Showing posts with label download and teach. Show all posts
Showing posts with label download and teach. Show all posts

Holiday Traditions Around the World

by Learning Harbor Resources ™
for K - 2

The holiday season always brings such cheer to people far and wide. The time of year is filled with traditions that harken back to centuries ago. Christmas, Hanukkah, Los Posadas, Diwali, Kwanzaa, and St. Lucia are celebrated around the globe with great food and rich traditions and among family and friends.

Every year, at Christmas time, families of Christian faith celebrate in a myriad of sacred and secular ways. The advent calendar marks the days leading up to the birth of Christ, which is celebrated on December 25th. One of the most treasured traditions involves hanging stockings for Santa Claus to fill on Christmas Eve. Many families put up a Christmas tree, often fresh from the farm, and decorate with lights and ornaments passed down year after year. Christmas songs play on the radio and Christmas movies play on the TV. Many might dream of a white Christmas, but only some see it. Thanks to Irving Berlin, we can all sing about it though.

Hanukkah is also called the Festival of Lights and is celebrated in the Jewish faith. Hanukkah lasts for 8 nights and commemorates the oil burned when Jews rededicated the Second Temple of Jerusalem where the Jews rose up against their oppressors. The first day of Hanukkah begins on the 25th day of the month of Kislev in the Jewish calendar. A menorah holds candles; one is lit the first night and another candle is added and lit each successive night. When the menorah is lit, blessings are sung or chanted. The kids look forward to one special gift each night. And there’s plenty of good food: potato lattkes, brisket, and sweet doughnuts are shared with family and friends.

Los Posadas is also celebrated over several nights by those of Mexican or Spanish heritage, and of Catholic or Protestant religions. It is a nine-day festival celebrated from December 16th through December 24th, leading up to Christmas. It is both a native celebration of the Aztec Winter Solstice and a religious celebration of the birth of Christ. Reenactments or Bible plays are staged to retell the story of Mary and Joseph trekking to Bethlehem in search of an inn (a posada) in preparation for the birth of Christ. Each night, in various communities, one family reenacts the pilgrimage and often children dress up as shepherds and angels. They are refused shelter until the pre-designated house is reached. Singing and praying continues indoors. After eating and celebrating, the night ends with a star-shaped piñata.

Diwali is celebrated by Hindus, Jains, and Sikhs and Newar Buddhists. It is a 5-day celebration of the victory of light over darkness, good over evil, hope over despair,and knowledge over ignorance. The date varies from year to year based on the Hindu calendar, but it is often in late autumn. The first practice during these festive days is  cleaning, renovating, or decorating of the house. People will dress in their finest clothes, candles are lit and prayers, often to Lakshmi, the goddess of wealth and prosperity, are spoken. Gifts are exchanged and ‘mithai’ or sweets are shared. Often towns and cities will have celebrations with special performances, parades and gatherings. It’s a festive and happy time
Kwanzaa is known as a celebration of family, community, and culture and is celebrated by the African-American and the Pan-African communities. Dr. Maulana Karenga, professor and chairman of Black Studies at California State University, Long Beach, created Kwanzaa in 1966. He had been looking for a way to bring together the community and unite people after the terrible events of the Watts Riots in California. He used traditions from several harvest celebrations among various African tribes, such as the Zulu and Ashanti to form the basis for traditions for Kwanzaa. The name is derived from a Swahili word for ‘first fruits’ or harvest. For that reason, African drumming, a large feast, and storytelling are often part of the celebrations. Seven principles form the core values of the celebration: Unity/Umoja, Self-determination/Kujichagulia, Collective Work and Responsibility/Ujima, Cooperative Economics/Ujamaa, Purpose: Nia, Creativity/Kuumba, and Faith/Imani. Each year, Kwanzaa falls between December 26 and January 1.

St. Lucia’s Day is a festival of lights celebrated in Sweden, Norway, and Swedish-speaking areas of Finland on December 13 in honor of St. Lucia. In the Scandinavian countries, this day marks the beginning of the Christmas season. Usually there is a procession on December 13th with girls dressing in simple white dresses, wearing a lighted wreath on their heads. Boys also take part and wear a simple white outfit. Coffee and baked goods are served to the family by the eldest daughter, all dressed in white. Her white dress, wreath of candles and lingonberry greens represents light and new life in the long, dark nights of winter.
All these festivities carry with them the love of sharing time, faith, and food with family and friends. It is a time to strengthen those ties that bind us together as a community. We celebrate and rejoice in our faith and our time spent with each other. Holiday traditions are passed down, from generation to generation to instill and perpetuate the values of our groups within society. We hold them dear and hope our children’s children will as well. 
And of course who could have a Holiday without the Nutcracker Theme. Students will have fun with the Interactive Self Correcting resource with the Tin Soldiers, Christmas Tree and Ballerina while learning about Adding Doubles and Doubles Plus 1 for Google Classroom™







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Painless Problem Solving Daily Routine

by Learning Harbor Resources for Teachers
Grades K - 3

Wouldn't it be great if your students were excited about problem solving every day? Wouldn't it be wonderful if your students thought that problem solving was FUN?  Wouldn't you love to see your students engaged in problem solving?  


This is a classroom tested problem solving routine. We solve two problems a day. On any one day both of the problems are the same type. The types are listed below. First one problem is projected onto a screen and it is acted out by students and worked together as a whole class. The second problem is read and discussed as a whole class and then worked individually or by partners using manipulates, drawing pictures, or using math strategies that the students have learned. It is important for first graders to solve four types of math word problems.

