Remington began with 5 questions from his daily review booklet before our lesson on even and odd numbers. We used counting cubes to model even numbers as pairs and odd numbers as pairs plus one more. Then, he colored the even-numbered columns on a hundreds chart for reference, which was hung on his wall. Finally, Remington completed the lesson's practice problems on determining if numbers were even or odd using cubes or shading ten frames to make pairs.
This morning, Remington and I focused on counting by ones to 100, taking turns saying each number. He struggled to remember the next 10, so we practiced skip counting by tens. Then, he was verbally given 2-digit numbers, and he was encouraged to recall the next number.
Number sense/sequencing/penmanship/Parts of a Whole
Lesson Outline
Alexandra completed all of her Kumon math homework. She counted items up to 90 correctly and wrote the sum of one picture in the appropriate box. She also correctly identified and wrote numbers in their correct order of sequence figuring out which numbers were omitted. Alexandra completed exercises 4A172a - 4A190b; (note that exercise 4A176 a and b were missing from her Kumon packet). We also worked with a hands-on pizza puzzle to understand parts of a whole. Alexandra stated that she likes cheese and pepperoni but does not like the pepperoni ON the cheese. She was able to connect words and concepts using positional terms. I explained that the pizza represents "one whole," (explaining the difference between a hole in the ground and a whole object). After removing a slice, I stated that this is one part of the whole pizza. Vocabulary was also introduced (e.g., partition) to increase exposure and familiarity to subject-specific terminology Alexandra 'served' slices and counted how many made up the whole. She knew to answer correctly when asked, "if you have 2 slices, do you have the whole?" We enjoyed a fun, interactive, and engaging last session in our math class today.
We skip counted to 100. Emilia is able to skip count by 10's but needs to practice skip counting by 5's. We used an abacus to add a hands-on concrete element to our learning and help facilitate and consolidate gains acquired. We also worked on a lesson exploring wholes and parts of objects, and I guided Emilia via hands-on activities to deepen her understanding of wholes and parts and practice partitioning objects into parts. We reviewed key concepts and subject-specific terms including "Partitioning," Part sizes," and Recombining Parts." We used parts of a pizza to demonstrate how to divide objects (the pie) into smaller parts or sections; and that the parts obtained from partitioning are always smaller than the whole object and that partitioned parts can be combined back together to reconstruct the original whole object. This shows Emilia that the combined size of the parts is the same as the whole. We then worked on, and completed, her Kumon homework (A14a, - A20b), which consisted of 154 addition problems). This ended our time together. Emilia has been a delightful, bright, and vivacious student with whom I had the pleasure to teach. I hope she enjoys the rest of August, welcomes a productive school year ahead, and effectively applies the skills she's learned at Batt this summer with confidence.
After Emilia practiced skip counting, she worked on measuring with a ruler. She was shown the proper way to hold a ruler so as to measure without losing a grip on it. She was shown the best way to secure the ruler on paper to draw and measure both vertical and horizontal lines. Practicing this activity allowed us the opportunity to also review subject-specific vocabulary. We also listened to Spanish songs for kindergarten students about food, including a fun song that taught the names of the different fruits and food-related themes like eating. One song was the Spanish version of "Old MacDonald," and included foods through farm animals and their produce. Emilia enjoyed singing along and was able to translate a few of the phrases.
Number sense/sequencing/Skip counting by 10's/Addition practice
Lesson Outline
Alexandra practiced her number sequencing on various differentiated activity sheets. She skip counted by tens to 100 and ordered the numbers in sequence. She then traced the numbers and glued them onto a paper. Alexandra later used dice to to add two number integers together and then colored the resulting sum on the scales of a fish. These activities afford her practice strengthening her number sense. We also reviewed 3-D shapes, and Alexandra went home with an ice cream CONE on which she wants to add sparkles. She noted that "it's also a triangle with a circle on top." I'm delighted with the facility with which Alexandra can envision and correctly identify parts of a whole.
Session Minutes
180
Minutes Student Attended
180
Lesson Comments
Alexandra wanted to stay with me first class of the morning and Emilia wanted to go to art so we switched. Hours remained the same.
Two and 3 Dimensional objects/Geometry/Addition Practice
Lesson Outline
Alexandra reviewed 2 and 3-dimensional shapes and objects.
Assignment
Alexandra began by reviewing two and three-dimensional shapes. I explained the difference between 2D and 3D shapes by using simple language and noting 3-D shapes have three dimensions: length, width, and depth, while 2D shapes are flat. She was encouraged to use subject-specific language such as "faces" and "edges." Alexandra used Magna Tiles and Jenga blocks to build shapes and to towers, and we went on a scavenger hunt to find objects around the school that matched the shapes described. This activity helps to facilitate a connection to Alexandra's surroundings and the world around her. Use blocks or other 3D shape manipulatives to have students build towers. These activities help create a dynamic learning environment to help concretize concepts and learning Alexandra has recently acquired. She also completed a 2D and 3D shape sorting activity requiring her to identify and color the 2D shapes blue and the 3D shapes yellow. We got stuck on one and had to research the answer - and by doing so we learned that even when the curved edge of a cone is not drawn in the picture, it's still classified as a 3-D shape. We finished up the session playing a game of Math Bingo and an activity called "Roll a Pumpkin," in which she rolled dice and colored pumpkins showing the correct sums rolled. Alexandra appears to have benefited from exposure and practice using several different activities to reinforce and consolidate her understanding and familiarity with number sense and concepts.
Emilia asked to use the dice as we did yesterday to play the addition game. I was delighted to accommodate her request to practice and consolidate skills. She then worked on an activity sheet coloring like sums like colors. This demonstrated the commutative property which states that the order in which two numbers are added does not change the sum, or that the sum remains the same no matter how the numbers are arranged. Subject-specific vocabulary included the term addends which was introduced and sum. After a short break, Emilia worked on an activity requiring that she count shapes and graph them and we reviewed two and three dimensional shapes. She also finished an art project using the shapes she found in nature and in her classroom to create a sunflower design - and asked to take it home when dry.
Alexandra worked on 2 exercises in math to complete her math homework (Lessons 4A 184 a and b). Alexandra wrote numbers in sequence from 46 - 50, controlling her pencil appropriately to write clearly, neatly and effectively.
