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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
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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.)
   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
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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
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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
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Manatee Core Curriculum Unit Overview
Kindergarten Mathematics

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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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.
 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
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