ccgps mathematics unit-by-unit grade level webinar kindergarten unit 5: measuring and analyzing data...
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CCGPS MathematicsUnit-by-Unit Grade Level Webinar
KindergartenUnit 5: Measuring and Analyzing Data
November 27, 2012
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Turtle Gunn Toms– [email protected] Mathematics Specialist
CCGPS MathematicsUnit-by-Unit Grade Level Webinar
Kindergarten Unit 5: Measuring and Analyzing Data
November 27, 2012
Turtle Toms– [email protected] Mathematics Specialist
These materials are for nonprofit educational purposes only. Any other use may constitute
copyright infringement.
Welcome!Thank you for taking the time to join us in this
discussion of Unit 5.
At the end of today’s session you should have at least 3 takeaways:
What the research says about developing understanding. Ideas to support student and teacher understanding.Content specific to Unit 5.
• The intent of this webinar is to bring awareness to: the development of foundational attribute/measurement understanding. the mathematics of measurement.the underlying structure of a task.
We will view task structure by looking at a performance task for Unit 5 during this webinar.
What’s Unit 5 all about? • Identifying attributes• Understanding why, how, and what we
measure• Comparing and ordering • Classifying according to attributes• Counting • Organizing information
What should students bring from previous grades?
• We don’t know• Data collection and counting experiences from daily life
in Kindergarten. Yep, the mathematized world.
Here’s the skinny-
• The short version is happening right now. • The long version is here: http://commoncoretools.me/wp-content/uploads/2011/06/ccss_progression_md_k5_2011_06_20.pdf
What’s Unit 5 all about? • Identifying attributes• Fun lesson-
http://www.kindergartenkindergarten.com/sorting-by-attributes/
What’s Unit 5 all about? • Understanding why, how, and what we measure
What’s Unit 5 all about?Comparing and ordering
http://www.kindergartenkindergarten.com/2012/07/page/2/
What’s Unit 5 all about?Comparing and ordering
http://www.kindergartenkindergarten.com/measurement/
What’s Unit 5 all about? • Classifying according to attributes
What’s Unit 5 all about? • Counting
What’s Unit 5 all about? • Organizing information
What’s Unit 5 all about?
See Pg. 5
What’s Unit 5 all about?
See Pg. 6
Visual Representations• A major task for any student engaged in problem
solving is to translate the quantitative information in a problem into a symbolic equation (an arithmetic/algebraic statement) necessary for solving the problem.
• Students who learn to visually represent the mathematical information in problems prior to writing an equation are more effective at problem solving.
What Works Clearing House http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=16
Visual Representations• Visual representations help students solve
problems by linking the relationships between quantities in the problem with the mathematical operations needed to solve the problem.
• Visual representations include tables, graphs, number lines, and diagrams such as strip diagrams, percent bars, and schematic diagrams.
What Works Clearing House http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=16
Visual RepresentationsRecommendations by WWC to assist students in their
development and use of visual representations:
• Select visual representations that are appropriate for students and the problems they are solving.
• Use think-alouds and discussions to teach students how to represent problems visually.
• Show students how to convert the visually represented information into mathematical notation.
What Works Clearing House http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=16
What’s Unit 5 all about? • Visual models- Yep. I think we get this now.
Performance Task:Guess My Sort
Performance Task: Guess My SortGather students together at the meeting area. Show them an assortment of random items and model how to compare different objects by their attributes and choose different items from the pile to create sorts (no more than 3 categories). The partner should try to guess the rule for how the categories are alike. When the partner guesses the rule for the sort, he/she should count the number of objects in each category and order each set according to the amount. Demonstrate how to take turns playing the game and how to communicate with the partner about how the items are alike. Encourage the students to be creative with the sorts, always identifying the attribute that the set has in common. Discuss different ways you can create groups and sort the objects into groups called categories according to the attributes that are alike.
Guess My Sort, continuedTell students they are going to play the game with a partner. Taking turns each student chooses objects from the pile to compare and create categories. The other student tries to guess the rule for the sort (how the objects in each category are alike). When that partner gets the rule correct, he/she counts the number of objects in each set and orders the set according to the amount. The partner to guess the rule should describe the categories to the teacher and tell how many objects are in each set. Then the students change roles and play the game again.
Guess My Sort, continuedAllow students time to share their classified groups with other students and discuss how many items are in each set. This gives them an opportunity to communicate their discoveries in mathematical language. Choose at least one set of data to discuss with the whole group and show the information represented in a graph.
Guess My Sort
•What’s the goal of this task?•What might you add? •How might you increase
student choice/entry points?
Performance Task: Guess My Sort
• How can you structure the task so that it works for your classroom?
• Intro task- start with task and create a rubric. Edit task if necessary to better fit your students.
• Students work independently while you circulate and ask questions, take notes
• Set benchmarks along the way to keep students moving forward, help kids to organize their workflow
Performance Task: Guess My Sort
• Refer students back to rubric all along the way to help kids to organize their thinking and improve their work.
• Choose strategically which student ideas offer opportunities for “mid-stream minilessons”.
• Question more than you answer. • Listen more than you talk. • If you are recording your thinking, you are modeling
your expectation for them.
Effective FeedbackSharing thinking• https://
podcast1.neisd.net/groups/ogw/weblog/77657/Kindergarten_Measurement.html
Rubric• How might a rubric be made by your
students?• Different criteria- you can choose!• Standards (for sure)• Organization• Clarity• Student behavior
Rubric Sample
Interested? • http://
www.teachervision.fen.com/teaching-methods-and-management/rubrics/4586.html
• http://faculty.mwsu.edu/west/maryann.coe/coe/Projects/epaper/rubrics.htm
• http://sblc.registereastconn.org/greatrubrics.pdf• http://
www.schrockguide.net/assessment-and-rubrics.html• http://
www.scholastic.com/teachers/article/making-most-rubrics
Other task/assessment options
• http://commoncoretasks.wikispaces.com/K+Tasks• http://
www.sharemylesson.com/article.aspx?storyCode=50005561
Pinterest boards- this is ridiculous!• http://pinterest.com/search/boards/?
q=Kindergarten+common+core+math
Horizontal and vertical connections
• Strategies apply everywhere, in multiple contexts• Integration of content areas ensures connections
and relational thinking• Multiple steps builds understanding and deeper
thinking• Work the culminating task collaboratively with
colleagues so you know where your kids need to go, and what they might have difficulty with
Culmination of the unit, not the grade.
Food for thought:“I’ve learned a lot from watching good teachers. The most important thing I’ve learned: adopt the mantra “Just the answer isn’t good enough.” I watched teachers transform passive students into thinkers because of this simple idea. This expectation, that a teacher sets at any point in the year, opens up doors to all of the SMP’s (not every one every day – but many every day). In those classes, because “just the answer isn’t good enough,” kids made sense of the mathematics they were doing, reasoned to justify that their answer was correct, critiqued their work and others’, used tools and made models of the mathematics that was happening, used some measure of precision as they explained their thinking, and sometimes found structure (even a few teachers found this) in their own repeated reasoning.”
From a math coach friend…
Thank You!Please visit http://ccgpsmathematicsK-5.wikispaces.com/ to provide us with
your feedback!
Turtle Gunn TomsProgram Specialist (K-5)[email protected]
These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
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