Instructional Module to Enhance the Teaching of H A R C O U R T. Math. California Edition. Grade K. Module 3-Modified Matching and Counting

Size: px
Start display at page:

Download "Instructional Module to Enhance the Teaching of H A R C O U R T. Math. California Edition. Grade K. Module 3-Modified Matching and Counting"

Transcription

1 S D C S SAN DIEGO CITY SCHOOLS Instructional Module to Enhance the Teaching of H A R C O U R T Math California Edition Grade K Module 3-Modified Matching and Counting - WORK IN PROGRESS - Revised 8/17/06 1

2 Harcourt Math: Grade K Module 3 Matching and Counting 15 Days Module 3 Matching and Counting 15 days Chapter 3 Lesson 3.1 One to One Lesson 3.2 Same Number Lesson 3.3 More Lesson 3.4 Less Lesson 3.5 Make a Model Lesson 3.6 Count Objects Lesson 3.7 One More Lesson 3.8 One Less Lesson 3.9 Make a Graph Literature Connection Assessment Day 1 Unit 2 Lesson 3.1 Day 2 Unit 2 Lesson 3.2 Day 3 Unit 2 Lesson 3.3 Day 4 Unit 2 Lesson 3.3 Day 5 Unit 2 Lesson 3.4 Day 6 Unit 2 Lesson 3.4 Day 7 Unit 2 Lesson 3.5 Day 8 Unit 2 Lesson 3.6 Day 9 Unit 2 Lesson 3.6 Day 10 Unit 2 Lesson 3.7 Day 11 Unit 2 Lesson 3.8 Day 12 Unit 2 Lesson 3.9 Day 13 Chapter 3 Literature Connection Day 14 Chapter 3 Assessment Day 15 Chapter 3 Assessment Revised 8/17/06 2

3 ORDER OF UNITS Grade K School Year TRADITIONAL CALENDAR Month Module Number of Days September 19 instructional days Getting Ready for Kindergarten 8 days Module 1: Sorting and Classifying 11 days October 22 instructional days Module 1: Module 2: Sorting and Classifying Patterns 1 days 10 days November 16 instructional days December 11 instructional days Module 3: Matching and Counting Module 3: Matching and Counting Module 4: Numbers 0 to 5 Module 4: Numbers 0 to 5 Module 5: Numbers 6 to days 4 days 12 days 3 days 8 days January 21 instructional days February 18 instructional days March 22 instructional days April 16 instructional days May 22 instructional days June 13 instructional days Module 5: Numbers 6 to 10 Module 6: Geometry and Equal Parts Module 7: Numbers 10 to 30 Discretionary Day Module 8: Money Module 9: Measurement Module 9: Measurement Module 10: Time Module 11: Exploring Addition Module 12: Exploring Subtraction Module 12: Exploring Subtraction Discretionary Days 7 days 14 days 16 days 2 days 13 days 9 days 4 days 12 days 15 days 7 days 10 days 3 days Revised 8/17/06 3

4 ORDER OF UNITS Grade K School Year YEAR ROUND CALENDAR Month Module Number of Days September Getting Ready for Kindergarten 8 days 19 instructional days Module 1: Sorting and Classifying 11 days October 22 instructional days Module 1: Module 2: Sorting and Classifying Patterns 1 day 10 days Module 3: Matching and Counting 11 days November 16 instructional days December 11 instructional days January 12 instructional days February 18 instructional days March 21 instructional days Module 3: Matching and Counting Module 4: Numbers 0 to 5 Module 4: Numbers 0 to 5 Module 5: Numbers 6 to 10 Module 5: Numbers 6 to 10 Module 6: Geometry and Equal Parts Module 6: Geometry and Equal Parts Module 7: Numbers 10 to 30 Module 7: Numbers 10 to 30 Module 8: Money 4 days 12 days 3 days 8 days 7 days 5 days 9 days 9 days 7 days 13 days April 4 instructional days May 22 instructional days Discretionary Day 1 day Module 9: Measurement 4 days Module 9: Measurement 9 days Module 10: Time 12 days June 21 instructional days July 14 instructional days Discretionary Day Module 11: Exploring Addition Module 12: Exploring Subtraction Module 12: Exploring Subtraction Discretionary Days 1 day 15 days 6 days 11 days 3 days Revised 8/17/06 4

5 Harcourt Math: Grade K Module 3 Independent Learning Stations One-to-One Correspondence Creation Station (Developing Number Concepts, Book 1, Activity 1-22) Objective: To practice one-to-one correspondence Creation Cards (BLM #7-12), Connecting cubes Students pick a creation card Students use connecting cubes to build the creation on the card NOTE: Students need to build the creation standing up, rather than lying flat Cover the Dots-Level 1 (Developing Number Concepts, Book 1, Activity 1-23) Objective: To practice one-to-one correspondence Dot Cards (BLM #20-27), Variety of counters (paper clips, buttons, etc) Students select a dot card Students cover each dot on the dot card with a counter Students count aloud as they cover the dots Counting with Number Shapes-Level 1(Developing Number Concepts, Book 1, Activity 1-24) Objective: To practice one-to-one correspondence Number Shapes (BLM #76-82), Variety of counters (paper clips, buttons, etc) Students select a number shape Students fill each square of each shape with a counter Students count aloud as they fill the shape Roll a Tower Race-Level 1 (Developing Number Concepts, Book 1, Activity 1-25) Objective: To practice one-to-one correspondence and counting Rolla Tower Game Board (BLM #30-31), Connecting Cubes, Dot Cubes (1-6 and 4-9) Students rolls a dot cube and builds a tower to match the number of dots rolled Students place the tower in the correct location on the board Students keep rolling until one column is filled and that number has won Build a Staircase-Level 1 (Developing Number Concepts, Book 1, Activity 1-27) Objective: To practice one-to-one correspondence and counting Connecting Cubes, Dot Cube (1-6) The goal is for each student to build a staircase of cubes with steps from one to six cubes Students take turns rolling the dot cube and building the steps Students put their steps in order from shortest to tallest If they roll a duplicate number, they miss a turn Revised 8/17/06 5

