Math Workshop

Coming Soon!

Our food drive inspired rich mathematical thinking. 

How did we come up with this mental computation? Our deep involvement in the class project prompted the mathematical thinking necessary to quickly compute important sums. We worked in teams to sort the food items by shape and size, counting the items and then we met as a whole class to add up the final amount.

The 100th Day of Kindergarten!

A Daily Morning Meeting Activity: How many days have we been in school? 

From the very first day of school, we have been keeping track of the number of days that we have been in school in anticipation of the 100th day. 

Days are kept track of by counting with the following math tools:

• one hundred chart - visually counting by tens, twos and fives.

• base-ten single unit blocks that become a "rod" of ten,  providing ongoing opportunities for counting by tens and ones and developing place value concepts. 

More than just a milestone worth noting - the 100th day of school is the perfect time to have fun with the number 100 while exploring counting, sorting, patterning, measuring and various other math skills and concepts.

100th Day Collections

Unit 5: Two-Dimensional Shapes 

In this unit we learned how to identify and name shapes like triangles, circles, and rectangles. We will learned how to describe the location of the shapes.

Term Understanding

circle a shape with 0 sides 

hexagon a shape with 6 sides 

rectangle a shape with 4 sides 

square a shape with 4 equal sides

triangle a shape with 3 sides

Unit 4: Sort, Classify, Count, and Represent Objects

In this unit we learned how to describe and compare groups of objects.

Term Understanding

alike the same as, similar 

attribute a characteristic or feature of an object 

different not the same as 

sort to put objects into groups by a particular attribute 

fewer the number of objects in one group is smaller than that of another group 

more the number of objects in one group is larger than that of another group

Unit 3: Numbers to Ten

In this unit we learned to count and write numbers 1 through 10. 

We also compared two groups of objects.

Term Understanding

Six to Ten Groups of six to ten objects, or the numbers 6 to 10.

One more To make a number or group of objects larger by one.

Equal When two numbers or groups are the same.

Greater than When one number is larger than another because it represents a group with more objects.

Less than When one number is smaller than another because it represents a group with fewer objects.

Counting Objects to 10 

In this unit, we learned how to count objects to 10. We counted the number of objects in each group and then said how many objects were in the group. 

Showing 10 

We learned to show numbers 6 to 10. We learned how to identify and show up to 10 objects.  

Comparing Groups to 10 

We also learned how to compare two groups to determine if numbers are greater, less, or the same. We found which group had more or fewer objects, and we showed two groups that have the same number of objects.

Unit 2: Numbers to Five

In this unit we learned to count groups of objects and to compare the numbers of objects in two groups. 

Term Understanding

Count Say one number for each object shown in order

Equal to Having the same amount

Greater than Description of the number of objects with more after comparing two groups

Less than Description of the number of objects with fewer after comparing two groups

Counting
We learned to count up to five objects in a group.We used different strategies when counting objects. These included touching or moving each object as we counted. 

Comparing Quantities and Numbers
We also learned to compare quantities and numbers up to five. We made one-to-one correspondences between objects in a group to determine which group had a greater than, less than, or equal number of objects. Greater than, less than, and equal to are terms that we will use to describe how objects in two groups compare

Number Routines

Number Routines support the development of flexibility with numbers and fluency with operations at the start of every lesson. 

• Routines play an important part in the Reveal Math instructional model. 

• Routines help students establish expectations in terms of behaviors or thinking processes. 

• Routines also communicate to students what is important to know and do. 

• The frequency of routines helps to build fluency with the habits that the routines look to instill in students. 

• The Number Routines in Reveal Math are designed to build students’ proficiency with number and number sense.

• They promote an efficient and flexible application of strategies to solve unknown problems. 

• Number Routines are an opportunity to focus on the development and strengthening of number sense.

Welcome to Reveal Math !

I am excited to be a part of your child’s math journey this school year.

Reveal Math will help students see math not just as a series of computations and procedures, but as a way of visualizing and communicating about their worlds and solving problems in the world. Reveal Math will help students realize that being proficient doers of mathematics does not require speed with operations, but creativity, thoughtfulness, and flexibility. 

Throughout the year, K-C will be encouraged to notice and wonder about the math of different situations, to talk about their mathematical ideas, and to reflect on their learning  about mathematics.

Counting and Cardinality 

Students will: 

• count to 100 by 1s and 10s

• write numbers from 0 to 20 using digits

Represent Quantities 

Students will: 

• determine the number of objects in a group (up to 20 objects)

• compare the number of objects in two groups

• compare two numbers 

Understand Addition and Subtraction

Students will: 

• represent addition and subtraction using different tools

• solve addition and subtraction problems

• compose and decompose numbers up to 19 in different ways

• make a 10

Describing Shapes 

Students will:

 • name and describe two-dimensional and three-dimensional figures, such as squares, triangles, rectangles, cubes

• differentiate between 2-dimensional and 3-dimensional figures

Unit 1: Math Is…

In this unit we learned to use terms related to how we think and talk about mathematics.

Term Understanding 

Pattern A pattern is a reputed design or series of numbers.

Problem A problem is a question answer.

We explored what it means to do math – what are the habits of mind that proficient “doers of math” use. 

Habits of Minds 

• Understanding what a problem is

• Understanding what quantities are

• Explaining their thinking 

• Listening to the thinking of classmates

• Understanding math tools

• Noticing patterns and making generalizations

This unit introduces the processes, structures, and materials that form the basis of math instruction throughout the year and establishes the mathematical community. Our Morning Meeting classroom routines will also help develop and reinforce concepts and ideas such as number and data.

Students entering Kindergarten bring with them a good deal of informal experience with numbers and counting, shapes and geometry, and even patterns and data. Most count small quantities, such as the number of crackers for snack, and use numbers to describe how old they are. They compare who has more or less as they think about what is fair and use measurement ideas to determine who is taller or shorter. They sort and classify as they think about how two objects are the same and different, and have a sense of shapes and how they fit together as they interact with objects in their environment. 

MATH FOCUS POINTS IN CLASSROOM ROUTINES

• Practicing the rote counting sequence, from 1 up to 20 (and higher)

• Developing strategies for accurately counting and keeping track of quantities up to the number of students in the class

• Connecting number names, numerals, and quantities

• Establishing one-to-one correspondence between equal groups (e.g., students and cubes)

• Counting and comparing quantities

Morning Meeting

We spent the first weeks exploring the tools that we will use during our math investigations.  Mathematics is an integral part of our Morning Meeting, as well as a separate academic block during Math Workshop.

We use the calendar and the 100s chart to count the number of days in school. We started keeping track of the number of days in school with single unit blocks and rods of ten, as well as connecting cubes in towers of ten. This helps us count by tens, as well as an introduction to place value. 

Our SmartBoard attendance chart helps us count the number of children in school each day. Each morning a child counts the number of photographs of children present that day. We double check by counting each photograph. This has led to insightful conversations based on our knowledge that when all the children are present, there are 18 children in K-C. For example, if 1 child is absent, we discuss the possibilities in our attendance count, which led to an introduction to mathematical equations: 18-1=17  and when that child returns: 17+1=18

Food Drive