Mathematics Kindergarten
Strand: OPERATIONS AND ALGEBRAIC THINKING (K.OA) Standard K.OA.1
Mathematics Kindergarten
Strand: OPERATIONS AND ALGEBRAIC THINKING (K.OA) Standard K.OA.2
Mathematics Kindergarten
Strand: OPERATIONS AND ALGEBRAIC THINKING (K.OA) Standard K.OA.4
Mathematics Kindergarten
Strand: OPERATIONS AND ALGEBRAIC THINKING (K.OA) Standard K.OA.5
Large Groups
Activities help students begin the transition to addition.
Double the Ducks
Duck Story Boards
Double Duck Match
Double Up
Geoboard Doubles
Double Draw
Double Duck Ditty
Double Duck Journal
Double Dot Addition
Additional Resources
Books
Double the Ducks, by Stuart J. Murphy; ISBN 0-06-028922-8
One of Each, by Mary Ann Hoberman; ISBN 0-590-51437-7
Domino Addition, by Lynette Long, Ph.D.; ISBN 0-88106-877-2
Jack the Builder, by Stuart J. Murphy; ISBN 0-06-055775-3
Quack and Count, by Keith Baker; ISBN 0-15-205025-6
Ten Little Rabbits, by Virginia Grossman and Sylvia Long; ISBN0-440-83653-0
Developing Number Concepts Addition and Subtraction, by Kathy Richardson; ISBN 0-7690-
0059-2
Articles
7 Musts for Using Manipulatives, by Kathy Richardson; Instructor Magazine, April 1996
Tips on using Manipulatives, by Norman Labush; Didax Educational Resources, http://www. didax.com
"Concrete" Manipulatives, Concrete Ideas, by Douglas H. Clements; Didax Educational Resources, http://www.didax.com from previously published article in Contemporary Issues in Early Childhood, 1(1), 45-60
Early Childhood Mathematics: Promoting Good Beginnings, by the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM), 2002
Number Talks: Thinking with Numbers, by Kathy Richardson; Didax Educational Resources, http://www.didax.com
Organizations
National Council for Teachers of Mathematics, 1906 Association Drive, Reston VA 20191- 1502 (703) 620-9840, www.nctm.org
National Association for the Education of Young Children, 1509 16th Street N.W., Washington D.C. 20036 (202) 232-8777 or (800) 424-2460, www.naeyc.org
Addition, or joining of sets, is a basic concept most children know instinctively. Yet, as they make the transition from completely concrete to symbolic, some students become confused. Other students may be able to do symbolic addition without understanding that numerals represent real numbers and objects. To help them begin this transition, the use of manipulatives, later coupled with numerals, is an essential step to complete understanding. The ability to create their own math stories also helps them connect addition with the real world.
Kindergarten teachers need to provide repeated, varied activities for practice in joining sets. As students continue to practice, incorporating their own stories for each problem, as well as using numbers to describe the stories, they will make the connection between the real world and the symbolic.
1. Demonstrate a positive learning attitude.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
Gather the children and ask, "Do any of you have pets?" "How do you take care of your pets?" "What things do you need to take care of your pets?" Tell the students that you will be reading a story about a boy who had four ducks for pets, how he took care of their needs, and what happened when the ducks made some new friends.
Instructional Procedures
Double the Ducks
NOTE: All of the following activities can be done on three levels.
Duck Story Boards
Doubled Duck Match
Double Up
Geoboard Doubles
Double Draw
Double Duck Ditty
Double Duck Journal
Double Dot Addition
Curriculum Extensions/Adaptations/ Integration
Family Connections
Research Basis
Moyer, P. S. (2001). Are We Having Fun Yet? How Teachers Use Manipulatives to Teach Mathematics. Educational Studies in Mathematics. 47 (2) 175-197.
Manipulatives may serve as tools for teachers to translate abstractions into a form that enables learners to relate new knowledge to existing knowledge. This requires teachers to guide students to translate between representation in the form of mathematical objects, actions, and abstract concepts so that students can see the relationship between their knowledge and new knowledge.
Murray, A. (2001). Ideas on Manipulative Math for Young Children. Young Children. 56 (4) 28-29.
"Math is tangible. Children learn better when they're using their senses; therefore, they should complete math tasks using three- dimensional objects to represent the numbers under examination." The use of manipulatives involves multiple senses and increases the probability that each learner will make the necessary connections between the abstract and concrete in joining of sets.