Graphing Prompt Cards which are non-reader friendly! All children will be able to participate in graphing activities due to the picture prompts. My Pre-K students LOVE these !!!
There are a total of 30 Prompt Cards which equates to 6 weeks of graphing!!!
You can use these cards as a daily morning warm-up where children come in and place their name on the graph. OR, you can use the Prompt and Label Cards as part of a center, part of whole group instruction or even as part of your small group instruction.
Cards start out with simple yes/no answers (a total of 15 cards).
Graphing questions eventually become more complex where children have an either/or choice, to the level where there are black line masters for children to color and cut out their choices of items and graph them accordingly.
When used with Prekindergarten children, these Common Core objectives will automatically be ingrained by the time they reach Kindergarten!
Graphing provides opportunities for students to become skilled at counting, comparing, and learning math vocabulary, such as same, equal, more, or less. After producing each graph as a class, provide time to discuss the results shown.
The following CC Standards are covered:
Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
•Classify objects and count the number of objects in each category.
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
Count to tell the number of objects.
Understand the relationship between numbers and quantities; connect counting to cardinality.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Understand that each successive number name refers to a quantity that is one larger.
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1
"The Common Core Standards were written and developed by The National Governors Association Center for Best Practices and Council of Chief State School Officers. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. "
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