Kinder Math Planning
February 27, 2019
Small Group Binder Check February 28th
SLO Tracker
Focus:
Find the attachment at the bottom of the Smore.
IReady Learning Games: How to Navigate and Tips and Resources.
EDC, Logic Talk Posters, and Number Talks- Guide is attached to the end of the SMore
- FEBRUARY EDC: Quality Questions: How many clips do we have when we have ___ and 1 more? What do we know about pairs? What else comes in pairs ? How many more tally marks do we need to get to ____? How did you work this out? What pattern do you see? How can you describe it? Do our tally marks show more or less than 10? How do you know? Do we have more heads or more tails? How many more ____ do we need so they both have the same amount? Is ____ the same as ___ and ___?
- MARCH EDC: Quality Questions: How can we describe the first ball on this month's calendar? 2nd one? Third one? Where in the classroom do you see today's amount? Read a number from one of the red squares? Where else can you find this number? What does a scale look like when it balances? How do you know? What do you notice about this coin? If we wanted only ___ dots colored, would we need to color more or cross some out? How many? Can you find any balls or sphere shapes in our classroom? What does the scale tell you when it goes up higher? Lower? How many more (heads or tails) do we need so that we both have the same amount?
Fruit Graphing Activity
- Since we do not spend time on graphing, we can do a small group lesson and turn into a workstation or do whole group at EDC time.
- Do we need another graphing activity? Let's look for some smartboard activities and station ideas.
Search for lesson ideas from Flocabulary and Nearpod.
3 Guided Math Must Haves Webinar by Reagan Tunstall
- Very good!
- Watch from minute 8:00-32:00
- Free resources on TPT
- 1st and 2nd went to her seminar in January. Hoping to send you next year. :)
Unit 8: Comparing Sets: Test is March 1st and is combined with Counting On and Counting Back.Distribute tests.
- compare sets of objects up to "at least 20" in each set
- use comparative language (more than, same number as, two less than, etc)
- should be able to do abstractly, with written numbers
- students must practice giving two statements (inverse statement) " 9 is more than 6 and so 6 is less than 9", students may see this as two completely different statements
- Marcy Cook more and less number tile activities
- Sentence Stems: " _____ is more than _____ and so _____ is less than ______. (inverse) " A number less than ____ is ____." " A number greater than ____ is ____."
- Good Questions: "Which shows a greater number? How do you know?
- Do you have the number balances?
Unit 9: Counting on and Counting Back: Test is March 1st with Comparing Sets- Distribute tests.
- Compose and Decompose numbers to 10 with objects and pictures in a variety of ways
- 5 + 2+ 3=10 5 +1=6 and 4+2= 6 and 3+ 3=6
- Math Balances are a great tool!
- Must develop an understanding of part-whole relationships and that a set of objects can be broken in to multiple ways.
- Inclusion- to understand that a smaller set of objects exists within that larger set.
- Represent addition with objects, finger and drawings
- Focus on joining and separating problems (CGI) Review CGI procedures.
- Write and create problems for the classroom using kid and teacher's names.
- When acting out or working these problems, students MUST have manipulatives.
- Solve word problems using objects and drawings to find sums up to 10 and differences within 10. The use of drawings and /or objects are critical.
- K.3C Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences. It is critical that students are able to relate concrete objects to pictures and to a number sentence. - Math Learning Center Apps
- Have students practice orally explaining how his/her picture relates to the number sentence.
- Vocabulary: addition, sum, add, join, subtract, separate, subtraction, number sentence, difference equal, "is the same as"
Unit 10: Numbers 50-100 Test is combined with Unit: 11 number Facts on April 11th
- Count forward and backward to "at least" 20 from any number. Goal is to 100.
- Read, write and represent to "at least" 20 without pictures or objects.
- Need engaging forms of repetition (shaving cream, clay, matching games etc)
- Common for students to write numbers backwards
- Some may not consider zero a number
- May think the number is more when the counters are spread out, moved, rearranged, or hidden.
- "How many are there? How many do you have?" "I have _____(objects) in all."
- Number Talks- Subitizing :)
- Generate a set using concrete and pictorial models up to 20 (more than, less than, and equal to.
- Generate a number that is one more or one less to 20 without objects.
- "How many would there be if we added one more object? "What if we had 5 cubes and add one more? How many cubes would there be then?
- Compare sets of objects to "at least 20" in each set using comparative language.
- "12 color tiles is more than 9 color tiles and 9 color tiles is less than 12 color tiles. " Students should say both statements to compare.
- Recite number up to "at least 100" by ones and tens beginning with any number, from another other than 1.
- We will complete the lessons for counting by 2's and 5's, but will not make them accountable for it.
Unit 11: Number Facts Test is combined with Unit 10: Numbers 50-100 on April 11th
- combining sets, composing and decomposing with objects and pictures, as well as counting all play a role in familiarizing students with number facts.
- as students solve word problems, we need to assess for our report card indicators.
- lots of problems using CGI- focus on the action of joining and separating.
- students should represent addition and subtraction with objects, fingers, drawings
- Joining: Sarah had 7 pencils. Juan gave her 3 more pencils. How many pencils does Sarah have now? Sarah had 7 pencils. Juan gave her some more pencils. Now Sarah has 10 pencils. How many pencils did Sarah have to begin with?
- Separating: Sarah had 10 pencils. She gave 3 pencils to Juan. How many pencils does Sarah have now? Sarah had a total of 10 pencils. She gave some to Juan. Now she only has 3 pencils. How many pencils did she give to Juan? Sarah had some pencils. She gave 3 to Juan. Now Sarah has 7 pencils left. How many pencils did Sarah have before?
- Kindergarteners use counting to solve four problem-types by acting out the situation and/or with objects, fingers, and drawings. Add to Result Unknown, Take from Result Unknown, Put Together/Take Apart Total Unknown, and Put Together/ Take Apart Addend Unknown. Refer to page 4 of the curriculum documents for examples.
- The use of using objects and drawing pictures is crucial.
- Students can be expected to explain and record observations. (Chatter Pix)
- Should explain their thinking using spoken words(our TEK we are assessing), pictorial models, and number sentences.
Report Card for the 3rd 9 Weeks- Add coins.
- How did the SLO tracking go?
- SLO Focus:
https://docs.google.com/document/d/1GFraVXAnxiqAD3lufKaX6ad-opm5Gq_9asPvbchF-l0/edit
Capacity Lessons-
Length and Weight
Free Games posted on Schoology Kinder page
Cool videos from Learn 360!
Great website to use for the SmartBoards for work mats and manipulatives!
March EDC
Reagan Tunstall "Goodies" :)
PDF file is too large so I have saved it in the math common folder.