GRADE 1 SUPPLEMENT. Set C2 Geometry: Ladybug & Butterfly Calendar Pattern. Includes. Skills & Concepts. October Calendar Pattern C2.

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1 GRADE 1 SUPPLEMENT Set C2 Geometry: Ladybug & Butterfly Calendar Pattern Includes October Calendar Pattern C2.1 Skills & Concepts H demonstrate an understanding of position words, including above/below, behind/in front, near, far, and between by describing relative location of objects H identify, describe, and extend repeating patterns H read aloud numerals from 0 to 31 H identify ordinal positions through 31st P201304

2 Bridges in Mamatics Grade 1 Supplement Set C2 Geometry: Ladybug & Butterfly Calendar Pattern The Math Learning Center, PO Box 12929, Salem, Oregon Tel by The Math Learning Center All rights reserved. Prepared for publication on Macintosh Desktop Publishing system. Printed in United States of America. P The Math Learning Center grants permission to classroom teachers to reproduce blackline masters in appropriate quantities for ir classroom use. Bridges in Mamatics is a standards-based K 5 curriculum that provides a unique blend of concept development and skills practice in context of problem solving. It incorporates Number Corner, a collection of daily skill-building activities for students. The Math Learning Center is a nonprofit organization serving education community. Our mission is to inspire and enable individuals to discover and develop ir mamatical confidence and ability. We offer innovative and standards-based professional development, curriculum, materials, and resources to support learning and teaching. To find out more, visit us at

3 Set C2 H October Calendar Pattern CALENDAR GRID Ladybugs & Butterflies Overview This set of Calendar Grid markers replaces studentmade markers in month of October, and provides opportunities for first graders to practice using key prepositions and prepositional phrases as y identify and discuss position of ladybugs and butterflies relative to flowers and leaves on each marker. Skills & Concepts H demonstrate an understanding of position words, including above/below, behind/in front, near, far, and between by describing relative location of objects H identify, describe, and extend repeating patterns H read aloud numerals from 0 to 31 H identify ordinal positions through 31st Advance Preparation Label top of one of pieces of chart paper with words Calendar Grid Observations. Laminate 2 sheets of chart paper, and n use an erasable marking pen and yardstick to mark off 3 columns on both of m. Head columns on first sheet as shown below. Use second piece of chart paper to extend observation sheet mid-way through month. Use an erasable marker to draw columns and record students observations, so you can re-use sheets each month. Calendar Grid Observations Date Position Similar Words You ll need H Calendar Grid pocket chart H Month and Year Calendar Grid cards H October Ladybug & Butterfly Calendar Markers (available at Print 1 copy of calendar marker sheets, preferably in color, single-sided, on white cardstock. Cut calendar markers apart and laminate if desired. H 2 sheets of lined chart paper (see Advance Preparation) H helper jar containing a popsicle stick for each child with his/her name on it H All about Where by Tana Hoban (optional) H Over, Under, and Through by Tana Hoban (optional) Introducing Ladybug & Butterfly Calendar Grid Pattern Open your first Number Corner lesson in October by directing students attention to calendar grid. Explain that you will put up a new calendar marker as each day of month passes. Place first marker in correct pocket, and ask children to pair-share observations. Bridges in Mamatics Grade 1 Supplement C2.1

4 What do y notice about this marker? After a few moments, pull popsicle sticks from your helper jar to call on children to share ir observations with class. Students It just has words on it! No, re s a number on it too. See 1 at bottom? Those words say, But re isn t any ladybug. What are y talking about? Then ask children to predict what y might see on marker for following day. Students There might be a ladybug on it. I think it will have number 2 because that s what comes after 1. Maybe re will be 2 ladybugs, and n 3 after that. It will probably be a red ladybug. The following day, post second marker on calendar grid. Have children pair-share observations, and n call on volunteers to share ir ideas with group. As students share, ask m to describe location of ladybug relative to flower. Chances are, y will use words such as up, over, and on top. Guide m to use word above, but acknowledge ir descriptions as well. Students There s a 2 on card, and a ladybug. There s just one ladybug. There s a flower, too. Teacher Students It s coming to flower. Maybe it lives re. The ladybug is up on card. It s on top of flower. The ladybug is over flower; flower is under ladybug. The ladybug is up and flower is down. Teacher Sometimes people use words above and below to describe locations. Can we say that ladybug is above flower? Students Yep, and flower is below ladybug. The 2 is down at bottom. It s even below flower. C2.2 Bridges in Mamatics Grade 1 Supplement

