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http://mspliura.blogspot.com/search/label/Mathematics

This is a great resource that shares a lot of ideas that can be done in the Kindergarten classroom. The blog shares a lot of inquiry ideas and math ideas that the teachers class is doing, and that you can explore in your classroom as well. This resource connects to the Capacity Building Series as the resource shares a number of examples that connect to students mathematical knowledge based from their everyday experiences. The resource shares that educators can “build on students’ mathematical knowledge with an inquiry-based approach, developing purposeful and meaningful mathematical experiences in the classroom.”

https://wodb.ca/

This is a great online resource that aims at creating inquiry opportunities and discussions. This could be done in whole groups, one on one, and/or small groups. There are a lot of great examples that could create great discussion with students. I think the shapes one would work best for Kindergarten students. This connects to the Capacity Building Series as the resources shares that we can build on students learning and understanding through prompting and questioning. This is a more well-planned activity that creates opportunities to discuss and guide students in their learning.

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Kathryn Simpson-Malek ~ Online Math Resources

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Kathryn Simpson-Malek ~ Online Math Resources

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Education.com:

https://www.education.com/games/?cid=11.2144

Education.com provides a variety of games to reinforce math concepts, such as adding, subtracting, sorting, number identification, etc. It is a great resource to engage students in large groups, small groups and individually. Online games are a great way to engage students that prefer technology-based activities. Since education.com offers a variety of activities and difficulty levels it provides a great opportunity to differentiate. The downside to this website is that many of the activities require a membership, but you can access a limited amount each day for free.

Time 4 Kindergarten:

https://www.time4kindergarten.com/p/freebies.html

Time 4 Kindergarten provides a variety of math and other activities for Kindergarten. The math activities include a variety of ways to engage students in math thinking. A wide variety of activities are available to meet the needs of your classroom, including free printables or activities that can be set up using items in your classroom (ex post it notes). A lot of the activities also include movement to keep students moving and engaged in the learning goal. I really appreciated that the write ups of ideas also included a reflection on how it went in their classroom, as well as ideas to change to make it run more smoothly. It was nice to read about what can go wrong and ideas to improve.

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https://adunsiger.com/2018/12/08/all-math-all-day-all-wonderful-heres-why/
My first resource is a blog. Some of you may recognize this blog from the Etivity 2 readings but I find her blogs to be extremely helpful. I chose this one because I like how she talks about everyday math, in the real classroom context. She gives so many great examples that helped me to think about what this may look like in my future class or the classes i've been in. This connect to the Capacity Building Series because the series talks a lot about the importance of play in learning math. In this blog post Aviva talks about how so much math learning can come from play and the many ways she sees it in her class!

https://www.mathgames.com/kindergarten
My second resource is an online source that contains many different small games on a variety of topics from counting to 100 to comparing where objects are. I chose this resource because I do think that technology can play an important role in the classroom if used properly, as well as intentional teaching settings. I think this resource could be great to use as a different way to have a few minutes of whole class learning about math skills and lanugage before moving onto their exploratory play. This connects with the Capacity Building Series because it addresses how "computer manipulatives can sometimes be more powerful than concrete manipulatives" (2011). As I mentioned intregrating technology and different ways to learn math can be very captivating to some students.

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https://www.naeyc.org/resources/pubs/tyc/oct2014/making-math-meaningful I chose this resource because it talks about children actively making sense of the world around them and how open-ended, playful exploration encourages children to solve problems in real situations. I think the examples they provide are meaningful (For example: it’s easier to understand what 6 means when applied to a real-life task like finding 6 beads to string on a necklace). It also talks about what a well stocked math and manipulative center might look like. The ideas provided will be useful for my future kindergarten classroom. This relates to “Maximizing Student Mathematical Learning in the Early Years”, specifically related to a carefully planned mathematics environment.  In this environment, manipulatives serve as a learning tool to help students build on their understanding. They also help students explain their thinking to others. 									https://www.brighthubeducation.com/pre-k-and-k-lesson-plans/129157-making-math-meaningful-throughout-the-preschool-classroom/ I chose this resource because it talks about the many different ways you can “bump” into math in your classroom. It gives suggestions on making a math rich classroom by providing examples of things you can do and incorporate in the math/manipulative center, block center, science center, literacy center, dramatic play center, and art center. This relates to “Maximizing Student Mathematical Learning in the Early Years (MSMLEY)” in that it talks about the teacher’s role which is to encourage mathematical thinking and problem solving. In MSMLEY, it says that it is the adult present during the play who recognizes how the children are representing their mathematics knowledge and then builds on their understanding through prompting and questioning. Kim Maracle 	

