Connections Pre-K Sampler

31 47 PK-5 Pre-K Unit 3 47 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. crayon Name ________________________________________________________________ the pictures of 3. 3 bears, 3 chairs AModel of 3 Have students sit in a circle on the floor. Empty a pile of teddy bear counters or interlocking cubes in the center of the group. Pickup 1 teddy bear in your right hand andplace the teddy bear in front of you on your left side. Pickup 1more teddy bear in your right hand and place it in front of you to the right of the last teddy bear. Pickup 1more teddy bear in your right hand andplace it in front of you to the right of the last teddy bear. Howmany bears do youhave in front of you? (3) H owdo youknow? (I counted the bears.) Showme how to touch and count the bears. One, two, three, three bears. (circularmotion) MatchingThrees Place cubes under sixmargarine tubswith the following number of cubes under each tub: 1, 2, 3, 3, 4, 5.Mix up the tubs and arrange them in 2 rows. Children take turns lifting 2 tubs to see if they can find thematching number of cubes.Mix up the order of tubs between turns. Objective: Tomatch 3 objectswith the numeral 3. Materials: Teddy bear counters or interlocking cubes, small emptymargarine tubs, salt box Vocabulary: three StoryTime: ThreeDucksWentWandering, Roy, Ron Reinforce: 1, 2, andmany (pages 43 and 45) Counting 3 Name 3 children, asking them to stand in front. How many children are here in front of the class? Touch and count 1, 2, 3, andmake a circularmotion as you say, 3 children. Find an object in the room of which there are exactly 3 (e.g., round tables). Howmany round tables are in this room?How canwe findhowmany? (by counting) Touch and count “one,” touch and count “two,” touch and count “three, three round tables” as youmake a circular motionwith your hand. Make the number 3 in the salt box as you say, around a tree and around a tree, that’s theway tomake a three. Have childrenmake a 3 in the salt box. Find the pictures of bears and chairs. Touch and count eachbearwithme (1, 2, 3, 3 bears) T ouch and count the chairswithme (1, 2, 3, 3 chairs) Howdoes the number of bears compare to the number of chairs? (They are the same, there are asmany chairs as bears) Here is howwewrite 3 as a number and as aword. Practice tracing the number 3withme in the air. Practice tracing the number 3 on your armwith your finger. Nowpractice tracing the number 3 on your paperwith your crayon. Now look at the pictures below the crayon.Wewant to color eachpicture that shows 3 objects.What do you see in the first picture? (cubes) Place 1 cube on each picture of a cube. Howmany cubes are in the picture? (3) Shouldwe color the cubes? (yes) Look at the next picture. Place 1 cube on each triangle. Howmany triangles? (2) Shouldwe color the triangles? (no) Continue in the samewaywith the remaining pictures. Number Numerals and Number Matching numbers to numerals Sample StoryTime Activity E - Three DucksWentWandering, Roy, Ron Summary: Three little duckswander away from theirmother and fall into dangerous situations fromwhich th ymanage to escape. Activity: Read the story, the give each student 3 yellow interlocking cubes. Tell them that as you read the story again, youwant them to act it out by pretendi g that the three cubes are the three little ducklings.As you read the story again, stop and count the ducks any time you say, “three little ducks.” Ex. “One fine day, three little duckswandered away from their mother’s nest.”Also say, Let’s count them: one, two, three. Have the stud nt touch and move their ducks as they count.Also reinforc positional words by having the studentsmove their ducks up or down as the ducks in the story go up or down.