I tell them. KINDERGARTEN MATH PROBLEM SOLVING FOR THE SECOND NINE WEEKS-- $6. The green cup is taller, shouldn't it hold more? They figure out that they're going to have to lay down 2 popsicle sticks and 13 cubes to see which is longer. A quick note about non-standard measurement: I don't have them, but we do have plenty of space (popsicle) sticks and cubes. I do not tell the kids what to do. reasonableness of the solution. Instead, problem solving is a skill that favors every mathematics lesson. ), in Math Problem-Solving, Math Warm-Ups, Measurement | Permalink Eventually, we get all the objects placed. They record their answers in their math journals, and we make a class chart, as well. Anyhoo...there are BIG changes coming. They usually come up with some good ones! I also leave out a variety of other containers, including some small dixie cups, and tell them they can use whatever they want to try and figure the problem out. Don't make the containers so large that it becomes frustrating for the kids. Now 5 cube need another 5 to make a 10. Here is another activity where students place objects (wiggly worms) in order according to length. I noticed you snapped your cubes together. Why? This is a fun unit, and that's a great thing, because we spend a lot of time on it! It actually holds the same amount as... ...this cylinder take-out container. How are they different? I have the kids sit in a big circle and give them each 1 or 2 objects that I have gathered from around the classroom. The unit is divided into 4 sections: length, surface area, weight and capacity. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. in Math Problem-Solving, Teachers Pay Teachers | Permalink (For example: A giraffe is _____ than I am. solution, and evaluating the problem-solving process and the So which is it? How can they be the same size when they are not the same shape? We are going to play with water, and water + math journals = very, very stressed teacher. Place a blob of play-doh on the table and place the can into it. Kids love a challenge! So--what can we do? I do not directly model how to measure the feet. This is a very concrete example of why it's important to use units that are the same size when comparing objects based on their size! I give each group and eraser and a variety of objects. I pre-cut strips of green construction paper in various lengths and have the children pick a piece. Even I had to fill them up with beans before I would believe it! It takes 12 tiles to cover Andrew's window. Here I have the kids explain, either verbally or in writing, how a balance works. It doesn't occur every Friday. Is the ___ longer or shorter than the ___? You can download them for free by clicking on the link below. What would happen if you didn't do that? Sometimes 6 cubes isn't enough to make it balance perfectly, but 7 is too many. We talk about how the squares on the paper helped us keep our letters the same size and why that's important. Here's a problem that challenges children to apply what they've learned through their hands-on exploration. I don't know why--it's an excellent way for children to figure out how a balance works. Is it longer? I start by putting one object down. She kept adding on until she got to 12. I have the kids use their water bottles and find objects that weigh less and weigh more. But do you see where this is going? Some kids already understand the concept of 1/2 and write it down (although I get a lot of this: 12 in a haf). effectively communicate mathematical ideas, reasoning, and their implications They have to estimate where it will go in the whole scheme of things. Instead of playing in a sand box or with cups and bowls in the bathtub, kids are playing with iPads and Wii's. They will also ask to see the teddy bear and puppy, which is difficult, because they don't actually exist. Here is a chance for the students to apply what they've learned to a more abtract problem. Finally, when we're all in agreement, we glue them down! She is clearly ESL, but brilliant, right? She has great computational fluency skills! Comments (40). As a few kids figure it out and the buzz starts making its way around the room, the ones who initally said the puppy is longer get out cubes and popsicle sticks to see if they are right or wrong. In Texas, kindergartners only need to be able to compare 2 or 3 objects and tell whether they are longer, shorter or the same (and the Common Core Standards look similar). So which cup do you think has the larger capacity? (We're also supposed to do temperature, but we cover that so much in science that we skip it in math). I introduce the problem solving techniques a few at a time during a class meeting. But is it a square or a rectangle? Which is either way too easy... Or way too hard! url = url.replace( /#/, "" ); Would it be fun to play on a see-saw with an elephant? Make a Mosaic. This is a very hard concept for primary learners to grasp--"rearranging areas into different shapes does not affect the amount of area." in Math Problem-Solving, Math Warm-Ups | Permalink Can you tell me why you did that? But, if they are ready, I usually expose my kids to using a balance and weighing with non-standard units. Kids have a lot of misconceptions about capacity, and they can really only be cleared up through hands-on exploration. The dollar store is a great place to get them. Result Unknown, Tak… Shameless, I know. The kids will have to do some rounding, for sure. What did I do wrong? An apple weighs less than the school. } else { Because, you know at some point one of your little darlings is going to ask, "How much do you weigh?". So here is the beginning of my Kindergarten Measurement Unit. It teaches kids how to work together and communicate their ideas. There is a very heated debate--some kids think it should be done by the number of letters in a name. Although it is easy to teach kindergartners how to correctly use a ruler, do they really understand what an "inch" is? It's inquiry-based math. How are they the same? Thank-you all so much for your amazing support and encouragement over the last few  years. So no more excuses to eat graham crackers and Hershey Bars in class. It's a good discussion, and the kids usually get it pretty quickly. If you need activities for those, look here: I hope these prompts are helpful to you! Even I would have a hard time determining which one actually weighs more, so that presents an excellent opportunity to discuss--How can we know for sure which one weighs more? Then we have more discussion. Students will use mathematical relationships to For my Texas peeps, I'll be uploading a Texas version this weekend (with TEKS instead of the CCSS). Why did you do that? Whose foot was longer? Use problem solving skills in these math and science games with your favorite PBS KIDS characters Wild Kratts, WordGirl, Curious George, Sesame Street and the Cat in the Hat! But they're good! (Not in math, anyways...social studies still has some). (Although my district is keeping this as a local TEK.). I use this activity as a bridge between comparing objects and actually measuring them with non-standard units. With this activity, we explore measuring the same things (in this case, pieces of tape) with different units and then comparing the answers. | If they can figure out how many pounds that is, then I really am a phenomenal problem-solving teacher! var e=document.createElement('script');e.setAttribute('type','text/javascript');e.setAttribute('charset','UTF-8');e.setAttribute('src','https://static.typepad.com/.shared//js/pinmarklet.js?r='+Math.random()*99999999);document.body.appendChild(e); I have children demonstrate how they compared the objects. What does that tell you? Tell me what you're doing? Then I proceed to measure both feet with paperclips. The most obvious is to fill up one cup, and then pour it in the other to see if there's room left or if it overflows. In this package, students learn what the +, - and = signs mean and how to use them correctly. In the meantime, I'm going to blog a lot about problem-solving over the next few weeks--detailing what it looks and sounds like, what kids do, what teachers do, tips for assessing and keeping data, warm-up and computational fluency ideas...please...someone stop me! And the beach ball is much lighter than baseball, even though it is much bigger. Here is one little girl's writing: The numbers are different because: It is not because of the tape. I believe so strongly in teaching math through problem solving. | It takes 12 tiles to cover Emma's window, as well! Comments (2). Most kids will quickly realize that the beach ball is full of air, and air is very light. In this package, students explore addition and subtraction some more, classify and count, compare numbers, explore numbers to 20, and do a lot of measuring (length and weight).