Second Grade - Pearson Assessments



CFISD Kindergarten Math

More and Fewer

| |Teacher Notes |Page # |

|Unit Title |More and Fewer (Numbers 0-5) | |

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| |More, Fewer, and Same As- “Stacks” |2-3 |

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| |More, Fewer, and Same As- “Two-Color Grab Bag” |4-5 |

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| |More, Fewer, and Same As- “Number Cards” |6-7 |

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| |More or Less Counting Stories |8-9 |

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| |Zero |10-12 |

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| |Sort and Compare & Grow-Shrink & Compare |13-14 |

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| |Monster Plates-Comparing |15-17 |

|TEKS |K.2E Generates a set using concrete and pictorial models that represents a number that is more | |

| |than, less than, and equal to a given number up to 20; | |

| |K.2F Generates a number that is one more than or one less than another number up to at least 20; | |

| |K.2G Compare sets of objects up to at least 20 in each set using comparative language; | |

| |K.2H Use comparative language to describe two numbers up to 20 presented as written numerals. | |

|Vocabulary |More, fewer, less, same, equal, compare | |

|Tips for Teachers |Hands on Standards book | |

| |**All the resources for these lessons are on | |

| |iXplore; there will be game boards and print outs for | |

| |Lessons and tubs. | |

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Kindergarten Teacher Notes

More and Fewer

K.2E Generates a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

K.2F Generates a number that is one more than or one less than another number up to at least 20;

K.2G Compare sets of objects up to at least 20 in each set using comparative language;

K.2H Use comparative language to describe two numbers up to 20 presented as written numerals.

More, Fewer and Same As – “Stacks”

Materials:

Hands on Standards Lesson 8

Cubes

More/Less/Same cards (see resources) Note: there are two types of visuals for this resource to use that best fits your students.

More/Less/Same sheet (see resources)

Instruction:

Remember to start your lesson with a Number Sense activity; you can also introduce new math tubs during this time.

Mathematicians, today you will learn how to compare groups of objects to see which group has more, less or which groups have the same amount. Do we have a chair for every child in our class? Do we have extra chairs, or chairs left over? How can we find out?

Students will line up in boy and girl lines. Have students face each other and shake hands with the person in front of them to show 1-1 correspondence. While shaking hands, ask students to notice the end of the line. Ask the students, “Which line has more? How many more?” Take away a few students and repeat. Again, ask, “Which line has more?” How many more?” Using magnets, make 2 sets on the board. Discuss how we can draw a line to compare the sets and see which has more, fewer, or the same.

Model the Hands On Standards: Lesson 8 p. 30-31. It is a similar lesson in comparing using cubes.

Practice:

Group 1: Independent-

Practice Composing and Decomposing to 5 with number bracelets and write the number sentences.

Group 2: Partners-

Work on the floor in a review math tub. (Subitizing 1-5, compose/decompose 1-5)

Group 3: Teacher Directed-

In your small group, play “Stacks”. You and your small group will each make a stack of 5 cubes and then hide them behind your back. Then say “Stacks”, at this time you and the students will each break off a part of your stack and place it in front of you. The students will take turns holding up their stack while the group compares each one to the teachers stack. They might say for example,

“Two is less than three.”

“Five is more than three.”

“Three is the same as three.”

You can then move to a more difficult concept of asking “How many more or less?”

For instance you can ask, “What can we do to make these two stacks the same?” Stick to the concept of one more/less and two more/less to make them the same.

For example, “We can add two more to the three stack. Then it would have 5.”

Teacher will assess understanding and record observations in monitoring notebook.

Kindergarten Teacher Notes

More and Fewer

K.2E Generates a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

K.2F Generates a number that is one more than or one less than another number up to at least 20;

K.2G Compare sets of objects up to at least 20 in each set using comparative language;

K.2H Use comparative language to describe two numbers up to 20 presented as written numerals.

More, Fewer, the Same as – Two Color Grab Bag

Materials:

Cubes

Paper lunch bags, one per each student in your small group

More/Less/Same cards (see resources)

More/Less/Same sheet (see resources)

Instruction:

Remember to start your lesson with a Number Sense activity.

Read Ten Apples Up on Top by Theo LeSieg or any other Math-themed read aloud.

Show the students a set of dominos. Take one and show how we can compare each side of a domino to see which has more/fewer/same. Make sure you only show dominos that compare numbers to five. This will be a partner activity during rotation.

As a mathematician, you have learned how to compare groups of objects. Today, you will show groups that have one more or one less than another group. Using the document camera, display a group of 3 cubes, and a group of 4 cubes. “Which group has more cubes?” Display a group of 4 cubes and a group of 2 cubes. “Which group has more cubes? How many more?”

