M&Ms spill in Kinder

Whoa! What a week I had.  I have been scribbling enough notes in my notebook that I had to share what’s been going on.  As a matter of fact, I’m going to be working on MULTIPLE blog posts just from all the amazing things I’ve seen/heard/experienced in the past three days.

For this post, I have to talk about the wonderful things that are going on in my kindergarten classes.  My kinder teachers have been enamored with 3 act lessons…..so much that we are designing our own.  My collaborator extraordinaire/partner-in-crime, Mrs.Z and I got together a few weeks ago to brainstorm ideas.  She said she wanted to focus on having the students compare which numbers were bigger/smaller.  Specifically we looked at K.MD.2 – Directly compare 2 objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.

Here’s the video we came up with.  In the spirit of Graham Fletcher (Graham…if you are reading this, I hope I made you proud!) …I present to you M&M Spill.

Act 1 starts with this video.

Mrs. Z did this lesson last week.  I just re-taught it in another kinder classroom.  Lots of notice and wonder. (compiled from both classes)

Notice

  • they were poured out M&Ms
  • different colors
  • the package –M&Ms pic on front, not on back
  • rainbow colors
  • the M&Ms disappeared — (This was one of my favorite things they noticed!)
  • M&Ms made a mess
  • orange, yellow, blue, brown
  • hand opened package and I saw a lot come out
  • M&Ms were dumped out

Wonder

  • Can we eat them?
  • Can we count them?
  • Are there enough for all of us?
  • How many M&Ms are there?
  • Which color has the most?

In Mrs. Z’s class, there was much discussion on how we could figure out the M&M mystery of which color had the most.  One of the students whispered into Mrs.Z’s that they could compare them by color.  At that moment Mrs. Z shouted “Shut the front door!!” (She gets enthusiastic at such brilliant ideas.)  

For the 2nd Act, we gave the students this clue.  They used unifix cubes to model their answers. The students diligently got to work.  

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Here’s the part of the lesson that is always fascinating to me. I always wonder…. How do the kids think?  How are they processing the information?  How are they going to show their answers?  And that’s when the show (the learning) begins. (And this is when I usually run around and take my photos…there’s always so much to observe!)

And here’s another thing…there were so many different ways that the students modeled their answers, that I couldn’t just pick one!!!  Take a look at how each one is significant.  

And for the grand finale (Act 3), we re-counted all the M&Ms. We had to check to see which color had the most.img_8041

Final thoughts…

  • Kindergarteners and their thoughts always intrigue me. They are inquisitive little people who see alot.  
  • I was amazed to see their conversation just on the words “Notice” and “Wonder.” Those aren’t exactly kindergarten words, but their insight as to what those words mean was incredible. (More on that in a future post.)
  • Love the process of examining one standard and coming up with an idea on how to cover it. (I can thank Mrs. Z for her marvelous mind which amazes me every time.)
  • And I can never ever ever stress the importance of collaboration.  I love bouncing ideas off of people rather than working in solitude.   Power in numbers! (Math pun!)

Until next time,

Kristen