Kinder Math Planning
February 13, 2019
Claudine will share from the math lead meeting on Saturday.
- Use the new IReady information to dig into the data and games.
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 ___?
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.
Search for lesson ideas from Flocabulary and Nearpod.
Unit 7: Numbers 1-50 Test is February 8th How did the test go? Dig into DMAC data.
- 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.
Thinking Map Templates
Unit 8: Comparing Sets: Test is March 1st and is combined with Counting On and Counting Back. Preview if available.
- 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- Preview if available.
- 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"
Report Card for the 3rd 9 Weeks- Identify what we will assess. Please bring a report card.
- Should we schedule a time to track the SLO?