Unit Title: Kindergarten Math Unit 3Grade Level: K
Timeframe: Marking Period 3
Unit Focus and Essential Questions
Unit Focus Know number names and the count sequence to 70 Describe and compare measurable attributes Classify and count the number of objects in categories Identify and describe shapes Understand addition as putting together and adding to understand subtraction as taking apart and taking from Work with numbers 11-19 to gain foundations for place value
Essential QuestionsK.CC.A.1*K.MD.A.1K.MD.A.2K.MD.B.3*K.G.A.2K.G.A.3K.OA.A.3K.OA.A.4K.NBT.A.1*K.OA.A.5*
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):K.CC.A.1*K.MD.A.1K.MD.A.2K.MD.B.3*K.G.A.2K.G.A.3K.OA.A.3K.OA.A.4K.NBT.A.1*K.OA.A.5*
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
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Standard/SWBAT and Pacing Student Strategies Based Standards Based Assessment
Activities and Resources Reflection
K.CC.A.1 . Count to 100 by ones and by tens. *(benchmarked)
Learning Goal # 1:Count to 70 by ones and by tens.
SLO(s):SWBAT orally count by ones up to 70
SWBAT count orally by ten up to 70
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 suggested 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.
Direct InstructionOption 1 – Engage NYModule 5, Topic D, Lesson 15, 16, 17, 18, 19Module 5, Topic A, Lesson 1, 2, 3, 4, 5https://www.engageny.org/search-site?
Task 1:Quarterly AssessmentTask 1A and 1B“Counting Around”
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 NY
Module 5, Topic D, Lesson 15, 16, 17, 18, 19
Module 5, Topic A, Lesson 1, 2, 3, 4, 5https://www.engageny.org/search-site?
search=k.cc.1
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.
CAR © 2009
search=k.cc.1
Option 2 – Last Man Standing ActivityStudents play this game routine in which they count by ones to 70. The person who says 10, 20, 30, 40, 50, 60, or 70 sits down. The next person starts with ‘1’ again and play continues until there is only one person left standing.
Option 3- 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 to 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 4- You Tube- Counting to 50 Video
https://www.youtube.com/watch?v=s8r-9StIoq0&t=34s
Option 5- Learn Zillion *This lesson continues through 100 which students should be exposed to at this point. They will only be assessed up to 70 for this unit.
https://learnzillion.com/lesson_plans/
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9625-5-how-many-toes-a
**My Math resources should not be used in isolation for this standard **
Centers-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 70 starting at one. They should be able to count individually to 70 and also count in a circle with student one saying “1” student two saying “2” and so on. This center can also be extended to include students counting by 10’s to 70.
Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:K.CC.1WIDA ELDS: 1, 3Speaking
Count orally to 70 by ones and tens Recite orally the numbers to 70 by ones and tens using Ten-Frame, Manipulatives, and Prompts.
VU: Count, number words, by tens, by ones, skip count
LFC: Pronunciation of correct phonemes, single words
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Recite orally the numbers to 70 by ones and tens in L1 and/or repeat numbers and use Gestures.
Recite orally the numbers to 70 by ones and tens in L1 and/or chunk the numbers by tens and use Gestures.
Recite orally the numbers to 70 by ones and tens with some mispronunciation of number words.
Recite orally the numbers to 70 by ones and tens with minimal mispronunciation of number words.
Recite orally the numbers to 70 by ones and tens with proper pronunciation of number words.
Learning Supports
ManipulativesL1 supportTeacher SupportTen-Frame
ManipulativesL1 supportTeacher SupportTen-Frame
ManipulativesTeacher SupportTen-Frame
ManipulativesTen-Frame
Manipulatives
K.MD.A.1 Describe measurable attributes
Number TalkRefer to Number Talks by Sherry Parrish
Task 1:Quarterly
Measurable Attributes https://learnzillion.com/lesson_plans/3801-1-
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of objects, such as length or weight. Describe several measurable attributes of a single object.*(benchmarked)
Learning Goal # 2:Describe measurable attributes of multiple objects and describe several measurable attributes of a single object.
SLO(s):SWBAT Match attributes by a given attribute such as big/little, short/tall etc.
SWBAT Recognize some measurable attributes.
SWBAT Describe and compare measurable attributes such as more/less, taller/shorter, etc.
SWBAT Categorize and describe groups of objects.
