Title of Unit: Plant Growth Grade Level Kindergarten

Entry Subject: Math and Literacy

Integrated Subject(s): Science, Physical Education, Social Studies, Arts Education, Treaty Education

Time Frame 12-14 days

Developed By: Mackenzie Schwartz School: The Crescents

STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind) What will students know, understand and be able to do?

1. OUTCOMES, Broad Areas of Learning and Cross Curricular Competencies (CCCs)Detailed below.

2. CONCEPT (BIG IDEA) Learning and understanding plant growth through a variety of invitations, math and literacy activities and other integrated subject areas. - Using exploration through invitations- Math and literacy centers related to plants- Stories about plants and seeds for Storytime- Connecting social studies through taking care of environment - Learning about First Nation’s and Treaty Education through connecting to the land and nature.

Learning how different plats are used in their world. - Field trip to Regina Floral Conservatory at end of unit to bring together all learning - Social justice perspective can be shown through classroom arrangement, circle talks at beginning of

day and before each lesson.

3. QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS)

ESSENTIAL QUESTION(S)

FRAMEWORK FOR BACKWARDS DESIGN UNIT PLANNING Adapted from: Wiggins, Grant and J. McTighe. (2005). Understanding by Design, Association for Supervision and

Curriculum Development.

How and where do different plants grow?What is the importance of plants?

STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)How will students & teachers know if the learning outcome has been achieved?

Outcomes (Students need to know)What a student is expected to know, understand

and be able to do.

Indicators (Students are able to do) Ways that students demonstrate their learning of an

outcome; think ‘verb’; tells the story of outcome.

Subject 1: English Language ArtsCCK.2 Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways.

CCK.3 Use oral language to converse, engage in play, express ideas, and share personal experiences

CCK.4 Create messages using a combination of pictures, symbols, and letters

(c) Use language cues and conventions to construct and communicate meaning:

manipulate sounds and words in shared, guided, and independent activities (lexical/semantic)

explore sounds and rhymes (graphophonic).(d) Combine words and images to make meaning(g) Demonstrate knowledge of upper-case and lower-case letters; show awareness of the first place position of a capital letter in words; notice the use of punctuation marks and try them out in own communication.

(a)Use oral language to engage in exploratory and imaginative play: Create play situations, interpret peer’s response to ideas, explain idea for play, play cooperatively with other children.(b)Use language cues and conventions to construct and communicate meaning when speaking: Tell or dramatize stories using own words and appropriate gestures.

(a) Experiment with drawing, scribbling, letters, and temporary spelling to convey ideas(c) Use language cues and conventions to construct and communicate meaning:

manipulate sounds and words in shared, guided, and independent activities (lexical/semantic)

explore sounds and rhymes (graphophonic).(d) Attempt to copy letters or words from the environment (e.g., books, chart paper poems, word wall, name cards, public signs) to express ideas or understanding.(g) Tell others about the intended meaning of drawings and writings

CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.

CRK.4 Comprehend, retell, and respond to basic ideas in stories, poems, songs, and informational texts read to them.

Subject 2: MathPK.1 Demonstrate an understanding of repeating patterns (two or three elements) by:

Identifying Reproducing Extending Creating

NK.2 Recognize, at a glance, and name

(a)Listen attentively to others and respond appropriately(b) Use strategies to construct and confirm meaning when listening:

Make connections to background knowledge (before)

Identify important ideas and events (during) Recall (after)

(c) Understand and apply language cues and conventions to construct and confirm meaning when listening:

recognize the variations of language use at home, on the playground, and in the classroom (pragmatic)

describe characteristics of fiction texts (textual)

develop a sense of sentence (syntactic) show curiosity in words and their sounds

(lexical/semantic) develop phonological awareness

(graphophonic) recognize how gestures and body language

communicate part of the message (other cues and conventions)

(b) Use strategies to construct and confirm meaning when “reading”: Make connections to background knowledge (before). Identify important ideas and events (during). Recall (after). (g) Create play situations from basic understandings of story text.

(d) Create a repeating pattern, using manipulatives, musical instruments, or actions and describe the pattern

(a) Look briefly at a given familiar arrangement of 1 to 5 objects or dots and identify the whole number that represents the number of objects or dots without counting.(b) Identify the whole number that represents an

familiar arrangements of 1 to 5 objects, dots, or pictures.

