**Sorting Bugs!**

After our structured math talk session about **"How would you sort bugs?"** the children first participated in a **Mathematical Dyad**. **1s**t-We took private think time to think about the ?,**2nd** we turned and talked out our idea to our dyad partner, **3rd** we shared how our ideas were the same and different. This is a great way to share our mathematical thinking and to "echo" back what we hear our dyad partner say. Children learn how to become active, engaged listeners through this process.

Untitled from Sharon Davison on Vimeo.

Untitled from Sharon Davison on Vimeo.

Untitled from Sharon Davison on Vimeo.

Untitled from Sharon Davison on Vimeo.

**How We use the SMARTboard to Emphasize MHOM **

**As you know part of our math workshop time is spent using MHOM(math habits of mind) when we are thinking deeply about our mathematical thinking. In the pictures below some of the children are interacting with the SMARTboard. Everyday we practice using the SMART tools so we know how to capture, rotate, clone, delete, enlarge and make objects smaller. While we are learning about the tools we use objects that are related to our theme studies and we begin to share what we notice, how we know something to be true and to justify our thinking. A lot of times the children will change their thinking. This is also another MHOM. We talk a lot bout how real mathematicians change their thinking and that it is okay to do!**

**MHOM(Math Habits of Mind)**

Math Habits of mind are habits that your children will be learning about and using when thinking mathematically in Kindergarten. Last week we started introducing Justify and Connections. Your children are really amazing and are beginning to recognize these MHOM. These habits are explored in many different ways. Sometimes they are experienced in a math lesson, while at other times your children may explore these ideas in the natural world. For example; Friday we walked through our school garden. A couple of the children noticed that some of the plants were taller than others. I asked,"How do you know" some are taller than others. Some of the children said,"because they are this big, they are really huge, those are this much shorter". These are all examples of children explaining how they know their ideas to be true and are justifying , showing me how they know. The word we use a lot during math workshop time is **because. **We use this special word when we are making a justification.

**What happens in math studio?**

**Math studio is a time when all the kindergarten teachers spend a day together to teach, observe, plan and talk about best practices for teaching math. It is a great opportunity for teachers to share, collaborate and design math lessons that incorporate best practices. We will have math studio 4-5 times this school year to work together as a kindergarten team to support each other in becoming strong math teachers and to **assist** our students to develop mathematical habits of the mind. We are working on **Making Connections **and **Justifying Why.

Children justify their thinking when they can talk and show their ideas about why something worked or not.

Children make connections when they see a connection between math ideas, representations and situations from everyday life.

When your child comes home with a connection and/or justify card be sure to ask them why they have one!

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We also learned about what a mathematical dyad was.

A dyad is structured so that children **always **have think time about the task.

**Always **focuses on each child's mathematical reasoning, justifications, and/or generalizations

**Always **ends with an opportunity to share why their mathematical ideas are the same/different

**Always **follow a structure that provides children "practice" to talk to each other about what they heard and what they understand.

**(This is taken from the teachers development group about How Math Teaching Matters)**

I have a video below of what a dyad looks and sounds like in kindergarten. Enjoy!

VID00021.avi **A Dyad**

VID00022.avi** Another Dyad**

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** "Mathematical Habits of Interaction"**

**Private Think Time **is very important time when thinking mathematically. The children have an opportunity to think about their ideas before they share them. This idea is a mathematical interaction because the children and myself think about our ideas and then share our ideas through interacting with others. Their are many **Mathematical Habits of Interaction**. We are focusing on **Private Think Time**. Be sure to ask your child about this idea!

In the mathematical dyad the children all had some private think time first, before they shared their ideas, observations, and/or thoughts. **DYADVID00116.AVI DYADVID00107.AVI **

**Multiple Representations**

The children are becoming keen observers when it comes to making mathematical observations. Today 2 children noticed that while playing the game spin and write that on the game board was an example of the **Math Habit of Mind**, **Multiple Representations**.

The children discovered that the number 14 can be made different ways using the Rekenrek. Later we talked about what they saw and how we could write it. The children discovered many different ways to represent numbers. This is a great example of the **Math Habit of Mind ****Multiple Representations.**

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**A New Math Habit of Mind!**

This week we have been exploring a new math habit of mind, **I Changed My Thinking! **We are beginning to discover that mathematicians change their thinking a lot! Mathematicians do this when they have a different idea for a solution to a pattern, problem or an idea! We make mistakes often and we have discovered that when we do make mistakes, we have a deeper understanding of what we were thinking! Wow!

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