1. Kindergarten PARTNERS for Mathematics Learning Module 3 Partners

2. Kindergarten Standards2
Kindergarten Standards
 Consult the new standards document
 Highlight the ideas
 Sorting and classifying
 Recognizing, creating, extending patterns
 Exploring equality
Partners
for Mathematics Learning

3. Sorting and Classifying3
Sorting and Classifying
 How do you use sorting and
classifying in your daily life?
 Why are sorting and classifying skills
important for children?
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for Mathematics Learning

4. Sorting and Classifying4
Sorting and Classifying
In the everyday world, these concepts…
 Begin in infancy
 Are used daily
 Help people organize and understand their
surroundings
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for Mathematics Learning

5. In the mathematical sense, these concepts… 5
Sorting and Classifying
In the mathematical sense, these concepts…
 Help children learn to think analytically
 Help children express their thoughts more
clearly
 Encourage growth of clear, logical thinking
 Attributes describe properties or relationships
of objects
 Recognizing attributes allows students to sort
and classify
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for Mathematics Learning

6. “Early experiences with classifying 6
“Early experiences with classifying
and ordering objects are natural and
interesting for young children.”
Principles and Standards for School Mathematics , 2000, p.38
“Learning theorists tell us that a large
part of the cognitive development of
young children is driven by
classification.”
Mathematics for Elementary School Teachers ,
Tom Bassarear, 1997, p. 41
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for Mathematics Learning

7. What can teachers do?  Provide sorting/classifying activities7
What can teachers do?
 Provide sorting/classifying activities
involving all learning styles
 Children should hear classification explained
and discussed
 Children should see classifications emerge
 Children should sort and classify concrete
materials
 Children should be able to explain their
thinking
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for Mathematics Learning

8.  Provide a variety of materials for sorting 8
What can teachers do?
 Provide a variety of materials for sorting
 Allow time for free exploration and self
selection of materials
 Engage students in important conversations
 “ Tell me about the materials you chose.”
 “What kinds of groups did you make?”
 “How did you get that idea?”
 “What other kinds of groups can you make?”
Partners
for Mathematics Learning

9. Sorting and Classifying9
Sorting and Classifying
 Moving Attributes
 Unstructured materials
 What important mathematical
understandings are involved in this
activity?
 What other materials might be used?
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for Mathematics Learning

10. Sorting and Classifying10
Sorting and Classifying
 Finding Cousins
 Structured materials
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for Mathematics Learning

11. Sorting and Classifying11
Sorting and Classifying
 Guess My Rule
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for Mathematics Learning

12. Sorting and Classifying12
Sorting and Classifying
 Difference Train
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for Mathematics Learning

13. Jotting Down Notes  Turn to the Sorting and Classifying handout13
Jotting Down Notes 
Turn to the Sorting and Classifying handout
Jot notes about the activities
Write sample questions to discuss
List the mathematics involved with
each activity
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for Mathematics Learning

14. Books and Fireworks Most books have chapters14
Books and Fireworks
Most books have chapters
beginning with page one on the
right hand side. Will page 17 be
on the front or back side of a
page? How do you know?
July 4th is on a Saturday.
What will the date be six
weeks later?
How do you know?

15. Patterns “The search for patterns is an important15
Patterns
“The search for patterns is an important
tool for learning, because it helps us see
relationships and make connections.
Young children first need to experience
repeating patterns in rhythm, in color, in
design, and in arrangement. From these
experiences can come the discovery of
pattern in number.”
Developing Number Concepts: Book 1, Kathy Richardson
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for Mathematics Learning

16.  Write your name in the square arrays,16
Name Patterns
 Write your name in the square arrays,
beginning each one with the first letter of
your name and leaving no space between
letters or names.
Partners
for Mathematics Learning

17.  Color the first letter of your name 17
Name Patterns
 Color the first letter of your name
 Identify and describe patterns you see
 Compare your name patterns with a
partner
 What relationships do you see?
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for Mathematics Learning

18. Patterns in Music  Dance  Songs  Chants  The Hokey Pokey18
Patterns in Music
 Dance
 The Hokey Pokey
 Chants
 Miss Mary Mack
 Five Little Monkeys
 Songs
 If You’re Happy and
You Know It
 The Wheels on the
Bus
 Row Row Row
Your Boat
 Bingo
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for Mathematics Learning

