curriculu… · web view ... parts number of ... – have students pick a number from 10 to 19...

Unit Title: Kindergarten Math Unit 4Grade Level: K

Timeframe: Marking Period 4

Unit Focus and Essential Questions

Unit Focus Know number names and the count sequence to 100 Fluently add and subtract within 5 Analyze, compare, create, and compose shapes Work with numbers 11-19 to gain foundations for place value

Essential QuestionsK.CC.1What are numbers?Why do we use numbers, what are the properties, and how does our number system function?K.G.6How can we use simple shapes to create different simple shapes and different more complex shapes?K.NBT.1How can we compose and decompose teen numbers?What does the term ones mean?What does the term tens mean?K.OA.5What is addition?What is subtraction?How can I use objects to add and subtract?What is base 10 and how can it be used?K.G.4What are flat (2-D) objects?What are solid (3-D) objects?How are flats and solids alike and different?How can you describe a flat and/or solid objet?K.G.5How can we model shapes found in the real world?Why is making models of the real world important?

New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):K.CC.A.1*K.OA.A.5*

CAR © 2009

K.G.B.4K.G.B.5K.G.B.6K.NBT.A.1*

Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

Standard/SWBAT and Pacing Student Strategies Standards Based Assessment

Activities and Resources Reflection

K.CC.A.1 . Count to 100 by ones and by tens. *(benchmarked)

Learning Goal # 1:Count to 100 by ones and tens.

SLO(s):SWBAT count orally by ones up to 100

SWBAT count orally by tens up to 100

This standard is a fluency standard that builds throughout the school year. It should be reviewed daily though a classroom routine and added upon each unit. Here are some suggested routine type activities that can be implemented in your classroom.

Counting should be reinforced throughout the school day, not in isolation.

Examples: Count the number of chairs in the

classroom. Count the number of stairs, shoes, blocks,

items in the housekeeping center, etc. Counting groups of ten such as “fingers or

toes in the classroom” (ten fingers per student)

When counting orally, students should recognize the patterns that exist from 1 to 100. They should also recognize the patterns that exist when counting by 10s. The inclusion of songs, games, and dramatic play should be part of the daily curriculum.

Direct InstructionOption 1 – Engage NY

Task 1:Quarterly AssessmentTask 1A and 1B“Counting Around”

Task 2:Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

Engage NYhttps://www.engageny.org/search-site?

search=k.cc.1

MyMathwww.connected.mcgraw-hill.com

Teacher login page for all online resources available for My Math

www.mhmymath.com Homepage for My Math

Note: These pages are used as references. They are not meant to be taught page by page. The pages used are those that best

match the standard taught and best prepare students for the assessment.

Lesson 3.9 (Count to 100)Lesson 3.9 (Count to 100 by 10’s)

CAR © 2009

http://www.mhmymath.com/

http://www.connected.mcgraw-hill.com/

https://www.engageny.org/search-site?search=k.cc.1


Module 5, Topic D, Lesson 15, 16, 17, 18, 19Module 5, Topic A, Lesson 1, 2, 3, 4, 5https://www.engageny.org/search-site?search=k.cc.1

Option 2 –Last Man Standing ActivityStudents play this game routine in which they count by ones to 100. The person who says 10, 20, 30, 40, 50, 60, 70, 80, 90 or 100 sits down. The next person starts with ‘1’ again and play continues until there is only one person left standing.

Option 3- Coherence Map Activity

The teacher will need a 100 chart or large number line and a pointer.

As a whole group, have students chant the counting sequence starting with one to thirty, using the pointer to follow the number sequence. Over time, increase the range to one to twenty, then one to 50, and then one to hundred. Eventually have a student take over the job of pointing out the numbers in the sequence. Highlight the multiples of ten using a marker or a colored screen and have students chant the counting sequence by 10s. This should be done daily.

Option 4- You Tube- Counting to 50 Video

https://www.youtube.com/watch?v=s8r-9StIoq0&t=34s

Option 5- Learn Zillion *This lesson continues through 100 which students should be exposed to at this point. They will only be assessed up to 50 for this unit.

CAR © 2009





https://learnzillion.com/lesson_plans/9625-5-how-many-toes-a

**My Math resources should not be used in isolation for this standard **

Centers-Each center should be implemented on an

ongoing basis

Teacher Center – The teacher works in a small group with 1-4 students. The teacher should play a counting game with students. Ask students to count to 100 starting at one. They should be able to count individually to 100 and also count in a circle with student one saying “1” student two saying “2” and so on. This center can also be extended to include students counting by 10’s to 100.

Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:K.CC.1WIDA ELDS: 3Speaking

Count to 100 by ones and by tens. Recite orally the numbers to 100 by ones and tens using Ten-Frame, Manipulatives and prompting

VU: Count, number words, by tens, by ones

LFC: Pronunciation of correct phonemes, single words

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Recite orally the numbers to 100 by ones and tens in L1 and/or use gestures and Pictures.