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https://www.naeyc.org/resources/pubs/tyc/oct2014/making-math-meaningful I chose this resource because it talks about children actively making sense of the world around them and how open-ended, playful exploration encourages children to solve problems in real situations. I think the examples they provide are meaningful (For example: it’s easier to understand what 6 means when applied to a real-life task like finding 6 beads to string on a necklace). It also talks about what a well stocked math and manipulative center might look like. The ideas provided will be useful for my future kindergarten classroom. This relates to “Maximizing Student Mathematical Learning in the Early Years”, specifically related to a carefully planned mathematics environment.  In this environment, manipulatives serve as a learning tool to help students build on their understanding. They also help students explain their thinking to others. 									https://www.brighthubeducation.com/pre-k-and-k-lesson-plans/129157-making-math-meaningful-throughout-the-preschool-classroom/ I chose this resource because it talks about the many different ways you can “bump” into math in your classroom. It gives suggestions on making a math rich classroom by providing examples of things you can do and incorporate in the math/manipulative center, block center, science center, literacy center, dramatic play center, and art center. This relates to “Maximizing Student Mathematical Learning in the Early Years (MSMLEY)” in that it talks about the teacher’s role which is to encourage mathematical thinking and problem solving. In MSMLEY, it says that it is the adult present during the play who recognizes how the children are representing their mathematics knowledge and then builds on their understanding through prompting and questioning. Kim Maracle 	

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E-tivity#8- On line Connections to support Math Learning by Karen Gheron

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E-tivity#8- On line Connections to support Math Learning by Karen Gheron

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The Young Child and Mathematics, Second Edition

Juanita V. Copley, 2010

https://learn.etfo-aq.ca/content/enforced/50607-A4525E/assets/docs/young-child-and-mathematics.pdf?

This article connects to ‘Maximising Student Mathematical Learning in the Early Years’ by discussing the following:

1. Copley quotes that by ‘making the child the focus of my teachings, I teach mathematics well’ (p.1).

2. Uses personal experiences with students to suggest that as educators, we shouldn’t jump in to correct our students mathematical thinking and that we should encourage investigation. To remember that students construct their own knowledge and understanding of the world.

3. Mathematical ideas that we know to be  ‘incorrect’  as adults, are however, correct for the developmental stage of a young child

4. Research suggests that young children bring to school natural and robust  understandings of informal mathematics. Copley describes the example of a student who correctly connected  the shape of blocks to objects from his home, ie triangles and pizza slices.

5. Copley suggests that ‘math is for everyone’ and that all children can become confident and proficient, provided that it is taught properly from an early age.

6. Research confirms that there are no differences in a young child’s ability to learn mathematics related to either gender or socioeconomic  circumstances. The number one indicator is giving our young students the opportunity to learn mathematics.

7. Copley states that as educators, we must remember that our students make sense of mathematics in a number of different ways, at different times and using different materials and that it is the teacher’s responsibility to create and foster a learning environment , where all students can success in mathematics.

8. Students should be confident and positive in their mathematical abilities, and that teachers play a major role in this disposition. ‘The Power of a Positive Attitude’, allows  our students to develop their mathematical skills, by taking risks, showing persistence in problem solving, demonstrating self regulation, as well as  using hypothesis testing.

Joyful Learning in the Early Years: Puddle Play: Rethinking the Math Classroom

By Deanna McLennan, 2017

http://mrsmclennan.blogspot.com/

This article connects to ‘Maximising Student Mathematical Learning in the Early Years’ by discussing the following:

1. Big Math Ideas and ‘Math Talk’ occurred authentically in their ‘outside’ classroom environment

2. ‘Mud Puddle Math’ Problems evolved naturally from their play environment

3. Questions such as : a) How many children could fit in the puddles?

b) Was there enough water in the puddles to fill a bathtub?

c) How could we measure this?

d) How much water could we fit in our rain boots?

e) How long would it take to dump out all the water?

