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Manatee Core Curriculum Unit Overview Kindergarten Mathematics Unit 1: 2 Dimensional Shapes (25 days) Key Learning: Geometric shapes can be named, described, and sorted based on their attributes. Unit Essential Question(s) Why are geometric plane shapes important? Concept Concept Plane shapes Sorting shapes MA.K.G.2.2, MA.K.G.2.4 MA.K.G.2.1 Lesson Essential Question(s) Lesson Essential Question(s) How do I identify plane shapes? How can I sort shapes? How can I describe plane shapes? Concept Assessment Concept Assessment In a small group, teacher provides picture cards or shapes. Teacher asks In a small group, students are given a bag of different sizes and colors of students individually to hold up a shape and then describe it. The teacher shapes. On a tray the student is asked to sort the shape and then asked uses a rubric to document results of the assessment. by the teacher to identify and explain their sort. Instructional Suggestions Instructional Suggestions Harcourt Go Math! Chapter 8, Sections 1 - 13 Harcourt Go Math! Chapter 7, Sections 1 - 10 NCTM has a fun applet called the Shape Tool. This applet would be Watch out for students confusing a rectangle and a square. fun on both students’ computers and a SMART Board. Click here for an activity flowchart to sort shapes. Students can use pattern block help identify shapes. What Am I Thinking? game. Use 2 pieces of 8.5 X 11 cardstock and Harcourt has an online game to show plane figures in the real world. pattern blocks. E.g. - Pick up a triangle and say “this can go on my Kidspsych has an online puzzle where students select the proper paper.” Pick up a square and say, “this can’t”. Continue picking up shape to fill in a colored space in a very simple puzzle. triangles and squares until students recognize “what you are thinking” Suggested Reading: Shapes, Shapes, Shapes; Skippy John Jones Shape Change shapes, colors, or attributes to sort. Another sort could be Up; Listen to a Shape; Color Farm; Color Zoo. done using keys or buttons. Take your class on a shape walk. NCTM has a collection of lessons based on the story “The Lost Button” School District of Manatee County 2010 1 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Create a picture using pattern blocks and have students tell what (From Frog and Toad Are Friends by Arnold Lobel.) shapes they used. Click here to use electronic pattern blocks. Body forms: have 3 students lay on the floor in the shape of a triangle, 4 students in the shape of a square, 6 students in the shape of a rectangle, 5 students in the shape of a pentagon, 6 students in the shape of a hexagon and 8 students in the shape of a octagon. Take photos of kids on the floor and as an extension students can match photo of shape to actual shapes. Vocabulary Vocabulary Plane shape, Square, Triangle, Circle, Rectangle, Side, cCurve, Straight, Belong, Does not belong, Sort, Group, Alike, Not alike Vertex (corner), Length Teacher will hide a variety of shapes in different sizes and colors around the room. 4 baskets will be placed at the front of the room. Each Unit Assessment student will locate one shape, identify and describe it’s attributes to the teacher prior to placing it in the correct basket based on its shape. Writing in Mathematics Benchmark in the Unit Journal Prompt Students come up with a sentence or two about each shape and identify something in the classroom that is that shape and MA.K.G.2.1 include it in a sentence. MA.K.G.2.2 Color the square = blue Color the triangle = green Color the circle = red Color the rectangle = brown School District of Manatee County 2010 2 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Color the rhombus = yellow Make a list of circles that are found in your environment, have students brainstorm ideas and teacher writes them on chart MA.K.G.2.4 paper. Repeat with the other shapes. Vocabulary Support Click here for Frayer models of vocabulary words in this Mathematics unit Core Resources Harcourt Go Math! Chapters 7 and 8, Baseball Math grades K – 2 School District of Manatee County 2010 3 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Unit 2: Whole Number 0-10 (35 days) Key Learning: Numbers represent quantity. Unit Essential Question(s) How do I use numbers every day? Concept Concept Concept Model, Read and Write numbers 0 to 5 Comparing sets 6-10 Comparing sets 0-10, Ordinal numbers 1st-10th MA.K.A.1.1 MA.K.A.1.2 MA.K.A.1.1, MA.K.A.1.2 Lesson Essential Question(s) Lesson Essential Question(s) Lesson Essential Question(s) How do I count? How do I show numbers in different ways? How can I describe groups? How can I compare different groups? Concept Assessment Concept Assessment Concept Assessment Have students do a kinesthetic movement as they Give students an index card with the numbers 6- Provide the student with 1 log with all red frogs. count to five (e.g. Clap your hands 5 times, stomp 10. With