Detailing our Costumes


While some children are still working on their sketches and coming up with their costume ideas, others have began creating different pieces that will go with their outfit…

 “R” began making a shield for his “Captain Stomp” Costume.

He told us that Captain Stomp will have special shells that will make his shield stronger!

 “T” decided her tail is going to be 17 inches long, just so she can have an idea of how long her real tail will be she began cutting different colored pieces of yarn (just like her drawing of her rainbow tail) and lined them up to equal 17 inches on the measuring tape.








“A” began working on her wand and t-shirt for her “butterfly with heart shape wings” costume. She has decided to add seashells along with purple and pink flowers.

Before she added all these pieces to her shirt, she counted how many seashells and flowers she had.  It took her a few times to count the right amount of seashells, but we allowed her the time to count a few times and correct herself. On the last try she counted with her friends and teachers. She counted 33 seashells!

On “D’s” drawing of her “Striped Bee” she made 5 green stripes, 4 yellow stripes, and 4 black stripes. So she began cutting these different colored stripes…

But when she began writing down how many pieces she cut for each color, she counted 7 yellow pieces!!  We began talking about how she made 3 extra yellow stripes from what she drew on her sketch…..

She will now decide if she wants to use 4 yellow pieces or all 7 pieces! Check back to see which number she picks and stay tuned for the progress on the rest of the costumes. ;0)

Learning Goals Achieved:

Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to:
(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;
(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20); and
(C) use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.

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