least ? • Let’s count the number of people who used _ _ _ _ _ t

Where’s the Math? This week we have introduced a horizontal graph. This organizatchildren’s awareness of different ways to show more, less and thefamilies to a different orientation of graphs. Orientation is seen in+ 2 = 3 or 3 = 1 + 2; an upside down triangle is still a triangle. Chrecognize that these different orientations have the same meanin


DM&P(s) • place some specific types of objects on concrete grapGrade One: DM&P(s) • organize materials on concrete graphs and pictograph correspondence

Week 4– page 52

Key Words most least

shape graph

les. heir turtle design.

ey used the most. ts such as:

he most.

ional format expands same. It also introduces other strands, such as 1 ildren frequently do not g.

hs and pictographs

s using one to one

© Esso Family Math Centre


Materials: copy of song (see week 1)


Kev Words patterns

Instructions: 1. Leader sings "Going on a Math Walk" one line at a time. Families repeat. 2. Leader shows pattern on hislher turtle and reminds families of other patterns they have

created during Family Math, specifically the Teddy-shaped snack patterns from the first night and the bed patterns from the second week.

3. Leader points out patterns in people's clothing. 4. Leader asks families to finds patterns in the room.

(Leader waits for full attention of the group)


Where's the Math? Patterns are everywhere. Look for them! Build on previous weeks' experiences.

"The study of patterns supports children in learning to see relationships, to find connections, and to make generalizations and predictions. Understanding patterns nurtures the kind of mathematical thinking that helps children become problem solvers and abstract thinkers. It is a problem solving tool."




p(s) create and extend simple patterns using a variety of materials or actions Grade One:

p(s) describe, draw and make models of patterns using actions, objects, diagrams and words


Week # 4 Activity 6: Story - Everybody Needs a Rock

Materials: Everybodv Needs a Rock (Baylor)

1 Key Words 1 first second

fourth 1 iG: etc.

Instructions: 1. Leader reads the story. 2. Attention is focused on the 10 rules for rock collecting. This provides a natural way

for children to use the ordinals - first, second, third, etc.

Where's the Math? Children not only practise the use of ordinal numbers in this story, but also learn order and sequence.


N(s) use cardinal and ordinal numbers during play and daily classroom routines Grade One:

G(s) use ordinal numbers to tenth


Week # 4

Materials:

Activity 7: Rock Activity I Key Words heavy heavier heaviest

rocks plastic bag (1 per child) paper plates (2 per child)

light lighter lightest probably chances are

Instructions: 1. Leader uses "language of probability" in discussion with the families such as:

I could probably lift this rock but I probably couldn't lift - I could probably always lift I could probably never lift - - Chances are I could lift Chances are I couldn't lift

2. Leader shows families how to line up rocks starting with the heaviest and moving to the lightest. Stress the use of ordinals while doing this.

3. Families go to the tables and work at ordering their rocks from heaviest to lightest. 4. After approximately 5 minutes, stop the group.

- 0 9 8 7 6 5 4 3 2 1 STOP. Hands on head. (Leader waits for full attention of group.)

5. Discuss heavy and light as 2 characteristics of rocks. 6. Leader explains that families should now consider other characteristicslattributes (e.g.,

heavyllight, shinyldull, darkllight, smoothlrough, etc.) of rocks and sort their rocks into 2 groups of their choosing.

7. Leader gives 2 paper plates to each child and has families do the sorting.

1 0 9 8 7 6 5 4 3 2 1 STOP. Hands on head. (Leader waits for full attention of aroup.)

Where's the Math? Learning the language of probability will help children and families to be aware of these math concepts in everyday life. Ordering rocks from heaviest to lightest involves comparison of mass (weight). It also reinforces the sequence of ordinal numbers. The activity provides a way tosort, re-sort and classify materials by many different attributes.


