Kindergarten Newsletter 2013/2014

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Home > Math > September

September

September 13, 2013

This past week in Math, we explored, learned, and applied our knowledge to the concept of patterns. We chatted about how patterns can be created (" by us, and on purpose." - Kaycee) or can also appear naturally in our environment. A couple of read alouds showed us perfect examples of checkerboards, wallpaper, or a peacock's tail, or a snail shell. In our hands on guided discovery times, we learned that a pattern has a few different parts that repeat over and over again and may never have an ending. Patterns can be shapes and colors too. The Black Bats were asked to create two colored patterns with unifex cubes, and also shape patterns by making our headbands. A challenge was to create three or four colored patterns. This concept will continue into next week! 

September 20, 2013

IMG_7239 (Small).JPG

This week we continued to review patterns. Seeing the application of pattern use when the students have free time is wonderful validation that they have retained the concept idea and are interested enough to choose to apply it. A few times this week at carpet, we experimented with making patterns with body actions, for example, clap, clap and pat your knees twice! Pattern Snakes was a fun small group center this week. In addtion, math skills are inserted into many teachable  moments during our day. Students are given individual and developmentally appropriate math problems as they are asked to leave carpet to wash hands or line up. These skills include, one- to-one correspondence counting, continuing or originating a  pattern, entering missing numerals in order, or grouping.

Another way math is authetically tucked into our day is during morning meeting. The students are repeatedly exposed to coin counting and trading, rote counting, counting by 2s, 5s, 10s, and place value.
USA- McREL- Mid-continent Research for Education and Learning Content Knowledge Standards and Benchmarks for K-12 (2012)
Subject: Life Skills
Concentration: Thinking and Reasoning
Standard: 3. Effectively uses mental processes that are based on identifying similarities and differences
Level: Level I (Grades K-2)
Benchmark:
1. Identifies the similarities and differences between persons, places, things, and events using concrete criteria
Benchmark:
2. Classifies things in terms of number, shape, texture, size, weight, color, motion, sound, and behavior
Benchmark:
3. Finds simple patterns in the surrounding events and objects
Subject: Mathematics
Standard: 1. Uses a variety of strategies in the problem-solving process
Level: Level I (Grades K-2)
Benchmark:
2. Uses discussions with teachers and other students to understand problems
Standard: 4. Understands and applies basic and advanced properties of the concepts of measurement
Level: Level I (Grades K-2)
Benchmark:
2. Understands the concept of time and how it is measured A
Benchmark:
3. Knows processes for telling time, counting money, and measuring length, weight, and temperature, using basic standard and non-standard units A
Standard: 5. Understands and applies basic and advanced properties of the concepts of geometry
Level: Level I (Grades K-2)
Benchmark:
4. Understands that patterns can be made by putting different shapes together or taking them apart

September 27, 2013

Working on a pattern frame

This week in math, we continued to with patterns, but this week it was pattern frames. As they make these borders, students think about what happens to the pattern when it turns a corner. They also notice the relationship between the last color and the first color placed in their border to determine whether or not their border makes a continous pattern.
Author: Katie Cisco
Last modified: 6/6/2014 12:03 PM (EDT)