1. Pam Hutchison pam.ucdmp@gmail.com
Transitioning to the Common Core State Standards – Mathematics Kindergarten Session 4
Pam Hutchison

2. AGENDA Problem Solving Review Math Practice Standards Daily Math
Subitizing
Number Bonds
Addition and Subtraction to 10
Measurable Attributes – Length and Weight

3. Two-Step Word Problems
There are 3 students in the red car.
There are 2 more students in the yellow car than on the red car.
How many students are in the yellow car?
How many students are in both cars?

4. Two-Step Word Problems
Maria is playing with 6 cars and Pete is playing with 4 cars.
How many cars do they have?
Then they give Kris 3 cars to play with.
How many blocks do they have now?

5. Word Problems
Keisha had 5 toy bears. Tomas gave her 4 more toy bears. How many toy bears does Keisha have now? Keisha had 6 toy bears. Tomas gave her some more toy bears. Now she has 8 toy bears. How many toy bears did Tomas give her?

6. Word Problems
Keisha had 8 toy bears. She gave Tomas 3 toy bears. How many toy bears does Keisha have now? Keisha had 7 toy bears. She gave Tomas some of her toy bears. Now she has 5 toy bears. How many toy bears did she give Tomas?

7. CCSS Mathematical Practices
REASONING AND EXPLAINING
2. Reason abstractly and quantitatively
3. Construct viable arguments are critique the reasoning of
others
1. Make sense of problems and perseveres in solving them
OVERARCHING HABITS OF MIND
6. Attend to precision
MODELING AND USING TOOLS
4. Model with mathematics
5. Use appropriate tools strategically
SEEING STRUCTURE AND GENERALIZING
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning

8. Math Practice Standards
Using the MP descriptions from the Kindergarten Flipbook, describe how you are developing each of these practices in your students.
Be ready to share an example for each of the 8 Math Practices Standards.
Which standard is the hardest to implement?

9. Five Frames and Facts 

10. Five Frames and Facts 

11. Five Frames and Facts 

12. Five Frames and Facts 

13. Five Frames and Facts 

14. Ten Frames and Facts 

15. Ten Frames and Facts 

16. Ten Frames and Facts 

17. Ten Frames and Facts 

18. Ten Frames and Facts 

19. How many do you see? How many more to make ten?

20. How many do you see? How many more to make ten?

21. How many do you see? How many more to make ten?

22. How many do you see? How many more to make ten?

23. How many do you see? How many more to make ten?

24. Daily Math Routines Which of these are you doing…. On a daily basis?
At least 1-2 times a week?
Subitizing
Number Bonds
Counting
Place Value
1,10 more/less
Geometry
Patterns
Time
Money
Graphs

25. Addition to 10 Count out 7 counters.
How many counters do you have?
Put the counters in the cup, shake them up, then pour them out onto the table.
How many reds do you have?
Fill in the first part
How many yellows do you have?
Fill in the second part
What’s the whole?
Fill in the whole and write the number sentence.

26. Addition to 10
Put the counters back in the cup, shake them up, then pour them out onto the table.
Now many reds do you have?
Fill in the first part
How many yellows do you have?
Fill in the second part
What’s the whole?
Fill in the whole and write the number sentence.

27. Ten Frames and Addition
Model the problem using the chips and the large ten frame
Record your solution using the recording sheet
Fill in the answer to complete each number sentence.

29. SMP#3 http://insidemathematics.org/index.php/standard-3
1st grade lesson
Number bonds and missing addends
What strategies might students use?

31. Ten Frames and Subtraction
Model the problem using the chips and the large ten frame
Record your solution using the recording sheet
Fill in the answer to complete each number sentence.

32. Measurement & Data Describe and compare measurable attributes.
1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.