CCGPS Mathematics
Kindergarten Update Webinar
Unit 2: Counting With Friends
September 10, 2013
Update presentations are the result of collaboration between members of 2012
and 2013 Unit Review and Revision Teams
Microphone and speakers can be configured by going to:
Tools – Audio – Audio setup wizard
Turtle Toms- tgunn@doe.k12.ga.us
Elementary Mathematics Specialist
These materials are for nonprofit educational purposes only. Any other use may
constitute copyright infringement.
Graham Fletcher
Henry County
Whitney Fletcher
Henry County
Kari Frega
Gwinnett County
Sarah Trawick
Liberty County
What’s the difference between
Grade Level and Unit Overview?
vs.
Hyperlinks and Standards
Standards for Mathematical Practice descriptors specific to
the unit
Tech out the links
But we need more!!!
Please email work samples to:
k5mathwikispace@gmail.com
Two ways we can count…
 We can "see" instantly a handful of things and without
knowing how many there are - this is called subitizing.
 The other way of counting is enumerating - counting
up individual numbers
Number Sense Trajectory –Putting It All Together
It’s all about building 5s and 10s
What the heck is a Rekenrek?
UNIT 1 FAL
 In the frameworks however it if hyperlinked to a site
“outside of the frameworks”
 It can also be found on our wikispace in the FALs
section
Unit 2 FAL:
Counting Dots
Concerns posted to the wiki
 Understand numbers through 20
 Rote Count through 100
 Counting backwards
 Culminating Task: Find the 5th Tower
 Ordinal numbers and patterns
 GKIDS-how can we connect this with the frameworks
Timelines and Pacing Guide
Concerns
New to a Grade? Not Sure Where to Start?
Start Here!!! This link directs
you to all of the
2102-2013 webinars
Get connected and join the wiki
http://ccgpsmathematicsk-5.wikispaces.com/Kindergarten
Additional Resources for
Kindergarten
 Five-frame activities can be found at
 http://www.k5mathteachingresources.com/kindergarten-mathactivities.html
 Van de Walle (there’s a new addition aligned to CCSS)
 Children’s Mathematics: Cognitively Guided
Instruction
 Number Talks
Dare to be different!!!
Hey, this is
from a 6th
grade
webinar!
Examples & Explanations
Below are the 25 birth weights, in ounces,
of all the Labrador Retriever puppies born
at Kingston Kennels in the last six months.
13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17,
17, 17, 17, 17, 18, 18, 18, 18, 18, 18, 18,
18, 19, 20
Use an appropriate graph to summarize
these birth weights.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
Examples & Explanations
Below are the 25 birth weights, in ounces, of all the
Labrador Retriever puppies born at Kingston Kennels
in the last six months.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
Examples & Explanations
Below are the 25 birth weights, in ounces, of all the
Labrador Retriever puppies born at Kingston Kennels
in the last six months.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
Examples & Explanations
Below are the 25 birth weights, in ounces, of all the
Labrador Retriever puppies born at Kingston Kennels
in the last six months.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
Examples & Explanations
Below are the 25 birth weights, in ounces, of all the Labrador
Retriever puppies born at Kingston Kennels in the last six
months.
13, 14, 15, 15, 16, 16, 16, 16, 17, 17, 17, 17, 17, 17, 17, 18,
18, 18, 18, 18, 18, 18, 18, 19, 20
Describe the distribution of birth weights for puppies born at
Kingston Kennels in the last six months. Be sure to describe
shape, center, and variability.
Adapted from Illustrative Mathematics 6.SP Puppy Weights
CCGPS Overview
“educators will need to pursue, with
equal intensity, three aspects of rigor in
the major work of each grade:
conceptual understanding, procedural
skill and fluency, and applications.“
Does this student have:
procedural skill
and fluency?
conceptual
understanding?
the ability to
apply
mathematics?
Does this student have:
procedural skill
and fluency?
conceptual
understanding?
the ability to
apply
mathematics?
Writing in Math
Standards for Mathematical Practice
require students to express their thinking
and record their strategies in written
form.
Standards for Mathematical Practice
• SMP 1 – Students are required to explain their
thinking when making sense of a problem.
• SMP 2 – Students are required to construct viable
arguments and critique the reasoning of others.
Why Write in Math Class?
Marilyn Burns (2004):
“Writing in math class supports learning because it
required students to organize, clarify, and reflect on
their ideas—all useful processes for making sense of
mathematics. In addition, when students write, their
papers provide a window into their understandings,
their misconceptions and their feelings about the
content.”
Math Journals
Purposes:
– Record strategies and solutions
– Reflect upon learning
– Explain and justify thinking
– Provide a chronological record of student math thinking
throughout the year
– Means of assessment to guide future instruction
Can you see the connections?
• Visual images
• Recording thinking
• Explaining thinking
• Conceptual understanding
• Procedural fluency
• Application
Feedback
http://ccgpsmathematicsk-5.wikispaces.com/
Turtle Toms- tgunn@doe.k12.ga.us
Elementary Mathematics Specialist
Graham Fletcher
Henry County
Whitney Fletcher
Henry County
Kari Frega
Gwinnett County
Sarah Trawick
Liberty County
Thank You!
Please visit http://ccgpsmathematicsk-5.wikispaces.com/ to share your feedback, ask
questions, and share your ideas and resources!
Please visit https://www.georgiastandards.org/Common-Core/Pages/Math.aspx
to join the K-5 Mathematics email listserve.
Follow on Twitter!
Follow @GaDOEMath
Turtle Toms
Program Specialist (K-5)
tgunn@doe.k12.ga.us
These materials are for nonprofit educational purposes only.
Any other use may constitute copyright infringement.