Celebrating 100 Days of School!

Mr. P came in to read the story ‘100 DAY WORRIESby Margery Cuyler, as a way to celebrate 100 days of school this academic year. 

In this story, Jessica’s teacher tells the class to find and bring 100 things to celebrate their 100th day of school. Jessica begins to worry about her choices because she wants to find the best things to share at school.

https://www.youtube.com/watch?v=hkIHXduITiw

But what is 100?

Mr. P invited the students to make a collection of 100. It was an exciting challenge! 

The students shuffled around the classroom looking for resources. Only 1 item can go in each section!! 

We did it!

https://twitter.com/NISPreKK1/status/1097829359765708800

SLOs

  • Understand that number names relate to a specific quantity
  • Estimate quantities to 10

Shoes

Ms. Angie read a story about shoes to the students. The students took a picture walk to recall the story. They had to guess the different shoes belonged to.

The students put one foot out in front of them. They looked carefully at their shoes.

  • Michelle “I have shiny shoes its bright pink and blue and I have stars on my shoe.” [in Mandarin]
  • Felix “I have red and grey, white and black.”

We wondered why we wore shoes.

  • Charlotte “I have sports shoes and I have red, white and brown on my shoes.” [in Mandarin]
  • Ethan “My daddy and mummy and me all wear different kinds of shoes. Shoes help him run fast, some make him run slowly.” [in Mandarin]
  • Amber “I have a cotton shoes and I can wear these shoes in the snow.” [in Mandarin]
  • Alejandra “My shoes are fluffy. I have another pair of shoes that can help me run very fast. With these shoes I can’t. I have another pair of shoes to do sports. I have some shiny shoes. I have ski shoes.” [in Mandarin]
  • Nicolas “I have a shoe at home and it is shiny at the back and I have one shoes and it has this part (the front) is red and here (the back) a little bit of grey and brown and this whole part (the front) when I step it shines with lights. I have another shoe, a ski shoe. I have boots but with another colour, it is red and it has pointy spikes on here. And when I scratch the floor it comes a line.”

We first counted how many shoes we have. We have 15 shoes!

  • Teacher “How can we sort the shoes out?”
  • Ruby “We could put them all in a circle. Or make a shoe line.”
  • Nicolas looked at the book. He wanted to make a circle with the shoes. He said, “We can sort out the shoes by colours.”
  • Si Hyun said that we should sort the ones that have straps and the ones that don’t.

7 shoes had straps. 7 shoes did not have straps.

  • Alejandra said we can sort out the shoes that have zips and the ones that don’t. Only 1 shoe had a zip.
  • Ruby had an idea. “We can sort them out the boots in 1 line and the shoes in another.” We had 4 boots and 11 shoes.

Felix wrote a label 11 with help from his friends.

How would you sort your own shoes? How are they similar or different? 

We wonder…

SLO’s

  • sort objects
  • begin to explain data using simple language such as same and different / more or less

How Many?

We looked at a group of shapes on the whiteboard. We wondered how many there were.

The students shared what they noticed.

  • Ruby “2 red, 2 blue and 2 green.”

  • Teacher “How many altogether?”
  • Jasmine Alejandra, Ruby “1,2,3,4,5,6.”

The students counted them one by one and agreed that there were 6 in total.

  • Jasmine “Xuanwu, Taiping, Wutaishan.”

Jasmine was explaining that the shapes were the same three colours as the ‘house colours’ at NIS!

  • Teacher “What if the triangle was number 1?”

The students thought about this.

  • Teacher “How many triangles would we need to cover the blue shape?”
  • Alejandra “2!”

She was asked to prove it. She used Geoshapes to show her answer.

We decided that the blue shapes were number 2’s.

  • Teacher “Then how much will we need to cover the red shape?”
  • Amber “3!”

Again, Amber used Geoshapes to show her answer.

We decided to name our shapes. 

But how many is it altogether?

The students began to share their answers. Some students estimated, some students counted to find out. 

Amber said it was 12.

  • Teacher “How do you know?”

Amber explained that she used her fingers to count. “1 and 1, and 2 and 2, and 3 and 3!”