4)  Students were making connections between their mud puddle play and mathematics in      world around them

5)   The students questions were meaningful to them! They could relate to them in the

world around them, which fosters robust and positive attitudes towards mathematics.

6)  Young students demonstrate a wide range of mathematical knowledge and logical

thought processes. They can provide explanations for their mathematical thinking

and reflect upon their findings.

7)  As educators,  we provide multiple opportunities for our students to engage in rich

mathematical thinking and acknowledge that ‘Math can happen anywhere and at any

Time ‘ and therefore we should utilise these learning opportunities to enhance our

Students’ mathematical knowledge and understanding.

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On-Line Connections to Support Mathematics Learning by Josalyn Hagen 

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On-Line Connections to Support Mathematics Learning by Josalyn Hagen 

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http://passionatelycuriousinkindergarten.blogspot.com/2019/01/lets-talk-about-math.html

I chose this resource because I feel like these educators were on the same journey that I am on when it comes to math. Their student asked them, "What grade will we do math in?" They knew they needed to become more intentional about incorporating math into their day. I can relate to that. I have been on a journey of seeing the importance of math instruction and figuring out how to be intentional about it.  This article connects nicely to the Capacity Building Series because it gives specific examples of how to foster and encourage rich "Math-Talk", one of the keys in Maximizing Student Mathematical Learning in the Early Years.

http://mrsmyerskindergarten.blogspot.com/2016/02/using-21st-century-skills-to-create-our.html

I chose this resource because I do love Mrs. Myers blog. I love seeing what she is up to in her classroom and seeing how she builds inquiry based learning in her classroom. I also love how she incorporates literacy and mathematics together through this experience. She demonstrates "bumping" into math and shows how to be very intentional with math instruction. I think this is a good example of how, "high quality instruction in mathematics and high quality free play need not compete for time in the classroom. Engaging both makes each richer and children benefit in every way." (Capacity Building Series #22, p.2)

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https://twitter.com/mclennan1977?lang=en
While exploring the websites listed in the Etivity #8, I fell in love with Deanna McLennan's twitter feed. I had to choose this as my first resource even though it was already shared because I lost myself for a while scrolling through the abundance of excellent ideas and captured teaching moments she has shared. In the Capacity Building Series, it states "Since play is integral to a child’s world, it becomes the gateway to engaging in mathematical inquiry.", therefore when opportunities such as taking advantage of a big rain fall to construct puddle boats and ask probing questions such as "which boat will go faster" or "which boat will hold the most weight" are provided the authentic learning that can take place is amazing. Juanita Copley said one of her big lessons as a teacher was to give students "the opportunity to show you what they can do in the way they want', and I believe many of the ideas on Deanna McLennan's website honour this lesson.

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/psmath.pdf

The second resource that I am sharing is Early Childhood Mathematics:
Promoting Good Beginnings. I chose this resource because it makes several recommendations about things educators can do both in the classroom and beyond in order to provide high quality math education. Many of these recommendations align with the Capacity Building Series #22 such as the second recommendation stating to "Build on children’s experience and knowledge, including their family, linguistic, cultural, and community backgrounds; their individual approaches to learning; and their informal knowledge" much like the Capacity Building Series says "Honouring children’s starting points enables educators to build on students’ mathematical knowledge with an inquiry-based approach, developing purposeful and meaningful mathematical experiences in the classroom."

