Kindergarten Kindergarten

Shapes...Shapes....Shapes.... 3D!

My kids love 3-D shapes even more than they love 2-D shapes! They are super excited to learn everything they can about them, so that makes my job very easy. As always, hands-on exploration is essential in order for students to develop a solid understanding of 3-D shapes. So we play and explore a lot! 

I let the kids explore 3-D shapes by building, stacking, rolling, etc. Then, together, we create an achor chart. We describe the shapes using both formal and informal language (so the kids can build on their schema) and record the information on the chart. In the beginning, the kids will call spheres "circles" and cubes "squares," but they learn the correct names very quickly. Although I introduce the vocabulary--face, base, point, edge--I do not require my kids to memorize it. We're just building that foundation. We compare the 3-D shapes to their 2-D counterparts and talk a lot about the 2-D shapes we see in the 3-D versions.

Then we think of examples in real life--and this is where the real fun begins! I challenge the kids to go home and find as many examples of 3-D shapes as they can and bring them into school. We create a Kindergarten Shape Museum! We find a very special place in the room and add to the museum as the week progresses. We talk about the objects the kids bring in--What shape is it? How do you know? What do you see?

Here are just a few examples of objects that make their way into the museum...

And a few others that don't fit...mostly triangular prisms (which the kids mistakenly think are pyramids) and eggs (what shape are eggs, anyway? Google it...it will give you a headache!)

Here is one of my favorites from this year...the kids dubbed it a "Star-angular Prism"!

After a couple of weeks, all the shapes go back home. But the kids never stop looking for 3-D shapes. They point them out all year long! 

We also do 3-D shape recording sheets for our math journals. First, the kids write about the shapes. Some kids use formal mathematical language, and other kids use everyday language. It just depends on where they are in their understanding.

 

You can download these pages here: Download 3-D Shapes

And like so many other things, we compare and contrast different shapes--2D and 3D. Not only does this reinforce concepts and vocabulary, it really promotes critical thinking.

Finally...when all the kids are familiar with all the shapes, we can get down to some problem-solving.

So check back soon to see what we do!

Math Warm-Ups: 2 Dimensional Geometric Shapes

Kindergartners love shapes!

For most children, learning about shapes is one of their earliest learning experiences--their preschool years are filled with shape games, puzzles and sorting toys. Hence, they come to school with a great deal of background knowledge already. As kindergarten teachers, it is our job to build upon and extend that knowledge.

I really want my kids to explore and think about shapes in ways they never have before. So we spend time manipulating concrete models, and then we talk about them--a lot!

I'm not overly concerned that kids memorize facts about shapes and then regurgitate them on command. I have found that this happens naturally as we explore shapes through hands-on learning and problem-solving.

I'm not afraid to talk about/explore things that are beyond traditional kindergarten expectations--especially if the kids are the driving force behind it. I just try to frame it in a way that kindergartners will understand by connecting it to things they already know.

 I use math vocabulary and everyday language interchangeably. I want my students to have something to relate new knowledge to, but at the same time, I would like them to be exposed to formal math language. A great example of this is corners/vertices. Kindergartners know what corners are and can easily identify them on a shape--but the correct word (and the word they will be using as they move through school) is vertex. Although I may use this language, I don't expect my students to memorize it.

 

 Here is an anchor chart we created in my class this year. It took us several days to create. We talk about what the shapes look like, how many sides/corners they have and where we might see them in the real world.

I also have the kids fill out their own shape table and put it in their math journals for future reference:

Download Shape Table

Here is another anchor chart that my kids helped create (I'm trying to put up more kid-created and less store-bought reference materials. The kids have a greater connection to them, and they save me a lot of money!)

We spend a lot of time comparing shapes--How are they the same? How are they different? We generally do one of these charts per day (it only takes about five minutes and can usually be done at the beginning of math or during calendar).

We also do shape sorts. We usually do these whole group so we can talk about it. But you could also do them in math notebooks. I like to do a triangle/not triangle sort so that kids understand that triangles can look different--they can be long and skinny or short and fat--as long as they have 3 straight sides!

I also do a rectangle/square sort (even though a square is actually a rectangle!)

 

 

Here are a few other activities we do in my classroom to learn about shapes:

• We free explore with pattern blocks and other shape manipulatives. I talk to  the kids and ask lots of questions as they "play." I challenge them to create shapes from the pattern blocks.

• We look for shapes in the real world and record them in our math notebooks. We also make class books about shapes.

• We make shapes. One of the best ways for kids to understand the attributes of shapes is by creating shapes themselves. For example, they are going to need 3 popsicle sticks to make a triangle...or 2 short sides and 2 long sides to make a rectangle. We use popsicle sticks, geoboards and Wikki Stix. I also like to give them a piece of string tied in a loop to see what shapes they can make from it.