SLO’s

  • Estimate quantities to 10
  • Adding groups of objects
  • Explore shape and space
  • Listen to others
  • Share ideas
  • Look for similarities and differences
  • Use manipulatives to solve problems

Numicon Shapes

We have been exploring Numicon Shapes to learn about number. 

The students were invited to use the manipulatives to learn more about numbers. They gathered around the table in groups of 2 and 3, using the spinner to choose the numbers as they tried to fill in their tray. They talked to each other about the numbers they ‘got’ on the spinner, and then quickly looked for the corresponding number shape. They played again and again, and then moved on to explore other spaces in the classroom. 

We noticed how the students quickly identified the different number shapes by colour. They matched, sorted and created with the shapes. They developed an awareness for space, as they looked at the patterns and thought about the area they had left in their trays. The games encouraged conversation about number and colour. Students worked as individuals and teams, they had opportunities to take turns and solve problems at play. 

https://twitter.com/NISPreKK1/status/1068445422144839680

SLOs

  • Understand that number names relate to a specific quantity
  • Recognise groups of zero to five objects without counting, in real life situations
  • Estimate quantities to 10
  • Understand the terms more or less, same as

A Pair of Socks

We read the story A Pair of Socks by Stuart J. Murphy, illustrated by Lois Ehlert. In this story a sock is trying to find its match.

  • Lawrence “Ten socks!”

  • Freida “A pair of ‘socks‘ is the socks on your foot. I have 2 socks.”
  • Alejandra “Two.”

After reading the story the students took off their shoes and socks. They placed their socks in a pile on the floor.

  • Can we find the matching pairs?
  • What is the same and what is different?

  • Alejandra “Blue and blue. Black and black (referring to the black outline around the balls and the black writing on the second sock)
  • Sarah “This one no ball. This one no line.” (pointing to the black line at the top of the sock)

  • Alejandra “This have rainbow this one no.” (referring to the coloured frill at the top of the pink sock)
  • Lawrence “This is pink this is blue. This is small this is big.”
  • Jiwoo “Small. Big.”

  • Felix “This is not brown.” (one is pink and the other a grey)
  • Poli “Line, this one no.”
  • Alejandra “This is small this is big.”

  • Lawrence “This pink, this no pink, brown.”
  • Felix “That is not brown and not white.”
  • Amber “This no pink, and in this one pink.”
  • Alejandra “This one had pink here and here.” (pointing to the heel and toes)
  • Jiwoo “This one big. Too small this one.”
  • Lawrence “This have this, this no, this white and this is no.” (referring to the white stripes)
  • Nicolas “No it has got rainbow”

Next, we matched the socks using the iPad.  

SLO’s

  • sort 
  • explain thinking
  • share ideas
  • listen to others’ perspectives
  • discuss same and different

Maisy Goes Camping

We read the story ‘Maisy Goes Camping‘ by Lucy Cousins. In this story, Maisy goes camping with her friends Cyril, Charley, Tallulah, and Eddie. Pitching the tent was hard work, but fitting them all in was harder.

After reading the story, the students put the wooden numerals in order from 0 to 9.

We retold the story using puppets, wooden numbers and other props. The students helped find the different numbers needed as the story progressed. We used whiteboards to record the different number stories (number sentences).

SLO’s

  • estimate quantities to 10
  • explore the conservation of number with the aid of manipulatives
  • understand the terms more or less, same as 
  • read, write, say, count, model and order numbers to 10
  • solve problems involving addition using manipulatives, models and informal written strategies

https://twitter.com/NISPreKK1/status/1041979528602451968

The Countdown!!

  • Ruby “That is Amber and a teacher. I wonder what Amber is doing.”
  • Alejandra “She wants the number 0 and 2.”
  • Ruby “She is standing on the stage.”
  • Amber “I hold that paper. I showed it to my mummy. It is a little bit broken.” [in Mandarin]

Amber explained how she tore the paper.

  • Jasmine “Before it was like that and now it is like this.”
  • Alejandra “Amber ripped it. Because she wants to rip the paper and look Ms. Shemo and go to the classroom with the paper.”
  • Amber “Me, everybody look.” [She wanted to show everybody]

We wanted to know what the big number was. Ruby said it may be the number 12. Alejandra said it might be 25. Ruby took the number 12 and placed it next to the big number. It did not match.