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https://www.kindergartenworks.com/guided-math/kindergarten-math-guided-small-groups/

I chose this resource because it very explicitly lays out how this educator runs their program with math being touched on and taught in such a variety of ways.  For anyone new to kindergarten I think this website could really help picture what daily math could look like.  It also has many links right within the page with organization resources, links to games and activities, good materials to begin collecting, time of day, centres, technology in relation to mathematics, and assessment.  It relates to the Capacity Building Series in that some of the program that is described here involves “play that involves mathematics’ and other are more of the “playing with mathematics itself” frame (pg. 2).  By planning their program with intentionality, this educator reminds me of the quote “high quality instruction in mathematics and high quality free play need not compete for time in the classroom. Engaging in both makes each richer and children benefit in every way” (pg. 2) as well.

https://thecuriouskindergarten.blog/category/math-science-investigations-stem/

I chose this resource (blog) mainly because I found myself getting “lost” in all of my clicking on different links.  There are many posts and different focus areas of interest to check out.  I found so much of what it is talking about, relatable. For example, on this exact link, there is a “tower building inquiry” section which completely reminded me of our blocks area every year.  Students at one point or another, build towers (and usually enjoy knocking them over), I have had some success with challenging the tower builders to think in different ways, however I usually get “stuck” and try to find other areas of interest to encourage the building.  This teacher took the interest in towers to other subject areas as well such as art.  It relates to the capacity building series to the section discussing planning instruction, and it is obvious that this educator documents, and uses that documentation to reflect (as it mentions looking back on past photos and inquiries both successful and unsuccessful), and is able to challenge and extend student thinking (pg. 5).

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https://www.mathlearningcenter.org/resources/apps

This site has been a great resource to use to get some great math ideas and also on-line games and resources.  Under the Lessons & Publications there are a list of age  appropriate books (I have downloaded them and printed them into a smartboard file) and have lead to some fun inquries in class.  There are also some great teacher resources to use and you can download.  There is also a great resource that focuses on Problem Solving with  Story Boxes.

https://www.kindergartenkindergarten.com/

This site I use to guide some of my math inquiries.  It is a kindergarten site that has lots of great ideas across, but I primarily use it to help guide some of my math inquiries or get me started a specific strand.  I really enjoy the hands on activities provided and gives lots of great questions to use for provcations. Exploring math with hand on resources and activities it builds capacity and gives children a greater understand.

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The first resource I have chosen is a blog called A Pinch of Kindergarten.  The educator is a fellow Ontario Teacher who teaches Full Day Kindergarten.  What I like about her blog is her practical approach to Math.  She will often show examples of provocations or invitations to play and explore with Math.  I find her ideas fit well with play based learning and can be differentiated based on students individual needs.  The capacity building series speaks of, " Honouring children’s starting points enables educators to build on students’ mathematical knowledge with an inquiry-based approach, developing purposeful and meaningful mathematical experiences in the classroom".  I believe the ideas and topics suggested are meaningful and will provide exciting Math opportunities in the classroom.
http://www.apinchofkinder.com/2015/10/teaching-patterning-in-fdk-part-2.html

The second resource is also another blog called Kindergarten Kindergarten.  What I like about this blog is the educators problem solving approach to math.  The blog has some wonderful ideas (some I don't find fits exactly with the play based learning), and is a great starting point to gather ideas for specific math topics.  I really enjoy looking at the questions and in some cases she provides a dialogue with the students so you are able to see how and where math conversations might go with your own students so you can plan and prepare.  The activities and blog connect to the capacity building series because the math activities are meant to provide ideas for scaffolding and questions to promote critical thinking.
https://www.kindergartenkindergarten.com/measurement/

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Resource #1

https://funlearningforkids.com/spring-flowers-roll-cover-mats

I chose this resource as I am always searching for fun and engaging math games to introduce to my students.  Often I introduce a new game, like the spring roll and cover game that opens up on the link, with all students in small groups to ensure that all students are able to fully grasp the rules of the game and how it works.  I like that Danielle points out which expectations are covered in her activities/games so that it is easy for us to know if that particular activity/game is what we are looking for or will help us support the Math concept we are focusing on. We find working in small groups it is easier to have the students’ full attention and therefore it is easier for us to have a sense of where their math skills (that are focused in the games) so that we can then determine what how to build on their understanding and get them thinking and eventually communicating their thinking. In the Capacity of Building Series on page 2, it talks about 2 forms of mathematical experiences; “play that involves mathematics and playing with mathematics itself”. I often find that students really enjoy the games and each game that we introduce has a specific purpose to meet an expectation as well as reinforce a math concept we have recently seen in class or to kind of refresh a concept we have already seen. It is important for us to remember to “develop purposeful and meaningful mathematical experiences in the classroom” (Capacity of Building Series; Maximizing Student Mathematical Learning in the Early Years, p.2) for our students; therefore we need to have a great understanding of the expectations in the Kindergarten Program so that we are comfortable in supporting our student’s mathematical learning in having prepared activities, learning areas and lessons; however to also be able to support them in “on the spot/unplanned” situations or problems that arise.

