Operations and Algebraic Thinking in Kindergarten and First Grade Expectations and Understandings

Agree or Disagree Math discussions should focus on students sharing how they got the right answer.

I have a jar of jelly beans on my desk. – All but 16 of the jelly beans are red – All but 16 of the jelly beans are blue – All but 16 of the jelly beans are green – All but 18 of the jelly beans are yellow How many jelly beans are there altogether? How many of each color are there?

I have a jar of jelly beans on my desk. All but 16 of the jelly beans are red All but 16 of the jelly beans are blue All but 16 of the jelly beans are green All but 18 of the jelly beans are yellow How many jelly beans are there altogether? How many of each color are there? Strategies?

That was easy, right? What made it difficult? What did you do to make sense of this task?

Chickens and Rabbits A farmer was making booties for his chickens and ducks (come on, it’s a math problem!). The farmer went to his chicken/rabbit barn and counted 12 heads. The farmer tried to count all of the feet, but couldn’t get an exact total. He finally determined there were more than 30 but less than 40. How many chickens and rabbits are in the barn? How many booties should the farmer make? List all the possible combinations of chickens and rabbits in the barn. Extension: What if the barn were full of hens, rabbits and spiders? There were 10 heads and between 40 and 50 legs. What combinations of hens, rabbits and spiders could there be?

Chickens and Rabbits… Strategies

I have ____ crayons. Some are __ and some are ___ What standards are evident in this work?

What Standards for mathematical practice did you engage in? If I would have _________ you wouldn’t have been able to engage in these practices.

As you read, determine -What is the purpose of this work? -What strategies do students use? First Grade Teachers, read pages Kindergarten Teachers, read pages

Tens Go Fish

Making Sure it’s about the MATH Game/Activity What Standard(s) do I want to bring out of this game/activity? What will I need to watch for as students work? What questions will I ask students as I observe them work? How will I bring out the standard(s) during the classroom discussion? Making Ten K.OA.4 For any number 1-9, find the number that makes ten 1.OA.6 Add and subtract within 20, demonstrating fluency. Use strategies such as making ten… 1.OA.8 Determine the unknown whole number in an addition or subtraction equation… Making ten by counting on Knowing number needed Recording equation with missing number How do you know that’s ten? Give students who seem to “just know” digit cards. Stop student and ask them to record their equations? Ask student to share counting on strategy, then have the rest of the class practice this strategy for a few rounds. Have a student who records 7 + ___=10 share.

– Five-In-A-Row: Subtraction – Five-In-A-Row with 3 Cards – Build and Remove – Toss the Chips