DMP(s) use language of probability M(s) order 2 or more objects according to size or mass N(s) sort and classify objects into sets according to specific characteristics

Grade One: DMP(s) use mathematical language (never, sometimes, always) in informal

discussion to describe probability M(s) estimate, measure, and record the mass of objects using non-standard

units, and compare the measures PA(s) recognize similarity and differences in a variety of attributes



Materials: rocks from the jar (between 20 - 30) number line transparent overlay

Instructions: Leader briefly reminds families of the guesseslestimations of the number of rocks they made at the beginning of the evening. Leader puts transparent overlay on the number line where most post-it notes are placed. Leader takes about half the rocks out of the jar and places them on the number line. Leader then asks families if they wish to move the transparent overlay and responds to the general consensus of the group by moving the overlay as directed. This strategy will reinforce the idea of refining estimations. Leader takes the rest of the rocks out of the jar and places them on the number line. Leader discusses the estimates with questions such as:

Are the rocks bigger or smaller than the socks? How will this affect your estimate? (More can fit in the jar.) Were there more or less rocks than buttons that were used last week? Why? (The buttons are smaller than rocks or about the same size.) How does that help you to think about estimating the number of items in the jar? Why did we keep the zone the same? or Why did we make a change?

Remind families that when you get larger numbers it is harder to "find the zone". Encourage families to keep challenging themselves in estimating.

Where's the Math? Children will see the one to one correspondence as the rocks are matched to the number line. Counting will occur. celebrate everyone's participation. Reinforce that the more you try to estimate and talk about the strategies you use the better estimator you will become. Two strategies we have used are using previous experience (comparing to past weeks) and using "chunking" as a known part to estimate the whole (e.g., counting part).


N (s) estimate and count to identify sets with more, fewer, or the same number of objects count orally to 30

Grade One:




Materials: math bag homebook rock collection bag of shapes (pre-cut by leaders) 2 - 3 pieces of construction paper


1. Briefly discuss where the math was tonight. (See below.) 2. Discuss with parents how they can use their bag of pre-cut shapes and construction

paper to make a picture. Invite families to bring their completed pictures back next week.

3. Suggest that families use the rocks from this session to begin a rock collection at home. They might try to find new rocks that are heavier or lighter than those they already have. This will continue the session's exploration with rocks.

4. Suggest that families take a math walk at home to find patterns. 5. Discussion and question time.

Where's the Math: Tonight's math focused on the idea that math is in your yard and everywhere outside your home. Refer back to "Message to Parents" and "Curriculum Strands" on Week 4 - page 46. See the "Where's the Math" section of each activity.



Week Five

"Don't Bug Me!"

WEEK # 5 THEME: Don't Bug Me

Books


Number line


3. Table Activity

4. Graph

5. Math Walk

10 9 8 7 6 5...


7. Table Activity


- --

Estimate gummy worms (candies).

Mouse Count (Walsh)

Modelling of activity by leader Demonstrate how to make a cube. Show how to tally.

tables Lady Bug Count Game.

Which is Your Favourite Bug?

Sing: "Going on a Math Walk" How Many Red Things Can You Find?

The Best Buq Parade (Murphy)

Modelling of activity by leader Demonstrate comparison big, bigger, biggest.

Count the gummy worms.


Read: Rosie's Walk (Hutchins)

Snack: raisins

zone range estimate guess size small count forwards count backwards

box cube number picture predict tally compare count

more less same how many? how many?

long longer longest , etc.

big, bigger, biggest

long, longer, longest

short, shorter ...

small, smaller ...

reasonable gues estimate zone ranae


Review math concepts in activities. Extend to home. Homebag: - tally sheet

WEEK #5 THEME: Don't Buq Me

Books


Number line


3. Table Activity

4. Graph

5. Math Walk

10 9 8 7 6 5...


7. Table Activity

1 0 9 8 7 6 5 . .


Homebook

Week 5 - page 59

Mathematical language: Communicate effectively by

Help your child look for math in books. Have fun finding and talking

listening and speaking Number Sense and Numeration

about it. The more you estimate and the more

Measurement (capacity) you talk about it with your child, the better estimator vour child will be.



"Uncounting" or taking away leads to an understanding of subtraction.

Geometry Number Sense and Numeration Probability


Measurement

Children learn math though games. The activity provides a link between 2-D and 3-D shapes. The linking of numbers and pictures provides for a better understanding of the number concepts. Picture graphs clearly show how many, more, less and same.

