During math, we are practicing counting orally to 20 and beyond, but our main focus is recognizing, naming, writing, building, and comparing numbers to 10. This includes counting sets up to ten, as well as recognizing and building numbers on a ten frame and with fingers.  Because our number system is base 10, developing fluency and deep familiarity with numbers to 10 establishes a strong foundation for all future math learning.

When we are counting we have talked about the importance of saying just one number for each object (as one student aptly put it, making sure our mouths don't go faster or slower than our fingers).  With larger sets we have worked on keeping track of what has been counted in some way.  With movable objects it works well to move them as we count.  We have also worked on counting slowly and double checking just to be sure. 

On the ten frame and with our fingers we talk about the composition of numbers and what they look like in relation to 10.  For example 6 on a ten frame might look like 5 on top and 1 on the bottom or 3 on top and 3 on the bottom, but there are always 4 empty spaces.  9 always has one empty space or one finger down, because it is 1 less than 10.  

We have worked on these skills in a variety of ways, which promotes flexibility and also presents good opportunities to develop the muscles that are so critical for a pinch grip (using tweezers or tongs, rolling play dough, playing with legos, and practicing monkey bars are other great ways to strengthen these muscles!)

While we will continue to focus heavily on numbers to 10, in the coming weeks we will begin to explore teen numbers as well.  

 In an effort to learn everyone's names and begin to recognize the names of classmates we have been spending a lot of time looking at and comparing names.  We have sorted names by the number of letters, syllables, and specific letters we do or don't have in our names.  We also created some name art to brighten the classroom!  I think each child knows the names of all of the classmates in their in person group.  Now we will work on learning the names of everyone in the class!

 We had our first butterfly emerge on Monday morning.  We know it was a girl because males have 2 prominent dark spots on their lower wings.  This one did not.  We kept her with us for a few hours while it finished drying out which gave us a good chance to look at her closely.  We sent her off with good wishes for a safe journey before the rain arrived.  We still have three chrysalises in the room so hopefully the Thursday/ Friday group will get to see a butterfly in person as well!

Our in person days at school have been busy and productive!  We have spent much of our time establishing classroom routines and expectations.  These include how to use all of the tools that are stored in each child's individual supply crate, as well as expectations for mask wearing, washing hands, and distancing.  Children have done a fantastic job of learning expectations, rolling with the changes in how school looks, and finding ways to have fun throughout the day.  

We have had time to play both inside and outside and a highlight of our first two weeks was voting for the town dog tags.  Waitsfield town clerk Jen Peterson generously invites WES kindergarten to do this each year.  While we couldn't travel to the town offices to vote this year, we were able to talk about the process of voting and the importance of voting when we have the opportunity.  Each child voted on the shape and color for the next dog tags, which will come out sometimes this winter.  Keep your eyes out for purple paws, which won by a landslide!

During math we have recently revisited 2-D geometry.  Students have engaged in several activities that help them recognize ways to compose simple shapes from smaller shapes, for example a hexagon can be made using 2 trapezoids or 6 triangles.  The Caterpillar Game, a class favorite, involves spinning a spinner that selects different shapes to fill the 3 hexagons that make up the body of a caterpillar.  Another station involves covering large outline pictures with pattern block stickers and then filling in a table to show how many of each shape were used, as well as the total number of shapes.

We have also played a game called the Barrier Game.  Partners each have a 3 by 3 grid, hidden from the view of the other partner.  One partner uses specific directions to tell the other partner where to place shapes on the grid, trying to create 2 identical grids.  This game has provided excellent practice naming shapes as well as using position words such as above, below, beside, left, and right.  It is also a great exercise in giving specific directions, speaking clearly, and listening!