DOUBLE TAB TO ZOOM ON PHONE OR TABLET

what to look for

• Children will use the goldfish crackers to

act out the story.

• Some children will only respond to one

mathematical operation if there are two

questions. • Children will add and subtract fish as they

model the story.

• Some children will extend the story or

make up their own stories.

• Some children will decide what to do by

watching other children.

ModifiCationS for SPECial

nEEdS or SituationS

Start with fewer crackers (two or three) and

simplify the directions for children who are

younger or less advanced. Use more goldfish

with children who are more experienced with

quantification. In kindergarten, teachers can

create stories that emphasize particular num-

ber combinations children may be working on.

MathEMatiCS ContEnt

Standard ConnECtionS

Because the emphasis in this activity is on

modeling mathematical problems, it aligns

with the Algebra standard. It connects equally

well to Number and Operations with its

emphasis on quantification, addition, and

subtraction. CoMMEntS and QuEStionS

rEl atEd to MathEMatiCS

ProCESS StandardS

Problem Solving: Each question in the story

emphasizes problem solving.

Reasoning and Proof: How did you figure out

how many fish would be left?

Communication: Tell Christina why you

think she should have five fish now instead

of four.

Connections: Is there a way to make a pattern

with the fish? (Connects to Algebra)

Representation: Can you draw a picture of

this story?

understanding and applying mathematics standards for young children

COPYRIGHTED MATERIAL

13

DOUBLE TAB TO ZOOM ON PHONE OR TABLET

aCtivity 1.4

Music Area

Wood Block Sound Patterns

dESCriPtion Music is one of the first activities through

which children begin to perceive, imitate,

and create patterns. Clapping patterns and

repeating melodies in songs are examples.

This activity allows children to experiment

with two hollow wood blocks that are identi-

cal except in size and, therefore, pitch. As

children quickly discover, the larger wood

block has a lower sound than the smaller

wood block. Children often create alternating

high-low patterns with the wood blocks.

MatErialS 2 wood blocks that differ in size, commer-

cially available or constructed as follows:

1. From a piece of wood approximately 3½

inches wide and 1½ inches thick (com-

monly called a “two by four”), cut two

lengths of wood, one 5 inches long and

the other 3 inches long, to form the base

of each wood block.

2. From a piece of wood approximately 3½

inches wide and 3/4 inches thick (com-

monly called a “one by four”), cut two

lengths of wood, one 5 inches long and

the other 3 inches long, to form the top of

each wood block.

3. From a strip of wood approximately ½

inch wide and 1/4 inch thick, cut 6 strips

of wood to fit evenly along three edges of

each of the 2 wood block bases.

more 14

chapter 1

COPYRIGHTED MATERIAL