  • Ruby “It is not the same.”

We had to solve the problem!

A group of students began to sign their name on the paper. It was special. The paper represented the countdown to the school’s 25th birthday celebration. 

  • Lawrence “I am writing my name.” [in Mandarin].

The teacher gave the students a pack of number cards.

Ruby “We are both putting up the number on the cards. Because we did not know which number name it is.  We started from 0 then 1,2… She is helping me count all the numbers.”

Ruby “Then we counted it.

Alejandra “2 and 0.”

We found the matching number!

It was 20!SLO’s

  • read, say, count and order numbers

Similar and Different

The students have been creating portraits of themselves using a variety of mediums. While drawing pictures of themselves, they noticed and commented on how some of the students looked the same or different, referring particularly to their hair and eyes.

  • Freida “My hair is black.”
  • Alejandra “My hair is black too.”
  • Nicolas “I have a little bit yellow. Everybody in German is yellow.”
  • Ruby “I have brown hair.”

First, they decided to sort and group the pictures by the colour of their hair.

  • Alejandra “I don’t have a pony tail. I have just like Amber.”
  • Ruby “They have short hair. What about Ms. Jiao?”

Next, they decided to sort and group the pictures by their different hair styles.

Ruby, Alejandra and Nicolas decided that Ms. Tina and Ms. Shemo can go to the pony tail group.

SLO’s

  • sort objects
  • present information on teacher-generated pictographs where one picture equals 1
  • begin to explain data using simple language such as same and different / more or less

Pete the Cat and His Four Groovy Buttons

We read to story ‘Pete the Cat and His Four Groovy Buttons‘ written by Eric Litwin, illustrated by James Dean. In this story, Pete the Cat is wearing his favourite shirt. However, one by one the four totally groovy buttons on his shirt pop out. The students enjoyed the count down with Pete in this story that makes counting fun.

While reading the story, the students noticed that Pete the Cat was eating an ice-cream. They began to talk about their favourite flavours. We decided to find out and record the information to see which flavours the students liked most. 

We drew pictures of our favourite flavoured ice-cream. Next, we sorted and pasted the pictures to create a graph. Some of us liked strawberry, chocolate, grape and mango flavoured ice-cream. We even liked rainbow flavoured ice-cream!

One student recorded the numbers on one side of the graph to help us read the graph.

Which is your favourite flavoured ice-cream?

SLO’s

  • sort objects
  • present information on teacher-generated pictographs where one picture equals 1
  • begin to explain data using simple language such as same and different / more or less

Maths Talk – SPLAT!

A group of students were working on a ‘ SPLAT‘ Maths Talk!

The first splat was number 5. They discussed the problem.

  • How may counters are under the splat?
  • How do you know? 

They used whiteboards to record their thinking. They used counters to help them count.

The students expressed their ideas verbally and pictorially. Two students explored both addition and subtraction to solve the Maths problem. Here are some examples of their thinking.

Next we explored the number 7.

What strategies could we use to solve this problem?

Here is how we worked it out!

Another group of students used dice and counters to solve addition problems.

They recorded their thinking using number sentences.

SLO’s

  • estimate quantities to 10
  • explore the conservation of number with the aid of manipulatives
  • understand the terms more or less, same as 
  • read, write, say, count, model and order numbers to 10
  • solve problems involving addition using manipulatives, models and informal written strategies

Bugs (Sorting)

The students were given a tub of plastic bugs.

  • Teacher “What do these bugs look like?” [characteristics of bugs]
  • Franz, Amber, Lawrence and Abby sorted the counters out. They discussed how they wanted to group them.
  • Franz “This is a grasshopper, and it has wings.”
  • Teacher “What about the other bugs?”
  • Amber “It is a caterpillar.”
  • Teacher “Does the caterpillar have wings?”
  • Franz and Amber “No!”

After sorting the bugs, the students counted the bugs and wrote the number on chart paper. They identified the differences in colour.

SLO’s

  • sort objects
  • present information on teacher-generated pictographs where one picture equals 1
  • begin to explain data using simple language such as same and different / more or less

Graphing

Ms. Lucia introduced the students to graphing. They were invited to work in groups to sort out the materials using graphs.

