Minority African-American and Latino children are disproportionately represented among the lower social classes ( Royer & Walles, 2007), resulting in large racial disparities in mathematics achievement.The Need for Number Senseīroadly speaking, number sense refers to understanding of number and operations, such as knowing that each number in the counting sequence is always one more than the one that comes right before it or one less than the number that comes right after ( Jordan, Kaplan, Ramineni, & Locuniak, 2009 Schaeffer, Eggleston, & Scott, 1974 Siegler & Jenkins, 1989). Children from low-income families show delays in mathematics relative to the norm as early as preschool ( Clements & Sarama, 2008), a gap that does not attenuate during the school years ( National Mathematics Advisory Panel, 2008). Low-income children are two times more likely to repeat a grade and 1.5 times more likely to be diagnosed with a learning disability than are middle-income children ( Duncan & Brooks-Gunn, 2001). The goal of the present study was to refine and test a research-based number sense intervention on a population of kindergartners at risk for mathematics learning difficulties, namely minority children attending schools in low-income communities. Even measurement and geometry standards require children to use number words and concepts. Virtually all of the kindergarten mathematics topics in the Common Core State Standards (CCSS) ( Common Core State Standards Initiative, 2010) are associated with number competencies related to knowledge of whole numbers, number relations, and number operations. Although most kindergarten math curricula cover multiple topics, number sense is of primary importance during this age period ( National Research Council, 2009). Independent of cognitive ability and social class, kindergarten math concepts (e.g., knowledge of numbers and ordinality) are powerful predictors of adolescent learning outcomes across content areas ( Duncan et al., 2007). Kindergarten mathematics, in particular, matters for long-term outcomes. Kindergarten test scores are associated with college attendance, earning potential, and financial management, even when background characteristics are held constant ( Chetty et al., 2010). Fill in the number bond.Kindergarten achievement has far-reaching consequences. Fill in the number bond.Ĭolor 2 cubes green and 6 blue. Fill in the number bond.Ĭolor 3 cubes green and 5 blue. Fill in the number bond.Ĭolor 4 cubes green and 4 blue. Fill in the number bond.Ĭolor 4 cubes green and 3 blue.
Fill in the number bond.Ĭolor 5 cubes green and 2 blue. The 8-stick.Ĭolor 5 cubes green and 1 blue. With your partner, talk about how many different ways you could break the 6-stick.Does the number bond change when it faces different directions?.When you turned the number bond, what did you notice?.When you broke apart your 8-stick, did your number bond have the same numbers as everyone else? Why?.Share with a partner where you drew a line to break the stick. Look at the stick with 6 cubes in the Problem Set.Fill in the number bond.ĭraw a line to make 2 groups of dots. Draw a number bond to match.ĭraw 8 dots, some blue the rest red. Complete the number bond and number sentence.ĭraw a cube stick with some red cubes and some blue cubes. How many cars did they have together? Can you show the number bond to go with the story? Talk with your partner about your work.ĭraw a line to break the stick into 2 parts. Lesson 11 Concept Development and Problem SetĪwate had 3 toy cars. Topic B: Decompositions of 6, 7, and 8 into Number Pairs
#Decompose math kindergarten definition how to#
Worksheets, solutions, and videos to help Kindergarten students learn how to represent decompositions for 6–8 using horizontal and vertical number bonds. Worksheets for Kindergarten, module 4, lesson 11 New York State Common Core Math Kindergarten, module 4, lesson 11 Eureka Math/EngageNY Kindergarten, module 4, lesson 11 Common Core Worksheets
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