kindergarten
Kindergarten
Rituals for learning to count
Every day, 5 to 10 minutes in the gathering area, before going out for recreation.
One or two exercises to choose from among the possible ones according to the needs and preferences of the students
P1 - Numbering from 1 to 5
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Flashcards:
Material :
Several cardboard cards with the constellations of the die from 1 to 5.
Show then hide quickly. For kids :say the recognized number
Variations: show the same number of fingers - show the card with the correct cipher
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Lucky Luke game
(finger game)
As everyone knows, Lucky Luke is the fastest shooter in the West.
For children, it isbe the fastest to show the requested number of fingersby the teacher (variant: the number is shown in encrypted writing).
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Jacques said
Material :
Laminated pictures with numbered writing up to 5. (one per child)
The teacher says a number, the child (or children)who has the right card, the watchto the group.
Variation: The number is shown with the fingers by the teacher.
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Recitation of numbers (number rhyme up to 10)
Children whisper each number, hitting it at the same timeon the thighs.
The last number (or chosen number) is said aloud and the hands are clapped at the same time.
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I have folded fingers, how many are raised?
The teacher has her hands behind her back.We play with one hand.
say: I have 2 folded fingers, how many are up? [expl: 2 - 4 - 3 - 5 - 1 - 4 - 1 - 3 - 2 - 5]
verification: the teacher shows his hand.
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The treasure box
In une box, the teacher placed 5 objects. We take them out of the box one by one, naming them precisely (a blue pen, a red marker, a pair of scissors, a dice, a gray button, a clothespin, a coin, etc.)
The teacher puts the 5 objects back in the box, closes the box and announces: tomorrow,tell me what's in the boxto win a new treasure. Then the box is placed in the cabinet. (always in the same place)
The next day, the box is taken out and the children list its contents. If they name the 5 objects, they win and a new treasure is added. If they lose (one or more objects have not been named) they show them and put them back in the box. The next day's treasure will be unchanged.
I have been practicing these rituals for a very long time with the students (because they are very popular) but it is impossible to say what "methods" they come from...
One, two, three
I will go to the woods
four five six,
pick cherries
seven, eight, nine,
in a new basket
ten, eleven, twelve,
they will all be red
P2 - Numbering from 1 to 5
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The small finger games of the 1st period are repeated with the numbers from 1 to 10
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The circle of numbers (ferret):
Recite the nursery rhyme up to 10 maseach in turn we say a number
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Recitation of numbers (number rhyme up to 30)
Children whisper each number, hitting it at the same timeon the thighs.
The last number (or chosen number) is said aloud and the hands are clapped at the same time.
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Red house and blue house:
Add one quantity to another(visible quantities)
Material: two Asco dinner plates (one red and one blue) - 5 items
I placed x objects in the red house, and x objects in the blue house.
How many objects are therein allin both houses?
Vary the objects: dinosaurs, treasure objects, cubes, tokens...
Vary quantities: n < or = 10 then between 10 and 20 for the following periods
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The opaque box:n < or = to 10
Add one quantity to another(quantities not visible)
Drop x tokens into the box one by one (the ideal is a cappuccino-type metal box)
Say "How many tokens are there?" children give the answer.
Then say I add x tokens (1, 2 or 3). How many tokens are therein allin the box ?
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Kim's game: n < or = to 5
Memorize representations of numbers from 1 to 5
The cards with the constellations of the die from 1 to 5 are laid out in disorder (or not) on the board.
Ask the children to close their eyes and remove a card.
Students must name the card or point to the number with their fingers.
Variation: use cards with encrypted writing.
Numerical nursery rhymes:
When three hens go to the fields
The first goes ahead
The second follows the first
The third comes the last
When three hens go to the fields
The first goes ahead
Break down the number 5
here is my hand
Here is my hand, it has 5 fingers
Here are 2
Here are 3
Here is my hand, it has 5 fingers
Here are 4
and 1 straight
P3 - Numbering from 1 to 10
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Recitation of numbers (number rhyme up to 50)
The children whisper each number, slapping it on the thighs at the same time.
The last number (or chosen number) is said aloud and the hands are clapped at the same time.
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Greli Grelot : (n < or = to 10)
Add quantity to another (quantities not visible)
Equipment: a hat - cubes
Place x items in hat (show quantities)
Add x objects and say the formula: "Greli Grelot, How much do I have in my hat?"
Check by counting the cubes in the hat.
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The opaque box 2: (n < or = to 10)
Remove a quantity from a collection (quantities not visible)
Say "In the box there are x chips."
Remove x tokens (1, 2 or 3) and show them. Say "I remove x tokens"
How many tokens are in the box now? or How many tokens are left?
Check by counting the counters in the box.
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My Grandmother's Soup(to maths p48)
Count - number rhyme between 1 and 10
Prepare a basket or a box with 10 objects (cubes, identical plastic objects, etc.)
Say "To make my grandmother's soup, how many potatoes does it take?"