Recite orally the numbers to 100 by ones and tens in L1 and/or use gestures.

Recite orally the numbers to 100 by ones and tens with some mispronunciation of number words.

Recite orally the numbers to 100 by ones and tens with minimal mispronunciation of number words.

Recite orally the numbers to 100 by ones and tens with proper pronunciation of number words.

Learning Supports

ManipulativesL1Teacher SupportTen-Frame

ManipulativesL1Teacher SupportTen-Frame

ManipulativesTeacher SupportTen-Frame

ManipulativesTen-Frame

Manipulatives

K.OA.A.5. Demonstrate Number Talk Task 1: Better Lessons

CAR © 2009

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Manipulatives.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/Tenframe.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherSupport.pdf










fluency for addition and subtraction within 5 (by the end of Kindergarten). *(benchmarked)

Learning Goal # 2:Fluently add and subtract within 5.

SLO(s):SWBAT add and subtract within 5 with accuracy and efficacy

Refer to Number Talks by Sherry Parrish*It is recommended that teachers use number talks based on how the book is written. They should start from page 71 and continue through the Kindergarten section of the book (P. 71-96)

Direct InstructionOption 1 – Better Lessons (use 1 0-5 die)https://betterlesson.com/lesson/605900/roll-add

Option 2 - Illustrative Math https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1409

Option 3 – My Math Chapter 11 Lessons 5 and 6

Option 4 – My Math Chapter 12 Lessons 5 and 6

CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students addition and subtraction problems with sums and difference within 5. Students will solve problems within 10 seconds using strategies that are best for them. https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1409

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Fast Five. Students will race to pair all the numbers with dots that will equal 5. http://www.k-5mathteachingresources.com/support-files/fast-five.pdf

Individual Center – Students work on the individual skill that they need based on their

Quarterly AssessmentTask #2


https://betterlesson.com/lesson/605900/roll-add

Illustrative Mathhttps://www.illustrativemathematics.org/content-

standards/K/OA/A/5/tasks/1409

Common Core Worksheetshttp://www.commoncoresheets.com/

SortedByGrade.php?Sorted=koa5



Chapter 11Lesson 5Lesson 6

Chapter 12Lesson 5Lesson 6

K-5 Math Teaching Aids

http://www.k-5mathteachingresources.com/support-files/fast-five.pdf

http://www.k-5mathteachingresources.com/support-files/minus-one.pdf

YouTube

https://www.youtube.com/watch?v=ud66E-ElW_Y

https://www.youtube.com/watch?v=QkPa9V2wtZs&t=202s

https://www.youtube.com/watch?v=WT_wvvEvkw4

CAR © 2009











http://www.commoncoresheets.com/SortedByGrade.php?Sorted=koa5

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=koa5

https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1409











pre-test data. Students will create a 5 book using yellow/red counters. Students will demonstrate all the ways to make 5. Students will practice saying __+__=5..

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Using counters and a die students will participate in the activity Minus One. Students will roll a die minus 1 and cover the difference on the board. Students will say the subtraction equation each turn. http://www.k-5mathteachingresources.com/support-files/minus-one.pdf

Interdisciplinary Center – Students will sing and dance to the Add Up To 5 song while practicing their addition facts within 5. https://www.youtube.com/watch?v=ud66E-ElW_Y

Review Classwork

Exit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:K.OA.5WIDA ELDS: 3ListeningSpeaking

Fluently add within 5. Follow oral directions to add within 5 using Teacher Modeling and Manipulatives.

VU: Add, plus, equals

LFC: Commands

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Follow simple, oral directions, which have repetitive grammatical structures, to add within 5 in L1 and/or follow simple oral directions of single words or gestures.

Follow multiple-step oral directions, to add within 5 in L1 and/or follow simple oral phrasal directions.

Follow simple oral directions to add within 5.

Follow two-step oral directions to add within 5.

Follow multiple step oral directions to add within 5.

Learning Teacher Modeling Teacher Modeling Teacher Modeling Manipulatives Manipulatives

CAR © 2009



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherModeling.pdf









Supports L1 text and/or supportManipulatives

L1 text and/or supportManipulatives

Manipulatives

Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:K.OA.5WIDA ELDS: 1, 3Listening

Use mental math strategies to solve addition and subtraction facts within 5.

Demonstrate comprehension of oral questions to solve addition and subtraction problems within 5 using mental math strategies, Prompts, Teacher Modeling and large number cards.

VU: Number words, plus, minus

LFC: Question words (What), simple phrases



Demonstrate comprehension of oral questions and directions in L1 and/or which use selected vocabulary and Teacher Modeling to solve addition and subtraction problems within 5.

Demonstrate comprehension of oral questions and directions in L1 and/or which use selected vocabulary in phrases to solve addition and subtraction problems within 5.

