Math Resource Kit

1. Brigid – Patterns

- Outcome: PK.1 – Demonstrate an understanding of repeating patterns (two or

three elements) by: 

Identifying

Reproducing

Extending

Creating

patterns using manipulatives, sounds, and actions. [C, CN, PS, V] 

– Use bracelets and beads to practice patterns

- Brigid’s pattern lesson

2. Kelsey

- NK.2 – Recognize, at a glance, and name familiar arrangements of 1 to 5 objects,

dots, or pictures. – Practice using a variety of objects that represent 1 to 5 objects

https://www.pinterest.com/pin/508273507924170016/

3. Kelsey

- NK.4 – Represent the partitioning of whole numbers (1 to 10) concretely and

pictorially. Show whole numbers in a variety of ways

– Use puzzle pieces or ice cream scoops – one with a number, another with

that many of a certain object

- http://www.awellspringofworksheets.com/courses_grade/number-cards-

matching-game/

4. Kelsey

- NK.5 – Compare quantities, 0 to 10, using one-to-one correspondence –

Practice using more than and less than

– Comparing cards – Uno cards and more than less than chart

- https://www.pinterest.com/pin/264586546833759053/

5. Kelsey

- SSK.1 – Use direct comparison to compare two objects based on a single

attribute, such as:

Length including height

Mass

Volume

Capacity

Comparing different objects

- SSK.2 – Sort 3D objects based on a single attribute

- Jenga blocks – Blocks have ways to sort the different objects that they are

given

6. Brigid

- SSK.3 – Build 3D objects and be able to describe them

- Pictionary – playdough and cards

7. Brigid

- NK.1 – Say the whole number sequence by 1’s starting anywhere from 0 to

10 and from 10 to 0

- Hopscotch

8. Brigid

NK.3 – Relate a numeral, 0 to 10, to its respective quantity.

- Counting towers

- Brass paper fasteners

Teacher Cards- Ice cream scoops- Uno- Jenga- Strand:Number StrandGrade Level:KindergartenActivity Name:“We All Scream For Ice Cream!”Number of Students and Location:Maximum of 4 students; At the carpetLearning Outcomes/Indicators:NK.4 – Represent the partitioning of whole numbers (1 to 10) concretely and pictorially. Show whole numbers in a variety of ways

B. – Show a whole number in two parts, using pictures, and name the number of objects in each part.Advance Preparation:Cut out ice cream scoops and ice cream cones. Cut out multiple different ways of describing numbers from 1 to 10 and glue them on to the ice cream scoops. Glue numbers 1 to 10 on the ice cream cones.I would also teach the students how to be respectful when using the camera.Resources/Materials/Equipment:- Ice cream scoops- Ice cream cones- Disposable cameraDescription of Activity:- Students will be able to take turns choosing an ice cream scoop and placing it on the right ice cream cone with the matching number.

- For example, if I choose an ice cream scoop with five purple elephants on it, I would place it on the ice cream cone that has the number 5 on it.- The game will go until all of the ice cream scoops have been placed on the right ice cream cone.Cross Curricular Competencies:Through this activity, students will be developing thinking. Students will be able to work on their math skills by working something that they enjoy; ice cream. By using something that the students enjoy, they will be able to remember and learn the different ways that a number can be represented.Developing literaciesStudents will be developing social responsibility through working together as a group through the activity. The students will take turns and work together to put each ice cream scoop on the right ice cream cone.Adaptation/Variation/Extension:- For students who are visually impaired, instead of having 2D papers to work with, you could have 3D objects that you could sort and put in the right place. You could have a container that had a 3D number on it. The student would be able to feel the number on the container, choose the right amount of objects, and place those objects in the correct container.- For older students, you could work on doing higher numbers, implement addition, subtraction, multiplication, or division to make it more difficult based on their level of ability.Assessment (students):I have decided that it would be an exciting idea for both the students and the teacher to have a disposable camera in each activity kit. This way, once the students are done working on their activity, they would be able to take a picture of their work. Then, I could use this as an assessment tool. I would get the pictures printed, and I would be able to see their work through this. These pictures could also be used for a class blog, newsletter or even a bulletin board for the families of the students to see.

Strand:Number StrandGrade Level:KindergartenActivity Name:Alligator WarNumber of Students and Location:Maximum of 4 students; At the carpetLearning Outcomes/Indicators:NK.5 – Compare quantities, 0 to 10, using one-to-one correspondence – Practice using more than and less than

B. – Compare two sets through direct comparison, and describe the relationship between the sets using words such as: more, fewer, as many as, or the same number.Advance Preparation:

