• Abstract and Figures
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Note 1: Most Second Graders (except for half of the first grader at Graham Hill) have learned the following topic: Numbers 1-100, Colors (at least 8 colors), Fruits (at least 8 fruits), Shapes (at least 6 shapes) Note 2: Read the Mental Math and Reflexes

Unit 2- My School (Sep & Oct. Nov.)

Objectives:

1.1 To Review number sequence and number line 1.2 To guide children as they find the values of coin combinations. 1.3 To review months, weeks, and days; and to review telling time. 1.4 To provide practice with addition facts; and to establish partnership principles. 1.5 To explore trading pennies and nickels. To provide review for grouping by tens; and to provide practice exchanging $1, $10 and $100 bills. 1.6 To explore finding sums to ten using a concrete model, have children play Two-Fisted Penny Addition. 1.9 To provide experiences with giving equivalent names for numbers. 1.10 Counting by 2s, 5s, and 10s. 1.11 To provide experiences with comparing numbers using the relation symbols <, >, and =.

2.1 To guide children as they make up, represent, and solve addition number stories. 2.2 To review +0 and +1 addition facts; and to provide practice with addition facts in which one the addends is 0, 1, 2, or 3. 2.4 To discover and provide practice for a shortcut for addition facts that have 9 as an addend. 2.6 To identify the subtraction facts related to the given addition facts. 2.9 To review the concept that a number can be named in many ways. 2.10 To count up and back on the number grid starting from different numbers. 2.11 To provide experiences with identifying missing numbers in number pairs that are generated by a rule, and determining the rule used to generate number pairs. 2.12 To review, develop and provide practice for subtraction strategies.

3.1 To review place value in 2-digit and 3 digit numbers. 3.2 To review telling time; and to provide experiences with writing time in digital-clock notation. 3.3 To tell and write time. 3.4 To provide experiences with representing and renaming numbers with base-10 blocks 3.5 To provide experiences with gathering data, entering data in a table, and drawing a bar graph; and to demonstrate a strategy for finding the middle value in a data set. 3.6 To practice recording using tally marks in Chinese

Materials:

Colored nametags, Numbers poster, big number cards from 1-100, Colored objects (counting bears, tiles, etc.), Bags (1 per pair), Colors poster, More/less poster, Sorting Sheet, Recording Sheet, Graphing Sheet, Zip-Around # Cards, Grouping Cards, Grouping Sheet, Comparing Chart, poster card, stickers, pictures, coins, counters, small objects Content Vocabulary Language Structures Song/TPF/ Craft/ Story Book Routine: Numbers: Routine: Song:

