Keeping in trend of our normal routines for integrating math into the Kindergarten day, we often teach concepts together, rather than isolate them to one at a time. This is so important, because math concepts can always be linked to the long- projects and interest at hand. In addition, math is so interwoven and the relationships and patterns in math are seen most clearly when you teach various skills side by side. For example: in addition to our math journals (which are loved so much already!) this week we really looked at the the number 5 and increments of time. The most concrete skill of this goal is for the kiddos to count by 5, (very realistic), and some have already mastered it. The second goal is for them to understand and be able to automatically recall that a nickel is worth 5 cents and can be traded for 5 pennies. The third hope, and this is only at an exposure level is to introduce time and the understanding that we can count our way through an hour by fives.  This is a work  in progress!

In Kindergarten, we teach mathematics not through worksheets, but instead through manipulatives and investigations. Giving students this context for learning is so important. As you may know, we closely follow the Investigations in Numbers, Data, and Space curriculum. Here are some of the key characteristics of this curriculum:

• Students spend time exploring problems in depth.
• They find more than one solution to many of the problems they work on.
• They invent their own strategies and approaches, rather than rely on memorized procedures.
• They express their mathematical thinking through drawing, writing, and talking.
• They work in a variety of groupings - as a whole class, individually, in pairs, and in small groups.
• They move around the classroom as they explore the mathematics in their environment and talk with their peers.

Our math journals, like the sample pictured, is the perfect example of these characteristics. Students are given a problem and must solve it in any way they like and show their work in any expression. We focus around one or two primary units at a time and frame those problems around that unit. As you see, we are still working on counting by fives!

This week, we were revisiting and refining some of our problem-solving math skills, such as addition, money, place value, etc. Constant review, especially at this age, is crucial for understanding, and also a great way to transition into a long spring break. After spring break, we will be moving onto our final units - geometry and time!