1 / 20

Operations and Algebraic Thinking in Kindergarten and First Grade Expectations and Understandings

Operations and Algebraic Thinking in Kindergarten and First Grade Expectations and Understandings. Agree or Disagree. Math discussions should focus on students sharing how they got the right answer. . I have a jar of jelly beans on my desk. All but 16 of the jelly beans are red

jensen
Download Presentation

Operations and Algebraic Thinking in Kindergarten and First Grade Expectations and Understandings

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Operations and Algebraic Thinking in Kindergarten and First GradeExpectations and Understandings

  2. Agree or Disagree Math discussions should focus on students sharing how they got the right answer.

  3. I have a jar of jelly beans on my desk. All but 16 of the jelly beans are red All but 16 of the jelly beans are blue All but 16 of the jelly beans are green All but 18 of the jelly beans are yellow How many jelly beans are there altogether? How many of each color are there?

  4. I have a jar of jelly beans on my desk. • All but 16 of the jelly beans are red • All but 16 of the jelly beans are blue • All but 16 of the jelly beans are green • All but 18 of the jelly beans are yellow How many jelly beans are there altogether? How many of each color are there? Strategies?

  5. That was easy, right? What made it difficult? What did you do to make sense of this task?

  6. Tell A Story Write an addition story problem using the 3 numbers on the cards below. 11 8 3

  7. Exploring Addition and Subtraction Situations Pick a card and read the problem situation out loud to the group. Act out the situation with bears in a manner that naturally fits the story. Write the number sentence that reflects and matches the situation. Draw a visual representation that matches the situation.

  8. What’s the difference? In the action of these 3 situations?

  9. What’s the difference? In the number sentence for each situation?

  10. Put-Together/ Take Apart • How are the Put Together/Take Apart situations different from the Add To and Take From? Two distinct parts that make a whole; no action.

  11. Debrief Which of these problems do you think might be hardest for young children? Why?

  12. Exploring Addition and Subtraction Situations Pick a card and read the problem situation out loud to the group. Act out the situation with bears in a manner that naturally fits the story. Write the number sentence that reflects and matches the situation. Draw a visual representation that matches the situation.

  13. What’s the difference? In the action of these 3 situations?

  14. What’s the difference? In the number sentence for each situation?

  15. Compare Problems How do Compare situations differ from Add To/Take From and Put Together/Take Apart?

  16. Review • Take the story problem you wrote and post it in the appropriate place on the Addition and Subtraction Situations Table.

  17. Investigations • Where are these problem types?

  18. I have ____ crayons. Some are __ and some are ___ What standards are evident in this work?

More Related