Measurement


Numbers are everywhere. Ask your children to think of all the things they can count! This book features the language of math (e.g., big, bigger, biggest; small smaller, smallest). Children need to talk about size as they explore measurement. This problem solving activity helps children understand the concept of comparison and ordering. Did your child find the "zone"? In

I what ways do you see your child

Geometry Number Sense and Numeration Probability Measurement

becoming a better estimator?

Continue to explore math by repeating and extending activities at home.


THEME: Don't Buq Me

reacher Leaderl Community leader


5 minutes Gummy worms

or verse Mouse Count (Walsh)

-

5 minutes

Modelling a5 minutes

Tables *20 minutes

5 minutes

Lady Bug Count Game

3. Table 1 Activity

Which Is Your Favourite Bug?

4. Graph

Find red things. 5 minutes

or verse The Best Buq Parade (Murphy)

5 minutes

7. Table Activity

Modelling *5 minutes Tables *I 5 minutes

Play Dough Worms


Gummy worms 5 minutes


Rosie's Walk (Hutchins) Snack - raisins

15 minutes

Homebook 15 minutes Teacher Leaderl

Community leader

Discuss and Planning delegate next week's

I Week 5 - page 60 Esso Family Math Centre

Materials

Books

Welcome I. Estimating Jar

Number line


3. Table Activity

4. Graph

-

5. Math Walk 1 0 9 8 7 6 5 ...


7. Table Activity



Homebook

Parent Talk

Week 5 - page 61

-name tags

-estimating jar (from week 1) -number line (from week 1) *post4 notes

Mouse Count (Walsh)

*cubeldice template *tally sheet *scissors

*round stickers

*copy of song

*Best Buq Parade (Murphy)

*estimating jar *number line etrans~arent overlav

Rosie's Walk (Hutchins)

*tally sheets *play dough recipe (in the homebook) *dice

THEME: Don't Buq Me

-gummy worms

*scotch tape *markers

*variety of math theme related books

make 'Which Bug Is Your Favourite?" pie graph

*play dough

Homebags filled prior to Parent Talk *play dough from evening

O Esso Fan ,! Math Centre


Week # 5 Activity 1 : The Estimating Jar

Materials: estimating jar (100 - 125 ml ) gummy worms (candies)(between 10 - 15) number line post-it notes (12.5 cm by 7.5 cm) markers


Instructions: 1. Leader holds up jar and asks families to estimate how many worms are in

the jar. 2. Remind families that they want to be "in the zone". 3. Continue to stress that we are not counting. We are estimating. 4. Families show their response by placing a post-it note with their name on


Where's the Math? Estimating develops a sense of number. This skill is developed through practice and reflection. The more we estimate and the more we think about why we estimate, the better we become. This activity also develops risk- taking, problem solving and the idea that there is a range of possible answers when estimating. Finding a reasonable answer demonstrates an understanding of number.



Grade One: N(0) *estimate quantity in everyday life


Week # 5 Activity 2: Story - Mouse Count

Materials: Mouse Count (Walsh)

Key Words count forwards count backwards

Instructions: 1. Leader reads the story and highlights the key mathematical concepts. 2. Leader stops to discuss what number will come next with comments such

as: When the mice are uncounting themselves, what number will come next?

Where's the Math? In this story, mice are added and uncounted or taken away from a jar. This story clearly illustrates simple addition and subtraction through the concept of one more or one less.


N (s) ademonstrate awareness of addition and subtraction in everyday activities

Grade One: N (0) *understand and explain basic operations (addition and subtraction)

of whole numbers by modelling and discussing a variety of problem situations

(s) ademonstrate that addition involves joining and subtraction involves taking one group away from another


Week # 5 Activity 3: Bug Count Game

Materials: cubeldie template

Key Words

tally sheets (2 per child as each sheet will play 2 games)

markers scotch tape scissors

predict tally compare count

Table Talk: some sample questions What number and bug comes up most often? (Note that when families see the 6 ants you want them to say "six".) What is the chance of a.... coming up? (good, poor, unlikely)

Instructions: 1. Leader demonstrates how to cut and assemble a cube from the template. 2. Leader asks group to predict which bug will land face up. 3. Leader models an appropriate toss by saying that the toss should not leave the

table area. 4. Leader then tosses the cube and demonstrates how to tally. 5. Leader tosses again and compares results. 6. Families go to tables to play the game. After 10 times they can start the game

again. 1 0 9 8 7 6 5 4 3 2 1 STOP. Hands on head. Leader waits for full attention of

Where's the Math? Although there are many strands involved in this activity (e.g., geometry, number sense and numeration) the focus is on probability as evidenced in the modelling. All three strands should be addressed through math talk at tables.


