harcourt math - kindergarten - pbworkseusddata.pbworks.com/f/kmod01.pdf · module 1 revised 8/17/06...

SAN DIEGO CITY SCHOOLS

Revised 8/17/06 1

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Instructional Module to Enhance the Teaching of

H A R C O U R T

Math

California Edition

Grade K

Module 1 - Modified Getting Ready for Kindergarten

Sorting and Classifying

- WORK IN PROGRESS -

Module 1

Revised 8/17/06 2

Harcourt Math: Grade K Module 1

Getting Ready for Kindergarten

Days A-H 8 days

Sorting and Classifying 12 Days

Getting Ready for Kindergarten 8 days (Optional)

Getting Ready for Kindergarten • Inside, Outside • Top, Middle, Bottom • Before, After, Between • Above, Below • Over, Under • Rote Counting • Colors • Shapes

Module 1 Sorting and Classifying 12 days

Chapter 1 • Lesson 1.1 Alike • Lesson 1.2 Sort by Color • Lesson 1.3 Sort by Shape • Lesson 1.4 Sort by Color, Shape, and Size • Lesson 1.6 Use Logical Reasoning • Lesson 1.7 Problem Solving • Literature Connection • Sorting with a Venn Diagram • Assessment

Harcourt Math: Grade K

Module 1

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Module 1

Getting Ready for Kindergarten Days A-H

8 days Sorting and Classifying

Days 1 – 12

In order for kindergarten students to have access to the mathematics concepts that begin on Day 1, 8 days of “Getting Ready for Kindergarten” concepts have been built into the pacing schedule. These days are labeled A – H. During these 8 days, teachers are referred to the Harcourt Kindergarten Teacher’s Edition for lesson planning. These 8 days are optional. If students have a mastery of these concepts, teachers begin Day 1 of the module.

Day A Getting Ready for Kindergarten, Inside, Outside GR1

Day B Getting Ready for Kindergarten, Top, Middle, Bottom GR2

Day C Getting Ready for Kindergarten, Before, After, Between GR3

Day D Getting Ready for Kindergarten, Above, Below GR4

Day E Getting Ready for Kindergarten, Over, Under GR5

Day F Getting Ready for Kindergarten, Rote Counting GR6

Day G Getting Ready for Kindergarten, Colors GR 7

Day H Getting Ready for Kindergarten, Shapes GR 8

Day 1 Unit 1 Lesson 1.1



Day 4 Unit 1 Sort by Color, Shape, and Size





Day 9 Unit 1 Lit. Connection

Day 10 Unit 1 Venn Diagram

Day 11 Unit 1 Assessment

Day 12 Unit 1 Assessment

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ORDER OF UNITS – Grade K 2006-2007 School Year

TRADITIONAL CALENDAR

Month Module Number of Days September

19 instructional days Getting Ready for Kindergarten Module 1: Sorting and Classifying

8 days

11 days

October 22 instructional days

Module 1: Sorting and Classifying Module 2: Patterns Module 3: Matching and Counting

1 days

10 days

11 days November

16 instructional days Module 3: Matching and Counting Module 4: Numbers 0 to 5

4 days

12 days

December 11 instructional days

Module 4: Numbers 0 to 5 Module 5: Numbers 6 to 10

3 days

8 days

January 21 instructional days

Module 5: Numbers 6 to 10 Module 6: Geometry and Equal Parts

7 days

14 days

February 18 instructional days

Module 7: Numbers 10 to 30 Discretionary Day

16 days

2 days March

22 instructional days Module 8: Money

Module 9: Measurement

13 days

9 days

April 16 instructional days

Module 9: Measurement Module 10: Time

4 days

12 days

May 22 instructional days

Module 11: Exploring Addition Module 12: Exploring Subtraction

15 days

7 days

June 13 instructional days

Module 12: Exploring Subtraction Discretionary Days

10 days

3 days

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ORDER OF UNITS – Grade K 2006-2007 School Year

