1. Engaging Students in Learning Mathematics Kindergarten Session 3 Pam Hutchison March 7, 2015

2. AGENDA Logic Problems Mindset Revisited Critical Areas Planning –Overview of Chapter –Continue planning

3. Car Colors There are 15 cars in a parking lot. The cars are red, yellow, blue, and green. Most of the cars are red. There are fewer yellow cars than any other color. There are more blue cars than green cars. How many cars are there of each color?

4. Team Travel The 57 players on four soccer teams traveled to a soccer tournament in Plainville. Each car carrying the members of the same team had the same number of players in it. The 15 players on the Barracudas rode three to a car. The Sharks and the Dolphins had three fewer players on each team than the Barracudas had. In an odd number of cars, the Sharks had one more player in each car than the Dolphins. The Stingrays had six players per car. In all, how many cars did the soccer players take to the tournament?

5. Mindset

6. In 1978, Stanford psychologist Carol Dweck made a profound discovery: children who believed their intelligence could grow did better in school, and better in life. She called this basic belief about intelligence “mindset.” In 2016, Carol Dweck’s lab at Stanford, PERTS, partnered with ClassDojo to bring this important lesson to classrooms everywhere through a five episode video series.PERTS

7. Episode 1 In Episode 1, “A Secret about the Brain,” Mojo learns a secret from his friend, Katie, that changes how he thinks about learning!

8. In Episode 2, “The Magic of Mistakes,” Mojo learns an important lesson from Katie about what mistakes really do for the brain. In Episode 3, “The Power of Yet,” Katie realizes she can learn new things, too, and that she can ask others for help! In Episode 4, “The World of Neurons,” Mojo and Katie learn that challenging things help their brains grow stronger. In Episode 5, “Little by Little,” Mojo and Katie embark on their greatest challenge yet - but still face a setback.

9. Resources Each of the 5 episodes includes: Video Discussion guide Take-home questions

10. Episode 1 Discussion Guide 1.Why does Mojo want to leave school? Can you sometimes relate to how Mojo is feeling? 2.What does Katie say to Mojo to convince him not to leave? Do you think Mojo can become smarter? Why or why not? 3.What subject do you feel frustrated by sometimes? Can you see yourself becoming smarter in that subject? How?

11. Episode 1 Take-home Questions We’re watching a video series about how students can develop a growth mindset! Watch it at: www.classdojo.com/BigIdeas, and ask your child these questions tonight.www.classdojo.com/BigIdeas, 1.What was the biggest challenge you faced today? (Ask your child, and then have them ask the question back!) 2.How can you and I think about these challenges in a new way? 3.What can we do differently tomorrow if we face similar challenges?

12. Critical Areas

13. In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; and (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

14. Critical Areas Which of these areas have you taught in depth? Which of these areas have you taught in part but there may still be some gaps? Which of these areas have you not yet taught?

15. Questions and Concerns Additional discussion of addition and subtraction and the progression

16. Subitizing How many dots did you see? How did you see them? What addition problem can we write?

17. Subitizing   How many dots did you see? How did you see them? What addition problem can we write?

18. Subitizing    How many dots did you see? How did you see them? What addition problem can we write?

19. Subitizing  How many dots did you see? How did you see them? What addition problem can we write?

20. Modified Subitizing There are 5 dots in all on my domino. How many do you see? How many are hiding?

21. Modified Subitizing My ten frame has 3 dots in all. How many do you see? How many are hiding?  

22. Number Bonds I have 4 flowers. Show me all the ways I can arrange them with 2 vases. 4 4 4 4

23. Number Bonds I have 5 flowers. If I put 4 in one vase, how many flowers are left to put in the other vase/ 5 4

24. Dice Games Roll 2 die. –How many dots are there on each die? –How many dots are there in all? –How many more dots are there on the (larger) die? –How many fewer dots are there on the (smaller) die?

25. Number Line Find 2 on the number line. –What’s 1 more than 2? –What’s 1 less than 2? –What’s 2 + 1 –What’s 2 – 1?

26. Moving to Fluency 1 + 3 = Predict the number of dots. Now draw (or build) the problem to prove your prediction is correct?

27. Addition and Subtraction Other ideas and suggestions?

28. Questions and Concerns My students are still confusing 12 and 20. Question – why? –Is it when the number is spoken or written?

29. Spoken Have students count by tens and emphasize the “ty” Then have students count from 10 to 20, emphasizing the “teen” or (in the case of eleven and twelve – the not “ty”)

30. Written Place Value / Order of digits issue First we are going to play a number game called “Mystery Number” or “Guess My Number”

31. Mystery Number I am thinking of a number between 10 and 20 Let’s count and write the numbers from 10 to 20. 10 11 12 13 14 15 16 17 18 19 20

32. Mystery Number I have hidden a number between ___ and ___. Your job is to figure out my number. Let’s count and write the numbers from ___ to ___. Students then “guess” the number –As students guess, give them clues using greater than, less than, 1 more than, 1 less than, between, etc.

33. Written Place Value / Order of digits issue Write the numbers from 1 to 20 as we count.

34. Mystery Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 My number has 1 ten in it. What numbers can I erase before you “guess my number?”

35. Mystery Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Guess my number.

36. Math in Focus

37. Questions and Concerns

38. Planning Start by skimming the chapter overview pages –What do the standards actually say? –What does that mean in terms of what students should be able to do by the end of the chapter? –Are there lessons that go “beyond” the standard? If so, do I have students who are ready to be challenged with those lessons while other students can continue to practice the actual kindergarten skills?

39. Planning Skim each lesson –Does it have enough concrete activities? –If not, have students done enough concrete activities prior to this lesson? –Do you need to supplement the lesson? –Are there questions/activities that do beyond the standard?

40. Planning Now go back and plan each lesson –Do you need to provide additional scaffolding and support for some students? Is it in the lesson or do you need to find supplemental activities or materials? –What models, etc. are used in the lesson? Do you need to introduce some additional models or tools to better meet the needs of your students? –How will you know how students are doing? (informal assessment)