DM(s) *use simple grids correctly *use language of probability (e.g., chance, might, lucky)

Grade One: DM (0) *demonstrate an understanding of probability and demonstrate the ability

to apply probability to familiar day-to-day situations (s) *record data on charts or grids


Bug Count Game Tally Sheet

I. Roll the cube.

2. Count the bugs.

3. Tally the number you rolled. ( 4 )

4. Roll 10 times.

1 I

Try again!

What did you roll-

the most?

the least?

the same?

What do you think you would roll next? WHY?

How was this tally the same?

different?


Materials: copy of song (see week 1 )


Key Words how many?

Instructions: 1. Leader sings "Going on a Math Walk" one line at a time. Families repeat. 2. Leader introduces the math walk by discussing the colour of the ladybug. 3. Leader asks families to find things that are red in the room.

10 9 8 7 6 5 4 3 2 1 STOP. Handsonhead. (Leader waits for full attention of the group)

ack and tell us what you found.

4. Briefly discuss how many red things were found in the room.

Where's the Math? Counting specific objects is a more meaningful activity than simple rote counting.

Curricuium Expectations: Kindergarten:

N(s) count orally to 30 Grade One:

N(s) count by l 's , 2's, 5's' and 10's to 100 using a variety of ways DMP(s) compare, sort, and classify objects according to shared attributes


Week # 5 Activity 6: Story - The Best Bug Parade

Materials: The Best Bug Parade (Murphy)

longest , etc.

Instructions: 1. Leader reads the story. 2. Leader asks questions such as:

"What should come next? - small, smaller, ......

Where's the Math? This story demonstrates how measurement is relative and depends on the unit being used (e.g., something short can become shorter and then shortest depending on what it is being compared to).


M(s) use simple measurement terms correctly order two or more objects according to size or mass

Grade One: M(s) use appropriate language to describe relative times, sizes, temperatures,

amounts of money, areas, masses, and capacities


Week # 5 Activity 7: Play Dough Worms

Materials: bag of play dough for each child

Kev Words big, bigger, biggest

small, smaller, smallest

long, longer, longest

short, shorter, shortest

Instructions: I I

1. Leader models how to roll out part of the play dough into three sizes - big, bigger and biggest - possible worms.

2. Leader puts play dough back into a ball. 3. Families return to tables to follow the leader's directions:

Make big, bigger, biggest worms. Make small, smaller, smallest worms. Make long, longer, longest worms. Make short, shorter, shortest worms.

4. After each instruction the leader gains attention of the group by saying

1 0 9 8 7 6 5 4 3 2 1 STOP. Hands on head. (Leader waits for full attention

Where's the Math? In this activity the children are using language to help them make a comparison of measurements. They are comparing objects by length and/or mass.


M(s) use simple measurement terms correctly order two or more objects according to size or mass

Grade One: M(s) use appropriate language to describe relative times, sizes, temperatures,

amounts of money, areas, masses, and capacities


Play Dough Recipes

Play Dough Recipe (Microwave) 1 ½ cups flour ½ cup salt

1 cup water (add food colouring or kool aid) 2 tbsp. oil

2 tbsp. cream of tartar Microwave for 1 ½ minutes

Knead Add more flour if necessary

Play Dough Recipe (Cooked) Combine in Saucepan

2 cups of flour & 2/3 cup of salt & 4tsp. cream of tartar

Combine 2 cups water & 2 tbsp. oil and

food colouring Pour liquids into saucepan,

Stir over medium heat until thick (approx. 3 – 5 min)

Add texture by adding oatmeal etc.