Demonstrate comprehension of oral questions and directions which use key, technical vocabulary in simple sentences to solve addition and subtraction problems within 5.

Demonstrate comprehension of oral questions and directions which use key, technical vocabulary in complete sentences to solve addition and subtraction problems within 5.

Demonstrate comprehension of oral questions and directions which use technical vocabulary in complete sentences to solve addition and subtraction problems within 5.

Learning Supports

Teacher ModelingLarge number cardsL1 supportPrompts

Teacher ModelingLarge number cardsL1 supportPrompts

Teacher ModelingLarge number cardsPrompts

Teacher ModelingLarge number cards

Large number cards

K.G.B.4. Analyze and compare two- and three- dimensional shapes, in different sizes, and orientations, using informal language to describe their similarities, differences, parts (e.g. number of sides and vertices “corners”) and other attributes (e.g. having sides of equal length).

Learning Goal # 3:Use informal language to describe similarities, differences, parts number of

Number TalkRefer to Number Talks by Sherry Parrish*It is recommended that teachers use number talks based on how the book is written. They should start from page 71 and continue through the Kindergarten section of the book (P. 71-96)

Direct InstructionOption 1 – NJCTL Slides 49-63 (2-D Shapes)https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/geometry-and-patterns-2/

CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students spinner with 4 different shapes on it. Students will spin and try to be the first to fill in

Task 1:Quarterly AssessmentTask 3“Comparing Shapes”

Task 2:Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that

NJCTLhttps://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/

geometry-and-patterns-2/

The Math Learning Centerhttp://catalog.mathlearningcenter.org/files/pdfs/

PBLCCSSK2-0412w.pdf

K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/

support-files/geometry-sentence-frames-set1.pdf

http://www.k-5mathteachingresources.com/support-files/my-3d-shape-book-ver.2.pdf

YouTube

https://www.youtube.com/watch?v=OUMUaxiPUlo

CAR © 2009




http://www.k-5mathteachingresources.com/support-files/geometry-sentence-frames-set1.pdf


http://catalog.mathlearningcenter.org/files/pdfs/PBLCCSSK2-0412w.pdf


https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/geometry-and-patterns-2/







http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/Prompts.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf












sides, number of corners.

SLO(s):SWBAT compare two and three dimensional shapes in different orientations and identify similarities and differences

SWBAT compare part of two- and three dimensional shapes (e.g. Number of sides, Number of vertices (corners))

SWBAT compare attributes of two-and three-dimensional shapes (e.g. Sides have equal length)

SWBAT use informal language to describe similarities, differences, parts and other attributes when comparing two-and three dimensional shapes, in different sizes and orientationsDay 1

their caterpillar. Students will be observing and comparing shapes as they select them. Activity 2 http://catalog.mathlearningcenter.org/files/pdfs/PBLCCSSK2-0412w.pdf

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Geometry Sentence Frames. Students will make sentences that tell how many sides a shape has a read it to their partner. http://www.k-5mathteachingresources.com/support-files/geometry-sentence-frames-set1.pdf

Individual Center – Students work on the individual skill that they need based on their pre-test data. Students will create a My 3-D shapes book. Students will use 3-D shapes to count the number of sides, corners, and faces. http://www.k-5mathteachingresources.com/support-files/my-3d-shape-book-ver.2.pdf

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Using pattern blocks students will be able to compare shapes and create objects and animals using pattern blocks. Activity 1 http://catalog.mathlearningcenter.org/files/pdfs/PBLCCSSK2-0412w.pdf

Interdisciplinary Center – Students will sing, trace with finger, and walk out the shapes as they listen to the shape song. https://www.youtube.com/watch?v=OUMUaxiPUlo

Review Classwork

most closely match the assessments in column 5.

CAR © 2009












Exit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 8CCSS:K.g.4WIDA ELDS: 3Listening

Analyze and compare two- and three-dimensional shapes in different sizes and orientations by counting sides or vertices (“corners”) or comparing attributes such as side lengths.

Follow oral directions to classify shapes into categories using a sorting map and a partner.

VU: Two-dimensional, three-dimensional, sides, vertices, length

LFC: Attributes



Follow oral directions to classify shapes into categories comparing attributes in L1 and/or follow simple oral directions of single words or gestures.

Follow oral directions to classify shapes into categories comparing attributes in L1 and/or follow simple oral phrasal directions.

Follow simple oral directions, which have repetitive grammatical structures, to classify shapes into categories comparing attributes.

Follow complex, oral directions, which have a variety of grammatical structures, to classify shapes into categories comparing attributes.

Follow multiple, complex, oral directions, which have a variety of grammatical structures, to classify shapes into categories comparing attributes.

Learning Supports

Teacher ModelingingL1 supportSorting MapPartner work

Teacher ModelingingL1 supportSorting MapPartner work

Teacher ModelingingSorting MapPartner work

Partner workSorting Map

Sorting Map


Learning Goal # 3:Use informal language to describe similarities, differences, parts number of sides, number of corners.


