a mathematicians personal path: Ana Spencer

 Post 5:  What is Subitizing? Personal Objective:       I want to teach you all of what I said I would in my last blog. I am amazed at the latin word subitize which  originates from the Latin word meaning suddenly, or “to suddenly recognize small quantities of a larger set without counting.”  Its a skill that will easy teach pre k students how to recognize numbers and understand "how many" without counting. Moreover, they will understand to count on from a known patterned set, combine numbers from sets and further  develop mathematical fluency. Also, w e teach children to begin using patterns as they count and add/take away manipulatives, When math is made fun and children are provided with  several and varied hands-on experiences with manipulatives and numbers in authentic ways children's flourish a love for math. They also develop a strong foundation on strong number sense and  have less anxiety about math and take more risks as m...

 Post 4 :   Why Use 5 and 10 Frames? Personal Objective: I truly enjoyed myself this week playing on the links found below. I also believe that this is an activity that no matter what age one can teach any child because you can use manipulatives that the child enjoys. With the help of technology things have become even more fun! Understanding both 5 and 10 can help children build number relationships and master a variety of math   concepts. Working with frames and counters gives opportunities for preschoolers to explore the quantity 5 and 10 and work on developing numeracy skills. Common Core Standard: K now number names and the count sequence. PK.CC.1 Count to 20. Count to tell the number of objects. PK.CC.3abc Understand the relationship between numbers and quantities to 10;connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only o...

 Post 3 Geometry: Shapes Personal Objective:  To teach my kindergarten class Geometry. Moreover, to identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Also,  to describe objects using the names of shapes and describe the relative position of objects using the following terms: above, below, beside, in front of, next to, and behind. Common Core Standard: K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.A.2 Correctly name shapes regardless of their orientations or overall size. K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Activity: Display a variety of shapes (triangle, square, rectangle, circle) on whiteboard or chart paper using pre-cut paper shapes. Review each shape by pointing to it and asking the ...

  Post 1: (Post 2)  Personal Objective: A successful Preschool/Kindergarten lesson to teach students to represent putting together and addition concepts by adding 1 to previous numbers up to at least 10. Common Core Standard: CCSS.MATH.CONTENT.K.OA.A.2 : "Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem." Materials and preparation 10 Apples Up On Top  by Dr. Seuss 10 Apples Up on Top set attachment Red bingo dabber or red ink pad Bingo chips or counters, 10 per student Activity: 10 Apples Up On Top by Dr. Seuss 10 Apples Up on Top set (1-10) worksheet Red bingo dabber or red ink pad Bingo chips or counters, 10 per student https://www.education.com/download/lesson-plan/ten-apples-up-on-top/ten-apples-up-on-top.pdf Other Resources: https://www.education.com/download/worksheet/36352/addition-veggie-kindergarten.pdf https://www.education.com/worksheet/article/color-add/ https://www.edu...

  I posted this because Math has always been scary to me until now! I must face my fear.  I must take the measure of this fear of math and become the best mathematician educator I can possibly be. I set my limits and probabilities therefore let's do this! Let's change the probabilities! I must not be afraid of getting something wrong because all great mathematicians achieve success through small efforts. I would want my students to always remain positive when it comes to MATH.