Today's daily calendar and counting practice includes our essentials of counting by 1's and 10's to 100, and counting forward and back to 20.
I've added an extra video to get them thinking about measurement. It's a Sesame Street Elmo video so the kids love it.
Count to 20:
Countdown from 20:
Count by 10's to 100:
Count by 1's to 100:
Measure Oh Measure by Elmo:
We watch a video clip that compares tall and short. For each set of objects, I ask the kids why the one is labeled tall and the other short. I pull random names from a name stick can because I want everyone to know they may be expected to talk. Before I have them speak out individually, I have them tell their floor partners (talking partners) what they are thinking before they speak.
It sounds something like this:
Me: Why is this ladder labeled tall and this one labeled short? I'll give you 20 seconds to think about your answer. I set a timer for 20 seconds. Okay, time is up, now turn to your talking partner and tell them what you think. The kids are each given 30 seconds to share their thoughts. Then I pull the name sticks to share out their ideas.
We do this for each set of objects in the video. I ask them to share their ideas of how they might be able to measure things to decide which objects are short and which ones are tall. I pull name sticks from the jar for kids to share their thoughts. I am surprised by how creative some of their ideas are.
I randomly choose a group of kids to come up front and I ask the class to put them in order shortest to tallest by telling them where to stand in the lineup.
They start out by verbally telling the kids where to stand, but once there is a disagreement as to where two, very close in height, girls should be, a few of the kids decide to physically measure them to decide in what order they should stand.
See video below.
The kids are sent back to their table to work as a team to put themselves in order by height. I let them decide what is the best way to do it.
I roam from group to group answering questions and encouraging discussion. Even the low-achieving kids are excited and have ideas they want to share.
I encourage the groups to ask other groups if they think they have put themselves in order properly. The groups begin to assist each other.
I then have the kids stand where they are (in order behind their tables) and I call up one group at a time to share what order they put themselves in. The other groups are asked to agree or disagree with the order. If they disagree, they must explain why the disagree and make a suggestion to make the order more accurate.
See photos of groups in order from shortest to tallest below
We meet on the floor and discuss why we would want to be able to put things in order from shortest to tallest or tallest to shortest. The kids share what was challenging about this activity and if we were to do it again, how we could do it better. I value their input. These are their learning experiences. They should be encouraged to have a voice in how they are asked to learn.
Each student cuts out four characters and glues them in order of height from shortest to tallest. The star is where they are to place the shortest and the dot is where they are to place the tallest.
I collect the exit tickets as they line up for their special area class (art, music, PE) and put them in two piles, get it or doesn't get it. The get it kids continue to the next lesson as planned. The don't get it kids meet with me in a small group for reteaching and/or further guided practice. I ask each student individually how they decided which character should go first and which one last to see where they are confused. I take notes on what they say so the small group time can be maximized. It only takes a few seconds to do this in order to insure that small group time isn't wasted and I am addressing the immediate needs of the kids.