Math- Unit - Weebly



Math: Unit 1

|UNIT TITLE: Represent, Count, and Write Numbers 0 to 5 |Grade: K |

|Domain: Counting and Cardinality |Suggested Pacing |

|Operations and Algebraic Thinking | |

| |15 days |

| |9/22/14 – 10/15/14 |

|Stage 1 – Desired Result |

|Established Goals/Unit Outcome |

|Highest Level of Understanding: |

|Solve problems by using the strategy make a model. |

|Use objects or drawing to decompose 5 into pairs in more than one way. |

|Know that each successive number refers to a quantity that is one larger |

| |

|Average Level of Understanding: |

|Model and count1 and 2 with objects. |

|Represent 1 and 2 objects with numbers names and written numerals. |

|Represent 3 and 4 objects with number names and written numerals. |

|Model and count 5 with objects. |

|Represent 5 objects with a number name and a written numeral |

|Represent objects 0-5 with a number name and written numeral. |

| |

|Most Essential Level of Understanding: |

|Model and count to tell the number of objects 0-5. |

|Common Core Learning Standards: |

| |

|CC..3: Know numbers names and the count sequence. |

|Write numbers from 0-20. Represent numbers of objects with a written numeral 0-20 (with a 0 representing a count of no objects). |

| |

|CC..4: Count to tell the number of objects. |

|Understand the relationship between numbers and quantities; connect counting to cardinality. |

|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. |

|Understand the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or order in which they were counted. |

|Understand that each successive number name refers to a quantity that is one larger. |

| |

|CC.K.OA.3: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. |

|Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5= 2 + 3 and 5 = 4 + 1) |

| |

| |

|Mathematical Practices: |

|12-MP.1: Make sense of problems and persevere in solving them. |

|12-MP.2: Reason abstractly and quantitatively. |

|Essential Questions: |

|How can you show and count 1 and 2 with objects? (lesson 1:1; CC..4) |

|How can you count and write 1 and 2 with words and numbers? (lesson 1.2; CC..3) |

|How can you show and count 3 and 4 with objects? (lesson1.3 ; CC..4a) |

|How can you count and write 3 and 4 with words and numbers?(lesson1.4; CC..3) |

|How can you show and count 5 objects? (lesson 1.5; CC..4a) |

|How can you can count and write 5 with words and numbers? (lesson 1.6; CC..4b) |

|How can you use two sets of objects to show 5 in more than one way? (lesson 1.7; CC..0A.3) |

|How do you know that the order of numbers is the same as a set of objects that is one larger?( lesson 1.8; CC..4c) |

|How can you solve problems using the strategy make a model?(lesson 1.9; CC..3) |

|How can you identify and write 0 with words and numbers? (lesson1.10; CC..4; CC..3) |

|Content: |Skills: |

| |Representation: Write numbers from 0-5. |

|Counting | |

| |Counting: Use objects to count groups of objects from 0-5. |

|Making Numbers | |

| |Understand the relationships between number and quantity. |

|Taking Apart Number | |

|Terms / Vocabulary: |

|One, two, (lesson 1.1, 1.2, 1.7,1.8) |

|Match (lesson 1.1,1.3) |

|Three, four, (lesson 1.3,1.4,1.7,1.8) |

|Five (lesson 1.5,1.6,1.7,1.8) |

|Pairs, and (lesson 1.7) |

|Larger (lesson 1.8) |

|Fewer, more (lesson 1.9) |

|Zero (lesson 1.9,1.10) |

| |

|Stage 2 – Assessment Evidence |

|Performance Task: |Other Evidence: |

| | |

| |Diagnostic: Show What You Know pg. 10 |

| | |

| |Formative: Lesson Quick Check |

| |Mid-Chapter Checkpoint pg. 28 |

| | |

| |Summative: Chapter Review |

| |Chapter Test AG 35-38 |

| Stage 3 – Learning Plan |

|Standard |

|Grab-and-Go Differentiated Center Kits |

|Literacy Connections: Readers |Games: |

|Fall Festival |Bus Stop |

|Pancakes For All | |

|The Red Caboose |Activities: |

| |Activity 5 |

| |Numbers 2 and 3 |

| |Numbers 1 and 2 |

| |Number 3 |

| |Activity 6 |

| |Get It Together! |

| | |

| |Activity 7 |

| |Numbers 1 to 5 |

| |Now you see |

| |Up to 5 |

| | |

| |Activity |

|Go Math Intervention Activities (ELLs, RTI, and SWDs): |

|ELLs |RTI/SWDs |

|Strategy: |Lesson 1.1: |

|Model Concepts (lesson1.1: pg.13B; lesson1.5: pg. 29B) |Tier 1: Visual/Kinesthetic ( Whole Class/ |