YEAR ROUND CALENDAR Month Module Number of Days

September 19 instructional days

Getting Ready for Kindergarten Module 1: Sorting and Classifying

8 days

11 days

October 22 instructional days

Module 1: Sorting and Classifying Module 2: Patterns Module 3: Matching and Counting

1 day

10 days

11 days

November 16 instructional days

Module 3: Matching and Counting Module 4: Numbers 0 to 5

4 days

12 days

December 11 instructional days

Module 4: Numbers 0 to 5 Module 5: Numbers 6 to 10

3 days

8 days

January 12 instructional days

Module 5: Numbers 6 to 10 Module 6: Geometry and Equal Parts

7 days

5 days

February 18 instructional days

Module 6: Geometry and Equal Parts Module 7: Numbers 10 to 30

9 days

9 days

March 21 instructional days

Module 7: Numbers 10 to 30 Module 8: Money Discretionary Day

7 days

13 days

1 day April

4 instructional days Module 9: Measurement

4 days

May 22 instructional days

Module 9: Measurement Module 10: Time Discretionary Day

9 days

12 days

1 day June

21 instructional days Module 11: Exploring Addition Module 12: Exploring Subtraction

15 days

6 days

July 14 instructional days

Module 12: Exploring Subtraction Discretionary Days

11 days

3 days

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Independent Learning Stations

Sorting Everyday Stuff (Harcourt TE 13B) Objective: To sort everyday objects into groups and then re-sort them into subgroups. Materials: A variety of different items to sort. Attribute Links, Pattern Blocks, Color Tiles, Connecting Cubes, Counting Bears, Crayons, Markers, Scrap Paper, Rocks, Keys, Leaves, Buttons, Shells, Coins, Nuts, Bolts, Washers, Marbles • Put sets of objects into containers or baggies in groups of about 20 • Have students decide on a way to sort the objects into groups • Students should be able to describe the attributes of the groups • Have students sort the same objects another way Other Suggestions (If materials are available): Magnet Mania (Harcourt TE 1E) Block Center (Harcourt TE 1E) Sorting for Art (Harcourt TE 7B) Coin Colors (Harcourt TE 13B) Center Sort and Cleanup (Harcourt TE 15B) Float or Not Float (Harcourt TE 17B) To create a working climate, you may want to consider these following procedures: • Let students know your expectations for working with the materials • Let the students choose where to work • Allow the students to choose to work alone or with a partner • Expect the students to be accountable for working hard • Allow the students to move from place to place whenever they are ready to work with

something else 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.

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Literature Connections

In back of Teacher’s Edition Read-Aloud Anthology “A Lost Button” by Arnold Lobel p.AN11 “Caps for Sale” by Esphyr Slobodkina p.AN17 In Harcourt Kit: A Pair of Socks by Stuart Murphy Harcourt, 1996 The Toys by Sarah Holliday Harcourt Math Readers Suggested Trade Books to Reinforce Concepts (May be available at your school or local library) Exactly the Opposite by Tana Hoban Greenwillow, 1990 Is it Red? Is it Yellow? Is it Blue? by Tana Hoban Morrow, 1987 Is it Rough? Is it Smooth? Is it Shiny? by Tana Hoban Greenwillow, 1994 How Many Snails? by Paul Giganti, Jr. Morrow, 1994 The Button Box by Margarette S. Reid Puffin, 1995

Module 1

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Harcourt Math - Kindergarten Day 1 – Chapter 1, Lesson 1.1

LESSON FOCUS How objects are alike and not alike

CALIFORNIA STANDARD Algebra and Functions:

1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group.

PURPOSE OF LESSON/ESSENTIAL QUESTIONS

• How can I classify/sort a pair or a group of objects? • How can I describe the similarities/differences of a pair or a

group of objects? • How can I sort/classify objects using one or more than one

attribute at a time? ROUTINE Materials: • 2” x 6” construction strips in two colors, each with a child’s name

Suggestion: (TE 1D) Daily Routine Sorting Children’s Names Choose one way to sort the cards.

