KINDERGARTENSession 1

Vacaville USD

September 8, 2014

AGENDA• Problem Solving and Patterns• Math Practice Standards/Questioning• Review Word Problems• Counting and Cardinality – Stations• Developing Numbers• Review of Daily Math

Expectations– We are each responsible for our own learning

and for the learning of the group.– We respect each others learning styles and

work together to make this time successful for everyone.

– We value the opinions and knowledge of all participants.

Regina’s Logo

How many tiles are needed to make a Size 5?

What about a Size 10? a Size 20? A Size 100?

Regina’s Logo

What is a strategy that will let you quickly and easily figure out how many tiles you will need for any given size?

Regina’s Logo

Recursive• Add 3 each time

SIZE # OF TILES

1 5

2 8

3 11

4 14

5 17

Regina’s Logo

3 times the Size + 2

3n + 2

Regina’s Logo

3 times the Size + 2

3n + 2

Regina’s Logo

2 times (Size + 1) + Size

2(n + 1) + n

Regina’s Logo

(2 times Size) + (Size + 2)

2n + (n + 2)

Regina’s Logo

3n + 2

Regina’s Logo

3n + 2

Regina’s Logo

2(n + 1) + n

Regina’s Logo

2n + (n + 2)

Patterns and Kindergarten

• Color• Shape• Number

The Use of Effective Questions

• Questioning plays a critical role in the way

teachers – Guide the class

– Engage students in the content

– Encourage participation

– Foster understanding

CCSS Mathematical PracticesO

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nREASONING AND EXPLAINING2. Reason abstractly and quantitatively3. Construct viable arguments and critique the

reasoning of others

MODELING AND USING TOOLS4. Model with mathematics5. Use appropriate tools strategically

SEEING STRUCTURE AND GENERALIZING7. Look for and make use of structure8. Look for and express regularity in repeated

reasoning

SMP’s

• So how does the use of effective questioning relate to the Standards for Mathematical Practice?

SMP’s and Questions

• Your group will receive 16 cards– 8 SMP’s– 8 lists of questions related to the SMP’s

• Your job is to match each SMP with the questions designed to support that SMP.

Asking Effective Questions

Pick 2 colors...

1. Use one color to highlight questions that you are already asking.

2. Use the 2nd color to highlight questions that you would like to ask this year.

Additional Resources

• Effective Questions – PBS

Standards

• Look at your standards for Operations and Algebraic Thinking.

• What do students in Kindergarten have to be able to do by the end of the year?

Solving Word Problems

1. Read the entire problem out loud to students (or have a student read it). Ask students to tell you what the “story” is about ……

2. Including who and/or what the problem is about. These become the “labels” in your diagram.

3. Identify the question and write or state a sentence frame for the answer leaving a blank to fill in.

4. Chunk the problem (Kindergarten) –Beginning of the year

• Student acts problem out whole class or individually with objects and/or pictures

• Teacher records the process using simple drawings with dots, circles, and/or squares

• Student records answer

4. Chunk the problem (Kindergarten)–Later in the year

• Student acts problem out whole class or individually with objects, pictures, and/or drawings

• Student records the process using simple drawings with dots, circles, and/or squares

• Student records answer• Teacher (and student, if ready) records

number sentence.

5. Correctly compute and solve the problem (show all work!)

6. Write the answer in the sentence and make sure the answer makes sense.

Farmer John had 4 scarecrows.

His neighbor gave him 2 more scarecrows.

How many scarecrows does Farmer John

have?

 

Add to – Result Unknown

5 scarecrows were playing in the barn. 2

scarecrows left and went home. How many

scarecrows are in the barn now?

 

Subtract from – Result Unknown

2 green scarecrows and 1 orange

scarecrows are playing in the field. How

many scarecrows are playing in the field?

 

Put Together/Take Apart – Total Unknown

There are 4 scarecrows playing in the field.

How many are green and how many are

red?

 

Put Together/Take Apart – Both Addends Unknown

3 scarecrows were playing in the field.

Some more scarecrows came to play in the

field. Now there are 5 scarecrows playing in

the field. How many more scarecrows came

to play in the field?

Add to – Change Unknown

Lavon had 6 scarecrows. He gave

Terrence some of his scarecrows. Now

Lavon has 3 scarecrows. How many

scarecrows did Lavon give Terrence?

Subtract from – Change Unknown

There are 3 fields.

There are 2 scarecrows in each field.

How many scarecrows are there in all?

 

Multiplication – Equal Groups  

Cara has 8 scarecrows.

If she puts 2 scarecrows in each field, how many fields will have scarecrows?

Division – Number of Groups Unknown

Max has 3 scarecrows.

Linnae has 4 scarecrows.

Who has more scarecrows – Max or Linnae?

How many more?

Compare – Difference Unknown

Sam has 6 scarecrows.

Letti has 4 scarecrows.

Who has more scarecrows – Sam or Letti?

How many more?

Compare – Difference Unknown

Counting and Cardinality

Standards

• Look at your standards for Counting and Cardinality.

• What do students in Kindergarten have to be able to do by the end of the year?

Stations

• Walk through Stations 1-4– Stations 1, 2, 3 have 3 different levels– Station 4 has 3 levels but only 1 example at

each level

Stations

• What are the essential understandings that students need to have about counting?

• How do the different stations address or raise different issues related to counting?

Stations

• So what can you create stations for?• What stations can be independent? What

stations need teacher direction?• How can you create stations that allow you

to differentiate?

Developing Number

Developing Numbers

5

• Let’s count to 5• What number comes before 5?• What number comes after 5?

• Count out 5 bears.• Let’s count them together.• How many did you count?

• Let’s clap 5 times, counting as we go.• How many times did we clap?

• Let’s stomp 5 times, counting as we go.• How many times did we stomp?

• Count out 5 color tiles• Let’s count them together.• How many did you count?

• Put 1 bears on each color tile. • Did you have enough tiles?• Did you have any leftover tiles?

• All 5 bears are in the house.• Some are in the green room and some are

in the yellow room.

• Find at least 3 different number bonds how many bears are in each room.

• There are 5 frogs sitting on a log.• How many frogs are on the log and how many

are in the pond?• 1 falls off.

– How many frogs are on the log and how many are in the pond?

• Another 1 falls off.– How many frogs are on the log and how many

are in the pond?

• Another 1 falls off.– How many frogs are on the log and how many

are in the pond?• Another 1 falls off.

– How many frogs are on the log and how many are in the pond?

• Another 1 falls off.– How many frogs are on the log and how many

are in the pond?

Developing Number

• Physical activities• Counting activities• Breaking apart / Number bond activities

Sorting and Counting

• What is one possible way we can sort our shapes?– How many of each?

Daily Math Review