Matemáticas de Kindergarten
Segundas Doce Semanas
Estimados Padres:
Los objetivos listados abajo serán usados para guiar a su niño en el dominio de los conceptos que se cubren en las segundas 12 semanas de Unidad de estudio.
Geometría
* Reconocer y nombrar figuras de dos dimensiones: quadrilaterals (triángulos, rectángulos), cuadrados, y círculos.
* Reconocer y nombrar figuras de tres dimensiones: esferas y cubos
* Observar objetos concretos en su alrededor y representarlos usando figuras
* Combinar y descomponer figuras básicas
* Comparar figuras geométricas e identificar sus semejanzas y diferencias
Medidas
* Comparar y ordenar por largo, capacidad, altura, y peso.
* Días de la semana
* Meses del año
* Las cuatro estaciones
Tiempo
* Ordenar eventos diarios
* Tomar el tiempo cuando los eventos diarios ocurren
* Día de la semana en que ocurren eventos semanales
Número y Operación
* Contar objetos hasta el 20
* Uso de modelos para los números escritos en palabras del 1 al 20
* Escribir los numerales del 1 al 20
* Números Ordinales del 1ero. al 10mo.
* Comparar grupos como igual que, más que y menos que.
* Estimar usando 5 y 10 como marcadores fijos
Dinero
* Identificar monedas por su nombre y valor
* Contar pennies (1¢) para comprar cosas de hasta 20 pennies (1¢)
* Haga cambios adecuados entre pennies (1¢) y nickels (5¢)
Datos
* Plantear preguntas informativas
* Recolección y organización de datos
* Registrar los resultados utilizando gráficos de dibujos y discutiendo
Estas son algunas sugerencias de lo que usted puede hacer en su casa para ayudar a su niño:
* Mientras usted viaja en su carro de un lado a otro haga un juego de buscar símbolos, muestras y patrones en edificios que tienen diferentes formas en ellos y hable de las formas que ustedes ven. Usted puede hacer lo mismo en su casa, encontrando figuras adentro y afuera de ella.
* Discuta el tiempo en que suceden los eventos en el horario de su hijo. Usted puede hacer con el un horario y hablar de las cosas que suceden primero, después, etc.
* Haga que sus hijos cuenten el número de carros rojos que ven mientras van en su carro.
* Cuenten el número de tenedores y cucharas que tiene en la gaveta.
* Cuenten el número de juguetes que recogen de su cuarto.
* Haga que su hijo haga un dibujo gráfico del número de tenedores, cucharas, y cuchillos que usted tiene en la gaveta.
Atentamente,
C
Science
Dear Parents,
The purpose of this newsletter to give you an overview of what your child will be learning in science this year in kindergarten. Please take a moment to look over the different sections of this newsletter. You will see parent background related to kindergarten standards, important terms to know, and some extension activities you can do at home.
Motion is what happens when something changes its position. All motion takes time to happen. Some things change position in very little time. When we throw balls to each other, it gets from one to another in only a few seconds. Some things move so fast you can’t even see them move. Other things move so slowly that they seem to be sitting still.
Motion can be observed and measured. Pointing out objects and how they move can be an amazing chance to bring daily activities to life. Clouds do not seem to move very fast, but they do move. The wings of a hummingbird in flight move so fast that all you see is a blur.
Even parts of Earth’s surface move very slowly. You would have to measure very carefully to see how much they move in an entire year. That is what scientists do to find out more about how Earth moves and changes.
A train is a very large object. Making it move or stopping its movement takes a lot of force. You cannot move a train. But, when you move an object, you use the same forces it would take to move the train. You pull or push. Sometimes this causes motion, sometimes it does not. You could pull or push on a train that was not moving, but it still wouldn’t move.