LAUNCH

Socks That Are Alike (TE 5B) Read A Pair of Socks. Introduce vocabulary “alike” and “not alike”. Problem of the Day: (TE 5A) Class discusses 2 to 3 pairs of students. Introduce attribute links and work mats.

EXPLORE Materials: For partners – • Attribute Links • Workmat 1 (TR70)

The Task (TE 5A) Whole class works in partners with a bag of attribute links and work mats. Give students exploration time with teacher observation. Teacher guides/observes/takes notes/confers with students.

SUMMARIZE Revisit the Essential Questions: • How can I classify/sort a pair or a group of objects? • How can I describe the similarities/differences of a pair or a


attribute at a time? Guiding Questions: • How are the attribute links alike? • How are the attribute links not alike?

INDEPENDENT LEARNING STATIONS

Introduce Learning Station-Sorting Everyday Objects See beginning of Module for list of Stations

HOMEWORK (Optional)

Sock Sort Concentration Game from: Module Games and Activities for Home packet Suggestion: Workbook Pages 3-6

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Harcourt Math – Kindergarten Day 2 – Chapter 1, Lesson 1.2

LESSON FOCUS: Sort by Color






attribute at a time? ROUTINE Materials: • Name Cards from Day 1

Suggestion: (TE 1D) Daily Routine Sorting Children’s Names Choose another way to sort the cards.

LAUNCH

People Sorting Call 2 students to the front of the group and sort them according to their clothing color. (For example: Say, “This will be the red group, and on this side will be the blue group.”) Call another student wearing either color to the front and ask class to point to the group that the student should go. Repeat with 2-3 more students. Ask class to look at sorted groups and tell what they notice (“red” group, “blue” group, might be wearing other colors, also, might be all girls in one group, etc.).

EXPLORE Materials: • Attribute Links • Workmat 1 (TR70)




attribute at a time? Guiding Questions: • How are the attribute links in this group alike? • How are the attribute links in the group not alike? • How did you sort your attribute links?


Sorting Everyday Objects

HOMEWORK (Optional) Suggestion: Workbook pages 7-8

Module 1

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Harcourt Math - Kindergarten

Day 3 – Chapter 1, Lesson 1.3 LESSON FOCUS: Sort by Shape






attribute at a time? ROUTINE Materials • Name Cards from Day 1


LAUNCH Materials: • Attribute Links (1 of each)

Problem of the Day (TE 9A) If volunteers sort by only one attribute (i.e. color), teacher states, “Another way to sort is by……….” Continue sorting until all ways to sort the shapes (size, color, shape) have been accomplished.

EXPLORE Materials: • Attribute Links • Workmat 2 (TR 71)




attribute at a time? Guiding Questions: • How are the attribute links in this group alike? • How are the attribute links in the group not alike? • How did you sort your attribute links?




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Day 4 – Chapter 1 LESSON FOCUS Sort by Color, Shape, or Size






attribute at a time? • How do I communicate my process for classifying and sorting?

ROUTINE Materials • Name Cards from Day 1


LAUNCH Materials: • Attribute Links

Show variety of attribute links to students and ask, “How can these be sorted? Continue sorting until all ways to sort the shapes (size, color, shape) have been accomplished.

EXPLORE Materials: • Attribute Links • Workmat 2 (TR 71)

Open Sort Give partners attribute links and workmats. Have students sort attribute links according to size, shape, or color. Whole class works on task in partners.



attribute at a time? • How do I communicate my process for classifying and sorting? Select a few students to share their work. Guiding Questions: • How did you decide to sort your attribute links? • How did you know that these attribute links belong in this

group? INDEPENDENT LEARNING STATIONS


HOMEWORK (Optional)

Suggestion: Workbook pages 11-12

Module 1

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Day 5 – Chapter 1, Lesson 1.4 LESSON FOCUS: Sort by Color, Shape, or Size







ROUTINE Materials • Name Cards from Day 1


LAUNCH

Show variety of attribute links to students and ask, “How can these be sorted into three groups?

