Everyday Math Kindergarten Activity Cards

Here is a chart that I made to help you find the exact description of the corresponding activity  in your teacher manual.about each "Kindergarten Center Activity Card."  My suggestion is to highlight the paragraph since they are located at various pages throughout the book. I've listed the heading of the correct paragraph to highlight to help you.  Look in Part B of the lesson. (Common Core State Standards Edition of Everyday Math)

Click here to print a copy of the chart.

Deborah

Dual Language Resource for Kindergarten

Here's a great resource for Dual Language Class parents to help their children at home. My friend, Luz, who is a dual language teacher shared it with me... and now I want to share it with you.

The website is www.literacycenter.net

All these activities are available in English, Spanish, and German

 

When I was in Luz's class, I sat down at the computer next to one child. He had on his earphones and was working on his colors. He was merrily clicking on one color after another. I asked him, "Are you just learning your color names or are you practicing?"

"Practicing," he replied.



"Then try it this way. First, before you click on the color try to say the name of the color. Then click on the color and see if you are right. When you predict the color first, you find out how much you already know and if you need to practice that color anymore or not."

 

And then he tried it that way and rewarded me with a big smile.

 

It just reminded me that sometimes we need to teach children how to help themselves learn.

 

Deborah

 

 

 

 

Learning Teen Numbers with Ten Frame Cards

It is very common for students to have difficulty with the numbers 11- 19. Their names do not follow a pattern and must be considered sight words/ numbers of mathematics. Teachers must ACTIVELY help students develop meaning for both the words and the corresponding numerals.

There are many intervention strategies to help students make sense of the "teen numbers from 11-19."

www.mathwire.com has the following suggestions:
1. First, work on rote counting from 10-20.

• Identify the student's comfort zone: add 1-2 numbers at a time to the 1-10 sequence until the student can reliably count on using the correct names.
• Sing songs and extend counting songs: for example, Ten Little Indians can be modified and extended to be 11 little, 12 little, 13 little teddy bears (or dinosaurs or valentines, etc.). Singing is great reinforcement for many students and helps them acquire fluency with these extended numbers more easily than simply counting aloud.
• Who Has The Number?: Give students the large demo-size cards (#10-20) and have them hold up the cards as you sing the song so that students hear and see the numbers.
• Teen Line-up: distribute the large demo-size cards (#10-20) and ask students to line up in the correct order. NOTE: numbers 10 and 20 of the teen demo cards are boxed in bright orange [see picture at left] to visually reinforce the notion that the teen numbers are between 10 and 20. Reinforce this notion often when working with the teen demo cards.

2. Learn to recognize the teen numbers.

• Matching Station: Provide many copies of the teen number cards for students to match to teen numbers in sequential order.
• Matching Sing-along: As students sing extended teen number songs, have students point to teen number cards to imprint written number with the oral name.
• Teen Line-Up: students shuffle number cards, then place them in sequential order. After this, students point to each number and name it.
• Teen Swiper: One student places the teen numbers in sequential order on the floor then removes a card while the other student has eyes closed. This student opens eyes and names the missing number. He/she must then locate that number in a second pile of all teen numbers and place it in the correct place. For this game, it is helpful to have two decks printed on different color paper, or in different color fonts for easy separation into two complete decks.

3.  Next, attach meaning to the number.

• Four-handed Teens: Have student pairs represent teen numbers. One student holds up both hands to represent 10 fingers. The other student shows additional fingers to represent the teen number.
• Stamping sets: Give student number cards and have student stamp that many objects on the card.
• Teen Number Posters: Hang number posters for numbers 11-20 on classroom walls. These posters include the base-ten representation of each number. Regularly include these in rote counting activities, counting 1-20 while pointing to the posters. Introduce the teen numbers as between 10 and 20.
• Teen Number Mats: Provide number card mats for each number 11-19 and have students count aloud as they place counters on the mat. (Modification would be providing dots on which students place the counters as they count aloud.) NOTE: There is no effort to group materials or make tens at this stage. Students are simply attaching rote counting to one-to-one correspondence and the beginning of number recognition.

