Unit Title: Kindergarten Math Unit 1Grade Level: K
Timeframe: Marking Period 1
Unit Focus and Essential QuestionsUnit Focus Know number names and the count sequence to 10 Count to tell the number of objects Understand addition as putting together and adding to and understand subtraction as taking apart and taking from Identify and describe shapes
Essential QuestionsK.CC.A.1What are numbers?Why do we use numbers, what are their properties, and how does our number system function?K.CC.A.3How can we represent the number of objects with a written numeral?What does the written numeral represent?K.CC.B.4How can we assign an ascending number name for each object in the group?How can we be sure you are counting correctly?How do we use counting to tell how many objects are in a set?What is the next number in counting one greater than the previous number?K.CC.B.5What does this numeral/number mean?How do I know how many objects there are?Why do we count?What can we count?K.OA.A.1How does moving two groups of objects together help you know how many objects there are in all?What do you find when you add two groups or two parts of a whole?K.MD.B.3How can we describe the attributes of an object?How can we compare objects in a group? How do we state our comparisons?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):K.CC.A.1*K.CC.A.3*K.CC.B.4K.CC.B.5*K.OA.A.1*K.MD.B.3*
K.G.A.1Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
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 by ones up to 10.
SLO(s):SWBAT count by ones up to 10.
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 suggest 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.
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)
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 NYGrades K-1 Math: Counting Exercises K.CC.1, 2 and 4c,
Students play this game routine in which they count by ones to 10. The person who says ‘10’ sits down. The next person starts with ‘1’ again and play continues until there is only one person left standing.
Option 3 – Learn Zillion Counting to 20 Video
https://learnzillion.com/lesson_plans/3686
Option 4- 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 t 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 5- You Tube- Counting to 10 Video
https://www.youtube.com/watch?v=diMJIlv-4N0
Option 6- Read “Ten Black Dots” book by: Donald
Crew
**My Math resources should not be used in isolation for this standard **
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 10 starting at one. They should be able to count individually to 10 and also count in a circle with student one saying “1” student two saying “2” and so on.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Engage NY Module 5 Topic A Lesson 1 asks students to organize a variety of ten objects into egg cartons. This would be a good visual for students trying to grasp the concepts of our number system.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. Teacher or Para will read “Ten black dots” Book by Donald Crew. Students can make a book about ten black dots. They can use bingo stampers and create one page each day. Day 1 would be a page about the number 1, Day 2 would be a page about the number 2, and so on until day 10 which would be a page about the number 10.
Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:K.CC.1WIDA ELDS: 3Speaking
Count by ones up to 10 Recite orally the numbers 1-10 in order using Songs/Chants, Manipulatives and prompting.
VU: Count, number words
LFC: Pronunciation of correct phonemes, single words
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Recite orally the numbers 1-10 in L1 and/or use Gestures and point to numbers during the song or chant.
Recite orally the numbers 1-10 in L1 and/or use Gestures and number cards.
Recite orally the numbers 1-10 with some mispronunciation of number words.
Recite orally the numbers 1-10 with minimal mispronunciation of number words.
Recite orally the numbers 1-10 with proper pronunciation of number words.
Learning Supports
ManipulativesNative language supportTeacher SupportSongs/Chants
ManipulativesNative language supportTeacher SupportSongs/Chants
ManipulativesTeacher SupportSongs/Chants
ManipulativesSongs/Chants
ManipulativesSongs/Chants
K.CC.A.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). *(benchmarked)
Learning Goal # 2: Represent the number of objects with a written numeral up to 10.
SLO(s):SWBAT represent the number of
This standard should not be taught in isolation, it builds from unit 2. It should be reviewed daily through
classroom routines and added upon in unit 2. Here are some suggested routine type activities to be
implemented in your classroom.
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)
Dot Images (P. 71-81)
Direct InstructionOption 1 – Module 1, Topic D, Lesson 14
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
SWBAT represent the number of objects by holding up the correct number card.
SWBAT to match the number of objects with a written numeral.
The teacher will need a 3x3 grid with the numerals 1-9 arranged randomly (one in each box in the grid) and 2 different colored crayons, one for each child.
Two students each select a different color crayon and one number grid.
• Player A chooses and reads a number name on the grid out loud to Player B. If Player B agrees that is the correct number name, then Player A may trace the numeral with his/her crayon.
• Players switch roles and Player B reads a number name on the grid. If Player A agrees it has been correctly identified, then Player B traces the numeral with his/her crayon color.
• Repeat steps (a) and (b) until one player has three numerals traced with his/her color in a row.
The object is to identify 3 numbers in a row – horizontally, vertically or diagonally. The winning student must confirm with the teacher by being able to read to the teacher the 3 winning numbers. This will allow for autonomy during the task but provide a check that students are actually identifying the numerals correctly in conjunction with tracing them.
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should work on counting the number of objects in a set (up to 10). For example) place 4 counters on the table and ask students to write down the number of objects they see on a whiteboard. If they cannot write the numbers yet, you can have them identify the number of objects by holding up the correct number card. (Number cards are needed for the assessment and should include numbers 0 through 10)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students should sit in a circle. Each student should receive numeral cards 0-5 (or 0-10 once they are ready). The teacher should place manipulates in the center of the circle and ask students to hold up their number card that corresponds to the number of objects.
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc . Using snap cubes and number cards have students order number cards 0 to 10. Students
can build the snap cube representation of each of the numbers. For example) if I have the number 6 I will place the number card in front and then create a snap cube tower made up of 6 snap cubes.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The para or teacher could read any number counting book they have and have students draw a picture about the story. To make sure the standard is met students should draw a number of objects and connect it with a numerical value.
Review Classwork
Exit TicketStudent Learning Objective (SLO) Language Objective Language Needed
SLO: 2CCSS: K.CC.3WIDA ELDS:3SpeakingListening
Represent the number of objects by the correct numeral up to 5 (using zero to represent no objects).
Match and identify the number of objects to the correct numeral for numbers 0-5 using drawings, numeral cards, Songs/Chants and Manipulatives.
VU: Number, number words, match, objects (corresponding manipulative)
LFC: Pronunciation of correct phonemes, single words
Count and represent with a written numeral a number of objects to 10
Count by ones to identify the number of objects in a set using Manipulatives and Prompting.
Print numerals that represent a counted amount using Manipulatives and number tiles.
Demonstrate understanding of oral dictation of number words using number tiles and Prompting
VU: Count, print, numeral, objects, number words
LFC: Commands, pronunciation of correct phonemes, single words
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Count to identify the number of objects in a set in L1 and demonstrate understanding of oral dictation of numeral in L1 and English by printing the corresponding numeral or pointing to number tile.