Day 1
*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 – Measurable Attributes https://learnzillion.com/lesson_plans/3801-1-identify-that-a-single-object-has-multiple-measurable-attributes-c
Option 2 – Slides 7-15, 84-88 https://njctl.org/courses/math/kindergarten-math/measurement/attachments/measurement-2/
Option 3 –https://learnzillion.com/resources/64110-describing-and-comparing-measurable-attributes
Option 4 – My Math
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. [The achieve the core resource with the Goodie Bags is a good fit here as this is unit 1 in kindergarten and requires students to match attributes of a given shape and count the number of objects in each group, a skill which they may or may not have and will need the assistance of the teacher and/or paraprofessional. The engage NY lessons are written with teacher guidance and should also be implemented in the teacher center]
Standards Based Problems Center – Students
AssessmentTask 2A“Which is Heavier or Longer?”
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.
identify-that-a-single-object-has-multiple-measurable-attributes-c
Achieve the Core Coherence Maphttp://achievethecore.org/coherence-map/
#K/42/485/485 [See All Tasks]
Math Labshttp://www.raftsac.org/ideas/Shape
%20Lotto.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.
CAR © 2009
will work in small groups describing shapes as big/small, short/tall, or identifying shapes. Students will work on sorting objects (shapes, buttons, etc.)
Individual Center – Students work on their 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). The 2-D shape sort is a good independent activity for students to identify 1 type of shape and exclude the others that do not have the attributes of the identified shape.
http://www.k-5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
Manipulative Center – Students use attribute blocks, buttons, counters (bears, kangaroos, etc.) and sort them out while explaining what attribute(s) each group has in common.
Interdisciplinary Center – Students and teacher and/or para can discuss the ways that animals move. In small groups students will act out the movements off different animals and teacher will assist students in sorting the animals by the way they move.
Review Classwork
Exit Ticket
Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:
Describe measurable attributes of objects, e.g., length and weight. Describe objects with attributes of measurement using Word/Picture Wall.
VU: Describe, length, weight
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K.MD.1WIDA ELDS: 3Speaking
LFC: Noun/adjective placement
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Describe objects with attributes in L1 and/or high-frequency nouns with attributes in memorized phrases and short sentences.
Describe objects with attributes in L1 and/or general nouns in phrases and short sentences with formulaic structures.
Describe objects with attributes using key vocabulary in simple sentences with repetitive grammatical structures.
Describe objects with attributes using key vocabulary in expanded and some complex sentences with a variety of grammatical structures.
Describe objects with attributes using precise vocabulary in multiple, complex sentences with a variety of grammatical structures.
Learning Supports
Teacher ModelingWord/Picture WallCharts on adjective/noun placementL1 support
Teacher ModelingWord/Picture WallCharts on adjective/noun placementL1 support
Word/Picture WallCharts on adjective/noun placement
Charts on adjective/noun placement
K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.*(benchmarked)
Learning Goal # 2:Describe measurable attributes of multiple objects and describe several measurable attributes of a single object.
SLO(s):SWBAT Match attributes by a given attribute such as big/little, short/tall etc.
SWBAT Recognize some measurable attributes.
SWBAT Describe and
Refer 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 – NJCTL Slides 7-15, 84-88https://njctl.org/courses/math/kindergarten-math/measurement/attachments/measurement-2/
Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3850-4-compare-objects-by-one-attribute-c
Option 3 – Better Lessonshttps://betterlesson.com/lesson/535724/super-sorter-multiple-attribute-sorting-with-a-venn-diagram
CentersTeacher Center – The teacher works in a small group with 1-4 students. [The achieve the core resource with the Goodie Bags is a good fit here as this is unit 1 in kindergarten and requires
Task 1:Quarterly AssessmentTask 2A“Which is Heavier or Longer?”
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.
NJCTL Slides 7-15, 84-88https://njctl.org/courses/math/kindergarten-math/measurement/attachments/measurement-2/
Learn Zillionhttps://learnzillion.com/lesson_plans/3850-
4-compare-objects-by-one-attribute-c
Better Lessonshttps://betterlesson.com/lesson/535724/super-
sorter-multiple-attribute-sorting-with-a-venn-diagram
CAR © 2009
compare measurable attributes such as more/less, taller/shorter, etc.
SWBAT Categorize and describe groups of objects.