6 Comparing Amounts Building Towers (Harcourt TE 47B) Objective: To compare two towers of cubes Connecting Cubes Each partner takes a handful of cubes and builds a tower Partners compare the towers and talk about what they would need to do to make them the same height By the Handful (Harcourt TE 51B) Objective: To compare two groups of counters Paper bag and two-color counters Partners each take a handful of counters from the bag Partners compare how many counters they have using words such as less, more, and same More Dots, It s Yours! (Harcourt TE 55B) Objective: To compare and compare dots to determine which group has more Dot Cards (TR 10-11) Have students shuffle dot cards and place them face down. Each student turns over one dot card The person with more dots on the cards takes both cards Play until all cards are gone Two-Color Grab Bag-Level 1 (Developing Number Concepts, Book 1, Activity 3-14) Objective: To compare amounts Connecting Cubes (2 colors), paper bag, more/less/same cards (BLM #62) Student places cubes in bag Student grabs one or two handfuls of cubes from the bag Student sorts the cubes by color and makes stacks of each color Student compares stacks and labels the stacks with the more/less/same cards Comparing Shape Puzzles-Level 1 (Developing Number Concepts, Book 1, Activity 3-16) Objective: To compare amounts Connecting Cubes, Shape Puzzles (BLM #34-36), more/less/same cards (BLM #62) Each student picks two shape puzzles and predicts which one will hold more cubes Student fills both shape puzzles with cubes Student compares amounts and labels with the more/less/same cards Revised 8/17/06 6

7 Counting Amounts Tossing Counters (Harcourt TE 55B) Objective: To count objects in a group Cup, two-color counters Have students put counters in the cup and toss them onto the table Students count how many of each color and compare amounts Counting Objects Objective: To find out how many objects are in the bag? Bags containing small objects such as paper clips, tiles, etc. (Used in Day 8-9) Have students choose a bag of objects Students make a prediction of how many objects are in the bag Students find out how many and compare to their prediction Students choose another bag and repeat Counting Boards-Level 1(Developing Number Concepts, Book 1, Activity 1-21) Objective: Repeated Counting Practice Counting Boards (BLM #2-6), Counters Students pick a counting boards and some counters Students decide what they want the counters to represent based on the subject of the board they choose Students put a handful of cubes on their boards and count how many they have Note: When learning stations are introduced, they remain in place for an extended period of time and are disbanded gradually, one at a time, as new centers are introduced. Students benefit from repeated exposure to the same task. It is not necessary for all students to experience all stations-particularly when the concepts being explored are the same at all stations. When a student visits a station multiple times, he/she does not get lost with the directions and is able to concentrate on the concept. These counting/matching stations should remain in place throughout the majority of the year. As the year progresses the level of rigor will increase. Changing the type of counters can help keep engagement of students high. Revised 8/17/06 7

8 Harcourt Math: Grade K Module 3 Literature Connections In back of Teacher s Edition Read-Aloud Anthology One Potato, Two Potato p.an3 Six Foolish Fisherman by Benjamin Elkin p.an15-16 In Harcourt Kit: Five Little Ducks by Raffi Crown Books, 1992 Where We Live by Brad Necrason Harcourt Math Readers Suggested Trade Books to Reinforce Concepts (May be available at your school or local library) Emeka s Gift: An African Counting Story by Ifeoma Onyefulu Dutton Children s Books, 1995 How Many How Many How Many by Rick Walton Candlewick Press, 1993 Is There Room on the Bus? by Helen Piers Simon and Schuster, 1996 One Duck, Another Duck by Charlotte Pomerantz Greenwillow, 1984 One, Two, Three by William Wegman Hyperion, 1995 Fish Eyes by Lois Ehlert Reed Business Information, 1992 One Hunter by Pat Hutchins Harper Trophy, 1986 One Gorilla by Atsuko Morozumi Farrar, Straus and Giroux, 1993 The Right Number of Elephants by Jeff Shappard Harper Trophy, 1992 Revised 8/17/06 8

9 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTION ROUTINE Cubes or counters Rhythm instrument (optional) LAUNCH Five Little Ducks (Big Book) EXPLORE For partners- 10 connecting cubes in 2 colors SUMMARIZE INDEPENDENT LEARNING STATIONS HOMEWORK (Optional) Harcourt Math - Kindergarten Day 1 Chapter 3, Lesson 3.1 One to One Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? Suggestion: Slide and Check (Developing Number Concepts, Book 1, Activity 1-1) Teacher claps or plays a rhythm instrument. For each clap or strike of the instrument students move a cube in front of them. After reaching the designated amount, class counts their cubes aloud to check. Students push all the cubes back and repeat. Looking for Ducks (TE 45B) One to One Matching Class works in partners. Give students 20 connecting cubes (10 of each color). Have partners sort the cubes by color. Each student picks a color and takes a handful of cubes to place in front of them. Each partner then needs to figure out if they have more, less or the same number as their partner. Partners need to explain how they know. Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? Select a few students to share their work. Guiding Questions: Do you have the same, more, or less cubes than your partner? How do you know? What did you do to figure out whether you had the same, more, or less cubes? Introduce Learning Stations-One-to-One Correspondence See beginning of module for list of stations Cookie Jar Game Game from: Module Games and Activities for Home packet Suggestion: Workbook Pages Revised 8/17/06 9

10 LESSON FOCUS: Harcourt Math - Kindergarten Day 2 Chapter 3, Lesson 3.2 Same Number CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes or counters Rhythm instrument (optional) Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? Suggestion: Slide and Check (Developing Number Concepts, Book 1, Activity 1-1) Teacher claps or plays a rhythm instrument. For each clap or strike of the instrument students move a cube in front of them. After reaching the designated amount, class counts their cubes aloud to check. Students push all the cubes back and repeat. LAUNCH Problem of the Day (TE 47A) Begin by trying to describe groups that are roughly equal. Repeat with another attribute described. Discuss. EXPLORE For each pair of students- 8 color tiles in each of 2 colors Graph Paper Grid (TR 58) SUMMARIZE The Task (TE 47A) Whole class works in partners sorting color tiles and placing them on the graph paper to compare amounts. Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? Select a few students to share their work. Find students to share the two different ways to make groups have the same number. (Taking away tiles and adding tiles) Guiding Questions: How do you know if the groups have the same number of tiles? How would you make your two groups equal or have the same number? If you make the groups have the same number by adding tiles, what is another way you can make the groups the same? INDEPENDENT LEARNING One-to-One Correspondence STATIONS HOMEWORK (Optional) Suggestion: Workbook pages Revised 8/17/06 10