Direct InstructionOption 1 – NJCTL Slides 70-80, 93-94 (2-D Shapes)https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/geometry-and-patterns-2/

CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students spinner with 4 different shapes on it. Students will spin and try to be the first to fill in their caterpillar. Students will be observing and


Task 2:Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the



CAR © 2009







http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf













comparing shapes as they select them. Activity 2 http://catalog.mathlearningcenter.org/files/pdfs/PBLCCSSK2-0412w.pdf





Review Classwork

assessments in column 5.

CAR © 2009












Exit Ticket

ELL Modifications: See Day 1



SLO (s):SWBAT compare two and three dimensional shapes in different orientations and identify similarities and differences




CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students spinner with 4 different shapes on it. Students will spin and try to be the first to fill in their caterpillar. Students will be observing and comparing shapes as they select them. Activity 2 http://catalog.mathlearningcenter.org/files/pdfs/PBLCCSSK2-0412w.pdf


Individual Center – Students work on the individual skill that they need based on their





CAR © 2009














pre-test data. Students will create a My 3-D shapes book. Students will use 3-D shapes to count the number of sides, corners, and faces. http://www.k-5mathteachingresources.com/support-files/my-3d-shape-book-ver.2.pdf



Review Classwork

Exit Ticket






Task 2:Teachers will agree on common classwork problems in their professional



CAR © 2009






















Interdisciplinary Center – Students will sing,

learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

CAR © 2009










trace with finger, and walk out the shapes as they listen to the shape song. https://www.youtube.com/watch?v=OUMUaxiPUlo

Review Classwork

Exit Ticket




SLO (s):SWBAT compare two and three dimensional shapes in different orientations and identify similarities and differences


Direct InstructionOption 1 – Learn Zillionhttps://learnzillion.com/lesson_plans/3823-8-compare-shapes-by-their-number-of-sides-and-corners-vertices-and-other-attributes-c


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Geometry Sentence Frames. Students will make sentences that tell how



Learn Zillionhttps://learnzillion.com/lesson_plans/3823-8-

compare-shapes-by-their-number-of-sides-and-corners-vertices-and-other-attributes-c

CAR © 2009

https://learnzillion.com/lesson_plans/3823-8-compare-shapes-by-their-number-of-sides-and-corners-vertices-and-other-attributes-c













many sides a shape has a read it to their partner. http://www.k-5mathteachingresources.com/support-files/geometry-sentence-frames-set1.pdf




Review Classwork

Exit Ticket


K.G.B.5 . Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Number TalkRefer to Number Talks by Sherry Parrish*It is recommended that teachers use number talks based on how the book is written. They should start from page 71 and continue through the Kindergarten

Task 1:Quarterly AssessmentTask 4“Let’s Make Shapes”




CAR © 2009

http://www.k-5mathteachingresources.com/support-files/shapes-on-the-geoboard.pdf













Learning Goal # 4:Model shapes in the world by building and drawing shapes.

SLO (s):SWBAT recognize basic shapes in the real world

SWBAT use objects *clay, sticks, etc.) to model shapes

SWBAT model shapes in the world by drawing shapes

Day 1

section of the book (P. 71-96)

Direct InstructionOption 1 – NJCTL Slides 64-66, 81-89 (2-D shapes)https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/geometry-and-patterns-2/

CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students tooth picks and gum drop candy. TW model how to build a 3-D shape while looking at a picture of the shape. Teacher will also demonstrate how to describe the attributes the shape is created. Students will create 3-D shapes.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Shapes on a Geoboard. Using rubber bands students will create shapes and describe their attributes to a partner. http://www.k-5mathteachingresources.com/support-files/shapes-on-the-geoboard.pdf

Individual Center – Students work on the individual skill that they need based on their pre-test data. Students will use play dough which they will roll into long lines and create 2-D shapes and identify their number of sides. http://www.k-5mathteachingresources.com/support-files/playdo-shapes.pdf

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Using pattern blocks students will be able to compare shapes and

Task 2: Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

support-files/shapes-on-the-geoboard.pdf

http://www.k-5mathteachingresources.com/support-files/playdo-shapes.pdf

Math Learning Centerhttp://catalog.mathlearningcenter.org/files/pdfs/

PBLCCSSK2-0412w.pdf

YouTubehttps://www.youtube.com/watch?v=OUMUaxiPUlo

CAR © 2009














create objects and animals using pattern blocks. Activity 1 http://catalog.mathlearningcenter.org/files/pdfs/PBLCCSSK2-0412w.pdf


Review Classwork

Exit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:K.G.5WIDA ELDS: 3Listening

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Create 2- and 3- dimensional shapes after listening to oral directions using Teacher Modeling and Manipulatives.

VU: Materials, shapes

LFC: Can you…?

