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Math for Kindergarteners
Transcript of Math for Kindergarteners
What can teachers do to facilitate Kindergarten Math?
Kindergarten Math is organized instruction that may be informal but is not unplanned. Teachers need to:
Involve families in the learning process.
facilitate connections between ideas that the students already know.
Provide meaningful activities that link multiple subjects together.
Support learning through play.
Provide math activities that are playful, new, and challenging.
Use technology that is current and up to date.
Shape: Recognizing and naming different shapes.
Putting together shapes: Covering an outline without leaving gaps using shapes.
Transformations and symmetry: Identifying and creating shapes with symmetry.
Locations and directions: Placing objects in correct positions to make a map of the classroom.
Classification: Sorting and collecting items into groups according to differences or similarities.
Graphing: making graphs using objects like blocks, paper squares, markers and crayons.
Measuring can be used to specify and compare how many units there are comparing the length of two objects using a third object.
Measurement is giving a number to an attribute of an object such as its length, area, or weight-measuring length with multiple copies of a unit.
Number and Operations
Verbal counting: Child counts aloud from 1-100 with patterns.
Object counting: Counting up to 20 physical items.
(one to one correspondence)
Seeing numbers: Recognizing groups of one to five objects.
Comparing numbers: Counting to compare two collections
with up to 10 items using words such as equal, less, more.
Adding and subtracting: posing and solving word problems using counting based strategies.
Putting together and taking apart number: Seeing collections of two and three objects and quickly saying that the total is 5.
Patterns give order and predictability- making linear patterns such as ABCABC.
Patterns weave through all other topics in math-noticing and discussing patterns in arithmetic.
There are many types of patterns. AB, ABC, AAB, ABBA.
Connected, integrated curriculum supports learning more effectively than curriculum content taught in small, unrelated chunks. We need to remember too that learning something new is easier when it builds on something they already know. Young children in particular learn best when the concepts they are being taught are related to something they know and care about. We need to show them how math is connected to the many things that they encounter each day.