Juguetería Greathouse

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1 EditorinChief Dona Herweck Rice Production Director Robin Erickson Creative Director Lee Aucoin Illustration Manager Timothy J. Bradley Senior Editor Sara Johnson, M.S.Ed. Mathematics Readers Juguetería Associate Education Editor Aubrie Nielsen, M.S.Ed. Senior Designer Neri Garcia Photo Editor Stephanie Reid Publisher Corinne Burton, M.A.Ed. Image Credits p.6 Shutterstock; p.7 Shutterstock; p.11 lizard: Bloodua/Dreamstime, all other images: Shutterstock; p.12 Shutterstock Standards 2003 National Council of Teachers of Mathematics (NCTM) 2004 Midcontinent Research for Education and Learning (McREL) Juguetería Greathouse Juguetería Contar Lisa Greathouse Author Jodene Smith Teacher Created Materials 5301 Oceanus Drive Huntington Beach, CA TCM ISBN Teacher Created Materials, Inc. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

2 Teacher Resources Juguetería Book Learning Objectives Mathematics: Students will count objects with onetoone correspondence. Nonfiction reading: Students will relate new information to prior knowledge and experiences. Contar Juguetería Juguetería Contar Nonfiction writing: Students will use writing and other methods to describe familiar persons, places, objects, or experiences. Materials Juguetería books Números y operaciones copies of student reproducibles (pages 56) TCM15389 Greathouse Lisa Greathouse chart paper and marker drawing paper Using the Book Before Reading 1. Reading ActivityDistribute Juguetería books and read the title to students. Explain to students that this book focuses on counting in the real worldat a toy store. Ask students to think about a time that they have visited either a toy store or the toy aisles in a store. Provide time for students to share their experiences. Ask questions such as, Qué te gusta ver en una juguetería? Si pudieras comprar cualquier cosa en una juguetería, qué sería? 2. Mathematics ActivityHave students browse through the book. Guide students to notice the numerals on each page of the book. Discuss with students how the book is organized (i.e., en orden numérica). Ask students whether placing the numerals in order is a good way to organize a book and to explain their responses. 3. Writing ActivityDistribute copies of the Juguete favorito activity sheet (page 5) to students. Have students draw and write about their favorite toys. Encourage students to write at least the first letter of the name of the toys they drew. Getting students to think about toys in this way will help to activate their prior knowledge as well as engage them in the topic. Allow students to share their drawing and writing with partners or with the group if time allows. 2 #15233 (i6524)mathematics Readers, Nivel K Teacher Created Materials

3 Juguetería Book (cont.) Teacher Resources Using the Book (cont.) During Reading 4. For the first reading, read the text aloud as students follow along. As you read, stop to comment on photographs. Have students point to the numerals. Ask students to find the matching number word on each page as well. Take time for students to count the number of toys on each page. Then provide time for students to reread the text on their own or with partners. 5. Reading ActivityWhen students are finished reading, discuss why thinking about toys and their experiences with toys before reading helped while reading. Explain t o students that thinking about what they already know about a topic helps them to focus on what the text may be about. It also allows for students to consider how their own knowledge and experiences relate to the topic, which helps them to better understand what they are reading. 6. Writing ActivityHave students create sentences that contain numbers in them. For example, Yo voy a comer dos plátanos para el desayuno. Write the sentences that students generate on a sheet of chart paper. Have students practice reading the sentences together as a group. 7. Mathematics ActivityHelp students fold a sheet of paper in half and then in half again so that when opened, the paper has four sections. Have students write a numeral from Juguetería in the upperlefthand corner of each section. Then have students draw the corresponding number of toys in the space. Have students share their booklets with each other. 8. Review the two Inténtalo! problems found on pages 2427 of the book. Provide students with Inténtalo! Juguetería Práctica independiente activity sheet (page 6). Inténtalo! Práctica guiadadiscuss an organized way to count the balls. Use your finger to point to the vertical and horizontal lines in which the balls are arranged. Tell students that choosing one of those lines to follow will help them to count the balls correctly. Have students point to the balls in each group as they count out loud. Then have students identify the group with eight balls. Inténtalo! Práctica independienteread the text aloud to students as they read silently. If necessary, guide students through this problem as well; however, encourage students to complete this problem independently or with partners. Differentiation Preteach the sentence patterns repeated in the book to English language learners: Yo cuento (número) (objeto). Help students create sentences using the frame. Write the sentences on chart paper. Have students practice reading the sentences prior to reading the book. Pair belowgradelevel students with stronger students or work in a teacherdirected group to complete the Inténtalo! problems. Teacher Created Materials #15233 (i6524)mathematics Readers, Nivel K 3