Kool Aid Play Dough Recipe Mix

3 cups of flour ½ cup salt

2 cups of boiling water 2 pkg. of Kool Aid

2 tbsp. oil 1 tsp. of cream of tartar

Mix, knead, store (covered) in fridge. -Smells like bubblegum. Yum!


Materials: gummy worms (candies) from the jar (between 10 - 15) number line

Instructions: Leader briefly reminds families of the guesses/estimations of the number of gummy worms they made at the beginning of the evening.

-

Leader puts transparent overlay on the number line where most post-it notes are placed. Leader takes about half the gummy worms out of the jar and places them on the number line. Leader then asks families if they wish to move the transparent overlay and responds to the general consensus of the group by moving the overlay as directed. This strategy will reinforce the idea of refining estimations. Leader places the rest of the gummy worms on the number line. Leader discusses the guesses with questions such as:

How do the gummy worms compare in size to items used in previous weeks (teddy-sha ped snacks, socks, buttons, rocks)? Does thinking back help your estimate tonight ? Why did we keep the zone the same? or Why did we make a change?

Where's the Math? Children will see the one to one correspondence as the gummy worms are matched to the number line. Counting will occur. celebrate everyone's Reinforce that the more you try to estimate and talk about the strategies you use, the better estimator you will become. Two strategies we have used are using previous experience (comparing to past weeks) and using "chunking" as a known part to estimate the whole (e.g., counting part).


N (s) count orally to 30 estimate and count to identify sets with more, fewer, or the same number of objects

Grade One:




Materials: math bag homebook die template tally sheet play dough recipe (in the homebook)


1. Briefly discuss where the math was tonight. (See below.) 2. Discuss with parents how to repeat and extend the session's activities at home by

taking a math walk to look for things that are green. 3. Discuss homebook pages. 4. Discussion and question time.

Where's the Math: Tonight's math focused on bugs. Children love bugs! Refer back to "Message to Parents" and "Curriculum Strands" on Week 5 - page 59. See the "Where's the Math" section of each activity.

*Children will enjoy a quiet book and a snack with leaders to complete their evening while parents parficipate in this session.


Week Six

"Celebrating Me, Celebrating Math!"

WEEK # 6 THEME: Celebrating Me, Celebrating Math

Books

Welcome


1. Estimating Jar Number line Estimate birthday candles.

2. Story, song Blue Balloon (Inkpen) or verse or Bubble Trouble (Packard)

Modelling of activity by leader

3. Table Show how to gently blow bubbles. Activity tables

Bubbles

1098765 ...

4. Graph What Strand of Math Do You Like Best?

5. Math Walk Sing: "Going on a Math WalkJ' What Math Can You Find In Books?

10 9 8 7 6 5... --

6. Story, song Blue Hat Green Hat (Boynton) or verse

Modelling of activity by leader

7. Table Play short version of the game. Activity

tables 1098765 ... Party Hat Toss

8. Estimating Jar Count the candles. Put them on the cake. Number line

zone range estimate guess size small square round long high count how long? how many? count how few? big small size strands graphs numbers patterns measuring geometr]

strands graphs numbers patterns measuring geometr!

clap, pat, pattern

predict discover discuss tally probably

celebrate


Cake for all.


No formal discussion with parents tonight

Some parents will want to chat informally.


WEEK #6

Books


Number line


3. Table Activity

10 9 8 7 6 5,..

4. Graph

5. Math Walk

1 0 9 8 7 6 5 ... 6. Story, song

or verse

7. Table Activity

1 0 9 8 7 6 5 ... 8. Estimating Jal

Number line

Homebook

THEME: Celebrating Me, Celebratinq Math

Mathematical language: Communicate effectively by listening and speaking Number Sense and Numeration Measurement (capacity)

Measurement Probability

Number Sense and Numeration Measurement

Review all strands

Review all strands

Patterning

Probability

Help your child look for math in books. Have fun finding and talking about it. The more you estimate and the more you talk about it with your child, the better estimator your child will be.

Using the language of probability (e.g., probably, chances are, always, sometimes, never) is using important math

language. Math can be fun. Try to make the learning experience into a game or activity that is enjoyable, whenever possible.

Math is so much more than arithmetic Review all 5 strands.