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Create 2- and 3- dimensional shapes after listening to oral directions which use L1 and/or gestures and selected technical vocabulary.

Create 2- and 3- dimensional shapes after listening to oral directions which use L1 and/or selected technical vocabulary in phrases and short sentences.

Create 2- and 3- dimensional shapes after listening to oral directions which use key, technical vocabulary in simple sentences.

Create 2- and 3- dimensional shapes after listening to oral directions which use key, technical vocabulary in expanded sentences.

Create 2- and 3- dimensional shapes after listening to oral directions which use technical vocabulary in complex sentences.

Learning Supports

ManipulativesTeacher ModelingL1 support

ManipulativesTeacher ModelingL1 support

ManipulativesTeacher Modeling

ManipulativesTeacher Modeling

Manipulatives


Learning Goal # 4:Model shapes in the world by building and drawing


Direct InstructionOption 1 – NJCTL Slides 103-107 (3-D shapes)https://learnzillion.com/lesson_plans/3823-8-


Task 2: Teachers will agree on common classwork

NJCTL\https://njctl.org/courses/math/kindergarten-

math/geometry-and-patterns/attachments/geometry-and-patterns-2/

CAR © 2009




















shapes.

SLO(s):SWBAT recognize basic shapes in the real world


SWBAT model shapes in the world by drawing shapesDay 2

compare-shapes-by-their-number-of-sides-and-corners-vertices-and-other-attributes-c



Individual Center – Students work on the individual skill that they need based on their pre-test data. Students will use playdough which they will roll into long lines and create 2-D shapes and identify their number of sides. http://www.k-5mathteachingresources.com/support-files/playdo-shapes.pdf


problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

CAR © 2009










Review Classwork

Exit Ticket




SLO (s):SWBAT recognize basic shapes in the real world




Direct InstructionOption 1 – Learn Zillionhttps://learnzillion.com/lesson_plans/2013-6-represent-real-world-objects-using-two-dimensional-shapes-a


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Shapes on a Geoboard. Using rubber bands students will create shapes and



Learn Zillionhttps://learnzillion.com/lesson_plans/2013-6-

represent-real-world-objects-using-two-dimensional-shapes-a

CAR © 2009

https://learnzillion.com/lesson_plans/2013-6-represent-real-world-objects-using-two-dimensional-shapes-a








describe their attributes to a partner. http://www.k-5mathteachingresources.com/support-files/shapes-on-the-geoboard.pdf




Review Classwork

Exit Ticket





Better Lessonshttps://betterlesson.com/lesson/611483/building-

shapes-review-of-2d-shapes

Quarterly AssessmentTask 4“Let’s Make Shapes”

CAR © 2009

https://betterlesson.com/lesson/611483/building-shapes-review-of-2d-shapes














Direct InstructionOption 1 – Better Lessonshttps://betterlesson.com/lesson/611483/building-shapes-review-of-2d-shapes




Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Using pattern blocks students will be able to compare shapes and create objects and animals using pattern blocks. Activity 1 http://catalog.mathlearningcenter.org/files/pdfs


CAR © 2009








/PBLCCSSK2-0412w.pdf


Review Classwork

Exit Ticket








Direct InstructionOption 1 – Better Lessonshttps://betterlesson.com/lesson/621770/marshmallow-architects


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Shapes on a Geoboard. Using rubber bands students will create shapes and



Better Lessonshttps://betterlesson.com/lesson/621770/marshmallow-architects

Quarterly AssessmentTask 4“Let’s Make Shapes”

CAR © 2009

https://betterlesson.com/lesson/621770/marshmallow-architects







describe their attributes to a partner. http://www.k-5mathteachingresources.com/support-files/shapes-on-the-geoboard.pdf




Review Classwork

Exit Ticket


K.G.B.6. Compose simple shapes to form larger shapes.For example: “Can you join these two triangles with full sides touching to make a rectangle?”


Direct Instruction

Task 1:Quarterly AssessmentTask 5“New Shapes”

Task 2:

Better lessonhttps://betterlesson.com/lesson/569119/

combining-shapes


support-files/pattern-block-animals.pdf

CAR © 2009

http://www.k-5mathteachingresources.com/support-files/pattern-block-animals.pdf


https://betterlesson.com/lesson/569119/combining-shapes










Learning Goals # 5:Compose simple shapes to form larger shapes.

SLO(s):SWBAT compose simple shapes to form larger shapes

Day 1

Option 1 – Better Lessons https://betterlesson.com/lesson/569119/combining-shapes

Centers

Teacher Center – The teacher works in a small group with 1-4 students. The teacher can use pattern blocks with students. Hand students shapes. Ask students “what new shapes can you make with these triangles?” “What new shapes can you make with these squares?” etc.

