Each day just before our second recess we do a component of our math program called Number Corner. This time is used to introduce, reinforce, and extend skills and concepts. Number Corner includes the same 5 routines each month, with slight variations depending on the month.

Over the course of any given month we 

• record the number of days we have been in school by writing numbers on a number line and visually representing it with links and dots on ten frames
•  place new markers in our calendar and make observations and predictions about the pattern that emerges 
• create a monthly collection of objects (cubes, craft sticks, pattern blocks) that we use for counting and comparing in different ways
• practice the counting sequence and number recognition on a segment of the number line  
• work on computational fluency, often using finger patterns or ten frames.  

For the month of October our calendar pattern has focused on maple leaves, which occur in a repeating color pattern: red, green, orange, brown. A similar pattern occurs in the direction the leaves point: up, right, down, left. With every set of 4 markers, the number of leaves increases by 1, so there is 1 leaf on the first four days, 2 on the next four, etc. Children have had fun predicting what the next calendar marker will look like.

We have completed 42 days of school so far. Each day a volunteer writes the number on our white board and we use the 10 frames and links to practice counting by 10's.

Our collection for October has been green and blue cubes. Our math helper spins a spinner  to determine how many cubes to add to the collection. We make a prediction about how many could be blue and how many could be green and then the helper takes the corresponding number of cubes out of a bag. We also keep track of how many of each color we have collected so far.

On the number line this month we have focused on the numbers 1-20. Children really enjoy playing a game in which they try to find hidden smiley faces behind numbers on the line. They have to name the number before checking to see if the smiley face is there, which gives them practice matching the written numeral to its name. 

Finally, we have been practicing recognizing and making numbers 1-10 on both 10 frames and with fingers. When children instantly know a number, without counting, we often talk about how they knew, which leads to some great observations: 5 and 1 is 6, so 1 more is 7, if we have 10 fingers and 1 is down, then there must be 9, etc.