Count to identify the number of objects in a set in L1 and demonstrate understanding of oral dictation of numeral in L1 and English by printing the corresponding numeral.
Count to identify the number of objects in a set with some mispronunciation of number words and demonstrate understanding of simple, oral directions by printing numerals.
Count to identify the number of objects in a set with minimal mispronunciation of number words and demonstrate understanding of two-step oral directions by printing specific numerals.
Count to identify the number of objects in a set with proper pronunciation of number words and demonstrate understanding of multiple, oral directions with by printing numerals.
Learning Supports
L1 text and/or supportNumber TilesCharts/PostersTeacher Modeling and PromptingManipulatives
L1 text and/or supportNumber TilesCharts/PostersTeacher Modeling and PromptingManipulatives
Number TilesCharts/PostersManipulativesTeacher Prompts
Number TilesManipulatives
Manipulatives
K.CC.B.4 Understand the relationship between numbers and quantitates; connect counting and cardinality.K.CC.B.4a When counting objects, say the
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)
Dot Images (P. 71-81)
Direct InstructionOption 1 –
Module 1, Topic G Lesson 29https://www.engageny.org/search-site?search=k.cc.4
Task 1:Quarterly AssessmentTask #’s 3A, 3B, 4A
Task 2:Teachers will agree on common classwork problems in their
EngageNYModule 1, Topic G Lesson 29Module 1, Topic G Lesson 30Module 1, Topic G Lesson 31Module 1, Topic G Lesson 32
number names in the standard order, paring each object with one and only one number name and each number name with one and only one object.K.CC.B.4b Understand that the last number name said tells the number of objects counted in the same regardless of their arrangement or the order in which theywere counted.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.
Learning Goal # 3:Assign an ascending number name for each object in a group.
Option 2 – Slides 4 to 8https://njctl.org/courses/math/kindergarten-math/counting-and-cardinality/attachments/counting-and-cardinality-2/
Centers
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should work on counting the number of objects in a set (up to 10) and adding one more. For example) lay out 4 objects and ask the student “how many objects are there?” then ask “how many objects would there be if we added one more?” The objects should be presented in multiple ways (scattered, line, circle, etc.).
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Counting mats and counters or bears can be used to practice matching numbers in a group to numerals. Al information can be printed from illustrative math website: https://www.illustrativemathematics.org/content-standards/tasks/1209
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc . Counting mats and counters or bears
professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Learning Goal # 4:State the last number named as the number of counted objects in the set.
Learning Goal # 5:Identify the next number name in counting as one greater than the previous number.
SLO(s):SWBAT say the number names in the standard order.
SWBAT pair an object with a number name.
SWBAT pair a number name with each object.
SWBAT show that a number of objects does not change based on their arrangement.
SWBAT say the last
can be used to practice matching numbers in a group to numerals. Al information can be printed from illustrative math website: https://www.illustrativemathematics.org/content-standards/tasks/1209
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The para or teacher can read “The Napping house” by Aubrey Wood and students can do the activity found o illustrative mathematics website (see link below)https://www.illustrativemathematics.org/content-standards/tasks/1149
SWBAT identify the next number name in counting as one greater than the previous number.
DAY 1
Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:K.CC.4WIDA ELDS:3SpeakingListening
Assign an ascending number name for each object in a group. Identify the number of objects in a set by counting using chants, Manipulatives and prompting.
VU: Number words, count, set
LFC: Pronunciation of correct phonemes, single words
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify the number of objects counted in a set in L1 and/or use Gestures or Illustrations/diagrams/drawings.
Identify the number of objects counted in a set in L1 and/or use point to correct number.
Identify the number of objects counted in a set with some mispronunciation of number words.
Identify the number of objects counted in a set with minimal mispronunciation of number words.
Identify the number of objects counted in a set with proper pronunciation of number words.
Learning Supports
ManipulativesGesturesIllustrations/diagrams/drawingsNative language supportTeacher SupportSongs/Chants
ManipulativesGesturesNative language supportTeacher SupportSongs/Chants
ManipulativesTeacher SupportSongs/Chants
ManipulativesTeacher SupportSongs/Chants
ManipulativesSongs/Chants
Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:
For objects named in the standard order, identify the last number named as the number of counted objects in the set (regardless of the order they are counted).
Answer and explain orally that the last number counted in a set represents the total number using number cards, Manipulatives and prompting.
LFC: Pronunciation of correct phonemes, single words
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Answer and explain orally that the last number counted in a set represents the total number in L1 and/or use Gestures, number cards, and single words.
Answer and explain orally that the last number counted in a set represents the total number in L1 and/or use Gestures, number cards and short phrases.
Answer and explain orally that the last number counted in a set represents the total number using key vocabulary in a simple sentence.
Answer and explain orally that the last number counted in a set represents the total number using key vocabulary in expanded sentences.
Answer and explain orally that the last number counted in a set represents the total number using precise vocabulary in multiple sentences.
Learning Supports
ManipulativesNative language supportTeacher SupportNumber cards
ManipulativesNative language supportTeacher SupportNumber cards
ManipulativesTeacher Support
ManipulativesTeacher Support
Manipulatives
Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:K.CC.4WIDA ELDS:3SpeakingListening
Know the next number name in counting is always one greater than the previous number
Explain that the next number in counting is always one greater using Manipulatives and prompting.
VU: Number words, greater, more, How many?
LFC: Interrogatives, pronunciation of correct phonemes, single words
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Explain orally that the next number in counting is one greater in L1 and/or using Gestures and key words (one more).
Explain orally that the next number in counting is one greater in L1 and/or using key words in short phrases.
Explain orally that the next number in counting is one greater using key vocabulary in a simple sentence.
Explain orally that the next number in counting is one greater using key vocabulary in expanded sentences.
Explain orally that the next number in counting is one greater using precise vocabulary in multiple sentences.
Learning Supports
ManipulativesNative language supportTeacher SupportSongs/Chants
ManipulativesNative language supportTeacher SupportSongs/Chants
ManipulativesTeacher SupportSongs/Chants
ManipulativesTeacher SupportSongs/Chants
Manipulatives
K.CC.B.4 Understand the relationship between numbers and quantitates;
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)
Task 1:Quarterly AssessmentTask #’s 3A, 3B, 4A
Task 2:
EngageNYModule 1, Topic G Lesson 29Module 1, Topic G Lesson 30Module 1, Topic G Lesson 31Module 1, Topic G Lesson 32
connect counting and cardinality.K.CC.B.4a When counting objects, say the number names in the standard order, paring each object with one and only one number name and each number name with one and only one object.K.CC.B.4b Understand that the last number name said tells the number of objects counted in the same regardless of their arrangement or the order in which theywere counted.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.
