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    Brain-Compatible Activities for Mathematics, Grades K-1
    Brain-Compatible Activities for Mathematics, Grades K-1
    Brain-Compatible Activities for Mathematics, Grades K-1
    Ebook220 pages1 hour

    Brain-Compatible Activities for Mathematics, Grades K-1

    By David A. Sousa

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    About this ebook

    Using principals from Dr. David A. Sousa’s How the Brain Learns Mathematics, this user-friendly resource provides easy, ready-to-use mathematics lessons for Kindergarten and first grade classrooms. Teachers will find step-by-step guidance and all the necessary reproducible materials for mathematics instruction that involves partners, group work, and class movement. Through activities such as Number Jingle and Math Detective, young learners will enjoy developing skills connected with whole numbers, addition and subtraction, geometrical shapes, measurement, number patterns, and more.

    Aligned with NCTM standards and focal points, the resources in this book aim to enhance students’ motivation and content retention. Further, the principals in this book:

    Address individual intelligences
    Use concrete models to make concepts meaningful
    Connect mathematical ideas to the real world
    Incorporate graphic organizers to help students organize their thinking
    Teach creative problem solving

    Deepen and revitalize instruction using Sousa’s proven brain-compatible approach for helping every child develop self-confidence in mathematics!
    LanguageEnglish
    PublisherSkyhorse
    Release dateJan 24, 2017
    ISBN9781634507318
    Brain-Compatible Activities for Mathematics, Grades K-1

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      Book preview

      Brain-Compatible Activities for Mathematics, Grades K-1 - David A. Sousa

      1

      Whole Numbers

      Seeing Dots

      How Many?

      Number Path

      Counting Sets

      More or Less

      Who’s First?

      Number Slap

      A Ten Count!

      Number Jingle!

      SEEING DOTS

      Objective

      Students will use mental imagery to tell how many dots are on a card.

      Anticipatory Set

      Show students a photo of one object. Hold it up for 3 seconds, and then place it facedown so students cannot see it. Ask students to name what they saw. Discuss how we can look at something quickly and identify it.

      Purpose

      Tell students they are going to practice identifying how many dots are on a card. Explain that they should try to find the card as quickly as they can.

      Input

      Before the activity, make a class set of the Dot Cards reproducibles. Cut out each set of cards, and paperclip each set together. Show one card from a set to students, and ask them to say how many dots are on the card. Repeat with other cards from the set. It is important that you only briefly show each card so students do not rely on counting to identify the number of dots. Hold up each card for about 3 seconds.

      Subitizing is best practiced with dot card patterns, rather than with manipulatives, to enhance imagery and eliminate counting by ones.

      Modeling

      Tell students you arc going to give them a set of dot cards. Explain that you will call out a number, and they will quickly find the card that has that number of dots. Model laying out the dot cards faceup. Then say four, and pick up the dot card with four dots. Hold the card in the air and show students. Say, I did not count the dots on each card. I quickly glanced at all the cards and picked up the one that had four dots.

      Checking for Understanding

      Be sure that students understand that they are trying to identify and pick up the correct card as fast as they can.

      Guided Practice

      Distribute the sets of dot cards. Start out by giving students dot cards 1 through 6. Have students lay their cards faceup. Call out a number between 1 and 6, and ask students to show you that card. Quickly scan the room to see which students are choosing the correct card. Repeat the steps until most students are correctly identifying the cards. Then have students place those cards aside, give them dot cards 7 through 12, and repeat the activity. As students become more proficient, randomly choose any set of six dot cards.

      Closure

      Tell students to think about what they learned today. Ask them if they had to count the number of dots on each card each time they looked for the matching card or if they just looked at the cards. Invite students to write or dictate one important thing they learned in their math journals.

      Independent Practice

      Have students place a set of dot cards facedown on their desks. Have them flip over a card and say how many dots are on the card. Have them continue until they have practiced each card a few times.

      Dot Cards

      Dot Cards

      HOW MANY?

      Objective

      Students will count objects using one-to-one correspondence.

      Anticipatory Set

      Ask one student who is wearing a shirt with buttons to stand up. Point out the buttons and ask aloud, I wonder how many buttons are on this shirt. Explain that one way to find out is to count the buttons. Point to each button as you count it aloud.

