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Problem Solving Example

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When You Add with a Pirate (addition song ... - SafeShare.tv

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SafeShare.tv removes unwanted distractions from YouTube and Vimeo videos and reduces ads, so you can focus on the content. Perfect for schools and businesses!

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When You Subtract with a Pirate (subtraction song for kids)

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ADD 'EM UP! (song for kids about adding +... - SafeShare.tv

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SafeShare.tv removes unwanted distractions from YouTube and Vimeo videos and reduces ads, so you can focus on the content. Perfect for schools and businesses!

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Addition and Subtraction

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SafeShare.tv removes unwanted distractions from YouTube and Vimeo videos and reduces ads, so you can focus on the content. Perfect for schools and businesses!

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

CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

CCSS.MATH.CONTENT.K.OA.A.3
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).

CCSS.MATH.CONTENT.K.OA.A.4
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.

CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5.

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Numbers in the Teens (Have a Group of 10)-     [a place value song for kids]

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21.MD.3 classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10)

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21.MD.3 classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10)

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Skip Count Forward and Back by 10's | Jack Hartmann

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Counting On by 1's | I Can Count From Any Number | Jack Hartmann

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ABCya! * Educational Computer Games and Apps for Kids

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Alignments to Content Standards: K.CC.B.4

Task

Materials

Many small ziplock bags of counting objects (the "goodies"). Each bag should contain a number of objects in the counting sequence students are working on, between 1 and 20.

Post-it notes and pencils.

Actions

Students count the objects, record the number on the post-it note and stick the post-it note onto the outside of the bag.

Students can work in pairs to scaffold their counting, and teachers should take care that at least one student in each pair is a confident counter and at least one student is a confident writer. Students can be provided with a number line to aid in writing the numbers. If the teacher is concerned that students cannot write the numbers independently s/he can write the quantities on post-it notes ahead of time and let the students choose the post it note that goes with each goody bag.

IM Commentary

Like "K.CC Color Week" and "K.CC Number Rods," this task aims to give students practice counting and recording the given number on quantities up to 20.

Teachers should take care to provide a variety of different sized objects in assorted quantities. For example, some bags should contain a larger number of smaller objects while others contain a smaller number of larger objects so that students have experiences that show them small doesn't always equal less/big doesn't always equal more.

This activity can be done without direct teacher supervision. It would be well suited to a math stations time where an adult (teacher, parent, classroom aid) is in close proximity to provide corrective feedback but does not need to be led by the teacher.

If the teacher would like to extend the activity s/he can ask the students to line the bags up in order from the least number to the greatest number once they have finished labeling them. Care must be taken to make sure the students understand what we mean by least and greatest. There are many ways they could confuse the issue, for example, least in size, or least in weight. It must be made clear that what is meant is least in number.

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Alignments to Content Standards: K.CC.B.4 Materials Many small ziplock bags of counting objects (the "goodies"). Each bag should contain a number of objects in the counting sequence students are working on, between 1 and 20. Post-it notes and pencils.

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The Money Song | Penny, Nickel, Dime, Quarter | Jack Hartmann Money Song

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3D Shapes I Know (solid shapes song- including sphere, cylinder, cube, cone, and pyramid)

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Know number names and the count sequence

1.CC.1 count to 100 by ones and by tens

2.CC.2 count forward by ones, beginning from a given number within the known sequence (instead of having to begin at 1)

3.CC.3 write numerals from 0 to 20 and represent a number of objects with a written numeral 0 – 20, with 0 representing a count of no objects

Count to tell the number of objects

5.CC.4_a. count objects by stating 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 (one to one correspondence)

4.CC.4 demonstrate the relationship between numbers and quantities to 20; connect counting to cardinality

6.CC.4_b. demonstrate that the last number name said tells the number of objects counted (cardinality); the number of objects is the same regardless of their arrangement or the order in which they were counted

7.CC.4_c. demonstrate that each successive number name refers to a quantity that is one larger

Identify coins and bills

11.CC. identify coins by name and value: pennies, nickels, dimes, quarters, and dollar bills

Classify objects and count the numbers of objects in each category

21.MD.3 classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10) *Note: This is an ongoing standard and should be embedded in the AKS.*

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Make New Figures -  Two Dimensional  / 2D Shapes from Learning Adventures

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AKS for 2nd Nine Weeks (in addition to 1st nine weeks): Count to tell the number of objects• 8.CC.5 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; identify and be able to count pennies within 20 (use pennies as manipulatives in multiple mathematical contexts) Compare Numbers• 9.CC.6 compare two sets of objects and identify which set is equal to, more than, or less than the other using matching and counting strategies• 10.CC.7 compare two numbers between 1 and 10 presented as written numerals             Gain foundations for place value• 18.NBT.1 compose and decompose numbers from 11 to 19 into ten ones and some further ones (e.g., by using objects or drawings), and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones                                 Classify objects and count the numbers of objects in each category.• 21.MD.3 classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10) 

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AKS for 2nd Nine Weeks (in addition to 1st nine weeks): Count to tell the number of objects• 8.CC.5 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; identify and be able to count pennies within 20 (use pennies as manipulatives in multiple mathematical contexts) Compare Numbers• 9.CC.6 compare two sets of objects and identify which set is equal to, more than, or less than the other using matching and counting strategies• 10.CC.7 compare two numbers between 1 and 10 presented as written numerals             Gain foundations for place value• 18.NBT.1 compose and decompose numbers from 11 to 19 into ten ones and some further ones (e.g., by using objects or drawings), and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones                                 Classify objects and count the numbers of objects in each category.• 21.MD.3 classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10) 

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AKS for 3rd Nine Weeks: Identify and Describe Shapes• 22.G.1 describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, to the left of, to the right of, behind, and next to• 23.G.2 name shapes correctly regardless of their orientations or overall size• 24.G.3 classify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)• 17.OA. identify, create, extend, and transfer patterns from one representation to another using actions, objects, and geometric shapes         Analyze, Compare, Create, and Compose Shapes• 25.G.4 analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners), and other attributes (e.g., having sides of equal length)• 26.G.5 model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.• 27.G.6 compose simple shapes to form larger shapes (e.g., "Can you join these two triangles with full sides touching to make a rectangle?")•       17.OA. identify, create, extend, and transfer patterns from one representation to another using actions, objects, and geometric shapes          Classify objects and count the numbers of objects in each category• 21.MD.3 classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10)      

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AKS for 3rd Nine Weeks: Identify and Describe Shapes• 22.G.1 describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, to the left of, to the right of, behind, and next to• 23.G.2 name shapes correctly regardless of their orientations or overall size• 24.G.3 classify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)• 17.OA. identify, create, extend, and transfer patterns from one representation to another using actions, objects, and geometric shapes         Analyze, Compare, Create, and Compose Shapes• 25.G.4 analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners), and other attributes (e.g., having sides of equal length)• 26.G.5 model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.• 27.G.6 compose simple shapes to form larger shapes (e.g., "Can you join these two triangles with full sides touching to make a rectangle?")•       17.OA. identify, create, extend, and transfer patterns from one representation to another using actions, objects, and geometric shapes          Classify objects and count the numbers of objects in each category• 21.MD.3 classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10)      