The Vehicle Graph

Lawrence, Tyler and Ruby sorted the vehicles.

  • Ruby: [pointing to each row] Trains, cars and planes.
  • Tyler: Planes 2. Cars 1,2,3,4,5. 5.
  • Lawrence: Trains 1,2,3.
  • Teacher: Which one has the most?
  • Ruby: The cars have the most. 5 cars.
  • Teacher: Which one has fewer?
  • Ruby: 1,2. Planes.

M&M Graph

  • Teacher: How do you know where each one goes?
  • Amber: [pointed to the picture at the bottom of each row].
  • Reggie: There is orange but no orange here. We will have to leave it out.

The students discussed which one had the most and fewest. They counted the M&M’s.

  • Teacher: Is there an easier way for us to know how many there are in each row?

The students pointed to the top of the blue M&M’s and explained that they could look across to see what number is at the end of the graph [horizontally].

Letter Graph

Money Graph:

  • Reggie: There is a sign at the bottom so it tells you where the money goes.
  • Teacher: Which one has the most?
  • Hannah: 1’s and 5’s. They have 6, no 7.
  • Teacher: How many more 5 dollar bills than 10 dollar bills?
  • Reggie: 1 more.
  • Teacher: How do you know that?
  • Reggie: Because the notes are higher than the 10’s.

SLO’s

  • sort objects

  • present information on teacher-generated pictographs where one picture equals 1

  • Begin to explain data using simple language such as same and different / more or less

The Napping House

The students listened to the story ‘The Napping House‘ by Audrey Wood. In this wonderful bedtime story, granny is sleeping on a comfy bed when a number of others that include a dog and a flea, join her on the bed. They all sleep in a heap. But then the flea bites the muse!

After listening to the story, they created the props to retell the story.

The students were asked to solve a problem.

When all the sleepers were piled up, how many feet were in the bed?

A group of students used pictures and numbers to solve the problem.

Students “It is 22 feet!!”

  • understand questions
  • identify the key information to solve a problem
  • choose and use appropriate problem solving strategies
  • explain how the problem was solved
  • show a growth mindset when solving problems
  • use appropriate mathematical language
  • share thinking clearly in words, symbols, numbers, pictures, graphs
  • use mathematical skills, knowledge and understanding at grade level

Shapes

The students shared what they know about shapes. They discussed how shapes have characteristics that can be described and compared. Next, they cut and glued on different shapes on a pizza.

  • Reggie “Some have diagonal sides. Some have straight sides.”
  • Cornelis “When a side go this way and that way and that way you can make a triangle.”
  • Abby “The moon is like a circle.”
  • Franz “Shapes have any sides then you cut the shapes down then you can make 2 shapes, because we can use scissors to cut the paper.”
  • Mia “Triangles.”
  • Tyler “Circle is beautiful.”

They recorded the number of shapes they used on their pizza.

They watched the BrainPop video on Plane Shapes.

What other shapes do we see around us?…

SLO’s

  • Name and classify 2D shapes
  • Sort and compare 2D shapes 
  • Read, write, say, count, model and order numbers to 10

Numbers

The students have been using ‘Loose Parts‘ to design and create art. This time, they used the materials to create numerals. They discussed the formation, the direction, and chose the materials they wanted to use to create the numerals. They took pictures of the numerals.

They created numerals using materials they can find in the playground.

Next, they made number charts using the numerals they created. They matched the dotted 10 frame picture cards with the numerals.

Following a discussion on numbers, they wrote the numerals they know on square paper. They used the number chart they created as a guide.

SLO’s:

  • read, write, say, count, model and order numbers to 10

One Duck Stuck

The students listened to the story ‘One Duck Stuck‘ by Phyllis Root illustrated by Jane Chapman. In this story one unlucky duck gets stuck in the muck and asks its animal friends for help.

This story is fairly repetitive and this encouraged the children to predict what will happen next.

The students helped place the animals and numbers in sequence while listening to the story.

The students went outdoors to collect materials that they can use to create their own number graph. They worked as a group to collect, sort, count and create their number chart.

