Kindergarten Math Planning
April 4, 2019
How to Use Technology/ Troubleshooting Anchor Chart
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
- APRIL EDC: Quality Questions: Are there more birthdays this month or during your birthday month? How would you describe a penny? Nickel? Dime? Quarter? Where might we look in our classroom to find today's amount of ___? How many more pennies do we need to get ten cents? How do we count, write and say, today's number? How many different ways can we show today's number with two colors of cubes? How many different number sentences can we write?
Search for lesson ideas from Flocabulary and Nearpod.
Unit 10: Numbers 50-100 Test is combined with Unit: 11 number Facts on April 11th Review test.
- 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.
Unit 12: Addition Stories and Unit 13: Subtraction Stories. Test is May 9th.
- Kindergartners will continue to solve the 4 different problem types by acting out the situation 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.
- Provide every day life, real-world problems.
- After the teacher reads the problem, the students chooses their own method to model a problem and find a solution.
- Students discuss their solution strategies while the teacher represents the situation with an equation written under the problem.
CGI Problem Types
SLO Goal
- 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.