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Main Curriculum Tie:
For each student:
Background For Teachers:
Students should have a basic knowledge of numbers and one-to-one correspondence before they start working on these activities. Vocabulary words used in this activity:
Intended Learning Outcomes:
Have everyone close their eyes for a minute. Tell them that we are in a store and we are walking down the game aisle. Ask them what they see. Tell them that what you see are manipulatives for math—box after box of manipulatives that can make math really fun and interesting for students. The problem? Those games have big prices stuck on them and we can’t afford to buy them. Tell the class that you are a garage sale and secondhand store addict. Tell them that usually you can buy a game for $2 or less at a garage sale or a second-hand store. Tell them that those games will probably never be played following the rules of the game.
The following game ideas use second-hand items and can be adapted for games that are available to the teacher.
Push the grasshoppers down and wait for them to pop up. Have a student come and check whether they landed right-side up, or up-side down. Ask a couple of students to come up and try to catapult the monkeys into the tree. Ask another student to come and push the button on the Monster Mixup machine. Have another turn on the Lucky Ducks game and start pulling ducks from the pond one at a time, etc. . .
Ask the students what the students have been doing. Guide their conversation so that you establish the fact that all of the students have been generating data. Then ask what we can do with the data that is being generated. How can we collect, record, and display that data? Make a list on the board of the different ways that the students suggest.
NAEYC, Bredekamp, S. & Copple, C., Eds. (1997). Developmentally Appropriate Practice In Early Childhood Programs. Revised Edition.
To help children learn and develop, teachers use a variety of active, intellectually engaging strategies. . . teachers also model, demonstrate and explain, and provide information, coaching, direct instruction, and other assistance that a child needs to progress (pg 165).
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