Term 3 Week 5 – Number 12 Part 2 The Clock

This week we continued building on the number work we had started last week for number 12.  We tackled the much awaited clock.  The children often asked me, “When are we going to do the clock?”…. and here it is   🙂

We always start the lesson with a very quick revision of sequencing numbers in this case 1-12 by using the counting song till 20.  (Found in previous blogs).  The children were reminded that this is a special number for two reasons.

  • First of all there are two numbers standing up next to each other. I played a small game with them where I pretended to say the number 12 as two-elve so they could listen to the numbers that are in the word.  Then I told them to help me fix it.  We then said twelve together.  I do this mostly with 12, 13 and 15 to help them recognize the numbers.
  • 12 are the numbers which are found on the clock.

The Clock

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In Pre-Junior we cover the following points.

  • Very simple language related to the clock: face, hands and numbers.
  • Face – The face can be of different shapes and sizes.
  • Hands – One hand is short and this is called the hour hand. This always moves to show us the o’clock. So we say 1 o’clock, 2 o’clock, 3 o’clock etc.
  • One hand is long and this is the minute hand. This stays stuck to 12. (For this year).

We brainstormed why we need the clock.  The children came up with the following ideas:

To wake up on time for school, to know when to have your breakfast, lunch, dinner, to know when it is time for bed, when we should go to the park and play, to know when we need to wash.

I explained that time helps us get organized through the day knowing what comes after what.  In fact after getting familiar with the basic components of the clock we went through a journey of how our day would be like if we had to use the o’clock as our guideline.  We used the clocks the children created themselves in class out of paper plates, foam hands and sticker numbers to show the time.

This is a just a glimpse of how our imaginary day evolved.

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Picture 1 – 6 o’clock: Wake Up and Washing Routine

Picture 2 – 7 o’clock:  Dress up time

Picture 3 – 8 o’clock: Start school, breakfast and circle time

Picture 4 – 9 o’clock: Activities: Painting, literacy, numeracy, playtime, story time etc.

Picture 5 – 10 o’clock: Lunchtime

Picture 6 – 11 o’clock: Activities: Painting, literacy, numeracy, playtime, story time etc.

Picture 7 – 12 o’clock: P.E.

Picture 8 – 1 o’clock: Home time

I explained that the time that we do things at home may vary according to family routine.  You can recreate this as a game at home.  Here are also some ideas which might help you with creating routine at home in a simple way.

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(The box contains 6 different leveled clocks which you can keep as a resource through the junior years.  It is both in English and Maltese.  It is a BDL product which you can purchase from BDL itself or from other stationery outlets which sell their products).

The children also read the time through clock games on the interactive whiteboard such as

BBC o’clock game –

http://www.bbc.co.uk/wales/snapdragon/yesflash/time-1.htm

Interlaced with all this were video clips which the children danced to.

Hickory Dickory Dock | Super Simple Songs

https://www.google.com/search?q=Hickery+dickery+dock+super+simole+songs+&ie=utf-8&oe=utf-8&client=firefox-b

The Flower Song –


Tick Tock Clock Song

https://www.dailymotion.com/video/x3vcx7n

To understand the clock further the children became a human clock themselves. Twelve of them were numbers, others became the hands.  We also played, What’s the time Mr. Wolf? during a couple of our P.E. lessons which the children really enjoyed.

They consolidated their clock work with sequencing numbers on a clock face in their scrapbook and colouring it in.

Here are all the photos taken during all the work done with the clock in the past week or so.

 

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Term 3 Week 4 – Number 12 – Part 1

Number 12 and Revision of numbers 1-11

Before working with the next number on the number line 12 I always go through the numbers we would have done so far so the children can reinforce the work dine beforehand.  I show them the number line from 1-20 and make them aware of the pattern found in numbers:

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They can visually see that

  • The numbers starting with teens all have a 1 in front. This means a 10 but the 0 is hiding behind second number: 1, 2, 3, 4, 5, 6, 7, 8 and 9.  They practice 10 and 1, 10 and 2 etc using their numicon shapes.
  • The numbers with two digits (numbers holding hands are bigger then the numbers which stand alone.)
  • I also tell them that 11 and 12 are special because although they are teen numbers we do not hear the teen number in them. They have special names.

This brings us to the only number for this week – 12.

  • I always joke with the children when saying this number. I pretend to make a mistake by saying two-elve.  I pretend that I am not sure of what I have said and they correct me saying twelve.
  • This week we worked with the formation and the value of this number. The children know that 12 is made up of ten and a two.  In fact they can see this on their workbooks as well as using numicon shapes and blocks to form a ten and a two.
  • I always mention that for twelve we always start writing the 1 followed by 2 and not the other way round (21). These are the pages we worked out.

