A puzzle with numbers:
Counting objects:
Monday, March 14, 2011
Sunday, March 13, 2011
21st Invitation Wording Black And White Theme
Subtraction with significant ... fingers
The Subtraction minuend with 11 to 18 and subtracting from 2 to 9 are very important, not very easy, and must be carried in mind or with your fingers or counting backwards, when you put the numbers in the column and borrows the dozen or the hundred or so. So it is worth exercising a lot, to store the results of these 45 transactions or to facilitate the creation of shortcuts calculation (each has its).
material 0049 is a series of flashcards duplex which suggests a strategy of calculation and promotes the storage of their frequent these subtractions.
On one side of the card is reported abduction and graduated rod, which suggests to count on, not the other way (for many children is difficult to count in reverse), by subtracting the minuend, using your fingers (you'll need more fingers of two hands: no fingers on loan from compagnetto or mother). Turning the paper, the result is represented by the design of the fingers used to count the correct result.
PDF is a two-sided print, laminate and cut out. Pages 5-8 are to be printed on the back pages 1-4.
Download it from here. 
The Subtraction minuend with 11 to 18 and subtracting from 2 to 9 are very important, not very easy, and must be carried in mind or with your fingers or counting backwards, when you put the numbers in the column and borrows the dozen or the hundred or so. So it is worth exercising a lot, to store the results of these 45 transactions or to facilitate the creation of shortcuts calculation (each has its).
material 0049 is a series of flashcards duplex which suggests a strategy of calculation and promotes the storage of their frequent these subtractions.
On one side of the card is reported abduction and graduated rod, which suggests to count on, not the other way (for many children is difficult to count in reverse), by subtracting the minuend, using your fingers (you'll need more fingers of two hands: no fingers on loan from compagnetto or mother). Turning the paper, the result is represented by the design of the fingers used to count the correct result.
PDF is a two-sided print, laminate and cut out. Pages 5-8 are to be printed on the back pages 1-4.
Download it from here.
Monday, March 7, 2011
Monday, February 28, 2011
Where Can I Find A Day Relationship Counter App
understand and compare the numbers with commas - From the Opera MT0006
I designed this material to help children understand the real meaning of numbers with a comma and to compare these two numbers to determine which is the greatest. On the dashboard you can place the figures show units, tenths and hundredths. Turning these cards, then, on the back is a representation of cakes Whole for the units of tenths of cakes for tenths and hundredths of a cent for cakes (by turning the three cards is possible, that is, to understand the actual amount represented by a decimal number). With two planks, you can compare two decimal numbers and practice to identify the largest, and then turning their own test papers.
The PDF file contains the papers front to back (to pages. 2, 4 and 6 are the reverse of pages. 1, 3 and 5), the bridge (p. 7) which should make two copies, and a suggestion activities (page 8).
I apologize for the imperfections of the PDF are due to the various steps to the copier to the PC ... hands and markers and then scanned. But these imperfections are the trace of the fine work of the group that we are gradually learning to do).
To download the PDF click here .
And then tell us what you think and suggeriteci new activities possible. Help us to do better and more! 
I designed this material to help children understand the real meaning of numbers with a comma and to compare these two numbers to determine which is the greatest. On the dashboard you can place the figures show units, tenths and hundredths. Turning these cards, then, on the back is a representation of cakes Whole for the units of tenths of cakes for tenths and hundredths of a cent for cakes (by turning the three cards is possible, that is, to understand the actual amount represented by a decimal number). With two planks, you can compare two decimal numbers and practice to identify the largest, and then turning their own test papers.
The PDF file contains the papers front to back (to pages. 2, 4 and 6 are the reverse of pages. 1, 3 and 5), the bridge (p. 7) which should make two copies, and a suggestion activities (page 8).
I apologize for the imperfections of the PDF are due to the various steps to the copier to the PC ... hands and markers and then scanned. But these imperfections are the trace of the fine work of the group that we are gradually learning to do).
To download the PDF click here .
And then tell us what you think and suggeriteci new activities possible. Help us to do better and more!
Sunday, February 27, 2011
Pyrogallic Acid With Koh
Wednesday, February 23, 2011
Lingual Braces In Aus Cost?
Travelogue: fourth meeting (February 21, 2011)
After presenting the theory, the main explanation of Montessori materials and to take such a survey on the needs of teachers, Finally, armed with cards, pens, computers and laminators, we began to create, and in a real workshop!