11 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes or counters Rhythm instrument (optional) LAUNCH Connecting cubes in two different colors EXPLORE For each student- 8 counters in each of 2 colors Graph Grid (TR 58) SUMMARIZE Harcourt Math - Kindergarten Day 3 Chapter 3, Lesson 3.3 More Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? Suggestion: Slide and Check (Developing Number Concepts, Book 1, Activity 1-1) Teacher claps or plays a rhythm instrument. For each clap or strike of the instrument students move a cube in front of them. After reaching the designated amount, class counts their cubes aloud to check. Students push all the cubes back and repeat. Building Towers (TE 47B) Teacher calls on a student to take a handful of connecting cubes of one color and build a tower. Teacher takes a handful of connecting cubes of another color and builds a tower. Place towers next to each other to compare heights. Ask which tower has more cubes and how do you know. Discuss how to make the towers the same height. Repeat with another student. The Task (TE 49A) Students work individually in whole group setting with counters. Teacher guides/observes. ASK: Can you find out how many are in each set? When students count, pay attention to the following: Can they keep track? Do they count past and not notice error? Do they self correct? Do they remember how many after counting? Can they use the information they get from one group to find the total in the other, or do they have to go back a recount each group separately? Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? Select a few students to share their work. Find students to share the two different ways to make groups have the same number. (Taking away tiles and adding tiles) Guiding Questions: How could you prove which group has more? What if you have the same number of counters in both groups? How can you make one group have more? What can you do to the group that has more counters to make Revised 8/17/06 11

12 the two groups the same? INDEPENDENT LEARNING One-to-One Correspondence STATIONS HOMEWORK (Optional) Suggestion: Workbook pages Revised 8/17/06 12

13 Harcourt Math - Kindergarten Day 4 Chapter 3, Lesson 3.3 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes or counters LAUNCH Connecting cubes EXPLORE For partners- 10 of 2 different attribute link shapes More Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? Suggestion: Is it More? (Developing Number Concepts, Book 1, Activity 3-1) Direct students to build two trains of specific lengths. Build a red train that is seven cubes long. Build a blue train that is three cubes long. Ask the students to compare the trains to see which one has more cubes. Repeat with different amounts. The Problem of the Day (TE 49) Have connecting cubes available for students. After students have made their tower representing the buttons they are wearing, ask them to check towers with four other students and be able to make the same and more statements noted, (i.e., we have the same number of buttons, or I m wearing more buttons than you are ) each time they compare cubes with a new person. Which Group Has More? (TE 51B) In partners, have one student per turn reach into a bag containing only 2 different shaped attribute links, and take out a handful. Partners will then arrange the links at random in a line and predict which shape they have more of. Ask partners to decide how they can prove their prediction to be true or false. Repeat with each partner getting the handful and repeating the activity. Teacher circulates listening/questioning/taking observation notes. ASK: How can you prove which group has more? How can you make one group have more? What can you do to the group that has more counters to make the two groups the same? Can you find out how many are in each set? When students count, pay attention to the following: Can they keep track? Do they count past and not notice error? Do they self correct? Do they remember how many after Can they use the information they get from one group to find the total in the other, or do they have to go back a recount each group separately? Revised 8/17/06 13

14 SUMMARIZE INDEPENDENT LEARNING STATIONS HOMEWORK (Optional) Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? Select a few students to share their work. Guiding Questions: How could you prove which group has more? What if you have the same number of counters in both groups? How can you make one group have more? What can you do to the group that has more counters to make the two groups the same? One-to-One Correspondence Suggestion: Challenge Workbook CW17 Revised 8/17/06 14

15 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes or counters LAUNCH Paper (folded in half) Crayons EXPLORE For partners- Paper bag 15 Two-color counters SUMMARIZE Harcourt Math - Kindergarten Day 5 Chapter 3, Lesson 3.4 Less Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? Suggestion: Is it More? (Developing Number Concepts, Book 1, Activity 3-1) Direct students to build a train of whatever length they choose. Ask the students to compare their train with a partner next to them to see which one has more cubes. Repeat. Problem of the Day (TE 51A) Give students paper folded in half. On one side have the students draw some red circles. On the other side students need to draw fewer (less) blue circles than red circles. How do you know there are fewer or less blue circles than red circles. By the Handful (TE 51B) Each partner takes a handful of two-color counters and gently tosses them on the desk. Predict which color has less. Students decide how to organize the counters to compare them. They compare the outcome to their prediction using words such as less, more, and same. Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? Select a few students to share their work. Guiding Questions: How could you prove which group has less? What if you have the same number of counters in both groups? How can you make one group have less? What can you do to the group that has less counters to make the two groups the same? INDEPENDENT LEARNING One-to-One Correspondence STATIONS HOMEWORK (Optional) Suggestion: Workbook pages Revised 8/17/06 15

16 Harcourt Math - Kindergarten Day 6 Chapter 3, Lesson 3.4 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes or counters LAUNCH Paper (folded in half) Crayons EXPLORE Pattern Blocks Less Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? Suggestion: Is it More or Is it Less? (Developing Number Concepts, Book 1, Activity 3-1) Direct students to build a train of whatever length they choose. Ask the students to compare their train with a partner next to them to see which one has more and less cubes. Repeat. Problem of the Day (TE 51A)-Variation Give students paper folded in half. On one side have the students draw a group of some objects (animals, people, shapes). When teacher signals, students pass the paper to the student next to them who draws a group containing less on the other side of the paper. Which Group Has Less? (TE 51B) In partners, have one student per turn reach into a bag containing only 2 different shaped pattern blocks, and take out a handful. Partners will then arrange the pattern blocks at random in a line and predict which shape they have less of. Ask partners to decide how they can prove their prediction to be true or false. Repeat with each partner getting the handful and repeating the activity. Teacher circulates listening/questioning/taking observation notes. ASK: How can you prove which group has less? How can you make one group have less? What can you do to the group that has less counters to make the two groups the same? Can you find out how many are in each set? When students count, pay attention to the following: Can they keep track? Do they count past and not notice error? Do they self correct? Do they remember how many after Can they use the information they get from one group to find the total in the other, or do they have to go back a recount each group separately? Revised 8/17/06 16

17 SUMMARIZE INDEPENDENT LEARNING STATIONS HOMEWORK (Optional) Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? Select a few students to share their work. Guiding Questions: How could you prove which group has less? What if you have the same number of counters in both groups? How can you make one group have less? What can you do to the group that has less counters to make the two groups the same? Introduce Learning Stations-Comparing Amounts Continue One-to-One Correspondence Stations Suggestion: Challenge Workbook CW18 Revised 8/17/06 17