• We draw shapes. Again--when drawing shapes, kids really have to think about them. Will they need straight lines or curved lines? Are the sides all the same length or different lengths?

•  We use shapes to make pictures (we like robots!). I keep a good supply of die-cut and punched shapes in the art center for my kids to create masterpieces with. You can extencd this activity by having the kids record how many of each shape they used in a graph.

Download Shape Graph

 And, if you want to spend some money, here are some products I love:

 Learning Resources Shape Stencils

Mighty Mind  

(I love all their stuff!)

 Mighty Mind Tiles

 Mighty Minds Super Mind

 Next up-- Geometric Solids. Check back soon!

Math Warm-Ups: Patterns

Here are a few warm-ups/mini-lessons I do during my patterns unit...

After I have introduced patterns, and we have discussed what makes a "pattern" a pattern...we work on creating an anchor chart describing patterns. Hopefully, the kids will determine things like Patterns repeat themselves; It's easy to tell what comes next in a pattern, etc. This is an excellent opportunity to discuss and debunk any misconceptions the kids may have about patterns.

 

We talk about different places in the room, school and world that we find patterns. We go on a pattern hunt and see what we can find. They might be visual, like the stripes on a shirt or the tiles on the floor. They might be auditory, like the ticking of a clock or sound of a fan oscillating. They might even be events, like day/night or our specials rotation (music, art, PE).

 
Warm-ups are an excellent time to do some "traditional" pattern activities...

 

 

 

 

This is always a fun activity...we "translate" visual patterns into sound patterns by assigning each symbol or color a different sound action. For example, the first pattern might be clap...snap...clap...snap...or pat...stomp...pat...stomp...
Have Fun!

Math/Literature Connections: Mouse Count

Here's something fun I found while setting up my room. It's a Mouse Count Jar.

Mouse count by Ellen Stoll Walsh is the perfect way to introduce the concept of counting (I'd do this as a warm-up). I made these story props from an empty animal cracker jar, a rubber snake and kitty mouse toys. The kids love retelling the story with them (and chasing each other around the room with the snake!)

Warm-Ups: Counting

What exactly are math warm-ups?

The name (taken from Larry Buschman's book Share and Compare) is a little misleading. Yes--I usually do one before we begin a problem as a "warm-up," to get all those little brains working. But I do them throughout the day, as well. I usually do 1-2 during my calendar time/morning meeting. I also squeeze them in whenever I have a few extra minutes to fill.

Sometimes they are whole-group mini-lessons. Sometimes they are skills practice. Sometimes they are centers. Sometimes they are games. Problem-solving takes up the majority of my math instruction, but these supplemental activities are also very important--and fun!

Base your warm-ups on your assessment data.

My warm-ups vary from year to year! Every class is different. If my class is really good at counting, we'll do fewer counting activities. The warm-ups you do with your class may look significantly different from the ones I do with my class.

Counting Warm-Ups

When re-reading my blog, I realized it seems like I do a few counting problems during week 1 and that's it. We've got it down! (Except NOT!) We count in my class every single day!

Some things to consider when planing your counting warm-ups:

1. Do the children in your class have good 1:1 correspondence? Do they touch each object as they count; line them up; push them away?
2. Can they subitize (pronounced soobitize)? That means can they "judge the number of objects in a group rapidly, accurately and confidently without touching them." Can they quickly read the dots on domino or dice? This a an essential step in developing good computational fluency!
3. Do they understand the concept of cardinality--that "the last word counted represents the numerosity of the set." (After they have counted the number of objects in a set, ask them how many there are. If they can tell you right away, they understand cardinality. If they have to count again, they don't.)

(If you want to impress your principal, casually throw a few of those big words into your next conversation!)

Here are some of my counting warm-ups:

• We rote count to 100 during calendar time. I don't expect every kid to make it to 100 right away--but we keep working on it. Sometimes we do it with funny voices (monster counting, robot counting). Sometimes we sing. (Mark D. Pencil and Friends is always a favorite!)

• We find any excuse to count that we can.I like to present the kids with authentic reasons to count: Count the boys and girls in class (attendance). Do the lunch count. Count the glue sticks to make sure each table has 6. Count the library books to make sure we have them all.
• We do counting activities in our math journals. Here is a counting jar. The students take a jar (recycled food containers), count the objects and then record it in their journal with pictures and words.

• Many times, I let the kids decide what they want to count. For example: Today I am going to count the windows in the room...the backpacks...the markers at my table. At the beginning of the year, I give them limits. I won't let them count the books in our library. But I encourage them to challenge themselves with bigger numbers as the year goes on, their skills improve and we develop advanced strategies (like making groups of 10).