Workbooks

  • The children practiced the formation of 12 using the rainbow technique.
  • They also counted 12 tiny orange paper cutouts and glued them into a wicker basket in their Malta scrapbook.
  • They them practiced the 10 and 2 concept using the numicon shapes and blocks and recorded this in their workbook. They also used the above tools to understand the difference between a small and a big number working out some examples as seen below.

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Here are the children counting away their oranges and sticking them on their workbooks.


We will be working with number 12 next week as well.

Number 12 song –

 

 

Term 3 Week 3 – Number 11

Now that we finished the addition concept our focus shifts onto numbers 11-20. We will look at the numbers individually and learn how to count till that number without skipping any other number in the process.

The children will learn how to recognize a given number and remember its name.  They will also practice the skill of drawing the value of a given bigger number without getting distracted in the process … amongst other things.

Number 11

I start off by making a big fuss when we start working on number 11 upwards.  I tell the children that since now they are growing up they are learning to work with bigger numbers.  Numbers which do not stand alone anymore such as 1-9 but which have a friend holding their hands just like number 10.  From time to time I make them aware of the pattern work there is in numbers.

Example numbers 10-19 all start with a 1 in front, and each has a friend standing near it 0,1,2,3,4,5 and so on.

This is the way I started the first numeracy session with “big numbers”.  After I explained all this the children had various hands on activities where they counted till 11 objects such as toys, numicon shapes and beans.

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The children stuck 11 bones around the Maltese dog found on the Malta scrapbook. This exercise also served the purpose of further developing their fine motor skills.

They also practiced writing their number 11 which was a very easy task since they have been writing their 1’s.

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They had the challenge of drawing 11 circles and fill in the gaps in sequence lines. This is how the pages looked like on their other Malta workbook.

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The challenge was to count till 11, drawing the circles in the process and not getting easily distracted.

The children played interactive games featuring number 11 on the board as well as marched to the number 11 song.

 

Term 3 Week 3 – Basic Addition – Part 3

This week we continued working with basic addition.  The children had addition sums such as (2+3=) on their workbooks.  This is the way they worked them out.

Step 1 – They read the sum.

Step 2 – They drew the equivalent number of balls above the sum.

Step 3 – They counted the balls drawn by cutting them out.

Step 4 – They wrote the answer (total) in the box provided.

Here are a couple of examples we worked on the workbooks.

numeracy.jpg

Skills needed

  • Recognition of the numbers
  • Counting by rote
  • Stopping at the given number
  • Drawing the balls clearly without overlapping (a difficulty that some children encounter)
  • Not getting distracted whilst counting
  • Remembering to write the final answer in the box provided and not copy any of the other numbers instead.

We used many different hands on material like in the previous week to add with such as beans, buttons, play dough, toys, skittles, flags etc.

We also used other websites we also used to consolidate this topic further. (Look at previous numeracy blogs for other addition online games used.)

http://www.abcya.com/kindergarten_word_problems_add_to_10.htm

http://www.abcya.com/addition.htm

 

 

Term 3 Week 2 Basic Addition – Part 2

As I mentioned in the previous numeracy blog last week we started experimenting with basic addition up to ten.

This week we continued adding different objects to master addition by counting on – the children added skittles, blocks, beans, buttons, toys, shapes to decorate a big kite and numicon shapes.

They also played some addition games on the board just like last week.  They extended their addition skills during free play where they counted various toys whilst cooking and shopping.


Now that they had ample time to explore and experiment adding up objects they also worked some pages on their workbook.  These are some examples of the pages.

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Those children who are still unsure of some number shapes used the number line at the top of the page to copy the answer.

This week we also worked other addition sums with the different that the addition numbers were already provided and the children had to draw the equivalent circles to the numbers provided and then add altogether.  Addition was always up to ten.

Using this technique requires different skills.

  • The children have to be able to recognize the numbers.
  • To be able to draw the appropriate value and stop at the value asked for.
  • To be able to draw the objects clearly so then they would be able to count the objects altogether by using the cutting method.

This is an example of such a page.

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We will work more pages such as the above next week.

 

Term 3 Week 1 – Basic Addition – Part 1

This week we started working with the basic addition.

As an introduction to this important concept we took a close look at why we add up numbers in everyday life, we count our toys altogether to see how many we have,  we count the plates altogether when setting the table, we add when friends share things with us to see how many we have as an end result etc.

We can add almost anything except for very tiny objects like rice and sand.  The children came up with various examples of what they might add.