Dot Images (P. 71-81)
Direct InstructionOption 1 –
Module 1, Topic G Lesson 30https://www.engageny.org/search-site?search=k.cc.4
Option 2 – Learn Zillion video
https://learnzillion.com/lesson_plans/3200
Centers
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should work on counting the number of objects in a set (up to 10) and adding one more. For example) lay out 4 objects and ask the student “how many objects are there?” then ask “how many objects would there be if we added one more?” The objects should be presented in multiple ways (scattered, line, circle, etc.).
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Counting mats and counters or bears can be used to practice matching numbers in a group to numerals. Al information can be printed from illustrative math website: https://www.illustrativemathematics.org/content-standards/tasks/1209
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is
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.
Learning Goal # 3:Assign an ascending number name for each object in a group.
Learning Goal # 4:State the last number named as the number of counted objects in the set.
Learning Goal # 5:Identify the next number name in counting as one greater than the previous number.
SLO(s):SWBAT say the number names in the standard order.
SWBAT pair an object with a number name.
SWBAT pair a number name with each object.
SWBAT show that a
perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc . Counting mats and counters or bears can be used to practice matching numbers in a group to numerals. Al information can be printed from illustrative math website: https://www.illustrativemathematics.org/content-standards/tasks/1209
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The para or teacher can read “The Napping house” by Aubrey Wood and students can do the activity found o illustrative mathematics website (see link below)https://www.illustrativemathematics.org/content-standards/tasks/1149
number of objects does not change based on their arrangement.
SWBAT say the last number named as the number of counted objects.
SWBAT identify the next number name in counting as one greater than the previous number.
Day 2K.CC.B.4 Understand the relationship between numbers and quantitates; connect counting and cardinality.K.CC.B.4a When counting objects, say the number names in the standard order, paring each object with one and only one
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)
Dot Images (P. 71-81)
Direct InstructionOption 1 – Engage NY
Module 1, Topic G Lesson 31https://www.engageny.org/search-site?search=k.cc.4
Option 2 – Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#K/
Task 1:Quarterly AssessmentTask #’s 3A, 3B, 4A
Task 2:Teachers will agree on common classwork problems in their professional learning communities or grade level
EngageNYModule 1, Topic G Lesson 29Module 1, Topic G Lesson 30Module 1, Topic G Lesson 31Module 1, Topic G Lesson 32
number name and each number name with one and only one object.K.CC.B.4b Understand that the last number name said tells the number of objects counted in the same regardless of their arrangement or the order in which theywere counted.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.
Learning Goal # 3:Assign an ascending number name for each object in a group.
Learning Goal # 4:State the last number named as the number of
40/466/466(See All Tasks)
Centers
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should work on counting the number of objects in a set (up to 10) and adding one more. For example) lay out 4 objects and ask the student “how many objects are there?” then ask “how many objects would there be if we added one more?” The objects should be presented in multiple ways (scattered, line, circle, etc.).
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Counting mats and counters or bears can be used to practice matching numbers in a group to numerals. Al information can be printed from illustrative math website: https://www.illustrativemathematics.org/content-standards/tasks/1209
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc . Counting mats and counters or bears can be used to practice matching numbers in a group to numerals. Al information can be printed from
meetings. Problems should be selected that most closely match the assessments in column 5.
Teacher login page for all online resources available for My Math
www.mhmymath.com Homepage for My Math
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.
Learning Goal # 5:Identify the next number name in counting as one greater than the previous number.
SLO(s):SWBAT say the number names in the standard order.
SWBAT pair an object with a number name.
SWBAT pair a number name with each object.
SWBAT show that a number of objects does not change based on their arrangement.
SWBAT say the last number named as the number of counted objects.
illustrative math website: https://www.illustrativemathematics.org/content-standards/tasks/1209
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The para or teacher can read “The Napping house” by Aubrey Wood and students can do the activity found o illustrative mathematics website (see link below)https://www.illustrativemathematics.org/content-standards/tasks/1149
SWBAT identify the next number name in counting as one greater than the previous number.
Day 3K.CC.B.4 Understand the relationship between numbers and quantitates; connect counting and cardinality.K.CC.B.4a When counting objects, say the number names in the standard order, paring each object with one and only one number name and each number name with one and only one object.K.CC.B.4b Understand that the last number name said tells the number of objects counted
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)
Dot Images (P. 71-81)
Direct InstructionOption 1 – Engage NY
Module 1, Topic G Lesson 31https://www.engageny.org/search-site?search=k.cc.4
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should work on counting the number of objects in a set (up to 10) and adding one more. For example) lay out 4 objects and ask the student “how many objects are there?” then ask “how many objects would there be if we added one
Task 1:Quarterly AssessmentTask #’s 3A, 3B, 4A
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.
EngageNYModule 1, Topic G Lesson 29Module 1, Topic G Lesson 30Module 1, Topic G Lesson 31Module 1, Topic G Lesson 32
in the same regardless of their arrangement or the order in which theywere counted.K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.
Learning Goal # 3:Assign an ascending number name for each object in a group.
Learning Goal # 4:State the last number named as the number of counted objects in the set.
Learning Goal # 5:Identify the next number name in counting as one greater than the previous number.
more?” The objects should be presented in multiple ways (scattered, line, circle, etc.).
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Counting mats and counters or bears can be used to practice matching numbers in a group to numerals. Al information can be printed from illustrative math website: https://www.illustrativemathematics.org/content-standards/tasks/1209
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc . Counting mats and counters or bears can be used to practice matching numbers in a group to numerals. Al information can be printed from illustrative math website: https://www.illustrativemathematics.org/content-standards/tasks/1209
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The para or teacher can read “The Napping house” by Aubrey Wood and students can do the activity found o illustrative mathematics website (see link below)https://www.illustrativemathematics.org/content-standards/tasks/1149
relationship between numbers and quantitates; connect counting and cardinality.K.CC.B.4a When counting objects, say the number names in the standard order, paring each object with one and only one number name and each number name with one and only one object.K.CC.B.4b Understand that the last number name said tells the number of objects counted in the same regardless of their arrangement or the order in which theywere counted.K.CC.B.4c Understand that each successive number name
*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)
Dot Images (P. 71-81)
Direct InstructionOption 1 – Engage NY
Module 1, Topic G Lesson 32https://www.engageny.org/search-site?search=k.cc.4
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should work on counting the number of objects in a set (up to 10) and adding one more. For example) lay out 4 objects and ask the student “how many objects are there?” then ask “how many objects would there be if we added one more?” The objects should be presented in multiple ways (scattered, line, circle, etc.).
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Counting mats and counters or bears can be used to practice matching numbers in a group to numerals. Al information can be printed from illustrative math website:
AssessmentTask #’s 3A, 3B, 4A
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.