19. 19
B I N G O
for Mathematics Learning

20. D eveloping U nderstanding of P attern20
D eveloping U nderstanding of P attern
 Recognize underlying order and
predictability in patterns
 Exposure to patterns throughout school day
 Create simple patterns
 Concrete materials vs printed pages
 Pattern unit or core: shortest string of
elements which repeat
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for Mathematics Learning

21. Developing Understanding of Pattern21
Developing Understanding of Pattern
 Recognize patterns made with different
materials as actually the same pattern
 Translate patterns from one form to
another
 Generalize patterns by describing them
with letters
clap snap snap clap snap snap A B B A B B
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for Mathematics Learning

22. Repeating Patterns  Rhythmic clap, clap, snap  Color  Shape22
Repeating Patterns
 Rhythmic
clap, clap, snap
 Color
 Shape
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for Mathematics Learning

23. Repeating Patterns  Design  Position  Fill  Size Partners 23
for Mathematics Learning

24. 24
Dot Patterns
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for Mathematics Learning

25. 25
Dot Pattern Cards
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for Mathematics Learning

26. Rhythmic Patterns  Join the pattern: “clap, clap, snap”26
Rhythmic Patterns
 Join the pattern: “clap, clap, snap”
 Verbalize one of the motions
 Verbalize all of the motions
 Add a variation to one part of the pattern
Partners
for Mathematics Learning

27. Rhythmic Patterns  Work with a partner to27
Rhythmic Patterns
 Work with a partner to
create a rhythmic pattern
 Introduce your pattern to your table
 Verbalize one of the motions
 Verbalize all of the motions
 Label your patterns with ABCs and say
them while doing the pattern
 Add a variation to one part of the pattern
Partners
for Mathematics Learning

28. Interpreting Rhythmic Patterns28
Interpreting Rhythmic Patterns 
Act out a rhythmic pattern
Verbalize the pattern as you do it
Show that same pattern with snap cubes
Show the pattern with other materials
What did you have to think
about for each of these
tasks?
for Mathematics Learning

29. Pattern Strips pattern blocks snap cubes buttons Partners 29
for Mathematics Learning

30. One Color Patterns  Choose 1 color of snap cubes, color30
One Color Patterns
 Choose 1 color of snap cubes, color
tiles, or pattern blocks
 Create a pattern
 Describe and compare your pattern
with others at your table
What did you have to think
about as you created and described
your pattern?
Partners
for Mathematics Learning

31.  Use 1 color of snap cubes, wooden cubes, or Color Tiles31
Arrangement Patterns
 Use 1 color of
snap cubes,
wooden cubes,
or Color Tiles
 Focus on the
arrangement of
the cubes
 Copy and
extend the
pattern
for Mathematics Learning

32. Array Patterns  Create a long snap cube train at your32
Array Patterns
 Create a long snap cube train at your
table following your assigned pattern
 Spread numeral cards out in order
 Choose a number, break off 4 or 5
shorter pieces that length from the long
train keeping the original orientation
 Stack the short pieces under the numeral
card
 Describe the pattern
Partners
for Mathematics Learning

33. Array Patterns  Choose another number,33
Array Patterns
 Choose another number,
break off 4 or 5 shorter pieces
that length from the rest of the long train
 Stack the short pieces under the
numeral card keeping the original
orientation
 Describe the pattern and compare it
with the previous pattern
Partners
for Mathematics Learning

34. Pattern Snakes  Play in pairs using snap cubes and a die34
Pattern Snakes
 Play in pairs using snap cubes and a die
 One player creates a pattern snake with 3
repetitions
 Players then take turns rolling a die, calling
out the number, and adding that many
cubes to extend the snake
 Continue for 4-6 rolls.
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for Mathematics Learning

35. Literature Connection35
Literature Connection
Beep Beep, Vroom Vroom
by Stuart J.Murphy
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for Mathematics Learning

36. Literature Connection36
Literature Connection
When Kevin left, he carefully
lined up his cars on his shelf.
“When I come back, I want to
see my cars just the way I left
them.”
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for Mathematics Learning

37. Dad told Molly to make sure Kevin’s cars were lined back 37
Dad told Molly to make sure
Kevin’s cars were lined back
up in his special way.
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for Mathematics Learning

38. Mom wanted Molly to help her line Kevin’s cars back up in 38
Mom wanted Molly to help her
line Kevin’s cars back up in
his special way.
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for Mathematics Learning

39. Molly quickly put the cars back on the shelf but they 39
Molly quickly put the cars
back on the shelf but they
didn’t look quite right.
She lined them up again.
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for Mathematics Learning

