Math Talk: Frames

Five and ten frames are everywhere, but my students' previous connection to them was always contrived. They used a five frame or ten frame only because I asked them to, not because it was an authentic counting tool. This year, I changed it up. Here is a math talk our team is using as a precursor to the 5/10 frame counting tool.

First, I showed this picture frame. Name this object? They said picture frame. We decided to frame our faces with our fingers as a signal for "picture frame." This is supposed to be fun! A hook to reel them in...

Next, we saw an empty five frame. I explained, "This is a row of frames, just like picture frames. Is it empty or full?" They yelled, "empty!!" Our hand signal for empty is a closed fist in front of our chests.

Then, a full five frame. I explained, "This is a full row. Show me full!" Our hand signal is an open hand, palm facing out.


We practiced the signals and saying the words echo-style. (I say, they say).

Then, quiz time! They practiced a context for frames using picture frame, empty and full hand signals in a simple Keynote presentation I made. We'll repeat tomorrow. The next steps include playing silently ("Voices Off") and using hand signals only to identify picture frame, empty five frame and full five frame and ultimately exploring what happens to the frame when it isn't quite empty and isn't quite full as with quantities of 1-4. I hope to report back on if this mini-lesson series helped contextualize this tool with my students. Let me know if you try it and it works for you! Are there any other tips or tricks that work well using this tool?

Hand signal fluency offers comprehensible input and participation using receptive language if students aren't yet ready to use expressive language (Shy kids, ELLs, kids who need lots of exposure to a concept)

Anchor Chart/Math Talk: Place Value

Here is a glimpse of our Math Talks for this week, all centered around the new Place Value unit we are starting. From my understanding, students have to identify numerals in the tens and ones places in two-digit numbers. Additionally, we are asking them to visualize the quantity of a given numeral and describe it. Not too long ago, we were simply trying not to mix up numerals 2 and 5. This is a huge task that is "new" to the grade level thanks to CCSS. We also talk a lot about what the numbers we know well represent, or stand for. Tricky stuff for children to conceptualize!

Here is about how the story goes. The Number House has a place for all our numbers, but we noticed 2 doors. One door is tall and one door is short. The tall is for the "groups of ten" and the shorter is for the "extras," or "ones." We've named them as such because they are not a full group of 10, and therefore qualify for the tens place. Any number can go into the house, but they have to use the correct door. We explore

This language comes from our daily calendar routine, or math meeting. We count the school days on a base-ten style board. It helps students understand that full groups have 10, and are moved to the next "place." More on that to come soon!

Screenshot of our Place Value Day of School Count, using SMART Notebook

As for the math talk, our number house is a very fine number house, and paired with the student's previous understanding during calendar time will go over just fine. How do you introduce, explain or extend place value in your EC classroom?

3-D Shape Showcase

This year, I found many students struggled to name basic shapes, both 2-D and 3-D. This is a standard for our grade level but not a focus standard so I tried something new that would help them identify the shapes. Our next step after naming real world shapes is describing them by their attributes. This project helped students learn a new app, practice organize shapes in space and produce a product they can use along the way as a resource tool. We used Pic Collage to make a 3-D Shape Showcase, but really it is like a personal math word wall. Their products are below, but thanks to Kristi Meeuwse over at iTeach with iPads who is a constant source of ideas and reassurance for me in my 1:1 iPad Kindergarten classroom here outside Chicago. No shout out is quite big enough for this amazing educator!

Did you notice words aren't spelled quite right? Not a problem since the objective of this lesson is to increase the student's oral language not written language, specifically with the labeled words above. Can't spell sphere but can identify one and describe it as a solid shape with no corners? A+ in my book! Also another example of how technology helps make this product accessible to students of all skill levels. 

Resources came from a 3-D Shape Hunt the students were assigned for homework. Thanks to all our families who did an amazing job with this piece at home!

-Molly Mac and Class

Shapes Activity

Hi all,

 This week we are working toward the K.G CCSS standards, and a pre-assessment showed me many students cannot name the basic shapes (!). To explore shapes and practice talking about their attributes, we used the tangram game on a beloved website, abcya.com. Then, students worked in pairs and trios to help their "teams" recreate the shape on their Tangrams app on their iPads. They were about as engaged as a teacher could want with a puzzle like this, but their conversations were the real best part. 

"I noticed two triangles connected make a diamond."
"You have to rotate the square so it's like a rhombus."
"Slanted lines come from when you spin it."

The tool, on our iPads:

The task, projected on the SMARTBoard:

Really excited to continue with this activity and see what skills and language come out of it.

-Molly Mac and Class

Return to Blogging!

Follow my blog with Bloglovin I'm linking up with BlogLovin to get back into sharing some of the things my Kindergarten team and I are doing. Check back soon for some Math and management freebies. Merry Christmas! -Molly Mac

Minute-Win It: Quick Counting Assessment

The end of the year is approaching and my team and I are navigating a long list of assessments for the report cards. As I mentioned, in Kindergarten what we view as developmentally appropriate assessment (testing) is performance-based and in a 1-on-1 or small group setting. 1-on-1 meaning one student and one teacher, and performance-based meaning the student works through a problem or activity. The focus is as much on the process they use as the product, if not more so. More often that not, using manipulatives or some other concrete objects like counters, cubes, popsicle sticks, etc. are part of the "performance." The opposite of performance-based assessment in our classrooms is essentially a written, multiple choice test.
       Time management is crucial. So, I give to you "Minute--Win It." Based very loosely off the the hit NBC game show, to which I am staking no intellectual property or copyright infringement, students perform some math-based counting task in the time of one minute. When introduced like a *fun* game-show like activity, your students get hooked in and nerves dissipate. It is also very easy to differentiate. The grid paper helps evaluate 1:1 correspondence for students with lower number sense skills, so I've found it appropriate for absolutely every student.

Here is Math "Minute--Win It" in a nutshell:

• Materials: Grid paper and pencil, timer
• Another paperless option uses the Showbie app for iPads, stylus optional
• Here is a very simple example to get you started
• Objective: Students work independently to count and write numerals
•  CCSS.MATH.CONTENT.K.CC.A.1 Count to 100 by ones and by tens.
• CCSS.MATH.CONTENT.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
• CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
• CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
• Directions: In 1 minute, student write as many numbers in counting order as they can. This is a race only against themselves. (Repeat daily or weekly until goal is met).
• Differentiate!
• Count by ones
• Count by tens, fives, twos
• Start at a number other than one
• Count backwards
• Compare results over time (ONLY against their own work, not among peers)
• Extend time beyond 60 seconds to help all students feel successful
• When beginning, I usually give around 90 seconds but use a time visual to the students so that they can understand the brevity of the game (for fun!) and also feel accomplished once the timer goes off

Can your see Minute--Win it working for you? In other content areas? I'll share some student examples this week as well. Good luck in the homestretch this year teachers! Enjoy this "minute" themed song as you plan this assessment for your class as well!

Blooming into the next school year!

Part of our team's presentation to next year's Kindergarten students and their families includes a link you a youtube.com channel we packed with our favorite readiness songs and videos. Check out what we've got so far below. What favorites are we missing? Our main objectives are for students to be able to, on an introductory level:

• Recognize letter names
• Produce letter sounds
• Sing the alphabet song
• Know colors
• Know shapes
• Count to 10
• Identify body parts
• Know a few common nursery rhymes

Share your favorite tunes to help learn these objectives below. Thanks!