NK.3 Relate a numeral, 0 to 10, to its respective quantity.

NK.4 Represent the partitioning of whole numbers (1 to 10) concretely and pictorially.

Subject 3: ScienceNSK.1 Explore features of their natural surroundings (e.g., soil, water, landform, and weather conditions), including changes to those surroundings over time.

LTK.1 Examine observable characteristics of plants, animals, and people in their local environment.

arrangement of objects, dots, or pictures on a five frame.

(a) Construct or draw a set of objects corresponding to a given numeral.(b) Identify the number of objects in a set.(d) Match numerals with pictorial representations.

(a) Show a whole number in two parts, using fingers, counters, or other objects and name the number of objects in each part.(b) Show a whole number in two parts, using pictures, and name the number of objects in each part.

(a) Pose questions related to features of their local surroundings such as "Where did the rain water go?", "Why is some snow harder than other snow?", and "Is a grain of sand a rock?"(e) Suggest ways in which human activities intentionally or unintentionally cause changes to natural surroundings (e.g., building houses, mowing lawns, cutting down trees, planting gardens, damming streams, and digging ditches).(g) Communicate ideas, actions, experiences, and understandings of patterns and cycles in the natural world with others using charts, displays, videos, stories, or other artistic representations.

(b) Record with assistance, observable characteristics (e.g., colour, texture, odour, teeth, number of limbs, method of movement, method of breathing, number of leaves, shape of leaves, type of leaves, eye colour, height, and hair colour) of plants, animals, and people found at school, home, or in the community, using terminology and language that others understand.(g) Share stories and observations of plants, animals, and people in the local environment with classmates or others(h) Identify similarities and differences in observable characteristics among different plants, among different animals, and among different

Subject 4: Arts EducationCPK.4 Create art works that express own observations and ideas about the world.

Subject 5: Physical EducationPEK.1 Participate in a variety of moderate to vigorous movement activities for short periods of time to increase heart and respiration rate, flexibility, muscular endurance, and muscular strength

PEK.2 Explore and practise ways to move the body through space, including at: a progressing-toward-control level of skill when:

walking running jumping forward and sideways

an exploration level when:

people.

(a) Identify different lines, colours, textures, shapes, forms, and patterns in surroundings and art works, and apply this understanding in own work.(b) Use diverse sources such as stories, poems, observations, visual images, music, sounds, or objects as inspiration for art making.(c) Discuss how artists and scientists use their senses to observe and record characteristics of plants, animals, and humans in the environment (e.g., observing nature, sounds, movement, and visual details).(f) Select from a variety of art materials, tools, and paper size when creating a visual art expression (e.g., found objects, digital cameras, household items, wire).(g) Observe and identify details of the physical appearance of plants, animals, people, and objects, and create visual representations.(i) Discuss choices made in creating art works

(a)Participate in moderate to vigorous locomotor movements (e.g., walking, running) and a variety of movement activities (e.g., individual activities, partner activities, rhythmic activities, low-organizational and co-operative games, and alternate environment activities), progressing towards sustaining movement for four consecutive minutes.

(a) Explore and share ways to move the body through space (e.g., crawl slowly, hop quickly, run sneakily like a weasel, pounce like a cat, leap like a ballerina, gallop like a horse).(b) Explore moving in response to locomotor vocabulary (e.g., hop, leap, slide, jump, skip, sneak, tiptoe, dash).(c) Respond physically to verbal prompts of travelling skill named by others (e.g., hop, leap, jump).(i) Use a variety of locomotor skills when playing simple co-operative movement activities and games

hopping (body moves on one foot as in right foot to right foot)

skipping (combines a step and a hop)

leaping (body `takes off' from one foot, propels through air for distance, then lands on the opposite foot)

sliding (one-foot steps and the other moves to meet the first foot, "step-close")

galloping (one-foot steps, body propels upward, other foot moves to meet the first foot)

Subject 6: Social Studies

RWK.2 Develop and demonstrate stewardship of the environment in daily actions, in an effort to promote balance and harmony.

Subject 7: Treaty EducationSIK2 Express personal connectedness to nature and one another (e.g., Circle of Life, seasons, elements, weather, families, and relatives).