4 Teacher Resources Juguetería Book (cont.) Using the Book (cont.) After Reading 9. Reading ActivityHave students look back in the book to find a toy that they would like to own. Encourage students to think about how many they would like to have. Ask students if they can buy just one or if more are needed. For example, one truck might be enough to play with, but seven crayons are needed to make a colorful picture. 10. Mathematics ActivityReview students work on the Inténtalo! problems. Quickly review the first problem and then spend more time discussing students answer for the second problem they completed independently. Encourage students to explain their thinking process for how they solved the problem. Answers for the problems are provided on page 16 or on the last page of the book. 11. Writing ActivityEncourage students to create sentences that tell about how old they are. Provide the following sentence frame: Yo tengo de edad. Record students responses on chart paper. Then practice reading the sentences together as a group. 12. To conclude the study of the book, give students an opportunity to share how they have used counting in their own daily lives. Differentiation Encourage belowgradelevel students to circle the objects they have counted on the activity sheet to help them keep track of where they are. Students who are still developing onetoone correspondence have difficulty remembering which objects they have already counted and which objects still need to be counted. 4 N E X T N E X T S T E P S S T E P S Mathematics Pull the students back together as a whole group and present the Focused Mathematics Lesson on pages 812. The problemsolving lesson (pages 1315) is a great way to conclude the week s study on counting. Language Arts Create minibooks by folding sheets of drawing paper in half and in half again. Have students assign each page a number. Then have students follow the pattern of the text in the book to create their own miniversion of the book. For example, students could write: Yo cuento 4 caritas felices. Provide time for students to illustrate their books. #15233 (i6524)mathematics Readers, Nivel K Teacher Created Materials

5 Nombre: Fecha: Juguete favorito Student Reproducibles Instrucciones: Haz un dibujo de tu juguete favorito y escribe sobre tu juguete Mi juguete favorito es. Teacher Created Materials #15233 (i6524)mathematics Readers, Nivel K 5 3

6 Student Reproducibles Nombre: Fecha: Juguetería Inténtalo! Práctica independiente Instrucciones: Cuenta los juguetes. Marca con un círculo el grupo que tiene 12 juguetes. juguetes juguetes 3 6 #15233 (i6524)mathematics Readers, Nivel K Teacher Created Materials

7 Nombre: Fecha: 1. Cuenta cuantos son. A. 8 B. 6 C. 7 D Cuenta cuantos son. A. 15 B. 11 C. 14 D. 13 Preexamen de contar Instrucciones: Marca con un círculo la mejor respuesta para cada pregunta. 3. Cuál grupo tiene 7? Teacher Created Materials #15233 (i6524)mathematics Readers, Nivel K A. B. 4. Cuál grupo tiene 16? A. B. Student Reproducibles

8 0 5 5 Teacher Resources Focused Mathematics Lesson: Learning Objective Mathematics: Students will count objects with onetoone correspondence. Materials copies of Preexamen de contar (page 7) Tienda de mascotas and Juguetería books copies of Cuántos de cada uno? (page 11) copies of Contando en el salón (page 12) counters or manipulatives Vocabulary numeralun símbolo que representa un número setun grupo de cosas contarsumar uno por uno para encontrar el número total en una colección o un set númerodescribe una cantidad ordenarreglar por tamaño, valor o cantidad Assessment This mathematics lesson has a pretest (page 7) of the mathematical objective. Use the pretest to determine which skills your students need to focus on the most. This pretest can be administered at any time prior to the teaching of this lesson so that results can be used to differentiate instruction. Book WarmUp Distribute copies of Juguetería book to students. Ask students to look through the book and notice how the photographs are organized. Ask students whether the objects are lined up in rows or scattered throughout the page. Discuss which presentation is easier to count. 8 #15233 (i6524)mathematics Readers, Nivel K Teacher Created Materials

9 Teacher Resources Focused Mathematics Lesson: (cont.) Teaching the Skills and Concepts 1. Explain to students that they have been learning about numbers and counting. Tell students that they need to be careful when counting to make sure they count the correct number of objects. 2. Display a handful of counters or other manipulatives on the table or overhead so that they are in a group or pile. Begin counting the objects, but then half way through counting them, tell students that you are not sure which ones you have already counted Explain to students that when counting, there are some things you can do to make counting easier and more accurate. Model for students how to line up the counters in one long line or two shorter lines. Explain that spacing out the objects when counting helps, too. If desired, model how to use a cuadrícula de diez to arrange the counters in rows of five. Finally, tell students that if possible, they should touch the objects and say one number for each object that they touch. 4. Model for students how to count the counters using the processes described in step 3. Discuss with students how lining up the objects helps with counting because if you start counting with the first object and continue down the line, you know which ones have been counted and which ones have not been counted. Count the counters again, but this time have students count aloud with you. As a group, practice counting several more handfuls of counters Distribute copies of the Cuántos de cada uno? activity sheet (page 11) to students. Explain that they will have to count two times for each problemonce to find out how many animals there are and another time to count how much food is needed for the animals so that each animal has something to eat. Differentiation Allow English language learners to count in their native language first. Then have them count again in English. Partner English language learners with students who are fluent in English so that counting in English can be modeled. Have belowgradelevel students use manipulatives to complete the activity sheet. They can place cubes or other manipulatives on each animal and then count the cubes. Then students can take the manipulatives off the animals and place them on the food. Having students do this will help ensure that the number remains the same Teacher Created Materials #15233 (i6524)mathematics Readers, Nivel K 9

