Assessment: Teacher observation and checklist. 100% accuracy.

Transcription

1 1. Target: Possesses a working knowledge of the base ten number system, including ones and tens. Counts and Activities: Students may use a variety of K.N.1.1 K.CC represents manipulatives to count from numbers How is the base ten number system used in the real world? Assessment: Teacher observation and checklist. 100% accuracy. Activities: Students will create and draw numbers using a 10 block grid or a 20 block grid. Assessment: Student produced product from Number Literacy documents. 100% accuracy HM TE Chapter 3, 7, 8, 15 HMME Unit 1 Lesson 1, 3-8, 11 Unit 2 Lesson 2 Unit 5 Lesson 5 bers.html What s My Place What s My Value Reading and Writing the Language of Numbers Number Words 0-10 Number Words Modeling Numbers Target: Reads, writes, and uses pictures, objects, or numerals to represent quantities to 20. Reads, writes, and represents numbers How can quantities to 100 be represented? Activities: Students may use a variety of manipulatives to count. Students will use a tenframe and ten counters (or other manipulatives). Move counters from one pile to another counting to various given numbers. Write the number of counters used for each given number. HM TE Chapter 3, 7 HMME Unit 4 Lesson 7, 9 Modeling Numbers Making 10 Numbers & Words 0-10 Numbers & Word Reading Writing the Language of Numbers c. compare and order whole numbers up to 20 e. use an organized counting method to keep track of quantities while counting (one-to-one correspondence) (e.g., touch object once and only once as counting a set) K.N.1.1 a. count with understanding and recognize how many in sets of objects up to 20 b. reads and writes whole numbers up to 20 d. connect numerals to the quantities they represent using various physical models e. use an organized counting method to keep track of quantities while counting (one-to-one correspondence) (e.g., touch object once and only once as counting a set) K.N.2.1 Represent numbers using pictures, objects, or numerals. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). 7. Compare two numbers between 1 and 10 presented as written numerals. 1

2 3. Target: Counts, compares, sorts and orders objects by attributes such as size, shape, color, number, etc. Sorts by size, K.N.1.1 K.CC shape and color. What are the shapes we know about? Activities: Students create attribute cards from HMME student activity book pg Students will sort their cards according to size, shape and color. Activities: Students may also use pattern blocks to sort according to size, shape and color. Activities: Students will create and draw numbers using a 10 block grid reproducible from Number Literacy: Numbers and Words. 100% accuracy product. HM TE Chapter 3-4 HMME Unit 3 Lesson Number and Words 0-10 Number and Words Modeling Numbers D & 3D Shape Bait What s My Place What s My Value Reading and Writing the Language of Numbers HM Manipulatives Pack a. count with understanding and recognize how many in sets of objects up to 20. d. connect numerals to the quantities they represent using various physical models. f. order sets of objects and numbers from least to most or most to least K.A.1.1 Identify the attributes of objects (e.g., the ability to identify attributes is a foundational skill for sorting and classifying) K.A.1.2 Sort, classify, and order objects by size, number, and other properties. 4. Understand the relationship between numbers and quantities; connect counting to cardinality. a. when counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. 5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. 4. Target: Recognizes, reproduces, describes, extends, creates, compares, and translates repeating patterns (e.g., color, shape, size, sound, movement, and simple numbers). Recognizes Activities: Distribute 10 red square inch tiles K.N.1.3 and describes and 10 blue square inch tiles to each student. a simple Recognize, reproduce, describe, extend, Students will demonstrate a repeating pattern. and create repeating patterns (e.g., color, repeating (Alternative manipulatives may be used.) shape, size, sound, movement, and pattern. simple numbers). What is the use of patterning in the real world? HM TE Chapter 1 HMME Unit 2 Lesson 6, 7 HM Manipulatives Pack NL Baits 2

