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
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
ORDER OF UNITS Grade K 2006-2007 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 10 11 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
ORDER OF UNITS Grade K 2006-2007 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
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
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
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
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
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 45-46 Revised 8/17/06 9
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 47-48 Revised 8/17/06 10
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
the two groups the same? INDEPENDENT LEARNING One-to-One Correspondence STATIONS HOMEWORK (Optional) Suggestion: Workbook pages 49 50 Revised 8/17/06 12
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
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
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 51-52 Revised 8/17/06 15
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
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
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
of tiles? INDEPENDENT LEARNING Comparing Amounts STATIONS Continue One-to-One Correspondence Stations HOMEWORK (Optional) Suggestion: Workbook pages 53-54 Revised 8/17/06 19
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
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 55-56 Revised 8/17/06 21
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
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
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
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 57-58 Revised 8/17/06 25
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
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 59-60 Revised 8/17/06 27
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 10-15 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
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 61-62 Revised 8/17/06 29
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
Harcourt Math - Kindergarten Day 14-15 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