Graphing with Skittles Preschool - Kindergarten-First Grade

Graphing with Skittles Preschool - Kindergarten-First Grade
Graphing with Skittles Preschool - Kindergarten-First Grade
Graphing with Skittles Preschool - Kindergarten-First Grade
Graphing with Skittles Preschool - Kindergarten-First Grade
Graphing with Skittles Preschool - Kindergarten-First Grade
Graphing with Skittles Preschool - Kindergarten-First Grade
Graphing with Skittles Preschool - Kindergarten-First Grade
Graphing with Skittles Preschool - Kindergarten-First Grade
File Type

PDF

(47 MB|7 pages)
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4.0
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Standards
  • Product Description
  • StandardsNEW

Graphing Skittles

Graphing to 10, counting to 60.

This Skittles graph includes two different graphs, a sorting mat and bag toppers for the Skittles. When the children are done graphing put Skittles in a 3x5 ziplock craft bag, fold topper in half and staple to the top of bag.

Log in to see state-specific standards (only available in the US).
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Compare two numbers between 1 and 10 presented as written numerals.
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Total Pages
7 pages
Answer Key
N/A
Teaching Duration
N/A
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