HCK3 Explore the connection all people

(a) Recognize reasons to care for the environment.(b) Identify ways to care for the environment (e.g., reduce, reuse, and recycle) in daily classroom and family life.(c) Demonstrate environmentally responsible behaviours in the classroom and school (e.g., take only what is needed in order to provide for future needs, reduce consumption, practice water conservation, turn off lights when leaving a room, recycle, compost)

Recognize that all people are connected to each other and to nature.

Recognize that according to First Nation traditional beliefs children are sacred gifts to the world.

Represent how we are part of an interconnected web (e.g., a family member, a community member, a human interconnected to all life).

Share examples of how we experience nature in our lives (e.g., day and night, wood grain, scales on a fish, heartbeats).

Discuss stories and traditions that show personal connection to the land.

Describe how people use resources from nature, now and in the past.

Discuss how First Nations respect and honour

have to the land as expressed through stories, traditions, and ceremonies

living things through stories, traditions and ceremonies.

Key Understandings: ‘I Can’ statementsI can make connections to myself, to others and to my world. I can share how texts make me feel.I can wonder about my world. I can explore plants and seeds and find their similarities and differences. I can listen.I can respond to questions after listening. I can follow directions.I can be respectful when listening.I can learn through pictures and words.I can retell parts of a story or information. I can use reading strategies. I can use background knowledge. I can tell you how many. I can count forwards to 10. I can tell you how many without counting. I can see how many.I can see a pattern.I can make a pattern.I can observe different plants.I can state the needs of plants.I can take care of a plant. I can talk about different plants and their characteristics.

Questions for deeper understanding

-Where are different plants found and grown?-What kinds of plants and flowers are found around your community and environment? -What do plants need to grow?-What are the similarities of plants and animals/humans?-What are the differences between plants and animals/humans?-What are the different parts of a plant?-How do you take care of plants?-What do different kinds of plants grow? (Fruits, flowers, vegetables, trees, etc.)-How do plants help humans and the environment?

STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION What are the learning experiences for all students to achieve outcomes?

Learning Tasks & ExperiencesWhere are your students headed? Where have they been?

How will you make sure the students know where they are going?Teacher Resources https://pocketofpreschool.com/spring-activities-and-centers-for/ Website with PDF file of a plant unit with activities.

https://www.teacherspayteachers.com/Product/Growing-a-Kinder-Garden-A-Unit-About-Plants-1224263 PDF file has a variety of plant and flower activities. https://www.pinterest.ca/pin/477522366731221325/ Math activity idea

Instructional Strategies & Adaptations (Adaptive Dimension, Differentiated Learning)

A. Resources: The “WHAT”Visual: Provide videos, worksheets, books and examples for students to see what they are to complete and learn about. Audio: Include videos for students to listen to before, during or after learning to enhance knowledge. Kinesthetic: Provide students with different

Student Resources One Bean by Anne RockwellThe Tiny Seed by Eric Carle Plant the Tiny Seed by Christie Matheson The Giving Tree by Leah DorionRelatives with Roots by Leah Dorionhttps://www.youtube.com/watch?v=KQVcvEvjJJw -Farmer Plants the Seeds song and videohttps://www.youtube.com/watch?v=dUBIQ1fTRzI-The Needs of a Plant song and videohttps://www.youtube.com/watch?v=6yyz_OycV4A -Subitizing video by Jack Hartmanhttps://www.youtube.com/watch?v=cSPmGPIyykU -Rhyming practice video by Jack Hartman

Community ResourcesField Trip to the Regina Floral Conservatory where students get to explore, learn about and plant different flowers.

What displays, artifacts and bulletin boards will you include in the unit?-Water table turned into a Garden center -Invitation with seeds-Playdoh invitation with flowers and seeds-Students will draw a picture of their favourite flower(s) at the Conservatory. These will be posted on the wall outside the classroom once completed.

manipulatives and materials to engage and learn with. Include hands-on experiences for children to explore.

B. Instruction: The “HOW” -Provide expectations visually and orally-Use visual aids-Orally read texts-Provide repetition -Segment instruction for physical (e.g. Body breaks) and tactile activities -Flexible time limits-Use learning centers-Model expectations-Increase wait time after questioning and during discussions

C. Assessment: The “Show What You Know” -Give opportunity for oral explanation and demonstration-Allow visual representations -Give opportunity for kinesthetic/tactile demonstration -Provide opportunity to assess learning through portfolios, celebrations of learning and electronically documented learning (Seesaw).