5 October Sunday Monday Tuesday Wednesday Thursday Friday Saturday Calendar Grid Observations Date Position Similar Words 2 Above on top, over, up Continuing through October with Calendar Grid Each day, have a helper point to markers that have been posted in pocket chart as class names position of ladybug relative to flower. Have children predict what next marker will show before you place it on chart. Once new marker has been posted, ask students to share ir observations. Encourage m to use any words and phrases y can to describe position of ladybug relative to flower each day, but also guide m to use words above, below, behind, in front, far, near, and between. Help students track sequence of positions by recording key word on observation chart each day, along with any similar terms volunteered by class during discussion. Teacher Let s name position of ladybug on each marker we ve posted so far, and n make some predictions about what we ll see on today s marker. James, will you point to markers as we name position of each The ladybug is October Sunday Monday Tuesday Wednesday Thursday Friday Saturday Students above flower, below flower, behind flower, in front of flower, far away from flower. I think re s going to be a ladybug close to a flower today because yesterday it was far away. Yeah, it keeps going or way, like above, below; behind, in front; so maybe it ll be far away and n close up for today. Teacher Good predictions! Let s post marker for today and share our observations. I ll record some of our ideas on chart. Bridges in Mamatics Grade 1 Supplement C2.3

6 October Sunday Monday Tuesday Wednesday Thursday Friday Saturday Calendar Grid Observations Date Position Similar Words 2 Above on top, over, up 3 Below under, underneath, bottom 4 Behind in back of, after, hiding 5 In Front in front of, on top of, before 6 Far far apart, going toward, not close 7 Near close toger, beside, next to Here are some questions and prompts to use through month: Let s name position of each ladybug (butterfly) as our helper points to markers. Where do you think ladybug (butterfly) will be on next marker? Why? ladybug (butterfly) on 3rd (7th, 12th, 26th) marker? I see a ladybug between 2 flowers. Which marker(s) am I looking at? I see a butterfly below a flower. Which marker(s) am I looking at? As month progresses, students will discover several different patterns in sequence of markers. Markers 1, 9, 17, and 25 each feature a question: or butterfly? The positions of insects repeat in a predictable manner: above, below, behind, in front, far, near, between; above, below, behind, in front, far, near, between. The markers alternate between sets of ladybugs and sets of butterflies. Note Each of ladybugs and butterflies on first 16 markers is positioned with respect to a flower. On markers 18 through 31, each is positioned with respect to a leaf. Extensions Reinforce prepositions by asking children to place ir right (or left) hand in different positions relative to ir body, such as: in ir lap on ir right knee, on ir left knee beside ir right leg, beside ir left leg above or over ir head below ir waist under ir right foot, under ir left foot behind ir back in front of ir chest near ir right ear, near ir left ear far away from ir mouth between ir knees C2.4 Bridges in Mamatics Grade 1 Supplement

7 Reinforce language of position and location by reading All about Where and/or Over, Under, and Through, both by Tana Hoban. If you have a computer in your classroom with Internet access, some of your first graders may enjoy two of applets found on Utah State National Library of Virtual Manipulatives web site: Ladybug Leaf and Ladybug Mazes. The web site is free to all, and can be accessed at Follow links to Pre-K through 2 geometry section, where you ll find a variety of applets including Ladybug Leaf and Ladybug Mazes. Both of se activities involve programming a ladybug around screen to eir hide behind a leaf (easier) or move through a maze (more challenging). Both provide good spatial problem-solving challenges, as well as practice with directional language and skills (forward, backward, right, left). Instructions are included with each applet on web site, along with suggestions for parents and teachers. Anor applet students may enjoy is Turtle Geometry, also found on National Library of Virtual Manipulatives web site. Bridges in Mamatics Grade 1 Supplement C2.5

8 NOTE Below is a representation of October calendar grid. The full-size calendar markers are available at October Sunday Monday Tuesday Wednesday Thursday Friday Saturday butterfly? butterfly? C2.6 Bridges in Mamatics Grade 1 Supplement