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Pinckney Community Schools Grade K Curriculum Map GLCE: N.M.E.00.01 Count whole numbers and recognize how many objects are in sets to 30. Related State Benchmark: Students experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for the existence of different sets of numbers, and investigate properties of special numbers. Student Vocabulary Prerequisite Vocabulary (P): Count, numbers, set, altogether New (N) Vocabulary: Related Mathematical Terms Term and Definition: Compose and decompose numbers: to put together or combine and to take apart or rename in group combinations. Computation Skills Prerequisite Skills (P): New Skills(N): Resources Math Investigations: Collecting, Counting and Measuring (Grade 1: Developing Number Sense); Mathematical Thinking; How Many In All? Supplemental Resources: Mathematical Thinking Inv 1 – Attendance Inv 2 – Counting Jar (include numbers to 30) Collecting, Counting & Measuring Inv 1 – Counting Books Inv 2 - Taking Inventory (needs extending) How Many In All? Inv 2 – Six Tiles (needs extending) Lesson Practice counting and grouping to 30; Use two counting jars Web Resources: http://math.rice.edu/~lanius/counting/count2.html Related Literature: 1 is One, Tasha Tudor 1, 2, 3 to the Zoo, Eric Carle 1 Anno’s Counting Book, Mitsumasa Anno Anno’s Journey, Mitsumasa Anno Caps for Sale, Esphyr Slobodkina Count and See, Tana Hoban Counting is for the Birds, Frank Mazzola, Jr. Counting on Calico, Phyllis Limbacher Tildes One, Two, Three, Count with Me, Catherine Anholt One of Each, Mary Ann Hoberman Fish Eyes: A Book You Can Count On, Lois Ehlert How the Stars Fell Into the Sky: A Navajo Legend, Jerrie Oughton Mojo Means One: A Swahili Counting Book, Muriel Feelings Mouse Counts, Ellen Stoll Walsh Nine Ducks Nine, Sarah Hayes Noah’s Ark, Peter Spier One Fish, Two Fish, Red Fish, Blue Fish, Theodore Seuss Geisel One was Johnny, Maurice Sendak Out for the Count: A Counting Adventure, Kathryn Cave Over in the Meadow, Ezra Jack Keats Rooster’s Off to See the World, Eric Carle Ten Black Dots, Donald Crews Ten Little Rabbits, Virginia Grossman Ten, Nine, Eight, Molly Bang The Crayon Counting Book, Pam Munoz Ryan Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions • Students count sets of • (P) one-to-one Teacher puts out a set of classroom materials such correspondence objects up to 30 and asks as interlocking cubes, • Rote count to 30. students to count them and pencils, color tiles and art state the number. supplies, make counting books and count and compare the letters in their names. They play mathematical games and solve mathematical problems which involve counting and accumulating amounts. 2 GLCE: N.ME.00.02 Use one-to-one correspondence to compare and order sets of objects to 30 using such phrases as “same number’, “more than”, or “less than”, use counting and matching. Related State Benchmark: Students experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for the existence of different sets of numbers, and investigate properties of special numbers. Student Vocabulary Prerequisite Vocabulary (P): New (N) Vocabulary: More than, less than, more, less, compare, equal, order, set, least, most Related Mathematical Terms Term and Definition: Compose and decompose numbers: to put together or combine and to take apart or rename in group combinations. Computation Skills Prerequisite Skills (P): New Skills(N): Resources Math Investigations: How Many in All? Mathematical Thinking Inv 2 – Counting Jar (include larger numbers to 30) Collecting, Counting & Measuring Inv 1 – Counting Books Supplemental Resources: Use two counting jars Web Resources: http://mathcats.com/explore/numberstories.html Related Literature: Counting is for the Birds, Frank Mazzola, Jr. M & M’s Counting Book, Barbara McGrath 3 Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Students deepen their One-to-one correspondence 1) Grab and count: student understanding of numbers and Rote count to 30 grabs three handfuls of number relationships. They Understand and use terms three separate colors play mathematical games in unifix cubes, make a train same, more than, less than which they count, combine of each handful, compare and compare amounts. Order sets and order trains from least to most. 2) Teacher questions: “Tell me more about them”; “What do you notice