Module 1, Topic G Lesson 29Module 1, Topic G Lesson 30Module 1, Topic G Lesson 31Module 1, Topic G Lesson 32
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard).
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc . Counting mats and counters or bears can be used to practice matching numbers in a group to numerals. Al information can be printed from illustrative math website: https://www.illustrativemathematics.org/content-standards/tasks/1209
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The para or teacher can read “The Napping house” by Aubrey Wood and students can do the activity found o illustrative mathematics website (see link below)https://www.illustrativemathematics.org/content-standards/tasks/1149
SWBAT show that a number of objects does not change based on their arrangement.
SWBAT say the last number named as the number of counted objects.
SWBAT identify the next number name in counting as one greater than the previous number.
Day 5K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration;
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)
Dot Images (P. 71-81)
Direct InstructionOption 1 – Better Lessons PowerPoint (Day 1)http://betterlesson.com/community/document/2747833/k-cc-b-5-number-sense-how-many-pptx
Task 1:Quarterly AssessmentTask #4b
Task 2:Teachers will agree on common classwork problems in their professional learning communities
given a number from 1–20, count out that many objects. * (benchmarked)
Learning Goal # 6:Answer how many? Questions about groups of up to 10 objects when arranged in a line, rectangular array or circle.
Learning Goal # 7:Answer how many? Questions about groups of up to 5 when arranged in a scattered configuration.
SLO(s):SWBAT count some objects in different arrangements.
SWBAT identify that the last number said tells the number of objects counted and tells how many given different
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to line up objects and count. Students will practice pointing and counting then identify the last object touched/number said tells the number of objects. Student can also play grab, throw, and count (scattered objects). Students will be able to practice counting using different strategies.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students can play Counting Cup. Teacher needs to place various numbers of objects in a cup for students to spill and count. Students will use a sentence strip as a reminder to say I see (number of objects). http://www.k-5mathteachingresources.com/support-files/counting-cup.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can roll 1-2 dice (depending on independent abilities) and count the number it lands on. Students can then draw the same number of or write the matching number if they have mastered that skill.
Manipulative Center – Students work on solving
or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
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.
arrangements and structures with up to ten objects.
SWBAT use a strategy to count how many objects when given different arrangements and structures.
SWBAT use multiple strategies to count how many objects when given different arrangements and structure and justify the strategies used.
problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can use bears, red/yellow counters, and buttons to practice grapping and counting objects.
Interdisciplinary Center – After reading the story 10 black dots by Donald crews students will count out 3-10 dots and create something using the dots. Students can use pencils, crayons, and markers to add more details to their creations. With assistance students will write ___ black dots can make a____.
Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:K.CC.5 WIDA ELDS: 3 Speaking Listening
Answer “how many?” questions about groups of objects up to 10 when arranged in a line or up to 5 in a scattered configuration.
Answer “how many?” questions about groups of 10objects that are arranged in a line or 5 objects that are scattered using Manipulatives songs, number cards, and prompting.
VU: Number words, count, set
LFC: Pronunciation of correct phonemes, single words
Supports GesturesNumber cardsNative language supportTeacher SupportSongs/Chants
GesturesNumber cardsNative language supportTeacher SupportSongs/Chants
Teacher SupportSongs/Chants
Teacher SupportSongs/Chants
Songs/Chants
K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Day 2
Learning Goal # 6:Answer how many? Questions about groups of up to 10 objects when arranged in a line, rectangular array or circle.
Learning Goal # 7:Answer how many? Questions about groups of up to 5
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)
Dot Images (P. 71-81)
Direct Instruction Option 2 – Slides 60-77https://njctl.org/courses/math/kindergarten-math/counting-and-cardinality/attachments/counting-and-cardinality-2/
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to line up objects and count. Students will practice pointing and counting then identify the last object touched/number said tells the number of objects. Student can also play grab, throw, and count (scattered objects). Students will be able to practice counting using different strategies.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students can play Counting Cup. Teacher needs to place various numbers of objects in a cup for students to spill and count. Students will use a sentence strip as a reminder to say I see (number of objects). http://www.k-
Task 1:Quarterly AssessmentTask #4b
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.
SLO(s):SWBAT count some objects in different arrangements.
SWBAT identify that the last number said tells the number of objects counted and tells how many given different arrangements and structures with up to ten objects.
SWBAT use a strategy to count how many objects when given different arrangements and structures.
SWBAT use multiple strategies to count how many objects when given different arrangements and structure and justify
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can roll 1-2 dice (depending on independent abilities) and count the number it lands on. Students can then draw the same number of or write the matching number if they have mastered that skill.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can use bears, red/yellow counters, and buttons to practice grapping and counting objects.
Interdisciplinary Center – After reading the story 10 black dots by Donald crews students will count out 3-10 dots and create something using the dots. Students can use pencils, crayons, and markers to add more details to their creations. With assistance students will write ___ black dots can make a____.
K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Day 3
Learning Goal # 6:Answer how many? Questions about groups of up to 10 objects when arranged in a line, rectangular array or circle.
Learning Goal # 7:Answer how many? Questions about groups of up to 5 when arranged in a
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)
Dot Images (P. 71-81)
Direct Instruction Option 3 – Slides 92-117https://njctl.org/courses/math/kindergarten-math/counting-and-cardinality/attachments/counting-and-cardinality-2/
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to line up objects and count. Students will practice pointing and counting then identify the last object touched/number said tells the number of objects. Student can also play grab, throw, and count (scattered objects). Students will be able to practice counting using different strategies.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students can play Counting Cup. Teacher needs to place various numbers of objects in a cup for students to spill and
Task 1:Quarterly AssessmentTask #4b
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.
Achieve the Core Coherence Maphttp://achievethecore.org/coherence-map/#K/
SLO(s):SWBAT count some objects in different arrangements.
SWBAT identify that the last number said tells the number of objects counted and tells how many given different arrangements and structures with up to ten objects.
SWBAT use a strategy to count how many objects when given different arrangements and structures.
SWBAT use multiple strategies to count how many objects when given different arrangements and structure and justify the strategies used.
count. Students will use a sentence strip as a reminder to say I see (number of objects). http://www.k-5mathteachingresources.com/support-files/counting-cup.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can roll 1-2 dice (depending on independent abilities) and count the number it lands on. Students can then draw the same number of or write the matching number if they have mastered that skill.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can use bears, red/yellow counters, and buttons to practice grapping and counting objects.
Interdisciplinary Center – After reading the story 10 black dots by Donald crews students will count out 3-10 dots and create something using the dots. Students can use pencils, crayons, and markers to add more details to their creations. With assistance students will write ___ black dots can make a____.
K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Day 4
Learning Goal # 6:Answer how many? Questions about groups of up to 10 objects when arranged in a line, rectangular array or circle.