Draw 3 cookies in one row and 4 in another on the board. Explain to students that you have 3 cookies and _____ has 4. “Who has more? How do you know? (Draw lines to compare) How many more cookies does she have? How do you know?” Continue with similar examples showing 1 more and 1 less. Then give examples and let several students show 2 more and 2 less.

Model how to play Two Color Grab Bag. This will be the activity you will play with your small group in rotation.

Inside each paper bag you will have two colors of cubes (up to 5 of each color). Have a student take 1 or 2 handfuls of cubes from inside the bag and build a stack of the cubes that are the same color and identify the number in each stack.

“Joey got 3 blue cubes and 2 red cubes.”

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Then ask the students to compare their stacks to see which one has more cubes and which has less cubes.

Extend the activity by asking, “What would you have to do to make both stacks the same?”

“I need 1 more red cube to make both stacks have 3 cubes.”

During this activity, students can use the More/Less/Same cards to sort stacks. You can also put the More/Less/Same sheet in a sheet protector, or laminate them, and use them to record results with a dry erase marker.

|More |Less |Same |

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Repeat this activity with several student volunteers.

Practice:

Group 1: Independent-

Compare pips on the dominos and record their answer on the more/less/same sheet.

Group 2: Partners-

Stacks with a partner (from yesterday)

Group 3: Teacher Directed-

Play Two-Color Grab Bag (above) Teacher will assess understanding and record observations in monitoring notebook.

Kindergarten Teacher Notes

More and Fewer

K.2E Generates a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

K.2F Generates a number that is one more than or one less than another number up to at least 20;

K.2G Compare sets of objects up to at least 20 in each set using comparative language;

K.2H Use comparative language to describe two numbers up to 20 presented as written numerals.

More, Fewer, the Same As – Number Cards

Materials:

Cubes

Number cards (see resources)

More/Less/Same cards (see resources)

More/Less/Same sheet (see resources)

Circle Game Cards (see resources)

Variety of containers filled with one type of manipulative for counting (have enough for each student in a rotation group to have two at a time.)

Instruction:

Start your lesson with a Number Sense activity.

Read the book, Mouse Count by Ellen Stoll Walsh, or any other Math-themed read aloud.

Two Circle Comparing

Mathematicians, you have been working so hard at comparing groups. You are able to tell me when groups have the same amounts, or different amounts. You are also able to add to groups to show one or two more.

Today we are going to play a game where we will compare numbers with a partner in the class. The teacher will need to make two circles with students, an inside circle of students and an outside circle of students. Each “outside circle” student should be facing a “inside circle” student, which will give them a partner.

Now give each student a card from the Circle Game Cards (resources). The students will show their card to their facing partner, and compare the numbers.

“I have 5. 5 is more than 2.”

“I have 2. 2 is less than 5.”

“We both have 3! Our numbers are the same!”

Rotate the outside circle of students so they can continue to compare numbers with different classmates.

Comparing Containers

Have a variety of containers filled with one type of manipulative (beans, cubes, beads, popcorn seeds, etc.) and labeled by a letter. You might need two containers per student in the rotation to compare two different containers at a time. Tell the class that at independent work today, they will be comparing different containers fill with things. The students will pick two containers to compare, empty one of the containers and count how many manipulatives are in it. Do the same with the other container. Using the More/Less/Same cards, label which one has more, less, or the same. Students can record their comparisons on the more/less/same sheet.

Practice:

Group 1: Independent-

Comparing Containers

Group 2: Partners-

Two-Color Grab Bag

Group 3: Teacher Directed-

Number Cards

Show the students two numeral cards. Then use the cubes to build stacks that match the numeral you showed them.

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Have them tell which group has more and which has less. How many more or less?

To extend the activity ask the children what they would have to do to change the larger number to make it match the smaller number. “We have to take some away. We have to take 3 away.”

Teacher will assess understanding and record observations in monitoring notebook.

Kindergarten Teacher Notes

More and Fewer

K.2E Generates a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

K.2F Generates a number that is one more than or one less than another number up to at least 20;

K.2G Compare sets of objects up to at least 20 in each set using comparative language;

K.2H Use comparative language to describe two numbers up to 20 presented as written numerals.

More or Less Counting Stories & Comparing Line Puzzles

Materials:

Counting boards per every student in your small group (see resources)

Line puzzle sheet printed on cardstock or duplicated on construction paper (see resources)

More/Less/Same cards (see resources)

More/Less/Same sheet (see resources)

Connecting Cubes, unifix cubes or wooden cubes

Instruction:

Start your lesson with a Number Sense activity.

