# Tag: Preschool Math

# Preschool Common Core Prep and Literacy = “Letter Bonds”

( NOTE: I only use this tool ONCE for whole alphabet. When I use it again, it is for numbers. Because this is alphabet review, and they have 75% letter recognition, the content (letters) is familiar enough they can explore the number bond tool. Any repetition of using the bond for letters, may build an expectation of that’s the purpose.

I tested each of the 3 step process with my preschoolers. The skill range combined= some Kindergarten skill standards mastered – some preschool standards not mastered.

I have after school kids that I give homework support to. The first grader met all standards in Kindergarten, but fell behind Common Core math standards in the second half of first grade.

The 2nd grader had met all standards until the second half of second grade, then fell behind in Common Core math.

These students only needed more time to internalize the processes/steps they were taught. There’s so much packed into a short time-there really isn’t time for common core tools (like the number bond) to become second nature.

**Construct Alphabet Letter I : Uppercase/Lowercase Trace/ I is for Iguana**

I came up with Letter Bonds, to build my preschoolers familiarity with the number bond structure that is used, so that by the time they get to Kindergarten, the tool is so familiar, using it is automatic.

My theory is that the number bond format is about constructing and deconstructing, it doesn’t matter WHAT DATA is put into the areas. For example, my first grade student KNEW how to solve the problem, but he didn’t remember to draw his frame right-or his bonds right because he was in a hurry.

IF the number bond is a common tool that my preschoolers get introduced to it in preschool, then practice it with numbers later, they will just KNOW.

***NOTE: Again, I will only use this tool ONCE for whole alphabet. When I use it again, it will be for numbers. But because this is alphabet review, and they know 75% of their letter recognition, the content (letters) is familiar enough they can enjoy the number bond tool. Any repetition of using the bond for letters, would possibly build a student expectation that this is what its ALWAYS used for.

Perhaps 3 months after we finish with the pack, I will introduce simple 0+1 addition using the number bond. That practice with manipulatives and writing will include repetitive explanation of the Number Bond.

There are 3 packs to direct download separately. The packs are made to teach sequentially. Each direct download link, will be under each page example IMAGE.

# Roll and Color a Flower Printable Pack

I changed the format for the Letter Roll A Flower, and the result is a HUGE increase in the FUN FACTOR. We tested it out and it was reported “that is a good game!” Anyways I made a few variations for others, because as long as pinners keep pinning, I will keep making. There is a preview of all of the pages at the end of the post. If your children play this game, see if you observe the following increase in skills below, that I have.

“The world is changing but kids stay the same” Dr. Jean

Increased Skills I’ve observed with my students as a result of playing this game weekly:

**Subitizing**– I don’t have to count dots to know how much it is (this is Kindergarten Prep for Common Core)**Number recognition**. We learned 1-5, next is 6-10. Fives are a huge component for Common Core and for money. My strategy for teaching numbers is: First I introduce two consequetive numbers. We work on one the first week in different activities, but we review daily the other number. Then I reintroduce the next number and we focus on that number that week. The next week only play games using numbers one through five. The final week we return to both numbers. Repeat. I tried this because when I learn, I learn what things are by what they are NOT, I simply need comparison to learn so I can catorgorize data. Since using this approach, its been effective. I didn’t research, I just tried it one day and observed results.- Counting and remembering the number I counted when I return to the paper.
**CRITICAL THINKING/PROBLEM SOLVING**(to aid memory, I frequently have students yell out the number when they first read the die.) - Number Recognition, Letter Recognition. (looking up and finding letters increases recognition more then tracing, because they are so focused on the mechanics of tracing , they forget the letter they are doing).
- Finally, I think most important.
**USING TOOLS, METHOD, PROBLEM SOLVING.**I provided after school support for a first grader, who was falling behind with Common Core. He knew the answer but he was not showing his steps properly, and he also needed short cuts. The game introduces this math method. For example, one preschooler used his dice row, to figure out what petal to color when he didn’t recognize or retain the number 6. He retained the dot pattern, he counted along the die line (it was not memorized yet) and found his number. They learned how to solve to get the answer using their “math tools” when they can’t remember the answer. **Personal:**I am to this day poor with math. I am 52 and we were taught by memorization. I have a bit of photographic memory, this did NOT help me with Algebra. My goal with this game is to provide an activity that builds problem solving skills, using math “tools” (like the ten frame) unconciously. In this way, a learner does not have to have a “natural math aptitude””, because they can use problem solving and critical thinking to solve the problem, whether its Common Core or something else.