4.  Learn to model numbers to make sense of the number value and number sequence.

• Use of Base-Ten Blocks: This should follow lots of practice with non-grouped materials and students should use base-ten blocks and a place-value mat concretely, writing only the answer to modeling the numbers to attach meaning to how many ones and how many tens they have.
• Pictorial Representation: Be sure to model for students how they can use simple lines and dots to represent the base-ten blocks to record their thinking. This semi-concrete step is often skipped when teachers go from concrete (base-ten blocks) to abstract (numbers on a page). Students who use this pictorial step have access to more powerful mathematical reasoning by using this intermediate step to think through problems beyond what they have learned.
• Overhead practice: after students have had lots of hands-on experience, use an overhead to present either the blocks alone or the number alone and ask students to quickly model the number on their place-value mats, filling in the missing information.

 

 

I'm going to add my own activity at this point... learning to recognize that teen numbers are composed of "ten and a specific number of "more"... which helps to attach meaning to the number.  In addition,  the teen 10 frames cards also help students to see and interact with the model to make sense of the number value.

 

    Ten frames are an invaluable resources to visualize this concept of ten plus a specific number of more.

So I created a set of eye-catching snowmen demonstration ten + frame cards from 10-20 in both demonstration size and 4 on a page size , a set of expressions strips from 10 + 0 = through 10 + 10 =, and a set of equation cards in which the word for the teen is featured in both English and Spanish, i.e. 10 + 4 = fourteen,  10 + 4 = catorce.

 

4 of the suggestion cards based on Debbie Diller's "I Can" cards



10 frame card set with 8 suggested games

Deborah

 This ten frame set  can be purchased at either my Teachers Pay Teachers store , or you can make your own cards using my pictured examples to help you.

Everyday Math Games Online Organizational Tip

This is a great organizational tip from Teresa Andrade, a teacher in our district. She prints out an additional set of Everyday Math online game cards for her use only. She glues them individually to an index card, then places the cards in alphabetical order, and puts them on a metal ring. 

 

When her class is in the computer lab, she brings the ringed card set with her, so if a student has forgotten their password she can retrieve it quickly. 

 

Thanks Teresa!

 

Deborah Devine

Great Resource for Teachers Using Everyday Math

The Everyday Mathematics Virtual  Learning  Community (VLC) is a website for elementary teachers.  The site was established to provide resources to support mathematics teaching, including a means of communicating with other teachers interested in teaching mathematics; and to encourage teachers to reflect on their practice. It is open to any practicing EM educator free of charge.

 

The address is http://vlc.cemseprojects.org

 

The VLC is maintained by staff at the Center for Elementary Mathematics and Science Education (CEMSE) at the University of Chicago. The VLC's development is supported by generous funding from the National Science Foundation and the Illinois Board of Higher Education.

 

What kind of resources do they have?

Lesson Video

Student Work Examples

Instructional Tools

Professional Development Tools

Photographs and Audio

Sticker Templates to place in your Teacher Activity Manual that feature questions to ask your students with the Common Core Mathematical Practices in mind 

Ongoing Assessment Questions retyped by teachers into a packet format, so they are all together for each unit.

 

Check it out!

Deborah

Fluently Add Within 5 by Creating Awareness of Different Combinations that Equal a Number

How do you make the connection between a  representational model (5 or 10 frame) and how that same information is written in an abstract equation ( 2 + 1 = 3)?

Using the 2 color counters, the student explores different  combinations of red and yellow counters that equal 3.

 If desired , the student can  use the included number cards and create the equation directly under the 5-frame model.  2 + 1 = 3

Next, students fill-in-the-missing-digit on the equations written on the watch.

Tape the watch to the child’s wrist. Throughout the day, ask oral questions that review combinations of numbers that add up to the digits  1-5. 

“ 2 plus what number equals 3?” 

“If I have 1, how many more would I add to the 1 to make 3 in all?