 Greeting Zero 零 líng Hello, little kids. How are you?  Introduction One 一 yī 小朋友好﹗Xiao péngyou hao? 你好﹖Nǐ hao?  Identify and Two 二 èr say the month Three 三 saa n Helo, (Wang) teacher. Ten Little Friend and days of the Four 四 sì (王老師)好.(Wang laa oshī) haa o. 十個小朋友 week Shí ge xiao péngyou Five 五 wuu What day is today? Six 六 liu Number: 今天星期幾﹖ Jīntian xīngqī jǐ ? Happy Birthday to Seven 七 qī Today is Monday. you. Eight 八 baa  Count and 今天星期一。Jīntinaa xīngqī yī. 生日快樂 Shengrì identify Nine 九 jiuu kuailè numbers from Ten 十 shí What’s the month today? 0-1000 Eleven 十一 shíyī 今天是幾月﹖Jīntinaa shì jǐ yuè? One, two, three, five,  Sequence Twelve 十二 Shíèr six, seven 一﹐二﹐ number from 0- Thirteen 十三 shhísaa n 三﹐四﹐五﹐六﹐ 1000 Fourteen 十四 shísì Greeting: 七 Fifteen 十五 shíwuu Yī èr san sì wu liu qī  Skip Count by How are you ﹖ 2s, 3s, 5s and Sixteen 十六 shíliu 你好嗎﹖Nǐ hao ma? Head, Shoulders, 10s. Seventeen 十七 shíqī I am fine. Eighteen 十八 shíbaa Knees, and Toes 我很好。Woo hee n haa o. 頭﹐肩膀﹐膝﹐腳 Color Nineteen 十九 shíjiuu 趾  Identify and Twenty 二十 èrshí Good Morning. 早安 Zaoan Tou jianbang xī name color Thirty 三十 saa nshí Good Afternoon. 午安 Wuan jiaozhǐ  Sort and group Forty 四十 sìshí objects by 五十 Fifty wushí Good-bye。再見 Zaijian Five Little Monkey color. Sixty 六十 liushí  Recognizing Thanks. 謝謝 Xièxie 五隻小猴子 Seventy 七十 qīshí simple patterns You are welcome. Wuu zhīxiaa ohouzi 八十 with color and Eighty baa shí 不客氣 Bukèqì. Five little Frog. number. Ninety 九十 jiuu shí Hundred 一百 yìbaa i What’s your name? 五隻小青蛙 Shape Thousand 千 qiaa n 你叫什麼名字﹖ Wuu zhīxiaa oqīngwa  Identify and Nǐ jiao shéme míngzi. a name shapes Girl 女孩 nǚhai  Find and sort Boy 男孩 nanhai My name is… Four Little Bird. shapes 我叫… wode jiao… 四隻小小鳥。  Identify shapes Heavier 比較重 bǐ jiao qīng Sìzhīxiaa oxiaa oniaa by feel Lighter 比較輕 bǐ jiao zhong What is this/that? o  Describe 這是(那是)什麼﹖ attributes of Colors: Zhèshì (Nashì) shéme? TPR & Actions shapes Red - 紅色 hong sè Yellow- 黃色 huang sè This is…/These are… Listen to me 聽我說 Fruit: Blue- 藍色 lan sè 這是/這些是 zhèshì/zhèxieshì Tīng woshuo  Identify and Green 綠色 lǜ sè name fruits Purple 紫色 zǐ è How many(apple, girl, boy)?  Compare size Say it together! Brown 棕色 zong sè 有幾個 (蘋果﹐女孩﹐男孩)﹖ of the fruit 一起說 Yì qǐ shuo! Black 黑色 heI sè You jǐ ge (píngguoo , nǚhai, nanhai )? White 白色 bai sè Count together! 一起數 Yì qǐ shu! Pattern Count by 2s..  Create two & Long 長 chang 兩個一數. Liang ge yì shu. Stand up. three-color Short 短 duan Count by 3s. 站起來 Zhan qǐ lai patterns Same 一樣 yíyang 三個一數. Saa n ge yì shu. (ABAB, Different 不一樣 buyíyang Count by 5s. Sit down. ABCABC,) 五 個一數. Wuu ge yì shu. 坐下 Zuoxia Big 大 Da Count by 10s. Squat Small 小 xiaa o Shí ge yì shu. Five sensens 蹲下 duu n xia Rock 石頭 shítou Count by 10 十個一數 shí ge yì shuu Walk Paper 布 bu 走 zuoo Addition and Scissors 剪刀 jiaa ndaa o Subtraction Count by 25 二十五個一數 èr shí wuu ge yì Stop Hour hand 時針 shuu 停 tíng Minute hand 分針 Odd Number and How to get 10 (20﹐ 100) by Open your eyes. Exchange 交換 Jiaa ohuan even number adding two? 張開眼睛 Add 加 Jiaa 幾加幾等於十(二十﹐一百)﹖ ZhangkaI yanjīng Minus 減 jiaa n Jǐ jiaa jǐ dee ngyu shí Equal to 等於 dee ngyu (èrshí,yìbaa i)? Close your eyes. 閉上眼睛 Even 偶數 Ǒu shu Do you have? Bìshang yanjīng Odd 奇數 jīshu 你有沒有﹖Nǐ yoo u méi yoo u? . Please raise your 請舉手 Cold 冷 lee ng I have…/You have… hand. 我有/你有 Wo you /Nǐ you Qǐng juu shoo u。 Hot 熱 rè I don’t have 我沒有 Woo méiyoo u. Clap 拍 pai First 第一個 dìyīge Jump 跳 tiao Second 第二個 dìèrge Who has (an apple)? Sing 唱 Chang Third 第三個 dìsaa nge 誰有(蘋果)?Shí you(píngguoo )? Clap your hand Right hand 右手 youshoo u Where is(Apple)? 拍拍手 Paipaishou Left hand 左手 zuoo zhoo u (蘋果) 在哪裡﹖ Knod your head (Píngguoo ) zai na lǐ? 點點頭 Diandiantou Greater than 大於 dayu It’s here. Kick your foot Smaller than 小於 xiaa oyu 在那裡。Zai zhè lǐ. 踢踢腳 Tī tī jao. Equal to 等於 dee ngyu It’s there. Dance 跳舞 tiaowu Tally Mark What’s missing? 計數標記 Jì shu biaa o jì 什麼不見了﹖ Turn around Shéme bu jian le? 轉過來 zhuan guo lai Count up by 10 (Apple) is missing. 往上數十 Waa ng shang shuu (蘋果) 不見了。 Chinese Characters shí (Píngguoo ) bu jian le. 一二三四五六七八 九十 Count back by 10 Whose birthday is in May? 往回數十 waa ng huí shuu shí 誰的生日在五月﹖ Shéde shengrì zai wuyuè? Shorter hand 短針 Duaa nzhee n Longer hand 長針 Changzhee n How old are you? 你幾歲﹖Nǐ jǐ suì? Money Nǐ jǐ suì? I am (6) years old. Penny 一分 yì fen 我六歲。Wo liu suì. Nickel 五分 wu fen Dime 十分 shí fen What is the shape? (oral) 這是什麼形狀﹖ Shapes: Zhèshì shénme xíngzhang? Circle 圓形 yuanxíng Triangle 三角形 sanjiaoxíng Which one is (circle)? (oral) Square 正方形 zhèngfangxíng 哪一個是圓形﹖ Rectangle 長方形 Na yíge shì yuanxíng? changfangxíng Heart 心形 xinxíng Which one is big? 哪一個大 ﹖ Star 星形 xīngxíng Naa yí ge da?