I'm happy not only because the teachers involved participated in the completion of the course materials that I designed and their implementation, with enthusiasm and competence, but because they are constructive criticism emerged at grass roots projects and new projects are even born, original (but faithful Montessori principles), proposed precisely by the same participants.
So, overall, the laboratory has produced 21 February:
1. a set of letters buffed to the kindergarten (capital letters)
2. a set of large letters to be built (For kindergarten and for children with special needs)
3. two sets of hourglasses for the perception of the scheduled time (inspired by the sound boxes of children's homes)
4. a series of flashcards for spelling (single and double consonants) for the primary school
5. a series of flashcards for learning to read notes in treble clef
6. a material for the association between number and quantity
7. my material for understanding and comparison of numbers with a comma (tenths and hundredths
8. more copies of the beautiful material "additions grammar" (conceived and designed entirely by one of the participants :-))
9. two materials for the association painting-author and to identify the title of the painting created by another student.
A single post will be dedicated to each material.
soon! 
After presenting the theory, the main explanation of Montessori materials and to take such a survey on the needs of teachers, Finally, armed with cards, pens, computers and laminators, we began to create, and in a real workshop!
I'm happy not only because the teachers involved participated in the completion of the course materials that I designed and their implementation, with enthusiasm and competence, but because they are constructive criticism emerged at grass roots projects and new projects are even born, original (but faithful Montessori principles), proposed precisely by the same participants.
So, overall, the laboratory has produced 21 February:
1. a set of letters buffed to the kindergarten (capital letters)
2. a set of large letters to be built (For kindergarten and for children with special needs)
3. two sets of hourglasses for the perception of the scheduled time (inspired by the sound boxes of children's homes)
4. a series of flashcards for spelling (single and double consonants) for the primary school
5. a series of flashcards for learning to read notes in treble clef
6. a material for the association between number and quantity
7. my material for understanding and comparison of numbers with a comma (tenths and hundredths
8. more copies of the beautiful material "additions grammar" (conceived and designed entirely by one of the participants :-))
9. two materials for the association painting-author and to identify the title of the painting created by another student.
A single post will be dedicated to each material.
soon!
Tuesday, February 15, 2011
Side Effects Of Walnut
You can play with words but also in solitary for writing, for example, cast lots and three cards using the characters protagnisti extracted as a narrative production, or ... suggested, invent, imagine ...
You can use the game in a foreign language, why not?
Monday, February 14, 2011
How Do I Know Scabies Goes Away
Memory Cards invents stories of grammatical tables
This is also a material easy to make, you can build in the classroom. In the game you must manage memory to match cards that go together, here are the operation and the corresponding result. The symbol on the chart gives the certainty of having done right. This material can also do other activities such as fishing from the deck and go in search of results between the paper lying on the table.
Airtel Kerala Mobile Directory
Addition
is a material practice in the use of prepositions is often not easy to understand for our students ...
The instructions are very simple and intuitive, as well as deployment of material:
Here is a version achieved without technological support, the student can also do the same:
is a material practice in the use of prepositions is often not easy to understand for our students ...
The instructions are very simple and intuitive, as well as deployment of material:
Here is a version achieved without technological support, the student can also do the same:
Sunday, January 16, 2011
Big Boobs Breast Pump
Syllables (6 -9)
Giuseppe also spontaneously decorated the syllables in a very creative way. The letters become characters in a history often associated with the syllable ... Carry your cards and comments of Joseph in each of them.
FAN: The three letters are three paparazzi, as can be seen by the cameras. Joseph said that where there are fans there are the paparazzi.
DRO "is an Egyptian design. D is a framework Medar, R is what is on the camel and the O is the head of the mummy."
TE: "The T is a man who is holding a cup of tea . But the E is the same thing. And these two gentlemen are toasting" (note the tea at the foot of T).
LE: "L is the teacher who is leading the task to the student, which is the E. But he is lazy and does not want them."
RI "R is a hunter who is holding a gun while I be a re noceronte escaping."
E: "And the girl is a very and binding."
PE: P It will be the mechanic and the car will be. "
RIO: "R is a captain of a ship, I is an anchovy, a type of fish along and O is a network that has caught a fish. (I thought Rio Mare).