Day 2
students to match attributes of a given shape and count the number of objects in each group, a skill which they may or may not have and will need the assistance of the teacher and/or paraprofessional. The engage NY lessons are written with teacher guidance and should also be implemented in the teacher center]
Standards Based Problems Center – Students will work in small groups describing shapes as big/small, short/tall, or identifying shapes. Students will work on sorting objects (shapes, buttons, etc.)Individual Center – Students work on their 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). The 2-D shape sort is a good independent activity for students to identify 1 type of shape and exclude the others that do not have the attributes of the identified shape.http://www.k-5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
Manipulative Center – Students use attribute blocks, buttons, counters (bears, kangaroos, etc.) and sort them out while explaining what attribute(s) each group has in common.Interdisciplinary Center – Students and teacher and/or para can discuss the ways that animals move. In small groups students will act out the movements off different animals and teacher will assist students in sorting the animals by the way they move.Review Classwork
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Exit Ticket
ELL Modifications: See Day 1 K.MD.A.1 Describe
measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.*(benchmarked)
Learning Goal # 2:Describe measurable attributes of multiple objects and describe several measurable attributes of a single object.
SLO (s):SWBAT Match attributes by a given attribute such as big/little, short/tall etc.
SWBAT Recognize some measurable attributes.
SWBAT Describe and compare measurable attributes such as more/less, taller/shorter, etc.
SWBAT Categorize and describe groups of objects.
Day 3
Direct InstructionOption 1 – NJCTL Slides 11- 20https://njctl.org/courses/math/kindergarten-math/data/attachments/data-2/Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3564-2-organize-and-count-shapes-using-a-ten-frame-fp Option 3 – Better Lessonshttps://betterlesson.com/lesson/585941/sorting-by-the-rainbow
CentersTeacher Center – The teacher works in a small group with 1-4 students. [The achieve the core resource with the Goodie Bags is a good fit here as this is unit 1 in kindergarten and requires students to match attributes of a given shape and count the number of objects in each group, a skill which they may or may not have and will need the assistance of the teacher and/or paraprofessional. The engage NY lessons are written with teacher guidance and should also be implemented in the teacher center]
Standards Based Problems Center – Students will work in small groups describing shapes as big/small, short/tall, or identifying shapes. Students will work on sorting objects (shapes, buttons, etc.)
Individual Center – Students work on their 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
Task 1:Quarterly AssessmentTask 2A“Which is Heavier or Longer?”
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.
NJCTL Slides 11- 20https://njctl.org/courses/math/kindergarten-
math/data/attachments/data-2/
Learn Zillionhttps://learnzillion.com/lesson_plans/3564-2-
organize-and-count-shapes-using-a-ten-frame-fpBetter Lessons
https://betterlesson.com/lesson/585941/sorting-by-the-rainbow
CAR © 2009
individual centers and identifying task based on student areas of needs (as per each standard). The 2-D shape sort is a good independent activity for students to identify 1 type of shape and exclude the others that do not have the attributes of the identified shape.
http://www.k-5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
Manipulative Center – Students use attribute blocks, buttons, counters (bears, kangaroos, etc.) and sort them out while explaining what attribute(s) each group has in common.
Interdisciplinary Center – Students and teacher and/or para can discuss the ways that animals move. In small groups students will act out the movements off different animals and teacher will assist students in sorting the animals by the way they move.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.MD.A.1 Describe
measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.*(benchmarked)
Learning Goal # 2:Describe measurable attributes of multiple objects and describe several
Direct InstructionOption 1 – NJCTL Slides 21-28https://njctl.org/courses/math/kindergarten-math/data/attachments/data-2/
Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3805
CentersTeacher Center – The teacher works in a small group with 1-4 students. [The achieve the core resource with the Goodie Bags is a good fit here as this is unit 1 in kindergarten and requires
Task 1:Quarterly AssessmentTask 2A“Which is Heavier or Longer?”
Task 2:Teachers will agree on common classwork problems in their professional
NJCTL Slides 21-28https://njctl.org/courses/math/kindergarten-
math/data/attachments/data-2/
Learn Zillionhttps://learnzillion.com/lesson_plans/3805
CAR © 2009
measurable attributes of a single object.
SLO(s):SWBAT Match attributes by a given attribute such as big/little, short/tall etc.
SWBAT Recognize some measurable attributes.
SWBAT Describe and compare measurable attributes such as more/less, taller/shorter, etc.