Learning Goal # 7:Answer how many? Questions about groups of up to 5 when arranged in a
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)
Dot Images (P. 71-81)
Direct Instruction Option 4 – https://learnzillion.com/resources/64105-classifying-and-counting-objects
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to line up objects and count. Students will practice pointing and counting then identify the last object touched/number said tells the number of objects. Student can also play grab, throw, and count (scattered objects). Students will be able to practice counting using different strategies.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students can play Counting Cup. Teacher needs to place various numbers of objects in a cup for students to spill and count. Students will use a sentence strip as a reminder to say I see (number of objects). http://www.k-5mathteachingresources.com/support-files/counting-cup.pdf
Task 1:Quarterly AssessmentTask #4b
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.
Math Labshttp://www.raftbayarea.org/readpdf?isid=637
SLO(s):SWBAT count some objects in different arrangements.
SWBAT identify that the last number said tells the number of objects counted and tells how many given different arrangements and structures with up to ten objects.
SWBAT use a strategy to count how many objects when given different arrangements and structures.
SWBAT use multiple strategies to count how many objects when given different arrangements and structure and justify
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can roll 1-2 dice (depending on independent abilities) and count the number it lands on. Students can then draw the same number of or write the matching number if they have mastered that skill.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can use bears, red/yellow counters, and buttons to practice grapping and counting objects.
Interdisciplinary Center – After reading the story 10 black dots by Donald crews students will count out 3-10 dots and create something using the dots. Students can use pencils, crayons, and markers to add more details to their creations. With assistance students will write ___ black dots can make a____.
K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Day 5
Learning Goal # 6:Answer how many? Questions about groups of up to 10 objects when arranged in a line, rectangular array or circle.
Learning Goal # 7:Answer how many? Questions about groups of up to 5 when arranged in a
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)
Dot Images (P. 71-81)
Direct Instruction Option 5 – My Math Teacher PowerPoint
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to line up objects and count. Students will practice pointing and counting then identify the last object touched/number said tells the number of objects. Student can also play grab, throw, and count (scattered objects). Students will be able to practice counting using different strategies.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students can play Counting Cup. Teacher needs to place various numbers of objects in a cup for students to spill and count. Students will use a sentence strip as a reminder to say I see (number of objects). http://www.k-5mathteachingresources.com/support-files/counting-
Task 1:Quarterly AssessmentTask #4b
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.
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
SLO(s):SWBAT count some objects in different arrangements.
SWBAT identify that the last number said tells the number of objects counted and tells how many given different arrangements and structures with up to ten objects.
SWBAT use a strategy to count how many objects when given different arrangements and structures.
SWBAT use multiple strategies to count how many objects when given different arrangements and structure and justify
cup.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can roll 1-2 dice (depending on independent abilities) and count the number it lands on. Students can then draw the same number of or write the matching number if they have mastered that skill.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can use bears, red/yellow counters, and buttons to practice grapping and counting objects.
Interdisciplinary Center – After reading the story 10 black dots by Donald crews students will count out 3-10 dots and create something using the dots. Students can use pencils, crayons, and markers to add more details to their creations. With assistance students will write ___ black dots can make a____.
K.OA.A.1. Represent addition and subtraction up to 10 with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. *(benchmarked)
Learning Goal # 8: Create addition events with objects, fingers, drawings, sounds (e.g. claps), acting out situations and verbal explanations for sums up to 10.
SLO(s):SWBAT add and subtract to ten using objects.
SWBAT add and subtract to ten using their fingers.
SWBAT orally explain how they
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)
CentersTeacher Center – The teacher works in a small group with 1-4 students. [The achieve the core resource with the number generators (dice) is a good fit here as this is unit 1 in kindergarten and requires students to write numerals, a skill which they may or may not have and will need the assistance of the teacher and/or
Task 1:Quarterly AssessmentTask #5
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.
SWBAT orally explain how they subtracted two numbers up to 10.
SWBAT create their own addition problem, draw it on paper, and orally explain it to the teacher and a classmate.
SWBAT create their own subtraction problem, draw it on paper, and orally explain it to the teacher and a classmate.
paraprofessional. The engage NY lessons are written with teacher guidance and should also be implemented in the teacher center]
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. [Engage NY has Module 4 topic D lesson 21 which has a nice problem set on page 203 which corresponds with the kindergarten unit 1 quarterly assessment for representing subtraction using drawings, objects, expressions, and equations. Again the students will need assistance more so than older students as they are not as independent but with routine practice should be able to work through a number of centers on their own.]
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Although I like the dice task for the teacher center, the coherence map and the Achieve the Core site is a valuable resource for specific task students can work on independently. For K.OA.3 for example, the My Book of 5, is a great activity.]
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. [The building one more and one less activity from the engage NY page 184 lesson 19 module 4 is a great manipulative center with the linking cubes but students in kindergarten will need assistance with the teacher and/or a paraprofessional in the beginning
as this is Unit 1. The math labs Pick a Stick activity can be used here as well with the use of connecting or counting bears for students to work with in order to assist them with solving the problems on each stick.]
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. [The common core sheets.com resource fits this center nicely. The students can pair the pictures with the number sentence but can also write a story about the pictures as they depict shapes, fruit, and objects such as baseballs and cupcakes. With kindergarten the writing is a only a few words but it builds math skills as well as their skill with sentence structure.]
Review Classwork
Exit Ticket
Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS:K.OA.1WIDA ELDS:3ListeningSpeaking
Create addition and subtraction events with objects (or make drawings) to represent a sum (putting together) or a difference (taking from) up to 10.
Follow oral directions to create an addition or subtraction events using Manipulatives, drawings, and prompting.
VU: Sum, difference, add, subtract, number words, event
LFC: Nouns, commands (add/subtract)
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Follow one-step oral directions to represent a sum or difference in L1 and/or use Gestures, drawings, and key technical words (add, subtract).
Follow one-step oral directions to represent a sum or difference in L1 and/or use Gestures, drawings, and key technical words in short phrases.
Follow one-step oral directions to represent a sum or difference using key, technical vocabulary in a simple sentence.
Follow two-step oral directions to represent a sum or difference using key, technical vocabulary in an expanded sentence.
Follow two-step oral directions to represent a sum or difference using technical vocabulary in complex sentences.
Illustrations/diagrams/drawingsNative language supportTeacher Support
Native language supportTeacher Support
K.MD.B.3Classify objects into given categories; count the number of objects in each category and sort the categories by counting.
