ADDING AND SUBTRACTING WITHIN 5
We have begun our unit on adding and subtracting, which will take us all the way to the end of the year. Students are learning a variety of strategies they can use to help them solve addition and subtraction problems, such as manipulatives, ten frames, math pictures, and a number line! Check out how they solve word problems on Seesaw, and see if you can solve a word problem your child created!
First day exploring word problems yesterday! Students loved sharing their work with the class using our document camera! pic.twitter.com/woA4NWgZe0
— Ms. Martin (@msmartin_tweets) March 6, 2018
Partners Up to 10
We are working on decomposing numbers to 10, or finding the two numbers that make up another number. We have been exploring this in a variety of different ways. Check out these awesome examples below from Seesaw! Students do not have to add the equation, but are encouraged to if they can. Students should be able to think critically and fluently manipulate these sums in their head or with objects with some automaticity.
2D & 3D Shapes
In Quarter 3, we will continue our unit on 2D and 3D shapes. Students will be expected to name shapes regardless of orientation or size (K.G.2), identify shapes as 2D or 3D (K.G.3), analyze and compare shapes with different sizes and orientations (K.G.4), and model shapes in the word by building shapes from components and drawing shapes (K.G.5).
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K.NBT.1 Compose and decompose numbers from 11 to 19 into tens and some further ones by using objects or drawings, and record each composition or decomposition by a drawing or equationOur newest unit in Q2 is all about decomposing teen numbers into groups of ten and extra ones. This is a foundational skill that is important to help students develop an understanding of place value. Teen numbers are numbers 11-19, and students should be able to break them up into a group of 10 and extra ones using a ten frame, ten stick (snap cubes), a drawing or an equation. Keep checking Seesaw to see different ways students are representing teen numbers!
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K.CC.6 Identify whether a group of objects is greater than, less than or equal to another group.We are continuing to build on our work with this standard from last quarter. Students will be using math vocabulary like 'greater than', 'less than', 'fewer' and 'more'. We will begin to use the matching strategy to explain 'how you know' one group of objects is more/less than another group, as well as using a number line as a strategy to identify more and less.
Matching StrategyTo help us practice more and less, we are practicing using the matching strategy, as seen by the video below, and by our students via Seesaw! This helps students answer the question 'how many more?', and gain a better understanding of the more/less concept!
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KINDERGARTEN MATH
One-to-One CorrespondanceAs students begin to make connections between counting and numbers, we practice one-to-one correspondence. Students must demonstrate that they can count while pointing to/touching and moving just one object at a time. This helps students count large numbers of objects and develop their number sense.
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SUBITIZINGK students will be introduced to the concept of subitizing, or knowing 'how many' automatically by recognizing patterns and grouping objects together. This is a skill that we practice often and students will continue to develop throughout the year. A great way to practice is to have students roll a die and tell how many dots are facing up. Asking the question "how did you know?" or "how did you see that?" provides further opportunity for math talk and critical thinking.
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"How Many" & Rote CountingIn first quarter, we work on having students answer the question 'how many' by using a variety of counting strategies. This is a different skill than rote counting, or just counting orally to show proficiency with number patterns. Students are expected to rote count to 25, and must also be able to answer 'how many' with as many as 20 objects.
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