1. The Kindergarten Student and Mathematics
Kay Stickels
June 2016

2. TEA Resource Highlight the primary focal areas of Kindergarten
Circle supporting information that may be a new understanding for you as a kindergarten teacher.
Ask teachers to cut apart their TEKS and to construct a learning progression based on the primary focal points identified in the Kindergarten TEKS.
How should this information be used in your curriculum plan?
Is there a specific order these mathematical skills should be taught?

3. Developing Early Number Concepts
Counting
Numbers are related to each other through a variety of number relationships.
Application of number concepts
Counting is foundational for all other number concepts.
Numbers are related: For example the number 5. Five is more than 4, but one less than 6. Five is composed of 3 and 2 as well as 4 and 1.
Application of number relationships to the real world mark the beginning of making sense of the world in a mathematical manner.

4. Counting
Counting is a complex idea, and foundational to other number concepts. In order to count, children must:
Know the sequence of number names
Develop one-to-one correspondence
Keep track of which items have already been counted
Understand that the last number stated stands for the entire quantity, and includes each of the other numbers they have said (cardinality)
Realize that the items can be rearranged and still be the same quantity (conservation)
Look at the Supporting Information for TEKS: K.2A; K.2B; K.2C; K.2D

5. Routines to Subitize Quick Look – K.2D Five Frames Dice Pips
Ten Frames
Quick Look: Give each student a five-frame and five counters. Begin by modeling. Place two counters on a five-frame and leave the projected for 3 seconds. Ask students to build what they saw. When they are ready ask students to share their frame with their neighbor. Guiding questions: How many counters did you use? How did you know were to place the counters?
Subitizing Routines should start with five-frames, move to dice pips, and then to ten-frames.
Distribute article: Fiveness

6. Number Paths
Take time to read through the article regarding number paths. Highlight any sections that are resonating in your mind.
Distribute article: Number Lines vs Number Paths

7. Rules for Play Dough Play dough must be kept on the mat.
Discuss why it needs to stay on the mat. When play
dough is on the floor it gets dirty and it can be
tracked throughout the room.
Do not mix colors.
Demonstrate how mixing play dough it will develop
into dull colors that are not fun to work with.
Only use play dough tools.
Discuss how pencils, scissors, and crayons are not play
dough tools.

8. Play Dough Math Rope pieces Measuring snakes
Rope Pieces: Students will create a rope with play dough. Ask students to cut their rope into 4 pieces.
Guiding questions:
How did you create a group of 4?
How many cuts did you make? How many pieces did you make?
Measuring snakes: students will use an object to count how many stamp(s) long their snake is.

9. Five Frame Dominoes

10. Counting Book
Assign a number for the day. Example: 5. With your partner flip through the book and place sticky-note on 4 example within the book that represents a group of 4. Only one example per page.
Use wikki sticks to compose multiple groups to form a number.
Each day assign a new number.
Model using a page from the story to students to practice the counting sequence.
Learning the necessity of keeping track of what has been counted is a very important kindergarten concept.
Distribute: Frog and log images and ask teachers to cut apart their frogs and logs.
Once cut apart – Read the book: Fat Frogs on a Skinny Log

11. Representing Numbers
K.2I The student is expected to compose and decompose numbers up to 10 with objects and pictures.
Domino Sort
Part-Whole BINGO
Draw four circles using a dry erase marker on the desktop or table. Write one of the following numbers 2, 3, 4, and 5 in each of the circles. Students are to turn all dominos face down and shuffle well. Each player will turn over one of the dominoes and determine if the sum of the parts is 2, 3, 4, or 5. They will place the domino on the outer circle of the sum.

12. How Long is Your Name? Materials: Cardstock square strips
Dark colored markers
Using one square per letter, write your name on the strip.
NOTE: If some children are still struggling to write their name, use a yellow highlighter to write the students name and then allow him or her to write over the highlighter to complete their name.
Day 1. Students will write their name on a squared strip. Using chart paper, tape down a small group of names (about half of the class) and then use a different piece of chart paper to group the rest of the class. Ask students to come up and count the letters in their name and record the count on a sticky-note.
Day 2: Select one of the charts to investigate comparisons and post where all can see. Guiding Questions: What words could we use to describe the names on this chart? Who can find a name that is the same length as yours?

13. Data Analysis
K.8A The student is expected to collect, sort, and organize data into two or three categories. Do you have an A in your name? Yes No
Use chart paper to record additional questions we could ask students that could be used to collect data about their names.

14. Line Leader

15. Addition and Subtraction
The queen ant ordered 10 workers to go out and gather leaves. Seven ants marched in to gather leaves. How many more are needed to have 10 worker ants as the queen ordered?
K.3B solve word problems using objects and drawings to find sums up to 10 and differences within 10
Distribute Cuisenaire rods for early learners
Model using the word problem on the slide. Ask students pairs to find the log that has 10 ants and place it in front of them. Construct a part-part-whole mat and model how to complete as we talk through the problem. Write a number sentence that reflects what we know: 10 = 7 + ? ; ask groups to share the process they think students will use. This problem could also be modeled by subtracting the 7 from the ten; 10 – 7 = ? Discuss why it is important to discuss both solution methods.
Guiding questions: What does the 10 represent? What does the number 7 represent? How did you determine the missing number?

16. Addition and Subtraction Situations
Individually, construct a problem situation using one more or one less that relates to the Frog book you received today.
Share your problem situation with your table group. How are the problems similar and how are they different?
As a small table create additional problem situations using one more or one less, share your work on chart paper. Draw context from the literature you received today.

17. Shapes and Their Attributes
Geometry “Flip Book”
Anglegs
Direct teachers to the Supporting Information Booklet: page 6 What does this new information mean to us as teachers – what figures would this include and which figures would it not – and why?

18. Mathematics in a Kinder classroom
Use the following questions to guide you in a reflection of your own classroom.
Do the students hear the words mathematician or math during the day?
What mathematics would someone observe your students doing?
Is there a balance between teacher talk and student talk before, during, or after a math activity?