We practiced counting through play.  We added various things altogether like children, blocks, beans and buttons.  As we went along the children got accustomed to the language used in addition mainly plus and add, equals and altogether.  The children used addition playing cards like the ones below to add various counters.

addition.png

The success criteria for working a basic addition sum are as follows:

  • You ask yourself how many objects do I have.
  • Count the objects in the first circle.
  • Count the numbers in the second circle.
  • Read the sum Eg 1 ball plus 1 ball equals.
  • Count altogether (I do a big circle with my hands to emphasize the altogether).
  • Say the final answer – So I have 2 balls altogether.

 

To practice the above concept besides using manipulatives we also played games on the websites www.starfall.com and http://www.abcya.com/addition.htm where the children added potatoes, animals and marbles.

They really enjoyed playing these basic addition games.  Next week we will be developing this concept further.

We also did some revision of number values from 1 to 10.  The children had different number cards and they had to roll very small balls to represent the numbers on the cards.

Here are some photos of the children in action.

 

Term 2 Week 11 – Writing Number 10 and Fun Activity Photos.

The last number we wrote during this term was number 10 thus finishing the first batch of numbers for this year. 

During the third term we will practice the basic addition 1-10 and start focusing on the value and writing of 11-20. 

The children found number 10 easy to write.

Besides doing the usual lesson of counting objects till 10 and working the usual number 10 writing pages we did a hands on exercise painting session with numbers which the children really enjoyed.

This kind of exercise has been proven to stimulate the children to think in a fun way.  Here are the photos of our little artists at work.

As you can see their painting evolved from number writing to letter writing and a little artistic flair was a must too.

 

Some points about number 10

  • When we write this number we always start from 1 then 0.
  • The numbers have to be of the same size.
  • They cannot be stuck to each other.

Here are the number 10 pages we worked on:

ten.jpg

 

Term 2 Week 10 – Small and Big Less and More


This week we started our numeracy lessons with the concept of small/less and big/more.

Step 1 – The children were shown various examples of objects that we find in the classroom and they had to say which are small and which are big.  I also used eggs as an example.

eggs2.jpg

Step 2 – We then proceeded to quantity where the children were shown two containers at a time and by comparing they had to state which contained more or which had less.  They learnt that sometimes we cannot count the objects one by one they are so small, such as rice or sand.

Step 3 – We then moved on to looking at a number line were the numbers close to 1 are smaller than the numbers closer to 10.  The latter are bigger. This is a difficult concept and for the children to understand it better we used tangible objects (blocks and the numicon shapes).

You can play games using this language of more or less with the children as you go along the house whilst doing your chores such as the laundry.

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Whilst putting the clothes into a pile say: which has more, this pile of socks or this pile of towels?  Or which plate has less pasta, this plate or this one?  Which is bigger in quantity 5 eggs or 9 eggs?  And so forth …

The children worked out a page where they had to cut different sized eggs and stick them on their workbook according to size.

size
The children worked two other pages were they could compare numbers on a number line using blocks and numicon shapes and colouring in the smaller and bigger number respectively.

numicon.jpg

 

Term 2 Week 9 – Heavy and Light Concept

During the second part of the week we worked with the heavy and light concept.

The children got to know that we use the heavy and light concept every day without even realising it.

At times we try to lift something but cannot because it is too heavy or we scoop up a lot of soft toys or cars in our hands because they are not too heavy thus light.

When we go shopping with mummy or daddy we weigh things to see how much we need such as oranges or bananas.

The children really enjoyed this topic because they physically weighed different objects using our class scales seeing for themselves which objects were heavy and light.

They learnt that an object might be small but still be very heavy such as a piece of metal or vice versa that a big object might be very light like a paper or a feather.

At times our hands help us to weigh things.  In fact the children played “At the shop” where they weighed things using their hands comparing food and toys whilst pretending to sell items to each other.

We watched this video clip –

 

 

Here are some photos of the children experimenting with the weighing scales.

 

 

Term 2 Week 9 – Writing Number 8 continued

This is one of the most challenging numbers that the children find to write.  So I emphasize the use of the rhyme to help them remember the formation.  I also compare it to a race track where Lightning McQueen has to race against other cars   🙂

eight.jpg
Here is how our number writing pages look like.

eight-pages.jpg

 

Other important points

  • I always remind the children that we start writing from the line at the top left and proceed to the right side, than we go down to the next line and start from the left hand side at the very edge. Usually whilst explaining I physically show them on paper as they might not know right from left.  Also children at this age have a tendency to just pick a box and fill it in and then choose another at random.
  • We do not lift the pencil for this number but continue writing in one movement. The children need a reminder for this at times.
  • There are no horizontal or sleeping lines in the number 8.
  • I try and tell them to do the top and the bottom part of the same size.
  • I also remind them from time to time to write the number in the box.
  • If they have just a dot in a box, that is not a mistake but they have to use their imagination and remember how to form the number. At times they would need guidance from where to start and to where they need to proceed.

During this same week we worked on a revision page which also included the number 8.

revision