Know number names and the count sequence.
1. Count to 20.
2. Represent a number of objects with a written numeral 0–5 (with 0 representing a count of no
objects). Count to tell the number of objects.
3. Understand the relationship between numbers and quantities to 10; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
4. Count to answer “how many?” questions about as many as 10 things arranged in a line, a
rectangular array, or a circle, or as many as 5 things in a scattered configuration; given a number
from 1–10, count out that many objects. Compare numbers.
5. Identify whether the number of objects in one group is more, less, greater than, fewer, and/or
equal to the number of objects in another group, e.g., by using matching and counting strategies.1
(1: up to 5 objects)
6. Identify “first” and “last” related to order or position.
Understand simple patterns.
2. Duplicate and extend (eg., What comes next?) simple patterns using concrete objects.
2. Duplicate and extend (eg., What comes next?) simple patterns using concrete objects.
Common Core Standards for Mathematical Practice:
CCSS MATH PRACTICE MP4 Model with mathematics.
Summary:
The yellow cars beep! The red cars vroom! As Molly plays with her big brother’s toy cars, readers will see and recognize patterns, an essential first step in learning to reason from the specific to the general. But can Molly put the cars back in the right order
The yellow cars beep! The red cars vroom! As Molly plays with her big brother’s toy cars, readers will see and recognize patterns, an essential first step in learning to reason from the specific to the general. But can Molly put the cars back in the right order
before her brother. This fine offering introduces the concept of patterns. Kevin has
red, yellow, and blue cars that he always lines up in a special way on his shelf. His little sister Molly wants to play, but is told she is too young. Of course, she takes a turn the second Kevin leaves the room. Overhearing the "vrooming, crashing, and beeping," Dad and Mom remind her that she must put the cars back on the shelf exactly the way Kevin left them. This allows her several opportunities to arrange the vehicles in different ways.
red, yellow, and blue cars that he always lines up in a special way on his shelf. His little sister Molly wants to play, but is told she is too young. Of course, she takes a turn the second Kevin leaves the room. Overhearing the "vrooming, crashing, and beeping," Dad and Mom remind her that she must put the cars back on the shelf exactly the way Kevin left them. This allows her several opportunities to arrange the vehicles in different ways.
Ratting:**** This book is a great way of introducing concepts of maths to children. It is a great way to engage children in the concept of pattern and also asking them to count “how many blue/red/yellow cars can they see?” The illustrations are a great visual for young children. The story can relate to children's own experiences and there is a repetition in the writing which is in some form of rhyming and helps build children’s language and is easier for them to recognise what comes next.
Classroom ideas/Lesson Plans:
1 recognizing patterns and relationships among objects
Learning Objectives:
- Recognize and reproduce simple patterns of concrete objects
- Predict what comes next when patterns are extended
- Recognize patterns in their environment
List of Materials needed:
- The book Beep Beep Vroom Vroom by Stuart J. Murphy
- Red , yellow , and blue laminated cars
- Pocket Chart
Pre-Activity Preparation:
- Get the class seated in one area for the story. Ask class what is a pattern? Give an example of a pattern and see if students can also give pattern examples.
Transition:
- Introduce the book I will be reading to the class.
Procedure:
- Read book Beep Beep Vroom Vroom !
- After reading, ask the students to point out the patterns they have seen throughout the story.
- Take out the Red , yellow , and blue laminated cars.
- Take out the pocket chart.
- Make the first pattern of cars and place them in the pocket chart in front of the class.
- Ask the class to verbally repeat the pattern I have just made.
- Repeat step 5 and 6.
- Then pick students at random to come build their own pattern of cars on the pocket chart.
- Continue to let the students participate until the pocket chart is full.
- Once everyone is seated again, ask the class to say all the patterns they have created.
Closure:
- Ask the class how they liked the book and what they have learned from today’s lesson.
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