2. Target: Reads, writes, and uses pictures, objects, or numerals to represent quantities to 20.

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1 1. Target: Possesses a working knowledge of the base ten number system, including ones and tens. Counts by Activities: In small groups, student leader will K.N.1.1 K.CC ones and tens point to each number on a hundreds chart. Group as well as c. compare and order whole numbers up will count and perform with their hands by forward to 20 showing ten fingers for each decade they count. beginning from a given number to Assessment: Teacher observation and checklist % accuracy How is the base ten number system used in the real world? Activities: Students will identify a number on the hundreds chart and then count on from that number up to 75. Students can also differentiate the results of starting on other numbers on the hundreds chart. Assessment: Teacher observation and checklist. 100% accuracy HMME Unit 4 Lesson 2 Unit 5 Lesson 3 Unit 6 Lesson 10 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 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) 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). 2. Target: Reads, writes, and uses pictures, objects, or numerals to represent quantities to 20. Compares two Activities: Students will create number cards numbers with written numerals, 0-20, written on them. between 0-20 Then, students will compare various numbers by presented as showing the greater or lesser number. Students written numerals. may also organize the numbers from least to greatest, etc. How can quantities to 100 be represented? HMME Unit 4 Lesson 11 Modeling Numbers Making 10 Numbers & Words 0-10 Numbers & Word Reading Writing the Language of Numbers 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) 1

2 K.N.2.1 Represent numbers using pictures, objects, or numerals. 3. Target: Counts, compares, sorts and orders objects by attributes such as size, shape, color, number, etc. - Creates a graphic representation of a sorting activity. Activities: Using 2-3 different kinds of objects students will sort by attributes. Then students will count each kind of object and graph using various graphing types. K.N Connects numerals to quantities What are the shapes we know about? Activities: Students will create and draw numbers using a 20 block grid reproducible from Number Literacy: Numbers and Words. HM TE Chapter 4, 15 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 (i.e., the ability to identify attributes is a foundational skill for sorting and classifying) K.A.1.2 K.CC 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. Sort, classify, and order objects by size, number, and other properties. 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). Extends, Activities: Using classroom items, students will HMME Unit 4 Lesson 13 K.N.1.3 creates, and look for continuing patterns in the room. Unit 5 Lesson 6, 20 compares Recognize, reproduce, describe, extend, Students will draw a picture of the patterns they patterns. and create repeating patterns (e.g., color, discovered and then compare with other shape, size, sound, movement, and 2

3 What is the use of patterning in the real world? students. 5. Target: Uses concrete objects to solve simple addition problems. Solves simple, Activities: Students will complete single digit single digit addition problems using any addition template. addition problems. How do we make addition equations? Assessment: Teacher observation and checking for understanding. 100% accuracy HM Manipulatives Pack NL Baits HM TE Chapter 13 HMME Unit 4 Lesson 17, 20 Unit 5 Lesson 9, 10, 16 Addition Facts 0-10 Addition Facts Making 10 simple numbers). 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. 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. 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 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 = 10 +8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 3

4 6. Target: Uses concrete objects to solve simple subtraction problems. Solves simple, Activities: Students will complete single digit K.N.2.2 K.OA single digit subtraction problems using any subtraction subtraction template. problems. How do we make subtraction equations? Assessment: Teacher observation and checking for understanding. 100% accuracy HM TE Chapter 14 HMME Unit 4 Lesson 17, 21 Unit 5 Lesson 11, ing-data/ Beginning Subtraction 0-10 Subtraction Facts 0-10 Substitution Facts Making Ten 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 representations 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). 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 5. K.NBT 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 = 10 +8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 4

