Tangram Puzzles

Activity:  Completing the animal puzzles with the tangram pieces.

Materials:  tangram puzzles OR printable tangram pieces and templates found here:

Print off pieces and puzzles here:
Tangram Pieces
Use clipart to create puzzles here:
Tangram Clipart
More puzzles to print:
Tangram Puzzles

Talk about the names and characteristics of each shape (# sides, one side is longer, equal lengths, etc.)

Melissa and Doug Tangram Puzzles

Very simple matching of shapes to the outline.

N tried to fit different pieces together to make them fit.

Kansas Early Learning Standards

By 36 months

M.G.t.3:  

Manipulates shapes to place in a form board or simple puzzle.

By 48 months

M.G.p3.2:  

Correctly names shapes regardless of their orientations or overall size.

M.G.p3.3:

Analyzes and compares shapes in different sizes and orientations and uses informal

language to describe their similarities, difference and part (e.g.,number of sides and corners) and other attributes (e.g., having sides of equal length)

M.MD.p3.2:

Sorts objects into two or more groups by their properties or uses (e.g., sorts blocks into 2 piles; sorts by shape) 

M.CC.p3.6:

Identifies whether the number of objects in one group is more or less as compared to the number of objects in another group up to 5 

By 60 months

M.MD.p4.3:

Sorts objects into categories; counts the numbers of objects in each category (limit category counts to less than or equal to 10); makes comparisons between the categories based on quantity.

M.MD.p4.2:

Directly compares two objects with a measurable attribute in common to see which objects has “more of ”/ “less of ” the attribute.

Extended Activities using Tangrams:

1) Sort the pieces by colors
2) Sort the pieces by shapes
3) Count how many in each category
4) Talk about which category has more or less (ex. Are there more blue than white?, Which color/shape has the fewest?)
5) Use the mathematical terms for the shapes (ex.  rhombus instead of diamond, trapezoid, hexagon)

N sorting by colors and counting how many in each group.

6) Let your child come up with their own creation using the tangram pieces.

N discovered that the hexagons fit together.

Have fun watching your child discover the world of tangrams!

Pipe Cleaners in a Jar

Stuffing Pipe Cleaners

Materials:
empty (clean) Parmesan cheese jar
pipe cleaners (cut into small pieces)
straws (cut into small pieces)

Push the small pipe cleaners or straws through the holes.
Dump or shake them out and do it again!

Kansas Early Learning Standards

PHD.t.4:

Coordinates the use of arms, hands and fingers to accomplish more complex tasks 

PHD.p3.2:

Uses classroom and household tools independently and with eye-hand coordination to carry out more complex activities.

K using the straws.

Excellent fine motor skills being worked!

K stopping for a "cheese".

Great eye hand coordination!

Allow your child to lead the activity for as long as she/he wants to explore.  Then try some extended activities.

Extended Activities:
> count the straws/pipe cleaners as your child puts them in
> name colors to be put in (put the yellow straw in, put the green pipe cleaner in, etc.)
> ask your child to put in a certain number of straws/cleaners (Can you put in 3 straws?)

BOB Books

If you have not discovered BOB books yet I highly recommend them!  We have 3 full sets now.  Pictured above is the first set.  You can purchase them through book fairs and on Amazon.These contain easy CVC words and some beginning sight words in.  L (my kindergartener now) has taken to these very well.  Once blending letter sounds together clicked with him he took off.  There are also free resources and printables to go with BOB books as well.  What I love most about the BOB books is the simple Dick and Jane structure of the stories.  I know when I was a kid I learned most of our reading skills from memorizing the words.  I memorized the words from practicing them over and over until I recognized the sounds that went together.  I don't remember much about learning phonics, but I remember reading Dick and Jane books and other stories like them.  I am not saying that memorizing words is the best way to read.  But it is an excellent tool, especially for those sight words that do not follow phonics rules. 


Standards

Kansas Early Learning Standards
(standards for children 3-4 years old)

CL.L.p3.2:

Uses pictures and illustrations to tell and retell parts of a story.

 

CL.L.p3.3:

Asks and answers questions about unknown words/pictures in a book.

 

CL.L.p3.4 :

Interacts with a variety of common types of texts (e.g.,storybooks, poems, songs).

 

CL.L.p3.5:

Understands that books have both illustrations and print.

 

CL.IT.p3.3:

Exhibits curiosity and interest in learning new vocabulary.

 

CL.IT.p3.4:

Identifies the front andback cover of a book.

 

Common Core Standards
(the following standards are at a Kindergarten level...not an early learning level)

CCSS.ELA-Literacy.R.F.K.1   
Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.R.F.K.1a 
 Follow words from left to right, top to bottom, and page by page.

CCSS.ELA-Literacy.R.F.K.1b   
Recognize that spoken words are represented in written language by specific sequences of letters.

CCSS.ELA-Literacy.R.F.K.1c
 Understand that words are separated by spaces in print

CCSS.ELA-Literacy.R.F.K.3a   
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. 

CCSS.ELA-Literacy.R.F.K.3c  
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Matching Numerals

Activity:  Match the numeral card to the number word card and the shape quantity card.

 

Standards

 

Kansas Early Learning Standards

 

ATL.p3.1:

Sustains attention to task, especially when adults offer suggestions, comments and questions as a means of support.

 

 ATL.p3.3:

Remembers and follows one or two step directions.

 

ATL.p3.4:

Practices an activity many times until successful.

M.CC.p3.2:

Demonstrates an understanding that number names can be represented with a written numeral.

 

M.CC.p3.5: 

Uses number words to indicate the quantity in small sets.

 

M.G.p3.2: Correctly names shapes regardless of their orientations or overall size

 

Common Core Standards

 

CCSS.Math.Content.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

 

Each color coded card has a numeral, a shape representing a numeral, or a number word.

 

N placed the numbers in order first.

N found the quantity cards that represent the number.

The color coding helped N recognize which word matched the number.