EXPLORE Materials: • For partners- Sets of Attribute Links • Three-Column Sort Workmat (Attached Blackline)

Deciding How to Sort (TE 11B) Give partners Three-Column Sort Workmat and a set of attribute links. Have one student place a different attribute link in the top of the grid. The partner sorts the links according to the one in the top of each section. The partner tells why he/she is placing the link in that group. Students then switch roles.



attribute at a time? • How do I communicate my process for classifying and sorting? Select a few students to share their work. Guiding Questions: • How did you choose your three groups? • How did you know that these attribute links belong in this group?

INDEPENDENT LEARNING STATION


HOMEWORK (Optional)


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Module 1

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Day 6 – Chapter 1, Lesson 1.6

LESSON FOCUS: Problem Solving: Use Logical Reasoning

CALIFORNIA STANDARD Algebra and Functions: 1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group.


• How do I know when an object doesn’t belong in a group? • How can I describe the similarities/differences of a pair or a



ROUTINE Suggestion: People Sorting Call up a group of students to front of room. Have the rest of the class decide how to sort them into groups.

LAUNCH Materials: • 3 green triangle Attribute Links and 1 yellow triangle Attribute Link • Yarn Circle

The Problem (TE 15A) Show students the 4 attribute link triangles. Ask students which triangles would belong in a group and which ones wouldn’t and why. Place the green triangles inside the yarn circle and the yellow triangle outside the circle to show students another way of sorting. Ask: • How are the Attribute Links in the yarn circle alike? • Why does the Attribute Link outside the yarn circle not belong

inside the yarn circle? EXPLORE Materials: For partners: • Attribute Links, • Yarn tied to form a circle for sorting links

Yarn Circle Sorts Give partners sets of Attribute Links and a yarn circle. Have students create groups in their yarn circles that are alike and separate out the things that do not belong.

SUMMARIZE Revisit the Essential Questions: • How do I know when an object doesn’t belong in a group? • How can I describe the similarities/differences of a pair or a


attribute at a time? • How do I communicate my process for classifying and sorting? Select a few students to share their work. Guiding Questions: • How are your Attribute Links inside the yarn circle alike? • How did you know that these attribute links belong in this

group? • How do you know which Attribute Links do not belong in this

group? INDEPENDENT LEARNING STATIONS



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LESSON FOCUS: Problem Solving: Use Logical Reasoning CALIFORNIA STANDARD Algebra and Functions:



• How can I classify/sort a pair or group of objects? • How do I know when an object doesn’t belong in a group? • How can I describe the similarities/differences of a pair or a




LAUNCH

Shoe Sort Students sit in a circle. Students take off one shoe. Teacher asks for ideas for ways to sort shoes into two groups (possibilities: soft shoes/hard shoes; tie shoes/not tie shoes; slip on, buckle, or Velcro; etc.) Teacher chooses one idea and writes a label for each of the two groups. Teacher places label in two spots inside the circle. Teacher then calls groups of students to take their shoes to one sorting spot or the other (i.e., brown eyed students place shoes; students wearing short sleeves place shoes; etc.). When each student has one shoe in the center of the circle, the teacher asks, “What do you notice about our sorts?” Take all observations. Restate the sorting rule. “These shoes were alike because………….” “These shoes belonged in this group because……………”

EXPLORE Materials for partners: • Collections of items such as keys, buttons, coins, marbles • Workmat 2 (TR 71) or Yarn

Circles

The Problem (TE 17A) Give partners a set of objects, and a workmat or yarn. Whole class works in partners on The Problem. Give students exploration time with teacher observation. Teacher guides/observes/takes notes/confers with students.

SUMMARIZE Revisit the Essential Questions: • How can I classify/sort a pair or group of objects? • How do I know when an object doesn’t belong in a group? • How can I describe the similarities/differences of a pair or a


attribute at a time? • How do I communicate my process for classifying and sorting? Select a few students to share their work. Guiding Questions: • How did you sort the objects? • How did you know that these objects belong in this group? • How do you know which objects do not belong in this group?