Standards Based Problems Center – Students will work in small groups to continue the bettetlessons.com activity (see above). There is a worksheet at this site that provides students with a larger simple shape and students will put smaller simple shapes into the larger shape to see how it can be made (ie. 3 small triangles fit together to make 1 large triangle.) https://betterlesson.com/lesson/569119/combining-shapes

Individual Center – Students work on their individual skill that they need based on their pre-test data. My Math Lesson 11.7, andLesson 11.8 are good resources for the individual center.

Manipulative Center – Students use attribute blocks, buttons, counters (bears, kangaroos,

etc.) and sort them out while explaining what attribute(s) each group has in common.

Students can use pattern blocks to create animal figures and answer the questions found at the

link below. http://www.k-5mathteachingresources.com/sup

port-files/pattern-block-animals.pdf

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

Howard County MDhttps://hcpss.instructure.com/courses/124/files/

1692867/download?verifier=P0CDvDJSbZYTeo39UzR7OzvOSBKVanBTxZ3

LxjOi&wrap=1






Lesson 11.7Lesson 11.8

CAR © 2009



https://hcpss.instructure.com/courses/124/files/1692867/download?verifier=P0CDvDJSbZYTeo39UzR7OzvOSBKVanBTxZ3LxjOi&wrap=1









Interdisciplinary Center – Read “Mouse Shapes” by: Ellen Stoll Walsh. Complete the Task Card below https://hcpss.instructure.com/courses/124/files/1692867/download?verifier=P0CDvDJSbZYTeo39UzR7OzvOSBKVanBTxZ3LxjOi&wrap=1

Review Classwork

Exit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:K.G.6WIDA ELDS: 1, 3Listening

Compose simple shapes to form larger shapes For example, “Can you join these two triangles with full sides touching to make a rectangle?”

Following oral directions, demonstrate comprehension of how to compose simple shapes into larger shapes using Manipulatives and teacher prompting.

VU: Join, sides, shapes

LFC: Interrogatives



Following oral directions which use L1 and/or Pictures, gestures and selected vocabulary, demonstrate comprehension of how to compose larger shapes using simple shapes.

Following oral directions which use L1 and/or selected vocabulary in phrases and short sentences, demonstrate comprehension of how to compose larger shapes using simple shapes.

Following oral directions which use key, technical language and simple sentences, demonstrate comprehension of how to compose larger shapes using simple shapes.

Following oral directions which use key, technical language and expanded sentences, demonstrate comprehension of how to compose larger shapes using simple shapes.

Following oral directions which use technical language and complex sentences, demonstrate comprehension of how to compose larger shapes using simple shapes.

Learning Supports

ManipulativesDrawingsL1Teacher Support

ManipulativesDrawingsL1Teacher Support

ManipulativesDrawingsTeacher Support

ManipulativesTeacher Support

Manipulatives



Direct InstructionOption 1 – Engage NY


Task 2:Teachers will agree on common


combining-shapes



Howard County MD

Quarterly AssessmentTask 5“New Shapes”

CAR © 2009


















SLO(s):

SWBAT compose simple shapes to form larger shapes

Day 2

Module 6, Topic B, Lesson 5https://www.engageny.org/search-site?search=k.g.6

Centers









Interdisciplinary Center – Read “Mouse Shapes”

classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

https://hcpss.instructure.com/courses/124/files/1692867/download?

verifier=P0CDvDJSbZYTeo39UzR7OzvOSBKVanBTxZ3LxjOi&wrap=1







CAR © 2009










https://www.engageny.org/search-site?search=k.g.6


by: Ellen Stoll Walsh. Complete the Task Card below https://hcpss.instructure.com/courses/124/files/1692867/download?verifier=P0CDvDJSbZYTeo39UzR7OzvOSBKVanBTxZ3LxjOi&wrap=1

Review Classwork

Exit Ticket





Day 3


Direct InstructionOption 1 – Engage NYModule 6, Topic B, Lesson 6https://www.engageny.org/search-site?search=k.g.6

Centers


Standards Based Problems Center – Students will work in small groups to continue the bettetlessons.com activity (see above). There is a worksheet at this site that provides students with a larger simple shape and students will put




combining-shapes





LxjOi&wrap=1






CAR © 2009















smaller simple shapes into the larger shape to see how it can be made (ie. 3 small triangles fit together to make 1 large triangle.) https://betterlesson.com/lesson/569119/combining-shapes








Review Classwork

Exit Ticket



K.G.B.6. Compose simple shapes to form larger shapes.For example: “Can you join these two triangles




combining-shapes

K-5 Math Teaching Resources

CAR © 2009










with full sides touching to make a rectangle?”



Day 4

Direct InstructionOption 1 – Engage NYModule 6, Topic B, Lesson 7https://www.engageny.org/search-site?search=k.g.6

Centers







link below.





LxjOi&wrap=1







CAR © 2009














Review Classwork

Exit Ticket


K.NBT.A.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. *(benchmarked)

Learning Goals # 6:Compose and decompose numbers from 11 to 19 into groups of ten and one(s) without manipulatives.