 

Deborah

One Duck Stuck

Have you ever read this book, "One Duck Stuck"? When a duck is stuck, who will help? Several pond friends take turns trying to help free the duck, who is stuck in the muck.  The duck is progressively helped by two fish, three moose, four crickets, five frogs… up to ten dragonflies, and soon, with assorted noises and actions, the duck finally becomes unstuck.

For a read-aloud it's great because you can teach children the phrase from the book, “Help!  Help!  Who can help?”  so they can say it in a choral group before you turn each page.

Oceans of 1st Grade Fun has a great blog post about using this book and some worksheets she created to work on the addition fact of +1. 

Be sure to link over there by clicking on the name of the blog and check out all her great ideas.

My own idea relates to "HOW MANY ANIMALS IN ALL tried to help the stuck duck." First, assign a different animal to 10 groups of children. Using base ten block manipulatives, each group obtains one unit block for each animal on their assigned page that tries to help the duck. Then the group meets in whole group. In numerical 1-10 order, each group gives their blocks to the teacher who then adds their block(s) onto the top of the whole groups' labeled 100's block.  

Trade 10 unit blocks for one ten whenever possible. Then when all groups have contributed their individual unit blocks, the total amount is there for everyone to see. I like it because it involves trading 10 ones for 1 ten, and it is a concrete visual picture of adding to "find how many in all."

 Oceans of First Grade Fun worksheet could then be used to write out or "draw" their thinking about how many animals helped the duck.

Deborah

Discussing Percentages with a 6 Year Old Child!

Learning about percentages can start when your child is quite young using everyday situations. 

Here is what been happening at my house today:

     Ella loves to use the iPad. Today I saw her placing the iPad on the charging station. "It's only at 17% so I'm stopping to recharge it," she said.
    "What does it mean when it says 17%," I asked.
    "It means that the battery is almost gone and if you don't stop now you might be at 0% right in the middle of what you are doing. That's bad!"
    "What percent do you like to see the iPad at," I continued.
    "Well, I like 100 % because that means it has as much as it can have," replied Ella.
     I then probed to see what else she noticed. "Do you remember what the battery looks like when it says 50%?"
      Ella said, "I think it is in the middle. I think 50% means half...isn't it?"

All this conversation started me thinking.... of how rich our conversation was about percentages.  So I just made this recording sheet, and I'm going to re-discuss percentages of charge on the iPad with Ella tomorrow.  I want her to record her thoughts because that's when the brain really starts making connections.

I'm saving this sheet in my Google Docs, so if you would like a copy CLICK HERE.

By the way, I really liked it when Ella kissed me good night and said, "I love you 200%."

Deborah Devine

This is the sheet we will use to record her thoughts:

Multi-Grade ePlanner Instructions for Everyday Math 2012 Edition

Here are the steps to set up two grade levels ePlanners for the Everyday Math 2012 Common Core Edition for Multi-grade teachers.

  If you want to examine an individual slide closer just  click on the slide and it will enlarge it in a separate window.

Deborah Devine

Adapting Base Ten Blocks

I've always loved manipulatives as I call them "Thinking Tools" when I use them with students. With a little effort you can make those base ten blocks make so much more sense to students.
I create these packets for the teachers to use with their students at one of my school that I work with:


Since many of you have these base ten block in your classroom, I thought I would share my idea with you.

Deborah Devine

Everyday Math Center Response

These are examples of the support pages that I created for the Everyday Math Center Activity Cards for Kindergarten. Though the activities that are provided bu Everyday Math are of good quality, I felt that the teacher needed more... ready made support!

We all need a way to gauge student understandings, and these sheets will provide that information. Some of the sheets provide more visuals so the students understand what to do while in the center.

Some sheets extend the activities.

Some sheets just provide your students a way to response...

These 63 pages are available in my TeacherPayTeachers store for $5.99. Click Here

Oh ,Wait...there is a sale coming....on August 12th and I'm participating.

Deborah Devine

Everyday Math Smartboard Notebook Lessons

 Here is a wonderful link to Smartboard Notebook lessons by Edina and Bloomington, Minnesota teachers (grades 1-5) for Everyday Math. 

https://sites.google.com/a/isd271.org/everday-mathematics/


Check it out!