a bingo stamp, crayon, etc. have them Give the student a green frog and ask them to your feet 5 times) draw or stamp the number indicated on the card. replace the green frog in the 5th spot. Repeat with different ordinal positions to ensure mastery. Instructional Suggestions Instructional Suggestions Instructional Suggestions Harcourt Go Math! Chapter 1, Sections 1 - 7 Harcourt Go Math! Chapter 2, Sections 1 - 7 Harcourt Go Math! Chapter 3, Sections 1 - Little Giraffes has number poems to help The activity Counting Bags helps students 14 students memorize their numbers to 5. with representing numbers. Click here for Sesame Street has a game featuring Elmo NCTM has a online Concentration game for details. and Zoe identifies a set of numbers. whole numbers to 5. Sesame Street has a game that features Big Crickweb.com has a counting song and Click here for counting raps and rhymes. Bird that show one-to-one correspondence. catching fish game to work with numbers NCTM has an applet that has ten frames. to 10. Kidport.com has online actives to represent Suggested Reading: Just Enough Carrots the numbers 1 – 10. Little Giraffes was number poems to read to School District of Manatee County 2010 4 Manatee Core Curriculum Unit Overview Kindergarten Mathematics your class. Vocabulary Vocabulary Vocabulary One, Two, Three, Four, Five, Zero, Count, Number, Six, Seven, Eight, Nine, Ten, Number words, Equal, More than, Less than, One-to-one Numeral, One-to-one counting Matching, None, One more than, Same, First – Tenth ordinal numbers In a small group line up 10 toy cars. Describe the color and style of one particular car. Student should use the ordinal vocabulary word to identify the correct car. Then gather two groups of cars Unit Assessment and ask the students which group has more, which group has less, and then have the students make the groups equal. Writing in Mathematics Benchmark in the Unit Journal Prompt Draw dots to represent: MA.K.A.1.1 2 5 8 10 Which group of animal crackers has more than the other group? Circle it. MA.K.A.1.2 School District of Manatee County 2010 5 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Vocabulary Support Click here for Frayer models of vocabulary words in this Mathematics unit Core Resources Harcourt Go Math! Chapters 1 - 3, Baseball Math grades K – 2 School District of Manatee County 2010 6 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Unit 3: Whole Numbers to 20 (25 days) Bigger numbers represent larger quantities. Key Learning: Unit Essential Question(s) How do I use bigger numbers every day? Concept Concept Concept Represent numbers Compare groups Sequence and Ordinal numbers MA.K.A.1.1 MA.K.A.1.1, MA.K.A.1.2 MA.K.A.1.2 Lesson Essential Question(s) Lesson Essential Question(s) Lesson Essential Question(s) How can I count to 20? How can I compare large groups? How can I put bigger numbers in order? How can I show bigger numbers in different ways? Concept Assessment Concept Assessment Concept Assessment In a small group lay out number cards and a small In pairs give each student a plate. Have one Provide students with a cut up number line. manipulative (such as teddy bear counters). Have student select a number of manipulative up to 19. Have them glue it back together in the correct the students select the appropriate number of The other students listen to the teacher and select order. pieces to correlate with the number on the card. one more, one less, more, less or equal amount to Teacher asks students to verbally count go on their plate. manipulative to ensure one-to-one correspondence. Instructional Suggestions Instructional Suggestions Instructional Suggestions School District of Manatee County 2010 7 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Harcourt Go Math! Chapter 5, Sections 1 - 9 Harcourt Go Math! Chapter 6, Sections 1 - 4 Harcourt Go Math! Chapter 6, Sections 5 - 7 Number chart and pointer, count to a partner Question of the day: students vote on a Human number line/ Line-Up: provide each Rally Write: One dry erase board, one marker, teacher-generated question. Compare the student with a number and have them get in one eraser. Student A writes the first number, number of students’ responses. Use terms: line in the correct spot. Count off and then student B writes the 2nd, student A writes the greater than, less than, bigger, smaller, more, rotate cards. 