Unit: Place Value and Operations of Addition & Subtraction ...



Unit: Counting and Cardinality Grade: K

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Daily Routines |Daily Routines |Daily Routines |Daily Routines |Daily Routines |

| | | | | |

| |Day 2 |Day 3 |Day 4 |Day 5 |

| | | | | |

|Exploring Math Materials |Exploring Math Materials |Exploring Math Materials |Exploring Math Materials |Introduction to Math Workshop |

| | | | | |

| | | | | |

| | | | | |

|Understanding Number 1 |Understanding Number 2 |Understanding Number 3 |Understanding Number 4 |Understanding Number 5 |

| | | | | |

| | | | | |

|Understanding Number 6 |Understanding Number 7 |Understanding Number 8 |Understanding Number 9 |Understanding Number 10 |

| | | | | |

| | | | | |

|Understanding Zero |Counting Up To 10 Objects |Counting Up To 10 Objects |Counting Up To 10 Objects |Counting Up To 10 Objects |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Counting From Any Number (within 10) |Counting From Any Number (within 10) |Counting From Any Number (within 10) |Counting From Any Number (within 10) |Counting From Any Number (within 10) |

| | | | | |

| | | | | |

|One More and One Less |One More and One Less |One More and One Less |One More and One Less |One More and One Less |

| | | | | |

| | | | | |

| | | | | |

|Collections of 10 |Collections of 10 |Collections of 10 |Collections of 10 |Unit Assessment and/or Culminating |

|Day 1 |Day 2 |Day 3 |Day 4 |Project or Activity |

| | | | | |

| | | | | |

| | | | | |

|Unit Resources |

|End of Unit Outcomes: |At end of unit students will be able to: |

| |.1 Count to 10 (Note: Further counting standards to be addressed in later units). |

|(Based on Massachusetts Curriculum Frameworks for |.2 Count forward beginning from a given number within the known sequence (in this unit, 1-10), instead of having to begin at |

|Mathematics/Common Core State Standards) |1. |

| |.3 Write numbers from 0-10. Represent a number of objects with a written numeral 0-10, with 0 representing a count of no |

| |objects. (Note: Further numbers to be addressed in later units). |

| |.4 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. |

| |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. |

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

| |.5 Count to answer “how many?” questions about as many as 10 things arranged in line, a rectangular array, a circle, or a |

| |scattered configuration; given a number from 1-10, count out that many objects (Note: Further numbers to be addressed in later |

| |units). |

|Everyday Math (2004/2007) lessons with components connected to |TBD |

|concepts and skills addressed in this unit: | |

|Everyday Math games connected to concepts and skills addressed |TBD |

|in this unit: | |

|Everyday Math Routines connected to concepts and skills |TBD |

|addressed in this unit: | |

|Resources available on K-5 Math Teaching Resources found at |Dinosaur Puzzle 1 |

| Puzzle 2 |

|ties.html |Fire Engine Puzzle |

| |Bus Puzzle |

| |School Bus Puzzle |

| |Taxi Puzzle Zoo Puzzle |

| | Missing Number Game |

| | |

| |Counting Rhymes Counting Read Alouds |

| | Couinting On Cup |

| | |

| |Show One More |

| |One More On Ten Frame |

| |Race To Trace 1-6 |

| |Race To Trace 2-12 |

| |Dice Race Represent Numbers Three Ways |

| | |

| |Numeral Handwriting Sheets 1-10 |

| |More Handwriting 1-9 |

| |Counting Cards 1-10 |

| |My Counting Book |

| |Five Frame Match |

| |Five Frame Flash |

| |Five Frame Numeral Match |

| |Five Frame Concentration |

| |Blank Five Frame |

| |Ten Frame Dice Match |

| |Ten Frame Flash |

| |Ten Frame Numeral Match Fill The Frame 1-10 |

| | |

| |Domino Jigsaws |

| |Number Jigsaws |

| |Counting Cup Playdough Numbers |

| | |

|Resources available on Thinkfinity/Illuminations found at |Building Numbers Up To Ten Five Frame |

| | |

| |Let’s Count To Five |

| |Ten Frame |

| |Count To Ten Looking Back and Moving Forward |

|Possible literature connections: |Bat Jamboree by Kathi Appelt |

| |Five Little Monkeys Jumping On A Bed by Eileen Chrstelow |

| |Mouse Count by Ellen Stoll Walsh |

| |Ten Black Dots by Donald Crews |

| |The Very Hungry Caterpillar by Eric Carle |

| |One Duck Stuck by Phyllis Root |

| |Ten Cats Have Hats by Jean Marzollo |

| |How Many Fish? by Rachel Gosset |

| |George’s Store at the Shore by Francine Bassede, |

| |Feast For Ten by Cathryn Falwell |

| |Icky Bug Numbers by Jerry Pallotta |

-----------------------

Possible Daily Routines include choral counting, counting songs and chants, counting day of year using Unifix cubes, base ten blocks, pennies, or other counters, counting present or absent students, and other counting activities.

Teachers may wish to integrate lessons on working with a partner, working with a group and working alone during this exploration time.

Activities to help students grow their understanding of numbers 1-10 may include completing number booklets (drawing examples of a number and practicing writing the numeral), counting collections, using tallies, creating dot cards, matching numerals to sets and filling in five and ten frames.

Students should engage in a variety of activities fostering one-to-one correspondence when counting up to 10 objects arranged in lines, rectangular arrays, circles and scattered configurations.

Teachers may wish to introduce the number line (including a “human number line”) as a tool to help students visualize and internalize the counting sequence when starting at any number (within 10).

Teachers may wish to utilize the number line (including a “human number line”) as a tool to help students visualize and internalize the concept of one more and one less of any number (within 10) and how it relates to the counting sequence.

Teachers may wish to have students amass or bring in collections of 10 objects for further counting, recording, discussing, analyzing, etc. Classes might have a “Ten Museum” as a culminating activity.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download