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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