Trapezoid 梯形 tīxíng Oval 橢圓形 tuoo yuanxíng 3+3=6 三加三等於六 Attributes of shapes: Saa n jiaa saa n dee ngyu liu. Corner 角 jiao Sides 邊 bian 8-4=4 Curve 弧形 huxíng 八減四等於四 Line 線 xian Baa jiaa n sì dee ngyu sì.

Fruit: big/bigger/biggest (oral) Apple 蘋果 píngguo 大/比較大/最大 Grapes 葡萄 putao Da/bǐjiao da/zuìda Banana 香蕉 xiangjiao Pear 梨子 lízi small/smaller/smallest 小/比較小/最小 Pineapple 鳳梨 fènglí Xiao/bǐjiao xiao/zuìxiao Orange 橘子 juzi Plum 李子 lǐzi Long/longer/longest tomato 番茄 faa nqié 長/比較長/最長 Chang/bǐjiao chang/zuìchang Months: January 一月 yīyuè Short/shorter/shortest February 二月 èryuè 短/比較短/最短 March 三月 sanyuè duan/bǐjiao duan/zuìduan April 四月 sìyuè May 五月 wuyuè Tall/taller/tallest June 六月 liuyuè 高/比較高/最高 July 七月 qīyuè Gao/bǐjiaogao/zuìgao August 八月 bayuè Which side has more? September 九月 jiuyuè 哪一邊多﹖Na yìbian duo﹖ October 十月 shíyuè November 十一月 shíyīyuè More/less/same December 十二月 shíèryuè 多/少/一樣多 Duo/shao/yíyangduo Days of the week 星期一 Monday xīngqīyī What number comes after 4? 星期二 Tuesday xīngqīèr 4 後面是什麼數字﹖ Wednesday 星期三 xīngqīsan Sì houmian shì shénme shuzì? Thursday 星期四 xīngqīsì Friday 星期五 xīngqīwu What number comes before 4? Saturday 星期六 xīngqīliu 4 前面是什麼數字﹖ Sunday 星期天 xīngqī Sì qianmian shì shénme shuzì?

Body parts: I see 我看見(蘋果) 。 Head 頭 tou Woo kanjian (píngguoo ). Shoulders 肩膀 jianbang I fee (cold, hot.) Knees 膝 xī 我感覺(冷﹐熱) 。 Toes 腳趾 jiaozhǐ Woo gaa njué(lee ng,rè). Eyes 眼睛 yanjīng What time is it? Nose 鼻子 bízi 幾點鐘﹖ Jǐ diaa n zhoo ng? Mouth 嘴巴 zuǐba Toes 腳趾 jiaozhǐ Half past 9. 九點半 Jiuu diaa n ban. Symmetry: Symmetry 對稱 duìchèn It’s 9 o’clock. Up 上 shang 九點鐘 Jiuu diaa n zhoo ng. Down 下 xia Left 左 zuo Right 右 you

Clothes: Shirt 襯衫 chènshaa n Skirt 裙子 qunzi Pants 褲子 kuzi Pocket 口袋 koo udai

Food Green pepper 青椒 qīngjiaa o Onion 洋蔥 yangcoo ng Corn 玉米 yumǐ Lettuce 沙拉菜 shaa laa cai Cabbage 包心菜 baa oxīncai

Everyday Math Activities:

Everyday Math Activities for Grad 2:

1.1 WRITING NUMBER ON NUMBER LINE

Review numbers from 1-100.  Write a partial sequence on the whiteboard or a strip of paper. For example 67, 68, ____, ____, 71, 72 Ask student to say the missing number. Give students the worksheet with missing numbers on it. Ask student to write the missing number and say the missing number in Chinese.

MONSTER SQUEEZE:

Review numbers 0-100.  Place monsters facing each other at either end of a 0-100 number line. The teacher say: I am thinking of a mystery number between 0 and 100. Children take turns guessing. If the number they guess is too large, reply: Your number is too big. Move the right-hand monster along the number line till it covers that number. If the number they guess is too small, say: That number is too small, and move the left-hand monster to cover that number.

