Math Station #8: Beep! Beep! Vroom! Vroom!
Skill/ Content and Objective:
Materials:
Description:
Children love to sort and arrange their toys, and this is a perfect way to get kids to connect patterning with play.
This book should be read to the entire class before this station is introduced; it is all about a boy who loves to line up his cars "just so" and his sister who cannot resist playing with them. She must find a way to reorganize them, creating other car patterns.
1. Read and/or look at the book.
2. Take out the paper or a roll of register tape to lay out your "road" for your car pattern. Note: ask children to think of a (small) road, not a super highway! Not too long!
3. Create your car pattern and lay it out on your "road."
4. See if you can replicate your pattern with the laminated car sounds (for example: all red cars say "beep," all yellow buses say "honk," etc.).
5. Get students to say their patterns aloud (for example: red car , yellow bus, red truck, yellow motorcycle / "beep, honk, beep, honk"). Just remind students not to get too loud with their honking and beeping!
6. Take a recording sheet and illustrate your car pattern.
Differentiation Suggestions:
Assessment: Formative and Summative:
Skill/ Content and Objective:
- Identify and extend a shape pattern
- Recognizing patterns
- Extending patterns
- Making predictions
Materials:
- Book: Beep Beep, Vroom Vroom! by Stuart J. Murphy. (2000). Harper Collins. (0064467287). Gr. pre-K to 1.
- Assorted small match box cars, trucks, buses, and other vehicles
- Laminated cards: crash, beep, vroom, honk (one word per card; multiple copies of each card)
- Strips of paper (approx. 1.5” x 8”) or rolls of white register tape
- Recording sheets
- Markers and/or crayons and/or colored pencils
Description:
Children love to sort and arrange their toys, and this is a perfect way to get kids to connect patterning with play.
This book should be read to the entire class before this station is introduced; it is all about a boy who loves to line up his cars "just so" and his sister who cannot resist playing with them. She must find a way to reorganize them, creating other car patterns.
1. Read and/or look at the book.
2. Take out the paper or a roll of register tape to lay out your "road" for your car pattern. Note: ask children to think of a (small) road, not a super highway! Not too long!
3. Create your car pattern and lay it out on your "road."
4. See if you can replicate your pattern with the laminated car sounds (for example: all red cars say "beep," all yellow buses say "honk," etc.).
5. Get students to say their patterns aloud (for example: red car , yellow bus, red truck, yellow motorcycle / "beep, honk, beep, honk"). Just remind students not to get too loud with their honking and beeping!
6. Take a recording sheet and illustrate your car pattern.
Differentiation Suggestions:
- Some kids love cars, others don't - so have other manipulatives on hand for those children who want other options. Alternatives: plastic army men, plastic dinosaurs, plastic bugs, seashells, etc. Kids will still have fun using the sound cards for their patterns - I mean, who wouldn't love a dinosaur that says "honk?"
- You could mix up the sound cards periodically: it would be pretty funny to have animal noises (meow, woof, etc.), crashing noises (bang! crash! etc.), or silly noises (eek! achoo!, etc.) to use at this station - all in the spirit of using sound to help reinforce the idea of rhythm and pattern repetition.
Assessment: Formative and Summative:
- I Can list/ recording sheet
- Grid paper (can color in the color of the cars or draw in pictures of the cars) [see assessment link]
- Complete the pattern paper (can color in the color of the cars or draw in pictures of the cars) [see assessment link]
- Blank paper: drawings of student work
math_station_-_i_can_8.docx | |
File Size: | 137 kb |
File Type: | docx |