18 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes or counters LAUNCH Workmat 1 (TR 70) Color Tiles EXPLORE For each student- 10 color tiles of the same color Workmat 1 (TR 70) SUMMARIZE Harcourt Math - Kindergarten Day 7 Chapter 3, Lesson 3.5 Make a Model Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? Suggestion: Is it More or Is it Less? (Developing Number Concepts, Book 1, Activity 3-1) Direct students to build a train of whatever length they choose. Ask the students to compare their train with a partner next to them to see which one has more and less cubes. Repeat. Dot Card Matching Show a dot card that has 3, 4, or 5 dots on it Have students make a group of tiles with the same amount as the dot cards Repeat with other numbers Discuss what students needed to do in order to make their group have the same amount as the card The Problem (TE 53A) Whole Class works in partners ASK: What do you need to do to be sure both groups have the same number of tiles? When students count, pay attention to the following: Can the students count the tiles? Can they keep track? Do they count past and not notice error? Do they self correct? Do they remember how many after Can they use the information they get from one group to find the total in the other, or do they have to go back a recount each group separately? Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? Select a few students to share their work. Guiding Questions: How could you prove the groups are the same? What can you do to be sure both groups have the same number Revised 8/17/06 18

19 of tiles? INDEPENDENT LEARNING Comparing Amounts STATIONS Continue One-to-One Correspondence Stations HOMEWORK (Optional) Suggestion: Workbook pages Revised 8/17/06 19

20 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes Plastic Bowl (1 per child) LAUNCH Color tiles EXPLORE For each student- Zip bag with 8-10 small classroom objects (such as paper clips, counters, buttons) Workmat 2 (TR 71) Harcourt Math - Kindergarten Day 8 Chapter 3, Lesson 3.6 (Day 1 of 2) Count objects Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. Suggestion: Count and Dump (Developing Number Concepts, Book 1, Activity 1-2) Students along with the teacher drop cubes into their bowls as they practice counting to a designated number. After reaching designated number teacher says, Dump and everyone empties his or her bowl and repeats. Counting Tiles Place a number of tiles (6-8) on the overhead in a random placement Ask students to make an estimate without counting by asking, How many tiles do you think there are? After students make estimates, say, Let s see if we can find out how many tiles there are. The teacher moves tiles and counts aloud with the students Repeat with another number Counting Objects Give each student a bag with 8-10 small objects and Workmat 2. Have students place objects on one side of their workmats. Have students make an estimate by asking, How many objects do you think there are? Students make an estimate without counting. Then ask students to check and find out how many there are Have students trade bags of objects and repeat NOTE: Students may use a variety of methods to count. Pay particular attention to the process they use rather than showing the students how to count. Things to note: Before counting can the students estimate? When students count, pay attention to see if they have a system for keeping track. (Lining up, pointing, moving) Do they know the counting sequence by rote? Do they count past and not notice their error? Do they skip some counters? Count some twice? Do they self correct? Do they remember how many after counting? Are they consistent in their counting? Can they answer the question, What if I put in one more object- Revised 8/17/06 20

21 how many now? SUMMARIZE Revisit the Essential Questions: Select a few students to share their work. Guiding Questions: How can you find out how many objects are in your bag? INDEPENDENT LEARNING Comparing Amounts STATIONS Continue One-to-One Correspondence Stations HOMEWORK (Optional) Suggestion: Workbook pages Revised 8/17/06 21

22 Harcourt Math - Kindergarten Day 9 Chapter 3, Lesson 3.6 Day 2 of 2 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes Plastic Bowl (1 per child) LAUNCH Connecting Cubes EXPLORE For each child Zip bag with 8-10 small classroom objects (such as paper clips, counters, buttons) Workmat 2 (TR 71) Count Objects Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How can I use what I know about the number of objects arranged in different ways does not change the quantity? Suggestion: Count and Dump (Developing Number Concepts, Book 1, Activity 1-2) Students along with the teacher drop cubes into their bowls as they practice counting to a designated number. After reaching designated number teacher says, Dump and everyone empties his or her bowl and repeats. Counting Tiles Place a number of cubes (6-8) on the overhead in a random placement Ask students to make an estimate without counting by asking, How many cubes do you think there are? After students make estimates, say, Let s see if we can find out how many cubes there are. The teacher moves cubes and counts aloud with the students Repeat with another number Counting Objects Give each student a bag with 8-10 small objects (different bag from yesterday) and Workmat 2. Have students place objects on one side of their workmats. Have students make an estimate by asking, How many objects do you think there are? Students make an estimate without counting. Then ask students to check and find out how many there are Have students trade bags of objects and repeat NOTE: Students may use a variety of methods to count. Pay particular attention to the process they use rather than showing the students how to count. Things to note: Before counting can the students estimate? When students count, pay attention to see if they have a system for keeping track. (Lining up, pointing, moving) Do they know the counting sequence by rote? Revised 8/17/06 22

23 SUMMARIZE Do they count past and not notice their error? Do they skip some counters? Count some twice? Do they self correct? Do they remember how many after counting? Are they consistent in their counting? Can they answer the question, What if I put in one more objecthow many now? Revisit the Essential Questions: Select a few students to share their work. Guiding Questions: How can you find out how many objects are in your bag? INDEPENDENT LEARNING Comparing Amounts STATIONS Continue One-to-One Correspondence Stations HOMEWORK (Optional) Suggestion: Practice Workbook PW 20 Revised 8/17/06 23

24 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS Harcourt Math - Kindergarten Day 10 Chapter 3, Lesson 3.7 One More Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? ROUTINE Cubes Plastic Bowl (1 per child) Suggestion: Count and Dump (Developing Number Concepts, Book 1, Activity 1-2) Students along with the teacher drop cubes into their bowls as they practice counting to a designated number. After reaching designated number teacher says, Dump and everyone empties his or her bowl and repeats. LAUNCH P.E. Connection (TE 47) Students match your movements. Pose the question, If I clapped two times (do so), and you wanted to clap one more than I did, what would you do? (three times). Do it. Continue with one more model and other movements (teacher stamps four times students stamp five times). Counting your movements out loud and asking students to do the same as they respond will reinforce the one more. EXPLORE For each student- Counters or connecting cubes Workmat 2 (TR 71) The Task (TE 57A) Have students put a handful of counters or cubes on one side of their workmat. Then, have students make a group that has one more. Have students count the objects in the group that has one more and tell how many. Repeat activity Teacher guides/observes/takes notes. When students count, pay attention to see if they have a system for keeping track. Do they know the counting sequence by rote? Do they count past and not notice their error? Do they skip some counters? Count some twice? Do they self correct? Do they remember how many after counting? Are they consistent in their counting? Do they know one more for some numbers but not others? Which ones? Revised 8/17/06 24

