1. Vacaville USD September 8, 2014

2. AGENDA Problem Solving and Patterns Math Practice Standards/Questioning Review Word Problems Counting and Cardinality – Stations Developing Numbers Review of Daily Math

3. Expectations –We are each responsible for our own learning and for the learning of the group. –We respect each others learning styles and work together to make this time successful for everyone. –We value the opinions and knowledge of all participants.

4. Regina’s Logo How many tiles are needed to make a Size 5? What about a Size 10? a Size 20? A Size 100?

5. Regina’s Logo What is a strategy that will let you quickly and easily figure out how many tiles you will need for any given size?

6. Regina’s Logo Recursive Add 3 each time SIZE# OF TILES 15 28 311 414 517

7. Regina’s Logo 3 times the Size + 2 3n + 2

8. Regina’s Logo 3 times the Size + 2 3n + 2

9. Regina’s Logo 2 times (Size + 1) + Size 2(n + 1) + n

10. Regina’s Logo (2 times Size) + (Size + 2) 2n + (n + 2)

11. Regina’s Logo 3n + 2

12. Regina’s Logo 3n + 2

13. Regina’s Logo 2(n + 1) + n

14. Regina’s Logo 2n + (n + 2)

15. Patterns and Kindergarten Color Shape Number

16. The Use of Effective Questions

17. Questioning plays a critical role in the way teachers –Guide the class –Engage students in the content –Encourage participation –Foster understanding

18. CCSS Mathematical Practices OVERARCHING HABITS OF MIND 1.Make sense of problems and persevere in solving them 6.Attend to precision REASONING AND EXPLAINING 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 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

19. SMP’s So how does the use of effective questioning relate to the Standards for Mathematical Practice?

20. SMP’s and Questions Your group will receive 16 cards –8 SMP’s –8 lists of questions related to the SMP’s Your job is to match each SMP with the questions designed to support that SMP.

21. Asking Effective Questions Pick 2 colors... 1.Use one color to highlight questions that you are already asking. 2.Use the 2nd color to highlight questions that you would like to ask this year.

22. Additional Resources Effective Questions – PBS

23. Standards Look at your standards for Operations and Algebraic Thinking. What do students in Kindergarten have to be able to do by the end of the year?

24. Solving Word Problems

25. 1.Read the entire problem out loud to students (or have a student read it). Ask students to tell you what the “story” is about …… 2.Including who and/or what the problem is about. These become the “labels” in your diagram. 3.Identify the question and write or state a sentence frame for the answer leaving a blank to fill in.

26. 4.Chunk the problem ( Kindergarten) –Beginning of the year Student acts problem out whole class or individually with objects and/or pictures Teacher records the process using simple drawings with dots, circles, and/or squares Student records answer

27. 4.Chunk the problem ( Kindergarten) –Later in the year Student acts problem out whole class or individually with objects, pictures, and/or drawings Student records the process using simple drawings with dots, circles, and/or squares Student records answer Teacher (and student, if ready) records number sentence.

28. 5.Correctly compute and solve the problem (show all work!) 6.Write the answer in the sentence and make sure the answer makes sense.

29. Farmer John had 4 scarecrows. His neighbor gave him 2 more scarecrows. How many scarecrows does Farmer John have? Add to – Result Unknown

30. 5 scarecrows were playing in the barn. 2 scarecrows left and went home. How many scarecrows are in the barn now? Subtract from – Result Unknown

31. 2 green scarecrows and 1 orange scarecrows are playing in the field. How many scarecrows are playing in the field? Put Together/Take Apart – Total Unknown

32. There are 4 scarecrows playing in the field. How many are green and how many are red? Put Together/Take Apart – Both Addends Unknown

33. 3 scarecrows were playing in the field. Some more scarecrows came to play in the field. Now there are 5 scarecrows playing in the field. How many more scarecrows came to play in the field? Add to – Change Unknown

34. Lavon had 6 scarecrows. He gave Terrence some of his scarecrows. Now Lavon has 3 scarecrows. How many scarecrows did Lavon give Terrence? Subtract from – Change Unknown

35. There are 3 fields. There are 2 scarecrows in each field. How many scarecrows are there in all? Multiplication – Equal Groups

36. Cara has 8 scarecrows. If she puts 2 scarecrows in each field, how many fields will have scarecrows? Division – Number of Groups Unknown

37. Max has 3 scarecrows. Linnae has 4 scarecrows. Who has more scarecrows – Max or Linnae? How many more? Compare – Difference Unknown

38. Sam has 6 scarecrows. Letti has 4 scarecrows. Who has more scarecrows – Sam or Letti? How many more? Compare – Difference Unknown

39. Counting and Cardinality

40. Standards Look at your standards for Counting and Cardinality. What do students in Kindergarten have to be able to do by the end of the year?

41. Stations Walk through Stations 1-4 –Stations 1, 2, 3 have 3 different levels –Station 4 has 3 levels but only 1 example at each level

42. Stations What are the essential understandings that students need to have about counting? How do the different stations address or raise different issues related to counting?

43. Stations So what can you create stations for? What stations can be independent? What stations need teacher direction? How can you create stations that allow you to differentiate?

44. Developing Number

45. Developing Numbers 5

46. Let’s count to 5 What number comes before 5? What number comes after 5? Count out 5 bears. Let’s count them together. How many did you count?

47. Let’s clap 5 times, counting as we go. How many times did we clap? Let’s stomp 5 times, counting as we go. How many times did we stomp?

48. Count out 5 color tiles Let’s count them together. How many did you count? Put 1 bears on each color tile. Did you have enough tiles? Did you have any leftover tiles?

49. All 5 bears are in the house. Some are in the green room and some are in the yellow room. Find at least 3 different number bonds how many bears are in each room.

50. There are 5 frogs sitting on a log. How many frogs are on the log and how many are in the pond? 1 falls off. –How many frogs are on the log and how many are in the pond? Another 1 falls off. –How many frogs are on the log and how many are in the pond?

51. Another 1 falls off. –How many frogs are on the log and how many are in the pond? Another 1 falls off. –How many frogs are on the log and how many are in the pond? Another 1 falls off. –How many frogs are on the log and how many are in the pond?

52. Developing Number Physical activities Counting activities Breaking apart / Number bond activities

53. Sorting and Counting What is one possible way we can sort our shapes? –How many of each?

54. Daily Math Review