CO: "C is the one that buys co Comerio, and O is the watermelon."
RA: "R is a ra na that caught a fly with the language and A is another fly that is trying to free his brother."
CE: "The C is a child playing with a toy airplane. E, however, is the airplane which is playing child ".
E: "And the President is an American, and 10 is what it's worth the money (but I wanted to write us $ 100).
ME: "The M is the me it has a hole where it exits the caterpillar and the E is the trunk of the tree where there is a branch hanging from the apple."
FROM: "These here are two spouses. D is the bridegroom who marries his fiancee. The A is the bride who must marry her boyfriend. "I ask him" why did you think the bride and groom. "responds" I have no idea the most miserable. "Note the bow of the groom and the bride all'olandesina pigtails.
CA:" they have nothing to tell them. "
NO: N is a thief along with his partner and O is the godfather of the thief, you know?".
Joseph (7 years) had to do an exercise for the house (he attended the second grade in a public school): copy in three separate columns the names of many animals, putting in the first column, the two-syllable names, in the second and third ones trisillabici those with more than three syllables. The syllables were reproduced for use in bulk, below. The book (Lucia Forino, Attack 2 ITA, Milano, Signorelli, 2006, p. 49) proposed to create ... Montessori material: a card for each syllable, so you can pull the cards and experience the formation of words you want. Eventually, however, the names "discovered" to be analyzed (but it is much easier to count the syllables of each word you have to count the cards) and copied in the notebook in the table that I described earlier.
The syllable, real entity (mental), but abstract, is thus made concrete, and manipulated through its concrete symbol of the card. Giuseppe also spontaneously decorated the syllables in a very creative way. The letters become characters in a history often associated with the syllable ... Carry your cards and comments of Joseph in each of them.
(first series)
DRO "is an Egyptian design. D is a framework Medar, R is what is on the camel and the O is the head of the mummy."
TE: "The T is a man who is holding a cup of tea . But the E is the same thing. And these two gentlemen are toasting" (note the tea at the foot of T).
LE: "L is the teacher who is leading the task to the student, which is the E. But he is lazy and does not want them."
RI "R is a hunter who is holding a gun while I be a re noceronte escaping."
E: "And the girl is a very and binding."
PE: P It will be the mechanic and the car will be. "
RIO: "R is a captain of a ship, I is an anchovy, a type of fish along and O is a network that has caught a fish. (I thought Rio Mare).
CO: "C is the one that buys co Comerio, and O is the watermelon."
RA: "R is a ra na that caught a fly with the language and A is another fly that is trying to free his brother."
(second series)
WHO: "C is a gentleman who knocks at another man. H is the door and I is the gentleman who was knocking the other ". (- Toc toc. - Who is it?)
NO: N is an angry man who insulted a gentleman and the O is very sad that the gentleman is insulted by that gentleman. "
NE and CT: "nothing to say. They're like H. Maybe you should wait before I draw their faces."
SCE: "S is a sce mo slipping on a wet paper. C is a sce mo slipping on a banana peel. E is a sce mo that falls on his head a bucket of water upside down, and then everything gets wet (do not you think one of those traps that child who had lost the plane?).
MIA: MIA is like " my wife." The M is a man who is kissing a girl. This is the girl I kissed that man. And the A is the priest who appoints them (or summons them? ) husband and wife. This came to me because it says about me and mine, since I'm still a child, that's my mom, it is my mom! and her husband is my father ...".
SCIM: "S is a boa dancing. C is a snake charmer. The I and M are other snake charmers of snakes that enchantment that help to play for that snake, do you understand? ".
RON:" R is Ron's wand in hand, however, is broken. The O is Hermione. Hermione was adjusting his glasses to Harry, Ron was turning his rat in a tree. Except that that was the corner of Willow and moved. The N is Harry Potter, with the scar. "
YOU." T is a Viking. This idea came to me from Dragon traier. E is the dragon. "
NO: N is an angry man who insulted a gentleman and the O is very sad that the gentleman is insulted by that gentleman. "
NE and CT: "nothing to say. They're like H. Maybe you should wait before I draw their faces."
SCE: "S is a sce mo slipping on a wet paper. C is a sce mo slipping on a banana peel. E is a sce mo that falls on his head a bucket of water upside down, and then everything gets wet (do not you think one of those traps that child who had lost the plane?).
