kindergarten
Kindergarten
Build the first tools to structure your thinking
Learn about numbers and their uses
Count Period 1
initial assessment:
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counting from 1 to 5
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digital nursery rhyme
Recognize small quantities-Count quantities up to 5
Link to the DINO album at school
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count from 1 to 3 MS
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complete to make 5 GS
Concept of numerical equality "as much as"
Read and write the numbers from 1 to 5:
Mathématiques en situation d'EPS :
Morning greeting rituals: counting the absent
Count and compare collections
Use dot cards to represent numbers greater than 10
Associate number said and number written
Problems solving
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The goblet game:
material: an opaque plastic cup and 5 tokens (numbered from 1 to 5)
Play in pairs - show the collection - one closes his eyes while the other hides tokens under the upturned cup - knowing how to tell how many tokens are hidden by seeing what is left on the table - (i.e. look for a complement)
In the pedagogical guide "towards maths" (edition access) this game is called "the rabbit game"
The sheet follows this game to move from the perceived experience to the conceived.
Count Period 2
Evolution of rituals: counting the absent and the present
Oral counting of those present
The teacher counts the students seated in the grouping corner one by one, pointing at them, then I announce the number (which is the last one pointed) and I place a blue clothespin on the giant digital line attached to the above the board (a red clamp showing the maximum number of students in the class).
When some students begin to master the sequence of numbers up to 30, they will replace me (with the help of the large blackboard ruler they can show the number on the number line)
Represent this number using dot cards.
Count and compare collections
Use dot cards to represent numbers greater than 10
Associate number said and number written
At the end of the week :
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What day are the most present? most absent?
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Which day are the least absent? less de present?
(The greater the number of absentees, the smaller the number of present)
Count Period 3
Count Period 4
Evolution of rituals: deduce the number of present
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Count collections
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Solve small subtractive problems
Understand the meaning of addition and subtraction of numbers
It is now a question of predicting the number of present from the knowledge of the total number of pupils in the class and the number of absentees.
Procedure:
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Know the number of children in the class(we know it from P2, it is represented by a red clamp on the giant digital file which is above the board)
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Know the number of absentees(this number, often low, is written on the table of absentees and present. It is also represented using the point cards)
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Deduct the number of present
"How to do, without counting all the pupils, to find the number of children present today?"
_cc781905-5cde-3194 -bb3b-136bad5cf58d_ _cc781905 -5cde-3194-bb3b-136bad5cf58d_ _cc781905-5cde-3194-bb3b -136bad5cf58d_ If there are 3 absentees, using the large board ruler, move back 3 spaces from the total number of students space
_cc781905-5cde-3194 -bb3b-136bad5cf58d_ _cc781905 -5cde-3194-bb3b-136bad5cf58d_ (pince rouge)
_cc781905-5cde-3194 -bb3b-136bad5cf58d_ _cc781905 -5cde-3194-bb3b-136bad5cf58d_ _cc781905-5cde-3194-bb3b -136bad5cf58d_ As there are 24 students in the class when everyone is there, if there are 3 absent, I say:
_cc781905-5cde-3194 -bb3b-136bad5cf58d_ _cc781905 -5cde-3194-bb3b-136bad5cf58d_ _cc781905-5cde-3194-bb3b -136bad5cf58d_ 23, 22, 21 ---> there are 21 present today
Verification: a pupil counts the presents
predict = be able from data provided, without direct action, to deduce new information which can then be verified.