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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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ft2 sq

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s

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uare

Mo

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ft2

squa

res

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