25 SUMMARIZE Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? INDEPENDENT LEARNING STATIONS Select a few students to share their work. Guiding Questions: How do you know your group has one more? How can check to make sure your group has one more? Introduce Learning Stations-Counting Amounts Continue One-to-One Correspondence Stations and Comparing Amounts HOMEWORK (Optional) Suggestion: Workbook pages Revised 8/17/06 25

26 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes LAUNCH Tiles Workmat 1 (TR 70) EXPLORE Tiles Workmat 1 (TR 70) Dot Cards (TR 2-3) Harcourt Math - Kindergarten Day 11 Chapter 3, Lesson 3.8 One Less Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? Suggestion: Making Towers (Developing Number Concepts, Book 1, Activity 1-3) Teacher directs students to build a tower on cube at a time. Teacher says, Get one cube. How many do you have? Get one more. How many do you have now? Get one more. How many do you have now? Continue until you have reached the designated number. Note: It is imperative that you ask them to build the tower one at a time rather than building a tower of 5. One Less Tile Place a group of tiles (5-7) on the overhead in a random placement Teacher moves objects and counts aloud with students to find out how many tiles there are Teacher asks students to make a group on their workmats that is one less than the number on the overhead. Repeat using a different quantity One Less Dot Card Give students a dot card, some tiles, and Workmat 1. Have students decide how many dots are on their dot card and make a group of tiles on their workmat that shows one less than their dot card. Trade cards with a partner and repeat. Teacher guides/observes/takes notes. When students count, pay attention to see if they have a system for keeping track. Do they know the counting sequence by rote? Do they count past and not notice their error? Do they skip some counters? Count some twice? Do they self correct? Do they remember how many after counting? Are they consistent in their counting? Do they know one more for some numbers but not others? Which ones? Revised 8/17/06 26

27 SUMMARIZE Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? INDEPENDENT LEARNING STATIONS Select a few students to share their work. Guiding Questions: How do you know your group has one less? How can check to make sure your group has one less? Counting Amounts Continue One-to-One Correspondence Stations and Comparing Amounts HOMEWORK (Optional) Suggestion: Workbook pages Revised 8/17/06 27

28 Harcourt Math - Kindergarten Day 12 Chapter 3, Lesson 3.9 LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes LAUNCH For each student- Two colors of construction paper squares about 5 x 5. EXPLORE For partners Two-color counters Graph Grid (TR 58) Cup Problem Solving Make a Graph Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. 2.1 Explain the reasoning used with concrete objects and/or pictorial representations Statistics, Data Analysis, and Probability: 1.1 Pose information questions; collect data; and record the results using objects, pictures, and picture graphs. How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? Suggestion: Making Towers (Developing Number Concepts, Book 1, Activity 1-3) Teacher directs students to build a tower on cube at a time. Teacher says, Get one cube. How many do you have? Get one more. How many do you have now? Get one more. How many do you have now? Continue until you have reached the designated number. Note: It is imperative that you ask them to build the tower one at a time rather than building a tower of 5. Favorite Color Graph Have a stack of red and blue (or any other two colors) squares of construction paper about 5 x5. Ask students to choose which of these colors they like better and take a square of that color. Line up (red in one column, blue in facing column) and compare. Facing partners can shake hands. In which column/line is there someone left with nobody s hand to shake? More people liked better. Fewer/less people liked. Take concrete graph to pictorial by putting colored paper down in spot you were standing and going back to sit down. Do you still have the same information? (Yes) Are there still more squares than squares? (Yes) Two Color Counters Graph Give partners two-color counters, graph grid and a cup. Have students put counters in the cup. Shake and toss them gently in front of them. Have students place counters on graph grid, yellow in one row and red in the other row. Have them compare amounts. Teacher guides/observes/takes notes. Things to observe: Can they identify which color is the most? The fewest? Can they use the information from one group to identify how many in the other group? Revised 8/17/06 28

29 SUMMARIZE Revisit the Essential Questions: How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? INDEPENDENT LEARNING STATIONS Select a few students to share their work. Guiding Questions: How many red counters do you have? How many yellow counters? Which color has more/less? How do you know? Counting Amounts Continue One-to-One Correspondence Stations and Comparing Amounts HOMEWORK (Optional) Suggestion: Workbook pages Revised 8/17/06 29

30 Harcourt Math - Kindergarten Day 13 Chapter 3 Literature Connection LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes LAUNCH Five Little Ducks (Big Book) EXPLORE Paper (folded into 3 sections) Crayons INDEPENDENT LEARNING STATIONS HOMEWORK (Optional) Counting Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? Suggestion: Making Towers (Developing Number Concepts, Book 1, Activity 1-3) Teacher directs students to build a tower on cube at a time. Teacher says, Get one cube. How many do you have? Get one more. How many do you have now? Get one more. How many do you have now? Continue until you have reached the designated number. Note: It is imperative that you ask them to build the tower one at a time rather than building a tower of 5. Re-Read Five Little Ducks or another counting book you have available Pick one of the last two pages where there are many different colored ducks to talk about. Ask questions such as: How many (blue) ducks are there? What if one more (green) duck came? Are there more (yellow) ducks or (purple) ducks? Are there the same number of any color of ducks? Choose one color of duck and have students draw the group on their piece of paper. Then ask students to draw a group of ducks that has one more and a group of ducks that has one less. Counting Amounts Continue One-to-One Correspondence Stations and Comparing Amounts Suggestion: Math Storybook I Can Count Revised 8/17/06 30

