Kindergarten Math: Number and Operations in Base Ten

(Based on the Iowa Core and its Math Standards)

 Work with numbers 11-19 to gain foundations for place value.
  • Compose and decompose numbers from 11-19 into ten and ones and some further ones, e.g., by using objects or drawings and record each composition by a drawing or equation (e.g., 18 = 10 + 8); understand that these are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.  (K.NBT.1)
Batman is doing place value for numbers  0-100, using homemade counters (pipe cleaners with ten pony beads strung on them for tens, and single pony beads for ones).  We use them during practice, and then he was able to do some of the problems without using the beads.  Batman’s completed pencil/paper place value activities can be viewed by clicking here.
Goal: We will continue working with place value.  Penmanship is also an area that we continue to improve.

Kindergarten Literacy: Range of Reading and Level of Text Complexity

(Based on the Iowa Core and its Literacy Standards)

Actively engage in group reading activities with purpose and understanding (RL.K.10)

In our home, we read as a family often – many times a day.  Group readings in our home include Bible stories in the morning, chapter books, and the older children reading to one another.  We also have CDs that read the stories to us, and the boys can choose to follow along in the book or not.  Their AWANA CD is their favorite.  The older boys participate in group reading activities at Sunday School each week, and when we go to the Library.  They also have group reading in each of their groups (Sparky and Cubby) at AWANA each week.

Both boys can recite stories word for word, summarize them in their own words, and use the story to apply the moral to their lives.

Kindergarten Math: Measurement and Data

(Based on the Iowa Core and its Math Standards)

Describe and compare measurable attributes.

  • Describe measurable attributes of objects, such as length or weight.  Describe several measurable attributes of a single object. (K.MD.1)
  • Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.  For example, directly compare the heights of two children and describe one child as taller/shorter.  (K.MD.2)

Classify objects and count the number of objects in each category.

  • Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.  (K.MD.3)
Batman loves Fisher Price Trios – they are the toy that gets played with absolutely every single day ever since the first day they got them as a birthday gift from Super Man’s brother and sister-in-law.  Our family easily refers to Trios by their width (“I need a three,” or “I need a single.”).  The boys measure heights and widths of objects around the house, but their own heights are favorites.  Sometimes we do it in front of a mirror so that they can feel how tall they are when they build the tower to their height, they can see how it equals their height, and they can compare their heights to one another.  Counting the number of Trios that they are tall happens frequently, because they want to know if they’ve grown yet.  They understand that Batman’s height is more than Hulk’s height, but when they weighed themselves they were amazed at how they weigh the same (Hulk really is a hulk!  And Batman is a string bean.).  I encouraged them to continue measuring, and to include their width.  They discovered that Batman’s width is fewer Trios than Hulk’s width.
 Fisher-Price TRIO Building Set

Kindergarten Math: Operations and Algebraic Thinking

(Based on the Iowa Core and its Math Standards)

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

  • Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. (K.OA.1)
  • Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.  (K.OA.2)
  • Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).  (K.OA.3)
  • For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. (K.OA.4)
  • Fluently add and subtract within 5.  (K.OA.5)
I chose not to use a written assessment for this standard and its benchmarks.  These benchmarks are practiced regularly during “down time” – car rides, waiting in line at the grocery store, doctor office waiting rooms, etcetera.  Batman does all of these easily and quickly, and uses his fingers to count.  When working through story problems, particularly those that are multiplication, Batman will draw pictures.  For example, if we ask him, “A family has a cat, two dogs, and two fish.  How many pets do they have?” then he would either recite the pets and count them on his fingers, or draw a picture of the pets and then count them.  If we ask him, “How many individual shoes are worn by five children?” then he would either count by twos and keep track on his fingers until he got to five or draw a picture of the children and count their shoes to get to the answer of ten individual shoes.