SLO’s

  • present information on teacher-generated pictographs where one picture equals 1
  • be able to explain data using simple language such as same and different/more or less/most or least
  • read, write, say, count, model and order numbers to 10
  • listen and respond in small or large groups for increasing periods of time
  • join in with poems, rhymes, songs and repeated phrases in shared books
  • listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures, expression and/or words

10

The students brought in 10 RMB to buy a baked good from a sale. They money from the ‘Bake Sale’ will be donated to the Ray of Light Cambodia Organization

Do I have 10 RMB?

How might you make 10 using Numicon shapes? The students shared the different ways they had made 10.

SLO’s

  • estimate quantities to 10
  • explore the conservation of number with the aid of manipulatives
  • understand the terms more or less, same as
  • read, write, say, count, model and order numbers to 10

Balancing Act

We read the story ‘Balancing Act‘ written by Ellen Stoll Walsh. In this story, two mice make a teeter-totter. They are having fun and balancing just fine until a salamander and frog join in their game. We used a scale and cubes while reading the story, and the students discussed the concepts number, balance, weight and measurement.

“3 on one side and only 2 on the other. We need one more on this side. 3+3 will make 6!”

They decided that the bird weighed 6 cubes. We used cubes to explain our thinking.

The students were then invited to play with the scales and manipulatives.

12 on both sides.

Making sets of 2.

“It has to be the same on both sides!”

Through these playful experiences, students developed an understanding of how measurement involves comparing objects, and that objects have attributes that can be measured using non-standard units. They used their developing knowledge to solve problems involving weight.

https://twitter.com/NISPreKK1/status/910051064442843137

Number and the Base 10

The students have been using the 100 chart to explore numbers and patterns. They discussed skip counting in 2’s, 5’s and 10’s. One student discussed how a number can be divided into half.

https://twitter.com/NISKinder2/status/871963784902041600

The students used the Base 10 blocks to create numbers with manipulatives.

They discussed the different ways to make a number and then completed an activity.

 

 

What is your number?

The students have been exploring number using cuisenaire rods. They ordered the rods by their number or size.

Next they created an animal using the rods. 

The students then calculated the value of their picture using the corresponding value of each block.

They used numbers and words to share their thinking and problem solving strategies. 

https://twitter.com/NISKinder2/status/862502840828256256

SLO’s

  • Record addition and subtraction sentences using the appropriate signs
  • Solve problems involving addition using manipulatives, models and informal written strategies
  • Recall addition doubles up 5+5 

How many bones?

The students are curious about bones and skeletons. What does a human skeleton look like? Ms. Jo brought in Mr. Bones. The students used an app on the iPad to learn more about the different bones and muscles in our bodies. She asked the students how many bones we have in our bodies.

https://twitter.com/NISKinder2/status/860796044610740224

One student went home and used google to search for her answer. The next day she explained her answer to the students.

Carolyn “Babies have 270 bones and grown-ups have 206 bones.” 

Teacher “Why do babes have more bones than grown-ups?”

Carolyn “Because babies have more bones when they are small. They are small pieces. When they grow up and their bones stretch out, some bones get together and so there are lesser when they are grown up.” 

Teacher “How can you show that number?”

The students brainstormed ideas. They decided that they could use Base 10 blocks. Two students began to count them out. They labeled their bundles of blocks.

Teacher “How do you know which one has more?”

The students decided to used the words ‘more‘ and ‘less‘.

Teacher “It is very hard to see which group has more and which has less. What can we do?”

The students decided that they could place them next to each other and start from the same place.

Teacher “How many more bones do babies have than grown-ups?”

Our journey continues…

Addition

The students have been revisiting and practicing a variety of strategies to solve addition and subtraction sums. Students used dice to create their own sums, and then used their fingers, counters, the number line or a 100 chart to solve the problems.

SLO’s

  • Record addition and subtraction sentences using the appropriate signs
  • Solve problems involving addition and subtraction of single digit numbers using manipulatives, models and informal written strategies
  • Recall addition doubles up 5+5 

Subtraction

SLO: Record addition and subtraction sentences using the appropriate signs.