31 Harcourt Math - Kindergarten Day Chapter 3, Assessment (2 Days) LESSON FOCUS: CALIFORNIA STANDARDS PURPOSE OF LESSON/ESSENTIAL QUESTIONS ROUTINE Cubes EXPLORE For each student: Paper Crayons INDEPENDENT LEARNING STATIONS Assessment: Check understanding of Matching and Counting. Number Sense: 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. Mathematical Reasoning: 1.2 Use tools and strategies, such as manipulatives or sketches, to model problems. How do I know when a set has more/less/same number of objects than another set? How can I use what I know about the number of objects arranged in different ways does not change the quantity? Suggestion: Build a Stack (Developing Number Concepts, Book 1, Activity 3-9) Teacher directs students to build a stack of a designated number of cubes and continues to give clues to build other stacks. Build a stack that has four cubes. Now build a stack that has one more than four. How many do you have now? Build a stack that has one less than four. How many do you have now? Repeat with different stacks. Students work at Independent Learning Stations as teacher calls small groups for Performance Assessment. Assessing What Children Learned (TE 64B) Note: During or after the completion of this module, begin assessing students during Independent Station Time using Assessing Math Concepts Counting Objects Assessment by Kathy Richardson Counting Amounts Continue One-to-One Correspondence Stations and Comparing Amounts Revised 8/17/06 31

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Mathematics Success Grade 7

Mathematics Success Grade 7 T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

More information

Mathematics Success Level E

Mathematics Success Level E T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

More information

Contents. Foreword... 5

Contents. Foreword... 5 Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with

More information

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

More information

Using Proportions to Solve Percentage Problems I

Using Proportions to Solve Percentage Problems I RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

More information

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics (I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the

More information

Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts

Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation

More information

End-of-Module Assessment Task

End-of-Module Assessment Task Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,

More information

Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Standards Mathematics Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

More information

Sight Word Assessment

Sight Word Assessment Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because

More information

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...

More information

2 nd Grade Math Curriculum Map

2 nd Grade Math Curriculum Map .A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a

More information

Ohio s Learning Standards-Clear Learning Targets

Ohio s Learning Standards-Clear Learning Targets Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking

More information

First Grade Standards

First Grade Standards These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught

More information

Zoo Math Activities For 5th Grade

Zoo Math Activities For 5th Grade Zoo Math 5th Grade Free PDF ebook Download: Zoo Math 5th Grade Download or Read Online ebook zoo math activities for 5th grade in PDF Format From The Best User Guide Database Successful completion of Algebra

More information

Activities for School

Activities for School Activities for School Label the School Label the school in the target language and then do a hide-n-seek activity using the directions in the target language. Label the Classroom I label my room (these

More information

What's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School

What's My Value? Using Manipulatives and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade

More information

Dublin City Schools Mathematics Graded Course of Study GRADE 4

Dublin City Schools Mathematics Graded Course of Study GRADE 4 I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported

More information

Spinal Cord. Student Pages. Classroom Ac tivities

Spinal Cord. Student Pages. Classroom Ac tivities Classroom Ac tivities Spinal Cord Student Pages Produced by Regenerative Medicine Partnership in Education Duquesne University Director john A. Pollock (pollock@duq.edu) The spinal column protects the

More information

Spinners at the School Carnival (Unequal Sections)

Spinners at the School Carnival (Unequal Sections) Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of

More information

Stacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes

Stacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes Stacks Teacher notes Activity description (Interactive not shown on this sheet.) Pupils start by exploring the patterns generated by moving counters between two stacks according to a fixed rule, doubling

More information

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math

Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four

More information

Work Stations 101: Grades K-5 NCTM Regional Conference &

Work Stations 101: Grades K-5 NCTM Regional Conference & : Grades K-5 NCTM Regional Conference 11.20.14 & 11.21.14 Janet (Dodd) Nuzzie, Pasadena ISD District Instructional Specialist, K-4 President, Texas Association of Supervisors of jdodd@pasadenaisd.org PISD

More information

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Reading Mini-Lesson Plans Week: March 11-15 Standards: RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently,

More information

Operations and Algebraic Thinking Number and Operations in Base Ten

Operations and Algebraic Thinking Number and Operations in Base Ten Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University

More information

P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1

P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1 P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,

More information

Answer Key For The California Mathematics Standards Grade 1

Answer Key For The California Mathematics Standards Grade 1 Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers

More information

Math Expectation Guide

Math Expectation Guide Math Expectation Guide Assessment Instructionon Curriculum Putting the pieces together for success in mathematics! Math Expectation Guide Kindergarten through Grade 5 Dr. Kelly Pew, Superintendent Dr.

More information

Counting To 120 First Grade

Counting To 120 First Grade To 120 First Grade Free PDF ebook Download: To 120 First Grade Download or Read Online ebook counting to 120 first grade in PDF Format From The Best User Guide Database 1st Grade Strategy Worksheets. Table

More information

End-of-Module Assessment Task K 2

End-of-Module Assessment Task K 2 Student Name Topic A: Two-Dimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,

More information

Unit 2. A whole-school approach to numeracy across the curriculum

Unit 2. A whole-school approach to numeracy across the curriculum Unit 2 A whole-school approach to numeracy across the curriculum 50 Numeracy across the curriculum Unit 2 Crown copyright 2001 Unit 2 A whole-school approach to numeracy across the curriculum Objectives

More information

QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides

QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides QUICK START GUIDE BOXES 1 & 2 BRIDGES Teachers Guides your kit Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you ll

More information

TEACHING Simple Tools Set II

TEACHING Simple Tools Set II TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN-10: 0-8225-6880-2 Green ISBN-13: 978-0-8225-6880-3 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts

More information

Standard 1: Number and Computation

Standard 1: Number and Computation Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student

More information

THE HEAD START CHILD OUTCOMES FRAMEWORK

THE HEAD START CHILD OUTCOMES FRAMEWORK THE HEAD START CHILD OUTCOMES FRAMEWORK Released in 2000, the Head Start Child Outcomes Framework is intended to guide Head Start programs in their curriculum planning and ongoing assessment of the progress

More information

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent

2 months: Social and Emotional Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent 2 months: Begins to smile at people Can briefly calm self (may bring hands to mouth and suck on hand) Tries to look at parent Coos, makes gurgling sounds Turns head toward sounds Pays attention to faces

More information

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance

More information

Build on students informal understanding of sharing and proportionality to develop initial fraction concepts.

Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction

More information

Genevieve L. Hartman, Ph.D.