about those trains?”; look for students to use words order, least, most. 4 GLCE: N.ME.00.03 Compare and order numbers to 30 using phrases such as “more than” or “less than”. Related State Benchmark: Students experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for the existence of different sets of numbers, and investigate properties of special numbers. Student Vocabulary Prerequisite Vocabulary (P: New (N) Vocabulary: Related Mathematical Terms Terms: Compose and decompose numbers: to put together or combine and to take apart or rename in group combinations. Computation Skills Prerequisite Skills (P): New Skills (N): One-to-one correspondence, rote count to 30, understand and use terms same, more than, less than, order sets, connect quantities to numerals up to 30. Resources Math Investigations: How Many in All? Collecting, Counting & Measuring Inv 1 – Counting Books Inv 2 – Taking Inventory Supplemental Resources: Web Resources: http://mathforum.org/varnelle/krodsla.html Related Literature: Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Students play mathematical More than, less than, more, • Show students pictures of games in which they count, less, compare, equal, order, two sets of objects, one combine and compare set, least, most with 12 and one with 22. amounts. Ask student to circle set that has more. • Repeat with two sets and ask student to circle set that has less objects. 5 • Using a class graph, have students compare using “more than” and “less than”. 6 GLCE: N.ME.00.04 Read and write numerals to 30 and connect them to the quantities they represent. Related State Benchmark: Students experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for the existence of different sets of numbers, and investigate properties of special numbers. Student Vocabulary Prerequisite Vocabulary (P): equal New (N) Vocabulary: Related Mathematical Terms Term and Definition: Compose and decompose numbers: to put together or combine and to take apart or rename in group combinations. Computation Skills Prerequisite Skills (P): New Skills (N) Resources Math Investigations: Collecting, Counting and Measuring Mathematical Thinking Inv 2 – Counting Jar Inv 3 - Calendar Supplemental Resources: Web Resources: http://magickeys.com/books/count/index.html Related Literature: 1 is One, Tasha Tudor 1, 2, 3 to the Zoo, Eric Carle Anno’s Counting Book, Mitsumasa Anno Anno’s Journey, Mitsumasa Anno Caps for Sale, Esphyr Slobodkina Count and See, Tana Hoban Counting is for the Birds, Frank Mazzola, Jr. Counting on Calico, Phyllis Limbacher Tildes One, Two, Three, Count with Me, Catherine Anholt One of Each, Mary Ann Hoberman Fish Eyes: A Book You Can Count On, Lois Ehlert 7 How the Stars Fell Into the Sky: A Navajo Legend, Jerrie Oughton Mojo Means One: A Swahili Counting Book, Muriel Feelings Mouse Counts, Ellen Stoll Walsh Nine Ducks Nine, Sarah Hayes Noah’s Ark, Peter Spier One Fish, Two Fish, Red Fish, Blue Fish, Theodore Seuss Geisel One was Johnny, Maurice Sendak Out for the Count: A Counting Adventure, Kathryn Cave Over in the Meadow, Ezra Jack Keats Pancakes for Breakfast, Tomi dePaola Rooster’s Off to See the World, Eric Carle Ten Black Dots, Donald Crews Ten Little Rabbits, Virginia Grossman Ten, Nine, Eight, Molly Bang The Crayon Counting Book, Pam Munoz Ryan Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions With repeated opportunities to One-to-one correspondence, • Write numbers to 30 count in real ways students rote count to 30, read using a calendar-type build their knowledge of the numerals to 30, write grid counting sequence and of the • Match written number numerals to 30, connect quantities those numbers numerals to the quantities to the set with the represent. Throughout the unit correct number of students begin to explore ways they represent. to use pictures, numerals, objects: objects and words to represent a) 5 the quantities they count. b) 13 c) 19 d) 24 8 GLCE: N.ME.00.05 Count orally to 100 by ones; count to 30 by 2’s, 5’s and 10’s using grouped objects as needed. Related State Benchmark: Students experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for the existence of different sets of numbers, and investigate properties of special numbers. Student Vocabulary Prerequisite Vocabulary (P): set New (N) Vocabulary: Related Mathematical Terms Term and Definition: Compose and decompose numbers: to put together or combine and to take apart or rename in group combinations. Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Building Number Sense Inv 3 Supplemental Resources: Web Resources: http://everydaymath.uchicago.edu/samplelesons/pre-k/eatingtozero.htm Related Literature: One Hundred Ways to Get to 100, Jerry Pallotta A Million Fish…More or Less, Patricia McKissack Millions of Cats, Wanda Gag Reese’s Pieces Count by Fives, Jerry Pallotta The Wolf’s Chicken Stew, Keiko Kasza The King’s Commissioners, Aileen Friedman Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Students work with the Rote count to 100, count by • Orally count to 100 counting sequence up to 2’s to 30, count by 5’s to • Count up to 30 objects 100. 30, count by 10’s to 30. (one to one 9 correspondence) • Orally count to 30 (using grouped objects as needed) a by 2’s b by 5’s c by 10’s 10 GLCE: N.ME.00.06 Understand the numbers 1 to 30 as having one, two or three groups of ten and some ones. Also count by tens with objects in ten groups to 100. Related State Benchmark: Students experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for the existence of different sets of numbers, and investigate properties of special numbers. Student Vocabulary Prerequisite Vocabulary (P): Tens, ones, altogether, equal, group New (N) Vocabulary: Addition, mathematical sentence/number sentence, sum, unit Related Mathematical Terms Term and Definition: Compose and decompose numbers: to put together or combine and to take apart or rename in group combinations. Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Collecting, Counting & Measuring Inv 6 – Arrangements of Six Supplemental Resources: Web Resources: http://youth.net/cec/cecmath.05.txt Related Literature: One Hundred Ways to Get to 100, Jerry Pallotta A Remainder of One, Elinor J. Pinczes Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Count by 10’s to 30; count by 10’s to 100, understand place value up to 30 using sets of 10 and remainders 11 GLCE: N.MR.00.07 Compose and decompose numbers from 2 to 10, e.g., 5=4+1=2+3, with attention to the additive structure of numbers, e.g., 6 is 1 more than 5. Related State Benchmark: Recognize that numbers are used in different ways such as counting, measuring, ordering and estimating, understand and produce multiple representations of a number, and translate among equivalent representations. Student Vocabulary Prerequisite Vocabulary (P): Equal, addition New (N) Vocabulary: Related Mathematical Terms Term and Definition: Compose and decompose numbers: to put together or combine and to take apart or rename in group combinations. Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: How Many in All? Inv 1 - Counting & Measuring Inv 2 – Six Tiles (extend to ten tiles and use two colors) Supplemental Resources: Web Resources: http://cesme.utm.edu/resouces/math/MAG/K-2MAGActivities,pdf/K- 2C1A7.pdf Related Literature: Candy Counting, Lisa McCourt Domino Addition, Lynete Long The Doorbell Rang, Pat Hutchins Hershey’s Kisses Addition Book, Jerry Pallotta One Hundred Hungry Ants, Elinor J. Pinczes One Hundred Ways to Get to 100, Jerry Pallotta 12 Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions • Solve problems in which Rote count to 10, one-to- Show as many different ways students find number one correspondence to make the number 7 using combinations (e.g., 6 is 3 manipulatives. and 3, or 2 and 3 and 1). Students will use pictures and numbers to describe arrangements of objects and to record how many in all; “how many you know number combinations” task 8. 13 GLCE: N.MR.00.08 Describe and make drawings to represent situations/stories involving putting together and taking apart for totals up to 10; use finger and object counting. Related State Benchmark: Experience counting and measuring activities to develop intuitive sense about numbers, develop understanding about properties of numbers, understand the need for the existence of different sets of numbers and investigate properties of special numbers. Student Vocabulary Prerequisite Vocabulary (P): Altogether, equal New (N) Vocabulary: Addition, subtraction, number sentence, sum, difference, number line Related Mathematical Terms Term and Definition: Compose and decompose numbers: to put together or combine and to take apart or rename in group combinations. Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: How Many in All? Supplemental Resources: Web Resources: http://illuminations.nctm.org/lessonplans.prek- 2/dominoes/index.html#13 Related Literature: One Hundred Hungry Ants, Elinor J. Pinczes One Hundred Ways to Get to 100, Jerry Pallotta Hershey’s Kisses Addition Book, Jerry Pallotta The Doorbell Rang, Pat Hutchins Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions o Throughout the unit, Rote count to 10, one-to- 1. Bob has 5 cookies. Susie students explore a variety one correspondence, has 3 cookies. How many of different ways to understand concept of cookies do Bob and Susie represent quantities, such have altogether? Student 14 as with manipulative and putting together and taking may use pictures or other objects, with apart numbers objects to represent and numerals, and with solve the problem. pictures. 2. Mary has 7 toy cars. She o They begin using their gives 3 cars to John. How growing understanding of many cars does Mary have numbers to solve addition left? Students use pictures and subtraction story or objects to represent and problems. solve the problem. 15 GLCE: N.MR.00.09 Record mathematical thinking by writing simple addition and subtraction sentences, e.g., 7+2=9 and 10-8=2. Related State Benchmark: Understand and use various types of operations (e.g., addition, subtraction, multiplication, division) to solve problems. Student Vocabulary Prerequisite Vocabulary (P): Altogether, equal New (N) Vocabulary: Addition, subtraction, number sentence, sum, difference, number line Related Mathematical Terms Term and Definition: Arithmetic: calculation using addition, subtraction, multiplication and division Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: How Many in All? Supplemental Resources: Web Resources: http://illuminations.nctm.org.reflections/index.html Related Literature: One Hundred Hungry Ants, Elinor J. Pinczes One Hundred Ways to Get to 100, Jerry Pallotta Hershey’s Kisses Addition Book, Jerry Pallotta The Doorbell Rang, Pat Hutchens Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Throughout the unit, students One-to-one correspondence, Whole group observation explore a variety of different understand concept of putting teaching strategy – using the ways to represent quantities, together and taking apart Number Combination we have such as with manipulatives numbers, recognize and write and groupings, go one step and other objects, with mathematical symbols, write further and have students write numerals and with pictures. numbers to 10. it as an equation. 16 GLCE: N.MR.00.10 Create, describe and extend simple number patterns. Related State Benchmark: Recognize similarities and generalize patterns, use patterns to create models and make predictions, describe the nature of patterns and relationships, and construct representations of mathematical relationships. Student Vocabulary Prerequisite Vocabulary (P): Pattern, before, after, change, next New (N) Vocabulary: Order, series Related Mathematical Terms Term and Definition: Repeating patterns: a set pattern that repeats itself at regular intervals, e.g., abcabcabc or 1357913579 Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Building Number Sense Supplemental Resources: Web Resources: http://illuminations.nctm.org/lessonplans.preK- 2/dominoes/index.html#13 Related Literature: A Fly Went By, Mike McClintock April Rabbits, David Cleveland M& M’s Color Pattern Book, Barbara McGrath Giraffe and a Half, Shel Silverstein The Sultan’s Snakes, Lorna Turpin 17 Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Represent patterns with Recognize a pattern, 1. Students create a numbers and manipulatives. describe a pattern, extend a pattern by coloring on the pattern. one-inch grip provided on the student answer sheet. Minimum requirement is an AB pattern. Pattern must be extended to at least three repetitions. Assessment Rubric: 0 – child cannot create any type of pattern 1- child can create and describe a minimum of an AB pattern. 