The students listened to the story ‘Pete the Cat and His Four Groovy Buttons’ written by James Dean. They reflected on the strategies they used to solve subtraction number problems:

  • using your fingers
  • draw a picture
  • use counters

 

The students used a large number line to practice another strategy ‘count backwards‘. They shared their reasoning:

  • Oliver “We need to jump on the 4.”
  • Daniel “4 plus 1 equals 5, so 4 plus 2 equals 6, so 6 take away 2 equals 4.” (The operations of addition and are related to each other and are used to process information to solve problems.)

https://twitter.com/NISKinder2/status/833536028656807938

SLO: Solve problems involving addition and subtraction of single digit numbers using manipulatives, models and informal written strategies.

Pete the Cat

The students listened to the story ‘Pete the Cat and His Four Groovy Buttons‘ written by James Dean. In this story Pete the Cat wears his favorite shirt but his buttons begin to fall out one at a time. The students joined in the story and sang along with Pete the Cat. 

The students discussed and used a number of strategies to solve subtraction problems. They used manipulatives such as their fingers and counters to answer a variety of problems.

SLO: Solve problems involving addition and subtraction of single digit numbers using manipulatives, models and informal written strategies.

The students practiced ‘drawing a picture‘ as another strategy to solve problems. They recorded and solved subtraction number problems in their journals.

SLO: Record addition and subtraction sentences using the appropriate signs.

Money

During this season students frequently observe people around them buying and selling goods, wrapping gifts and shopping for the coming year. We asked the students “What do you know about money?”

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SLO’s: Money is used to buy and sell things. Understand that Yuan is the currency of China. Different things have different monetary values.

The students began to share some of their ideas:

  • Oliver: We need money to buy something. There is paper money.
  • Isabella: We can use money to shop for something. We use a machine to make money.
  • Vera: I saw faces on money. You have to work to get money. They make money from gold. You should not trip money or you can’t use it.
  • Carolyn: You have to get money from the bank.
  • Daniel: If we have so much money we can buy so much things.
  • Hally: If we don’t have money we can’t buy things.
  • Minseong: How do you make money?
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An amount of money is needed to buy an item.

Some students brought in money to purchase trinkets and food. We had a closer look at the money. We talked about how much the different items will cost. We discussed how we need to first look around and think about the purchases we need to make. The students had to check out the items on sale, make choices, give the right amount, speak in Mandarin to the vendors and manage the money they had brought.

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SLO: Model spending money / trading in real-life situations.

All the proceeds earned will go towards The ‘Amy Yang Foundation’. The foundation is set up to support Amy, a member of staff who is recovering after a serious accident.

12

How can you show the number 12?

Students were encouraged to think of all the different ways they can make or show the number 12. We used the 10 frame to help us think about the number.

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The base 10 values system is used to represent numbers and number relationships. Model numbers up to 20.

  • 12+0=12
  • 2+10=12
  • 3+7=12

and so on…

Then some students began to suggest swapping the numbers around!

  • 3+7=12 and 7+3=12
  • 10+2=12 and 2+10=12

and so on…

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SLO: Record addition and subtraction sentences using the appropriate signs.

Some students huddled together during choice time to add more of their thinking. They began to include subtraction sentences.

  • 16-4=12
  • 17-5=12

We used an empty number line to help us check our answers.

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Two students started making number sentences using bigger numbers.

She shared the strategy she used, she counted forward from 12 to find the answer!

  • 30-18=12
  • 35-23=12
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SLO: Solve problems involving addition and subtraction of single digit numbers using manipulatives, models and informal written strategies.

Some students used these ideas to create their own little books at the writing centre.

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Measurement

The students brainstormed what they know about ‘measurement‘.

“You can use the long stick with numbers of it!” said one student. “You can see things in the supermarket that help you to buy things” said another.

Here are some of their initial ideas.

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Shorter and Longer

The students then looked for 3 items that were shorter than a pop stick and 3 items that were longer than a pop stick. They recorded the information of their journals.

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SLO: Order objects according to their attributes. Represent the results of measurement with drawings and concrete materials.

How long is your foot?

The students then measured how long their foot was using cubes.

They first worked with a buddy to draw out their foot.

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Then they cut it out and measured it using cubes. They wrote the sentence “My foot is ___ cubes long.”

