Let's Talk Kindergarten!
1. Begin by reading page 5 of the Math Progression Document and look for new understanding and/or important aspects of the foundation of the base-ten system and whole numbers.
2. Watch the following video on standards K.OA and K.NBT from EngageNY Studio Talks located here: Click Here
(The discussion does discuss K.OA and it is important to have that background knowledge when discussing the K.NBT standards)
3. Post One Comment about something new you learned, an important aspect of Kindergarten foundations that other grade levels need to know or an instructional strategy/model that you would use to help introduce numbers.
4. Post one comment responding to another participant in order to add to their thinking, suggest additional ideas or engage in a meaningful educational conversation about K.NBT.1 and what you have learned or can use in your classroom.
An instructional strategy/model I learned about for kindergarten was writing a picture story. A teacher can show a picture from a book (perhaps a book they are already reading for ELA instruction) and have the students come up with an addition or subtraction story and then write an equation.
ReplyDeleteI also thought this was a great idea! Anytime you can make cross connections through the curriculum, I think it is super valuable. Children learn that math and other content areas occur throughout the day in conjunction with each other.
DeleteI really like this idea, too! I am all for incorporating an interdisciplinary approach whenever possible. It is a great way to enhance problem-solving and critical thinking skills. Kids love picture books and it is an easy, fun way to build math into any subject area.
DeleteI love this idea! Since there is so much reading in math, why not connect the two?? Their story could also give you an idea of their understanding of the math. You are even connecting with the arts once they illustrate it! This is something they could even work together on and share or go read to other classes.
DeleteAfter viewing the video and reading the passage, I found that again there is a strong emphasis on utilizing models and manipulatives. I can see how using these models can help students to truly understand math concepts instead of memorizing rote facts. Learning math this "new" way encourages flexible thinking.
ReplyDeleteI also saw using models and manipulatives is a key element in kindergarten. I feel in 5th grade we do not use many manipulatives, but there is still a heavy emphasis on using models.
DeleteAn important concept that was discussed in the document is the importance of knowing that teen numbers are ten ones plus more ones. I thought this was important for future years, because this could apply to larger numbers such as 100s which are built up of groups of tens. I really liked the video's focus on visual representations to add numbers. This is something that I stress to my high school students, and students are sure to have a much greater understanding if they begin this process in Kindergarten. The video stressed the use of manipulatives and repetition to learn the foundations of math. One concept that I stress to my students is the importance of vocabulary and how certain words mean to add/subtract/multiply/etc. The video said not to focus on vocabulary and their meaning in math symbols. I found that to be a little bit odd, but I understand that they want the students to be able to think about the situation, and not to always perform a specific process.
ReplyDeleteI teach third and we use the "language" daily, really plugging the math vocabulary words. We recently asked the lower grades to try using some of the math terms, even though it may not be suggested, just so that they hear them and may recognize them when they get into third grade. I also like how they used 10 ones to make a ten and just added "some more". I think this would be helpful for my resource room students and I may try this with them next week to gain understanding of the number system.
DeleteI thought NOT focusing on key words was a bit odd too. I have really changed how I present word problems to my class over the last couple of years. The modules encourage a RDW strategy, which stands for Read, Draw, Write (equation and answer sentence). I have had to change it to RDWW in order to get an equation written AND an answer sentence. After Reading the word problem, we highlight the question being asked. This allows us to focus on where we are trying to end up. We turn that question into an answer statement right away, leaving a blank for the answer needed. Then we move to our drawing. Our drawing helps us determine the answer. The last thing we do is write an equation(s) that matches our answer that needs to go in the blank. It is a lengthy process, but the students really understand what the numbers stand for in the problem.
DeleteWe continue to use a similar problem solving strategy in our middle school: reading the question more than once, turning the question into an answer statement, drawing or modeling the information given in the word problem, solving the problem, and checking your answer to make sure it makes sense and answers what the task required. In implementing more complex tasks, it is very clear that the previously used foldable with "key words" that indicate an operation to use is no longer feasible, and actually makes some problems more difficult to solve. I also agree, Mrs. DeFranco, that the process does help the kids really understand what the number they arrive at for an answer stands for. Well worth the instructional time spent!
DeleteEverything mentioned in the document and the video were new for me since I have never taught kindergarten. I really like the concept of touch and count. I believe providing tactile experiences for students is very important. There were also many great modeling suggestions used in the video. One of the concepts that surprised me was the change in building situations through the use of structures versus concentrating on key words. As a middle school special education teacher, I find students at this level still struggle with determining which operation to use when solving word problems. I’m excited by the idea that students will be developing a deeper understanding of the concepts of structure and number properties of operation at an earlier age. Hopefully, it will elevate some of the problems our students are currently experiencing.
ReplyDeleteAfter watching the video, there were a few strategies that I learned. First, I had never seen the tens frames or the use of a number path before. This is a great use of manipulatives for all students who need concrete objects to help them learn. I just recently brought some egg cartons in to help demonstrate division using the fair share model. I like how they start in K with unknowns within the equation, rather than just looking for the sum. It was refreshing to see that word problems are presented to these young learners.
ReplyDeleteAfter watching the video, there were a few strategies that I learned. First, I had never seen the tens frames or the use of a number path before. This is a great use of manipulatives for all students who need concrete objects to help them learn. I just recently brought some egg cartons in to help demonstrate division using the fair share model. I like how they start in K with unknowns within the equation, rather than just looking for the sum. It was refreshing to see that word problems are presented to these young learners.
ReplyDeleteI found it interesting that the English language can cause a huge distraction to an early learner....not knowing how the comprehend "twelve" as a ten and 2 ones. There was such an emphasis on learning how to "make a 10". I had to smile because I have been telling my classes that for years....mainly because that is how my brain works when I do mental math. :) Also, since our district has started using the modules, I have put more effort into having students focus more on drawing an appropriate picture. From that picture, we are able to pull out the answer and an equation that matches. This can be difficult for students who are superb mental mathers.
ReplyDeleteThis information reinforced the importance and stress on place value. It is just amazing to me how the kids are learning the "how" so early. In addition to the composing and decomposing of numbers, I find the visuals so helpful. I really like the number bond diagrams and place value cards. I also love the idea of the kids drawing their own picture to represent the problem.
ReplyDeleteWow! Kindergartners are incredibly busy and it is hard, hard work. They are constantly counting and touching and touching and counting. The work they do develop s a critical base to everything else they'll ever do in their math career. For my middle schoolers, I'd like to continue to find new ways to incorporate manipulatives. Somehow, we lose that focus as kids move through elementary school. I also would like to think about how to incorporate number bonds into middle school math with its emphasis on algebraic thinking and variables.
ReplyDelete