Math is so much more than arithmetic Review all 5 strands.

Songs, stories and verses often contain patterns from simple to complex. Encouragt participation.

Predicting and discovering are excellent ways of learning math. Make sure you talk about your child's predictions and discoveries. Have your child explain hislher thinking. Celebrate yourself and your involvement in mathematics. Math is everywhere and you know how to use it.

No home activity. Parents are encouraged to continue using and changing the Family Math activities to develop their children's mathematical understanding.


WEEK# 6 THEME: Celebrating Me, Celebrating Math Activities Start Time Duration Team Member

Responsible Books Welcome

Teacher Leader/ Community leader


Candles 6:00 5 minutes


Blue Balloon (Inkpen) or Bubble Trouble (Packard)

6:05

5 minutes

3. Table Activity 10 9 8 7 6 5…

Bubbles

6:10 6:15

Modelling •5 minutes Tables •10 minutes

4. Graph

What Is Your Favourite Strandof Math?

6:25 10 minutes

5. Math Walk 10 9 8 7 6 5…

Find math in books.

6:40 5 minutes


Blue Hat Green Hat (Boynton)

6:45 5 minutes

7. Table Activity 10 9 8 7 6 5…

Party Hat Toss

6:50 6:52

Modelling •2 minutes Tables •8 minutes


candles 7:00 5 minutes

Story / Snack (children)

Certificates Cake

7:05 25 minutes


Planning

Week 6 – page 76 © Esso Family Math Centre

WEEK# 6 Materials THEME: Celebrating Me Celebrating Math

Books


Number line


3. Table Activity

4. Graph

5. Math Walk 1 0 9 8 7 6 5 ...


7. Table Activity

1 0 9 8 7 6 5 ...



Homebook

Parent Talk

Week 6 - page 77

*name tags

*estimating jar (from week 1 =number line (from week 1) =post-it notes

Blue Balloon (Inkpenl if not available Bubble Trouble (Packard)

*small jar of bubble solution (I per child)

-name tags (from earlier in the night) -stick tack Copy of song -all books used through 6 weeks *Blue Hat Green Hat (Boynton)

atally sheets

certificates

*bubbles (left over from activities)

*variety of math theme

Of Math Do You

*party hats *crumpled paper

*cake *matches (to light candles)

Homebags filled prior to Parent Talk *party hat (from Activity 7)

I I O Esso Family Math Centre

Facilitatin~ the Activities (a more detailed look at each activity)

Week # 6 Activity 1 :

Materials: estimating jar (100 - 125 ml ) birthday candles (between 20 - 30) number line post-it notes (1 2.5 cm by 7.5 cm) markers

The Estimating Jar


Instructions: 1. Leader holds up jar and asks families to estimate how many candles are

in the jar. These candles will be used with the night's theme of "Celebrating Me, Celebrating Math".

2. Remind families that we are trying to get "in the zone". 3. Families show their response by placing a post-it note with their name on


Where's the Math? Estimating develops a sense of number. This skill is developed through practice and reflection. The more we do it and the more we think about why we do it, the better we become. This activity also develops risk-taking, problem solving and the idea that there is a range of possible answers when estimating. Finding a reasonable answer demonstrates an understanding of number. Remind children and parents that bigger items take up more space than smaller items. This week's jar contains something shorter than the gummy worms used last week. How will that affect the amount? Referring back to previous weeks helps to reinforce the idea that concepts are developed and learned over a period of time and that repeated practice is needed to understand a concept.





Week # 6 Activity 2: Story - Blue Balloon

What would probably happen if your dog scratched ... ?

Materials: The Blue Balloon (Inkpen)

If not available use Bubble Trouble (Packard) described below

Instructions: 1. Leader reads the story.

Where's the Math? This story contains many opportunities for the children to predict what will

Key Words square round long high count chance probably happen

come next. The balloon-takes on many geometric shapes. The language of probability occurs naturally through discussion of this story (e.g., "How high would your balloon probably go?")

2. Leader briefly discusses the probability of a real balloon doing some of the things that the Blue Balloon did:

What are the chances a real balloon could ... ?