3 5. Target: Uses concrete objects to solve simple addition problems. Uses concrete K.N.2.2 K.OA objects to model simple Use concrete objects to solve simple addition and subtraction story problems addition (e.g., oral not written). problems (combine two groups). K.A.2.1 How do we make addition equations? Activities: Students will use 5 cubes of one color and 5 cubes of a different color and work in pairs. One partner will create a train with a specified number of one color. The other partner will create a train with a specified number of the other color. Students will join the cubes together modeling the addition concept of joining two groups. As the activity is taking place the teacher will discuss the concept of adding and combining groups. HM TE Chapter 13 HMME Unit 4 Lesson 3 Unit 4 Lesson 20 kindergartenadditon-games.html Addition Facts 0-10 Addition Facts Making 10 Use concrete, pictorial, and verbal representation to develop an understanding of invented and conventional symbols. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems, and add and subtract within 10, (e.g., by using objects or drawings to represent the problem.) 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, (e.g., by using objects or drawings, and record the answer with a drawing or equation.) 5. Fluently add and subtract within 5. K.NBT 6. Target: Uses concrete objects to solve simple subtraction problems. Uses concrete objects to model simple subtraction problems (decompose two groups). How do we Activities: Students will need 10 cubes and HM Workmat #7. Students will make a train of 8 cubes and place in the whole section of the map. Then they will remove 2 cubes from the train and move them to one of the Parts sections. Ask how many cubes are left? Students will move the remaining cubes to the other Parts section. Discuss the idea of subtraction. Repeat the HM TE Chapter 14 Beginning Subtraction 0-10 Subtraction Facts 0-10 K.N.2.2 Use concrete objects to solve simple addition and subtraction story problems (e.g., oral not written). K.A.2.1 Use concrete, pictorial, and verbal representation to develop an understanding of invented and conventional symbols. 1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.OA 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2. Solve addition and subtraction word problems, and add and subtract within 10, (e.g., by using objects or drawings to represent the problem.) 3

4 make subtraction equations? process with other examples. Substitution Facts Making Ten 3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, (e.g., by using objects or drawings, and record the answer with a drawing or equation.) 5. Fluently add and subtract within Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 7. Target: Collects data about objects and events in the environment to answer simple questions (e.g., brainstorm questions about self and surroundings, collect data, and record the results using objects, pictures, and pictographs). Collects and records data. How does information we collect help us answer questions? Activities: Students will need 5 two-color counters each (red and yellow sided), HM Learning Tool 17, and a red and yellow crayon. Students will work in pairs taking turns tossing a counter, saying its color and placing it on their grids. Students will continue until all their counters have been placed. Students will remove their counters one at a time, color them in the space and record their data. Assessment: Teacher observation and completed grid. 80% accuracy HM TE Chapter 4 HMME pg. 113 A and B, pg. 184 A-D ing-data/ 10, 20, 100 Blank Grid Data Graph K.A.3.1 Model situations that involve whole numbers using objects or pictures. K.D.1.1 Collect data about objects and events in the environment to answer simple questions (e.g., brainstorm questions about self and surroundings, collect data, and record the results using objects, pictures, and pictographs). K.D.2.1 Describe simple data and pose questions about the data. K.NBT 4

5 K.D.3.1 Make simple predictions. K.D.4.1 Answer questions that relate to the possibility of familiar events happening or not. 8. Target: Utilizes specific vocabulary to model, explain, draw, demonstrate, connect, and describe changes in various contexts. Models K.A.4.1 changes of the four seasons Verbally describe changes in various contexts (e.g., plants or animals growing (weather bear, over time). etc.). What are the changes in the four seasons? Activities: Divide poster paper into sections labeled Winter, Spring, Summer and Fall. Students will cut from catalogs pictures of clothes worn in each season. Have children glue the pictures to the appropriate sections of the poster. Assessment: Teacher observation and completed poster. 80% accuracy (3 out of 4 seasons correct) HM TE pg. 167 B HMME pg. 113 A and B, pg. 184 A-D m seasons.htm 9. Target: Sorts, classifies orders, describes, identifies, and compares 2D & 3D geometric objects and their attributes (for example circle, oval, triangle, quadrilateral, square, rectangle, regular hexagons, cube, sphere, cone, and cylinder). Sorts and Activities: Students will sort and classify pattern K.A.1.1 classifies 2D blocks by various attributes. objects and Identify the attributes of objects (e.g., the ability to identify attributes is a their foundational skill for sorting and attributes. classifying). How can the five shapes be described using attributes? HM TE Chapter 5 ch/shape_match.htm Shape Bait K.A.1.2 Sort, classify, and order objects by size, number, and other properties. K.G.1.1 Identify common objects in their environments and describe their geometric features: 5