I would cut out a piece of black construction paper. I would then use green construction paper and cut out two rectangles half an inch larger than a regular playing card. I would glue these two rectangles on to the black paper. Then I would cut out two skinny rectangles out of green paper. I would attach one end of each rectangle with a brass paper fastener. This would act as a mouth. Then I would use white paper and cut out one set of teeth (top and bottom) the same length as the two skinny green rectangles. I would glue the teeth onto the skinny green rectangles. I would then add a googly eye onto one of the green rectangles. This would act as an alligator. Lastly, I would buy a deck of playing cards or Uno cards. These would be used for the more than, less than, or the same as game.I would also teach the students how to be respectful when using the camera.Resources/Materials/Equipment:- More than, less than, same as game board- Deck of Uno cards or regular playing cards- Disposable cameraDescription of Activity:- There will be two of these games at this station so four students can play at once.- Students will work in pairs.- They will split their deck of cards in half and begin by each flipping one card and each placing their card on a green rectangle.- They will then have to choose which of their cards is either larger, smaller, or if they are the same. They will then move the mouth and make the sign of more than, less than or equal too. They will already know that the alligator always eats the larger number.- Whoever placed down the highest card gets both cards and the game continues until the cards are all with one player, or it is time to move on to a new activity or lesson.Cross Curricular Competencies:Through this activity, students will be developing thinking. Students will be able to work on their math skills by playing a game that they are familiar with. By using something that the students are familiar, they will be able to remember and learn what the different signs of more, less, or same each mean. These skills will be important as they grow up and go through their lives.Students will be developing social responsibility through working together as a group through the activity. The students will work together to figure out which number was bigger, and which way the alligator mouth was supposed to go.Adaptation/Variation/Extension:For students who are visually impaired, you could still have two students flipping the cards, but you could have the other student as a helper for the student who is visually impaired. They could find the 3D number that the other student placed down. They would then be able to figure out, by feeling the numbers, which number is larger or smaller.For an extension on this lesson, you could add higher-level math topics. You could use fractions or decimals, and the students would have to figure out which number is larger or smaller, or if the numbers are the same.

Assessment (students):I have decided that it would be an exciting idea for both the students and the teacher to have a disposable camera in each activity kit. This way, once the students are done working on their activity, they would be able to take a picture of their work. Then, I could use this as an assessment tool. I would get the pictures printed, and I would be able to see their work through this. These pictures could also be used for a class blog, newsletter or even a bulletin board for the families of the students to see.

Strand:Shape and Space StrandGrade Level:KindergartenActivity Name:Sorting JengaNumber of Students and Location:Maximum of 4 students; At the carpetLearning Outcomes/Indicators:

- SSK.1 – Use direct comparison to compare two objects based on a single attribute, such as:

Length including height Mass Volume CapacityComparing different objects

- SSK.2 – Sort 3D objects based on a single attributeAdvance Preparation:On each Jenga block, I will draw and write a way to sort the different objects that they will have to work with in the game.The students will have previously learned about what each of the terms mean in the outcomes used for this lesson. These terms include: Length, height, mass, volume, and capacity.I would also teach the students how to be respectful when using the camera.Resources/Materials/Equipment:- Jenga- Random objects for sorting- Disposable cameraDescription of Activity:- Students will take turns by playing the traditional game of Jenga.- They will choose a block from the tower and take it out without the tower falling over.- They will then sort their random objects into the way that their block said.- For example, I chose the block that said, sort by colour or it had different of colours on it. I would then take the different objects and sort them by different colours.- Once I finished, the next player would go and choose a block from the tower and do what it said.

- The game will end once it is time to move on to another activity or lesson.Cross Curricular Competencies:Through this activity, students will be developing thinking. Students will be able to work on their math skills by working something that they might be familiar with. They will be able to learn the ways in which they can use Jenga in their learning. By using something that the students are familiar with, they will be able to understand and respect the ways that Jenga is supposed to be played with as well as understand the ways that they can sort. By only seeing one way to sort at a time, they will be able to focus on the single task at hand and make sure that their students are understanding each of those ways to sort.Students will be developing social responsibility through working together as a group through the activity. The students will take turns by taking a Jenga block from the tower without knocking it over. It is crucial for students to understand respect and caring with their classmates before playing the game. This way they will know to wait their turn and that hitting over the tower during the game is not acceptable.Adaptation/Variation/Extension:For students who are visually impaired, they could instead choose a block from a pile and a classmate could tell them how they were supposed to sort their random objects. They would be able to sort through the majority of the categories other than by colour. This adaptation will give students the ability to be involved and be cooperative with their classmates.An extension for this activity, you could add on more difficult math topics onto the blocks and sort them by those categories.Assessment (students):I have decided that it would be an exciting idea for both the students and the teacher to have a disposable camera in each activity kit. This way, once the students are done working on their activity, they would be able to take a picture of their work. In this activity, the students would take pictures for each time they sort their objects with the Jenga block placed in the picture as well. Then, I could use this as an assessment tool. I would get the pictures printed, and I would be able to see their work through this. These pictures could also be used for a class blog, newsletter or even a bulletin board for the families of the students to see.

Strand:Number StrandGrade Level:KindergartenActivity Name:Cookie FlipNumber of Students and Location:Maximum of 4 students; At the carpetLearning Outcomes/Indicators:NK.2 – Recognize, at a glance, and name familiar arrangements of 1 to 5 objects, dots, or pictures.