SWBAT Categorize and describe groups of objects.
Day 4
students to match attributes of a given shape and count the number of objects in each group, a skill which they may or may not have and will need the assistance of the teacher and/or paraprofessional. The engage NY lessons are written with teacher guidance and should also be implemented in the teacher center]
Standards Based Problems Center – Students will work in small groups describing shapes as big/small, short/tall, or identifying shapes. Students will work on sorting objects (shapes, buttons, etc.)
Individual Center – Students work on their 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). The 2-D shape sort is a good independent activity for students to identify 1 type of shape and exclude the others that do not have the attributes of the identified shape.
http://www.k-5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
Manipulative Center – Students use attribute blocks, buttons, counters (bears, kangaroos, etc.) and sort them out while explaining what attribute(s) each group has in common.
Interdisciplinary Center – Students and teacher and/or para can discuss the ways that animals move. In small groups students will act out the movements off different animals and teacher
learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
CAR © 2009
will assist students in sorting the animals by the way they move.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.MD.A.1 Describe
measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.*(benchmarked)
Learning Goal # 2:Describe measurable attributes of multiple objects and describe several measurable attributes of a single object.
SLO(s):SWBAT Match attributes by a given attribute such as big/little, short/tall etc.
SWBAT Recognize some measurable attributes.
SWBAT Describe and compare measurable attributes such as more/less, taller/shorter, etc.
SWBAT Categorize and
Refer 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 Lessonshttps://betterlesson.com/lesson/535724/super-sorter-multiple-attribute-sorting-with-a-venn-diagram
CentersTeacher Center – The teacher works in a small group with 1-4 students. [The achieve the core resource with the Goodie Bags is a good fit here as this is unit 1 in kindergarten and requires students to match attributes of a given shape and count the number of objects in each group, a skill which they may or may not have and will need the assistance of the teacher and/or paraprofessional. The engage NY lessons are written with teacher guidance and should also be implemented in the teacher center]
Standards Based Problems Center – Students will work in small groups describing shapes as big/small, short/tall, or identifying shapes. Students will work on sorting objects (shapes,
Task 1:Quarterly AssessmentTask 2A“Which is Heavier or Longer?”
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.
Better Lessonshttps://betterlesson.com/lesson/535724/super-
sorter-multiple-attribute-sorting-with-a-venn-diagram
CAR © 2009
describe groups of objects.
Day 5
buttons, etc.)
Individual Center – Students work on their 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). The 2-D shape sort is a good independent activity for students to identify 1 type of shape and exclude the others that do not have the attributes of the identified shape.
http://www.k-5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
Manipulative Center – Students use attribute blocks, buttons, counters (bears, kangaroos, etc.) and sort them out while explaining what attribute(s) each group has in common.
Interdisciplinary Center – Students and teacher and/or para can discuss the ways that animals move. In small groups students will act out the movements off different animals and teacher will assist students in sorting the animals by the way they move.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.MD.A.2. Directly
compare two objects with a measurable attribute in common, to see which object has “more of” “less of” 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
Task 1:Quarterly AssessmentTask 2B“Which is Heavier or Longer?”
NJCTLSlides 7-24
https://njctl.org/courses/math/kindergarten-math/measurement/attachments/measurement-2/
MyMath
CAR © 2009
attribute, and describe the differences.
For example, directly compare the heights of two children and describe one child as taller/shorter.
Learning Goal # 3:Directly compare two objects with measurable attribute in common; use more of or less of to compare the objects.
SLO(s):SWBAT describe how to compare the attributes of two objects, as lining them up at the same starting point or weighing them.
SWBAT sort objects as heavier than / lighter than or longer than/ shorter than.
Day 1
section of the book (P. 71-96) Dot Images (P. 71-81)
Direct InstructionOption 1 – NJCTL Slides 7-24 (length)https://njctl.org/courses/math/kindergarten-math/measurement/attachments/measurement-2/
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to line up a tower of ten blocks with an object from the bucket and compare the two objects using words like taller, longer, or shorter. Students will continue to compare until they find 3 objects that are longer than their tower. http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will participate in the activity Comparing Towers. Teacher will place color coded towers of different heights using linking cubes. Students will select two different colors and tell which color is taller or shorter. http://www.k-5mathteachingresources.com/support-files/comparing-towers-ver.1.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). Using a learning mat, student’s shoe, and objects of various lengths. Students will
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.
