Connections Pre-K Sampler

27 3 ©MathTeachersPress, Inc.Reproductionbyanymeans isstrictly prohibited. Name ________________________________________________________________ Favorite color Not favorite color inside the loop. Color the bears inside the loop your favorite color. Howwould youdescribe the bears inside the loop?Color the bears outside the loopwith other colors. Howwould youdescribe the bears outside the loop? (The bears are not ______) What didwe do in this lesson? (selected our favorite color bears from thewhole set) Inside–Outside Divide the class into 2 teams of equal number. Have 1 team form a circle and the other team form a circle around the inner team.Achild on the outside is given a ballon and tries to “bat” the balloon inside the circle. Children standing in the inner circle try to bat the balloon backwithout letting it hit the ground. The outside groupwins a point if the balloon lands on the floor inside the circle and vice versa. Visual Memory Display a row of 4 small bears, 1 bear of each color, to a small group of children.Ask students to study the bears and then close their eyeswhile you remove 1 of the bears, leaving the others in place. Have the children open their eyes and tell which bear ismissing. StandUpColors Help children identify colors by saying, Everyonewearing red standup... yellow... blue... green. Have point to the color as they stand. Follow-Up Activities 3 Objective: To sort objects by color. To explorewhole-part relationships in sets of objects. To use logic to classify sets. Materials: Crayons, teddy bear counters, yarn, balloons Vocabulary: part, whole, favorite Storytime: Of Colors and Things, Hoban, Tana Reinforce: colormatching (page 2) In this activity, children select from the whole set of bears a smaller set according to the attribute of color. They see thewhole set as composed of smaller sets with a common attribute. Whole-Part Relationships Set a large group of teddy bear counters out on the floor or a table and gather the students around it. Here is ourwhole set of bears. If we take all the redbears away, will there be any bears left in the play area? Have students remove only the red bears and answer the question, “yes.” The redbears are part of thewhole set. Put the redbears back into the yarn circle. Let us separate ourwhole set by sorting out and placing all the redbears inside the yarnplay area. Have volunteers place 1 red bear at a time inside the loop until all red bears are inside the loop. Pre-school childrenmaster material and conc epts throughmotions. Make a circularmotionwith your arms as you ask, What shall we call the set of bears inside the loop? (all the red bears) What shouldwe call all the bears outside the loop? (all but the red bears, or not the red bears, or not red) Continue to emphasize that the red bears are a part of thewhole set of all of the bears. Repeat the activity and the questions, this time separating the blue bears from the large set of bears and describing the 2 sets as “blue bears” and “not blue bears.” Ask a child to choose 1 teddy bear counter color. Give that child 3 bears of that color (e.g., green) and 3 bears of other colors. Put all the bears of your chosen color inside the loop. Today this bear is your favorite color. Put the other bears outside the loop.What dowe call the bears inside the loop? (green bears) What dowe call the bears outside the loop? (e.g., not green bears) Repeat the activitywith another child. Have teddy bear counters available for all the children. Take some of your favorite color bears andput them NOTE NOTE Introductory Activity 1 3 PK-1 Pre-K Unit 1 What IsaSet? Number Understandingwhole-part relationships Sample Follow-Up Games Inside–Outsi e Divi e the class into 2 teams of equal number. Have 1 team f rm a circle and the other team form a circle around the inner team.Achild on the outside is given a ballon and tries to “bat” the balloon inside the circle. Children standing in the inner circle try to bat the balloon backwithout letting it hit the ground. The outside groupwins a point if the ballo n lands on the floor inside the circle and vice versa. Visual Memory Display a row of 4 small bears, 1 bear of each color, to a small group of children.Ask students to study the be rs and then cl se their eyeswhile you remove 1 of the bears, eaving the others in place. Have the children open th ir eyes and tell which bear ismissing.