| 1. |
Number Concepts |
| · |
Count the
number of |
|
Words in a
sentence by 1’s |
|
Chairs in the
room by 1’s |
|
Shoes in the
classroom by 2’s |
|
Minutes in an
hour by 5’s |
|
Quarters in
$5.00 by 25’s |
| · |
Make a chart
to show place value for ones’ and tens’ place |
|
TENS |
ONES |
|
|
5 = 5 |
|
5 |
9 = 59 |
|
7 |
5 = 75 |
| · |
Group candies
(M&M’s) from a box according to colour. Count each colour and record
the information on a place value chart. |
| · |
Use dimes to
count money by 10s. Because money is used everyday and for the most part people
understand change, play money or real pennies make excellent starting
manipulatives for understanding place value. |
| · |
Read orally
the number or number sentence. Copy the number or number sentence. Listen and
write the number sentence in written form. Read the word sentence and write it
in numerals |
|
twelve means 12
Twelve plus thirteen
equals twenty-five 12 + 13 = 25 |
| · |
Read and
complete: |
|
2,_____, 6, _____, 10 |
|
25, 30, ____, 40, 45 _____ |
| · |
Game: Student
A thinks of a number. He writes the number on a card and gives it to the
teacher. The others take turns guessing the number. After each guess the
student says |
|
No, my number
is bigger/smaller than _____. |
| · |
Write cheques
using numbers and number words |
| · |
Estimate how
long it takes to |
| - |
Shop for
groceries |
| - |
Send a letter
to your country |
| - |
Brush your
teeth |
| · |
Estimate |
| - |
Your monthly
food bill |
| - |
Your monthly
phone bill |
| - |
The cost to
fill up your car with gas |
|
| 2. |
Patterns and Groups |
| · |
Use triangle
pattern blocks and put together into a big triangle. Count the
triangles
|
| · |
Use triangle
pattern blocks to make squares and rectangles
|
| · |
Look at flags
from learners’ countries. Recognize various shapes on the flags. Count the
shapes and talk about the patterns
|
| · |
Brainstorm
for common objects in the community that have a specific shape such as windows,
rectangles, squares |
|
Traffic
lights – circles |
|
Yield signs
– triangles
|
| · |
Which one
doesn’t belong? Use word lists or realia |
|
pig cow tree
horse
|
| · |
How does this
group go together? Wheel, brake and seat are all parts of a
bicycle.
|
| · |
Have
categories listed and have students write words under the appropriate
heading.
|
| · |
Learners work
in groups to think of ways in which they are all the same |
|
We are
parents. |
|
We are
immigrants. |
|
We study
English.
|
| · |
Bring in a
variety of gift wraps or fabric pieces. Discuss shapes and repetitive designs
and patterns. There is a thin red stripe, a wide white stripe and a thick red
stripe, then the pattern repeats. |
|
