LE TABLEAU DE MATHS
A Student presenting Le tableau de maths starts by saying the date and writing down the number.
E.g., Aujourd'hui il est le 19 septembre 2011. S/he writes down on the board : 19.
Then the Student represents the date with traits counting by one and making groups of five. It looks like this: IIII . S/he counts by 1, by 5, by 10 (depending on the number).
Next, the same number is represented by Canadian money. Again, the Student counts by 1, by 5, by 10 (depending on the number).
This activity allows to master students' counting skills as well as introduce and practice the concepts of grouping and decomposing.
After that, the Student passes to the Fish Tank. By putting a new fish into the tank every day we count 100 days of school. When we put the 100th fish into the tank, we will have a celebration on that day: 100 Days of School.
The Student marks the number of schooldays on the red chart too. Eventually, it will help them comprehend the concept of place value: ones, tens and hundreds.
The Student continues by reading and writing down the thermometre information and time on the analog clock. Later, will be coming a weather graph.
Like the Calendrier activity in the morning, this one is supposed to take about 4-5 minutes to achieve Level 4.
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NUMBER SENSE AND NUMERATION
The following game helps master the concepts of tens (dizaines) and ones(unités), as well as of more/greater (plus que) > and less/smaller (moins que) <.
QUI SUIS - JE?
"Je suis un nombre.
J'ai des dizaines(D) et des unités(U).
D < U D > U
Qui suis - je?"
When your child gives you an answer, ask him/her to give you his/her reasoning. Have fun!
ACTIVITIES FROM: "Making Math Meaningful to Canadian students, K-8" by Marian Small.
- Play a board game with your child where s/he rolls a die and has to count the number of spaces to move. Have her/him think about where s/he would have been had the number been one more or one less.
- Take two groups of objects. Hide one group under a piece of paper and label it with its count (e.g., 4). Leave the other group exposed (e.g., 3). Ask your child how many objects there are altogether.(As s/he is not able to count the items in the hidden group, s/he is forced to count on.)
What you want to hear might sound as "There are 4 counters hiding, so there are 4, 5, 6 ,7 counters altogether."
-Write the letters of the names of your family members, one in a square, on a grid.
Who in your family has the longest name? How do you know it is the longest?
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PATTERNING
Exploring patterns starts with patterns in the world around us. As children find patterns they can predict what happens next.The ability to find and extend patterns is important to the study of mathematics.
Children need to extend and create patterns with a variety of materials and with numbers, as well as with sound and motion.
Try exploring with your child the many patterns in your home by asking the questions:
Where do you see the pattern? How do you know it is a pattern? How can you describe it?
You might give your child toothpicks, pasta pieces, buttons, etc. Encourage him/her to create a pattern, to predict what comes next. Ask your child to draw a picture to continue the pattern.
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ONLINE MATH RESOURCES
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ONLINE MATH RESOURCES
www.edu.gov.on.ca/abc123/ has videos that show parents ways for bringing literacy and numeracy into their homes. These clips are avaliable in both, Englisn and French. It also offers printable pamphlets that give even more suggestions for parents in reading, writing, and math. Lastly, it offers parents web links to help them find resources that are helpful in providing for support in learning at home.
Another thing that might be rather helpful (and fun) is a program on TVOKids called TVOKids Math Homework Hotline. Some very prominent teachers will be on the program to answer phone calls and e-mails from students having problems with their math homework. They will also provide coaching and some how-to's for doing math.You can find the recorded pieces on:
http://www.tvo.org
http://www.tvo.org