Genevieve L. Hartman, Ph.D. Curriculum Development and the Teaching-Learning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current

More information

Missouri Mathematics Grade-Level Expectations

Missouri Mathematics Grade-Level Expectations A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

More information

Math Grade 3 Assessment Anchors and Eligible Content

Math Grade 3 Assessment Anchors and Eligible Content Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among

More information

Learning Lesson Study Course

Learning Lesson Study Course Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in

More information

Algebra 2- Semester 2 Review

Algebra 2- Semester 2 Review Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain

More information

Physical Versus Virtual Manipulatives Mathematics

Physical Versus Virtual Manipulatives Mathematics Physical Versus Free PDF ebook Download: Physical Versus Download or Read Online ebook physical versus virtual manipulatives mathematics in PDF Format From The Best User Guide Database Engineering Haptic

More information

Learning to Think Mathematically With the Rekenrek

Learning to Think Mathematically With the Rekenrek Learning to Think Mathematically With the Rekenrek A Resource for Teachers A Tool for Young Children Adapted from the work of Jeff Frykholm Overview Rekenrek, a simple, but powerful, manipulative to help

More information

Heart to Start Red Kit

Heart to Start Red Kit U Hea S Depa lth & rtm Hum ent of an S ervi ces Inno Prev vation enti on A in war d Educator Lesson Plans Heart to Start Red Kit fiber-ific FASHIONS! orange yellow fiber-ific Fruits and Veggies strawberry

More information

Physical Features of Humans

Physical Features of Humans Grade 1 Science, Quarter 1, Unit 1.1 Physical Features of Humans Overview Number of instructional days: 11 (1 day = 20 30 minutes) Content to be learned Observe, identify, and record the external features

More information

Shockwheat. Statistics 1, Activity 1

Shockwheat. Statistics 1, Activity 1 Statistics 1, Activity 1 Shockwheat Students require real experiences with situations involving data and with situations involving chance. They will best learn about these concepts on an intuitive or informal

More information

Grade Five Chapter 6 Add and Subtract Fractions with Unlike Denominators Overview & Support Standards:

Grade Five Chapter 6 Add and Subtract Fractions with Unlike Denominators Overview & Support Standards: rade Five Chapter 6 Add and Subtract Fractions with Unlike Denominators Overview & Support Standards: Use equivalent fractions as a strategy to add and subtract fractions. Add and subtract fractions with

More information

Curriculum Scope and Sequence

Curriculum Scope and Sequence Curriculum Scope and Sequence First Baptist Academy Mathematics: Number and Counting Concepts Understand that numbers are used to denote quantity: two birds Count to 10 by rote Count to 10 in Spanish Begin

More information

5.1 Sound & Light Unit Overview

5.1 Sound & Light Unit Overview 5.1 Sound & Light Unit Overview Enduring Understanding: Sound and light are forms of energy that travel and interact with objects in various ways. Essential Question: How is sound energy transmitted, absorbed,

More information

About the Mathematics in This Unit

About the Mathematics in This Unit (PAGE OF 2) About the Mathematics in This Unit Dear Family, Our class is starting a new unit called Puzzles, Clusters, and Towers. In this unit, students focus on gaining fluency with multiplication strategies.

More information

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group. Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

More information

Table of Contents. Development of K-12 Louisiana Connectors in Mathematics and ELA

Table of Contents. Development of K-12 Louisiana Connectors in Mathematics and ELA Table of Contents Introduction Rationale and Purpose Development of K-12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics

More information

New York People and Places

New York People and Places New York People and Places Students explore objects on view in the Albany Institute s galleries to learn about the lives of people with varied and diverse backgrounds who live in our community, the places

More information

Backwards Numbers: A Study of Place Value. Catherine Perez

Backwards Numbers: A Study of Place Value. Catherine Perez Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS

More information

Evaluating Statements About Probability

Evaluating Statements About Probability CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Evaluating Statements About Probability Mathematics Assessment Resource Service University of Nottingham

More information

Grades. From Your Friends at The MAILBOX

Grades. From Your Friends at The MAILBOX From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving

More information

The following shows how place value and money are related. ones tenths hundredths thousandths

The following shows how place value and money are related. ones tenths hundredths thousandths 2-1 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349

More information

Speak with Confidence The Art of Developing Presentations & Impromptu Speaking

Speak with Confidence The Art of Developing Presentations & Impromptu Speaking Speak with Confidence The Art of Developing Presentations & Impromptu Speaking Use this system as a guide, but don't be afraid to modify it to fit your needs. Remember the keys to delivering a successful

More information

WE ARE STORYT ELLERS!

WE ARE STORYT ELLERS! Sponsored Educational Materials For PreK WE ARE STORYT ELLERS! SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. All rights reserved. 666357 Dear Teacher, Take

More information

Students will be able to describe how it feels to be part of a group of similar peers.

Students will be able to describe how it feels to be part of a group of similar peers. LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.

More information

Function Tables With The Magic Function Machine

Function Tables With The Magic Function Machine Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within

More information

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11

More information

What s Different about the CCSS and Our Current Standards?

What s Different about the CCSS and Our Current Standards? The Common Core State Standards and CPM Educational Program The Need for Change in Our Educational System: College and Career Readiness Students are entering into a world that most of us would have found

More information

Considerations for Aligning Early Grades Curriculum with the Common Core

Considerations for Aligning Early Grades Curriculum with the Common Core Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance

More information

How to Use Text Features Poster

How to Use Text Features Poster How to Use Text Features Poster Congratulations on your purchase of this Really Good Stuff How to Use Text Features Poster, an excellent visual aide for students learning to identify and use informational

More information

Left, Left, Left, Right, Left

Left, Left, Left, Right, Left Lesson.1 Skills Practice Name Date Left, Left, Left, Right, Left Compound Probability for Data Displayed in Two-Way Tables Vocabulary Write the term that best completes each statement. 1. A two-way table

More information

Consequences of Your Good Behavior Free & Frequent Praise

Consequences of Your Good Behavior Free & Frequent Praise Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often

More information

Chapter 8. Graphing, Probability and Statistics

Chapter 8. Graphing, Probability and Statistics Chapter 8 Graphing, Probability and Statistics Table of Contents Before We Begin Categories to be taught...159 Graphing, probability, statistics...160 Graphing has already begun...160 We already know......161

More information

Lesson 17: Write Expressions in Which Letters Stand for Numbers

Lesson 17: Write Expressions in Which Letters Stand for Numbers Write Expressions in Which Letters Stand for Numbers Student Outcomes Students write algebraic expressions that record all operations with numbers and/or letters standing for the numbers. Lesson Notes

More information

Characteristics of Functions

Characteristics of Functions Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics

More information

This scope and sequence assumes 160 days for instruction, divided among 15 units.