D. Learning Environment: The “WHERE” -Seat students near teacher-Seat students away from distractions-Group students with appropriate classmates to ensure better learning (behavioral) -Flexible groupings (small, large, whole class, skill)-Flexible with space for learning (tables, carpet, etc.)

STAGE 4: Assess and Reflect Is there alignment between outcomes, assessment and learning experiences? Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes? Have I planned a variety of instructional strategies? Am I planning for differentiation to meet the needs of diverse learners? Have I selected a variety of resources that represent a wide variety of worldviews, perspective and voices?

Unit Plan At-A-Glance

Lessons Overview

1Introductory

Lesson

Essential Question: What does a garden need for plants?Guiding Questions: How do you grow a garden? What kinds of plants can you grow? Outcomes and Indicators: CCK.3 (a)(b); CRK.3 (a)(b); CRK.4 (g); CPK.4

(b)(f); NSK.1 (e)(h); PK.1 (d)Learning activities: Garden center invitationAssessment: Observation of students while exploring. Listening to conversation, asking questions and having students respond orally about creations. Management strategies: Any number of students can explore at once. Invitation will be out for playtime so students can play for their desired amount of time. Ensure that safety and cleanliness guidelines are told to students before exploring.

2Essential Question: What do different plants look like? Outcomes and Indicators: CCK.2 (g); CRK.3 (c)Learning activities: Upper and Lowercase matching, Rhyming activity and syllables activity.Assessment: Keep students’ worksheets to view work and progression of learning. Also use of Seesaw to keep record of learning. Management strategies: Students will work in three small groups of 4-6 students. They will rotate through the centers. Each center will have an adult to monitor learning and behavior.

3Essential Question: What are the needs of plants?Outcomes and Indicators: CCK.2 (c)(d)(g); CCK.4 (a)(c)(d)(g); CPK.4 (a)(i); LTK.1 (g)(h); NSK.1 (a)Learning activities: Letter sounds with plant needs booklet, Letter sounds activity with beanbags and Letter matching activity.Assessment: Checklist to keep track of students and their beginning sound skills. Use of Seesaw. Management strategies: Students will work in three small groups of 4-6. They will rotate through each station. Adult will monitor each station for behavior and help.

4Essential Question: How can we learn about plants through math?Outcomes and Indicators: NK.2 (a)(b); NK.3 (a)(b)(d); NK.4 (a)(b)Learning activities: Subitizing practice with seeds activity, dice activity and pompom flowers activity. Assessment: Checklist with students’ skills on subitizing. Use of Seesaw. Management strategies: Students will work in three small groups of 4-6 students. They will rotate through the stations. There will be an adult to monitor each station.

5Essential Question: What are the similarities and differences of plants?Outcomes and Indicators: NK.2 (a)(b); NK.3 (a)(b)Learning activities: Creating sets of five with plant materials, Subitizing with dominos and Colour by number and dice subitizing activity. Assessment: Use Seesaw to document student learning and progress. Management strategies: Students will work in three small groups of 4-6 students. They will rotate through the stations. There will be an adult to monitor each center.

6Essential Question: How do you plant and take care of a seed? Guiding questions: What do seeds need to create plants? How do we take care of plants?Outcomes and Indicators: CRK.3 (a)(b); CRK.4 (b)Learning activity: Read “Plant the Tiny Seed” story to the students. Assessment: Ask questions before, during and after reading the story to see students understanding and knowledge of the content. Allow for discussion about the reading. Management strategies: Students will sit on their spots on the carpet. Space between each student and make sure everyone can see the story. Sing “Lay them in your lap” song before to quiet and relax students.

7Essential Question: What do different seeds look and feel like?Guiding questions: What plants do different seeds create? What are the similarities and differences between seeds?Outcomes and Indicators: CPK.4 (c)(g); LTK.1 (b)(h); CCK.3 (a)Learning activities: Invitation with different seeds for students to explore. Assessment: Observe students as they explore the invitation. Listen to conversation and ask questions about their creations and learning. Management strategies: There is no set limit to the number of students that can explore at once. The invitation will be set out during playtime so students can explore when they would like and for their desired amount of time. It will be set up on a table with chairs for students. Safety precautions will be talked about before exploring.