1.2 SORTING AND COUNTING WITH SORTING SHEET (coins) Review coins.  Teach students to say the name of coins in Chinese. Give students a bag of coins and the sorting sheet from (teaching master p7) and ask students to write the number of the coins they have and say the value in Chinese when they take out the coin from the bag.

1.3 ADDITION TOP-IT  Have partners remove all the cards with numbers greater than 10 from the Everything Math Deck and put them aside. o Mix or shuffle the cards and place them in a pile facedown between the two players. o One player turns over two cards and says the sum of the numbers. o The other player turns over the next two cards and says the sum of the numbers. o The player with the higher sum takes all four cards. o In case of a tie, each player draws one more card to add to the sum. o The higher sum wins all the cards. o Play ends when not enough cards remain for both players to have another turn. The winner is the player with more cards.

LISTENTING FOR YOUR NUMBER  Arrange children in a line and assign each child an ordinal numbers. As you point to a child, they say their ordinal numbers. Then have children listen for their ordinal number and directions. For Example, give the following instructions: o First child, clap your hands once. o The 10th child, pat the second child. o The third child, knod your head.

1.4 ADDITION TOP-IT WITH PENNIES To provide the experience with addition facts and comparing numbers using pennies.  Children put 40 pennies in a “bank” between them. Mix or shuffle the cards and place them in a pile facedown between the two players. During each turn, a player turns over two cards and counts out pennies for each of the numbers and then counts the total number of pennies. Encourage children to count on from the larger number. The player with the higher sum takes all the cards and each player returns the pennies to the bank. Play ends when not enough cards remain for another turn. The winner is the player with more cards.

1.5 PENNY-NICKEL EXCHANGE Top explore trading pennies and nickels, have children play penny-nickel exchange  Partners put 20 pennies and 10 nickels in a pile. This is the “bank”. Players take turns. At each turn, a player rolls a die and collects the number of pennies shown on the die from the bank. Whenever a player has at least 5 pennies for a nickel in the bank. The game ends when there are no more nickels in the bank. The player who has more nickels wins. If players have the same number of nickels, the player with more pennies wins.

MONEY EXCHANGE GAME WITH $100 BILLS  Provide each player with Math Masters page 458 and the bills used in the Math Message Follow-Up. Partners put all their bills together to form a “bank.” Player 1 rolls one die and takes from the bank the number of $1 bills shown on the die. Player 1 places the $1 bills in the right-hand column (the $1 column) on his or her mat. Player 2 repeats step 2 and 3. Players continue in this way, taking turns. Whenever possible, players trade ten $1 bills for one $10 bills and $10 bills for one $100 bill. They put the new bills in the correct column on their mats. The first player to trade for a $100 bill wins.

1.6 TWO-FISTED PENNY ADDITION  Children count out 10 pennies and split them between their two hands. Help children identify their left and right hands. Call on several children to share amounts. For example: My left hand has 1 penny and my right hand has 9 pennies.

1.9 MENTAL MATH AND REFLEXES  Have children name as many ways as they can to get 10 by adding two numbers. 1+9=10, 8+2=10, 6+4=10.  Have children name as many ways as they can to get 20 by adding two numbers. 10+10=20, 15+5=20, 19+1=20.  Have children name as many ways as they can to get 100 by adding two numbers. 50+50=100, 75+25=100, 80+20=100.

1.10 COUNTING BY 2s, 5s, and 10s.  To correlate rhythmic counting with movement when changing 2s, 5s and 10s. For example o 1, 2 (clap), 3, 4 (clap),….. o 1, 2, 3, 4, 5 (touch toes), 6, 7, 8, 9, 10 (touch toes),…. o 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 (jumping jack)…

1.11 MENTAL MATH AND REFLXES  Write 15 and 18. Circle the larger number. Teach students 18 > 15, 15 < 18 in Chinese.  Write 25 and 15. Circle the large number. Teach students 25 > 15, 15 < 25 in Chinese.  Write 115 and 107. Circle the larger number. Teach 115 > 107, 107 < 115 in Chinese.  Write 1,245 and 1,189. Circle the larger number. Teach 1,245 > 1,189, 1,189 < 1,245 in Chinese.

2.1 MAKING UP AND SOLVING ADDITION NUMBER STORIES Ask children to make up addition number stories.  Draw a picture to represent the story. Draw an empty unit box under the picture. Have children write a label in the unit box and share how they would answer the question in the story. Ask a volunteer to write a number model for the story. Example of number stories: o 7 ducks are swimming. 5 ducks are on the grass. How many ducks are there in all? o 6 children are sitting. 3 children are walking. How many children are there in all?

2.2 BEAT THE CALCULATOR.  Designate on child as the “Caller”, a second child as the “Calculator,” and the third as the “Brain”. The Caller selects a problem at random from the unshaded area of the Facto Power Table on journal page 24. In this lesson, all fact problems should be selected from the unshaded area of the table. The Calculator solves the problem with a calculator while the Brain solves it without a calculator. The Caller decides who gets the answer first.

