Math Center – December 04-08 2017

*Frames of Learning (Highlight frames for which you are preparing)

*Conceptual Understandings: Conceptual understandings are statements of essential ideas that accompany each of the overall
expectations. Conceptual understandings include concepts, skills, attitudes, and habits of mind.

 We can use positional language to describe an object’s location.

*Overall Expectations (OE): Knowledge and skills described, in general terms, in each frame. Educators focus on the overall
expectations when co-constructing learning with the children.

OE17
As children progress through the Kindergarten program, they: describe, sort, classify, build, and compare two-dimensional
shapes and three-dimensional figures, and describe the location and movement of objects through investigation

SRWB – Self-Regulation and

BC − Belonging and Contributing DLMB − Demonstrating PSI − Problem Solving
Well Being Literacy and and Innovating
Mathematics Behaviours

*Noticing and Naming Learning : Making Learning Visible

Learning Goals: Enable children to think about and to begin to
direct their own learning. Support the knowledge and skills
described in the overall expectations and conceptual
understandings.
 I can use words to describe where things
are.
 I know where to place objects using words.
 I can find pictures in the class to help with
my descriptions.
Specific Expectations: describe in greater detail
the knowledge and skills related to overall expectations.
Success Criteria: Enable children to know when and what they are learning.
Accomplishments along the way.
 Modeling pictures and word instructions to place objects.
 Reading the word correctly with the action.
 Using a variety of classroom resources to help with
descriptions.
Ways in Which Children Might Demonstrate Their Learning:
Children are not required to demonstrate their learning in all three ways.
SAY DO REPRESENT

17.2 communicate an understanding of basic spatial  Students are using images to reference where to position
relationships (e.g., use terms such as “above/below”,
their items.
“in/out”, “forward/backward”; use visualization,
perspective, and movements [flips/reflections,  Students are reading and repeating the instructions.
slides/translations, and turns/ rotations]) in their
 Students are moving objects to the appropriate location.
conversations and play, in their predictions and
visualizations, and during transitions and routines  Students are making connections to real life events.

11.7 use illustrations to support comprehension of

texts that are read by and with the educator(s)

The Educators’ Intentional Interactions: Teacher Questions/Prompts

How educators engage with children’s learning- students; strategies; materials; environment – based on observations
RESPOND CHALLENGE EXTEND
R: Where is the bear in this image? Ex. “He is in the cave”. Can we read the word “in”?
C: Can you move the bear 4 steps away from the cave? Where is he now? “in front? Beside? Behind? “
E: If I asked you to add a second object and have the cave in between the bear and the second object, what would that look
like? If ___, ____ and you are standing in line, ___ is in front and ___ is behind, where are you?

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 Math Center – December 04-08 2017

Assessment Documentation
Assessment For/As Leaning
- Observation at the center
- Taking notes
- Documenting with pictures and videos
Materials required:
- Bowl/caves
- Little objects or animals
- Dice with directions
- Placemats with words and images
- Record keeping score papers (objective to get all positions at least once)
Possible learning next steps for learning:
This is a week-long center that will serve as a supplement to the two math lessons occurring on Wednesday and Friday.
There are also instructional and positional language prompts at the sand table with similar expectations.
T
MINDS ON
Script how you plan to engage the students with this opportunity. (if required)

Preparation
All required material set on one table during math centers.
- Place 6 “caves” on the table, with 6 accompanying small objects or toys.
- 3 “positional language” dice on the table
- Positional language placemats
- Students checklists for each cave.
Instructions
- Each student has a placemat, a cave and an object.
- Taking turns, they roll the dice to give instructions to the object.
- The student moves the object to the location on the die.
- Once moved, they will reference their placemat to check off that location.
- Once the placemat is full, they have completed the game.

Questions or prompts for the teacher

- Where is the bear in this image? Ex. “He is in the cave”. Can we read the word “in”?
- Can you move the bear 4 steps away from the cave? Where is he now? “in front? Beside? Behind?”
- If I asked you to add a second object and have the cave in between the bear and the second object, what would that
look like?
- If ___, ____ and you are standing in line, ___ is in front and ___ is behind, where are you?
- Can you read where it says to go? How do you know it says that?
- Where is _____’s bear positioned?

Date: December 04-08, 2017 - Learning Opportunity: Math Center – Positional Language

Set2016