## Math: 10s game

For math today we did a spin off on 10’s Go Fish from this site. From the Uno Deck I took 4 of each number 1-9 and put them in the middle. Each of us got 2 cards. Each turn we could draw one more card. With each card drawn, I would say “You got a 3. What number do you need to add up to 10?” If they didn’t know, I handed them 10 glass beads and told them to take away 3 and tell me how many were left. If they had a 7, they could set aside their match. Then it was the next person’s turn.

We all ended up with a lot of leftover cards so next time we might try making it more of a Go Fish type game.

## Reading

Every day I have the boys go through two cycles – first with beginning sounds (ball, fall, hall, small) , then with ending sounds (bad, ball, ban, bath, bat). We randomly pick which letters to use for each cycle.

It has really improved their confidence with reading. They have been reluctant to admit they know how to read and this has shown them they know more than they think. And of course, taught them too.

## Math: Divisible by 3

Sidenote: When showing them how I made up names, Bartholomew, Alice and George. Tackler loved my names and kept asking for a reminder of them and made several accidental variations on the name Bartholomew. Prince on the other hand gave his three piles to himself, mom and his Beanie Puppy Wrinkles. It was fun to watch them.

When they had their even piles I had them tell me how many each person got and how many were left over. When they were all done I had them work together to put their numbers in order (as you see above) and then repeat the list several times until they got comfortable saying 3, 6, 9, 12, etc.

This math game taught division and multiplication and I am looking forward to doing it repeatedly, with the other number groups. It was a great exercise. If you have any fun math activities, I’d love to hear them.

## A Kindergarten Day

I would love to know what a real “day in the life” of various homeschoolers actually looks like. For my plethora of readers, I am going to try to offer a glimpse into our daily life. Remember, I consider Kindergarten a fairly easy year. And my K’ers are very young – only two weeks old to enough to qualify as K’ers and 4 months too young in MOST states. So, with all that in mind:

This week:

We are studying Antarctica. We started on Monday? with a review of the world including continents, oceans, hemispheres, and the equator the affect of distance to the equator on climate.

We checked out a slew of books from the library on Antarctica and are working our way through the stack with me taking notes (and commenting on my notes) so we can make an Antarctica Lapbook. We are also using the many resources listed on the wonderful website of a fellow hser with kids surrounding my kids’ ages HERE. The following activities are in addition to this reading.

Monday: We started an alphabet book. We practiced our Aa’s and then cut out pictures with A items. Tackler was excellent at picking out the actual As in the ads. “Here’s one!” “Honey, that says ‘assorted’. We need a picture of a THING that starts with an A”.

Tuesday: We watched videos on the Aurora Australis or Southern Lights on YouTube

and viewed pix by Anthony Powell.

Yesterday: We played a hilarious shape/memory game. I wanted to video it but didn’t have enough hands and was laughing too hard anyway. We cut out shapes (circle, square, oval, triangle, octogon, and rectangle) from various colors of cardstock and assigned motions to each (dance,stop, run, pat your head, somersault, and jump). Starting with 2 cards and building up to all 6, I would hold up the cards to signal which activity they had to do. We got faster and faster and crazier and crazier. When it was Tackler’s turn to show the cards his favorite was somersault which was not overly fun for me, especially with my one year old running around mimicing us. I was sure I would squash her. He also figured out the fun of holding up two cards at once.

Today: Their favorite activity is any sort of science experiment. Today we tested about 20 items to see if they would float in plain water and then salt water. I made up a chart and they helped fill it with predictions and results. Pix to come.

As you can see in addition to a lot of reading, I consider one activity a day a successful school day. I think we squeeze in various topics into most activities. Like today we worked on writing and spelling, predicting, and analyzing in our one little project.

## Kindergarten Schedule

A. Social Studies – Holidays

B. Social Studies – Families and Communities

C. Social Studies – Maps

D. Science – Shelters

E. Science – Weather

F. Science – Living Things

G. Math – Probability and Statistics

H. Math – Numerical and Proportional Reasoning

I. Math – Geometry and Measurement

J. Math – Patterns

November

(E) Start a Weather chart

(F) Mammals

(B)

(G)

December

(C)

(E) Climate across the globe

(G)

January

(A)

(E) Create a thermometer

(F) Plants

(H)

February

(D)

(F) Birds

(H)

March

(E)

(F) Fish

(I)

April

(F) Insects

(I)

May

(D)

(F)

(J)

June

(J)

## Reading Word List

Kindergarten High Frequency Word List

I

in

look

he

see

my

at

you

the

to

a

can

like

we

is

she

me

will

go

be

no

yes

and

it

## Shelters

How does technology improve our lives?

What materials should we use to build our houses?

How does where we live affect the materials we use to build our houses?

Describe the types of materials used by people to build houses and the properties that make the materials useful.

Identify which materials are best for building in various environmental conditions (weather, storms, etc)

(Make a model of various types of shelter through time and geography).

## Weather Patterns

Describe and record daily weather conditions

Relate seasonal weather patterns to appropriate choices of clothing and activities

Describe weather by seasons in New England.

Investigate patterns and features of seasons.

Identify the thermometer as the instrument used for measuring temperature (study a thermometer and what makes it work).

## Characteristics of Living Things

How do we use our sense as tools to gather information and describe objects?

Every object has properties by which they can be classified.

Use your senses and simple non standard measuring tools to observe common objectsa nd sort them into groups by size, weight shape or color.