Learning Goal # 9:Classify Objects into given categories and count the objects in each category (up to 10 objects)
SLO(s):SWBAT sort objects into categories based on their properties
SWBAT count sorted objects (up to 10)
Number TalkRefer to Number Talks by Sherry Parrish
Direct InstructionOption 1 – Slides 30-41file:///C:/Users/leaky/Downloads/km_data_2016-05-09%20(2).pdf
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to sort object by color, shape, size, and a category that is given by someone else. Teacher will demonstrate how to sort objects, line them up, and count. Students will practice sorting manipulatives (shapes of various colors and sizes, bears, counters) and objects by attributes given by the teacher. Then students will line up objects (with and without ten frame) and count. Students will state the number of objects in each group.
Standards Based Problems Center – Students will participate in the activity button sort. Students will use a spoon to scoop out some buttons then sort them by color and count how many buttons they have in each group. http://www.k-5mathteachingresources.com/support-files/button-sort.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can play the game Goodie Bags. Each bag will have one type of object in 3 different colors, sizes, and shapes. Students will sort the objects by color size and shape.
Task 1:Quarterly AssessmentTask #6
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.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Given a learning mat students will sort shaped based on the image of the shape that is on the mat. Students will use a spoon to scoop out 2-D shapes then sort and count by shape.
Interdisciplinary Center – After listening to the story Goldie Locks and the Three Bears students will sort out the objects they saw in the story into groups of large, medium, and small. Students can draw pictures of the objects with differences in size.
Review Classwork
Exit Ticket
SLO: 7CCSS:K.MD.3WIDA ELDS: 3ListeningSpeaking
Classify and sort objects into given categories and count the objects in each category (up to 10 objects).
Follow oral directions to classify and sort objects into categories and count and identify the number of objects using Teacher Modeling and Partner Work.
Follow multi-step, oral directions to classify objects into categories in L1; then count and write the number of objects; and/or follow simple oral directions of single words or gestures; then count and write the number of objects.
Follow multi-step, oral directions to classify objects into categories in L1; then count and write the number of objects; and/or follow simple oral phrasal directions; then count and write the number of objects.
Follow simple oral directions to classify objects into categories; then count and write the number of objects.
Follow two-step oral directions to classify objects into categories; then count and write the number of objects.
Follow multiple-step oral directions to classify objects into categories; then count and write the number of objects.
K.MD.B.3Classify objects into given categories; count the number of objects in each category and sort the categories by counting.
Learning Goal # 9:Classify Objects into given categories and count the objects in each category (up to 10 objects)
SLO(s):SWBAT sort objects into categories based on their properties
SWBAT count sorted objects (up to 10)
Number TalkRefer to Number Talks by Sherry Parrish
Direct InstructionOption 1 – Learn Zillion (using 5 or 10 frame to count)https://learnzillion.com/lesson_plans/3561
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to sort object by color, shape, size, and a category that is given by someone else. Teacher will demonstrate how to sort objects, line them up, and count. Students will practice sorting manipulatives (shapes of various colors and sizes, bears, counters) and objects by attributes given by the teacher. Then students will line up objects (with and without ten frame) and count. Students will state the number of objects in each group.
Standards Based Problems Center – Students will participate in the activity button sort. Students will use a spoon to scoop out some buttons then sort them by color and count how many buttons they have in each group. http://www.k-5mathteachingresources.com/support-files/button-sort.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can play the game Goodie Bags. Each bag will have one type of object in 3 different colors, sizes, and shapes. Students will sort the objects by color size and shape. http://s3.amazonaws.com/illustrativemathematics/attachments/000/009/256/original/public_task_1403.pdf?1462395713
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Given a learning mat students will sort shaped based on the
Task 1:Quarterly AssessmentTask #6
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.
Interdisciplinary Center – After listening to the story Goldie Locks and the Three Bears students will sort out the objects they saw in the story into groups of large, medium, and small. Students can draw pictures of the objects with differences in size.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.MD.B.3Classify objects into given categories; count the number of objects in each category and sort the categories by counting.
Learning Goal # 9:Classify Objects into given categories and count the objects in each category (up to 10 objects)
Number TalkRefer to Number Talks by Sherry Parrish
Direct InstructionOption 1 – Learn Zillion (sort by color/shape then count) https://learnzillion.com/lesson_plans/3566-5-sort-shapes-fp
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to sort object by color, shape, size, and a category that is given by someone else. Teacher will demonstrate how to sort objects, line them up, and count. Students will practice sorting manipulatives (shapes of various colors and sizes, bears, counters) and objects by attributes given by the teacher. Then students will line up objects (with and without ten frame) and count. Students will state the number of objects in each group.
Standards Based Problems Center – Students will participate
Task 1:Quarterly AssessmentTask #6
Task 2:Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be
SLO(s):SWBAT sort objects into categories based on their properties
SWBAT count sorted objects (up to 10)
in the activity button sort. Students will use a spoon to scoop out some buttons then sort them by color and count how many buttons they have in each group. http://www.k-5mathteachingresources.com/support-files/button-sort.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can play the game Goodie Bags. Each bag will have one type of object in 3 different colors, sizes, and shapes. Students will sort the objects by color size and shape. http://s3.amazonaws.com/illustrativemathematics/attachments/000/009/256/original/public_task_1403.pdf?1462395713
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Given a learning mat students will sort shaped based on the image of the shape that is on the mat. Students will use a spoon to scoop out 2-D shapes then sort and count by shape.
Interdisciplinary Center – After listening to the story Goldie Locks and the Three Bears students will sort out the objects they saw in the story into groups of large, medium, and small. Students can draw pictures of the objects with differences in size.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
selected that most closely match the assessments in column 5.
K.MD.B.3Classify objects into given categories; count the number of objects in each category and sort the categories by counting.
Learning Goal # 9:Classify Objects into given categories and count the objects in each category (up to 10 objects)
SLO(s):SWBAT sort objects into categories based on their properties
SWBAT count sorted objects (up to 10)
Number TalkRefer to Number Talks by Sherry Parrish
Option 1 – My Math
Chapter 9 Lessons 2 and 3.
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to sort object by color, shape, size, and a category that is given by someone else. Teacher will demonstrate how to sort objects, line them up, and count. Students will practice sorting manipulatives (shapes of various colors and sizes, bears, counters) and objects by attributes given by the teacher. Then students will line up objects (with and without ten frame) and count. Students will state the number of objects in each group.
Standards Based Problems Center – Students will participate in the activity button sort. Students will use a spoon to scoop out some buttons then sort them by color and count how many buttons they have in each group. http://www.k-5mathteachingresources.com/support-files/button-sort.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can play the game Goodie Bags. Each bag will have one type of object in 3 different colors, sizes, and shapes. Students will sort the objects by color size and shape. http://s3.amazonaws.com/illustrativemathematics/attachme
Task 1:Quarterly AssessmentTask #6
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.