www.connected.mcgraw-hill.com Teacher login page for all online resources
available for My MathChapter 5Lesson 1Lesson 2Lesson 4
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
http://www.k-5mathteachingresources.com/suppor
t-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
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compare the length of their show to objects then sort the objects into the correct pile for longer or shorter. https://www.illustrativemathematics.org/content-standards/K/MD/A/2/tasks/1402
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs using a balance scale to compare the weight of objects placed in a center. Students will discuss their observation with their partners. http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
Interdisciplinary Center – After listening to the short and tall song the students will practice singing while finding a friend that is shorter and finding a friend that is taller. https://www.youtube.com/watch?v=Gy2C1wtJJsg
Review Classwork
Exit Ticket
Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS:K.MD.2WIDA ELDS: 3SpeakingListeningWriting
Directly compare and describe two objects with a measurable attribute in common using “more of”/”less of” the attribute. For example, directly compare the heights of two children and describe one child as taller/shorter.
Compare and describe two objects with a measurable attribute in common using a Venn Diagram.
VU: Compare, describe, taller, shorter, more of, less of
LFC: Comparative and superlative adjectives; sentences with conjunctions
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Compare and describe two objects with a measurable
Compare and describe two objects with a measurable
Compare and describe two objects with a measurable
Compare and describe two objects with a measurable
Compare and describe two objects with a measurable
CAR © 2009
attribute in common using L1 and/or using single words.
attribute in common using L1 and/or using phrases.
attribute in common using simple sentences and general, content-based vocabulary.
attribute in common using expanded sentences and content- based vocabulary.
attribute in common using content-based vocabulary.
Learning Supports
Venn DiagramL1 supportPartner workChoice questionsPictures/Photographs
Venn DiagramL1 supportPartner workPictures/Photographs
Venn DiagramPartner workPictures/Photographs
Venn DiagramPartner work
Venn Diagram
K.MD.A.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of” “less of” the attribute, and describe the differences.
For example, directly compare the heights of two children and describe one child as taller/shorter.
Learning Goal # 3:Directly compare two objects with measurable attribute in common; use more of or less of to compare the objects.
SLO(s):SWBAT describe how to compare the attributes of two objects, as lining them up at the same starting point or weighing them.
SWBAT sort objects as heavier than / lighter than or longer than/ shorter than.
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)
Direct InstructionOption 1 – Slides 84-95 (weight)https://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 a tower of ten blocks with an object from the bucket and compare the two objects using words like taller, longer, or shorter. Students will continue to compare until they find 3 objects that are longer than their tower. http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will participate in the activity Comparing Towers. Teacher will place color coded towers of different heights using linking cubes. Students will select two different colors and tell which
Task 1:Quarterly AssessmentTask 2B“Which is Heavier or Longer?”
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.
NJCTLSlides 84-95
https://njctl.org/courses/math/kindergarten-math/counting-and-cardinality/attachments/
counting-and-cardinality-2/
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
http://www.k-5mathteachingresources.com/s
upport-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
CAR © 2009
Day 2color is taller or shorter. http://www.k-5mathteachingresources.com/support-files/comparing-towers-ver.1.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). Using a learning mat, student’s shoe, and objects of various lengths. Students will compare the length of their show to objects then sort the objects into the correct pile for longer or shorter. https://www.illustrativemathematics.org/content-standards/K/MD/A/2/tasks/1402
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs using a balance scale to compare the weight of objects placed in a center. Students will discuss their observation with their partners. http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
Interdisciplinary Center – After listening to the short and tall song the students will practice singing while finding a friend that is shorter and finding a friend that is taller. https://www.youtube.com/watch?v=Gy2C1wtJJsg
Review Classwork
Exit Ticket
CAR © 2009
ELL Modifications: See Day 1
K.MD.A.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of” “less of” the attribute, and describe the differences.
For example, directly compare the heights of two children and describe one child as taller/shorter.
Learning Goal # 3:Directly compare two objects with measurable attribute in common; use more of or less of to compare the objects.
SLO(s):SWBAT describe how to compare the attributes of two objects, as lining them up at the same starting point or weighing them.
SWBAT sort objects as heavier than / lighter than or longer than/ shorter than.
