Opposites · 2020-05-15 · • Opposites chant poster. • small containers or ice cream cartons,...
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12 The Opposites chant can be used to support the following learning: • describe the relative locations of objects or people using positional language. The math language used in this chant includes: • positional: high/low, out/in, up/down, left/right. • ordinal: first/last. • measurement: short/long, width/height, thick/thin. MATERIALS: • Opposites chant poster. • small containers or ice cream cartons, each holding ten small cubes (enough for each child to have one container and ten cubes). • Reproducible Masters #5 and #6. SETTING THE SCENE T and C: Invite the children to read a chant selected from Math Chants or another poem from your math collection of poems. T: Show the children the new chant, Opposites. T and C: Discuss the meaning of the word “opposites”, giving some math examples from the chant (e.g. left/right). Ask: “Can you think of two words to describe things which are opposite?” Set the learning goal for the lesson: T: Help children express the learning goal in child language. C: “I am learning about things that are opposite.” “I am learning about words that tell you where something is placed.” T and C: Establish the success criteria together. READING THE CHANT T: Read the chant to the children. T and C: Read the chant together. T: Select some of the words from the chant with a math language empha- sis and write these on a chart or whiteboard. T and C: (examples) • High/low - Ask: “Point to something up high in the classroom. Point to something down low.” • Left/right - Ask: “Shake your right hand. Shake your left hand. Turn and face the person on your right. Then turn and face the person on your left.” (Tell the children that an easy way to know left from right is to hold up their left arm which is bent at the elbow. This makes an L.) PRACTISING/DOING This part of the lesson is a large group, teacher-led activity. T: Give one carton and ten cubes to each child. Ask them to put their cubes in a line on the floor or table. (Model this if necessary.) Ask: “Which cube is first in the line? Which cube is last?” T and C: Give these directions for the students to follow: • Take 5 cubes and make a line. • Take 5 more cubes and make a second line. • Point to one of your lines and name the colour of the first cube in that line. • What colour is the last cube in that line? • Put three cubes in the carton. • Take one cube out of the carton. • How many cubes are in the carton now? (2) • How many cubes are out of the carton? (8) • Pick up two cubes with your right hand and put them in the carton. • How many cubes are on the floor now? (6) • Pick up three cubes with your left hand and put them in the carton. • How many cubes are out of the carton? (3) • How many cubes are in the carton? (7) • Pick up three cubes with your right hand and put them in the carton. • How many cubes are out of the carton now? This part of the lesson involves further activities to support the learning. 1. Worksheet to name positions of children seated at desks. (Reproducible Master #5) 2. Go Left, Go Right: A game for 2 players. Materials: two different coloured counters, a die, and a copy of the game board (Reproducible Master #6) Each player first puts a counter on the START square. Players choose who starts, and then take turns throwing the die, making sure to face in the direction of the arrow. When a player lands on a black square, he/she must do what it says. In order to get to the END, the exact number must be thrown. The winner is the first person to reach the END. REVIEWING AND REFLECTING T and C: Children return to the class circle to share their learning and strategies with others. C: These observations can be recorded in their personal math journals. “Today I learned about things that are opposites.” “I learned which hand is my left and which hand is my right.” Opposites Reproducible Masters #5 and #6
Transcript of Opposites · 2020-05-15 · • Opposites chant poster. • small containers or ice cream cartons,...
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The Opposites chant can be used to support the following learning: •describetherelativelocationsofobjectsorpeopleusingpositional language. The math language used in this chant includes: •positional:high/low,out/in,up/down,left/right. •ordinal:first/last. •measurement:short/long,width/height,thick/thin.
Materials: •Opposites chant poster. •smallcontainersoricecreamcartons,eachholdingtensmallcubes (enoughforeachchildtohaveonecontainerandtencubes). •reproducible Masters #5 and #6.
setting the scenet and c:InvitethechildrentoreadachantselectedfromMath Chants or another poem from your math collection of poems.t:Showthechildrenthenewchant,Opposites. t and c: Discuss the meaning of the word “opposites”, giving somemathexamplesfromthechant(e.g.left/right).Ask:“Can you think of two words to describe things which are opposite?”
Set the learning goal for the lesson:t: Help children express the learning goal in child language.c: “I am learning about things that are opposite.”“I am learning about words that tell you where something is placed.”t and c: Establish the success criteria together.
reading the chantt: Read the chant to the children.t and c: Read the chant together. t: Select some of the words from the chant with a math language empha-sis and write these on a chart or whiteboard.t and c:(examples) •High/low-Ask:“Point to something up high in the classroom. Point to something down low.” •Left/right-Ask:“Shake your right hand. Shake your left hand. Turn and face the person on your right. Then turn and face the person on your left.”
