cfn 204 · diane foley · network leader centered based learning in kindergarten december 18, 2013...

CFN 204 · Diane Foley · Network Leader

Centered Based Learning in Kindergarten

December 18, 2013

Presenter: Simi Minhas

Math Achievement Coach CFN204

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Agenda

• Understanding Common Core Math Standards

• Understanding Rigor and Expectations of CCSS Addition and Subtractions Situations

• Differentiation through centers

• Share and Feedback

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Kindergarten » Counting & Cardinality

Count to 100 by ones and by tens.

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20

Understand the relationship between numbers and quantities; connect counting to cardinality.> When counting objects, say the number names in the standard order, pairing each

object with one and only one number name and each number name with one and only one object.

> Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

> Understand that each successive number name refers to a quantity that is one larger.

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Compare numbers: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals.

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Geometry (4 weeks)Identify and describe shapes.

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Correctly name shapes regardless of their orientations or overall size.

Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

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Geometry (4 weeks)Analyze, compare, create, and compose shapes.

Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

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Measurement & Data (about 7 weeks)Describe and compare measurable attributes.

• Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

• Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Classify objects and count the number of objects in each category.

• Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1

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Operations & Algebraic Thinking

Understand addition, and understand subtraction.

Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Fluently add and subtract within 5.

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Number & Operations in Base Ten

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

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CFN 204 · Diane Foley · Network Leader 9


Establishing groups for centers:1. Decide which learning centers your students will visit. The children will

rotate through the different centers each week and they will work with you in a small group at least once per week.

2. Assess the students in your room, to determine appropriate activities within each center. Check the students to determine skills, learning styles, and abilities of each child.

3. Use the data from your assessments to separate the children into ability groups.

4. Develop three levels of activities for each center. The first activity should be based on basic kindergarten skills. The middle activity should be designed with the bulk of your students in mind. The last activity should be developed for the children within your class who are performing above grade level.

5. Check the students' work after they complete the centers to ensure the work they have done is appropriate for them. Appropriate work is work that challenges the student and is not too easy.

6. Meet with each group weekly, where you can do a small lesson based on the learning needs of these children. If you notice, during your whole group lessons, that a few children are having trouble with a concept, you can pull them to your center to meet with you during center time.

7. Assess the children on regular basis to determine learning growth. Assessment could be completed work from that center or teacher observation.

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Comparing NumbersFrench Fry Comparison (two players)

Each students would roll a number cube and write the number on their side. The student that gets the bigger number would circle their number.

Writing Extension: Students can write about…

Who had the larger number more times?

How many times did each person get the larger number?

Did they ever have the same number?

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Domino Parking LotStudents would place the dominoes that match the number

on the mat.

Extension: Students can record their number facts on the “Domino Recording Sheet”.

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Domino Parking Lot Recording SheetGive students 3 numbers based on their ability, and ask them

to come up with different addition facts for those numbers. They can either draw pictures/dots, or write the numbers.

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CFN 204 · Diane Foley · Network Leader 14

Fact family sheet for Dominoes


Counting and CardinalityStudents will place the number of cubes that match each

number.

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Count and ColorStudents roll the dice, count the numbers and color the total.

Differentiated version: students roll the number cubes, find the total, and color the total.

Same game could be played for subtraction. Students can roll the dice, and find the difference.

They can use the “Dice in Dice” sheet to record their work.

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Kindergarten Yahtzee

Kids have to do is roll 2 dice and cross out the sum. They keep going until they have crossed out all of the numbers.

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Make Zero1. To do this center, each child takes a cup or bag full of cubes.

(Teachers can determine the amount of cubes that are placed in the bag, based on student ability and need.)

2. The student counts the number of cubes and writes that number in the first blank.

3. They then roll a die and write that number in the second blank.

4. Subtract that many cubes.

5. He/she writes the answer. Continue the next line with the answer.

6. Play continues while subtracting until you have zero cubes.

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Under the Bowl This is a math game that helps kids internalize the combinations that make a sum. Kids are with a partner and they have a certain number of cubes. One partner closes his/her eyes and cubes are hidden under the bowl. The child opens his/her eyes and tries to figure out how many cubes are under the bowl. Both kids say the number sentence and they both write it on the recording sheet.

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Race to 20 or Race to 50

The kids play these games using any object. The kids roll 1 die, count out that many candies in a pile and then add them to the board saying the numbers as they place them in the square.

Extension: Students can write their number sentences every step of the way.

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Tens Frames

Think of all the centers that you could create using tens frames.

Jot down your ideas, and get ready to share.

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Other Centers• Provide students with a number sentence and ask them to

create models and write problems to match the number sentence. Use writing paper for this activity.

• Picture, number, word match

• Different ways of making ten

• Creating shapes on geo-boards

• Finding the missing number in an addition or subtraction number sentence.

• Solving word problems

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Reflections and Feedback• What are some of the centers that you can use to

differentiate the current unit of study?

• What are some of the key ideas that you can bring back and share with your colleagues?

• What are some of the challenges that you think you may encounter?

*****Questions and Comments*****

Please complete the feedback forms. Thanks!!!!

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cfn 204 · diane foley · network leader centered based learning in kindergarten december 18, 2013...

Documents

number of objects

number of sides

number names

given number

successive number

names of shapes

threedimensional shapes

larger shapes