Direct InstructionOption 1 – Daily Routine Activity

Take a few minutes to discuss what students noticed about teen numbers in the video. Write the students’ comments on chart paper. Students may notice that the numbers 11 and 12 do not end with ‘teen’ like the other teen numbers, but we usually call them teen numbers. Write a teen number, such as 13, on the board. Share that 13 is 10 + 3, and write 13 = 10 +.3.Write another teen number on the board, such as 17. Say, “17 is 10 plus what?” See if students are able to tell you that 17 is 10 plusYou Tube Video: Numbers in the Teens (Have a

Task 1:Quarterly AssessmentTask 6“Base Ten Modeling”


You Tube

https://www.youtube.com/watch?v=uedvwH6Ay18

Howard County MD


verifier=VV9F3QViRg0HnlNnPgib5PcwpZ159SgyrbGs84fb&wrap=1

CAR © 2009

https://hcpss.instructure.com/courses/124/files/768736/download?verifier=VV9F3QViRg0HnlNnPgib5PcwpZ159SgyrbGs84fb&wrap=1









Record each composition of decomposition through a drawing or equation.

SLO(s):SWBAT compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s)

SWBAT use the term ones to describe the number of objects in each group

SWBAT record each composition and decomposition using objects and drawings

SWBAT record each composition or decomposition by a drawing or equation

Day 1

Group of 10)- [a place value song for kids]

By: Harry Kindergarten Music


Centers

Teacher Center – The teacher works in a small group with 1-4 students. Teacher should use base ten blocks to represent 10’s and 1’s. Ask the student to show you numbers within 20. ie. “Can you show me the number 17?”.

Standards Based Problems Center –Students will write in their math journals and need counters for this activity.

Working with a partner, ask students to find as many ways as they can to make a specific teen number, such as 14.

They should draw pictures in their math journals.

Students should see 14 as ten and four more, but should also explore the number as 1 + 13, 5 + 5 + 4, and so on.

Be sure to have the students share their strategies with a partner as well as with the whole group.

Individual Center – Students work on their individual skill that they need based on their pre-test data. Students can work on completing this worksheet. The sheet works on students drawing base ten blocks to represent numbers and also finding equation. https://hcpss.instructure.com/courses/124/files/768736/download?verifier=VV9F3QViRg0HnlNnPgib5PcwpZ159SgyrbGs84fb&wrap=1

CAR © 2009






Manipulative Center – Students use attribute blocks, buttons, counters (bears, kangaroos, etc.) and sort them out while explaining what attribute(s) each group has in common. Students work in pairs or individually.

Partner 1 rolls the number cube. He places the corresponding number of counters in the ten-frame egg carton.

Partner 2 repeats. When students fill the first egg carton,

they will need to put the extras in the next carton.

Once students have each rolled twice (or four times if the student is working independently), they write the number they have made.

You will need at least four egg cartons, in case students roll 5’s and 6’s. While the Kindergarten Standard K.NBT.A.1 states that students will work with numbers 11-19, this would be a good opportunity to assess whether or not they can determine what to do with larger numbers.

Interdisciplinary Center – Have students pick a number from 10 to 19 and write a word problem about that number. ie. Johnny had 3 crayons. Jackie gave him 7 crayons. How many crayons does Johnny have now? To extend these students can illustrate their word problem.

Review Classwork

Exit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:

Compose and decompose numbers from 11 to 19 into a group of ten and one(s) with or without Manipulatives. Record each composition or decomposition through a drawing or equation.

Demonstrate comprehension of oral directions to compose and decompose numbers from 11-19 by writing or drawing the

VU: Tens, ones, number words, and

CAR © 2009

K.NBT.1WIDA ELDS: 3Writing

response using popsicle sticks, Prompts, Teacher Modeling and number cards.

LFC: Single words, conjunctions



Demonstrate comprehension of oral directions in L1 and/or which use selected vocabulary with picture Prompts to compose and decompose numbers from 11-19 by writing or drawing the response.

Demonstrate comprehension of oral directions in L1 and/or which use selected technical vocabulary to compose and decompose numbers from 11-19 by writing or drawing the response.

Demonstrate comprehension of oral directions which use key, technical vocabulary in phrases to compose and decompose numbers from 11-19 by writing or drawing the response.

Demonstrate comprehension of oral directions which use key, technical vocabulary in simple sentences to compose and decompose numbers from 11-19 by writing or drawing the response.

Demonstrate comprehension of oral directions which use technical vocabulary in multiple sentences to compose and decompose numbers from 11-19 by writing or drawing the response.