Deborah Devine

Preparing My Classroom for the Upcoming Year Linky Party

Sixth Grade All Stars is having a Linky Party that features advice for new teachers on preparing for the new school year.  These are the questions that each participant will answer:

 What is the greatest advice you received during your 1st year of teaching?

- Do you have a checklist that you follow when preparing your classroom (include the checklist)?

- What are some must haves in your classroom that you cannot live without (ex. items, books, posters, management strategies)?

- What is something that all teachers should have in their classroom?

1. The greatest advice that I ever received was to place a stack of 5 letter tray labeled Monday through Friday on the corner of my desk.

In these files, all papers to be used would be placed for the upcoming week, including envelopes used in collecting various "return to school" papers like a book order or picture money. By Thursday of the current week all lesson plans needed to be completed for the upcoming week. By end of day Friday..or before I went home, all necessary papers that were needed for the upcoming week must  be placed in the letter tray for the correct day. I can't express how wonderful it felt on Monday morning to walk into my classroom and know that I was ready for the upcoming week.

2. I didn't have a checklist when I was preparing for my classroom, but after I would set up my room I would "WALK THROUGH MY DAY" just like a student would. For example, when I entered the room, would I know where to place my homework, return  papers, and how to start the day automatically without direct teacher instruction? Was my classroom environment set up to enable students to do this?  I continued thinking and walking through the day... and I knew I was ready for my students to walk through that door the first day. I ALWAYS posted my time schedule and subject taught for each day. Kids like routines, and the time schedule would keep ME on schedule too.

3. Some must haves in my classroom were... some background paper on some bulletin boards, but NOTHING filling that space. That space would be filled with student work.  I also must plan my classroom environment to contain an area for my entire class to meet together (sit on floor) with a freestanding writing surface.

4. One idea that I used year after year was to place a opaque  plastic 9 X 12 sleeve taped near an exit doorway. In that sleeve, I placed a class emergency list with students names and a contact number to reach a parent.  That list went with me for every drill, assembly, and field trip.  Those were the only times it would be taken out of the sleeve - for one of these events. One year, an Epipen, in a manila envelope, was taped on the wall next to it, when I had a student with a severe allergy problem.  

Deborah

How to Automatically Receive My Posts by E-mail

Did you know there are two ways to follow the Multi-Grade Matters: Ideas for a Split Classroom blog?  You can be a follower, but the easiest way to be sure you never miss a post is to follow by email.


 On the right side of this blog you'll see the Follow by Email box.  Just enter your email and press Submit, next you will receive an automatic verification message and once you submit this you'll begin receiving my posts directly to your inbox!  What could be easier?

Guided Math Groups and Math Stations Together

While reading Debbie Diller's book, "Math Stations," I created this chart to show how I would introduce the stations and yet continue to teach math each day in a MULTI-GRADE CLASSROOM.
Many of the ideas would work in a single grade classroom too. 
Some teachers don't take the time to establish routines and the result is that the math stations do not operate smoothly as the students do not know EXACTLY what they are to do and what is expected of them.

I thought I would post it again, as many teachers are thinking about how to start next year and incorporate math stations or "centers" while teaching math in guided math groups.

The First 14 Days of Math Stations for Multigrade Grades 1/2 Using Everyday Math and Math Stations

Schedule:

     Mini-lesson 25 - 30 minutes

     Whole Group Everyday Math  Lesson: 30 - 40 minutes

This schedule is ONLY for the first 14 days of instruction.