5 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). Analyzes and Activities: Using die cuts of 3 fruits, HM TE Chapter 4 K.A.3.1 explains construction paper and markers students will HMME pg. 113 A and B, pg. 184 A-D results using Model situations that involve whole create a graph of favorite fruits. Students will objects, numbers using objects or pictures. organize the fruits by placing them in separate pictures or pictographs. rows by the fruit. Label and title the graph. Then K.D.1.1 ask various questions regarding the results. How does information we collect help us answer questions? Assessment: Teacher observation and completed graph. 100% accuracy 10, 20, 100 Blank Grid Data Graph 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.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. Creates a K.A.4.1 representation of the changes Verbally describe changes in various in the four contexts (e.g., plants or animals growing seasons. over time). What are the changes in the Activities: Students will name the seasons and discuss typical weather for our area (some changes are gradual and last for a long time and others are for a short duration). Students will tell about clothing worn in each season or for certain activities. Then students will fold a paper into four parts, or use HMME Learning Tool 4. Students will draw themselves wearing clothing HM TE pg. 167 B HMME pg. 113 A and B, pg. 184 A-D m seasons.htm 5

6 four seasons? for each season. As they are working, circulate the room asking the children to describe what they are drawing and why they have chosen to draw those particular items of clothing. Assessment: Teacher observation and finished 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, cylinder). Describes and Activities: Using 2D and 3D geometric blocks, students will order objects from shortest to K.A.1.1 Identify the attributes of objects (e.g., the compares tallest. After this task has been completed, the ability to identify attributes is a 2D and 3D students will mix up the blocks and order the foundational skill for sorting and geometric objects from tallest to shortest. Students will classifying). shapes and switch out blocks and repeat activity. their attributes. K.A.1.2 How can the five shapes be described using attributes? HM TE Chapter 6 HMME pg. 286, Unit 4 Lesson 18 ch/shape_match.htm Shape Bait 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: a. describe, identify, model, and draw common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone) b. compare familiar plane and solid objects by common attributes (e.g., shape, size, number of corners) 6

7 10. Target: Uses Specific Vocabulary to Describe Geometric Ideas Investigates Activities: Students will create a symmetrical HM TE pg. 91A-92 K.G.2.2 the symmetry model by folding a piece of paper in half and of twodimensional above, below) to describe relative Use spatial vocabulary (e.g., left, right, then cutting out a shape along the fold. Students will lead a discussion of how their object is shapes (e.g., position. by folding or symmetrical. Students may also bring an item cutting paper, from home that displays symmetry and describe K.G.4.1 using how it is symmetrical. mirrors). Addition Facts 0-10 Describe how to get from one location to Addition Facts another (e.g., how to get to the library). What vocabulary can be used to describe going from one location to another? Assessment: Teacher Observation and student Making 10 Shape Bait K.G.3.1 Use manipulatives (e.g., puzzles, tangrams, blocks) to demonstrate rotation (i.e., turns), translations (i.e., slides), and reflection (i.e., flips). K.G Target: Recognizes and describes spatial relationships. Creates a Activities: Students will create a map of the representation playground and demonstrate how to get from of a simple one place to another. map between a location and Assessment: Teacher observation and completed a destination. map. 100% accuracy How are spatial relationships used in everyday life? Baits 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 Find and describe geometric shapes in nature or architecture. 7

8 12. Target: Describes measurement properties utilizing standard and non-standard units of measurement. Identifies and Activities: Students will use rulers to measure K.M.1.1 uses standard various strips of paper in inches. Students will forms of measurement. also create lines and record their measurement. What is the relationship between standard and non-standard units of measure? Assessment: Teacher Observation and student produced work. 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 Target: Identifies and Counts Coins Identifies and counts pennies by one, nickels by five, and dimes by ten in isolation. Activities: Students will look at a collection of five pennies, five nickels, five dimes, and five quarters and identify the coins, their values, and total values. Assessment: Teacher observation and checklist. 100% accuracy HM TE Chapter 10 Money Manipulatives l Explore measuring objects using a repeating non-standard unit of measurement (e.g., paper clips, cubes, etc.). 8

9 How are coins and their values used? 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. Independently tells time to the hour. Activities: Students will identify time to the hour through the use of an analog and digital clock. K.M.1.4 How do we use time? Assessment: Teacher observation and checklist. 100% accuracy HM TE pg. 166A-166C, 175A-180 HMME Unit 6 Lesson l Time Bait Simple Clocks Use digital and analog (face) clocks to tell time to the hour. 9