Repeat the Decompose Chant.

More or Less Counting Stories Numbers are all around us. We use numbers to compare amounts and talk to others about what we see.

You will need the counting boards to display on the document camera and cubes to model this lesson. The teacher will tell stories to compare two groups. For example:

“I see a pond near my house. There are three frogs (one color of cubes) in the pond. There are more fish than frogs.”

Ask the students to tell what you did with the cubes to help tell your story.

“I put four fish because four is more than three.”

“I put five fish in the pond. Five is more than three, too.”

Ask another pond question but have a student complete the story on the counting board.

You can also extend the stories to have the students determine how many more or fewer.

“There are two cows in the field. There are two more horses than cows. Show me the cows and the horses.” Teacher will monitor/assess understanding.

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Students will have a whiteboard and dry erase marker to complete the counting stories with you.

Practice:

Group 1: Independent-

Number Cards

Group 2: Partners-

Two-Color Grab Bag

Group 3: Teacher Directed-

Comparing Line Puzzles. The students will pick two line puzzles to compare with cubes. Using the More/Less cards the students will decide which line puzzle has more or fewer. They can then record their comparisons on the More/Less/Same sheet.

“3 is less than 5”

You may want to extend the activity to have students record how many more or fewer the line puzzles are.

“3 is 2 fewer than 5”

Teacher will assess understanding and record observations in monitoring notebook.

Kindergarten Teacher Notes

More and Fewer

K.2E Generates a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

K.2F Generates a number that is one more than or one less than another number up to at least 20;

K.2G Compare sets of objects up to at least 20 in each set using comparative language;

K.2H Use comparative language to describe two numbers up to 20 presented as written numerals.

Zero/ Missing Number

Materials:

Paper bags

Counters

More/Less/Same cards (see resources)

More/Less/Same sheet (see resources)

Cubes

Concentration cards 0-5 (see picture below)

Instruction:

Start your lesson with a Number Sense activity; you can also introduce a new math tub during this time. Compare the Pips

Show the students how to compare two dice, by having two dice inside of a container with a lid, then shake it and compare the numbers. “I got 3 and 3.” “3 is the same as 3.”

We are going to talk about a special number today, Mathematicians. Zero! Teacher will write the numeral zero and the number word on the board. Zero is the number we say when we have nothing to count or nothing is there. Let’s play a game called “The Zero Game.”

The teacher will ask a student to come towards her/him 'zero' times. The student might be unsure of his task at first. The student might move toward you still confused or may understand and stand still.

"But I asked you to come 'zero' times…Zero is nothing… you must stay quiet, still and do nothing!"

"You must not move. You must not come even once. 'Zero' means no times at all!"

When the child begins to understand, the adult asks him to blow 'zero kisses'. This time the child may sit still. With humor in your voice, you will ask again, waiting for the student to blow 'zero kisses'. Still the child blows nothing.

You can light-heartedly play games with the class; "Why are you sitting still? I asked for zero kisses!" The class might laugh at the joke played. "I did! I did! Zero means nothing. I sent you no kisses!"

"Ah, I see, zero is nothing at all!"

Mathematicians, today we will practice putting numbers in order. Put numeral cards in order from 0-5 in a pocket chart. Have students match the number picture to the numbers. Discuss how numbers have an order. “We go from the smallest number to the largest, starting at the left just like when you read you start on the left, pointing and saying numbers as you go.” Have 6 students each hold one of the numbers and stand mixed up in front of the class. Have the students help put the numbers in order by moving kids around. Discuss how we can also order the numbers from greatest to least. Start with the 5 and have students help put the numbers in order. Model how to play the Missing Numbers game. This will be a rotation activity. Students will place a magnetic number, or number card, for the missing number on the card.

Show the class how to play Memory Match 0-5 on the floor in a circle. This will be a partner game they will play at rotation. The students will have a set of cards with numerals 0, 1, 2, 3, 4, and 5 as well as cards with 0, 1, 2, 3, 4, and 5 with stickers or drawn dots on them for matching. Partners will take turns finding a match.

Practice:

Group 1: Independent-

Compare the pips in the dice container and record the comparisons on the more/less/fewer sheet.

Group 2: Partners-

Memory Match 0-5 with a partner

Group 3: Teacher Directed-

Play Build-a-Stack in small group. Give the students a variety of directions that have them use the concepts of more and less/fewer. Be sure to use both terms of less and fewer. Remember to only compare numbers up to five.