8Essential Question: What uses to plants have for Aboriginal cultures?Guiding questions: What do plants provide people? What are the different ways that plants can be used? Outcomes and Indicators: CRK.3 (a)(b); CRK.4 (b); SIK2; HCK3Learning activities: Read “The Giving Tree” story to students. Assessment: Ask students questions before, during and after reading to see understanding. Allow discussion about the reading.Management strategies: Students will sit on their spots on the carpet. Allow space between all students and arrange their spots so they can all see the story. Sing “Lay them in your lap” song to calm and relax students before starting to read.

Literacy Lesson PlanMackenzie Schwartz

Stage 1 – Desired ResultsContent Topics: Upper- and Lower-Case Letters, Rhyming and Syllables

Understanding (s)/goals/Big idea Matching upper- and lower-case

letters with their sounds and pictures

Matching words that rhyme with each other

Clapping and identifying number of syllables in a word

Essential Question(s): What sound does each letter

make? What words rhyme with each

other? How many syllables do different

words have?

Student outcomes/indicators (integrated subject areas):Students will be able to:

CCK.2 Use and construct symbols, pictures, and dramatizations to communicate feelings and ideas in a variety of ways.(g) Demonstrate knowledge of upper- and lower-case letters; show awareness of the first place position of a capital letter in words; notice the use of punctuation marks and try them out in own communication.

CRK.3 Listen, comprehend, and respond to gain meaning in oral texts.(c) Understand and apply language cues and conventions to construct and confirm

meaning when listening:

recognize the variations of language use at home, on the playground, and in the classroom (pragmatic)

describe characteristics of fiction texts (textual) develop a sense of sentence (syntactic) show curiosity in words and their sounds (lexical/semantic) develop phonological awareness (graphophonic) recognize how gestures and body language communicate part of the message

(other cues and conventions)

Prerequisite learning The different letters and their sounds The sounds of words and how they rhyme How to determine syllables

Performance Task(s): Understand rhyming patterns Connect letters to their sounds Understand syllables and how to

determine them

Other Evidence: Clap out syllables Say sounds of letters Say sounds of rhyming words

Stage 3 – Learning PlanResources:https://pocketofpreschool.com/spring-activities-and-centers-for/ https://www.youtube.com/watch?v=cSPmGPIyykU

Management/Engagement Strategies: Children will be put in three groups to complete the activities. This way they

will have more help from Mrs. B (EA), Ms. Soutar and myself. It will also allow the children to work together and help each other.

The activities will be engaging because of the materials they use. They get to use different colouring tools and strategies. They also will use colourful visuals to use while learning.

MaterialsFor activity 1

Rhyme Time work sheet Crayons

For activity 2 Cut-outs of letters and pictures

For activity 3 Syllables cut-outs Syllables work sheet Crayons

Introduction: (5-10 minutes) I will have the students meet in a circle on the carpet. I will show the

students a video that practices rhyming. The students will have to follow the movements of the video and then freeze when two words rhyme. This video provides them with a movement break before starting the centers to help keep them on task.

I will then introduce the activities to the children. I will show them examples of each activity, so they know what they are to do. I will then split the children into three groups.

Mrs. B will work with the students at the rhyming activity. I will have Ms. Soutar work with the students at the syllables station and I will assist the students at the letter/sound activity.

Body: (25-30 minutes) For the rhyming activity, puzzle pieces will be laying on the table. Each piece

will have a picture that rhymes with one other puzzle piece. The students will work together to match the pieces and rhymes. Students will then receive a worksheet with a variety of pictures on it. They will have crayons provided to fill in the worksheet. Students will colour the pictures in each box that rhyme with each other. They will then say the words aloud and identify the parts that make the words rhyme.

For the syllable activity, students will work on identifying the number of syllables in certain words. They will have different pictures that they will separate into 4 groups depending on the number of syllables. Students will clap out the number of syllables as they complete the activity. If there is enough time, students will receive a worksheet to complete. The worksheet has different drawn objects that students will have to count out the syllables. There will be a legend that determines the colour they use depending on the number of syllables. Students will colour the objects after clapping out and determining the syllables in each word.