DMP(s) use language of probability (e.g., chance, might lucky) G (s) use language accurately to describe basic spatial relationships

Grade One: DMP(s) use mathematical language (e.g., never, sometimes, always) in

informal discussion to describe probability

Materials: Bubble Trouble (Packard) I Key Words I

compare

Instructions: I. Leader reads the story. 2. Leader and children count the bubbles that are made with a wand. ( See

page 1) 3. Leader asks questions after reading the first page.

Where else could you make bubbles? How many have ever had a bubble bath? Let's count.

Where's the Math? This story contains many opportunities to predict what comes next. It also offers many opportunities to take surveys of the group and to count and compare. For example:

How many have ever blown bubbles? How many have ever had a bubble bath? How many have helped washing dishes? Have you ever had bubble gum?


DMP(s) use language of probability (e.g., chance, might lucky) N (s) count orally to 30


informal discussion to describe probability N (s) count by 1's 2's, 5's 10's using a variety of ways

k 6 - page 79 O Esso Family Math Centre


Materials: small bottle of bubble solution and wand (1 per child) * Keep bubble solution at room temperature

Bubbles

Key Words how long how many count how few big small size

Table Talk: some sample questions How many bubbles can you make? What sizes are your bubbles? Catch a bubble. How long can you hold the bubble on the wand? How can you make a bigger bubble? smaller bubble?

Instructions: 1. Leader demonstrates blowing bubbles and present challenges. (See

questions). sample

2. Leader next demonstrates catching a bubble on the wand and counting until it breaks.

3. Families go to tables to make bubbles.

1 0 9 8 7 6 5 4 3 2 1 STOP. Hands on head. Leader waits for full attention of

Where's the Math? In this activity there is shape (bubble shape), time (how long the bubbles last), number (counting how many bubbles), size (big, bigger, biggest), measurement (high, higher, highest).


M(0) demonstrate awareness of the passage of time M(s) use simple measurement terms correctly N(s) count orally to 30

Grade One: M(s) estimate and measure the passage of time using non-standard units


Week # 6 Activity 4: Graph - What Part Of Math Do You Like Best?

Materials: name tags stick tack hand made graph

Whatstrandofmathdoyoulikebest? I

measuring

graphs 1 I

Kev Words strands graphs numbers patterns measuring geometry

Instructions: 1. Leader puts graph on wall and briefly discusses each strand, recalling some past

activities. 2. All participants: children, families and leaders take turns putting their name tag on

the graph. 3. Leader briefly discusses the data with questions and comments such as:

What do you notice about the graph? How many people like the best? How can we tell? Let's count the number of people who like - the best .

Where's the Math? Children are able to see the answer to the question and revisit the horizontal graph format for displaying data. Talking about the information is the key to extending understanding. This week's graph acts as a review of the five strands of the Ontario Mathematics curriculum.





Week # 6 Activity 5: Going on a Math Walk

Instructions: 1. Group sings "Going on a Math Walk" and briefly discusses the places that they have

found math (e.g., in the room, at home, outside). 2. Leader explains that families are going to look for all kinds of math in storybooks.

Materials: copy of song (see week 1 ) books from all 6 weeks including the beginning of tonight

10 9 8 7 6 5 4 3 2 1 STOP. Hands on head. (Leader waits for full attention of the group)

back and tell us what you fou

Key Words strands graphs numbers patterns measuring geometry

3. Have a brief discussion of what the families found. 4. Suggest a trip to the local library to find more math in books.

Where's the Math? Children's literature is a wonderful place to find patterns, numbers, shapes, problem solving, sorting, measurement .... Children can identify the vocabulary and concepts associated with mathematical ideas and use language to express and clarify their understanding. Have fun finding math in stories and books!

Curriculum Expectations: (Expectations will vary with the selection of books.) Kindergarten:

Language(s) communicate effectively by listening and speaking. Grade One:

DM61 collect first hand data by counting objects, conducting surveys, measuring and performing simple experiments

Week6-page82 63 Esso Family Math Centre

Week # 6 Activity 6: Story - Blue Hat Green Hat

Materials: Blue Hat Green Hat (Boynton)

pattern

Instructions: Leader reads the story while another leader claps the pattern:

Blue hat, Green hat, Red hat, Oops Clap pat clap pat clap pat hands in the air

Continue reading the book with the "clap, pat," pattern remembering to lift hands in the air every time "oops" is read. Leader re-reads the story encouraging families to participate.

