They are learning that the lid has to be centered on the can for it to work. If you would like to see the new TEKS in their entirety, you can check them out here. 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). How can I fix it? A truck weighs more than a book. It's inquiry-based math. The four Kindergartenproblem subtypes are: 1. After a student places an object, I ask the class: Do you agree or disagree? But they're good! The green cup is taller, shouldn't it hold more? The first activity is to compare objects to see which weighs more using the balance. You get it. As they are working, I circulate and talk to the children. I give each group and eraser and a variety of objects. Luckily, in kindergarten, we deal strictly in non-standard units of measurement. 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. Someone will probably suggest measuring it. I prompt them with questions: I noticed you snapped your cubes together. I don't know why--it's an excellent way for children to figure out how a balance works. This is a great new adventure! 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). How can we know for sure which one weighs more? Finally, I have my kids record their results in their math notebooks. Problem solving is more than just one-step word problems. Why did you decide to do that? Finally, when we're all in agreement, we glue them down! Remind them that if they really want to know who has the bigger window, they need to figure out which window has the bigger area (the inside part). Don't be afraid to let them experiment. I pre-cut strips of green construction paper in various lengths and have the children pick a piece. Eventually, we get all the objects placed. As an extension, I give the kids a predetermined number of tiles and see how many different shapes they can make. It's letting kids tackle a challenging task using their own strategies. The student is expected to: (B) compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same). The link for this activity is there. They should (hopefully) say it was easier today--because they knew how many cubes each object weighed, they did not have to go back and compare each object. So are you ready for the big shockers? Keep pressing them until you get someone to say something close to "The inside part of this note is bigger, or has more room than this one." But, if they are ready, I usually expose my kids to using a balance and weighing with non-standard units. Make sure to choose sticky notes that are easily comparable (fit completely inside each other). And I push them in the right direction with questions only when I think they need it. Use paper clips that are all the same size, of course! It's a very early exploration of how height and width relate to total area! Ask the kids if they can think of a way to find out for sure. Develop at least five possible solutions. Some students will still struggle with lining the objects up at one end. I strive to make my products better and better! 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. You can use cubes, or cups of beans, or any other unit of measurement you like. After reading the teachings of people like John Van de Walle and Marilyn Burns, I am perfectly content to sticking with non-standard measurement in kindergarten! When would you use them? But many districts, including mine, started rolling them out last year. But I need to be liked! How could we fix that? Tell the kids to make a shape. (We'll get to that in a few days when we start measuring with cubes.). You will need: a cylindrical object of some sort (a can works); a long, flat object (like a shoebox lid); and some play-doh (obviously, dollar store stuff works just fine). But I have had several students figure out that one space stick is 8 cubes long, so they just added 8+8+8+8+8. The kids love it when they figure this out! Games, books, puzzles, journals, notebooks, rugs, mats, etc. Students must be able to solve problems of any situation. They will also ask to see the teddy bear and puppy, which is difficult, because they don't actually exist. Then I show the kids several bottles, cups and other containers and have them put them in order from what would hold the least to most amount of water (smallest to largest capacity). And if you move to these abstract, standard units too soon, students can develop serious misconceptions. I ask them How do you know? A quick note about non-standard measurement: I don't have them, but we do have plenty of space (popsicle) sticks and cubes. But how? formulating a plan or strategy, determining a solution, justifying the 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! Don't be afraid of the water, though. The light side goes up...the heavy side goes down! Make sense of problems and persevere in solving them. The new TEKS do not oficially begin until the 2014-2015 school year. water + math journals = very, very stressed teacher. In this case, I would ask the student: Which is longest? How can they be the same size when they are not the same shape? We take a break about halfway through and have a discussion. But wait...this way, Andrew's window looks taller. | Their confidence when they are ready, I 'm so punny kids quickly! 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