DMPS Elementary Office of Academics



Before(Preschool)Chapter One StandardsKindergartenAfter (Grade One)Identifies numerals to 5 by name and connects each to a counted object. Knows the last number states how many in all. Tells what number (1-10) comes next in order by counting.Recognizes and names the number of items in a small set (up to 5).Combines and separates up to five objects and describes the parts. Counting and Cardinality 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). I can represent 1 and 2 objects with number names and written numerals.I can represent 3 and 4 objects with number names and written numerals.I can solve problems by using the strategy make a model.Represent 0 objects with a number name and a written numeral.Extend the counting sequence. (1.NBT.1)Understand place value. (1.NBT.2)Counting and Cardinality 4a: Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. I can model and count 1 and 2 with objects.I can model and count 3 and 4 with objects.I can model and count with 5 objects.Counting and Cardinality 4b: Understand the relationship between numbers and quantities; connect counting to cardinality. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. I can represent 5 objects with a number name and a written numeral.Counting and Cardinality 4c: Understand the relationship between numbers and quantities; connect counting to cardinality. c. Understand that each successive number name refers to a quantity that is one larger. I can know that each successive number refers to a quantity that is one larger. Each day the math block will begin with 15 minutes of Daily Math Review and Mental Math. The focus of DMR should be either prerequisite standard skills or previous chapter concepts that were not mastered. The focus of mental math should be based on the current Chapter’s skills and concepts. Adjust the amount of questions in DMR and MM to fit into the 15 minute time block. Suggested Chapter PacingAll lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs. Launching the ChapterPre-AssessmentReview Prerequisite SkillsIntroduce Number Tiles TE 9IBuild a Cube Tower TE 9IShow What You Know AssessmentIdentify Tier 2 and Tier 3 Groups for Small Group Instruction – may be too early for pencil/paper assessment (optional)Establish RoutinesMath centers, partner work, using manipulatives, counting activities, exploring.(Supplemental counting routines will be needed to extend the counting sequence to 100 by the end of the year)Day before beginning Lesson 1.1Vocabulary Activity Number Words TE 12C-12D Vocabulary BuilderTE 12Identify students who will need further vocabulary support for Chapter One.Preview Chapter CentersIntroduce chapter game Bus Stop, activities, and literature students will be using during center time.School – Home LetterRead together and send home.I Can StatementEssential QuestionImplementation Notes*Center activities are introduced/reviewed daily as needed.*Grab-and-Go Literature may be incorporated into whole or small group instruction.Lesson 1.1Counting and Cardinality 4aI can model and count 1 and 2 with objects.How can you show and count 1 and 2 with objects?3 – two color counters for each studentIntroduce Activity Card 5: Numbers 1 and 2Introduce Literature: Pancakes for AllLesson 1.2Counting and Cardinality 3I can represent 1 and 2 objects with number names and written numerals.How can you count and write 1 and 2 with words and numbers?Lesson 1.3Counting and Cardinality 4aI can model and count 3 and 4 with objects.How can you show and count 3 and 4 with objects?7 – two color counters for each studentIntroduce Activity Card 5: Numbers 2 and 3Introduce Activity Card 5: Number 3Lesson 1.4Counting and Cardinality 3I can represent 3 and 4 objects with number names and written numerals.How can you count and write 3 and 4 with words and numbers?Mid-chapter checkpoint is optionalLesson 1.5Counting and Cardinality 4aI can model and count with 5 objects.How can you show and count 5 objects?Two color counters for each studentIntroduce Game: Bus StopIntroduce Literature: The Red CabooseLesson 1.6Counting and Cardinality 4bI can represent 5 objects with a number name and a written numeral?How can you count and write 5 with words and numbers?Introduce Activity Card 7: Numbers 1 to 5Lesson 1.7Operations and Algebraic Thinking 3I can use objects and drawings to decompose 5 into pairs in more than one way.How can you use two sets of objects to show 5 in more than one way?This lesson may take 2 days. Two color countersCrayonsIntroduce Activity Card 6: Get It TogetherLesson 1.8Counting and Cardinality 4cI can know that each successive number refers to a quantity that is one larger.How do you know that the order of numbers is the same as a set of objects that is one larger?Connecting cubesLesson 1.9Counting and Cardinality 3I can solve problems using the strategy make a model.How can you solve problems using the strategy make a model?3 – 2 color counters for each studentIntroduce Activity Card 7: Now You See ItI Can StatementEssential QuestionImplementation Notes*Center activities are introduced/reviewed daily as needed.*Grab-and-Go Literature may be incorporated into whole or small group instruction.Lesson 1.10Counting and Cardinality 3I can represent 0 objects with a number name and a written numeral.How can you identify and write 0 with words and numbers?Resources and Centers for Chapter 1TechnologyHands-On ResourcesCentersDigital Lesson: EngageConnecting CubesActivity: Numbers 1 and 2Interactive White Board LessonCrayonsActivity: Numbers 2 and 3Interactive Student EditionTwo-Color CountersActivity: Number 3iTools: Connecting CubesMathBoardActivity: Numbers 1 to 5iTools: Two-Color CountersOther Hands-On Resources may be needed for Small Group Instruction Activities.Activity: Get It Together!Math on the Spot VideosActivity: Up to 5Mega MathActivity: Now You See ItPersonal Math TrainerLiterature: Pancakes for AllLiterature: The Red CabooseGame: Bus StopAdditional Resources for Chapter 1Counting and Cardinality 3Counting and Cardinality 4Operations in Algebraic Thinking 3Teachers will use Go Math materials to teach CC.3. If more practice is needed teams of teachers may find or create more experiences with this concept.Count and DumpTeachers will use Go Math materials to teach OA.3. If more practice is needed teams of teachers may find or create more experiences with this concept.Hide ItGrab BagCounting StoriesCreationsGrow and Shrink ................
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