(Tellthechildrenthataneasywaytoknowleftfromrightistoholduptheirleftarmwhichisbentattheelbow.ThismakesanL.)
Practising/doingThispartofthelessonisalargegroup,teacher-ledactivity. t:Giveonecartonandtencubestoeachchild.Askthemtoputtheircubesinalineonthefloorortable.(Modelthisifnecessary.)Ask:“Which cube is first in the line? Which cube is last?”t and c:Givethesedirectionsforthestudentstofollow: •Take5cubesandmakealine. •Take5morecubesandmakeasecondline. •Pointtooneofyourlinesandnamethecolourofthefirstcubein that line. •Whatcolouristhelastcubeinthatline? •Putthreecubesinthecarton. •Takeonecubeoutofthecarton. •Howmanycubesareinthecartonnow?(2) •Howmanycubesareoutofthecarton?(8) •Pickuptwocubeswithyourrighthandandputtheminthecarton. •Howmanycubesareonthefloornow?(6) •Pickupthreecubeswithyourlefthandandputtheminthecarton. •Howmanycubesareoutofthecarton?(3) •Howmanycubesareinthecarton?(7) •Pickupthreecubeswithyourrighthandandputtheminthecarton. •Howmanycubesareoutofthecartonnow?
Thispartofthelessoninvolvesfurtheractivitiestosupportthelearning.1.Worksheettonamepositionsofchildrenseatedatdesks.(reproducible Master #5)2.GoLeft,GoRight:Agamefor2players.Materials:twodifferentcolouredcounters,adie,andacopyofthegameboard (reproducible Master #6)EachplayerfirstputsacounterontheSTARTsquare.Playerschoosewhostarts,andthentaketurnsthrowingthedie,makingsuretofaceinthedirectionof thearrow.Whenaplayer landsonablack square,he/shemustdowhatitsays.InordertogettotheEND,theexactnumbermustbethrown.ThewinneristhefirstpersontoreachtheEND.
reviewing and reflecting t and c: Children return to the class circle to share their learning and strategies with others. c:Theseobservationscanberecordedintheirpersonalmathjournals.“Today I learned about things that are opposites.” “I learned which hand is my left and which hand is my right.”
Opposites
Reproducible Masters #5 and #6
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reading connectionsThefollowingbookswithmathlinksareinthePorcupine Collection:Wells,Jan.Rough, Bumpy or Smooth.Toronto:CurriculumPlus,2004. (mathlink:repetitiveuseofoppositewords,rough/smooth)Low,Jennifer.Mothers and Babies.Toronto:CurriculumPlus,2001. (mathlink:containsrepetitiveuseofoppositewords,up/down)Barrett,JoanandJLittleford.The Train Ride.Toronto:CurriculumPlus. 2001.(mathlink:containsrepetitiveuseofoppositewords,biglittle)Willing,Kathlene.The Playground.Toronto:CurriculumPlus,2001. (mathlink:containsrepetitiveuseofoppositewords,up/down)Orav,ElleRuth.Sun Fun.Toronto:CurriculumPlus,2001. (mathlink:containsoppositewords,in/on)Burroughs,Susan.The Secret Nest.Toronto:CurriculumPlus,2003. (mathlink:containsoppositewords,in/out,andsomecountingwords)
37Copyright © 2007 by Curriculum Plus Publishing Company. May be reproduced for classroom use only.Math Chants
1) Who sits on Ameen’s left?
2) Who sits on Sarah’s right?
3) Who sits on Joey’s left?
4) Who sits on Mark’s right?
5) Who sits on Tom’s left?
6) Who sits on Linda’s left?
7) Who sits on the far right in the front row?
Reproducible Master #5
OppositesLeft and Right
This way is LEFT. This way is RIGHT.
Circle the face on theLEFT.
Circle the dog on theRIGHT.
Morgan Tom Jenny Linda
Ravi Ameen May Ling Joey
Mark Josh Sarah William
Copyright © 2007 by Curriculum Plus Publishing Company. May be reproduced for classroom use only.Math Chants38
You will need: 2 different counters and a die.
To play: • Each player puts a counter on the START square. • Choose who starts. • Take turns to toss the die.
• Move the number of squares given on the die. Always face in the direction of the arrows.• If you land on a black square you must do what it says.• The winner is the first person to reach the END.• You must toss the exact number of moves to get to the END.
Reproducible Master #6
OppositesGo Left, Go RightA game for 2 players
START
END
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