2.4 MENTAL MATH AND REFLEXES  Use the number grid to find the distance from one number to another. Suggestions: 24 to 44 -> 20, 13 to 53 -> 40, 15 to 59 -> 44

+9 SHORTCUT  Use the number grid poster to demonstrate the +9 shortcut. AS you model the process on the class number grid, have the children model the process using the number grid in their journals. To find the sum of 9+ 6, place your finger on number 6; add ten by moving your finger down one row; and subtract 1 by moving your finger one space left. The sum is 15.

2.6 FACT TRIANGLES Flash Cards used to help build mental math skills.  Use Fact Triangles to practice addition with your students, cover the number next to the large dot with your thumb. If the numbers are 9 (with dot), 4, and 5. Your students should tell you the addition fact: 4 + 5 = 9, Or 5 + 4 = 9. To use Fact Triangles to practice subtraction, cover one of the numbers in the lower corners with you thumb. Your students tell you the subtraction facts: 9-5=4 and 9-4=5

2.9 NAME THAT NUMBER Children try to identify a sum or difference that names a given target number. The target numbers play the same role as numbers written on the tags of name-collection boxes.  Materials needed: number cards 0-20 (4 of each card 0-10 and 1 of each card 11-20). Shuffle the deck and place 5 cards number-side up on the table. Leave the rest of the deck number-side down. Then turn over the top card of the deck and lay it down next to the deck. The number on this card (target number) is the number to be named. Players take turns. Whoever gets the turn should name the target number by adding or subtracting the numbers on 2 or more of the 5 cards that are number-side up. A card may be used only once for each turn. If the number to be named is 6 and the 5 cards are 4, 10, 8, 12, and 2. The number 6 can be named “4+2,” “8-2,” or “10-4,”. She takes the 4, 2, and 6 cards. She replaces the 4 and 2 with the top two cards from the facedown deck and turns over the next card to replace the 6.

2.10 MENTEL MATH AND REFLEXES Count up and back on the number grid starting fro different numbers.  Count up by 10s starting at 10.  Count backward by 10s starting at 54.  Count back by 5s starting at.

2.11 WHAT’S MY RULE Use “What’s the rule” card to teach student’s the rule. See Attachment: what’s my rule card.doc.

2.12 COUNTING-BACK STRATEGY FOR SUBTRACTION Use numbers in which the number being subtracted (subtrahend) is 1, 2,or 3. Count back, starting with the larger number (minuend).  Example: 7-3=? Think 7. Say “6, 5, 4,.” The answer (difference) is 4. 37-2 = ? Think 37. Say “36, 35.” The answer (difference) is 35.

3.1 THE DIGIT GAME Material: number cards 0-9 (4 of each)  Shuffle the cards. Place the deck number-side down on the table. Each player draws 2 cards (or 3 cards) from the deck and uses them to make the larger 2-digit number( or make the larger 3-digit number). The player with the larger number takes all 4 cards. The game is over when all of the cards have been used. The player with more cards wins.

3.3 TELLING AND WRITING TIME  Partners take turns. One child sets the hands on a tool-kit clock; the other tells the time and records it on a piece of paper or a slate. Then they reverse the procedure. One child says a time and writes it on a piece of paper or a slate; the other sets the hands on the tool-kit clock.

3.4. MENTAL MATH AND REFLEXES  Ask students to record on their slates the 100-complement of a number you say. If you say 90, children should write 10. Record the number model on the board. 90 + 10=100. Suggestions: 90 -10, 50-50, 60- 40, 75-25.

3.5 COUNTING POCKETS:  Ask students to work as a group. (table group) Students are asked to complete the diagram on unit 3.5 of teaching master. Ask students to count the pockets on their shirt their pants or skirt.

Total

Shirt Pants or skirt other

3.6 RECORDING TALLY MARKS  Ask students to ask his/her partner (the student sit next to him/her) the age (Ni3 Ji3 Sui4?) . Write on the diagram, than write Tally Mark in Chinese Way and American Way. Age of the partner English Tally Mark Chinese Tally Maark

Activities Ideas:

COUNTING COMBINATION DIMES, NICKELS, AND PENNIES Review counting dimes, nickels and pennies together.  Have three children come up to the front of the room, each bringing a dime. Have two children come up, each bringing a nickel. Have four children come up, each bringing a penny. Have the nine children form a line, with the “dimes” at the left end of the line followed by the “nickels” and then the “pennies.” The “dimes” hold up 10 fingers each, the “nickels” 5 fingers each,, and the “pennies” 1 finger each. Walk behind the children and tap each one on the head as the class counts together. 10, 20, 30, 35, 40, 41,42,43,44.