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SLO: Select appropriate non-standard units of measurement to estimate, measure and record length.

The students decided how to order the information and created a graph using their prior knowledge on how to create graphs.

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SLO: Order objects according to their attributes.

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SLO: Record data on block graphs. Present information using pictographs where one picture equals 1. Explain data using simple comparative language.

 

  • Daniel: There are numbers on a side to tell us how many there are.
  • Hally: 13, The most had feet 9 cubes long.

Ms. Shemo’s foot is the longest because it is 13 cubes long.

Minseong’s foot is the shortest, because it’s 8 cubes long.

2 people have feet that are 10 cubes long.

We estimated and used our feet to measure our lunch table, the design centre and others interesting objects around us.

https://twitter.com/NISKinder2/status/806431630109786113

Pairs

“How many pairs of eyes do we have in the classroom?”

This was our Morning Meeting question for the day. Students drew their eyes and we counted the pairs. We had 20 pairs of eyes.

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SLO: Skip count in 2’s.

We used this task to count in 2’s. The students glued the picture of their eyes on a long card. We counted the eyes and labeled them, 1,2,3,4,5…

We turned over every other card and counted in 2’s starting from 2.

img_3968 img_3970

 

Counting Collections

The students estimated how many pom poms were in the bottle.

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SLO: Estimate and subitise groups of up to 20 objects.

After the estimates were made, we needed to count and check how many were in the bottle. What is the best way to count the pom poms? Is there an easier way than counting them out one by one? 

One student suggested counting in 5’s. We decided to give it a try. We used cups to make sets of 5. We had 6 cups of 5 and 3 more pom poms. 33 in all.

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SLO: Skip count in 2’s and 10’s.

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Then another suggested making 10’s as we had done with the base 10 blocks. We had 3 sets of 10 and 3 more pom poms. 33 in all.

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The students were then given their own bag of collections to count. They were invited to use the cups, bowls and sorting trays to help them count. They buddied up for this task and recorded their strategy on paper.

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SLO: Skip count in 10’s.

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Race to 20

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SLO: The base 10 values system is used to represent numbers and number relationships.

The students used base 10 blocks to help them understand numerals 10-20. They first played the game ‘Race to 20’, where two teams (or individuals) throw a die in turn, and race to collect 20 counters to win the game.

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SLO: Model numbers up to 20.

The students used numeral cards and manipulatives to help them understand the value of the different numerals.

The Rockets

The students modelled teen numbers with the base 10 system. We used number cards and manipulatives to show the value of each number. Counting on and placing the ‘tens’ and ‘ones’ in the right place were a focus.

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SLO: Model numbers up to 20.

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The students then created rockets in their Maths Journal. They were given one part of the rocket. They had to complete the rest of the rocket using pictures.  screen-shot-2016-11-09-at-17-54-10

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SLO: Record addition and subtraction sentences using the appropriate signs.

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Cats in a Box

The students were given the following Maths problems.

Draw a box. Draw 3 tails coming out of the box. How many cats are in the box?

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The next Maths Problem:

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The final problem:

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The students shared their thinking and looked for patterns. Some counted on and others counted in 2’s and 4’s.

They recorded their thinking on their journals.

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SLO: Solve problems involving addition and subtraction of single digit numbers using manipulatives, models and informal written strategies.

How did you come to school today?

The students answered this question at ‘Morning Meeting’.

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We then made a graph with the information we collected. The students labelled the different columns and wrote the numbers.

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To complete this task, we had to:

  • Gather information by asking questions
  • Collect data according to personal experiences
  • Record data on simple graphs
  • Present information using pictographs where one picture equals 1
  • Explain data using simple comparative language

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They made the following observations:

  • Vera: We learned about how we come to school.
  • Oliver: We had to think about which way we come to school.
  • Isabella: 4 children come by bike.
  • Salva: 3 children come by bus.
  • Gabby: 6 children come by car.
  • Daniel: 1 child comes in the egg car.
  • Harris: The car is the tallest. It is the most.

10 Black Dots

img_2737We read the story ’10 Black Dots’ by Donald Crews. This counting book shows what can be done with ten black dots. This inspired the students to create their own pictures to make a class book.

