The post Tallies, Charts, and Tape Diagrams in Summer Learning first appeared on WSKG.

]]>Perhaps he looks at shoes while at the grocery store and tallies how many people wear green, blue, or black shoes. Maybe she would love asking everyone at the family picnic which ice cream flavor they like best. There are countless ideas, so pick something interesting and set your child off to collect the data. Then, he or she will be ready to learn how to best organize that information!

The CYBERCHASE team has collected data on the number of kids who live in the area where Hacker wants to build a tower, but the team is determined to show why the space should be used for a park! How can they organize the information to argue their case?

Another tool your child will use to organize information when adding and subtracting is a tape diagram. Tape diagrams are a visual strategy your child will use in first and second grade to solve story problems or word problems.

You can use the stickers from fruit to graph how much fresh fruit your family eats this week or play the Hungry Pirates game from Peg + Cat to learn about maps.

We’d love to see what you make! Tweet a photo of your charts, graphs, tape diagrams, and maps @WSKG and @annie_whitman. We’ll send you some math swag from your favorite PBS KIDS show!

The post Tallies, Charts, and Tape Diagrams in Summer Learning first appeared on WSKG.

]]>The post Modeling with 10-Frames first appeared on WSKG.

]]>Let’s count out 5. One, two, three, four, five. How many more do we need to make eight? To show eight, your child doesn’t have to re-count, because can count on from five. Five… six, seven, eight! Three more are needed to make eight.

After lots of practice with 10-frames, look at all the number sense your child can pull from this tool! He can use visuals to add and take-away. For example, how many do you add to five to make eight? What is eight take-away four?

Ten-frames are also a great way to practice making ten. Ask your child, how many do you see? Eight! How many boxes are empty Two! The 10-frame card shows that eight’s missing number partner is two. Your child can see that 8 + 2 = 10 or 10 – 8 = 2.

Your child will continue using 10- frames with addition and subtraction, all the way through to learning fractions and reducing equivalent fractions.

(K.OA.1) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.

(K.OA.2) Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem.

The post Modeling with 10-Frames first appeared on WSKG.

]]>The post More, Fewer, Same first appeared on WSKG.

]]>Using a number line that shows how many objects are in each number will help your child learn to compare. Remember: greater means MORE, less means FEWER, equal means the SAME.

Which group has the greater number of hearts? Let’s use a counting strategy. One. Two. Three. This group has three hearts. One. Two. Three. Four. Five. Six. This group has six hearts. Check it on our number line! Six has more so it’s greater than three!

Which group has the lesser number of stars? One. Two. Three. Four. Five. This group has five stars. One. Two. Three. Four. This group has four stars. Check it on our number line! Four has fewer so it’s less than five!

Look at these groups. Let’s use a matching strategy to see how these groups compare! One – One. Two – Two. Three – Three. Four – Four. They have the same number of objects, so these groups are equal!

Use counting and matching strategies to help your child see whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group!

(K.CC.6) Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g. by using matching and counting strategies. (Include groups with up to ten objects.)

(K.CC.7) Compare two numbers between 1 and 10 presented as written numerals.

The post More, Fewer, Same first appeared on WSKG.

]]>The post Counting On first appeared on WSKG.

]]>Counting forward beginning at a given number, like 29, is a different skill than beginning at 1.

Numbers that end in 9 need 1 more to make a new group of 10. So, nine plus one equals one ten or 10. Nineteen plus one equals two tens or 20. Twenty-nine plus one equals three tens or 30.

This is a skill that needs lots of practice. So next time you’re in line at the grocery store, pick a number and have your child count on!

(K.CC.1) Count to 100 by ones and by tens.

(K.CC.2) Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

The post Counting On first appeared on WSKG.

]]>The post Using Number Bonds to Show Subtraction first appeared on WSKG.

]]>Let’s try one. Here are 5 apples. Five is the whole number. A hungry pig comes along and eats three apples! The pig took away three apples, so three is a part of our number bond. There are two apples left, so two is the other part.

Our number bond shows five apples take away three apples equals two apples. The number sentence for this number bond looks like this: Five take away three equals two.

This number bond shows us another subtraction fact, too. Five apples take away two apples equals three apples. Five take away two equals three.

Now, you can help your child with number bonds and taking away!

(K.OA.1) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.

(K.OA.2) Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

The post Using Number Bonds to Show Subtraction first appeared on WSKG.

]]>The post Number Bonds first appeared on WSKG.

]]>A number bond shows part-part-whole. When learning number bonds, your child might ask you to help them “put together.”

Here’s an example: Look at these 6 tasty apples! This group has 4 apples. This group has 2 apples. When both groups are “put together,” there are 6 tasty apples!

A number bond for these apples looks like this: Part, part, whole. Part, part, whole. See? Number bonds! Using number bonds helps your child develop a conceptual understanding of “composing” or “putting together” numbers.

4 + 2 = 6 and 2 + 4 = 6 is the same as… 6 = 4 + 2 and 6 = 2 + 4.

Now you can help your child with number bonds and putting together!

(K.OA.1) Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.

(K.OA.2) Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem.

The post Number Bonds first appeared on WSKG.

]]>The post Number Partners of Ten first appeared on WSKG.

]]>Ten is a very important number. Finding the number partners that add to make 10 is a very important skill. In Kindergarten, your child will find the hidden number that makes ten. Your child will be asked to do this for any number from 1 to 9.

One plus nine equals ten. Two plus eight equals ten. Three plus seven equals ten. Four plus six equals ten. Five plus five equals ten.

Don’t forget you can switch the order of the number partners!

1 + 9 = 9 + 1

2 + 8 = 8 + 2

3 + 7 = 7 + 3

4 + 6 = 6 + 4

5 + 5 = 5 + 5

Now you can help your child find the number partners that make ten!

(K.OA.4) For any numbers from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

The post Number Partners of Ten first appeared on WSKG.

]]>