Where's the Math? This story provides excellent opportunities for families to take part in a repetitive clapping battern. The pattern varies slightly in the middle andat the end: This variation heightens the involvement.

"The study of patterns supports children in learning to see relationships, to find connections, and to make generalizations and predictions. Understanding patterns nurtures the kind of mathematical thinking that helps children become problem solvers and abstract thinkers. It is problem solving."




p ( 4 identify and reproduce simple patterns Grade One:

p(s> explore patterns and pattern rules


Week # 6 Activity 7: Party Hat Toss Materials:

party hats made ahead by leader ( with the option of printing "Celebrating Me .. Celebrating Math" n them) PT cut kstaPle tape or

crumpled pi marker tally sheet stapler or tape

ece of paper Tally Sheet

I 10 steps

predict discover I Key Words

discuss tally probably cone circle

Table Talk: some sample questions Will it go in? How many times? Can you predict? Why did you get more or less? What if you take more steps? less steps? If you take 10 tosses and 8 go in, how many will be out? (Use with other com binations of 10.) If you have taken 5 tosses, how many do you have left?

Instructions: 1. Leader shows hislher party hat and asks what shape it is? (cone). 2. Leader demonstrates placing hislher hat on the floor 3. From 10 steps away, leader tosses crumpled paper into the hat. 4. Leader makes a prediction of how many times the paper will go in the hat if helshe

stands 7 steps away. 5. Leader stresses the Predict, Discover, Discuss routine that should be followed. 6. Leader models how to complete the tally sheet. 7. Families play their own game at -

10 steps 1 0 9 8 7 6 5 4 3 2 1 7 steps STOP. Hands on head.

5 steps (Leader waits for full attention

Where's the Math? Through the game format the families are working with combinations of 10 (e.g., 7 in 3 out, 8 in 2 out, etc.) This provides understanding of the number 10 as well as indirect introduction to the concepts of addition and subtraction. The families are also using the model of predict, discover, and discuss. Basic ideas of probability are introduced.


DMP(s) use language of probability (e.g., chance, might lucky) N(s) demonstrate awareness of addition and subtraction in everyday activities


informal discussion to describe probability N(s) -develop proficiency in adding one digit whole numbers


Party Hat Toss Tally Sheet

10 steps

out

5 steps

7 steps

out

- steps


Materials: birthday-type candles from the jar (between 20 -30) matches small cake napkins and/or paper plates

Instructions: 1. Leader briefly reminds families of the guesses/estimations of the number of

candles they made at the beginning of the evening. 2. Leader orally counts the candles as helshe takes them out of the jar and hands

one candle to each child. Some candles will be left in the jar. 3. Instead of placing candles on the number line, children will each put their candle on

the cake. 4. Leader lights the candles and the children blow them out to recognize that they

have completed 6 weeks of Family Math and to Celebrate Me, Celebrate Math. 5. Leaders cut cake while families receive their certificates

Where's the Math? The promotion of positive attitudes towards mathematics is being celebrated!

Curriculum Expectations: Kindergarten: To promote and reinforce

positive attitudes Grade One: towards mathematics


Week # 6 Conclusion

Materials: math bag homebook certificates

Instructions: Teacher leader and community leader direct this part of the session as participants are enjoying their cake.

1. Thank everyone for participating. 2. Show parents the last pages of the homebook - Math is FUN! EVERYWHERE! 3. Briefly discuss how they can continue math at home. 4. Encourage visits to the library to discover more books. (If possible have literature

about local library programs to give out.)

We hope you have

Everywhere! Talking, thinking! Many Strands!


Where's the Math?

Estimating l-----T or verse

Activity

Math Walk I----/ or verse

Table Activity

(the count)

Number Sense & Numeration

Measurement Geometry and Spatial Sense

Patterning and Algebra

Data Management & Probability

As a group, mark and discuss the strand or strands that you found in each activity.

esso family math resources -...

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