Listen to the story:

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We traced and cut out the dots.

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We wrote our sentence.

When writing the sentences students focused on using:

  • finger spaces
  • neat handwriting
  • appropriate punctuation
  • colouring within the lines

Please read the book we created!!

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Bears in a Cave

The students have been using the 10 Frame to explore numbers 1-20.

screen-shot-2016-09-13-at-17-12-01The 10 Frame has encouraged conversations about number names, quantities, addition and subtraction. They used counters to solve number problems and drew their thinking in their Maths Journal.

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Bears in the Cave

  • Count out 10 bears and put them in front of the cave.
  • Move some of the bears inside the cave.
  • How many bears did you start with? How many bears are now in the cave? How many bears are left outside?
  • Show your work using pictures, numbers or words.

 

 

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Dot Talks

The students were presented with a group of dots. They were asked two questions:

  • How many do you see?
  • How do you know?

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The students explained how they saw the dots. They grouped the dots to find the answer quickly. They included an equation. They offered different solutions and combinations and recorded their thinking in their journals.

Numicon

We have been exploring Numicon shapes in K2. The students used the shapes to complete a task. They first took 3 shapes out of the feely bag. Screen Shot 2016-09-04 at 12.55.16

They sorted them out by size, the biggest one first, the next size beside it and the smallest one last.  Screen Shot 2016-09-04 at 12.55.23

They calculated what number they had in total and recorded their learning in their Maths Journals. 2f0f149f-8009-4d86-8455-5eb3f21edcaf

Peas in a Pod

The students watched a video.

We talked about what they wonder, estimated how many peas are in each pod, and discussed how many peas there would be if all the peas were in one pod. This task encouraged students to use addition and subtraction in real life situations. They drew pictures and shared their thought processes with the class. 

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Estimating

It is vital that students learn how to make a sensible ‘guess‘ or an ‘estimation‘, as it is something we all do at any time of the day. Imagine if you can easily estimate how much something would cost or how big something is.

The students first ‘estimated’ how many dominoes they thought were in the bag. They recorded this information. Then they counted to check.

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Exploring Base 10 Blocks

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In Kindergarten we use the base 10 blocks to build conceptual understandings of number. A group of students used the app Drawing Pad to draw two-digit numbers using the base 10 blocks. Then they took screen shots of their pictures and inserted them into a book using the app Book Creator. Listening to instructions, following steps in a sequence, collaborating and helping peers are important skills when app smashing, which is the process of using multiple apps to create projects or complete tasks. Here is a

Base 10 Book by Alice

How many shoes?

The students were trying to find out how many shoes they had in their group. They decided to group the shoes and count them but there were too many shoes to count one at a time. They needed another strategy.

Student Learning Outcome:

  • to skip count in 2’s.

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They began to line the shoes up one pair at a time. This make it easier to count.

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Then we used number cards to see how many shoes we had.

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We had 32 shoes!!!

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The teacher flipped every second card. The students were only able to see every other number. They began to skip count in 2’s. This was a better strategy. Students recorded their observations in their number journals.

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A story about ODD and EVEN!

The students have been working on building numbers to 12. They began by matching number frames with the appropriate number cards. They then built number frames to match their picture. Some groups chose to use the same colour that was used in the frames. Others chose to do it differently. They had to talk to one another and find the best way to make their creations. The task encouraged students to negotiate roles and make agreements about how they wanted to complete the task. 

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How do we know what the number is? 

How are they similar and different?

We talked about the blocks and how they were different. We discussed ‘sharing’ and counted in 2’s. They noticed that some numbers were odd and others were even. Students recorded their information on their journals.

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What about bigger numbers? How can we tell if they are odd or even? Is there a pattern? Some students wanted to continue their explorations.

Students then sorted dominoes into groups based on their total.

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Do you notice the pattern?

Patterns and Number!

A group of students have also been building on their number sense. They have been making patterns and writing number sentences to solve number problems.

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They collaborated to make a skip counting in 2’s and 5’s poster.

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The students brainstormed what they know about patterns and created their own patterns using string and beads. They recorded their patterns on card.

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Students made patterns using beads and straws.

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