CCGPS Mathematics Kindergarten Update Webinar Unit 2: Counting With Friends September 10, 2013 Update presentations are the result of collaboration between members of 2012 and 2013 Unit Review and Revision Teams Microphone and speakers can be configured by going to: Tools – Audio – Audio setup wizard Turtle Toms- Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Graham Fletcher Henry County Whitney Fletcher Henry County Kari Frega Gwinnett County Sarah Trawick Liberty County

What’s the difference between Grade Level and Unit Overview? vs.

Hyperlinks and Standards

Standards for Mathematical Practice descriptors specific to the unit

Tech out the links

But we need more!!! Please work samples to:

Two ways we can count… We can "see" instantly a handful of things and without knowing how many there are - this is called subitizing. The other way of counting is enumerating - counting up individual numbers

Number Sense Trajectory –Putting It All Together

It’s all about building 5s and 10s Rekenreks Bears Pattern blocks Rekenreks Dots plates and Cards Connecting cubes

What the heck is a Rekenrek?

UNIT 1 FAL In the frameworks however it if hyperlinked to a site “outside of the frameworks” It can also be found on our wikispace in the FALs section

Unit 2 FAL: Counting Dots

Concerns posted to the wiki Understand numbers through 20 Rote Count through 100 Counting backwards Culminating Task: Find the 5 th Tower Ordinal numbers and patterns GKIDS-how can we connect this with the frameworks

Timelines and Pacing Guide Concerns

New to a Grade? Not Sure Where to Start? Start Here!!! This link directs you to all of the webinars

Get connected and join the wiki

Additional Resources for Kindergarten Five-frame activities can be found at 5mathteachingresources.com/kindergarten-math- activities.html Van de Walle (there’s a new addition aligned to CCSS) Children’s Mathematics: Cognitively Guided Instruction Number Talks

Dare to be different!!!

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. 13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17, 17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18, 18, 19, 20 Use an appropriate graph to summarize these birth weights. Adapted from Illustrative Mathematics 6.SP Puppy Weights Hey, this is from a 6 th grade webinar!

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. Adapted from Illustrative Mathematics 6.SP Puppy Weights

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. Adapted from Illustrative Mathematics 6.SP Puppy Weights

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. Adapted from Illustrative Mathematics 6.SP Puppy Weights

Examples & Explanations Below are the 25 birth weights, in ounces, of all the Labrador Retriever puppies born at Kingston Kennels in the last six months. 13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17, 17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18, 18, 19, 20 Describe the distribution of birth weights for puppies born at Kingston Kennels in the last six months. Be sure to describe shape, center, and variability. Adapted from Illustrative Mathematics 6.SP Puppy Weights

CCGPS Overview “educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skill and fluency, and applications.“educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skill and fluency, and applications.

Does this student have: procedural skill and fluency? conceptual understanding? the ability to apply mathematics?

Does this student have: procedural skill and fluency? conceptual understanding? the ability to apply mathematics?

Writing in Math Standards for Mathematical Practice require students to express their thinking and record their strategies in written form.

Standards for Mathematical Practice SMP 1 – Students are required to explain their thinking when making sense of a problem. SMP 2 – Students are required to construct viable arguments and critique the reasoning of others.

Why Write in Math Class? Marilyn Burns (2004): “Writing in math class supports learning because it required students to organize, clarify, and reflect on their ideas—all useful processes for making sense of mathematics. In addition, when students write, their papers provide a window into their understandings, their misconceptions and their feelings about the content.”

Math Journals Purposes: – Record strategies and solutions – Reflect upon learning – Explain and justify thinking – Provide a chronological record of student math thinking throughout the year – Means of assessment to guide future instruction

Can you see the connections? Visual images Recording thinking Explaining thinking Conceptual understanding Procedural fluency Application

Feedback Turtle Toms- Elementary Mathematics Specialist

Graham Fletcher Henry County Whitney Fletcher Henry County Kari Frega Gwinnett County Sarah Trawick Liberty County

Thank You! Please visit to share your feedback, ask questions, and share your ideas and resources! Please visit to join the K-5 Mathematics listserve. Follow on Twitter! Turtle Toms Program Specialist (K-5) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.