This scope and sequence assumes 160 days for instruction, divided among 15 units. In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction

More information

Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg

Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Verbal Behavior-Milestones Assessment & Placement Program Criterion-referenced assessment tool Guides goals and objectives/benchmark

More information

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See

More information

Elementary Supplemental (purchase only) Instructional Materials -- Draft

Elementary Supplemental (purchase only) Instructional Materials -- Draft Health 2014-15 Elementary Supplemental (purchase only) Instructional Materials -- Draft Instructional Materials Title NF (Not Funded) ISBN-13 Grade Price Copyright Health and Physical Education, Elementary

More information

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour

More information

ENGAGE. Daily Routines Common Core. Essential Question How can you use the strategy draw a diagram to solve multistep division problems?

ENGAGE. Daily Routines Common Core. Essential Question How can you use the strategy draw a diagram to solve multistep division problems? LESSON 4.12 Problem Solving Multistep Division Problems FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards 4.OA.A.2 Multiply or divide to solve word problems involving multiplicative

More information

Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of

Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of May 8-12 2017 Crème de la Crème- Haynes Bridge Ms. Jamie Marini Kindergarten Day of the Week Language Arts/ Phonics 10:30am-12pm HWT 9:30-10:00am Math 1:00-1:45pm Science 1:45-2:30pm Unit 8 By the Sea

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Georgia Department of Education Georgia Standards of Excellence Framework GSE Sophisticated Shapes Unit 1

Georgia Department of Education Georgia Standards of Excellence Framework GSE Sophisticated Shapes Unit 1 CONSTRUCTING TASK: What the Heck is Rekenrek? The Rekenrek can be used throughout the year and incorporated in a variety of tasks to enforce concrete representation of numbers and strategies. Adapted from

More information

Big Ideas Math Grade 6 Answer Key

Big Ideas Math Grade 6 Answer Key Big Ideas Math Grade 6 Answer Key Free PDF ebook Download: Big Ideas Math Grade 6 Answer Key Download or Read Online ebook big ideas math grade 6 answer key in PDF Format From The Best User Guide Database

More information

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information

RIGHTSTART MATHEMATICS

RIGHTSTART MATHEMATICS Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart

More information

United States Symbols First Grade By Rachel Horen. Featured Selection:

United States Symbols First Grade By Rachel Horen. Featured Selection: United States Symbols First Grade By Rachel Horen Featured Selection: Easy Reader Biographies: Betsy Ross: The Story of Our Flag by Pamela Chanko Scholastic Teaching Resources 2007 Betsy Ross is given

More information

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers. Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies

More information

Experience College- and Career-Ready Assessment User Guide

Experience College- and Career-Ready Assessment User Guide Experience College- and Career-Ready Assessment User Guide 2014-2015 Introduction Welcome to Experience College- and Career-Ready Assessment, or Experience CCRA. Experience CCRA is a series of practice

More information

The Bruins I.C.E. School

The Bruins I.C.E. School The Bruins I.C.E. School Lesson 1: Retell and Sequence the Story Lesson 2: Bruins Name Jersey Lesson 3: Building Hockey Words (Letter Sound Relationships-Beginning Sounds) Lesson 4: Building Hockey Words

More information

Naviance Family Connection

Naviance Family Connection What is it? Naviance Family Connection Junior Year Naviance Family Connection is a web-based program that allows you and your parents to organize and manage your college search process. It also allows

More information

GRADE 2 SUPPLEMENT. Set D4 Measurement: Capacity. Includes. Skills & Concepts. Activity 1: Predict & Fill D4.1

GRADE 2 SUPPLEMENT. Set D4 Measurement: Capacity. Includes. Skills & Concepts. Activity 1: Predict & Fill D4.1 GRADE 2 SUPPLEMENT Set D4 Measurement: Capacity Includes Activity 1: Predict & Fill D4.1 Skills & Concepts H use non-standard units to measure to determine capacity H compare and order containers according

More information

What is this species called? Generation Bar Graph

What is this species called? Generation Bar Graph Name: Date: What is this species called? Color Count Blue Green Yellow Generation Bar Graph 12 11 10 9 8 7 6 5 4 3 2 1 Blue Green Yellow Name: Date: What is this species called? Color Count Blue Green

More information

J j W w. Write. Name. Max Takes the Train. Handwriting Letters Jj, Ww: Words with j, w 321

J j W w. Write. Name. Max Takes the Train. Handwriting Letters Jj, Ww: Words with j, w 321 Write J j W w Jen Will Directions Have children write a row of each letter and then write the words. Home Activity Ask your child to write each letter and tell you how to make the letter. Handwriting Letters

More information

Lancaster Lane CP School. The Importance of Motor Skills

Lancaster Lane CP School. The Importance of Motor Skills Lancaster Lane CP School The Importance of Motor Skills What Are Gross Motor Skills? Good gross motor skills are required in order for muscles in the body to perform a range of large, everyday movements

More information

Common Core Curriculum Map For Sociology

Common Core Curriculum Map For Sociology Map For Sociology Free PDF ebook Download: Map For Sociology Download or Read Online ebook common core curriculum map for sociology in PDF Format From The Best User Guide Database and how the might influence

More information

Understanding and Supporting Dyslexia Godstone Village School. January 2017

Understanding and Supporting Dyslexia Godstone Village School. January 2017 Understanding and Supporting Dyslexia Godstone Village School January 2017 By then end of the session I will: Have a greater understanding of Dyslexia and the ways in which children can be affected by

More information

Increasing Student Engagement

Increasing Student Engagement Increasing Student Engagement Description of Student Engagement Student engagement is the continuous involvement of students in the learning. It is a cyclical process, planned and facilitated by the teacher,

More information

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today! Dear Teacher: Welcome to Reading Rods! Your Sentence Building Reading Rod Set contains 156 interlocking plastic Rods printed with words representing different parts of speech and punctuation marks. Students

More information

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified

Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community

More information

Manipulative Mathematics Using Manipulatives to Promote Understanding of Math Concepts

Manipulative Mathematics Using Manipulatives to Promote Understanding of Math Concepts Using Manipulatives to Promote Understanding of Math Concepts Multiples and Primes Multiples Prime Numbers Manipulatives used: Hundreds Charts Manipulative Mathematics 1 www.foundationsofalgebra.com Multiples

More information