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Students will know…
- how an object’s shape and composition affects movement
- objects can be sorted by how they move
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Students will be able to…
- push, pull & roll common objects
- describe an object’s motion
- create patterns of different types of movement
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Here are some activities you and your kindergartener can do together:
1) Sort the toys in your house by how they move- roll, push pull, motionless, or if they go fast, slow, round & round, & zigzag
2) Have your child create patterns of movement & repeat them while driving around running errands- such as clap, snap, clap, snap or touch head, wiggle toes, wiggle toes, touch head, wiggle toes, etc.
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Word |
picture |
description |
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push |
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to press upon or against (a thing) with force in order to move it away |
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pull |
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to draw or tug at with force |
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zigzag |
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a course that has a series of sharp turn first in one direction and then in another |
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force |
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any push or pull |
The Push-and-Pull Song
(sung to the tune, "Row, Row, Row Your Boat")
Push, push, push your cart,
Gently through the store.
Fill it full of lots of things,
Then let's add some more.
Pull, pull, pull your sled,
Gently through the snow.
Let's get on and zip on down.
How fast can we go?
Push, push, push the boat,
As the wind does blow
Over the ocean and into the sails,
To make the sailboat go.
Pull, pull, pull the flag,
As the wind goes by.
Pull the flag to make it flap,
Look how proud it flies!
Push, pull, to make it move,
Try it and you'll see.
Things move with a push or pull-
Even you and me!
Great Kindergarten Websites
Visit these websites for excellent online activities.
Great online exploration of pushes & pulls
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
Great online activity for movement
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml
Go to this site to get a good explanation of force using toys.
http://www.hitchams.suffolk.sch.uk/toy_forces/index.htm
Science
Dear Parents,
The purpose of this newsletter to give you an overview of what your child will be learning in science during this unit. Please take a moment to look over the different sections of this newsletter. You will see parent background related to kindergarten standards, important terms to know, and some extension activities you can do at home.
Gravity can often be a difficult concept for kindergartners to grasp. Gravity is the force of objects pulling on other objects. The force of gravity between two objects depends on their mass and how close they are to each other.
Most objects don’t pull on each other enough to measure. But Earth is a very big object. The force between it and other objects is powerful. Gravity pulls so hard that it holds objects down on the Earth’s surface, even though the Earth is spinning. All day, everyday gravity is acting upon you and things that around you. The force between you and Earth is holding you where you are. If you jump into the air, the force of gravity will pull you back down. Without Earth’s gravity, everything would go flying off into space.
Simple experiments and constant visualization of objects “falling” is a must for students this age.
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Students will know…
- things near the Earth fall to the ground unless something holds them up
- why objects fall down when dropped
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Students will be able to…
· recognize that some things such as airplanes are in the sky but return to earth;
· recognize that the sun, moon, and stars are in the sky, but don’t come down
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Here are some activities you and your kindergartener can do together:
Straw Gravity Experiment
The next time you are drinking with straws talk about forces. When you are drinking the “milk” the “sucking” force is making the drink go in your mouth, but as soon as that force stops, gravity pulls it back into the glass. Your child will actually be able to “see” the effects of gravity pulling the drink back into the container.
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gravity |
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The force that pulls things toward each other. In our case, it’s the force that pulls things towards the Earth. |
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sky |
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What we see when we look up while outside. It’s the air between Earth and outer space for a kindergartener. |
Gravity
by Londis Carpenter
If gravity were turned around
We'd all fall up instead of down.
If I fell up I'd laugh out loud
To bump my head into a cloud.
There'd be no skinned elbows or knees,
Picking up clothes or raking leaves.
And planes would need more sky to share
For cars would soar into the air.
I probably would never cry
If I slipped and fell up in the sky.
But how would we stay on the ground,
If gravity was turned around?
Great Kindergarten Media Fun
Watch The Absent-Minded Professor (1961) and see how the anti-gravity goo affects objects!
Check out this website!
http://www.ology.amnh.org/astronomy/gravity/index.htm
Songs: Go to…
http://www.songsforteaching.com/jennyfixmanedutunes/gravity.htm
to see the lyrics and hear a song about gravity