EGG CARTON DEMO.  Put 12 eggs in the carton. Take away 4 and ask students to guess how many are left in the carton. Count with students after they make the guess. Then write a number model for the problem on the board.

COUNTING WITH STOPS To review skip counting, have children do interrupted skip counting. Begin by saying a number to a small group of children. Ask them to continue counting on from that number. After they have said a few numbers, hold up the “stop” sign to indicate that children should stop counting. Begin counting again from a higher number. For example: 11,12,13,14, Stop! Now begin at 19. 19, 20, 21, 22..Repeat the activity, counting by 2s, 5s and 10s.

WHO AM I THINKING OF Give each child a number card. The number on the card is that child’s “name”. Pick a number and write clues about that number on that board. For example, for the number 5, you might write 1+4, 7-2, and 0+5. Children raise their hands if the clues fit their “name”.

PENNY-DROP ADDITION Drop 5 pennies into a container. Drop 3 more, have the students write the total number of pennies on their slates. If some children did not get the correct total, repeat the routine: Drop 5 pennies. Then, as you drop an additional 3 pennies, have children count in unison: 6, 7, 8.

MAKING AN ESTIMATE Review nickels Show children the container with some nickels and ask them how many nickels they think are inside. After getting responses, count the nickels with children. Ask students to write the total value of the nickels on the slate.

PENNY GRAB  Partners combine their tool-kit pennies (40 pennies in all). Each partner grabs a handful, estimates how many he or she has, and then counts them. Partners record both numbers of pennies on their record sheets. Then they circle the larger number of pennies. Demonstrate how to do it before you pair students up.

PENNY PLATE This game is played with a plate and a specified number of pennies. (Begin with 10 pennies) Players take turns. Player A turns the plate upside down, hides some of the pennies under the plate, and places the rest of the pennies on top of the plate. Player B guesses how many are hidden underneath. If the guess is correct, Player B gets a point. Players trade roles and keep a tally of their points. The player who has more points at the end of 5 rounds wins.

TELLING TIME TO THE NEAREST HOUR Tell time to the nearest hour. (Use penny grab record sheet) Show a time on your demonstration clock with the minute hand pointing straight up. Have children identify the time shown on the clocks. Record the time on the board.

TELEPHONE NUMBER Have students say their telephone number in Chinese. Write down a telephone number on the slate board. Ask some students to tell you your phone number. Write down on the board. Randomly choose one phone number on the white board. Whoever’s phone number is read, the person needs to answer “Wei2” (means hello in Chinese).

SHARIHG BIRTH MONTH Teach students months of the year Draw a chart with 12 months on it. Ask students to sit in a circle and go around the circle to ask each student the month they were born. Put a tally mark on the month. Count the tally mark at the end of the activity.

WHISPER-AND-SHOUT Review counting by 5s and 1s Have children do whisper-and-shout counts. Point to the number chart as you guide children in a whisper-and-shout count. Whisper numbers as children count by 1s and shout every fifth number (multiples of 5) up to 40.

SLATE ROUTINE  Use some of the following questions, or make up your own, to help children practice the slate routine. o How old are you? o How many girls are in our room? o What number comes after 4? o What number comes before 7? o How many girls are in our room? How many boys are in our room?

SOLVING POCKET PROBLEMS Show children three objects, and count them aloud with the class. Put the objects into the pocket you make. Show children another counter and ask them what will happen if you put it in the pocket. Do they think there will be more or less? How many will be in total? Take out all the objects from the bag and count together with the class.

MONSTER SQUEEZE Review numbers 0-9 or 0-20. Place monsters facing each other at either end of a 0-10 number line. The teacher say: I am thinking of a mystery number between 0 and 10. Children take turns guessing. If the number they guess is too large, reply: Your number is too big. Move the right-hand monster along the number line till it covers that number. If the number they guess is too small, say: That number is too small, and move the left-hand monster to cover that number.

PAPER FOLDING Teach students how to say “symmetry” in Chinese Teach symmetry using origami

TELLING AND ACTING NUMBER STORIES Teach “Five little Frog” and “Four little bird” Ask students to act out the song after you teach them the song

MYSTERY NUMBER Review numbers from 0-100, or color  Ask some students to come out and hold a number card (or a color card). Give a clue about a mystery number. For example, say: I’m thinking of a number with a five in it, or I think thinking of a teen number that comes between 20 and 25. If children think they are holding the mystery number, they stand up and show their cards.