Day 3
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- Learn Zillion (Length) https://learnzillion.com/lesson_plans/3850-4-compare-objects-by-one-attribute-c
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to line up a tower of ten blocks with an object from the bucket and compare the two objects using words like taller, longer, or shorter. Students will continue to compare until they find 3 objects that are longer than their tower. http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will participate in the activity Comparing Towers. Teacher will place color coded towers of different heights using linking cubes. Students will select two different colors and tell which color is taller or shorter. http://www.k-5mathteachingresources.com/support-files/comparing-towers-ver.1.pdf
Task 1:Quarterly AssessmentTask 2B“Which is Heavier or Longer?”
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.
Learn ZillionLength
https://learnzillion.com/lesson_plans/3850-4-compare-objects-by-one-attribute-c
Weighthttps://learnzillion.com/lesson_plans/3804-6-
measure-the-weight-of-objects-fp
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
Chapter 5Lesson 1Lesson 2Lesson 4
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
http://www.k-5mathteachingresources.com/suppor
t-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
?”
CAR © 2009
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). Using a learning mat, student’s shoe, and objects of various lengths. Students will compare the length of their show to objects then sort the objects into the correct pile for longer or shorter. https://www.illustrativemathematics.org/content-standards/K/MD/A/2/tasks/1402
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs using a balance scale to compare the weight of objects placed in a center. Students will discuss their observation with their partners. http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
Interdisciplinary Center – After listening to the short and tall song the students will practice singing while finding a friend that is shorter and finding a friend that is taller. https://www.youtube.com/watch?v=Gy2C1wtJJsg
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.MD.A.2. Directly compare two objects
Number TalkRefer to Number Talks by Sherry Parrish
Task 1:Quarterly
Learn ZillionWeight
CAR © 2009
with a measurable attribute in common, to see which object has “more of” “less of” the attribute, and describe the differences.
For example, directly compare the heights of two children and describe one child as taller/shorter.
Learning Goal # 3:Directly compare two objects with measurable attribute in common; use more of or less of to compare the objects.
SLO (s):SWBAT describe how to compare the attributes of two objects, as lining them up at the same starting point or weighing them.
SWBAT sort objects as heavier than / lighter than or longer than/ shorter than.
Day 4
*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)
Direct InstructionOption 1 – Learn Zillion (Weight) https://learnzillion.com/lesson_plans/3804-6-measure-the-weight-of-objects-fp
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to line up a tower of ten blocks with an object from the bucket and compare the two objects using words like taller, longer, or shorter. Students will continue to compare until they find 3 objects that are longer than their tower. http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will participate in the activity Comparing Towers. Teacher will place color coded towers of different heights using linking cubes. Students will select two different colors and tell which color is taller or shorter. http://www.k-5mathteachingresources.com/support-files/comparing-towers-ver.1.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
AssessmentTask 2B“Which is Heavier or Longer?”
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.
https://learnzillion.com/lesson_plans/3804-6-measure-the-weight-of-objects-fp
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
http://www.k-5mathteachingresources.com/s
upport-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
CAR © 2009
student areas of needs (as per each standard). Using a learning mat, student’s shoe, and objects of various lengths. Students will compare the length of their show to objects then sort the objects into the correct pile for longer or shorter. https://www.illustrativemathematics.org/content-standards/K/MD/A/2/tasks/1402
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs using a balance scale to compare the weight of objects placed in a center. Students will discuss their observation with their partners. http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
Interdisciplinary Center – After listening to the short and tall song the students will practice singing while finding a friend that is shorter and finding a friend that is taller. https://www.youtube.com/watch?v=Gy2C1wtJJsg
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.MD.A.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of” “less of” the attribute, and describe the differences.
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 2B“Which is Heavier or Longer?”
Task 2:
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
Chapter 5Lesson 1Lesson 2Lesson 4
CAR © 2009
For example, directly compare the heights of two children and describe one child as taller/shorter.
Learning Goal # 3:Directly compare two objects with measurable attribute in common; use more of or less of to compare the objects.
SLO(s):SWBAT describe how to compare the attributes of two objects, as lining them up at the same starting point or weighing them.
SWBAT sort objects as heavier than / lighter than or longer than/ shorter than.
