CCGPS Mathematics Unit-by-Unit Grade Level Webinar Kindergarten Unit 5: Measuring and Analyzing Data November 27, 2012 Session will be begin at 3:15 pm While you are waiting, please do the following: Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Document downloads: When you are prompted to download a document, please choose or create the folder to which the document should be saved, so that you may retrieve it later.

Please provide feedback at the end of today’s session.  Feedback helps us all to become better teachers and learners.  Feedback helps as we develop the remaining unit-by-unit webinars.  Please visit to share your feedback. After reviewing the remaining units, please contact us with content area focus/format suggestions for future webinars. Turtle Gunn Toms– Elementary Mathematics Specialist

CCGPS Mathematics Unit-by-Unit Grade Level Webinar Kindergarten Unit 5: Measuring and Analyzing Data November 27, 2012 Turtle Toms– Elementary Mathematics Specialist These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.

Welcome! Thank you for taking the time to join us in this discussion of Unit 5. At the end of today’s session you should have at least 3 takeaways:  What the research says about developing understanding.  Ideas to support student and teacher understanding.  Content specific to Unit 5.

The intent of this webinar is to bring awareness to:  the development of foundational attribute/measurement understanding.  the mathematics of measurement.  the underlying structure of a task. We will view task structure by looking at a performance task for Unit 5 during this webinar.

What’s Unit 5 all about? Identifying attributes Understanding why, how, and what we measure Comparing and ordering Classifying according to attributes Counting Organizing information

What should students bring from previous grades? We don’t know Data collection and counting experiences from daily life in Kindergarten. Yep, the mathematized world.

Here’s the skinny- The short version is happening right now. The long version is here: content/uploads/2011/06/ccss_progression_md_k5_2 011_06_20.pdf

What’s Unit 5 all about? Identifying attributes Fun lesson- by-attributes/ by-attributes/

What’s Unit 5 all about? Understanding why, how, and what we measure

What’s Unit 5 all about? Comparing and ordering

What’s Unit 5 all about? Comparing and ordering

What’s Unit 5 all about? Classifying according to attributes

What’s Unit 5 all about? Counting

What’s Unit 5 all about? Organizing information

What’s Unit 5 all about? See Pg. 5

What’s Unit 5 all about? See Pg. 6

Visual Representations A major task for any student engaged in problem solving is to translate the quantitative information in a problem into a symbolic equation (an arithmetic/algebraic statement) necessary for solving the problem. Students who learn to visually represent the mathematical information in problems prior to writing an equation are more effective at problem solving. What Works Clearing House

Visual Representations Visual representations help students solve problems by linking the relationships between quantities in the problem with the mathematical operations needed to solve the problem. Visual representations include tables, graphs, number lines, and diagrams such as strip diagrams, percent bars, and schematic diagrams. What Works Clearing House

Visual Representations Recommendations by WWC to assist students in their development and use of visual representations: Select visual representations that are appropriate for students and the problems they are solving. Use think-alouds and discussions to teach students how to represent problems visually. Show students how to convert the visually represented information into mathematical notation. What Works Clearing House

What’s Unit 5 all about? Visual models- Yep. I think we get this now.

Performance Task: Guess My Sort

Gather students together at the meeting area. Show them an assortment of random items and model how to compare different objects by their attributes and choose different items from the pile to create sorts (no more than 3 categories). The partner should try to guess the rule for how the categories are alike. When the partner guesses the rule for the sort, he/she should count the number of objects in each category and order each set according to the amount. Demonstrate how to take turns playing the game and how to communicate with the partner about how the items are alike. Encourage the students to be creative with the sorts, always identifying the attribute that the set has in common. Discuss different ways you can create groups and sort the objects into groups called categories according to the attributes that are alike.

Guess My Sort, continued Tell students they are going to play the game with a partner. Taking turns each student chooses objects from the pile to compare and create categories. The other student tries to guess the rule for the sort (how the objects in each category are alike). When that partner gets the rule correct, he/she counts the number of objects in each set and orders the set according to the amount. The partner to guess the rule should describe the categories to the teacher and tell how many objects are in each set. Then the students change roles and play the game again.

Guess My Sort, continued Allow students time to share their classified groups with other students and discuss how many items are in each set. This gives them an opportunity to communicate their discoveries in mathematical language. Choose at least one set of data to discuss with the whole group and show the information represented in a graph.

Guess My Sort What’s the goal of this task? What might you add? How might you increase student choice/entry points?

Performance Task: Guess My Sort How can you structure the task so that it works for your classroom? Intro task- start with task and create a rubric. Edit task if necessary to better fit your students. Students work independently while you circulate and ask questions, take notes Set benchmarks along the way to keep students moving forward, help kids to organize their workflow

Performance Task: Guess My Sort Refer students back to rubric all along the way to help kids to organize their thinking and improve their work. Choose strategically which student ideas offer opportunities for “mid-stream minilessons”. Question more than you answer. Listen more than you talk. If you are recording your thinking, you are modeling your expectation for them.

Effective Feedback Sharing thinking 7/Kindergarten_Measurement.html 7/Kindergarten_Measurement.html

Rubric How might a rubric be made by your students? Different criteria- you can choose! Standards (for sure) Organization Clarity Student behavior

Rubric Sample

Interested? and-management/rubrics/4586.html and-management/rubrics/4586.html epaper/rubrics.htm epaper/rubrics.htm rubrics.html rubrics.html most-rubrics most-rubrics

Other task/assessment options Pinterest boards- this is ridiculous! n+core+math n+core+math

Horizontal and vertical connections Strategies apply everywhere, in multiple contexts Integration of content areas ensures connections and relational thinking Multiple steps builds understanding and deeper thinking Work the culminating task collaboratively with colleagues so you know where your kids need to go, and what they might have difficulty with

Culmination of the unit, not the grade.

Food for thought: “ I’ve learned a lot from watching good teachers. The most important thing I’ve learned: adopt the mantra “ Just the answer isn’t good enough.” I watched teachers transform passive students into thinkers because of this simple idea. This expectation, that a teacher sets at any point in the year, opens up doors to all of the SMP’s (not every one every day – but many every day). In those classes, because “ just the answer isn’t good enough,” kids made sense of the mathematics they were doing, reasoned to justify that their answer was correct, critiqued their work and others’, used tools and made models of the mathematics that was happening, used some measure of precision as they explained their thinking, and sometimes found structure (even a few teachers found this) in their own repeated reasoning.” From a math coach friend…

Thank You! Please visit to provide us with your feedback! Turtle Gunn Toms Program Specialist (K-5) These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement. Join the listserve! Follow on Twitter! (yep, I’m tweeting math resources in a very informal manner)