Progression

Objectives

• Students will be able to recognize an object, color, number, etc., as being part of a continuous progression.
• Students will be able to determine what comes before and after
  in the sequence.

Kit Contents

• Red Program Folder

• Books (in kit)
  • Murphy, Stuart J. Beep Beep, Vroom Vroom

• Equipment (in kit)
  • 3 Boxes of Large Crayons (12 in box)
  • Tape Measure
  • 8 Color Paddles (2 blue, 2 green, 2 red, 2 yellow)
  • 2 Place Value Practice Boards

Lesson

• Activities
  • Colors
    • Students should be able to recognize the six basic colors (red, orange, yellow, green, blue, purple) This is a good time to introduce the pneumonic ROYGBIV for the colors of the rainbow: Red, Orange, Yellow, Green, Blue, Indigo, Violet. For this, we will combine the indigo and violet as purple.
    • Using crayons, colored paper, other colored objects around the house, get your student to name colors. Stick to the basic 6 colors.
    • Test your student to find out if he/she can figure out the progression from one color to another. Work with him/her to come to the understanding that red is the only thing that makes red, then adding yellow to it, you get orange. By taking out the red from orange, you get yellow. Blue being added to yellow gets green, and so on. If you think of it as a continuous circle, you would have the purple between the blue and red, thus being the purple.
    • Shine a flashlight through a prism. Have student name the visible colors. Repeat in order to determine if order is always the same.
    • Have student color the order that is seen.
    • Predict what color would come next on either end of the rainbow (check by using color wheel)
  • Numbers
    • Students should be able to recognize the numbers 0-9.
    • Numbers and the continuation of that pattern is a clear progression. Whenever a child tells you the highest number he/she can possibly imagine, ask the child if it is possible to add one to that number. Numbers are a continuous, never ending progression, though, as with the colors, they have their cycles. The numbers 0-9 are constantly cycling through as a number gets higher. 19, 29, 39...199, 209, ...1009, 1999....
    • Using a scoreboard flip chart have your student flip through the chart and see if he/she can determine the progression pattern.
  • Other common progressions
    • Hours (time)
    • Days of the week
    • Months of the year
    • Seasons

 

Kit Topics | Families Counts