vacaville usd march 23, 2015. agenda problem solving and patterns addition and subtraction –number...
TRANSCRIPT
KINDERGARTENSession 3
Vacaville USD
March 23, 2015
AGENDA• Problem Solving and Patterns• Addition and Subtraction
– Number Lines, Number Bonds, Ten Frames• Comparing Numbers• Teen Numbers• Measurement
Norms• 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.
Problem Solving
Another Strategy
Snail in a Well - Kindergarten
• A snail is at the bottom of a well that is 10 feet deep.
• What’s a snail?
Snail in a Well - Kindergarten
• What’s a well?
Snail in a Well - Kindergarten
• A snail is at the bottom of a well that is 10 feet deep.
• Each day he crawls up 1 foot.• How many days will it take him to get to
the top of the well?
Snail in a Well - Kindergarten
• What if the snail is at the bottom of a well that is 12 feet deep?
• Each day he crawls up 1 foot.• Now how many days will it take him to get
to the top of the well?
Snail in a Well - Kindergarten
• What if the snail is at the bottom of a well that is only 7 feet deep?
• Each day he crawls up 1 foot.• Now how many days will it take him to get
to the top of the well?
Estimation and Number Sense
Estimation
• How many cheeseballs are in the vase?
183
Developing Number Sense
Estimate• How many goldfish are in my “pond”?
46
Developing Number Sense
Estimate• How many cotton balls will it take to cover
the Easter Bunny’s tail?
Developing Number Sense
Estimate• How many small eggs will it take to cover
the Easter Bunny’s egg?
Developing Number Sense
Estimate• How many Easter eggs will it take to fill the
small vase?
53
How many green mallows are needed to complete the 4-leaf clover?
How many green mallows are needed to complete the 4-leaf clover?
Solving Problems Usinga Number Line
Using a Number Line
• Find 6 on the number line
• Start at 0• How many steps does it take to get from 0
to 6?
Using a Number Line
• Start at 1• How many steps does it take to get from 1
to 3?
• Start at 2• How many steps does it take to get from 2
to 5?
Adding on a Number Line
2 + 3 =• Walking on a number line• Moving on a number line• Drawing on a number line
Multiple Representations
• Build/Act It Out (Concrete)• Draw (Representational)• Ten Frame (Concrete or Representational)• Number Bond (Abstract/Symbolic)• Number Line (Concrete/Representational)
Addition
Mary has 3 cookies.
Her friend gives her 1 more cookie.
How many cookies does Mary have now?
Subtraction
Mary has 3 cookies.
She gives 1 of her cookies to a friend.
How many cookies does Mary have now?
Addition
Mary has 3 cookies.
Her friend gives her some more cookies.
Now she has 5 cookies.
How many cookies did her friend give her?
Subtraction
Mary has 4 cookies.
She gives some of her cookies to her friends.
Now she has 1 cookie.
How many cookies did Mary give to her friends?
Addition
Mary has 3 cookies and Jimmy has 2 cookies.• How many cookies do they have
altogether?
Compare
Mary has 3 cookies and Jimmy has 2 cookies.• Who has more cookies?• Who has fewer cookies?
Subtraction
Mary has 3 cookies and Jimmy has 2 cookies.• How many more cookies does Mary have?• How many fewer cookies does Jimmy
have?
OA.1 and OA.2
Provide materials to the student. Read the problem to the student: • Sam has 5 apples. Molly gave Sam 2
more apples. How many apples does Sam have now? Show your thinking with objects, words, pictures or numbers.
OA.1 and OA.2
Provide materials to the student. Read the problem to the student: • Johnny has 2 fish in his tank. DeAndre
has the same amount of fish as Johnny. How many fish do Johnny and DeAndre have? Show your thinking with objects, words, pictures or numbers.
OA.1 and OA.2
Provide materials to the student. Read the problem to the student: • Destiny had 8 balloons. 3 balloons floated
away. How many balloons does Destiny have now? Show your thinking with objects, words, pictures or numbers.
OA.1 and OA.2
Provide materials to the student. Read the problem to the student: • 6 red marbles and 3 blue marbles are in
the jar. How many marbles are in the jar? Show your thinking with objects, words, pictures or numbers.