Day	Mini-lesson	Learning Outcome	Resources	Whole Group Everyday Math Lesson
1	Take one photo of each child for Management Board.		Complete the set-up of the Management Board for Day 2	Number Lines 1st/1.1  2nd/ 1.1
2	Introduce: Management Board . Model: How to obtain materials and where math stations are located. Model: Cleaning up a station	Students explore and learn how to obtain their instructional materials and where to go to work with their partners. Students will know what is expected as they clean up their stations.	Management Board Missing Pieces Box Numbered clear plastic tubs	Everyday Math Games: Monster Squeeze Number-Line Squeeze
3	Teacher and students model and practice: “Turn and Talk”. Model: The difference between hearing and listening.	Students will learn that as mathematicians we are capable of thinking in many different ways and sharing their thinking with others.	Chart: Thinking and Talking with a Partner Partners use 6 inch voices. Partners take turns talking. Partners listen to one another. Partners respect each others’ thinking	Introduce the Slate Routine Explain the Number Grid and it’s patterns 1st/1.2    2nd/ 1.4
4	Math Station Tub: Teacher discusses how students have choices within one tub. Teacher shows how materials are labeled to differentiate levels. Model: Signals used to indicate it is time to stop and clean up, and signal to indicate to move to next station or to the small group teaching station.	Students realize that there are multiple activities to do with one math tub and those activities can be repeated. Students will move to different activities quickly and quietly.	Completed math tub Chart: How do we put materials away in our Math Tubs? Auditory signal	Introduce the Pattern-Block Template 1st/1.2   2nd/1.4
5	How to Obtain Help Model: “I Can” Chart “Instead” box for the Computer station	Teacher and students will create the first “I Can” chart together. Students will practice being adaptable and flexible.	“I Can” chart	Formative Assessment for 1st Graders: Use math master pg 304 to see what numbers they can all ready write. Challenge them to write their numbers to 20. Introduce the Class Scroll to the 2nd Graders.
6	Model and Practice: How to Use a Math Talk card to express their mathematical ideas.	Students will express their thinking using a math talk card as a support.	2 different “Math Talk Cards” for each group of 2 students	How to Use a Calculator 1st/  2.4          2nd/1.9
7	Represent your thinking through drawing, writing, Flip videos, and dramatizing. Where to put completed work.	Students learn to record their thoughts in short video clips. Students learn ways to represent their thinking, and where to put that completed document.	Flip Video Camera Examples of students drawings, and writings.	Whole Group: Odd and even Tally marks
8	How to handle problems:    Ask 3 and then ask me.   Disagreements What will happen when students don’t follow the procedures.	Students follow specific guidelines to solve problems.	Chart: How We Can Solve Problems Ourselves	EM Games: Penny-Dice Game Top-It Addition Top-It Rolling for 50 Rolling for 500 using a 400-500 number grid.
9	Introduce “Our Math Thinking “ Books	Students learn they are accountable for doing their best work at stations.	Book: “Our Math Thinking”	EM Games: Play your choice of game
10	Introduce First Station: Review and model use of management board, obtaining materials, correct voice level. Choose one student to be your partner, and go through the entire procedure while “thinking  aloud about what you are doing and thinking”	Students will revisit how to maintain organized classroom math stations	Chart:  Looks like, Sounds Like, Feels like One math tub of your choice	Whole Group: Modeling how the teacher will be teaching the small group guided math groups. All about Math Boxes using a teacher created math box page all about tally marks.
11	Continue to introduce another station. Establish student accountability by modeling and posting an example of a completed student work product.	Students will learn mathematical ideas through independent learning.	Example of student work	How to play: EM Facts Workshop Game that provides online practice of basic facts and computation.
12	Model:  How we share our experiences with our class members.	Students will engage in discussions and that they are accountable for their independent learning.		Reading books that relate to math such as counting books. How to create your own math related book.
13	Model: Computer Station “Instead Box”	Students will learn a routine to cooperatively use the classroom computer.	Chart: Step by step directions to use the computer Chart: Who is on the Computer Today?	How to read a number line on a thermometer
14	(After conducting an actual “Math Station”) Getting back together as a whole group to reflect on what went well.	Grand Opening Celebration: Beginning a station	Wrapped box that announces the beginning of math stations. Chart:  What We Did Well	Administer the Beginning of the Year Test to both grade levels. Recruit a volunteer to read the test aloud to one grade level while you read the other grade level test. See if the volunteer will also help score the test.

My blog, Multi-grade Matters,  contains more ideas for Multi-grade and Single Grade Classrooms, as I am a Math Instructional Coach in my school district. 

Deborah Devine