• We play games with dice. Any game. Here's Roll and Count from Hubbard's Cupboard. She has lots of great counting activities in her Math Tubs.

• We also do the Counting Bags from Hubbard's Cupboard. If you've never been to her website, go now!

• Here's an activity where the kids sort dominoes by the number of dots. Very easy to put together!

• Here's a fun game--Gone Buggy! The kids roll a number cube and put that many bugs in the jar. If they roll the fly-swatter, they have to remove a bug. If they roll the bug spray, they have to remove ALL their bugs. Whoever fills their jar first wins!

• Here's another excuse for the kids to get the play-doh out!

 

So basically--any excuse you can use to get your kids to count will help them attain good numerical fluency, which will, in turn, help them become proficient problem-solvers!

 

Math Warm-Up: Position Words

So here is a fun activity I do to start my math unit on position words. I made a PowerPoint that has some of the scrapbook layouts I have created in it. We look at the pictures together as a class and I have the kids tell me everything they can about it. I am looking specifically for descriptions that contain position words--i.e. "The apples are in the basket." If somebody gives me a description that is not position-related, I guide them with questions, most obviously, "Where is it?"  

I record all of their position-related responses on a chart paper.

Then I tell kids that I am looking for words that describe position--or where things are. We work together to find them and underline them.

And then we transfer them to a chart we can keep up in the room for future reference. When we think of new position words, we add them to the chart. This activity works well with any picture that is engaging to kids and has a lot of details. Art posters work well, as do big floor puzzles, like the ones from Melissa and Doug.

Here is my PowerPoint if you would like to try it in your own classroom. There are 5 different pictures. I do one a day and just keep adding to the same charts.

Download Position Words Powerpoint

I'll be back later today with my Position Word problems and a few more warm-ups. Happy Friday!

Math Warm-Up: Which of these things is not like the other?

Here's a math warm-up I will be doing with my kids when we start our Attributes and Sorting unit.

It's really great for eliciting discussion and teaching kids how to express differing opinions respectfully. What's the right answer? Well, clearly, the milk does not belong because it is not a school supply. But wait--it must be the scissors, because they are not a liquid. Hmmm...

There are 5 problems included--all with multiple possibilities for answers!

Download Which of these things is not like the other

Where's the Worm? Number ID Game

Here's another warm-up activity I do with my kids to help with their number identification skills. It's very easy, but the kids LOVE it!

I simply arrange the apples in a pocket chart. (At the beginning of the year, I put the apples in order, but eventually, I mix up the apples to make it harder). Then I hide the worm behind one apple.

The kids take turns guessing which apple the worm is hiding behind by calling out the numbers on the apples. (They all love to be "Vanna White" and turn the apples over). When they find it, we all cheer! YAAAAAAY!

In a month or so, I switch out the apples for pumpkins and a spider (and the numbers have gone up to 21-40!)

Here are the apples I made:

Download Apple number id game

And here's one I made for the kids to color and take home to play with their families:

Download Apple Number ID Game

Have fun!

Our Big Math Notebook

Several people have asked me about my Big Class Problem-Solving Notebook. It is simply a chart tablet (I use the  24x16 " one) that we record our thinking and strategies in together as a class.

We go through several a year (and I don't always decorate them, but for you, I fancied it up!)

We often use it as a way to record our warm-up activities (see below for examples). More importantly, we use it during mathematician's chair for the kids to record and explain the different strategies they use to solve problems. I do not have any pictures of that, but as soon as I get some, I'll post them. It's a very important part of kindergarten problem-solving and I can't wait to tell you all about it!

In the meantime, here are some ways I use the notebook for "warm-ups." My warm-ups take many different forms, but these are little mini-lessons that address the math concepts we're currently covering, as well as review concepts we've already covered. I usually do one to begin math, but I also sneak them in during calendar time or any other time I have a few minutes.

We do this one during mathematician's chair after the How many eyes do you have? problem. I invite the children up to show me different ways to represent the number 2--->2 dots, 2 tally marks, 2 flowers, 2 triangles, etc. Later in the year, we will add in equations- 1+1; 4-2; etc. 

 

Same problem, different number:

We brainstorm different reasons people count and how counting helps us...

We brainstorm good counting strategies--line objects up, touch them, push them away, etc. 

 

We do this for mathematician's chair after this problem. Don't worry, I add 8, 9, 10 if we need them. (And 2! Once I had a Vu!)

We do this when we start talking about attributes. Here, we're comparing pictures. But we compare objects in the room and even kids! We do this a lot, all year long!  Here it is if you want it:

Download Same_Different 

Here's another one we do all year long. Of course, the numbers get bigger... 

Another same/different problem.

A great place to get ideas for these warm-ups is from The K-Crew's Buzz Book. They are a wonderful resource!