OA.1 and OA.2
Provide materials to the student. Read the problem to the student: • There were 5 children playing at the
beach. 3 of them were boys. How many children are girls? Show your thinking with objects, words, pictures or numbers.
OA.1 and OA.2Provide materials to the student. Read the problem to the student: • There were 3 pieces of fruit in the basket.
Some were bananas and some were oranges. How many bananas and oranges are in the basket? Show as many ways as you can. Show your thinking with objects, pictures or numbers.
• Prompt if needed: Can you show one more way?
OA.5Say: I’m going to tell you some problems. See if you can solve each one as quickly as you can. Ready? • There are 3 pencils in the can. I put 1
more pencil in the can. How many pencils are in the can?
• There are 2 crayons in the bag. I put 2 more crayon in the bag. How many crayons are in the bag?
OA.5Say: I’m going to tell you some problems. See if you can solve each one as quickly as you can. Ready? • There are 4 marbles in the jar. I took out 2
marbles. How many marbles are in the jar?
• There are 5 shells in the basket and I took 1 shell out of the basket. How many shells are in the basket?
Compare
• 5 and 7– Which is larger?– How much larger?– Which is smaller?– How much smaller/
Compare
• Build It• Draw It• Ten-Frame• Number Line• Symbolic/Numbers
Compare – CC.6
Give the student a set of 5 yellow cubes and a set of 4 blue cubes. Say: There are some yellow cubes in this set and some blue cubes in this set. How many yellow cubes are there? How many blue cubes are there?
Which set has more or is there an equal amount of cubes in each set?
Compare – CC.6
Give the student a set of 7 green cubes and a set of 7 red cubes. Say: There are some green cubes in this set and some red cubes in this set. How many green cubes are there? How many red cubes are there?
Which set has less or is there an equal amount of cubes in each set?
Compare – CC.7
• Show the 7 card. Ask: What is this number?
• Show the 9 card. Ask: What is this number?
• Pointing to both cards, ask: Which number is greater?
Compare – CC.7
• Show the 10 card. Ask: What is this number?
• Show the 8 card. Ask: What is this number?
• Pointing to both cards, ask: Which number is less?
Show Me the Number
• Using 10-frames, show me– 7– 4– 9– 13– 16– 12
Using a Number Line
• Find 13 on the number line
• Start at 0• Jump to 10• How many steps does it take to get from
10 to 13?
Using a Number Line
• Start at 0• Jump to 10• How many steps does it take to get from
10 to 15?
Using a Number Line
• Start at 0• Jump to 10• How many steps does it take to get from
10 to 17?
Teen Numbers
• Counting on• Number Bonds
NBT.1
• Present student with 15 counters and the ten frame. Say: I have some counters. How many do you think there might be? Do you think they will fit on the ten frame? Use the ten frame to find out how many counters there are.
NBT.1, cont.
• After the student has finished, ask: What did you find out? How do you know?
• Prompt, if needed: Did you have enough to fill the ten frame? How many did not fit on the ten frame? How many counters are there in all?
• Then, ask the student to write the total amount.
MD.1
• Show the student a Teddy Bear. Invite the student to hold it and carefully examine it.
• Then, say: Describe this Teddy Bear as many different ways as you can. Prompt if needed: How would you describe the Teddy Bear’s weight? The Teddy Bear’s length? The distance around the Teddy Bear’s belly? The Teddy Bear’s foot length?
MD.1 and MD.2
• Place 2 cube trains of different length in front of the student.
• Say, Look at these two trains. What is the same about them? What is different? Do you notice anything else about these 2 trains?”
• Prompt, if needed, “Which train is the longest? How do you know?”
MD.3Show the student a collection with 6 blue, 8 red, 6 green, and 4 yellow cubes. • Say: I have a set of cubes. Sort these cubes
by color.• After the student has sorted the cubes by
color, say: Count the number of cubes in each group. How many cubes do you have in each group? Do you have any groups that have the same amount?” Prompt if needed: “Which groups have the same amount?”