      Purpose

      Tell students that they will count objects to find out how many there are.

      Input

      Remind students that when we count objects, we count each object only one time.

      Modeling

      Use two-sided color chips, or glue two different-colored sheets of construction paper back-to-back, and then cut the paper into small squares. Lay five chips in a row on a table. Have the same color of each chip facing up. Then flip over each chip as you count aloud. Ask students, How many chips are there? I counted five chips.

      Checking for Understanding

      Make sure that students understand that the last number counted represents the amount. Flip over three cards. Ask students to point to the square that identifies the quantity.

      Guided Practice

      Give each student a set of 10 chips. Ask students to place their chips in a row with the same color showing on each chip. Tell students to count the chips. Tell them to turn over each chip as they count it. When they get to the fourth chip say, Stop. Then ask students, How many chips did you count? Repeat the process, stopping at different amounts. Then have students pick up a handful of the chips and count the chips in their hands. Ask them to put their hands behind their backs and ask, How many chips did you count?

      Using chips with different-colored sides can enhance students’ understanding of the cardinal principle.

      Closure

      Tell students to follow the directions you give them. Say, Clap five times. Have students clap and count to five. Repeat with other directions such as, Stomp your feet four times, Jump up and down six times, and Touch your toes three times. Then ask students to draw a small set of objects in their math journals and count the number of objects. Have them write and complete the sentence frame, I counted [number of items] [name of item].

      Independent Practice

      Give each student a copy of the Counting Objects reproducible to complete individually. Tell students that they will count the number of objects in each set and then write the number. The objects being counted are of various sizes and in various configurations to represent the concept that number words describe how many objects and not their arrangement or size.

      Counting Objects

      Directions: Write how many objects are in each set.

      NUMBER PATH

      Objectives

      Students will practice counting forward and backward.

      Students will follow navigational directions.

      Anticipatory Set

      Stand facing the front of the room, and tell students that you will walk forward. Then model walking forward. Now tell them that you will walk backward. Then model walking backward. Next, invite a volunteer to come to the front of the classroom. Invite him or her to suggest another way to move forward and backward, such as skipping, sliding, or hopping. Ask him or her to act out one of these movements along with you.

      Purpose

      Tell students they will practice counting from 1 to 10 and then backward from 10 to 1.

      Input

      Review the numerals 1 through 10 and number words one through ten with students.

      Modeling

      Write the numerals 1 through 10 on separate index cards or large squares of construction paper. Lay each card in numerical order on the floor to create a path. Step on the first card, and say, 1. Then continue walking on the number path, and count aloud as you step on each card. Stop when you get to the 10th card. Tell students, I counted from 1 to 10. Now I will walk backward to practice counting backward. Take a step backward, and say, 9, 8, 7, and so on, until you get back to 1.

      Checking for Understanding

      Make sure students understand that they are to count forward when walking forward and backward when walking backward.

      Guided Practice

      Divide the class into pairs. Have pairs practice counting and walking on the number path. Afterward, give each pair a Number Path reproducible and a marker (such as a game piece or a dry bean). Have each pair place its marker on the Start box. Tell students, Move your marker forward six places. Have partners move their marker six places forward on the game board. Then tell them to move four places backward. Encourage them to count backward aloud. Repeat using different numbers to give students practice moving and counting forward and backward.

      Closure

      Ask students, What happened when we moved forward? (The numbers got bigger.) and What happened when we moved backward? (The numbers got smaller.). Invite them to dictate or write in their math journals about how walking the path helped them to remember to count up or down. Then ask them to write the number words and numerals from 1 through 10.

      Independent Practice

      Give each student a Number Path reproducible, a die, and a game marker. Tell students to roll their dice and move their markers that many spaces forward. Then have them roll the dice again, and have them move that many spaces backward. Encourage students to continue playing the game until they reach the end of their number paths.

      Number Path

      COUNTING SETS

      Objective

      Students will produce sets of objects when given a specific number.

      Anticipatory Set

      Show students a box of crayons. Explain how crayons come in sets of a given number. Explain that other products, such as packs of gum and boxes of pencils, also come in sets. Explain that the workers who pack these items need to count how many items go in each set.

      Purpose

      Tell students that they will create sets of objects for a given number.

      Input

      Remind students that when

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