Brief Post
Good evening
This will be a brief post. I left my notes at work. I know I will not do the happenings in kindergarten full justice. However, I did want to discuss how one student subitize 5 during the NT this week. Of course, kindergartens know the routine-fist to your chest, thumbs up for the answer, and the agree sign. I love they know this when I walk through the door. AWESOME. The teacher and I are involved with side by side coaching as way to strengthen students counting abilitiy. I want to focus this post on Christopher. This particular student had trouble with attention during the sessions. So I took him and the four girls to my room to see if having a small group will be beneficial for them with the next NT. Sort of like flip teaching. I used a tens frame again with six dots- two on top and three on the bottom. But the arrange was quite different.
This is a conversation between me and the little fellow:
Teacher: How many do you see?
Christopher: I see 5 and 1.
Teacher: How do you see it?
Christopher: I see 5 over here and 1 right there.
Teacher: Where do you see 5 dots? Come point to them.
Christopher: See two right here and three down here. That makes five. (He circled them with his finger)
Teacher: Oh you see five dots on the right. Now what about this one to your left.
Christopher: That is one.
Teacher: Well, what comes after five. (Christopher thinks and counts)
Christopher: Six.
Teacher: So how many dots are there?
Christopher: Six.
This student is the first in his class has expressed subitizing five without counting. I had him count to me because I wanted to know definitely that he could recognize five dots. A couple weeks back his teacher and I were allowing student to work with the concept of five. Therefore, our hopes is that students use subtizing in order to understand cardinality-naming the quantity as they see it and counting the parts to explain their thinking (Caldwell et al, 2014). From these NT discussions, students will be on our way to discovering part-whole relationships with numbers.
Caldwell, J; Kobett, B.; Karp, K. (2014). Putting Essential Understanding of Addition and Subtraction into Practice in Prekindergarten-Grade 2. NCTM. Reston, VA
This will be a brief post. I left my notes at work. I know I will not do the happenings in kindergarten full justice. However, I did want to discuss how one student subitize 5 during the NT this week. Of course, kindergartens know the routine-fist to your chest, thumbs up for the answer, and the agree sign. I love they know this when I walk through the door. AWESOME. The teacher and I are involved with side by side coaching as way to strengthen students counting abilitiy. I want to focus this post on Christopher. This particular student had trouble with attention during the sessions. So I took him and the four girls to my room to see if having a small group will be beneficial for them with the next NT. Sort of like flip teaching. I used a tens frame again with six dots- two on top and three on the bottom. But the arrange was quite different.
This is a conversation between me and the little fellow:
Teacher: How many do you see?
Christopher: I see 5 and 1.
Teacher: How do you see it?
Christopher: I see 5 over here and 1 right there.
Teacher: Where do you see 5 dots? Come point to them.
Christopher: See two right here and three down here. That makes five. (He circled them with his finger)
Teacher: Oh you see five dots on the right. Now what about this one to your left.
Christopher: That is one.
Teacher: Well, what comes after five. (Christopher thinks and counts)
Christopher: Six.
Teacher: So how many dots are there?
Christopher: Six.
This student is the first in his class has expressed subitizing five without counting. I had him count to me because I wanted to know definitely that he could recognize five dots. A couple weeks back his teacher and I were allowing student to work with the concept of five. Therefore, our hopes is that students use subtizing in order to understand cardinality-naming the quantity as they see it and counting the parts to explain their thinking (Caldwell et al, 2014). From these NT discussions, students will be on our way to discovering part-whole relationships with numbers.
Caldwell, J; Kobett, B.; Karp, K. (2014). Putting Essential Understanding of Addition and Subtraction into Practice in Prekindergarten-Grade 2. NCTM. Reston, VA
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