Sort objects made of wood, paper and metal into groups based on properties such as flexibility, attraction to magnets and whether they float or sink in water.

(Visit a recycling plant or somewhere else where sorting occurs)

Describe the similarities and differences in appearance and behavior of plants, birds, fish, insects and mammals.

Describe the similarities/differences in appearance and behavior in adults and their offspring.

Distinguish characteristics of living and nonliving things.

Categorize living things by mammal, fish, bird, insect, etc. (Make a big chart of characteristics that define each and animals that go in each).

Create a collage that separates living and non living things from pictures cut from magazines.

Match baby animals with their parents (make one of emily’s books for this).

## Probability and Statistics

How do graphs help us?

When is a picture better than words?

What are the chances?

Is it fair?

Why predict?

Pose q’s about personal information, experiences and environment.

Explore ways to record and organize the data using tallies and tables

Construct real graphs and picture graphs and describe the data using the term more, less, same. Use a venn diagram.

Identify and extend visual, auditory and physical patterns. (weather patterns?)

Discuss probability using spinners and dice.

Record and discuss results.

Task:

Prediction: Can I fit more tiles or more counters in a handful?

Grab a handful of (scrabble) tiles and a handful of counters (glass beads?). Count each pile.

Discuss the probability of more of the same if done again. Repeat. Create a graph showing results and discuss it.

## Numerical and Proportional Reasoning

What is a number?

How can numbers help us?

What are different ways we can count?

Why is money important?

Can we buy things without money?

What is a fraction?

How can we show a fraction?

Where can fractions be found in the world around us?

Identify numerals 1-10 and match sets of objects to the numbers and order the sets from least to greatest.

Use numbers to locate, order, label, measure and make comparisons.

Identify position of objects: 1st, 2nd, 3rd, 4th, 5th, last.

Use objects to act out story problems and solve practical problems that model combining, separating, comparing, missing…

Basic multiplication or ratios: 1 cat has 4 legs. 2 cats have 8 legs.

Count past 50. Group and count objects by 2’s and 10’s.

Estimate number of objects in a set using 10 as a benchmark. Count and determine if amount is more or less than 10.

Identify sets and numbers which are one more and one less.

Recognize pennies and dimes. Count and trade pennies for objects.

Take a set of objects and form two smaller sets that have equal amounts.

Cut objects into 2 parts and describe equal shares as halves and unequal shares as not halves.

Use a variety of models to identify a hole and a half.

Cut an object into two parts and describe the parts as closer to a whole, closer to a half, or closer to having very little.

Recognize that two halves put together make a whole.

Division and fractions:

Take 8 dry kidney beans and separate equally among 4 bowls. Then 9 beans and 3 bowls. 10 beans and 2 bowls. etc.

## GEOMETRY AND MEASUREMENT

Sort, order, compare and use comparative language to describe small sets of objects by length, area, volume.

Compare 2 and 3 dimensional shapes and id shapes and solids in the environment (triangles, squares, rectangles, circles, cubes, spheres, cylinders, and cones).

Use a variety of materials to create geometric shapes and solids and build copies of simple shapes and designs by direct observation and by visual memory.

Describe the position, location and direction of objects (inside, outside, top, bottom, close and closer).

Sequence events on by before and after a date or time.

Estimate the amount of objects in a handful and then county to verify.

Estimate the amount of objects in a set using benchmarks of 10 and count to determine if the estimate is more or less.

Explore, describe and discuss strategies to estimate length, area, temperature and weight using nonstandard units to compare.

Explore using everyday objects as nonstandard units to measure length, area, capacity.

Compare the length of 2 objects using a balance scale and identify which is heavier.

Task 1:

Make a box with block shapes (square, circle, rectangle, triangle) and geometric solids (sphere, cube, cone, cylinder). Give the box to the student and have him identify each shape.

Ask him to do the following:

Put the rectangle in the box

Put the cone on top of the rectangle

Put the circle next to the rectangle

Put the cube near the box

Put the cylinder closer to the box than the cube

Put the sphere inside the box

Put the triangle above the box

put the square somewhere of your choice and tell me where you put it

Task 2:

Show the student a calendar and ask:

What is this and for what is it used?

What is today’s date?

What will be the date tomorrow?

What was yesterday’s date?

A Day in the Life of _______

Have child put the following words in chronological order – morning, afternoon, night. Draw a picture of something you do during each time and tell about it.

Task 3:

Draw a rectangle. Model how to estimate how many scrabble tiles will cover the rectangle using one tile as a guide. Write down the estimate. Cover the rectangle using the tiles. Count the number of tiles used. Discuss the difference if applicable. Take the tiles and place them in one side of a balance scale (HOW CAN I MAKE MY OWN BALANCE SCALE OR WHERE CAN I BUY ONE?). Find an object whose weight you would like to compare to the tiles. Estimate which side will be heaver. Place the object in the scale and note the actual finding.

## Playing with Patterns

What is a pattern?

Where can we find patterns in our world?

How do you predict what might come next in a pattern?

What are some different ways we can group objects?

Student can create a repeating pattern and explain the attributes used. He can identify the repeating part of the pattern and extend it.

Recognize, copy and extend simple patterns of sounds, colors, shapes, textures and numbers. Identify patterns in poetry, art, music, body movement and physical environment. Make comparisons and describe qualitative and quantitative changes of a given pattern (more, less, longer, one more,…)

Use small objects (paperclip, small toys) to imprint a pattern into playdough.