A student is awarded the basket and designates a classmate who chooses a number between 1 and 10
(sometimes I get the zero, it's fun!)
Variation: the number can be shown with the fingers or the cards (constellations, dot cards or other representation)
The student then takes the requested number out of the basket by counting aloud voice. Then he chooses a comrade who will come to replace him.
and we continue the rhyme:
"How many chocolates do you need for Nicolas' tea party (or Lucas, Janna, Léa...)?"
"How many sandwiches are needed for Clémentine's lunch (or Faustine, Marine, Kévin...)?"
"How many pencils will it take to draw a house?"
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Finger dictation:
Material: slates and velleda markers
When the pupils start to know how to write the numbers, the teacher shows a quantity with his fingers => write the number on the slate
(exposing the fingers for less and less time)
Numerical nursery rhymes:
The five brothers
They were 5 brothers in a big bed
but the little one pushes, pushes, pushes.
And the thumb fell off.
They were 4 brothers in a big bed
but the little one pushes, pushes, pushes.
And the index fell.
They were 3 brothers in a big bed
but the little one pushes, pushes, pushes.
And the middle finger fell.
They were 2 brothers in a big bed
but the little one pushes, pushes, pushes.
And the ring finger fell off.
And the little one says :
« How good are we
alone in a big bed ! »
P4 - Numbering from 1 to 10
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Recitation of numbers (number rhyme up to 79)
The children whisper each number, slapping it on the thighs at the same time.
The last number (or chosen number) is said aloud and the hands are clapped at the same time.
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The circle of numbers:
Recite the sequence of numbers starting from any number.
the children are seated in a circle. Each in turn, a student says a number.
Start the rhyme from a number other than 1.
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The bag :
Reflected Computing - 10's complement
A bag (or a woolen cap) and 10 items
The teacher places the 10 objects on the table and asks the pupils to close their eyes.
Remove x objects and place them in the bag (cap)
How many items are in sac ? ask students to try to explain their process.
Validate by emptying the bag.
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Finger dictation:
Material: slates and velleda markers
When the pupils start to know how to write the numbers, the teacher shows a quantity with his fingers => write the number on the slate
(exposing the fingers for less and less time)
Numerical nursery rhymes:
ordinal nursery rhyme
Wild Rabbits
Five wild rabbits
were playing in a field.
The first says:
"I'm not afraid of hunters."
The second says:
"I'm not afraid of guns."
The third says:
"I'm not scared of anything."
The fourth was dancing in the meadow.
And the fifth picked rosemary.
Bang, bang,
several shots were heard.
And the brave rabbits
flee at full speed.
Here they are running, running,
and I believe they are still running!
_cc781905-5cde-3194 -bb3b-136bad5cf58d_ _cc781905 -5cde-3194-bb3b-136bad5cf58d_ AGIEM CDDP of Aude
Digital nursery rhymes: fun of words and rhymes
Each number is separated from the next by a word.
6
a trunk
two trunks
three trunks
four trunks
five trunks
six trunks
lemon !
6
a lance
two spears
three spears
four spears
five spears
six spears
silence !
6
a queen
two queens
three queens
four queens
five queens
six queens
Mermaid !
6
jump one
jump two
jump three
jump four
jump five
jump six
sausage !
7
a goose
two geese
three geese
four geese
five geese
six geese
seven geese
it's you !
7
hot one
hot two
hot three
hot four
hot five
hot six
hot seven
sock !
7
a wing
two wings
three wings
four wings
five wings
six wings
seven wings
it's her !
7
bread one
bread two
bread three
bread four
bread five
bread six
bread seven
pincette !
10
bench one
bench two
bench three
bench four
bench five
bench six
bench seven
bench eight
new bench
bench ten
bandits!
10
a nose
two noses
three noses
four noses
five noses
six noses
seven noses
eight noses
nine nose
ten noses
having dinner !
P5 - Numbering from 1 to 10
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Recitation of numbers (number rhyme up to 100)
The children whisper each number, slapping it on the thighs at the same time.
The last number (or chosen number) is said aloud and the hands are clapped at the same time.
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Finger dictation:
Material: slates and velleda markers
When the pupils start to know how to write the numbers, the teacher shows a quantity with his fingers => write the number on the slate
(exposing the fingers for less and less time)
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The circle of numbers:
Recite the sequence of numbers by saying the numbers from 2 to 2.
the children are seated in a circle. Each in turn, a student says two consecutive numbers. The neighbor says the next two numbers up to a given number.
Variations: - say the first number out loud and the second in a low voice
_cc781905-5cde-3194 -bb3b-136bad5cf58d_ - say groups of three consecutive numbers
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Greli Grelot 2: (n < or = to 20)
Add quantity to another (quantities not visible)
Equipment: a hat - cubes
Place x items in hat (show quantities)
Add x objects and say the formula: "Greli Grelot, How much do I have in my hat?"