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Patterning
Have students use the rabbit counters to make a pattern. Work on
simple patterns (AB patterns) and then move on to more challenging
patterns such as ABB, ABC, and AABB.
What Comes Next?
Pass out one rabbit to each student. Form patterns using these rabbits.
Have students line up to form a pattern with their rabbit counters and
ask questions such as: “What comes next in the pattern? Can we label
the pattern that was made? Can we make a different pattern?”
See and Think
Pose questions that require higher-level thinking skills and promote
algebraic thinking.
For example:
There are two ears on one rabbit. How many ears are on three rabbits?
There are two eyes on one rabbit. How many eyes are on four rabbits?
If each rabbit has four legs, how many legs are on three rabbits?
Use the rabbit counters to check your answers.
Geometry
Where Does It Go?
Have each student reach into the hat and pull out one rabbit to hold.
Give commands as to where the rabbit can be placed. Use positional
words such as under, on top of, between, next to, etc. Work on left and
right commands as well.
Match Me
Pull two rabbits out of the hat. Look at the two rabbits and find how
the two rabbits are alike. Are they the same color? Are they the same
size? Are they a perfect match?
Measurement
Measuring Fun (Non-standard Units)
Place the hat and the large rabbits at a table along with objects to be
“measured” such as a marker, a book, a piece of paper, a pencil, a
stapler, etc. Ask students to measure the length of the objects by lining
up rabbits next to the objects. How many rabbits long is the pencil?
How many rabbits long is the book? Which object is the longest?
Estimation
Place all the large rabbits in the hat and ask, “How many large rabbits
do you think you can pull out of the hat with one hand?” Record
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