3rd and so on. Students finish at 20 and then less Provide each student with baggie of numbers. start again this time student B writes the 1st Card Game Compare: Take numbers 2-5 out of Have them put number in order. number and student A writes the 2nd and so a deck of cards. Shuffle cards, students select a Match teacher-generated index cards to on. card and pull that number of manipulatives and number line What comes next?: Students have white put it in their bucket. Students rotate 4 times Show number line and cover up numbers ask board, marker and eraser out. Teacher counts and then count the number of manipulative students what number comes next, before. and stops at a number the students write the they have. The students compare their number Human Connect the Dots: Have students number that comes next. to their partners. wear a number sticker or nametag. Start a Take pictures of the student fingers Who has more cards? : Take the face cards out ball of yarn at 1 and have them toss it to the representing the different numbers. Students of a deck of cards. Students play WAR. The next number. Make sure the student’s hold match the picture to the number card. student with the larger numbered card takes onto their piece of yarn or it will fall apart. Base ten blocks, show that 10 ones equals a the cards and when no cards are left in the pile, What number is missing? Pass out numbers 10 rod and do other numbers in ones cubes students compare their number of cards to and have the students line up. Make sure and then change with by using a 10 ten or 2 their partner’s number. Repeat. some numbers are missing and then have the ten rods. Provide students at the table with a cup, students identify the numbers that are A student pulls out a particular number of number, and manipulatives. Students pull out missing. manipulatives, then student B shows a bigger their particular number of manipulatives and Kagan Mix-N-Match Primary (pg 113-126)can group. Repeat and have students switch roles. compare their amount with their tablemates. be done whole group, small group as a center Have a student or guest count to 20 in a Students line up the cups of manipulatives from magnetic numbers in order different language. Have students follow smaller to larger. Numbers on foot prints around the room, along on number line. Sort fiction and non-fiction books on a students step on the feet in the correct order Unifix cube towers particular topic. Determine which genre your Model by using 5 students in a line in the Ten-Frame with counting chips class has more of. front of the class. Identify the first, second, Sort student by gender, shirt color, shoes type, third, fourth and fifth student. etc and compare which group has more. Working in pairs or individually, ask each child to line up frogs on a log. Give specific instructions as to what color frog goes where on the log. (e.g. put a green frog first, put a yellow frog second, etc.) When the frogs are School District of Manatee County 2010 8 Manatee Core Curriculum Unit Overview Kindergarten Mathematics in line, ask questions which focus on the ordinal positions of the frogs (e.g. What color frog is 6th? What place is the yellow frog? Can you pick up the 5th frog? etc.) After you have done this activity a few times let each child give the directions using the appropriate vocabulary. Divide class into groups of 5. Have students line up. Give a specific movement to the students standing in the ordinal position (i.e. will the 3rd student clap their hands, will the 5th student rub their tummy, etc.) Read Aloud Snow White and the 7 Dwarfs and discuss how the dwarfs line up in order. Vocabulary Vocabulary Vocabulary Eleven, Twelve, Thirteen, Fourteen, Fifteen, More, Less, Equal Number line, Sequence, Order, Before, After, Sixteen, Seventeen, Eighteen, Nineteen, Twenty Forward, Backward In a small group have students match the numeral to the dot representation. Once all matches are Unit Assessment made, have the group put them in consecutive order from 0-20. Teacher then selects two numbers and questions group members individually to compare two numbers using the correct vocabulary. Writing in Mathematics Benchmark in the Unit Journal Prompt Show the students a picture and have them count the number of items in the picture. As a class write a complete MA.K.A.1.1 sentence describing the quantity in the picture. (“I see 5 dogs.” “I see 15 leaves.”) Have a sentence strip that says_________ is ____ in line. Fill in the blanks with a student’s name written on an index card MA.K.A.1.2 and the ordinal number written on an index card. Choral read the sentences together. Vocabulary Support Click here for Frayer models of vocabulary words in this Mathematics unit School District of Manatee County 2010 9 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Core Resources Harcourt Go Math! Chapters 5 and 6, Baseball Math grades K – 2 School District of Manatee County 2010 10 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Unit 4: Patterns (15 days) Key Learning: Patterns are all around us. Unit Essential Question(s) What is a pattern? Concept Concept Non-Numeric Patterns Numeric Patterns MA.K.A.4.1 MA.K.A.4.1 Lesson Essential Question(s) Lesson Essential Question(s) What is a pattern? What patterns do I see as I use a hundreds chart? What is a repeating non-numeric pattern? Concept Assessment Concept Assessment Provide each student with a sentence strip and access to a bucket of die- Provide each student with a copy