1-2-3 Come Count and Flip Stripes With Me!
This Seuss flip hat is a bit more complicated than the money “cent-stional” one that I designed earlier, but it is still a pretty easy project that nails a lot of Standards in a fun way. Common Core State Standards: K.CC.4a, K.CC.4b, K.CC.4c, K.OA.1,K.OA.5, K.CC.6, 1.MD.3
How To Make A Hat:Run off the templates. I’ve made a teacher answer key with the time-consuming parts done, to expedite making a sample to show your students. Because of the cutting. gluing, and assembling, this is a terrific fine motor skill activity.
You can have students either color every other stripe on the front cover flip portion of the hat, in an ABAB pattern, or you can run off the cover template on red construction paper.
Cut the stripes so that one child gets the odd numbers to glue to his white cover, and another child gets the even numbers.
By gluing the stripe to the matching number, you are reinforcing sequencing, one-to-one correspondence, as well as odd or even numbers, plus skip counting by 2’s for the even numbers.
Before assembling, have students fill in the inside of the hat. If you have them use a yellow and green highlighter, you can revisit the science fact that apples come in red, yellow and green. You can also have them color their apples in an ABC color pattern when they get to that portion of the hat.
I used apples for the group/set of things, because it’s a school theme, easily recognizable by students, and is a terrific transition activity, if you read Seuss’s 10 Apples Up On Top to your kiddos.
There is plenty of room to have your students write the numbers in as well. I did this AFTER the tally marks, so that the first column of numbers stays separate from the writing of the numbers, so that the first number does not look like an 11, the next a 22 and so on.
Children draw hands on the clock to the hour. Remind them that the hour hand is shorter than the minute hand.
Making A Hat: Students cut and glue the correct matching dice to the appropriate column.
I purposely used part of the fact family of 5. Counting the dots on the dice and adding them together to = their number, will reinforce yet another Standard.
Students trim their front and back covers, and cut out their hat. I found that it was easier, to fold the edge of the front and back covers and then glue them to the front and back parts of the hat, before cutting the stripes.
This way everything wasn’t flapping all over the place, with the risk of getting torn or completely ripped off. This will also help prevent children from cutting their strips entirely off, if they don’t stop at the dashed line.
My Y5’s often did that because they were simply on a roll and kept cutting. Once students complete their hats, there are all sorts of things you can do with them.
How Can I Use The Hats? They are great for whole group assessing. Call out a number and have students flip to it.
Have them flip all of their even or odd numbers over. As they flip the even numbers, have them count by 2’s. Call out a number and have them flip over all of the numbers that are greater or less than that number.
Call out a time and have them flip to that. Do quick story problems by saying: “Flip to 2:00 o’clock. If 3 hours go by, flip to what time it will be.” Call out 2 numbers, have them flip them and then add or subtract them.
Students can choose a partner and take turns rolling first one dice ‘til they have flipped numbers 1-6 and then add the 2nd dice to roll and flip numbers 7-10. The first one to flip over all of their flaps, or the one who has the most flipped stripes, by the time the timer rings, is the winner.
If you happen to think of more ways to use this number hat, I’d enjoy hearing from you. firstname.lastname@example.org, or post a comment here if you like. Click on the link to view/download the I've Got Your Number Dr. Seuss Hat.
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“The most precious jewels your arms will ever have around your neck, will be the arms of a child.” -Unknown