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CCGPS MathematicsKindergarten Update Webinar
Unit 2: Counting With FriendsSeptember 10, 2013
Update presentations are the result of collaboration between members of 2012 and 2013 Unit Review and Revision Teams
Microphone and speakers can be configured by going to:Tools – Audio – Audio setup wizard
Turtle Toms- [email protected] Elementary Mathematics Specialist
These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
Kindergarten Unit 2Counting With Friends
Graham FletcherHenry County
Whitney FletcherHenry County
Kari FregaGwinnett County
Sarah TrawickLiberty County
What’s the difference between Grade Level and Unit Overview?
vs.
What’s new to Counting with Friends?
Hyperlinks and Standards
Standards for Mathematical Practice descriptors specific to the unit
Tech out the links
Two ways we can count…
We can "see" instantly a handful of things and without knowing how many there are - this is called subitizing.
The other way of counting is enumerating - counting up individual numbers
Number Sense Trajectory –Putting It All Together
It’s all about building 5s and 10s
Rekenreks
Bears Pattern blocks
Rekenrek
s
Dots
plates
and
Cards
Connecting cubes
What the heck is a Rekenrek?
UNIT 1 FALIn the frameworks however it if hyperlinked
to a site “outside of the frameworks”It can also be found on our wikispace in the
FALs section
Unit 2 FAL: Counting Dots
Concerns posted to the wiki Understand numbers through 20 Rote Count through 100Counting backwardsCulminating Task: Find the 5th Tower
Ordinal numbers and patternsGKIDS-how can we connect this with the
frameworks
Timelines and Pacing Guide Concerns
New to a Grade? Not Sure Where to Start? Start Here!!!
This link directs you to all of the 2102-2013 webinars
Get connected and join the wiki
http://ccgpsmathematicsk-5.wikispaces.com/Kindergarten
Additional Resources for KindergartenFive-frame activities can be found at
http://www.k-5mathteachingresources.com/kindergarten-math-activities.html
Van de Walle (there’s a new addition aligned to CCSS)
Children’s Mathematics: Cognitively Guided Instruction
Number Talks
Dare to be different!!!
Examples & ExplanationsBelow are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months.
13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17, 17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18, 18, 19, 20
Use an appropriate graph to summarize these birth weights.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
Hey, this is from a 6th
grade webinar!
Examples & Explanations
Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
Examples & Explanations
Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
Examples & Explanations
Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
Examples & Explanations
Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months.
13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17, 17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18, 18, 19, 20
Describe the distribution of birth weights for puppies born at Kingston Kennels in the last six months. Be sure to describe shape, center, and variability.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
CCGPS Overview
“educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skill and fluency, and applications.“
Does this student have:procedural skill and fluency?conceptual understanding? the ability to apply mathematics?
Does this student have:procedural skill and fluency?conceptual understanding? the ability to apply mathematics?
Writing in Math
Standards for Mathematical Practice require students to express their thinking and record their strategies in written form.
Standards for Mathematical Practice
• SMP 1 – Students are required to explain their thinking when making sense of a problem.
• SMP 2 – Students are required to construct viable arguments and critique the reasoning of others.
Why Write in Math Class?
Marilyn Burns (2004):“Writing in math class supports learning because it required students to organize, clarify, and reflect on their ideas—all useful processes for making sense of mathematics. In addition, when students write, their papers provide a window into their understandings, their misconceptions and their feelings about the content.”
Math Journals
Purposes:– Record strategies and solutions– Reflect upon learning– Explain and justify thinking– Provide a chronological record of student math thinking
throughout the year– Means of assessment to guide future instruction
Can you see the connections? • Visual images
• Recording thinking
• Explaining thinking
• Conceptual understanding
• Procedural fluency
• Application
Feedbackhttp://ccgpsmathematicsk-5.wikispaces.com/
Turtle Toms- [email protected] Mathematics Specialist
Graham FletcherHenry County
Whitney FletcherHenry County
Kari FregaGwinnett County
Sarah TrawickLiberty County
Thank You! Please visit http://ccgpsmathematicsk-5.wikispaces.com/ to share your feedback, ask
questions, and share your ideas and resources!Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx
to join the K-5 Mathematics email listserve.Follow on Twitter!
Follow @GaDOEMath
Turtle TomsProgram Specialist (K-5)[email protected]
These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