For Example:

“Build a stack that has one more than four.”

“Build a stack that has two more than two.”

“Build a stack that has one less than five.”

“Build a stack that has two less than three.”

“Build a stack that has one more than zero.”

Teacher will assess understanding and record observations in monitoring notebook.

Kindergarten Teacher Notes

More and Fewer

K.2E Generates a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

K.2F Generates a number that is one more than or one less than another number up to at least 20;

K.2G Compare sets of objects up to at least 20 in each set using comparative language;

K.2H Use comparative language to describe two numbers up to 20 presented as written numerals.

Sort and Compare Colors

Grow-Shrink and Compare

Materials:

Number Cards (see resources)

Number pictures (see resources)

Magnetic numbers or number cards

Missing number cards (see resources)

Counters

Variety of containers

More/Less/Same cards (see resources)

More/Less/Same sheet (see resources)

(2) 5 Frames with dots (see resources)

Instruction:

Start your lesson with a Number Sense activity; you can also introduce new math tubs during this time.

Okay, mathematicians, today you are going to compare two colors of cubes.

Sort and Compare Colors. You will need counters of two colors (cubes, teddy bears), a variety of containers and the more/less/same cards and sheet. Take one container and dump out the counters, sort and then group them by color. Count each group of cubes. Then determine which group has more by placing the more card under the group, which group has less by placing the less card under the group and if the groups are the same amount, put the same card under both groups. Then record the comparisons on the more/less/same sheet. When you are done with the first comparison, put the counters back in the container and choose another container to compare. Make sure the counters can only go up to 5.

Grow-Shrink and Compare. Students will each need 2 5-frames with dots and cubes. Tell the students that you are going to tell them a number and they will cover that number of dots on the five-frame. For example: “Three.”

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Now call out another number and ask if this number is more or less/fewer than the number they already have on their ten-frame.

For example: “Four. Is four more or less/fewer than three?”

Have the students show the second number and tell you how many more or less/fewer it is that the first number.

For example:

“How many more did you have to add to your five-frame?”

“One more!”

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Practice:

Group 1: Independent-

Play Comparing Line Puzzles.

Group 2: Partners-

Play Build-a-Stack with a partner.

Group 3: Teacher Directed-

Play Grow-Shrink Compare. Teacher will assess understanding and record observations in monitoring notebook.

Kindergarten Teacher Notes

More and Fewer

K.3A model the action of joining to represent addition and the action of separating to represent subtraction

K.3B solve word problems using objects and drawings to find sums up to 10 and differences within 10

K.3C explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

More or Less

Where’s the Bear?

Monster Plates

Materials:

Counters or cubes

More/Less/Same cards (see resources)

More/Less/Same sheet (see resources)

Plates cut into “monster” mouths

Number Cards (see resources)

Cubes

Instruction:

Start your lesson with a Number Sense activity; you can also introduce new math tubs during this time.

I am so proud of you and all the thinking you are doing as mathematicians.

Show the class how to play Where’s the Bear? Line up 5 plastic cups that are labeled 1-5 and tell the students to cover their eyes. Place a teddy bear counter, or object, under one of the cups. For example, put the teddy bear counter under the number 4 cup. Then say, “The bear is under the cup that is 2 more than 2.” Continue to play this game hiding it under different number cups and giving clues using one more, two more, one less/fewer, and two less/fewer.

Chant along with the class the Hive of Bees:

Here is the beehive.

Where are the bees?

Hidden inside where nobody sees.

Now they come creeping

Out of the hive – 1, 2, 3, 4, 5.

Mathematicians, we have been talking all week about comparing numbers. We can look at quantities and tell which group is fewer or which group is more. We also know when two groups are the same. Let’s compare some more. These are Monster Plates! Students will choose two number cards and use counters to compare them to see which is more or fewer/less. The monster only wants to eat the group that has more, so model how to move the mouth toward the greater number. They can record their comparisons on the more/less/same sheet. Remember to only compare numbers up to 5.

Practice:

Group 1: Independent-

Monster plates (above)

Group 2: Partners-

Play Where’s the Bear?

Group 3: Teacher Directed-

More or Less; this will be done in small group. This activity is intended for the students to practice writing comparison statements. Give the students a certain number, then have them build a train using connecting cubes.

“Today we are going to work with the number two.”

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Have one student roll a number cube (numerals 1-5) to make the length of the second train and build it with cubes.

I rolled 5. I have a 2 train and a 5 train.

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Students will record their comparisons on the more/less/same sheet or the teacher can model how to write it.

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2

5

4 Horses

2 Cows

5

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