Day 5
Direct InstructionOption 1 – My Math
Chapter 5 Lessons 1, 2, and 4
See activities and resources
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate how to line up a tower of ten blocks with an object from the bucket and compare the two objects using words like taller, longer, or shorter. Students will continue to compare until they find 3 objects that are longer than their tower. http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will participate in the activity Comparing Towers. Teacher will place color coded towers of different heights using linking cubes. Students will select two different colors and tell which color is taller or shorter. http://www.k-5mathteachingresources.com/support-files/comparing-towers-ver.1.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). Using a learning mat, student’s shoe, and objects of various lengths. Students will
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.
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
http://www.k-5mathteachingresources.com/s
upport-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
CAR © 2009
compare the length of their show to objects then sort the objects into the correct pile for longer or shorter. https://www.illustrativemathematics.org/content-standards/K/MD/A/2/tasks/1402
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs using a balance scale to compare the weight of objects placed in a center. Students will discuss their observation with their partners. http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
Interdisciplinary Center – After listening to the short and tall song the students will practice singing while finding a friend that is shorter and finding a friend that is taller. https://www.youtube.com/watch?v=Gy2C1wtJJsg
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.MD.B.3 . Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. *(benchmarked)
Learning Goals # 4:Count the objects in given categories and sort 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)
Direct InstructionOption 1 – Slides 30-41file:///C:/Users/leaky/Downloads/km_data_2016-05-09%20(2).pdf
Task 1:Quarterly AssessmentTask 3“Groupings”
Task 2:Teachers will agree on common classwork problems in their
NJCTLSlides 30-41
file:///C:/Users/leaky/Downloads/km_data_2016-05-09%20(2).pdf
YouTubehttps://www.youtube.com/watch?v=8avM0-HSxPc
Achieve The Core Coherence Maphttp://achievethecore.org/coherence-map/#K/
42/485/485
CAR © 2009
categories by count (up to 10 objects).
SLO (s):SWBAT match objects by a given attribute such as big/little, short/tall, etc.
SWBAT counts objects by given attributes.
SWBAT classify, count, and sort objects equal to or less than ten.
Day 1
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
professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
K-5 Math Teaching Resources
http://www.k-5mathteachingresources.com/support-files/button-sort.pdf
http://www.k-5mathteachingresources.com/suppor
t-files/2d-shape-sort-ver.1.pdf
CAR © 2009
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.
http://www.k-5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
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.
VU: Category, sort, classify, counts. Sizes, colors
LFC: Commands, adjectives of color, size and quantity
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
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.3 . Classify objects into given categories; count the
Number TalkRefer to Number Talks by Sherry Parrish*It is recommended that teachers use
Task 1:Quarterly Assessment
Learn Zillionhttps://learnzillion.com/lesson_plans/3561
CAR © 2009
numbers of objects in each category and sort the categories by count. *(benchmarked)
Learning Goals # 4:Count the objects in given categories and sort the categories by count (up to 10 objects).
SLO (s):SWBAT match objects by a given attribute such as big/little, short/tall, etc.
SWBAT counts objects by given attributes.
SWBAT classify, count, and sort objects equal to or less than ten.Day 2
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)
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
Task 3“Groupings”
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.
CAR © 2009
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.
http://www.k-5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
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.3 . Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. *(benchmarked)
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 3“Groupings”
Task 2:Teachers will
Learn Zillionhttps://learnzillion.com/lesson_plans/3566-5-sort-
shapes-fp
CAR © 2009
Learning Goals # 4:Count the objects in given categories and sort the categories by count (up to 10 objects).
SLO (s):SWBAT match objects by a given attribute such as big/little, short/tall, etc.
SWBAT counts objects by given attributes.
SWBAT classify, count, and sort objects equal to or less than ten.
Day 3
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 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.
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.
CAR © 2009
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.
http://www.k-5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
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.3 . Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. *(benchmarked)
Learning Goals # 4:Count the objects in given categories and sort 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)
Option 1 – My Math
Task 1:Quarterly AssessmentTask 3“Groupings”
Task 2:Teachers will agree on common classwork problems in their
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
Chapter 9 Lesson 2Chapter 9 Lesson 3
CAR © 2009
categories by count (up to 10 objects).
SLO(s):SWBAT match objects by a given attribute such as big/little, short/tall, etc.
SWBAT counts objects by given attributes.
SWBAT classify, count, and sort objects equal to or less than ten.