Resource #2

www.fairypoppins.com/free-dinosaur-subitizing-game

Subitizing is something that we introduce at the beginning of the year and continue to explore/work with all year long in many different ways. Our goal is to have our students recognize an amount/quantity quickly and confidently, to not always feel like they need to count each item (can be dots, tally marks, fingers, objects) one at a time. This game is a fun way to reinforce the subitizing concept and because most Kindergarten students are fascinated with/by dinosaurs it appeals to them as well…especially those boys that would rather live in the block centre let alone go check out a new check out a new centre/game set up in class. “Early math concepts may appear to be basic, they are, in fact, fundamentally important and complex.” (Capacity of Building Series; Maximizing Student Mathematical Learning in the Early Years, p.3). My partner and I strongly believe this statement to be true and something as simple as a game or even regular board games can be great to teach students basic math concepts. We often hear from our older grade teachers that if the student come into their classes with better basic math concepts, then it makes it easier for them to just build on what they have already learnt in past years. So we have seen the importance of taking the time to really focus on the basics when it comes to math concepts and ensure that our students have a great base/foundation to build upon…so why not have a little fun while doing so.  Also when we have a few spare minutes in the day we found a great subitizing song on YouTube from Jack Hartmann, that my students just love because it’s fun, but it also allows them to practice subitizing while signing and learning!  Some will come and ask us to play the song for them!

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Resource #1: Mrs. Wills' Kindergarten Mathematics Blog Posts
https://mrswillskindergarten.com/category/curriculum/math/

I chose this first resource because I have gotten some math ideas from her blog before and have found that she has very resourceful, intriguing and relevant ideas. This resource links directly to the Capacity Building Series as she gives ideas specifically on how Educators can use mathematics play in their everyday repertoire. "Educators also provide experiences in playing with mathematics itself by using a repertoire of strategies, including open and parallel tasks that provide differentiation to meet the needs of all students and ensure full participation" as stated in the article, Mrs. Willis does this in a great way and gives educators ideas on how to improve and build upon their differentiation.

Resource #2: Miss Pliura's Kindergarten Journey Mathematics Blog Posts
http://mspliura.blogspot.com/search/label/Mathematics

I chose this second resource because I found that Miss Pliura and Mrs. Tortola's ideas relate directly to the Capacity Building Series article as well. In the article mathematics environments are spoken about by saying "A carefully planned mathematics environment enables the use of manipulatives whether commercial products or found objects". Many of Miss Pliura's activities consist of manipulatives within her environments - such as the November 21st blog post about sorting.

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Online Connections to support Mathematics Learning

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Online Connections to support Mathematics Learning

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https://plus.google.com/communities/105405754950969990254

This twitter feed is a great resource to find and share a variety of ideas that can be use in kindergarten to grade 6 classrooms! It displays leading and learning journeys with Marian Small, Building Math Thinkers, how to move math concepts around the room, how to become critical thinkers and more. This resource connects to the Capacity Building Series reading by “Help[ing] children see connections between various types of knowledge and topics, with the goal of having each child build a well-structured, coherent knowledge of mathematics.” In understanding that Critical thinking has been defined as a global competency in many educational jurisdictions across the country and around the world. It turns out that you can teach students to think critically and deeply and still adequately focus on skills in and among your classroom!

https://www.understood.org/en/community-events/blogs/making-a-difference/2016/04/19/husband-and-wife-team-create-free-math-app-for-kids-with-writing-issues?utm_source=twitshare&utm_medium=social&utm_campaign=share

Understood is a wonderful resource that a husband and wife team came up with to help

offer it to any child who was struggling with mathematics and writing. The app is called ModMath. ModMath “is a kind of virtual graph paper. It allows kids to do math problems without pencil or paper. When they click on a square on the paper, kids can type in numbers, math operations and equations. Everything is automatically aligned to be clear and legible. The problems can be saved, emailed and printed.” This resource connects to the Capacity Building Series reading by “Us[ing] problems that have meaning for children (both practical and mathematical).”