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LESSON FOCUS Problem Solving: Use Logical Reasoning








LAUNCH Materials: • Attribute Links

Introduce (TE 17) Hold up 4 red Attribute Links of different shapes. Then hold up a blue triangle. Ask, “Does this belong in the group?” Hold up several examples, adding red Attribute Links to the group and putting all other colors aside. Ask, “How are these shapes alike?”

EXPLORE Materials: • Scissors • Glue (optional) • Construction Paper (optional)

Workbook pages 17 and 18 Each student has his/her own pages and works with a partner. Teacher introduces activity. Students cut out cards and sort them in different ways. Students tell their partner the sorting strategy after each sort. Option: After students have had time to do multiple sorts, provide students with glue and construction paper to make a sort to take home and share.



attribute at a time? • How do I communicate my process for classifying and sorting? Select a few students to share their work. Guiding Questions: • How did you sort the pictures? • How did you know that these pictures belong in this group? • How do you know which pictures do not belong in this group?



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Day 9 – Chapter 1, Literature Connection

LESSON FOCUS: Identifying things that are alike



PURPOSE OF LESSON • How can I classify/sort a pair or group of objects? • How can I describe the similarities/differences of a pair or a




LAUNCH Read the story “A Lost Button” on page AN11 of the Read-aloud Anthology or in trade book form. After reading ask: • What do we know about Toad’s lost button? Make a list of the attributes of the buttons in the story.

EXPLORE Literature Connection (TE 17B) Remind students of the different buttons Toad and his friends find, as well as the attributes you have charted. Tell students to draw a button that they may have. Have students share the attributes of the button they drew. Have students bring their buttons to small groups or whole group and sort the students’ buttons by attributes. (Teacher may want to have additional buttons drawn for students to sort.)

SUMMARIZE Revisit the Essential Questions: • How can I classify/sort a pair or group of objects? • How can I describe the similarities/differences of a pair or a


attribute at a time? • How do I communicate my process for classifying and sorting? Select a few students to share their work. Guiding Questions: • How did you sort your buttons? • How did you know that the buttons in this group are alike? • What other group(s) could this button belong to?



HOMEWORK (Optional)

Suggestion: Math Storybook-Things that are Alike

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Day 10 – Chapter 1

LESSON FOCUS: Sort with a Venn Diagram

CALIFORNIA STANDARD Algebra and Functions: 1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group.






LAUNCH Materials: • Attribute Links • Two Yarn Circles

Place two separate yarn circles on the rug. Use some attribute Links to sort into two groups. (Example: Red Links-Blue Links) Red Blue Ask students, “Could any of the Attribute Links in the red group belong with any Attribute Links in the blue group?” Then form a Venn diagram by overlapping the two yarn circles. Talk about where to place the Links that would belong in both groups. Red Blue

EXPLORE Materials: • Attribute Links • Venn Diagram Blackline

Master (attached)

Venn Diagram Sort Give partners Attribute Links and Venn Diagram Blackline. Have students sort using the Venn Diagram.

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attribute at a time? • How do I communicate my process for classifying and sorting? Select a few students to share their work. Guiding Questions: • How did you sort your Attribute Links? • How did you know that these Attribute Links belong in this

group? • How do you know which Attribute Links belong in both groups? • How do you know which Attribute Links do not belong in any of

these groups? INDEPENDENT LEARNING STATIONS


HOMEWORK (Optional)


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Harcourt Math - Kindergarten Day 11-12 – Chapter 1 Assessment (2 Days)

LESSON FOCUS: Assessment







EXPLORE Materials: • Attribute Links • Blank Paper • Crayons

Assessment/Independent Learning Stations Performance Assessment (pg TE 20A) and/or Assessing What Children Learned (pg TE 20B) • Call a small group of students to an area where you can

administer assessment • Have other students work at Independent Learning Stations • Repeat with another group


Students can choose from any mathematics independent learning stations available

harcourt math - kindergarten - pbworkseusddata.pbworks.com/f/kmod01.pdf · module 1 revised 8/17/06...

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