Other Activities Idea:

MAKING A LISTENING TALLY Review color and fruits.  Tell children to make a tally mark on their slates each time they hear a penny drop. Drop a selected number of pennies into a container, one at a time. (Do this out of the children’s view) Have them count the tally marks and write the total number of pennies on their slates. PLAY ROCK, PAPER, SCISSORS Teach student rock, scissors, paper in Chinese.  Teach students to do rock, paper, scissors in Chinese. Use the chart on Math Maters, P. 352 Prepare three cards with a picture of rock, paper and scissors on each card. Lay three cards on the floor and take one card out (still face down) Have students work together. When you say “Rock, Paper, Scissor” in Chinese, students their hands. Mark the tally card together by counting the numbers of rock, paper and scissors shown. Than turn around the picture card that was chosen to see who won.

COUNT AND SIT Review the numbers  Have students sit in a circle. Choose a target number, such as 8. Begin counting with one and go around the circle with each child saying the next number in sequence. The child who says the target number sits down and the cont begins again at one. The seated child is skipped as the count continues around the circle with another child sitting each time the target number is reached. Keep counting around the circle until all children are sitting.

COMPARE THE LENGTH OF COLOR STRIPS Review the long, longer, longest, short, shorter, shortest and same length.  Bring paper strips with different colors. Lift one strip and ask students “which color strip is longer than this one?” Student need to say the color of the strip that is longer than the one you are holding. Do the same thing to review shorter and the same.

GIVE THE NEXT NUMBER Review numbers 0-100.  Point to children one at a time, prompting each to say each number in sequence. If any child misses a number, say it for him/her and ask him/her to repeat after you. When you reach 100, start over so every child gets a turn.

TAP AND COUNTING Teach students numbers in Chinese.  Have students work with partners, take turns tapping and counting. One child tap slowly with one finger on his/he partner’s back. The partner counts and reports numbers of count tap in Chinese.

STAND-UP/SIT-DOWN (color, number, and shapes)

 Give each student a nametag with their name printed on colored paper (red, yellow, blue, or green). Teach the students to stand up and sit down using commands and having them practice as you give each command. Next introduce the colors by having them stand up and sit down as you call out their colors.

SORTING COLOR WITH SORTING SHEET (color, animals, and shapes)

 Pair students up. Give each pair a bag of colored objects (such as plastic bears, tiles, etc.).  Have the students sort their objects into group by color, placing them on the “Sorting Sheet.” As they take out each object they should say, “This is red,” or “This is blue,” etc. After they finish sorting, they should count the objects in Mandarin and record how many there were for each color on their “Recording Sheet.”  If there is extra time, students can exchange their bag with another pair and try the activity again. (Repeat until end of lesson.)

GRAPHING WITH “GRAPHING SHEET”:  Review the colors by repeating the “stand up/sit down” game and practice numbers with songs and/or counting.

 Repeat Activity 1 by sorting colored objects again (perhaps using different objects) and “Sorting Sheet.” After students have sorted, have them record on the “Graphing Sheet” and color in the bar graph to show how many objects they counted.

BACK TO BACK: (number, fruit, shape, color, family)  Ask two students to come out and give each student one card. When you say, “Zhuan guo qu”(turn around), each student needs to say the name of each other’s card in Chinese. Choose 4 or 6 students to do this activity.

STAND IN FRONT OF THE CARD: ((number, fruit, shape, color, family)

 Lay all the cards (with number, fruit, shape, or family member) on the floor, and ask two students to come out and stand on both side of the card. When teacher name one of the cards, students are supposed to stand in front of the card with Brown Bear.

ZIP-AROUND: (number, fruit, shape, color, family)

 Introduce the numbers 11-20 and practice counting all together. Next have students sit in a circle and each take a “Zip-Around” card. Have them practice saying, “I have 1. Who has 2?” Do this first in the correct order around the circle, then take the cards back and mix them up so students have to listen and say their number when it’s their turn. (If the “I have… who has…?” structure is too difficult for students, just have them say their number instead.)  You can repeat this activity in later lessons and mix up the order of the numbers by putting the symbol on one side and the number they have to ask for in the “Who has…” on the other side in Arabic numbers.

GROUPING with “GROUPING SHEET” 1. Begin by practicing the colors and numbers 1-20.

2. Demonstrate today’s activity by showing students how to sort the objects, then group them using the “Grouping Cards.” Each student should take a card and say the two colors they must group. Then they should count how many are in the group altogether and record it on their “Grouping Sheet.” They can repeat for each new card.

COMPARING (more or less, big or small)  Begin by practicing the colors & numbers again and then demonstrate the words “more” and “less” by having two students hold up their number cards (Zip-Around cards) and asking, “Who has more?” and “Who has less?” Have two different students stand up each time to compare their numbers. Then demonstrate the following activity:  Each pair of students will get a bag with just two colors of objects in it. They should sort the objects as in previous lessons and say how many they have, then they should compare and say who has more/less. They can record the color and number for each of them on their “Comparing Chart” and then circle which one had more. Next they can trade bags with another group and try again.