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Given a learning mat students will sort shaped based on the image of the shape that is on the mat. Students will use a spoon to scoop out 2-D shapes then sort and count by shape.
Interdisciplinary Center – After listening to the story Goldie Locks and the Three Bears students will sort out the objects they saw in the story into groups of large, medium, and small. Students can draw pictures of the objects with differences in size.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.MD.B.3Classify objects into given categories; count the number of objects in each category and sort the categories by counting.
Learning Goal # 9:Classify Objects into given categories and count the objects in
Number TalkRefer to Number Talks by Sherry Parrish
Direct InstructionOption 1 – Better Lessonshttps://betterlesson.com/lesson/497774/the-gingerbread-man-loose-in-the-school-sorting
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to sort object by color, shape, size, and a category that is given by someone else. Teacher will demonstrate how to sort objects, line them
Task 1:Quarterly AssessmentTask #6
Task 2:Teachers will agree on common classwork problems in their professional learning communities
SLO(s):SWBAT sort objects into categories based on their properties
SWBAT count sorted objects (up to 10)
up, and count. Students will practice sorting manipulatives (shapes of various colors and sizes, bears, counters) and objects by attributes given by the teacher. Then students will line up objects (with and without ten frame) and count. Students will state the number of objects in each group.
Standards Based Problems Center – Students will participate in the activity button sort. Students will use a spoon to scoop out some buttons then sort them by color and count how many buttons they have in each group. http://www.k-5mathteachingresources.com/support-files/button-sort.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can play the game Goodie Bags. Each bag will have one type of object in 3 different colors, sizes, and shapes. Students will sort the objects by color size and shape. http://s3.amazonaws.com/illustrativemathematics/attachments/000/009/256/original/public_task_1403.pdf?1462395713
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Given a learning mat students will sort shaped based on the image of the shape that is on the mat. Students will use a spoon to scoop out 2-D shapes then sort and count by shape.
Interdisciplinary Center – After listening to the story Goldie Locks and the Three Bears students will sort out the objects they saw in the story into groups of large, medium, and small. Students can draw pictures of the objects with differences in size.
or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to.
Learning Goal # 10: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to.
SLO(s):SWBAT name
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)
Dot Images (P. 71-81)
Direct Instruction
Option 1 – The Shape of Things by: Dayle Anne DoddsAs an intro you can read the book above, if you do not have the book here is a link to a video of someone reading the book which can be shown to students.
https://www.youtube.com/watch?v=1h1HcChju_0
This should be followed up with a student discuss of what was read. (See interdisciplinary centers for an activity)
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher can create a picture using foam blocks to show students. The teacher can ask students to name different shapes in their picture. “Tell me the name of the shape.” The teacher can also discuss the position of these shapes in comparison to others. “Describe where the ___ shape is” (Use words
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.
Achieve the Core Coherence Map(There are No Tasks for this standard)
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/support-
files/pattern-block-barrier-game.pdf
You Tube (The Shape of Things)https://www.youtube.com/watch?v=1h1HcChju_0
Math Learning Centershttps://www.mathlearningcenter.org/sites/default/
files/pdfs/PBLCCSSK2-0412w.pdf
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.
shapes in order to describe objects in the environment.
SWBAT use terms such as above, below, beside, in front of behind, and next to in order to describe relative positions of objects.
Day 1
such as above, below, next to, in front of, besides)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Work
with a partner. Sit opposite each other with a divider standing between you. 2. Player 1: Place
one pattern block in each space on your grid without letting your partner see your work. Tell
your partner how to place pattern blocks to match your grid. Use the names of the pattern blocks and
positional language to describe where to place them. 3. Remove the divider and look at the two grids to see if they match. 4. Swap roles and play
again. See website for print outs. http://www.k-5mathteachingresources.com/support-
files/pattern-block-barrier-game.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can work on the My Math Resources listed to the right.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Activity one works on students understanding of shapes. Students can than discuss within their center about the position of their shapes and what shapes they used. https://www.mathlearningcenter.org/sites/default/files/pdfs/PBLCCSSK2-0412w.pdf
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. 1. After listening to the story, The Shape of Things, choose a shape. 2. Make a picture from the shape. 3. Add details to your picture. 4. Write about your picture. See
website for printouts: http://www.k-5mathteachingresources.com/support-files/the-shape-of-things.pdf
Review Classwork
Exit TicketStudent Learning Objective (SLO) Language Objective Language Needed
SLO: 2CCSS:K.G.1WIDA ELDS: 1, 3SpeakingListening
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Describe objects using the names of shapes and their relative positions after listening to an oral description.
Orally describe objects in the environment with details related to shape and position using Manipulatives and the word wall.
VU: Positional words, shapes, color words
LFC: Adjectives, declarative sentences
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Describe objects using the names of shapes and their relative positions after listening to an oral description in L1 and/or with key words. Orally describe objects in the environment in L1 and/or use illustrations, Pictures and key, single words or phrases.
Describe using the names of shapes and their relative positions after listening to an oral description in L1 and/or with key phrases. Orally describe objects in the environment in L1 and/or use Pictures and selected vocabulary in phrases and short
Describe objects using the names of shapes and their relative positions after listening to an oral description. Orally describe objects in the environment using key vocabulary in simple, related sentences.
Describe objects using the names of shapes and their relative positions after listening to an oral description. Orally describe objects in the environment using key, technical vocabulary in expanded sentences.
Describe using the names of shapes and their relative positions after listening to an oral description.Orally describe objects in the environment using technical vocabulary in complex sentences.
K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to.
Learning Goal # 10: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to.
SLO(s):SWBAT name shapes in order to describe objects in
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)
Dot Images (P. 71-81)
Direct InstructionOption 1 –Engage NYModule 2, Topic A, Lesson 2 https://www.engageny.org/ccls-math/kg1
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher can create a picture using foam blocks to show students. The teacher can ask students to name different shapes in their picture. “Tell me the name of the shape.” The teacher can also discuss the position of these shapes in comparison to others. “Describe where the ___ shape is” (Use words such as above, below, next to, in front of, besides)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Work
with a partner. Sit opposite each other with a divider standing between you. 2. Player 1: Place
one pattern block in each space on your grid without letting your partner see your work. Tell
your partner how to place pattern blocks to match your grid. Use the names of the pattern blocks 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.
Enaage NYModule 2, Topic A Lesson 2Module 2, Topic A Lesson 3Module 2, Topic A Lesson 4Module 2, Topic A Lesson 5
https://www.engageny.org/ccls-math/kg1
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/support-
files/pattern-block-barrier-game.pdf
Math Learning Centershttps://www.mathlearningcenter.org/sites/default/
files/pdfs/PBLCCSSK2-0412w.pdf
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.