40. When Kevin walked in the door, he found his cars…just 40
When Kevin walked in the
door, he found his cars…just
the way he left them.
Partners
for Mathematics Learning

41. birthday present early41
Molly was happy to
get her surprise
birthday present early
What patterns could she make with
6 purple and 6 green cars?
Partners
for Mathematics Learning

42. Exploring Equality:  How does the length of your first name42
Exploring Equality:
More, Less, Same
 How does the length of your first name
compare to mine?
 Write your name putting one letter in each
box of the grid strip and cut out your strip
 Compare your name strip with others by
lining them up
Partners
for Mathematics Learning

43. Exploring Equality: What happened to the Number Balance?43
Exploring Equality:
More, Less, Same
 Hang a marker on one side of a Number Balance
to show the number of letters in your name
 Have your partner hang a marker on the other
side of the Number Balance to show the number
of letters in his name.
What happened to the Number Balance?
What does that mean?

44. Spill It  Choose a focus number  Put two-color chips in a cup44
Spill It
 Choose a focus number
 Put two-color chips in a cup
 Spill the chips and record the red and
yellow parts
 Repeat and record
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for Mathematics Learning

45. Spill It 6 _____ red _____ yellow ____red and ____ yellow45
Spill It
_____ red _____ yellow
____red and ____ yellow
_____ + _____ = ______ 6
= _____ + _____
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for Mathematics Learning

46. Spill It and Number Balances46
Spill It and Number Balances
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for Mathematics Learning

47. Cookies for Kids Mother baked cookies. She put six cookies47
Cookies for Kids
Mother baked cookies. She put six cookies
on a plate for Tim and Tony to share. How
many would each boy get if they had the
same amount?
Partners
for Mathematics Learning

48. Birds and Cats Mike looked out his window and48
Birds and Cats
Mike looked out his window and
saw some birds on a tree branch
and some cats walking under the
tree. He counted the bird legs and
the cat legs.
The number of bird legs was
the same as the number of cat
legs. How many birds and cats
could he have seen?

49. Reflecting on Implementation49
Reflecting on Implementation
 Look back at the Kindergarten essential
standards that were highlighted at the
beginning of the module
 Reflect on the ideas from this module
 Which ones might you
incorporate in your
planning and teaching?
Partners
for Mathematics Learning

50. Renee Cunningham Kitty Rutherford Robin Barbour Mary H. Russell 50
DPI Mathematics Staff
Everly Broadway, Chief Consultant
Renee Cunningham Kitty Rutherford
Robin Barbour Mary H. Russell
Carmella Fair Johannah Maynor
Amy Smith
Partners for Mathematics Learning is a Mathematics-Science
Partnership Project funded by the NC Department of Public Instruction.
Permission is granted for the use of these materials in professional
development in North Carolina Partners school districts.
Partners
for Mathematics Learning

51. PML Dissemination Consultants
Susan Allman
Julia Cazin
Ruafika Cobb
Anna Corbett
Gail Cotton
Jeanette Cox
Leanne Daughtry
Lisa Davis
Ryan Dougherty
Shakila Faqih
Patricia Essick
Donna Godley
Cara Gordon
Tery Gunter
Barbara Hardy
Kathy Harris
Julie Kolb
Renee Matney
Tina McSwain
Marilyn Michue
Amanda Northrup
Kayonna Pitchford
Ron Powell
Susan Riddle
Judith Rucker
Shana Runge
Yolanda Sawyer
Penny Shockley
Pat Sickles
Nancy Teague
Michelle Tucker
Kaneka Turner
Bob Vorbroker
Jan Wessell
Daniel Wicks
Carol Williams
Stacy Wozny

52. 2009 Writers Kathy Harris Rendy King Tery Gunter Judy Rucker
Penny Shockley
Nancy Teague
Jan Wessell
Stacy Wozny
Amanda Baucom
Julie Kolb
Partners Staff
Freda Ballard, Webmaster
Anita Bowman, Outside Evaluator
Ana Floyd, Reviewer
Meghan Griffith, Administrative Assistant
Tim Hendrix, Co-PI and Higher Ed
Ben Klein , Higher Education
Katie Mawhinney, Co-PI and Higher Ed
Wendy Rich, Reviewer
Catherine Stein, Higher Education
Please give appropriate credit to the Partners
for Mathematics Learning project when using the
materials.
Jeane Joyner, Co-PI and Project Director

53. Kindergarten PARTNERS for Mathematics Learning Module 3 Partners