-Amanda

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#1
https://theimaginationtree.com/category/learn/mathlearn/

I use this website a lot throughout the year. It is full of different activities that you can present going children interests ex, spiders, farm animals etc. Honouring children’s starting points enables educators to build on students’ mathematical knowledge with an inquiry-based approach, developing purposeful and meaningful mathematical experiences in the classroom (Capacity Building Series: Maximizing Student Mathematical Learning in the Early Years, pg 2). It provides simple activities from learning to print numbers to fractions!

#2

https://www.pinterest.ca/rrabcaniak/kindergarten-math-number-sense-patterning-sorting/   OR

https://www.facebook.com/groups/389647248174669/
(You can see more of her activities in play through Facebook)

I like to follow Rita, as she does post templates to share in english and french (for those teaching french!) She also has open ideas to tie in loose parts. For example, 1-1 correspondence and number recognition, o f counting loose flowers into flower pots. Again goes back for children just playing with the materials. She has some neat ideas to tie in inquiries and math!

Educators also provide experiences in playing with mathematics itself by using a repertoire of strategies, including open and parallel tasks that provide differentiation to meet the needs of all students and ensure full participation (Capacity Building Series: Maximizing Student Mathematical Learning in the Early Years, pg 2)

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abcmouse.com

I found this site very colourful and kid friendly. Repetition is so important to young learners. This connects to Capacity Building as it scaffolds the learning and has a lot of repetition. It builds on previous knowledge and understanding before introducing new concepts.

Mathseeds.com

I found this resource very engaging and practical; the repetitive nature sets in the learning. It has real life scenarios that kids can easily relate to. Capacity Building is highly engaging for children and therefore practical and motivating.

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Tina, I'm glad that you posted about abcmouse.com. I've been curious about this resource for my three year old son. He likes to do 'pretend school.' The notion of 'repetition' also stood out to me in the readings as something that is important and helps to consolidate information.

Anonymous NaNyr

This was posted by Nicole

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http://www.funbrainjr.com/games/

Funbrain Jr. is an interactive website designed for pre-schoolers and Kindergarten children. It engages children in fun math and reading activities that includes games, stories, printables, stickers, and mobile apps. Children will begin to develop the following skills in: math, early literacy, problems solving, and computer skills. This website encourages parent involvement and offers additional resources to support early learning. Silly monster like characters are also apart of each learning experience, with their own introduction with fun facts.

https://www.coffeecupsandcrayons.com/kindergarten-active-math-games/

This is a blog post created by Megan Sheakoski. She believes that children love to move and that activities don’t have to be complicated to be fun. Specifically, she says that learning is better when playing. Sheakoski create simple but active games that focus on certain math skills. Most of them tend to focus on numeracy, but she also has games for ordering, sorting, and measurement. Here is a list of some of the games: Math Hunt, Sticky Note Math Match, Lego Brick Math Games, Egg Counting Games, Frog Jump Measurement game, and more. Each game has a focus and description on how to play. This is a great way to integrate math and gym and/or math and outdoor learning.

I can make some connects between these games and the information outlined in the Capacity Building Series: Maximizing Student Mathematical Learning in the Early Years. Both of these websites offer engaging experiences for young a learner that is developmentally appropriate. As educators we have to understand the development and characteristics of learners (Capacity Building Series, Sept. 2011). As the article suggests, play is apart of a child’s world and through play, children can engage in mathematical inquiry. Technology is a tool that can be used to support children’s engagement in mathematics. Specifically, “Computer manipulatives can sometimes be more powerful than concrete manipulatives” and “Yelland and Kilderry recommend that technology in primary classes should offer multidimensional mathematical tasks ensuring both student input into the direction of their learning and supporting more varied learning outcomes (2010, p. 101)” (Capacity Building Series, Sept. 2011). Many children enjoy playing games whether it is a physically active game or a game on a computer. These resources could be used at home and at school to introduce, practice, or consolidate math concepts and encourage math talk.