MIA: MIA is like " my wife." The M is a man who is kissing a girl. This is the girl I kissed that man. And the A is the priest who appoints them (or summons them? ) husband and wife. This came to me because it says about me and mine, since I'm still a child, that's my mom, it is my mom! and her husband is my father ...".
SCIM: "S is a boa dancing. C is a snake charmer. The I and M are other snake charmers of snakes that enchantment that help to play for that snake, do you understand? ".
RON:" R is Ron's wand in hand, however, is broken. The O is Hermione. Hermione was adjusting his glasses to Harry, Ron was turning his rat in a tree. Except that that was the corner of Willow and moved. The N is Harry Potter, with the scar. "
YOU." T is a Viking. This idea came to me from Dragon traier. E is the dragon. "
(third series)
E: "And the President is an American, and 10 is what it's worth the money (but I wanted to write us $ 100).
ME: "The M is the me it has a hole where it exits the caterpillar and the E is the trunk of the tree where there is a branch hanging from the apple."
FROM: "These here are two spouses. D is the bridegroom who marries his fiancee. The A is the bride who must marry her boyfriend. "I ask him" why did you think the bride and groom. "responds" I have no idea the most miserable. "Note the bow of the groom and the bride all'olandesina pigtails.
CA:" they have nothing to tell them. "
NO: N is a thief along with his partner and O is the godfather of the thief, you know?".
Tuesday, January 11, 2011
Blood Back Of Throat In The Morning
objectives established in the meeting of January 10, 2011
comments on the meeting of January 10, 2011 (course materials Montessori - IC Motta S. Anastasia)
It was a meeting of reflection and comparison.
and triggered some ideas for building operational activities aimed at achieving specific goals, listed below and distributed to the field.
OBJECTIVES
MATHEMATICS
1.1 put in ascending or descending a set of fractions
1.2 put in ascending or descending a series of decimal numbers (to one decimal place).
1.3 translate into a series of arithmetic (arithmetic algorithm later) a problem expressed in words.
1.4 understand the technicalities of the geometry.
memorize the multiplication table 1.5 (in particular from 6 to 9).
1.6 perform operations with fractions.
SUPPORT
2.1 associate the symbol number of the quantity.
2.2 recognize addition and subtraction (eg., Subtract 2 pens to a group of 5 and ask "what have I done?" Desired response "subtraction", etc...)
SCHOOL
3.1 distinguish sound stimuli and order by length (eg this sound is longer (lasts longer) than, etc.)..
increase 3.2-motor skills to prepare for the hand to writing.
3.3 place events in time using the labels "yesterday", "today", "tomorrow", "first", "now", "then after".
HISTORY AND GEOGRAPHY
4.1 store and connect events and historical information.
LANGUAGE EDUCATION
5.1 recognize and classify parts of speech.
5.2 distinguish single and double consonants.
5.3 associate writing and action. Accomplish actions indicated by a written message.
5.4 to reduce errors in spelling most common in children six years.
It was a meeting of reflection and comparison.
and triggered some ideas for building operational activities aimed at achieving specific goals, listed below and distributed to the field.
OBJECTIVES
MATHEMATICS
1.1 put in ascending or descending a set of fractions
1.2 put in ascending or descending a series of decimal numbers (to one decimal place).
1.3 translate into a series of arithmetic (arithmetic algorithm later) a problem expressed in words.
1.4 understand the technicalities of the geometry.
memorize the multiplication table 1.5 (in particular from 6 to 9).
1.6 perform operations with fractions.
SUPPORT
2.1 associate the symbol number of the quantity.
2.2 recognize addition and subtraction (eg., Subtract 2 pens to a group of 5 and ask "what have I done?" Desired response "subtraction", etc...)
SCHOOL
3.1 distinguish sound stimuli and order by length (eg this sound is longer (lasts longer) than, etc.)..
increase 3.2-motor skills to prepare for the hand to writing.
3.3 place events in time using the labels "yesterday", "today", "tomorrow", "first", "now", "then after".
HISTORY AND GEOGRAPHY
4.1 store and connect events and historical information.
LANGUAGE EDUCATION
5.1 recognize and classify parts of speech.
5.2 distinguish single and double consonants.
5.3 associate writing and action. Accomplish actions indicated by a written message.
5.4 to reduce errors in spelling most common in children six years.
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