PATTERNS (color)

 Begin by reviewing the colors with a song.  Give each student a nametag with their name printed on colored paper (red, yellow, blue, or green). Demonstrate a 2-color pattern by having a few students come up to the front and stand in a line to make a pattern. (For example: red, blue, red, blue….)  Next have the students work in two teams to try to make the pattern that you say (and show). For example, if you say (and show with color cards) “yellow, green,” then all the students on each team with yellow and green form a line to make that pattern. PATTERN STRIPS:  Demonstrate how to do the following activity before you begin. Give each group of students a bag of colored objects (tiles, bears, etc.) and have them use the Pattern Strips to make each pattern using their objects. They should show one of the teachers when they have it done, then they can try the next pattern. (Repeat until end of lesson.)  If students have time, they can draw their pattern on a piece of paper and label the colors with the Chinese pin-yin.

LEARN SIZES WITH BEARS (size)  Review the colors and review/introduce the size words “big-medium-small” using the size cards. Give each student one card (any color) and have them stand up when you say, “big” or “medium” or “small.” Then have them pass their card to the right and try again with a new card. Repeat until you are sure they understand the size words.  Next demonstrate the group activity they will do. Show them how to take out the objects (bears or animals) and sort them by size. After they have sorted the sizes, have them make a pattern such as “big-medium- small.” When they have done this correctly, they can use one of the size pattern strips to make different patterns.

COMPARING:

 Begin by practicing the colors & sizes again and then demonstrate the comparatives & superlatives to say “bigger/biggest” and “smaller/smallest” by having three students hold up the size cards and asking, “Which one is…. bigger?” and “Which one is the biggest?” Practice these terms until they can answer correctly (as a group).  Next demonstrate this partner activity: Each pair of students will need a small bag of objects (bears or animals) of different sizes. They should each pull out one object without showing their partner and then show them at the same time. They should say which one is bigger/smaller. The one who has the bigger object gets to take the two objects. Then they repeat until they finish all the objects in the bag. At the end of the game they count up their objects to see who has more/less. (Review “more/less” too!)

PATTERNS WITH COLORS & SIZES  Repeat the activities from Lesson 1-2 using both colors and sizes. See if students can create patterns such as “AaBb” or “ABab” with two colors and two sizes. For older or more advanced students, have them try to create 3 color/size patterns. They can draw the pattern on their paper using crayons and (if possible) label the color and size in pinyin.

TPRS STORY

Story:

五個一數﹕(Count by 5)

小白在數葡萄。從五開始數﹐十個一數﹐5﹐ 15 ﹐ 25 ﹐ 35 ﹐ 45 ﹐ 55。 Xiaa obai zaishuu putao. Congwuu kaa ishǐshuu ., shíge yìshuu ., wuu , shíwuu , èrshíwuu , saa nshíwuu ,sìshíwuu ,wuu shíwuu . (Little White is counting grapes. Start from 5, count by 10. 5, 15, 25, 35, 45, 55.)

數葡萄 (count grapes) 從 (from) 開始 (start) 十個一數 (count by 10) 嗎﹖(question ending) ma, 還是 (or) haishì 是 (yes) shì 不是 (no) bushì 什麼 (what) Shénme

1. 小白在數葡萄。(Little White is counting grapes.) 2 小白在數葡萄嗎﹖(Is Little White counting grapes?) 3 小白在數葡萄還是數蘋果﹖(Is Little White counting grapes or counting apples?) 4 小白不在數蘋果嗎﹖(Isn’t Little White counting apples?) 5 小白在數葡萄不是在數蘋果嗎? (Is Little White counting grapes not counting apples?) 6 小白在數什麼﹖(What is Little White counting?) 7 小白從幾開始數﹖(From what number is Little White counting from?)

2。十個一數﹕(Count by 10)

小黑在數蘋果。從十開始數﹐二個一數﹐10, 12, 14, 16, 18, 20 Xiaa ohee izaishuu píngguoo , congshíkaa ishǐshuu , èrgeyìshuu , shí, shíèr, shísì, shíliu, shíbaa , èrsí. (Little Black sis counting apples. Start from 10, count by 2. 10, 12, 14, 16,, 18, 20)

嗎﹖(question ending) ma, 還是 (or) haishì 是 (yes) shì 不是 (no) bushì 什麼 (what) Shénme

1. 小黑在數蘋果。(Little Black is counting apples.) 2 小黑在數蘋果嗎﹖(Is Little Black counting apples?) 3 小黑在數葡萄還是數蘋果﹖(Is Little Black counting grapes or counting apples?) 4 小黑不在數蘋果嗎﹖(Is Little Black not counting apples?) 5 小黑在數葡萄不是在數蘋果嗎? (Is little black counting grapes, not counting apples?) 6 小黑在數什麼﹖(What is little Black counting?) 7 小黑從幾開始數﹖(From what number is Little Black counting from?)

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