  • Add To, or Join
  • Take From, or Separate
  • Put Together / Take Apart/ or Part, Part, Whole
  • Compare 
The term Compare is used in both Cognitively Guided Instruction  and Common Core Standards. The terms Join, Separate, and Part, Part, Whole are used in Cognitively Guided Instruction. The terms Add To, Take From, and Put Together / Take apart are used in Common Core Standards.

These are my tried and true methods of teaching problem solving. This works well for whole class or for guided math groups.  Below is a list of the activities I use.  After that, is an example using each type of problem.
  • Project a grade level appropriate word problem on a white board or screen.  This should not be a worksheet. Task cards work well because the students will be concentrating on only one problem at a time.
  •  After reading the problem together, I choose students to act out the problem.
  • We reread the problem and students work the problem on wipe off white boards.
I project a new problem of the same type, and we read and discuss the problem as a class.The students solve the problem on a wipe off board or paper.  Students may draw a picture, use manipulatives such as cubes or counters. or us  math strategies that they have learned. 
                                                         Add to, or Join
Kate had 5 flowers.  Julie gave Kate 2 more flowers.  How many flowers did Kate have altogether?
I call two girls two the front of the class. One will play the part of Kate and the other will play the part of Julie. Kate will pick up 5 plastic or paper flowers. Julie will give Kate 2 more flowers. Kate will lay all the flowers on a table and will lead the students in counting the flowers and find the sum of 7. I will project a new Add to, or Join problem.  We will read the problem as a group and discuss it. Students will solve the problem on a wipe off board. Students may draw a picture or use manipulatives such as cubes or counters, or use a math strategy to solve the problem.
Take From, or Separate
Liam had 10 pumpkins.  He gave 2 pumpkins to Jack.  How many pumpkins did Liam have left? 
I will pick two boys to come to the front of the class. One will play the part of Liam and the other will play the part of Jack. Liam will pick up ten small plastic or paper pumpkins and lay them on the table so that the students can see them. Liam will give Jack 2 pumpkins. Liam will lead the students in counting to find the difference of 8. Students may draw a picture or use manipulatives such as cubes or counters to solve the problem.
Put Together/ Take Apart, or Part, Part, Whole
Mrs. Brown had 12 cupcakes.  6 were chocolate and the rest were vanilla. How many were vanilla? 
I would pick one girl to play the part of Mrs. Brown.  She would have 12 plastic or paper cupcakes. She would move 6 away from the group and lead the class in counting how many were left to find a difference of 6. I would then project a new Put Together / Take Apart , Part, Part, Whole problem.  We will read the problem as a group and discuss it. Students will solve the problem on a wipe off board. Students may draw a picture or use manipulatives such as cubes or counters or use a math strategy to solve the problem.  to solve the problem.
                                                              Compare
Matt had 6 balloons.  Kevin had 5 more balloons than Matt.  How many balloons did Matt have?
I will pick two boys to come to the front of the class. One will play the part of Matt and the other will play the part of Kevin. Matt would have six real or paper balloons. Matt would put his balloons on a table. Kevin would add his 5 balloons to the same table.  Kevin would lead the students in counting the balloons to come up with a total of 11 balloons. I would then project a new Compare problem  We will read the problem as a group and discuss it.  Students will solve the problem on a wipe off board. Students may draw a picture or use manipulatives such as cubes or counters or use a math strategy to solve the problem.
                                                               FUN TIP
I make name tags of the names used in the problems for the students acting out the problem.  I make a big deal out of saying something like, "The part of Mrs. Brown, will be played today by Anna" in my best dramatic voice.  The kids LOVE it. Students look forward to this math problem solving time. They LOVE to be chosen to act out the problem.  It is great to have them love problem solving.
                                             BEST RESOURCE SOLUTION
Would you like to try this, but don’t have the time to write out those problems, or identify the type of and sort the problem from materials that you have?   Check out this resource.  It has 20 problems with a fall/ autumn theme. The problems are grouped so that there are always two of each type together.  Just what you need to save time in your already busy schedule.
This resource is available in Google Classroom™ or PowerPoint.


  



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Hot Off The Press! A Great Way to Practice the Math Addition Strategy, Counting On

by Learning Harbor Resources for Teachers
Grades K-2



Hot Off The Press!  A Great Way to Practice the Math Addition Strategy, Counting On

Some students really struggle with counting on.  They may have trouble starting with the largest number. They may want to count both of the addends. It can be so confusing for young learners.  I was teaching this strategy to a group of first graders. I modeled "touching" my head and said, "Put the larger number in your head and count on the smaller number. We practiced as a group and then the students began working independently. I walked around the room observing and guiding the children.  After about five minutes the students went from "touching" their heads to slapping themselves on the forehead.  Needless to say we moved on to put the larger number in your pocket the next day.

If I were planning to teach this strategy today, in guided math groups, I would pass out laminated pocket shapes, pennies and number cards. I would say, choose two number cards, put the larger number on your card, count on the second number, using the pennies.  I would observe the students and have them tell me the sums.

After the students had had many opportunities to practice with hands on materials.  I would introduce the Addition Strategy Counting On for use with Google Classroom™ activity. One slide from the activity is show above. 

This activity will help students to continue to practice Counting On in a meaningful way.  It takes many repetitions for a strategy to become automatic.  This activity is designed to provide repetitions while keeping the student engaged.  
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