18 GLCE: M.UN.00.01 Know and use the common words for the parts of the day (morning, afternoon, evening, night) and relative time (yesterday, today, tomorrow, last week, next year). Related State Benchmark: Apply measurement to describe the real world and to solve problems. Student Vocabulary Prerequisite Vocabulary (P): Day, week, year, yesterday, today, tomorrow, last, next New (N) Vocabulary: Related Mathematical Terms Term and Definition: Unit: a precisely fixed quantity or amount used to measure unit conversions: inches to feet standard or customary measurement: the measuring system used mainly in the United States Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Mathematical Thinking in Kindergarten Supplemental Resources: Web Resources: http://illuminations.nctm.org/lessonplans/prek- 2/measurement/index.html#13 Related Literature: Alexander, Who Used to be Rich Last Sunday, Judith Viorst All in a Day, Mitsumasa Anno Chicken Soup with Rice, Maurice Sendak Cookie’s Week, Cindy Ward Three Days on a River in a Red Canoe, Vera B. Williams 19 Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions In each of the four Explain how different o Using calendar, ask them investigations students are words are used to describe to tell you which day is introduced to one classroom parts of the day and relative “yesterday”, “tomorrow”, routine which can be used as “today”. times. an ongoing activity throughout o What time of day do you the year. These routines eat breakfast (lunch, include daily attendance, dinner)? calendar, survey questions, o When do you go to bed? and counting jar. o Students will show on the clock 8:00 in the morning and identify an activity they would usually do at that time of day. (Use for other times of day as well.) 20 GLCE: M.TE.00.02 Identify tools that measure time (clocks measure hours and minutes; calendars measure days, weeks and months). Related State Benchmark: Compare attributes of two objects, or of one object with a standard (unit), and analyze situations to determine what measurement(s) should be made and to what level of precision. Student Vocabulary Prerequisite Vocabulary (P): Day, week, year, hour, minute, clock, calendar New (N) Vocabulary: Related Mathematical Terms Term and Definition: Unit: a precisely fixed quantity or amount used to measure Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Mathematical Thinking at Kindergarten Supplemental Resources: Web Resources: http://illuminations.nctm.org/lessonplans/prek- 2/measurement/index.html#13 Related Literature: Baboushka and the Three Kings, Ruth Robbins Clocks and More Clocks, Pat Hutchins Clocks in the Woods, Leon Steinmetz The Sun’s Day, Mordecai Gerstein Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions In each of the four Recognize that time is Place 3 measuring tools in investigations students are measured; name different front of the child (a ruler, a introduced to one classroom tools that measure time. scale and a clock). Students routine which can be used as will pick the tool they would 21 an ongoing activity throughout use to tell time. the year. These routines include daily attendance, calendar, survey questions and counting jar. 22 GLCE: M.UN.00.03 Identify daily landmark times to the nearest hour (lunchtime is 12 o’clock, bedtime is 8 o’clock). Related State Benchmark: Compare attributes of two objects, or of one object with a standard (unit) and analyze situations to determine what measurement(s) should be made and to what level of precision. Student Vocabulary Prerequisite Vocabulary (P): Minute, hour, clock, o’clock New (N) Vocabulary: Related Mathematical Terms Term and Definition: Unit: a precisely fixed quantity or amount used to measure Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Supplemental Resources: Web Resources: http://illuminations.nctm.org/lessonplans/prek- 2/measurement/index.html#13 Related Literature: Baboushka and the Three Kings, Ruth Robbins Clocks and More Clocks, Pat Hutchins Clocks in the Woods, Leon Steinmetz My First Book of Time, Claire Llewellyn Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Recognize that numbers are Students will show on the used to measure landmark clock 8:00 in the morning times; recognize numbers 1- and identify an activity they 12 would usually do at that 23 time of day (use for other times of day as well). Use for other times of day as well: Show me 12:00, what do we do at 12:00? 24 GLCE: M.UN.00.04 Compare two or more objects by length, weight and capacity (e.g., which is shorter, longer, taller?) Related State Benchmark: Compare attributes of two objects, or of one object with a standard (unit), and analyze situations to determine what measurement(s) should be made and to what level of precision. Student Vocabulary Prerequisite Vocabulary (P): Same, shorter, longer, taller, heavier, lighter, bigger, smaller, more, less New (N) Vocabulary: Related Mathematical Terms Term and Definition: Non-standard units: using paper clips or hands or shoes to find a length as opposed to inches, feet, etc. Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Collecting, Counting and Measuring Supplemental Resources: Web Resources: http://mathforum.org/paths/measurement/nonstand.html Related Literature: The Best Bug Parade, Stuart J. Murphy Big Dog … Little Dog: A Bedtime Story, Phillip D. Eastman Big Ones, Little Ones, Tana Hoban How Big is a Foot? Rolf Myller Inch by Inch, Leo Lionni Is It Larger? Is It Smaller? Stuart J. Murphy Much Bigger than Martin, Steven Kellogg Over and Over, Charlotte Zolotow 25 Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Students explore the concept Recognize examples of • Students will order a of measurement as they more, less, same, heavier, marker, paper clip, crayon directly compare the lengths lighter, longer, shorter and unifix cube by length, of objects to find out which is from shortest to longest. longer. Student must then verbalize what they did, using words such as shorter than or longer than. • Given various objects such as a paper clip, empty glass, full soup can, students should compare them based on weight and order them from lightest to heaviest. Students should verbalize what they did using such words as heavier and lighter. 26 GLCE: M.PS.00.05 Compare length and weight of objects by comparing to reference objects and use terms such as shorter, longer, taller, lighter, heavier. Related State Benchmark: Compare attributes of two objects, or of one object with a standard (unit), and analyze situations to determine what measurement(s) should be made and to what level of precision. Student Vocabulary Prerequisite Vocabulary (P): Same, shorter, longer, taller, heavier, lighter, bigger, smaller, more, less New (N) Vocabulary: Related Mathematical Terms Term and Definition: Non-standard unit: using paper clips or hands or shoes to find a length as opposed to inches, feet, etc. Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: How Many in All? Supplemental Resources: Web Resources: http://illuminations.nctm.org/lessonplans/prek- 2/measurement/index.html#15 Related Literature: The Best Bug Parade, Stuart J. Murphy Big Dog … Little Dog: A Bedtime Story, Phillip D. Eastman Big Ones, Little Ones, Tana Hoban How Big is a Foot? Rolf Myller How High is a Pepperoni, Nancy Skolos How Tall? How Short? How Far Away? David Adler Inch by Inch, Leo Lionni Is It Larger? Is It Smaller? Stuart J. Murphy 27 Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Students practice counting Recognize examples of • Students will order a quantities as they use objects more, less, same, heavier, marker, paper clip, crayon to measure length and lighter, longer, shorter and unifix cube by length, distance. from shortest to longest. Students must then verbalize what they did using words such as shorter than and longer than. • Given various objects such as a paper clip, empty glass, full soup can, students should compare them based on weight and order them from lightest to heaviest. Students should then verbalize what they did using such words as heavier and lighter. 28 GLCE: G.GS.00.01 Relate familiar three-dimensional objects inside and outside the classroom to their geometric name, e.g., ball/sphere, box/cube, soup can/cylinder, ice cream cone/cone, refrigerator/prism. Related State Benchmark: Develop spatial sense, use shape as an analytic and descriptive tool, identify characteristics and define shapes, identify properties and describe relationships among shapes. Student Vocabulary Prerequisite Vocabulary (P): New (N) Vocabulary: Sphere, cylinder, cone, prism, cube Related Mathematical Terms Term and Definition: Attribute: qualities, characteristics or classifications of objects; e.g., a square has four equal sides and four right angles Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Making Shapes and Building Blocks Supplemental Resources: Web Resources: http://illuminations/nctm.org/lessonplans/prek-2/shape/index.html# Related Literature: A Cloak for a Dreamer, Alice Friedman Big Ones, Little Ones, Tana Hoban Cubes, Cones, Cylinders and Spheres, Tana Hoban Grandfather Tang’s Story, Ann Rompert