of the hundreds chart and have them cut shapes. Instruct students to create a pattern and have them describe copy a pattern with the number 4 in blue, and a pattern with the their pattern using the vocabulary words. number 0 in red, etc. Instructional Suggestions Instructional Suggestions Harcourt Go Math! Chapter 10, Sections 1 - 3 Harcourt Go Math! Chapter 10, Sections 4 - 7 Little Giraffes has many teaching ideas for patterns. NCTM is a good site for numbers more than 10 and working on a Cut a piece of 12’ by 18’ construction paper (hot dog fold.) Do ten frame. another hot dog fold and tape the top and one side shut. Make a Click here for a site that works with the hundreds chart. strip a paper that can be housed inside. On that strip of paper, create Click here for a site the works with patterns in the hundreds chart. a repeating pattern. Put strip inside and reveal the beginning of the Students will identify patterns on hundreds chart. Color all the pattern. Have students verbally extend the pattern. numbers red that have a 2 in the ones place. Color all the numbers LINKS Learning has video discussing patterns. yellow that have a zero in the ones place. Color all the numbers Sesame Street online has a repeating pattern game featuring the green that have a 5 in the ones place. Cookie Monster. Teacher covers up a number on the hundreds chart and students Click here for dot card activities. have to identify the missing number. Extend the lesson by covering School District of Manatee County 2010 11 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Using pipe cleaners and large whole beads have students make up numbers around a number and students identify the number patterns. Sample patterns could include AB, ABC, and ABB. Student above it, below it, before it, and after it. can make pattern bracelet. Kid Port has a site that practices what number comes before or NCTM has a collection of lessons that focus on nonnumeric patterns. after a set a numbers. The National Library of Virtual Manipulatives has an applet for extending nonnumeric patterns. Vocabulary Vocabulary Pattern, Repeating pattern, Next, Before, After, Extend Separate class into two groups. Provide one group a bag of non- numeric cards and tell them to make a pattern. The other group is Unit Assessment provided a bag of numbers and told to create a pattern. Include pieces in the bag that cannot be used in a pattern. Writing in Mathematics Benchmark in the Unit Journal Prompt MA.K.A.4.1 Students create a non-numeric pattern using their sight words, or letters of the alphabet (we, the, we, the, we, or AGAGA) Vocabulary Support Click here for Frayer models of vocabulary words in this Mathematics unit Core Resources Harcourt Go Math! Chapter 10, Baseball Math grades K – 2 School District of Manatee County 2010 12 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Unit 5: Measurement (15 days) Key Learning: Objects can be compared both directly and indirectly using measurable attributes. Unit Essential Question(s) How can I compare objects using measurable attributes? Concept Concept Concept Length Height Weight MA.K.G.3.1 MA.K.G.3.1 MA.K.G.3.1 Lesson Essential Question(s) Lesson Essential Question(s) Lesson Essential Question(s) How can I compare objects by length? How can I compare objects by height? How can I compare objects by weight? How can I order objects by length? How can I order objects by height? How can I order objects by weight? How can I compare an objects’ length to How can I compare an object's height to How can I compare an object's weight to another another length provided? another height provided? weight provided? Concept Assessment Concept Assessment Concept Assessment In a small group provide each student with 3 In a small group provide each student with 3 In a small group provide the students with a variety straws. Have them identify the length of each unifix cube towers. Have them identify the of picture cards and have them compare two straw by using the appropriate vocabulary. height of each one by using the appropriate pictures using the appropriate vocabulary. vocabulary. Instructional Suggestions Instructional Suggestions Instructional Suggestions Harcourt Go Math! Chapter 11, Sections 1 Harcourt Go Math! Chapter 11, Sections 4 - Harcourt Go Math! Chapter 11, Sections 7 - 9 -3 6 Pair off students. Give each pair 2 paper cups Provide students with manipulatives and Nature walk: walk around school and have and 2 different types of manipulatives. Have have them select two and distinguish students identify things that are taller than them put 10 of each in the separate cups. Have which one is longer and shorter by using a them and something that is shorter than students hold the cups in their hand and storing mat. them. Students record their findings on a determine which one weighs more. Then have School District of Manatee County 2010 13 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Pair