Kindergarten Math: Count to tell the number of object

(Based on the Iowa Core and its Math Standards)

Count to tell the number of object

  • Understand the relationship between numbers and quantities; connect counting to cardinality.
  1. When counting objects, say the number names in the standard order, pairing each object with one and only    one number name and each number name with one and only one object.
  2. Understand that the last number name said tells the number of objects counted.  The number of objects is the same regardless of their arrangement or the order in which they were counted.Understand that each successive number name refers to a quantity that is one larger. (K.CC.4)
  • Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects (K.CC.5)

Batman loves technology, and so I sat with him to play his “Teach Me 1st Grade” game on the iPad.  I love this app, because, although it is drill, there are some teaching components.  In addition (no pun intended), the app doesn’t just move on to the next level when the player gets a question correct, but requires the player to get the problem correct several times, at random times throughout sessions.  I don’t know that it can be called mastery, but it’s much closer to that than many of the games and apps I’ve seen.  The app also requires that the player’s handwriting be legible enough to be recognized by the software, because the player writes his answers rather than selecting them from options.
The math section of this app has the player practice all of the standards and benchmarks above.  The player can practice addition by tapping on objects (which correspond to the addition problem).  Each time the player taps an object, a number is said and marked by the object.  Sometimes Batman taps each object in order, and other times he mixes them up and giggles at the numbers all out of order, and then there are times when he skips that part and just writes the answer.  He has passed two levels of the math section of this app, one of which is the level that would practice these standards and benchmarks.

Kindergarten Literacy: Craft and Structure

(Based on the Iowa Core and its Literacy Standards)
  • Ask and answer questions about unknown words in a text. (RL.K.4)
  • Recognize common types of texts (e.g., storybooks, poems). (RL.K.5)
  • With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (RL.K.6)
Batman has always impressed me with his desire to increase his vocabulary.  He is constantly asking questions about words he does not recognize when he hears them.  When I read aloud to him, I will ask him about a word, and he is able to determine the meaning based on context clues (when I ask him why he believes his explanation to be the meaning of the word, he explains it in terms of the context the word was used).
Recognizing the different texts is something that we have recently started, and he easily recognizes storybooks, chapter books, poetry, and letters.  During free writing time, Batman writes letters and stories, and does so in a way that demonstrates recognition of the different formats (letters begin with “Dear Somebody” and the remainder of the letter is below, a story is written as a large paragraph, he creates his own books with a cover and pages that include writing and accompanying illustrations).
We used the book Why Do I Have to Eat Off the Floor? written by Chris Hornsey, and illustrated by Gwyn Perknis.  He has been enjoying reading the book as of recent, and since the book is comical the pictures are entertaining as well.  When asked about authors, illustrators, and what are the purpose of illustrations, Batman explained that the author writes the words, the illustrator draws the pictures, and that the pictures help us understand what the words are saying or give us a picture to see what the words are explaining.
Product Details

Kindergarten Math: Counting and Cardinality

(Based on the Iowa Core and its Math Standards)

Compare Numbers

  • Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.  (K.CC.6)
  • Compare two numbers between 1 and 10 presented as written numerals.  (K.CC.7)
Since Batman got bored during his last assessment, I made this assessment with an M&M reward!  When he completed each of the cookie boxes, he got to eat an M&M.  At the end of each line of number sentences, he got to eat an M&M.  He completed the assessment without complaining, and enjoyed his small rewards throughout.  I noticed that he stopped and erased two times, and corrected his answer without asking questions.  I am glad to see that he is going over his work on his own, because we’ve been talking about that (the importance of not finishing until he’s sure it’s his best work, and also the importance of penmanship).
Click for a blank Kindergarten Math K.CC.6 and 7 that I created to use for Batman. There were a few typos on the one that Batman created, but I edited the blank one linked above.  Here is his completed assessment (K.CC.6 and 7).

Batman's completed assessment

Goal:  Continue working on number formation and appropriate size.  Continue to find ways to motivate him and keep him interested in tasks that he believes to be trivial or unimportant.