Sea Shapes, Suse MacDonald Shapes, Shapes, Shapes, Tana Hoban So Many Circles, So Many Squares, Tana Hoban The Secret Birthday Message, Eric Carle The Shape of Things, Dayle Ann Dodds The Village of Round and Square House, Ann Grifalconi The Greedy Triangle, Marilyn Burns 29 Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Students are introduced to • Identify two- Investigations activity unit: geometry by looking at the 2- dimensional geometric Making Shapes and Building and 3- dimensional shapes in shapes: circle, square, Blocks Choice Time Activity their classroom environment. – this has the children find the triangle, oval, diamond, 3-D items in the classroom. rhombus, trapezoid, rectangle • Identify three- dimensional geometric shapes: cone, prism, cube, sphere, cylinder • Recognize three- dimensional shapes in everyday objects. 30 GLCE: G.GS.00.02 Identify, sort and classify objects by attribute and identify objects that do not belong in a particular group. Related State Benchmark: Compare attributes of two objects, or of one object with a standard (unit), and analyze situations to determine what measurement(s) should be made and to what level of precision. Student Vocabulary Prerequisite Vocabulary (P): Same, different, sort, belong New (N) Vocabulary: classify Related Mathematical Terms Term and Definition: Attribute: qualities, characteristics or classifications of objects, e.g., a square has four equal sides and four right angles. Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Making Shapes and Building Blocks; Counting Ourselves & Others Supplemental Resources: Web Resources: http://richlandone.org/teachers/connections/kindergarten/rollerslide.htm Related Literature: Math Counts: Sorting, Henry Pluckrose Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions • Using a variety of Recognize how attributes of • Given a collection of blue materials including pattern objects are similar and paper starts of different blocks, Geoblocks, clay different. sizes and one red paper and the shapes software, triangle, ask students to students observe, describe, identify the object in the construct and represent 2- group that does not belong and 3-D shapes. and explain why it does • In this unit, students use not belong. 31 counting and sorting and • Given a collection of classifying to collect, different buttons, students organize and represent will identify an attribute information about and then sort the buttons themselves their according to the chosen classmates and their attribute. environment. • Task 6 categorize and sort • Throughout the unit, objects based on students engage in a attributes. variety of activities which involve describing objects and sorting and classifying them according to common attributes. 32 GLCE: G.GS.00.03 Create, describe and extend simple geometric patterns. Related State Benchmark: Compare attributes of two objects, or of one object with a standard (unit), and analyze situations to determine what measurement(s) should be made and to what level of precision. Student Vocabulary Prerequisite Vocabulary (P): Pattern, same, different New (N) Vocabulary: Related Mathematical Terms Term and Definition: Growing pattern: a pattern that increases in specific amounts such as doubling or tripling a number or the building of a triangle shape with tiles Computation Skills Prerequisite Skills (P): New Skills (N): Resources Math Investigations: Pattern Trains and Hopscotch Paths Supplemental Resources: Web Resources: http://MathCentral/uregine/ca/RR/database/RR.09.96/hanline1.html Related Literature: Math Counts: Patterns, Henry Pluckrose The Sultan’s Snakes, Lorna Turpin Topics Covered Essential Skills (P) Student Performance Key Ideas Prerequisite, (N) New Indicators/Questions Students investigate what Recognize a pattern; Pattern Snakes: “Explain your makes apattern and how recognize two-dimensional pattern” patterns give us information in shapes; recognize three- Unit Pattern Trains and order to predict what will Hopscotch Paths, pg 34-35. dimensional shapes. come next. They have many opportunities to copy, create and extend linear patterns using a variety of math materials and common 33 objects. In the second half of the unit, students work with more complex patterns such as borders and staircases. They also make pattern paths based on hopscotch, a familiar playground game. 34