off students and give them a set of clipboard. them remove items from the heavier cup until number cards. Working collaboratively, Provide students with manipulative and they feel that they weigh the same. Have pairs each student will take one card out and have them sort them into two groups, tall check their work on the scale or balance. build a unifix cube train. Once everyone and short. Discuss results as a class. Compare Weight: Give each group of students a at the table is done, the students will work Timed Building: Pairs of students are given heavy object and a number card. The students together to order the trains from shortest a bag of cubes. Student A is given a short then mingle around the room to find how many to longest. Repeat. amount of time to build a tower. Student B objects are lighter then the heavy object. Provide students with various lengths of is then instructed to make a tower shorter Students report their finding to the group and string. Student uses inch worms or unifix or taller. Repeat until both partners have chart. Use vocabulary: light, lighter, lightest. cubes to match the length of the string. made at least one tower that is short and Students are given picture cards to visually Once all strings are matched then the one that is longer. determine which item would be heavier or lighter group compares the lengths. Rotate and Order and Label: Teacher creates 3 towers. Weigh each student and chart students weight repeat. Student A puts them in order from shortest and determine which child weighs the most and Working collaboratively children are given to tallest. Students B, C, D identify each the least (be sensitive not to mock the students a preprinted sheet with various classroom tower by labeling it using the vocabulary: who are the lightest and heaviest…embrace each objects (pencil, book, crayon, chair, desk, Tallest, shortest, and medium. Repeat with students’ differences). table, and eraser.) Students measure different size towers. Collect 3 water bottles (small, medium and using paper clips and record on the sheet Sort and Build: Pair off students and large). Put varying amounts of water in the the number used to match the length. provide them with a bag of cubes prepared bottles and have the students determine which Once all students are done, compare by the teacher. Each bag with have a one weighs more. To be tricky, put a little water lengths with other students to confirm different color set of cubes to represent in the big bottle and a lot of water in the small understanding of technique. the numbers 1-10. Students will sort the bottle. Give students a pencil and direct them to bag by color and make a tower with each Collect 3 boxes and fill with 1 with cotton balls, 1 search around the classroom and find color. Student will then put the tower onto with a tissue box and one with a book. Have something shorter and something longer the number template (optional). Teacher them feel and determine which one are heavy, than their pencil will question students to identify what heavier and the heaviest. color tower is the tall, short, taller, shorter, tallest and shortest. Working collaboratively students are given a preprinted sheet with various classroom objects (pencil, book, crayon, chair, desk, table, and eraser.) The students measure using paper clips and record on the sheet the number used to match the height. Once all students are done, compare School District of Manatee County 2010 14 Manatee Core Curriculum Unit Overview Kindergarten Mathematics lengths with other students’ results to confirm understanding of technique. Vocabulary Vocabulary Vocabulary Short, Shorter, Shortest, Long, Longer, Tall, Taller, Tallest, Height Weight, Heavy, Heavier, Heaviest, Light, Lighter, Longest, Length Lightest, Balance, Scale Provide students a bag of picture cards (2 cards each that represent the form of measurement (e.g.: building and person for height, snake and a pencil for length, elephant and a mouse for weight). Unit Assessment Student sort them by how they would be measured and then teacher asks student to compare the pictures using the correct vocabulary. Writing in Mathematics Benchmark in the Unit Journal Prompt Create sentences comparing hair length, student height and animal weight. (“Sarah’s hair is longer than Billy’s”, “Billy is MA.K.G.3.1 taller than Sarah”, “The elephant is heavier than the mouse.”) Vocabulary Support Click here for Frayer models of vocabulary words in this Mathematics unit Core Resources Harcourt Go Math! Chapter 11, Baseball Math grades K – 2 School District of Manatee County 2010 15 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Unit 6: 3 Dimensional Shapes (15 days) Key Learning: Geometric solids can be named, described, and sorted based on their attributes. Geometric solids can be manipulated to reflect our world. Unit Essential Question(s) Why are geometric solid shapes important? Concept Concept