6 a. describe, identify, model, and draw common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone) 10. Target: Uses Specific Vocabulary to Describe Geometric Ideas Uses specific Activities: Students will use specific vocabulary HM TE Chapter 1 vocabulary to to describe how to get to a certain location get from one within the school (library, office, nurse, etc.) location to another (e.g. Assessment: Teacher Observation and checklist. how to get to a destination). 100% accuracy What vocabulary can be used to describe going from one location to another? 11. Target: Recognizes and describes spatial relationships. Finds and Activities: Students will work in groups to look HM TE Chapter 5 describes through magazines to find pictures of real-world geometric objects that are comprised of shapes. Students shapes in will cut out the pictures and glue them on a nature or architecture poster. Students will then share their poster and l (circle, oval, name the solids that were discovered. triangle, quadrilateral, square, Assessment: Teacher observation and finished b. compare familiar plane and solid objects by common attributes (e.g., shape, size, number of corners) K.G.2.2 Use spatial vocabulary (e.g., left, right, above, below) to describe relative positions. K.G.4.1 Describe how to get from one location to another (e.g., how to get to the library). K.G.3.1 Use manipulatives (e.g., puzzles, tangrams, blocks) to demonstrate rotation (e.g., turns), translations (e.g., slides), and reflection (e.g., flips). K.G.3.2 Investigate the symmetry of twodimensional shapes (e.g., by folding or cutting paper, using mirrors). K.G.2.1 Follow simple directions to find a specific location in space. K.G.4.1 Describe how to get from one location to another (e.g., how to get to the library). K.G.4.2 6

7 rectangle, regular hexagons). Baits Find and describe geometric shapes in nature or architecture. How are spatial relationships used in everyday life? 12. Target: Describes measurement properties utilizing standard and non-standard units of measurement. Compares the K.M.1.1 length or weight of two objects. What is the relationship between standard and non-standard units of measure? Activities: Students will build and create a cube train. Students will trace the train. Then students will add cubes to make the train longer. Students will identify the train as longer than the traced train. Students will also work backwards to demonstrate shorter. Assessment: Teacher observation and completed project. 100% accuracy Activities: Students will find objects in the classroom and make comparisons according to their weights. Students may confirm their observations through the use of a balance. Assessment: Teacher observation and completed project. 100% accuracy HM TE Chapter 11, 12 HMME Unit 6 Lesson l Baits Describe and compare, using appropriate concepts and vocabulary, the measurable properties of length (e.g., shorter, longer, taller), volume (e.g., full, empty), weight (e.g., heavy, light), and time (e.g., before, after, morning, afternoon, days of week). K.M.1.2 Use tools to make predictions (e.g., using a balance scale, predicting how many cups a container will hold and then filling it to check the prediction). K.M.1.3 Measure using non-standard units of measurement (e.g., use pencils to measure desk top, use different lengths of rope to measure distance in classroom). K.M.2.1 Explore measuring objects using a repeating non-standard unit of measurement (e.g., paper clips, cubes, etc.). 7

8 13. Target: Identifies and Counts Coins Identifies Activities: Students will look at a collection of pennies and five pennies and identify the coin, its value, and their value. total value. How are coins and their values used? HM TE Chapter 10 Money Manipulatives l Money Bait 14. Target: Uses digital and analog (face) clocks to tell time to the hour; identifies days, weeks, months and dates on a calendar. Graphically Activities: Students will fold a paper into 3 HM TE pg. 165A-166C K.M.1.4 illustrates parts, heading each part with the headings: HMME pg. 175A-180 daily routines, Use digital and analog (face) clocks to tell morning, afternoon and evening. Students will time to the hour. including day draw a picture under each heading of something and night; introduce they do during that time of day. calendar l concepts (days of the week and produced work. 100% accuracy months of the year). How do we use time? Time Bait Simple Clocks 8