|Strategy: |Small group) |

|Describe (lesson 1.2: pg.17B; lesson 1.6: pg. 33B; lesson 1.8: pg. 41B; lesson 1.9: pg. 45B) |Pg.13B |

| |Tier 2: Auditory/Kinesthetic ( Small Group) |

|Strategy: |Pg. 13B |

|Draw: (lesson 1.3: pg. 21B) |Lesson 1.2 |

| |Tier 1: Visual/Kinesthetic ( Whole Class/ |

|Strategy: |Small group) |

|Define (lesson 1.4: pg. 25B) |Pg.17B |

| |Tier 2: : Auditory/Kinesthetic ( Small Group) |

|Strategy : |Pg. 17B |

|Explore context (lesson 1.7: pg. 37B ) | |

| |Lesson 1.3: |

|Strategy: |Tier 1: Visual/Kinesthetic ( Whole Class/ |

|Restate (lesson 1.10: pg. 49B) |Small group) |

| |Pg.21B |

| |Tier 2: Visual /Kinesthetic ( Small Group) |

| |Pg. 21B |

| | |

| |Lesson 1.4: |

| |Tier 1: Visual/Kinesthetic ( Whole Class/ |

| |Small group) |

| |Pg.25B |

| |Tier 2: Auditory/Kinesthetic ( Small Group) |

| |Pg. 25B |

| |Lesson 1.5: |

| |Tier 1: Visual/Kinesthetic ( Whole Class/ |

| |Small group) |

| |Pg.29B |

| |Tier 2: Auditory/Kinesthetic ( Small Group) |

| |Pg. 29B |

| | |

| |Lesson 1.6: |

| |Tier 1: Visual/Kinesthetic ( Whole Class/ |

| |Small group) |

| |Pg.33B |

| |Tier 2: Visual/Kinesthetic ( Small Group) |

| |Pg. 33B |

| | |

| |Lesson 1.7: |

| |Tier 1: Rhythmic/Kinesthetic ( Whole Class/ |

| |Small group) |

| |Pg.37B |

| |Tier 2: Kinesthetic/Logical ( Small Group) |

| |Pg. 37B |

| | |

| |Lesson 1.8: |

| |Tier 1: Visual/Kinesthetic ( Whole Class/ |

| |Small group) |

| |Pg.41B |

| |Tier 2: Visual/Kinesthetic ( Small Group) |

| |Pg. 41B |

| | |

| |Lesson 1.9: |

| |Tier 1: Visual/Kinesthetic ( Whole Class/ |

| |Small group) |

| |Pg.45B |

| |Tier 2: Auditory/Kinesthetic ( Small Group) |

| |Pg. 45B |

| | |

| |Lesson 1.10: |

| |Tier 1: Visual/Kinesthetic ( Whole Class/ |

| |Small group) |

| |Pg.49B |

| |Tier 2: Visual/Kinesthetic ( Small Group) |

| |Pg. 49B |

| | |

|SWDs | |

| | |

|Additional Support Strategies: | |

| | |

| | |

|Represent, Count, and Write Numbers 0 to 5: | |

| | |

|Practice recognizing and ordering numbers from 0-5 by having kids wear dot cards around their neck and putting | |

|themselves in order and saying, "My number is ___." | |

|Practice Writing Numbers: Have the students use wipe-off boards. | |

|Have students use movement and sounds to represent the numbers 0-5. | |

|Have students trace sandpaper numbers with their fingers. | |

|Have students tell how many things are in a set. When counting a set of objects, the last word in the counting | |

|sequence names the quantity for that set. | |

| | |

| | |

|Problem Solving: | |

| | |

|Students simulate situation that relate to word problem. | |

|Find number situations represented picture books. | |

|Provide short and concise one-step word problems. | |

|Make a list of key/clue words to look for that indicate mathematical operations. | |

|Have students restate math word problems in his/her own words. | |

|Have students simulate situation which relate to math word problems. | |

|Provide a checklist to follow to break down each problem into specific steps | |

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Materials:

• MathBoard

• Two-color counters

• Counting Tape

Games/Activities Key:

Computation

Geometry and Measurament

Challenge

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