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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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1)CCSS.MATH.CONTENT.K.CC.A.1- Count to 100 by ones and by tens.
2)CCSS.MATH.CONTENT.K.CC.A.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
3)CCSS.MATH.CONTENT.K.CC.A.3- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
4) CCSS.MATH.CONTENT.K.CC.C.7- Compare two numbers between 1 and 10 presented as written numerals.

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CCSS.MATH.CONTENT.K.CC.B.4- Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.MATH.CONTENT.K.CC.B.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.

9/15 Avery has naturally moved to count by 2s without and prompting.  Notice the way she checks herself.

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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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1)CCSS.MATH.CONTENT.K.CC.A.1- Count to 100 by ones and by tens.
2)CCSS.MATH.CONTENT.K.CC.A.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
3)CCSS.MATH.CONTENT.K.CC.A.3- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
4) CCSS.MATH.CONTENT.K.CC.C.7- Compare two numbers between 1 and 10 presented as written numerals.

He place 1-10 then is randomly picking the teen numbers and is thinking proportionally about their placement in regards to 10.

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CCSS.MATH.CONTENT.K.CC.C.6- 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.

Video 9/15

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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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1)CCSS.MATH.CONTENT.K.CC.A.1- Count to 100 by ones and by tens.
2)CCSS.MATH.CONTENT.K.CC.A.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
3)CCSS.MATH.CONTENT.K.CC.A.3- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
4) CCSS.MATH.CONTENT.K.CC.C.7- Compare two numbers between 1 and 10 presented as written numerals.

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CCSS.MATH.CONTENT.K.CC.B.4- Understand the relationship between numbers and quantities; connect counting to cardinality.
8/25

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Perseverance in working with hundred board.  Searches for multiples of 10 first but ran into trouble after 30. Will randomly choose a number like 44 and uses 14 to count on to place it seeing the pattern of 10 more, but then does not understand the layout of a hundreds board in placing 45 and 55. Placed 95 by counting back from 100. Notice the reversal shown in 16 and 19. Watch for growth in this when we get to teen numbers. Provide a control for Jackie to self check. 8/26

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10/29
“I don’t want to do work” changed to “I can’t do work”

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9/5 Emily chose to take a challenge to counting to 30 on a blank number board for free choice. She has progressed from numbers to 20 and from the printed board. She says the next number and then finds it. When asked what numbers comes before or after she uses the hundred board to help her.

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10/29 talked to mom about tough love for James due to behaviors in classroom and how it’s affecting academics. We will continue to require multiple ways to approach a problem to help build perspective.

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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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1)CCSS.MATH.CONTENT.K.CC.A.1- Count to 100 by ones and by tens.
2)CCSS.MATH.CONTENT.K.CC.A.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
3)CCSS.MATH.CONTENT.K.CC.A.3- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
4) CCSS.MATH.CONTENT.K.CC.C.7- Compare two numbers between 1 and 10 presented as written numerals.

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8/24 When looking at the numberhe said "this is a bigger number so it goes over here near the end."

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CLASSIFY OBJECTS AND COUNT THE NUMBER OF OBJECTS IN EACH CATEGORY

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CLASSIFY OBJECTS AND COUNT THE NUMBER OF OBJECTS IN EACH CATEGORY

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CCSS.MATH.CONTENT.K.MD.B.3- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Observation 9/6

Sorting:  4 holes, booey, lines, sewed on the edges, regular button on the back

Explain thinking using mathematical language which was advanced at this point in time.

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9/5 secure when starting at 10 and stops at 50.  When asked what comes next cannot answer even with support.

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9/5 Ethan has been working on communication and how to ask questions to figure it out.

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9/14 Can identify numbers before and after without any support.

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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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KNOW THE NUMBER NAMES AND COUNT THE SEQUENCE

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1)CCSS.MATH.CONTENT.K.CC.A.1- Count to 100 by ones and by tens.
2)CCSS.MATH.CONTENT.K.CC.A.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
3) CCSS.MATH.CONTENT.K.CC.C.7- Compare two numbers between 1 and 10 presented as written numerals.

9/5 Notice the spacing left for missing numbers. He was very intentional about knowing 2 more numbers needed to fit.  Still work on number reversal 19 and 91.

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8/26 Emily chose this work to share this week. We will continue to work on numeral formation. Make sure student has control to check for 9.  Work one on one to review formation of 4.

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9/15 Ethan independently uses the control in classroom to check if he is correct.

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Watch how he visually uses the 5 but does not use it to help count. He also like the strategy of using what is left over but needs more confirmation on counting back from 10. Continue with quick flash activities.

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CCSS.MATH.CONTENT.K.CC.C.6- 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.

Video 9/15

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CCSS.MATH.CONTENT.K.CC.C.6- 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.

Notice the strategy for comparing and finding 1 more and 1 less.

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CLASSIFY OBJECTS AND COUNT THE NUMBER OF OBJECTS IN EACH CATEGORY

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CLASSIFY OBJECTS AND COUNT THE NUMBER OF OBJECTS IN EACH CATEGORY

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CCSS.MATH.CONTENT.K.MD.B.3- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Emily chose this from the shelf and is sorting by descriptive features such as color.  When asked which color had the most Emily could not answer.

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9/20 Know the next number is 15 but does not see it as 10 and 5. Can verbalize patterns but does not use them.

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CLASSIFY OBJECTS AND COUNT THE NUMBER OF OBJECTS IN EACH CATEGORY

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CLASSIFY OBJECTS AND COUNT THE NUMBER OF OBJECTS IN EACH CATEGORY

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CCSS.MATH.CONTENT.K.MD.B.3- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Observation 9/6
student is beginning to sort by a shared behavior.  Something you cannot see. James chose this as his work to share with the class.

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CCSS.MATH.CONTENT.K.CC.A.3- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
We incorporating the language of 10 and as we recorded.

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Student loves to fill in calendar and after break for 3 weeks check in to see how digits are being recorded.

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Still sees the 10 and and records properly. Catches herself if she starts with the ones.

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*Directly compare and classify the length, weight and capacity of two objects (seesaw post, think!pad pg 77, task cards)

*Indirectly compare and classify the length and weight of two objects by using a third object (seesaw post, in class activity, think!pad)

*Order objects by length, weight and capacity (seesaw post, purposeful play activity, cuisenaire rod game, pan balance, full/empty center)

*Use nonstandard units to quantify the length and capacity (photos, think!pad pg 58-59, table measuring activity)

*Estimate length and weight, using another object as a benchmark(think!pad, purposeful play, seesaw, task cards)

*Collect, sort, represent and interpret data (graph from intensive practice, photos, video)

*Order events based on time
(shelf on schedule, seesaw activity)

*Explain his/her thinking using words (through the use of seesaw, videos and think!pad)

*Solve real world problems
(table activity, anchor tasks with calendar and schedule)

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at how fastLook

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5/4/2021