Welcome to Math Journaling!

Transcription

1 Created by Maggie at Welcome to Math Journaling! Read each prompt, or have a student helper to tell the prompt to their neighbors. Students should say the number then read and trace the number word. They may choose what to draw, or you might want to connect it to a current topic. They should circle the groups they created. You may also want them to write the numerals. Students should say the number and draw a group of 10. For added interest students may choose to stamp a group of 10, etc. They should note that a group of ten can be shown on a ten frame. If there is a page with more than ten, the extras are outside of the ten frame to prepare them for recognition of place value. You may choose to have only a drawing to represent two small groups being joined, or you may give them an option of writing the numerals for both small groups, then show the total when they are joined.

2 Draw the group of objects. Draw the group again showing how many were taken away or subtracted. You may want them to write = 4 also. It is my hope that what I create will be a useful learning tool in your classroom. Please leave feedback and let me know how I m doing! Maggie at MKC Draw a group of 4 and a group of 8. Circle the group that is <.

3 My Math Journal I can Draw Groups Add Subtract Graph Identify greater or less than Name Supports CCSS Requirements for K.CC.3, K.CC.4, K.CC.5, K.CC.6, with connections to other standards Created by Maggie

4 Draw 1 one Draw 2 two Draw 1 and 2

5 Draw 2 two Draw 3 three Draw 2 and 3

6 Draw 3 three Draw 2 two Draw 3 and 2

7 Draw 3 three Draw 4 four Draw 3 and 4

8 Draw 4 four Draw 3 three Draw 4 and 3

9 Draw 4 four Draw 5 five Draw 4 and 5

10 Color 10 ten Color 3 3 Draw 10 and 3 How many?

11 Color 10 ten Color 4 4 Draw 10 and 4 How many?

12 Color 10 ten Color 5 5 Draw 10 and 5 How many?

13 Color 10 ten Color 6 6 Draw 10 and 6 How many?

14 Color 10 ten Color 7 7 Draw 10 and 7 How many?

15 Color 10 ten Color 9 9 Draw 10 and 9 How many?

16 I have 1 ten and 1 one. Show 1 ten and 1 one. Draw 1 group of ten and 1 group of one. 1 1

17 Created by Maggie at Cute puppy graphic by Welcome to Math Journaling! Geometry Practice to Support CCSS Math Hello teachers! The following journal activities are correlated to the Common Core State Standards for Kindergarten Geometry. The pages are intentionally unnumbered so you can match your sequence of curriculum to them. I recommend mapping out how and when you will teach the standards, then reordering the pages to match. I also recommend having students to cut a corner off of the bottom right hand side of each page when an activity has been completed. It is my hope that each and every journal download meets or exceeds your expectations for addressing the CCSS in your classroom. Please leave feedback on my TpT page or my blog at and let me know how these are working out for you! One recommendation: If you have access to a die cut machine and templates for the shapes you need, laminate some construction paper, cut out multiples of shapes, and place in small zipper seal sandwich bags to keep in the binder pocket! (I put all journals in a 1 binder for calendar, writing, and math!) Maggie

18 Specific Instructions: Accept any drawing that closely depicts the activity s goal.

19 My Math Journal Geometry I can Identify and Draw Circles Squares and other Rectangles Triangles Hexagons I can make new shapes using combinations of shapes I can show real life examples of cubes, cylinders, cones, and spheres Name Supports CCSS Requirements for K.CCG1-K.CCG6, with connections to other standards Created by Maggie clip art by

20 Draw 5 circles

21 How many sides? Draw 5 squares sides corners

22 Show: The dog is in front of his dog house.

23 Show: The presents are under the Christmas tree.

24 Show: The children are playing under the slide.

25 Created by Maggie at Welcome to Math Journaling! Measurement Draw a house. Measure how long. How many? ( ) Read each prompt, or have a student helper to tell the prompt to their neighbors. For the Pattern Block Activity Scoop, Count, and Classify! Scoop 1 cup from container Pour out, sort, then count. Trace in table space, count, and record how many. Students should draw the shape from the prompt, then choose the measuring tools. After measuring the drawing, the student should write the number or ink stamp the number that tells how long, wide, tall, or short, etc. Answer should match whatever student measures. Some students will measure all sides! Draw and Compare Students draw any two objects open ended. Circle which is shorter, taller, longer, wider, narrower, heavier, lighter, thick, thin, etc.

26 My Math Journal Measurement I can *Describe measurable attributes of objects, such as length or weight. *Describe several measurable attributes of a single object. *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. For example, directly compare the heights of two children and describe one child as taller/shorter. Name Supports CCSS Requirements for K.MD.1, K.MD.2, and K.MD.3, with connections to other standards Created by Maggie

27 Draw a house. Measure its length. How long?

28 Draw a. Measure its length. How long?

29 Draw a. Measure its height and width. How tall? How wide?