outline the sequence of skills and concepts children need for different kinds of word problems and help

them learn some very simple word problems with very simple mathematics long before you get to the harder word problems. That is, how can you integrate mathematical thinking and talking and acting into daily curriculum? What are all the ways throughout the day that you can accentuate the language of mathematics? For January 20th, please come in with a skills/concepts sequence (this would be a good place to use the Common Core, supplemented by any concepts/skills you think are missing from Common Core) list. If you could also have some sample assessments (such as anecdotal records of children's oral comments) for different skills and concepts that would be great.

January 20

Sequence of skills/concepts
1. 2. 3. 4.

Know number names and the count sequence (K.CC 1,2,3) (to 10) One-to-one counting (K.CC 4a) Understand that the last number name said tells the number of objects counted (K.CC 4b) The number of objects is the same regardless of their arrangement or the order in which they were counted (K.CC 4b) Recognize numerals Identify whether a number (or group of objects) is greater than, less than or equal to another number (or group of objects) (K.CC 6 & 7) Understand addition as putting together and adding to (K.OA) Understand subtraction as taking apart and taking from (K.OA) Represent addition and subtraction with object, fingers, mental images, drawings, acting out situations, verbal explanations, expressions or equations (K. OA. 1) b. Solve addition and subtraction word problems and add and subtract within 10, e.g. by using objects or drawings to represent the problem (K. OA.2)
a.

5. 6.

7.

Know and understand words that indicate addition? (and, more, all together, how many in all?...)
8.

Know and understand words that indicate subtraction? (take away, how many are left, less?...)

Observing math skills (or the potential to work on developing those skills) during choice time Miche Ed Bry lle win an Area Skills Comme Are Comme Are Commen nts a nts a ts Know number names and the count sequence

One-to-one counting

Understand that the last number name said tells the number of objects counted

The number of objects is the same regardless of their arrangement or the order in which they were counted Recognize numerals

Identify whether a number (or group of objects) is greater than, less than or equal to another number (or group of objects)

Understand addition as putting together and adding to

Understand subtraction as taking apart and taking from

(Created on January 20) February 16 What have I tried: *Counting jar for the class, focus on one-to-one counting and representing a number with objects, drawing and the numeral. - One-to-one support to Michelle, Bryan and Edwin - For Edwin: dinosaurs on the counting jar. It worked! he wanted to go and we worked on matching one button per dinosaur. He does struggle with one to one counting. * Buid-it using the ten frame, introduced to the whole class, but worked one-to-one with Bryan, Michelle and Edwin. Edwin really likes it and has chosen in for math centers on Friday. Bryan has been progressing on his one to one counting, he is really interested in it and he has been counting with good one to one consistently up to 13. Michelle and Edwin continue to need support, eve nwith small numbers on build it, they needed scaffolding. * Other activities that require counting like measuring shoes cut-outs: Bryan and Michelle were both into it and Edwin also really wanted to do it. Michelle and Bryan counted really well and Edwin still needed help. (I should have taken notes or pictures or something) * Story Problems. 1. I told a joining story using magnetic dinosaurs, and introduced putting together with a hand signal (making the plus sign with fingers and joining hands) 2. I told a separating story using magnetic dinosaurs and introduced taking away with a hand signal (making a minus sign with finger and taking it away) 3. I told joining and separating stories and had the class act them out and then draw them. With my focus kids and a few other children I kept telling stories and had them act them out. 4. Small group acting out joining and separating stories and drawing them on boards. (Sarahs visit) 5. Whole class: using square tiles and drawings to show joining and separating stories. 6. Small group: using counting bears to show stories and then drawing them on boards (Edwin was absent). It surprised me that when I asked if we were putting together or taking away they did not answer correctly. Which just shows the importance of doing this work in small groups more and more. I have began to use this in other situations: at the end of the day when they go home and Roger begins his subtraction game, now were are three left etc I ask Michelle did we just put together or take away, she said take away and made the hand motion. Bryans join in the afternoon of the day we used bears to show the stories and then drew them, I say at the beginning of goodbye meeting: no one moves to do a job until a teacher calls you Bryan says and then you join them? * Numbers, for Michelle and Bryan that do not recognize numerals: talked with parents and gave them tracing number pages with very clear specific instructions for how to help them work on them. - I also want to use Michelles and Bryans behavior charts to have them write the numbers everyday

Observations during worktime: not very successful but I did take some good notes on Edwin at play-dough and Michelle at the writing table (Her amazing book with stamped animals!! That I was trying to make into a counting book)

What do I wonder? I need to keep doing these observations at choice time but also plan for more small group work How can I do this? How can I find the time? Next Steps: Finding ways to help Michelle learn her numbers: Multi-sensory: Sand paper numbers? Some sort of gross motor game? (4 jumps., but having her write the number in the sky or something) I could use the same games and materials with Bryan. (Maybe while Kernys, does a quick math game on Mondays I can use those 15 minutes to work with Bryan and Michelle or Bryan and Edwin) Give Edwin more chances to develop one-to-one: having him choose between build-it, and maybe that egg carton game, I could get some nice little something for him to put in. Little counting dinosaurs? Michelle could benefit from these too. Continue with story problems work with the whole class and find ways to reinforce in small group COLLECTING DATA!! What kind of data have you collected so far? Some samples of student work (i.e. counting jar cards) Pictures of children working and pictures of their work Some field notes The videos that Sarah took (small group acting out story problems) Lesson plan for formal observation (acting out story problems with the whole class and a small group)