Concept Solid shapes Sort solid shapes Real world applications MA.K.G.2.3 MA.K.G.2.3 MA.K.G.2.4 Lesson Essential Question(s) Lesson Essential Question(s) Lesson Essential Question(s) How do I identify geometric solid shapes? How can I sort geometric solid How are geometric solid shapes and How can I describe geometric solid shapes? shapes? geometric plane shapes alike and Where are geometric solid shapes in my environment? different? How can I build geometric solid shapes? Where are geometric solid shapes in my environment? How can I describe my environment using solid and plane geometric shapes? Concept Assessment Concept Assessment Concept Assessment Put one of each shape into a brown paper bag. Have students In a small group provide a baggie of Provide the students with photographs of 3D reach into the bag and use descriptive words such and the 3D shapes and have them sort them shapes and plane shapes in their environment. face shape, whether is rolls or slides, etc. Other students When complete ask them to Have them sort the pictures and see if they can guess the shape based on the description. describe how they sorted them. come up with anything else that is that shape. School District of Manatee County 2010 16 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Instructional Suggestions Instructional Suggestions Instructional Suggestions Harcourt Go Math! Chapter 9, Sections 1 - 3 Harcourt Go Math! Chapter 9, Harcourt Go Math! Chapter 9, Sections 6 T-chart of 3D shape and the plane shape that is on it Sections 4 and 5 and 7 Playdough stamp 3D shapes to show plane shape. Provide students the tub of T-chart “same” and “different”. power points, some are appropriate for kindergarten shapes and have them sort by Have students bring in 3D objects from I have who has? Teacher must generate the cards prior to color, shapes and plane shape. home playing Give each student a shape and Teacher passes out a shape to each student and they sort put out 2-3 hula-hoops and have themselves according to their shape, or color, or plane them sort themselves by color, shape. shape and plane shape. 3D snack: cube-cheese cubes, cylinder- Combos, Tootsie Give students pictures of roll, Sphere-Cheese balls, Kix, cone-Bugles, rectangular environmental objects and have prism: StarBurst them sort by 3D shape. Touchy Feely Bag: place 3D shapes into a bag and have Venn Diagram shape sorter students put their hand in to describe the shape and have other students guess what shape they have in their hand. Sort 3D shapes based on whether they roll, stack, slide. Brainstorm items in the students’ environment that are 3D shapes. Have students bring things from home that are 3D shapes and match with Lakeshore tub shapes. Make a 3D shaped Robot (hot glue gun required) toilet paper rolls, klennex boxes, party hats, shoe boxes, pom poms, silver dryer tube, cereal boxes Give children a Lakeshore geometric shape and little playdough and have them make the 3D shape. Click here to make your own 3D shape papers (use cardstock). Vocabulary Vocabulary Vocabulary Cube, Cylinder, Sphere, Cone, Roll, Stack, Edge, Flat Size, Kind, Slide, Movement, Sort , Square, Circle, Triangle, Rectangle, Rhombus, Same, Different Trapezoid, Hexagon, Pentagon, Octagon, Rectangular prism, Pyramid Unit Assessment Split the class. Provide each group with a bucket of 3D shapes, plane shapes, and School District of Manatee County 2010 17 Manatee Core Curriculum Unit Overview Kindergarten Mathematics environmental shapes (box, block, base ten unit, square, soup can, toilet paper roll, Pringles, cylinder, circle, ball, marble, sphere, rock, party hat, ice cream cone, cone, foam cone, circle, triangle, rectangle, rhombus, pentagon, octagon, hexagon, trapezoid, rectangular prism, Kleenex box, cereal box, shoe box, picture of the pyramids in Egypt, food pyramid, pyramid) Have students sort shape and describe groupings using the appropriate vocabulary. Then switch buckets. Writing in Mathematics Benchmark in the Unit Journal Prompt Create sentences about the 3D shapes describing their attributes ( “A cone can roll and slide.” “A sphere can roll.” “A cube MA.K.G.2.3 has 6 squares.”) MA.K.G.2.4 Create sentences that tell what 3D shape the environmental object is. (“An orange is a sphere.” “A party hat is a cone.”) Vocabulary Support Click here for Frayer models of vocabulary words in this Mathematics unit Core Resources Harcourt Go Math! Grade 9, Baseball Math grades K – 2 School District of Manatee County 2010 18 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Unit 7: Introduction to Addition and Subtraction (20 days) Key Learning: Joining and separating sets occurs in everyday situations. Unit Essential Question(s) How can I solve number stories? Concept Concept Joining sets Separating sets MA.K.A.1.3 MA.K.A.1.3 Lesson Essential Question(s) Lesson Essential Question(s) How can I solve addition number stories? How can I solve subtraction