KDI
Mathematics
KDI
Objectives
Participants will be able to:
• Identify the Mathematics Key
Developmental Indicators
• State the components of each individual
Math KDI
• Identify strategies and classroom
materials that support children’s math
learning
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KDI
What is Math?
• Have you seen adults get excited when
children can rote count to high numbers?
• What does the ability to rote count really
say about young children’s math
development?
• What components are included in math
development?
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KDI
KDI KDI
31: Number
Words and
Symbols
31: Number
Words
and
Children recognize
and
use
number
words
Symbols
and symbols
Children:
• Recognize and name numerals in their
environment
• Begin to write numbers
• Understand that cardinal numbers (e.g.,
one, two , three) refer to quantity
• Understand that ordinal numbers (e.g., first,
second, last) refer to the order of things
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KDI
KDI 32: Counting
KDI 32: Counting
Children count things
Children:
• Count using one-to-one correspondence
• Understand that the last number
counted means how many there are
• Use comparison words (more, fewer,
same) to compare quantities
• Understand adding to and taking away
5
KDI
KDI 33: Part-Whole Relationships
KDI 33:combine
Part-Whole
Relationships
Children
and separate
quantities
of objects
Children:
• Understand that a set of objects can be
divided into parts
• Understand that the parts can be
combined into the whole
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KDI
Numbers: Station to Station
Station1
Station 7
Station 2
Station 6
Station 3
Station 5
7
Station 4
KDI
• Were you able to
identify the
Number KDIs?
• Which of these
activities might be
appropriate for
children?
8
KDI
I See a Pattern Here…
• What is patterning?
• From your seat look for an example of a
pattern in the room. Share with your
table group
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KDI
KDI 38: Patterns
KDI 38:
Patterns
Children identify,
describe,
copy, complete,
and create patterns
Children:
• Work with simple alternating
patterns
• Progress to more complex patterns
10
KDI
Developmental Sequence
• Color
• Shape
• Size
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KDI
Ah Ha!
• Sometimes we can sabotage children’s
patterning efforts by adding too many
variables at one time!
• Remember the developmental
sequence of doing a patterning activity
for small-group time: First color, then
shape, then size!
12
KDI
When Children Pattern, They:
• First, identify a pattern
• Next, create their own pattern
• Finally, extend or grow a pattern
13
KDI
14
So this
is what
patterning
look like!?!
KDI
15
• In table groups, collect data about
something having to do with your
breakfast today.
• Once you’ve collected your data, share it
in some way on the chart paper (e.g., a
graph, a chart, or
a table.
KDI
KDI 39: Data Analysis
39: Dataabout
Analysis
ChildrenKDI
use information
quantity to draw
conclusions, make decisions, and solve problems
Children:
• Collect, organize and compare
information based on measureable
attributes
• Represent data in simple ways
• Interpret and apply information in work
and play
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KDI
Sign In
Sheet
17
KDI
18
Message Board
KDI
19
Planning or Recall Time
KDI
20
Recall Time
KDI
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Small-Group Time Explorations
KDI
KDI 34: Shapes
KDI 34:
Shapes
Children identify,
name
and describe
shapes
Children:
• Recognize, compare and sort two- and
three-dimensional shapes
• Understand what makes a shape a shape
– i.e., all triangles have 3 sides and 3 points
• Transform shapes by putting things
together and taking them apart
22
KDI
Shape Hunt Revisited
• Circle
• Rectangle
• Triangle
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Did you know that
this is the developmental
sequence that
children learn shapes?
KDI
More 2-D Shapes
• Right Triangle
• Isosceles Triangle
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3-D Shapes
KDI
• Sphere
• Rectangular Prism
• Cube
• Cylinder
• Cone
25
KDI
What Makes a Shape a Shape?
• What are the
specific attributes
or properties that
make up each
shape?
26
KDI
Thinking About Shapes
• After making your own shapes, discuss
your assigned question in your table
group.
• Be ready to share your thoughts with
the whole group.
27
KDI
Shape Pictures
• Use the shapes to
create your own
“shape picture.”
• Leave your shape
picture in front of you
to use for another
activity.
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KDI
KDI 35: Spatial Awareness
KDI 35:
Spatial
Awareness
Children
recognize
spatial
relationships
among people and objects
Children:
• Use position, direction and distance
words to describe actions and the
location of objects in the environment
• Solve simple spatial problems in play
– e.g., building with blocks, wrapping objects,
doing puzzles
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KDI
Heavy and Light
• Bring something “heavy” and something
“light” to your table.
• In table groups, answer the following
questions:
1. Who has the lightest object?
2. Who has the heaviest object?
3. Can an object be both heavy and light?
• Put all of the objects from your table in
order from heaviest to lightest.
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KDI
KDI 36: Measurement
KDImeasure
36: Measurement
Children
to describe, compare
and order things
Children:
• Use measurement terms to describe
attributes
– e.g., length, volume, weight, temperature, time
• Compare quantities and order them
– Same/different, bigger/smaller, more/less,
heavier/lighter
• Estimate relative quantities
– e.g., whether something has more or less
31
KDI
Use the masking tape to make a tape line
that is the same length as either you or
your partner, then do the following:
Measurement 1
• Use your pack of sticky
notes to measure your tape
line. Record your results.
Measurement 2
• Use a dollar bill or a pencil
to measure the same tape
line. Record your results.
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or
KDI
•
•
•
•
33
Which measuring method was easier?
Why was it easier?
What did you find out about measuring?
What steps (specifically) must you take in
order to measure accurately?
KDI
KDI 37: Unit
KDI 37:andUnit
Children understand
use the concept
of unit
Children:
• Understand that a unit is a standard
(unvarying) quantity
• Measure using unconventional and
conventional measuring tools
– e.g., a block or a ruler
• Use correct measuring procedures
– Begin at the baseline and measure without gaps
or overlaps
34
KDI
Measurement
Unit
35
• Measurement terms
• Smaller/bigger, heavier/lighter
• Estimate approximate
quantities (has more or less)
• Standard unit
• Unconventional and
conventional tools
• No gaps or overlaps
KDI
Can You Find the Math?
• In pairs, read the anecdotal
notes in your training booklet.
• Identify the math KDI that each
anecdote represents.
36
KDI
Strategies that Support
Math Learning
• Recognize and support children’s mathrelated play
– Join in children’s math play as a partner
• Describe or comment on children’s mathrelated play
– Layer on math language
37
KDI
Strategies that Support
Math Learning (cont.)
• Investigate children’s math thinking by
asking what and why questions
– What do you think about…?
– Why do you think that…?
• Encourage children to make predictions
– I wonder what would happen if...?
– What would be different if…?
38
KDI
What would you say?
What would you do?
• With a partner, select 2 or 3 anecdotes.
• Apply these strategies to your selected
anecdotes.
– Specifically, write down what you would say
or do if you were the adult in the situation.
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KDI
Wish List
• Complete the
Implementation Plan
in the Training Booklet,
indicating materials
you would like to add
to your classroom to
support mathematics.
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