Major Work of the Grade Kindergarten Royanna Jackson and Amy Scrinzi NCCTM Conference 2012

Session Agenda Overview of The Major Work of the Grade Exploring: Kindergarten Counting Updates Questions & Answers

Research Major Work of the Grade NC Educators CCSS Progressions Smarter Balanced Assessment Consortium NC Department of Public Instruction

Our focus today… Common Core (K.CC 1-7) –Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers.

What is Counting? One to One Correspondence (K.CC 4 a.) –When children recognize that we say (or think) one word for each object we count. –A matching of one word with one object

What is Counting? One to One Correspondence (K.CC 4 a.) –Example: Children who are still not secure with the idea may say words faster or slower than they point, having noticed that they must stop pointing and stop saying words at the same time. In this process, they may skip or even recount an object.

What is Counting? Cardinality / Inclusion (K.CC 4b.) –The last number stated when counting a set of objects represents the entire set. –Children must realize that the number they say when they count the last object in a group includes all the objects previously counted.

What is Counting? Cardinality / Inclusion (K.CC 4 b.) –Example: A young child who is counting oranges, but who has not yet developed the idea of inclusion, might respond to the command “Bring me three” by picking up the orange to which he/she was pointing when they counted three.

What is Counting? Conservation of Number (K.CC 4b.) –The number of objects does not change when the objects are moved, rearranged or hidden.

What is Counting? Conservation of Number (K.CC 4 b.) –Example: Children in the early stage of this development believe that if something looks different, it is different. If they see eight paper cups lined up close together may think that there are less of them than when the same eight cups are spread further apart.

Children love to count… Counting is a tool for finding the answer to “How many?” (K.CC 5) They go through different stages of understanding –When they are first learning to count, we see them: losing track forgetting what number they counted to getting different answers when they recount the same group over and over again.

Practice makes perfect Children need: –lots of practice before counting becomes and genuinely meaningful and useful –opportunities to count for a purpose –to build visual images of quantities –varied experiences that involve the use of real objects over a long period of time –meaningful experiences in order to develop a strong sense of number and number relationships

Working with Symbols Practice with numerals (1,2,3) does not help children develop a sense of number and number relationships. Numerals become meaningful only when they are used as labels for quantities. Learning to write numerals is a totally separate task from learning to associate numerical symbols with particular quantities.

Number Sense Counting correctly is the first step toward a true understanding of number. Children need to move beyond basic counting and develop a sense of quantity and number relationships.

What can I do? Which common core goals should I focus on to develop consistency and accuracy with counting skills? What type of counting activities provide these necessary experiences? How can I meet the wide range of needs in my classroom? What types of assessments can I utilize to determine each child’s level of understanding?

Common Core Goals for Children’s Learning K.CC. 4 –Understand the relationship between numbers and quatities; connect counting to cardinality a. When counting objects, say the number names in the standard order, paring each object with one and only one number name and each number name with one and only one object b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand the each successive number name refers to a quantity that is one larger. K.CC 5 –Count to answer “how many?” questions about as many as 20 things arranged in various configurations.

Planning for Concept Development Self Directed Exploration Number Talks Whole Group Lessons Teacher Directed Small Groups –with or without manipulatives Independent Activities –with manipulatives

Sample Counting Activities Make a Train Race Build a Staircase Grab a Handful How Long Is It?

Let’s Get Counting! Find a partner. Explore the four counting tasks. Record your thoughts on your sheet. If you have any questions, please feel free to ask Royanna or Amy. Have fun!!

Tying it Together What are your take-aways? What’s Next?

Meeting Students’ Needs Activities can be presented at a variety of levels so that most of the time the children can be working side by side on different levels of a single activity. Often you can make a task easier or more difficult by just changing the amount of objects used. Use task cards with both numerals and dots to represent the numbers. Provide number lines from 1-10 or 1-20 depending on the student skill level

References Developing Number Concepts, Counting Comparing and Pattern by Kathy Richardson Math Time, The Learning Environment by Kathy Richardson Common Core State Standards- Kindergarten

K-2 Assessment K-2 Formative Instructional & Assessment Tasks – ORhttp:// – K-2 Mid-year Benchmark Assessment –Sent directly to district leadership: Mid-Fall, 2012 Summative Assessment –Sent directly to district leadership: Mid-Winter, 2013 NCCTM Session: 4:00 – 4:45

Unpacking Document

Kindergarten Unit

Navigations Alignment

Lessons for Learning

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A Special Thank-You! Royanna Jackson Kindergarten & First Grade Carolina Beach Elementary New Hanover County

DPI Contact Information Kitty Rutherford Elementary Mathematics Consultant Amy Scrinzi RTT-ELC Program Lead Barbara Bissell K – 12 Mathematics Section Chief Susan Hart K-12 Program Assistant