Inside a kindergarten classroom with Augustana students

Drum Roll Please… Kindergarteners Continue Success

Welcome back “Number Sense” blog followers. This past Friday, January 29th, the kindergarteners were anxious about the upcoming weekend. For it had been a fun, fulfilled week with the excitement of their 100th day. But, before we could send our little kindergarteners on their way, I needed them to thrill me by achieving some new accomplishments in numbers. They didn’t disappoint, for their accomplishments on the computer using new software programs truly amazed me.

Before this blog gives you information of Friday’s accomplishments I must add a little side note. Although my kindergarteners love listening to stories read aloud to them, they love the chance to play math games on the computer. Their faces brighten with a huge smile, knowing that they have the opportunity to be in charge of the computer. A big thanks goes to our wonderful professor Dr. Hengst for making this possible.

Let’s move on, though, to the goals for the day.  Mrs. Carmack desires her students to develop the concept of comparing numbers.  For instance, let’s look at this in a non-math way. If I put a big heavy object on one side of a see-saw and a smaller, lighter object on the other side of the seesaw, would it be balanced? Of course not. So, what would we have to do in order to make the see-saw balanced? Wouldn’t we seek to find a solution where both sides have equal weight? The same thinking needs to be developed for the kindergarteners when it comes to math. The kindergarteners need to realize that in order to balance numbers, you need to have equal weight or value on both sides. But, this does not necessarily mean that just because you have a “4” on one side, you have to have a “4” on the other side. Let’s back it up a bit so this makes more sense. My kindergarteners seemed to think that if you have a “4”, a “2”, and a “1” on one side, these numbers have to be matched with the same exact numbers on the opposite side. In other words, they were not grasping the concept that you could just have a “4” and a “3” to make a total of “7”. I must say, though, I was impressed that they were at least understanding that you can make something of equal value by putting the exact same numbers on the other side. This is a good first step that needs to be taken to the next developed level. But, as we do in any activity, there must always be a starting point!