For the matching activity, students will match the upper-case letters to the lower-case letters. They will then have to say the sound each letter makes. Students will then match the pictures to the correct letter depending on the starting sounds of the pictures and letter. Students will work on the beginning sounds of the words and match them to the corresponding letter.

Conclusion: (5 minutes) To conclude the lesson, I will have the students show the worksheets they

completed and give examples of the rhyming words, syllables or letter sounds to show learning. I will then have students help clean up the stations.

Adaptations: Students who are having difficulties with matching letters and sounds could

work on a small number of letters to start. Pictures could also be added in later when they understand better.

Students struggling with syllables could be taught different ways of counting the syllables in a word.

Numeracy Lesson PlanMackenzie Schwartz

Stage 1 – Desired ResultsContent Topic: Making sets of 5 and subitizing

Understanding (s)/goals/Big idea Create sets of 5 Subitize numbers

Essential Question(s): What does a set of 5 look like? How many items make 5? How do we subitize?

Student outcomes/indicators (integrated subject areas):Students will be able to:

NK.2 Recognize, at a glance, and name familiar arrangements of 1 to 5 objects, dots, or pictures.(a) Look briefly at a given familiar arrangement of 1 to 5 objects or dots and identify the whole number that represents the number of objects or dots without counting.(b) Identify the whole number that represents an arrangement of objects, dots, or pictures on a five frame.

NK.3 Relate a numeral, 0 to 10, to its respective quantity.(a) Construct or draw a set of objects corresponding to a given numeral.(b) Identify the number of objects in a set.

Prerequisite learning Counting numbers from 0 to 10 and 10 to 0.

Performance Task(s): Other Evidence:

Create sets of 5 using different materials

Count objects to make 5

Students can show what 5 looks like

Students can count out loud the 5 objects

Stage 3 – Learning PlanResources:https://pocketofpreschool.com/spring-activities-and-centers-for/ https://www.youtube.com/watch?v=6yyz_OycV4A

Management/Engagement Strategies: Children will be put in three groups to complete the activities. This way they

will have more help from Mrs. B, Ms. Soutar and myself. It will also allow the children to work together and help each other.

The activities will be engaging because of the materials they use. They also get to be creative with the materials they choose to use to complete the activities.

MaterialsFor activity 1

Set of 5 work sheets Bingo dabbers Flower stickers Fake flowers Crayons Seeds

For activity 2 Dominos Number cut-outs

For activity 3 Dice Crayons Colour by number work sheets

Introduction: (5-10 minutes) I will have the students meet in a circle on the carpet. I will show them a

video about subitizing to 5. We will watch the video and I will have students show me examples of certain subitized numbers.

I will then introduce the activities to the children. I will show them examples of each activity, so they know what they are to do. I will then split the children into three groups.

I will work with the students at the Domino activity. I will have Ms. Soutar work with the students at the Colour that Number activity. I will have Mrs. B work with students on creating sets of 5.

Body: (25-30 minutes) For the Domino activity, dominos will be set up on the table. There will also

be cards numbered 1-5. Each student will pick one domino, face down, and on “go”, flip it over and recognize how many dots without counting them. They will then match it with the correct number. This activity will work on the students subitizing skills.

For the Colour that Number activity, students will roll a dice. They will then have to subitize the numbered rolled and find it on the worksheet. They will have to colour that part of the picture and roll again. Students will continue this until the entire picture has been coloured in. It will also work on their subitizing skills.

For the sets of 5 activity, students will have a set of 5 worksheet. They will be provided with a variety of materials to use. Students will have to create different sets of 5 with the materials.

Conclusion: (5 minutes) To conclude, students will show their worksheets and explain what they

learned while subitizing. The worksheets will also allow me to assess their skills on making sets of 5 and subitizing to 5 (or higher if they can).

Assessment: I will use Seesaw during this lesson to assess students. I will take pictures of

their learning to keep for future reference and to provide parents with examples of what they are learning.

I will use their worksheets to see where each student is at with each task. I will keep these for future use to see progression.

Adaptations: Other materials could be used for students to use when making sets of 5. For advanced students, they could work on subitizing to higher numbers.

After they have excelled in numbers 1-5, they could move to 6-10.