KINDERGARTEN MATH TRAINING

OCTOBER 20, 2014

NUMBER CORNER SITE BELOW

LEARNING TARGETS

•Teachers will share successes and challenges with number corner.

•Teachers will be more familiar with the categories in number corner.

•Complete a backward design on a future unit.

•See a model lesson using the Instructional model

MATHEMATICAL PROCESS STANDARDS

The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:


The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:


A. Apply mathematics to problems arising in everyday life, society, and the workplace


B. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and reasonableness of the solution


C. Select tools, including real objects, manipulatives, paper and pencil, and technology, as appropriate, and techniques including mental math, estimation, and number sense, as appropriate, to solve problems.


D. Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs and language as appropriate


E. Create and use representations to organize, record, and communicate mathematical ideas


F. Analyze mathematical relationships to connect and communicate mathematical ideas


G. Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written and oral communication

NUMBER CORNER BINDER IDEA

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November Number Corner Activity: Spill the beans

How to Play

•Gather class in the number corner.

•Display the 5 frame side.

•Introduce the bean counters.

•Set out 5 bean counters white side up.

•Turn each one over to show students that each bean is both red and white.

•Put them in the cup.

•Ask a student helper shake the cup and gently spill the beans

•Ask students to think silently about how many red beans and white beans they see.

•Arrange the beans in the five frame putting all the red ones together and all the white ones together.

•Ask how many beans are all together?

•Students hold up their finger pattern to represent the number all together.

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SPILL THE BEANS LOGISTICS:


Play under the document camera.

Use magnetic 2 color items to display on the five frame on the board for all students to see.

Move students to area that is more convenient for students to see the activity.

Do this activity or extend it at another time in the day. (Doesn’t have to be during number corner time)

QUESTIONS

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TALK MOVES

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SUCCESSES & CHALLENGES IN NUMBER CORNERS

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NUMBER CORNER FIRST GRADE CLASS VIDEO BELOW

After Watching the Video, These Questions were answered:

How does this teacher apply Talk Moves (reasoning & wait time) during the calendar grid?

How does this classroom conversation support the Process Standards?

How does the teacher keep students engaged?

NUMBER CORNER COMPONENTS

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CLOSING A LESSON

•Lesson Closing in a nutshell – can be one or some combination of the purposes below. It should be a meaningful end to the lesson.

•Reviewing the key points of the lesson.

•Giving students opportunities to draw conclusions from the lesson.

•Describing when the students can use this new information.

•Previewing future lessons.

•Demonstrating student’s problem-solving process.

•Exhibiting student learning.

•Creating a smooth transition from one lesson to the next lesson.

CLOSING EXAMPLES FOR KINDER

•Pair Share

•Thumbs up/Thumbs down

•K-W-L Chart

•Students share their work or experience(students can bring sample work)

•Make an anchor chart as a class about what we learned.

CHARTS ON THE BACK WALL

HOMEWORK FOR NEXT MEETING IN JANUARY

Bring student work from the assessment:

A student who:

•Exceeds the standard (high)

•Meets Standard (middle)

•Partially meets or does not meet (low)