Learning Supports

L1 supportBundles of 10s and 1s popsicle sticksTeacher ModelingGesturesPromptsNumber cards

L1 supportBundles of 10s and 1s popsicle sticksTeacher ModelingPromptsNumber cards

Bundles of 10s and 1s popsicle sticksTeacher ModelingPrompts

Bundles of 10s and 1s popsicle sticksTeacher Modeling

Bundles of 10s and 1s popsicle sticks


Learning Goals # 6:Compose and decompose numbers from 11 to 19 into


Direct InstructionOption 1 – Whole Class Activity

Distribute a printed Ten Frame to each student.

For each pair of students, distribute baggies of counters (between 10-19).

Ask students to work with a partner. Call on a student volunteer to pick a

number between 10 and 19 Have students work with their partner

to build this number on their ten frame.

Ask volunteers to share their ideas about what to do with the extra counters. (Some students will attempt to place more than one counter in


Task 2:Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in

You Tube


Howard County MD



CAR © 2009












http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf



groups of ten and one(s) without manipulatives. Record each composition of decomposition through a drawing or equation.





Day 2

each square on the ten frame. Remind them that only one counter can go in each corresponding square on the ten frame).For example, if a 14 was spun, the ten frame should look something like this:

Or this:

Share with students that 14 can be thought of as a group of ten and four more ones. You may want to put the equation 14 = 10 + 4 or 10 + 4 = 14 on the board for students to see.

Ask students to remove their counters. Repeat this activity a few times, allowing a different volunteer to give a number

Walk, around taking notes on which students begin counting over from 1, and which students automatically place ten counters on the ten frame and count from ten.

You can extend this activity by asking

column 5.

CAR © 2009

students to come up to the board to help you write a number sentence or equation for the numbers they make.

You can also show this by using a Number-bond diagram and equation:

Centers

Teacher Center – The teacher works in a small group with 1-4 students. Teacher should use base ten blocks to represent 10’s and 1’s. Ask the student to show you numbers within 20. ie. “Can you show me the number 17?.






Individual Center – Students work on their individual skill that they need based on their pre-test data. Students can work on completing this worksheet. The sheet works on students drawing base ten blocks to represent numbers

CAR © 2009

and also finding equation. https://hcpss.instructure.com/courses/124/files/768736/download?verifier=VV9F3QViRg0HnlNnPgib5PcwpZ159SgyrbGs84fb&wrap=1








Review Classwork

CAR © 2009




Exit Ticket



Learning Goals # 6:Compose and decompose numbers from 11 to 19 into groups of ten and one(s) without manipulatives. Record each composition of decomposition through a drawing or equation.



Direct InstructionOption 1 – Achieve The Corehttp://achievethecore.org/coherence-map/#K/43/486/486

Centers







Individual Center – Students work on their



Howard County MD



Achieve the Core

http://achievethecore.org/coherence-map/#K/43/486/486

CAR © 2009











Day 3

individual skill that they need based on their pre-test data. Students can work on completing this worksheet. The sheet works on students drawing base ten blocks to represent numbers and also finding equation. https://hcpss.instructure.com/courses/124/files/768736/download?verifier=VV9F3QViRg0HnlNnPgib5PcwpZ159SgyrbGs84fb&wrap=1







Interdisciplinary Center – Have students pick a number from 10 to 19 and write a word problem about that number. ie. Johnny had 3 crayons. Jackie gave him 7 crayons. How many crayons does Johnny have now? To extend these students can illustrate their word

CAR © 2009




problem.

Review Classwork

Exit Ticket




SLO(s):SWBAT compose and decompose numbers from 11 to 19 into a group of ten


Direct InstructionOption 1 – Engage NYModule 5, Topic B Lesson 8https://www.engageny.org/ccls-math/knbt1

Centers








Howard County MD



Engage NY

Module 5, Topic B, Lesson 8 & 10https://www.engageny.org/ccls-math/knbt1

CAR © 2009

https://www.engageny.org/ccls-math/knbt1





ones and another group of one(s)



SWBAT record each composition or decomposition by a drawing or equationDay 4









Interdisciplinary Center – Have students pick a number from 10 to 19 and write a word

CAR © 2009




problem about that number. ie. Johnny had 3 crayons. Jackie gave him 7 crayons. How many crayons does Johnny have now? To extend these students can illustrate their word problem.

Review Classwork

Exit Ticket





Direct InstructionOption 1 – Engage NYModule 5, Topic B Lesson 8https://www.engageny.org/ccls-math/knbt1

Centers




They should draw pictures in their



Howard County MD



Engage NY

Module 5, Topic B, Lesson 8 & 10https://www.engageny.org/ccls-math/knbt1

CAR © 2009










Day 5

math journals. Students should see 14 as ten and four

more, but should also explore the number as 1 + 13, 5 + 5 + 4, and so on.








You will need at least four egg cartons, in case students roll 5’s and 6’s. While the Kindergarten Standard K.NBT.A.1 states that students will work with numbers 11-19, this would be a good opportunity to assess whether or not they can determine what to do with

CAR © 2009




curriculu… · web view ... parts number of ... – have students pick a number from 10 to 19...

Documents