10 1 2 3 Teacher Resources Focused Mathematics Lesson: (cont.) Teaching the Skills and Concepts (cont.) 6. Work with students to complete the first problem together. Model how to touch each dog as you count. Then model how to touch each dog bone as you count. When you get to three dog bones, stop and discuss why you do not need to count any more dog bones. Have students record their answers on their activity sheets Provide students time to work on the other problems independently or in pairs. Allow students to discuss these problems with their partners. 8. To conclude the activity, have students share the strategies they use to count. Encourage students to articulate their thoughts on the processes they use for counting. Discuss the merits of each strategy. Application of the Skill 1. Distribute copies of the Contando en el salón activity sheet (page 12) to students. Explain the directions, telling students that they will count various objects in the room. Encourage students to read the words, but allow them to use the picture clues on the activity sheet, too. Have students work independently to complete problems Have students join with a partner to check their work. Encourage students to count any objects for which different answers are offered. 3. Have students select one other object in the room to count for problem 8. Have them draw a picture of the object and write the word. Then have students count how many there are in the room. Allow students to share the various objects that they counted. Book Conclusion Have students look through the photographs in Juguetería book. Then have them work with partners to discuss the strategies they will use to count the objects on each page. Have students practice counting the objects with their partners E X T E N S E X T E N S I O N I O N I D E A I D E A Have students identify objects in the classroom that have an equal quantity. For example, there may be one clock and one television. Provide students with sheets of paper that have been folded in half. Have students work with partners to draw the two objects that have the same quantity, one object on each side of the page. Have students write two sentences using the sentence frame: Hay (número) (objetos). 10 #15233 (i6524)mathematics Readers, Nivel K Teacher Created Materials

11 Nombre: Fecha: Cuántos de cada uno? Instrucciones: Marca con un círculo el número correcto de comida para que cada animal tenga una cosa que comer Student Reproducibles Teacher Created Materials #15233 (i6524)mathematics Readers, Nivel K

12 2 Student Reproducibles Nombre: Fecha: Contando en el salón 7 5 Instrucciones: Cuenta los siguientes objetos que están en tu salón. Escribe el número. Para el problema 8, escoge el objeto que tú quieras relojes 5. niños 2. escritorios 6. niñas sillas 7. maestros 3 4. puertas #15233 (i6524)mathematics Readers, Nivel K Teacher Created Materials

13 Materials Juguetería books copies of Un montón de bloques activity sheet (page 14) copies of Contando con bloques activity sheet (page 15) Using the ProblemSolving Lesson: blocks or snap cubes chart paper and marker Teacher Resources Un montón de bloques Summary Students grab two handfuls of blocks and stack them in one column. To find out how many there are, students count the number of blocks and then write down the numeral. ProblemSolving Steps 1. Ask students if they have ever played with blocks before. Allow students to share some of the things they have done or built with blocks. 2. Distribute the Un montón de bloques activity sheet (page 14). Explain to students that they are going to count blocks to find how many there are. 3. Direct students to read the problem silently while you read it aloud. 4. Explain to students that they must count in order to answer the question. Model for students how to complete the task and how to record their answers on the Contando con bloques activity sheet (page 15). 5. Distribute copies of the Contando con bloques activity sheet and blocks or snap cubes to students. Have students work to complete the task with a partner and record their answers on their activity sheets. 6. Discuss the activity sheet with the class once everyone has had an opportunity to complete the problem. Complete the Extiéndelo! portion of the activity sheet as a group. Differentiation Be sure to pair belowgradelevel students with an on or abovelevel student, or record the numeral for students on a sheet of chart paper. Teacher Created Materials #15233 (i6524)mathematics Readers, Nivel K 13

14 Un montón de bloques ProblemSolving Lesson Materiales bloques! R e s u é R e s u é l v e l v e l o! l o! Agarra 2 montones de bloques en tus manos. Cuántos bloques puedes sostener? IMAGE CREDITS: SHUTTERSTOCK 14 #15233 (i6524)mathematics Readers, Nivel K Teacher Created Materials

15 Student Reproducibles Nombre: Fecha: Contando con bloques Instrucciones: Contesta las siguientes preguntas. Muéstralo! 1. Dibuja tus bloques. Monojo 1 Monojo Resuélvelo! 2. Cuenta el número de bloques que hay en las dos cajas de arriba. Cuántos bloques contaste? Descríbelo! 3. Qué números dijiste cuando contaste? Extiéndelo! Comparte tu trabajo con un compañero. Sacaron la misma respuesta? Por qué sí, o por qué no? Teacher Created Materials #15233 (i6524)mathematics Readers, Nivel K

16 Juguete favorito (page 5) Answers will vary. Juguetería Inténtalo! Práctica independiente (page 6) The group of trucks has twelve (doce) toys (juguetes). Answer Key Preexamen de contar (page 7) 1. B 2. C 3. A 4. B Cuántos de cada uno? (page 11) 1. 3 huesos 2. 2 tazones de comida 3. 5 zanahorias 4. 5 hojas 5. 1 grillo Contando en el salón (page 12) Answers will vary. Contando con bloques (page 15) Answers will vary. 16 #15233 (i6524)mathematics Readers, Nivel K Teacher Created Materials

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