A. – Look briefly at a given familiar arrangement of 1 to 5 objects or dots, and identify the whole number that represents the number of objects or dots without counting.Advance Preparation:When doing arrangements of 1 to 5 objects, make 15 cookies out of brown construction paper and markers. Use a tin foil 6-cupcake tin. Place a cupcake case in each of the 6-cupcake sections. Put numbers 0 to 5 on each of the cupcake cases.Then, make a 6-sided dice out of cardboard. Put a number from 0 to 5 on each side of the dice, and decorate it with amounts of each number.I would also teach the students how to be respectful when using the camera.Resources/Materials/Equipment:- 6-cupcake tin foil tin- 6 cupcake cases- Sharpie- Pre-made cookies- Cooking flipper- Disposable cameraDescription of Activity:Students will get to take turns by using the cooking flipper and putting the said amount of cookies in each section of the tin foil. They will roll a dice in order to find out what number they are supposed to work on. Once they know their number, they will ‘flip’ the right amount of cookies into that numbered section in the tin foil cupcake tin. Once they are done, the person to their left will begin by rolling the dice. They will then put that amount of cookies into the tin. The game will continue until all of the cookies have been placed in their correct sections.Cross Curricular Competencies:Through this activity, students will be developing thinking. Students will be able to work on their math skills by working something that they enjoy; cookies. By using something that the students enjoy, they will be able to remember and learn how objects relate to numbers from 1 to 5. In addition, students will also be able to practice their fine motor skills by using the flipper to ‘flip’ the cookies into the right section of the cupcake tin.Students will be developing social responsibility through working together as a group through the activity. The students will take turns and work together to put the right amount of cookies into each section of the cupcake tin.Adaptation/Variation/Extension:For students who are visually impaired, you could have life like play cookies that the students could practice with. This way the students would be able to know what they are working with, and put the right amount of cookies into the right section of the cupcake tin.To extend on the activity, you could add a time aspect. Once the students have grasped the concept of relating numbers to their respective quantities of a specific object, students can compete against each other using time by having a specific amount of time to put the correct amount of objects on the right number before the time runs out.

Assessment (students):I have decided that it would be an exciting idea for both the students and the teacher to have a disposable camera in each activity kit. This way, once the students are done working on their activity, they would be able to take a picture of their work. Then, I could use this as an assessment tool. I would get the pictures printed, and I would be able to see their work through this. These pictures could also be used for a class blog, newsletter or even a bulletin board for the families of the students to see.

Rationale

We chose to work on just Kindergarten for our resource kit because we are

both working together in a Kindergarten classroom for our pre-internship. We

noticed that there are only 9 math outcomes in the curriculum under Kindergarten.

So, we designed a math activity for each one. One activity has two outcomes

attached to it.

We believe that children learn best when they enjoy what they are doing. We

wanted to make fun activities that help them to practice their math skills. We hope

these would be activities they would be excited to do in centre time, not just in math

class. For materials, we used big visuals and bright colours to grab their attention.

All of our activities are hands-on. This way we can reach out to visual and

kinesthetic learners. Manipulatives are essential in math to meet the needs of

diverse learners and promote understanding. We believe the best way to learn is to

do. These are all activities that challenge students to put their math skills to work.

Many of the activities require cooperation with other students. These activities also

help them to develop their fine motor skills. For materials, we used big visuals and

bright colours to grab their attention. We used math and other games that children

may be familiar so that we would be able to make math more inviting for all

learners.

Organization Rationale

For each activity, we created a bag with materials and student card. With a

clip, we attached a line across the top of the box, each being labeled for their activity

and outcome. With a quick glance, a student and teacher would be able to find which

activity they are looking for. We put them in order of outcome for ease of use. Some

of the activities require larger materials, which will be outside the resource kit, with

the outcome written clearly on it. In each bag, one of the student cards shows all of

the materials that are necessary for that activity.

For our student cards, we decided to make a booklet of images to represent

each activity. Each booklet includes the activity name, location of the activity, what

materials are needed, number of students, how to do each activity, as well as a clean

up card at the end. We decided that this would be the most effective way for

Kindergarten’s to understand. We designed our math resource kit to be easy to use

for both the teacher and students.

Brigid & Kelsey’s Kindergarten Resource Kit

Counting Hopscotch – NK.1

Two hopscotch boards

Bean bag

Student booklet

Teacher card

Cookie Flip – NK.2

15 cookies

Cupcake tin

6 cupcake cases

Dice

Cooking flipper

Student booklet

Teacher card

Counting Towers – NK.3

Counting mat

Spinner

Unifix cubes

Student booklet

Teacher card

“We All Scream For Ice Cream!” – NK.4

10 Ice cream cones

50 Ice cream scoops

o 10 – tally marks

o 10 – written numbers

o 10 – ten frames

o 10 – shapes

o 10 – penguins

Student booklet

Teacher card

Alligator War – NK.5

Game board

Uno cards or regular playing cards

Student booklet

Teacher card

Pattern Bracelets – PK.1

Baggies

o Pipe cleaner

o Beads

Paper plate

Student booklet

Teacher card

Sorting Jenga – SSK.1 + SSK.2

Jenga blocks

Bag of objects

Student booklet

Teacher card

Guess That Object! – SSK.3

Playdough

Purple box

o Filled with objects

Student booklet

Teacher card