number stories? Concept Assessment Concept Assessment In small groups do flashcards of addition sentences with sums up to 20. Have In small groups do flashcards of subtraction sentences with differences up manipulatives available if the students need them. to 20. Have manipulatives available if the students needs them. Instructional Suggestions Instructional Suggestions Harcourt Go Math! Chapter 4, Sections 1 - 6 Harcourt Go Math! Chapter 4, Sections 7 - 13 Initially determine if your team/school wants you to teach with fingers or Tell a subtraction story and give the students the manipulative and without. have the student create the problem and determine the answer. Take divided paper plates and in the large part put cubes and have the Sorting pennies for Subtraction. Put pennies in a cup. Dump them students separate that group of cubes in multiple ways and write the onto a plate and sort by heads and tales. Count total number to addition sentence on their paper. Rotate plates so students get many pennies and subtract heads, then do it again and subtract tales. opportunities to make addition sentences. Interactive 4 Classrooms has online skill builders for subtraction. Teach students to draw out the problem when possible Dice. Count dice. Subtract largest number from the smallest number. 2 dice: Student A and B roll their dice and write the addition sentence on Camping Subtraction: take an index card and fold it in half. Give the white board. If needed the students can count the dots to help them students beans. Have them put “x” number of campers (beans) in the determine the answer. tent. Verbalize and write the subtraction sentence. A dice can be used School District of Manatee County 2010 19 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Choose a domino piece and create an addition sentence with the two to determine the number of campers to go in the tent. dots amounts on the pieces. Use white boards or a piece of paper to Verbal word problems. Help students write the subtraction sentence check for understanding. to help determine the answer to the word problem. Soft school has a warehouse on printable practice addition worksheets and activities. Click here for online addition practice Click here for an addition game with penguins Verbal word problems. Help students write the addition sentence to help determine the answer to the word problem. Fish Eyes a Book you Can Count On by Lois Ehlert. As the teacher reads the book student will use a cup of Goldfish to re-create the addition problems that are told in the story. Vocabulary Vocabulary In all, How many, Add, Join Are left, Taken away, subtract Unit Assessment Give addition and subtraction flashcards. Provide manipulative if needed. Writing in Mathematics Benchmark in the Unit Journal Prompt MA.K.A.1.3 Create a number story and the students and teacher read it together and creates the addition or subtraction sentence. Vocabulary Support Click here for Frayer models of vocabulary words in this Mathematics unit Core Resources Harcourt Go Math! Chapter 4, Baseball Math grades K – 2 School District of Manatee County 2010 20 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Unit 8: Time (10 days) Key Learning: Daily activities can be described using concepts of time such as morning, afternoon, week, or day. Unit Essential Question(s) How can I tell time? Concept Concept Days and Weeks Weeks, Months and Years MA.K.G.5.1 MA.K.G.5.1 Lesson Essential Question(s) Lesson Essential Question(s) How do I know what day it is? What special events are happening this week, month, year? How do I use the calendar to tell time (day of week) How do I put daily events in order? Concept Assessment Concept Assessment Provide each student with a paper folded into thirds. Have them write today’s In a small group, give each student a stack of months and have them date on the top. In the first box have them draw and label what they do in the put them in order. On the month there will be a picture of an event morning, in the second box have them draw and label what they do in the that happens in the month. Individually ask them what month is afternoon and in the third box have them draw and label what they do in the (blank) event. They should respond with the month word. Have them evening. put a star on their birth month (teacher may help with this). Instructional Suggestions Instructional Suggestions NOTE: This is to be a review of everything taught during the year during NOTE: This is to be a review of everything taught during the year calendar time. during calendar time. Harcourt Go Math! Chapter 12, Sections 1, 2, 3, 4 Graph student birth month Daily, sing a “days of the week song” and point to the words on the Daily, sing the “months of the year song” and point to the words calendar. on a chart. Sequence picture cards as to what happens in the morning, afternoon and Sentence strip with today is day of the week, month of the, year, evening. day #, and year #. School District of Manatee County 2010 21 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Cover one day of the week and see if the students can figure it out. Today is__________ sentence strip Tomorrow will be___________ sentence strip Yesterday was _______________ sentence strip. Vocabulary Vocabulary Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Calendar, Year, Month, Week, Last, Next, January, February, March, April, May, Day, Morning, Afternoon, Evening, First, Next, Last June, July, August, September, October, November, December, Give each child a blank calendar and have them fill in the month, days of the week and numbers (provide location of the 1st day). Have Unit Assessment student verbally say months of the year in order and days of the week. Writing in Mathematics Benchmark in the Unit Journal Prompt MA.1.A.2.1 Make a sentence list of the students and their birth month. ( Johnny’s birthday is in August. Desiree’s birthday is in May.) Vocabulary Support Click here for Frayer models of vocabulary words in this Mathematics unit Core Resources Harcourt Go Math! Chapter 12, Baseball Math grades K – 2 School District of Manatee County 2010 22 Manatee Core Curriculum Unit Overview Kindergarten Mathematics Unit 9: Whole Numbers 0-100 (20 days) Key Learning: Numbers can be used to count and can be compared and ordered. Unit Essential Question(s) How do I use numbers 0-100 everyday? Concept Concept Counting 0-100 Number positions MA.1.A.2.1 MA.1.A.2.1 Lesson Essential Question(s) Lesson Essential Question(s) How do I count to 100? How can I put numbers in order 0-100? How do I show numbers 0-100 by counting or using sets? Concept Assessment Concept Assessment Have each student count orally to 100 by 1’s, 10’s on their own and by 5’s Provide each child with a 100’s chart with at least 30 missing with teacher assistance numbers and have the students fill in the missing numbers Instructional Suggestions Instructional Suggestions Use a 100’s chart and point to the numbers as the students verbally Teacher prepares a deck of cards with numbers to 100. Split the count. deck and students play WAR and the person with the higher Make 10 groups of ten and have the students count the objects. number card takes the two cards. Person who ends up with all Take 100 steps on the playground and verbally count. the cards win. Bring in set of 100 things that can fit in a Ziploc bag. Locate numbers in the student’s environment. Write them Have ten kids stand in the front and have another student point to each down or photograph them and compare what numbers are of their fingers and verbally count to 100. found. Fill in missing spots on 100’s chart. Provide each student with a hundreds chart. Student looks at on Use 100 candy kisses. Put a number dot on the bottom of each candy to environmental print for numbers and once they find a number represent each number on the hundreds chart. Hide them around the they cross it off or highlight it on their chart. The goals it to find room. Have students find one and place it on the hundreds chart. Then all numbers during the unit. School District of Manatee County 2010 23 Manatee Core Curriculum Unit Overview Kindergarten Mathematics find another one and place it until all the candies are found. Compare the amount of time to count by one’s and by tens. Have 10 students stand at the front of the classroom. Give them one Look at chart and see what numbers you say when you count number card each 0-9. Select a student from the audience and give each way. them another number card and tell them to make “x” number. (e.g. give Bingo student A the number 4 and tell them to make the number 47. They Give children a 100’s chart and given them chips and tell them to should know to take their 4 and go stand next to the student holding the cover all the numbers that have an “x” numbers. The child 7). Confirm that they stand on the correct side in order for the number covers all those numbers and compares the remaining numbers. to read correctly. Repeat with a variety of numbers 10-100. Vocabulary Vocabulary Count, Number words, Numeral, One to one counting Number line, Order, Sequence, Before, After, Forward, Backward, Hundreds chart In pairs have students put together a number chart that has been cut Unit Assessment into 10 pieces (either vertically or horizontally). Writing in Mathematics Benchmark in the Unit Journal Prompt At the beginning of the unit, write a sentence, each week, telling how high the student can count. (Mario can count to 52. MA.1.A.2.1 Michelle can count to 76. Repeat each week and praise any growth. At the end of the unit show the students how much they have learned. Vocabulary Support Click here for Frayer models of vocabulary words in this Mathematics unit Core Resources Harcourt Go Math! Planning Guide – Getting Ready for grade 1 Lessons 8 - 15, Baseball Math grades K-2 School District of Manatee County 2010 24