SWBAT use terms such as above, below, beside, in front of behind, and next to in order to describe relative positions of objects.
Day 2
them. 3. Remove the divider and look at the two grids to see if they match. 4. Swap roles and play
again. See website for print outs. http://www.k-5mathteachingresources.com/support-
files/pattern-block-barrier-game.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can work on the My Math Resources listed to the right.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Activity one works on students understanding of shapes. Students can than discuss within their center about the position of their shapes and what shapes they used. https://www.mathlearningcenter.org/sites/default/files/pdfs/PBLCCSSK2-0412w.pdf
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. 1. After listening to the story, The Shape of Things, choose a shape. 2. Make a picture from the shape. 3. Add details to your picture. 4. Write about your picture. See
ELL Modifications: See Day 1K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to.
Learning Goal # 10: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to.
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)
Dot Images (P. 71-81)
Direct InstructionOption 1 –Engage NYModule 2, Topic A, Lesson 3 https://www.engageny.org/ccls-math/kg1
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher can create a picture using foam blocks to show students. The teacher can ask students to name different shapes in their picture. “Tell me the name of the shape.” The teacher can also discuss the position of these shapes in comparison to others. “Describe where the ___ shape is” (Use words such as above, below, next to, in front of, besides)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Work
with a partner. Sit opposite each other with a divider standing between you. 2. Player 1: Place
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.
Enaage NYModule 2, Topic A Lesson 2Module 2, Topic A Lesson 3Module 2, Topic A Lesson 4Module 2, Topic A Lesson 5
https://www.engageny.org/ccls-math/kg1
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/support-
files/pattern-block-barrier-game.pdf
Math Learning Centershttps://www.mathlearningcenter.org/sites/default/
files/pdfs/PBLCCSSK2-0412w.pdf
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.
SLO(s):SWBAT name shapes in order to describe objects in the environment.
SWBAT use terms such as above, below, beside, in front of behind, and next to in order to describe relative positions of objects.
Day 3
one pattern block in each space on your grid without letting your partner see your work. Tell
your partner how to place pattern blocks to match your grid. Use the names of the pattern blocks and
positional language to describe where to place them. 3. Remove the divider and look at the two grids to see if they match. 4. Swap roles and play
again. See website for print outs. http://www.k-5mathteachingresources.com/support-
files/pattern-block-barrier-game.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can work on the My Math Resources listed to the right.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Activity one works on students understanding of shapes. Students can than discuss within their center about the position of their shapes and what shapes they used. https://www.mathlearningcenter.org/sites/default/files/pdfs/PBLCCSSK2-0412w.pdf
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. 1. After listening to the story, The Shape of Things, choose a shape. 2.
Make a picture from the shape. 3. Add details to your picture. 4. Write about your picture. See
website for printouts: http://www.k-5mathteachingresources.com/support-files/the-shape-of-things.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to.
Learning Goal # 10: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using
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)
Dot Images (P. 71-81)
Direct InstructionOption 1 –Engage NYModule 2, Topic A, Lesson 4 https://www.engageny.org/ccls-math/kg1
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher can create a picture using foam blocks to show students. The teacher can ask students to name different shapes in their picture. “Tell me the name of the shape.” The teacher can also discuss the position of these shapes in comparison to others. “Describe where the ___ shape is” (Use words such as above, below, next to, in front of, besides)
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
Enaage NYModule 2, Topic A Lesson 2Module 2, Topic A Lesson 3Module 2, Topic A Lesson 4Module 2, Topic A Lesson 5
https://www.engageny.org/ccls-math/kg1
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/support-
files/pattern-block-barrier-game.pdf
Math Learning Centershttps://www.mathlearningcenter.org/sites/default/
files/pdfs/PBLCCSSK2-0412w.pdf
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
terms such as above, below, beside, in front of, and next to.
SLO(s):SWBAT name shapes in order to describe objects in the environment.
SWBAT use terms such as above, below, beside, in front of behind, and next to in order to describe relative positions of objects.
Day 4
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Work
with a partner. Sit opposite each other with a divider standing between you. 2. Player 1: Place
one pattern block in each space on your grid without letting your partner see your work. Tell
your partner how to place pattern blocks to match your grid. Use the names of the pattern blocks and
positional language to describe where to place them. 3. Remove the divider and look at the two grids to see if they match. 4. Swap roles and play
again. See website for print outs. http://www.k-5mathteachingresources.com/support-
files/pattern-block-barrier-game.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can work on the My Math Resources listed to the right.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Activity one works on students understanding of shapes. Students can than discuss within their center about the position of their shapes and what shapes they used. https://www.mathlearningcenter.org/sites/default/files/pdfs/PBLCCSSK2-0412w.pdf
Interdisciplinary Center – Students work on math problems that interconnect with another subject.
in column 5. 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.
[Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. 1. After listening to the story, The Shape of Things, choose a shape. 2. Make a picture from the shape. 3. Add details to your picture. 4. Write about your picture. See
website for printouts: http://www.k-5mathteachingresources.com/support-files/the-shape-of-things.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to.
Learning Goal # 10: Describe objects in the environment using names 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)
Dot Images (P. 71-81)
Direct InstructionOption 1 –Engage NYModule 2, Topic A, Lesson 5 https://www.engageny.org/ccls-math/kg1
CentersTeacher Center – The teacher works in a small group with 1-4 students. The teacher can create a picture using foam blocks to show students. The teacher can ask students to name different shapes in their picture. “Tell me the name of the shape.” The teacher can also
shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, and next to.
SLO(s):SWBAT name shapes in order to describe objects in the environment.
SWBAT use terms such as above, below, beside, in front of behind, and next to in order to describe relative positions of objects.
Day 5
discuss the position of these shapes in comparison to others. “Describe where the ___ shape is” (Use words such as above, below, next to, in front of, besides)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Work
with a partner. Sit opposite each other with a divider standing between you. 2. Player 1: Place
one pattern block in each space on your grid without letting your partner see your work. Tell
your partner how to place pattern blocks to match your grid. Use the names of the pattern blocks and
positional language to describe where to place them. 3. Remove the divider and look at the two grids to see if they match. 4. Swap roles and play
again. See website for print outs. http://www.k-5mathteachingresources.com/support-
files/pattern-block-barrier-game.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can work on the My Math Resources listed to the right.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Activity one works on students understanding of shapes. Students can than discuss within their center about the position of their shapes and what shapes they used. https://www.mathlearningcenter.org/sites/default/files
should be selected that most closely match the assessments in column 5.
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.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. 1. After listening to the story, The Shape of Things, choose a shape. 2. Make a picture from the shape. 3. Add details to your picture. 4. Write about your picture. See
website for printouts: http://www.k-5mathteachingresources.com/support-files/the-shape-of-things.pdf