Day 4
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/attachments/000/009/256/original/
professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
CAR © 2009
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.
http://www.k-5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
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.3 . Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. *(benchmarked)
Learning Goals # 4:Count the objects in given categories and sort the categories by count (up 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 – Better Lessonshttps://betterlesson.com/lesson/497774/the-gingerbread-man-loose-in-the-school-sorting
Task 1:Quarterly AssessmentTask 3“Groupings”
Task 2:Teachers will agree on common classwork problems in their professional learning
Better Lessonshttps://betterlesson.com/lesson/497774/the-gingerbread-man-loose-in-the-school-sorting
CAR © 2009
10 objects).
SLO (s):SWBAT match objects by a given attribute such as big/little, short/tall, etc.
SWBAT counts objects by given attributes.
SWBAT classify, count, and sort objects equal to or less than ten.
Day 5
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
communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
CAR © 2009
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.
http://www.k5mathteachingresources.com/support-files/2d-shape-sort-ver.1.pdf
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.G.A.2. Correctly name shapes regardless of their orientation or overall size.
Learning Goal # 5: Correctly names shapes regardless of their orientation of overall size.
SLO(s):SWBAT name a 2-Dimensional or 3-Dimensional shape regardless of the orientation or the overall size.
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)
Direct InstructionOption 1 – NJCTL Slides 46-48, 57-58, 70-73, 74-75, 77-80, 90-94https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/geometry-and-patterns-2/Option 1 – NJCTL Slides 96-101, 108-114https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/
Task 1:Quarterly AssessmentNot directly assessed
Task 2:Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should
NJCTL2-D
Slides 46-48, 57-58, 70-73, 74-75, 77-80, 90-94https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/
geometry-and-patterns-2/3-D
Slides 96-101, 108-114https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/
geometry-and-patterns-2/
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
CAR © 2009
SWBAT draw a 2-Dimensional shape regardless of the orientation or the overall size.
SWBAT explain why some shapes are the same and some shapes are different.
Day 1
geometry-and-patterns-2/
Option 2- My Math Chapter 11 Lessons 2, 3, 4
Option 3 – My Math Chapter 12 Lessons 1, 2, 3
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate pulling shapes from the center of the table and saying the name of the shape. Students will practice pulling shapes and saying the names as well as pulling shapes that the teacher says as quickly as possible.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will match shapes to the ones on flash cards regardless of orientation or overall size.
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). Give 3 real life 3-d objects students will match 3-D shapes to the 3-D objects and say the name of the shapes using a photo word bank.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs pulling shapes from a box and naming the shapes correctly. Students will be able to check the name of their shapes using a word bank.
Interdisciplinary Center – After listening to the
be selected that most closely match the assessments in column 5.
Chapter 11Lesson 2Lesson 3Lesson 4
Chapter 12Lesson 1Lesson 2Lesson 3
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
http://www.k-5mathteachingresources.com/suppor
t-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
CAR © 2009
shorty Not A Box students will take a shape page and state not just a ______(name of shape) and create something else the shape could be. For
example, not just a rectangle. It is a stick of gum. http://www.k-5mathteachingresources.com/support-files/its-not-just-a..pdf
Review Classwork
Exit Ticket
Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:K.G.2WIDA ELDS: 1, 3ListeningSpeaking
Correctly name shapes regardless of their orientations or overall size.
Follow oral directions to sort shapes into categories and name them regardless of orientation or overall size using Teacher Modeling and Partner work.
VU: Shapes, category, sort
LFC: Adjectives of shape, color, size
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Follow oral directions in L1 and or single words to classify shapes into categories and name them accordingly (English/L1).
Follow oral directions in L1 and/or phrases to classify shapes into categories and name them accordingly (English/L1).
Follow simple oral directions, to classify shapes into categories and name them accordingly.
Follow expanded, oral directions to classify shapes into categories and name them accordingly.
Follow complex, oral directions to classify shapes into categories and name them accordingly.
Learning Supports
Teacher ModelingL1 supportPicturesPartner work
Teacher ModelingL1 supportPicturesPartner work
Teacher ModelingPicturesPartner work
Partner work
K.G.A.2. Correctly name shapes regardless of their orientation or overall size.
Learning Goal # 5: Correctly names shapes regardless of their orientation of overall size.
SLO (s):
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 – NJCTL Slides 46-48, 57-58, 70-73, 74-75, 77-80, 90-94
Task 1:Quarterly AssessmentNot directly assessed
Task 2:Teachers will agree on common classwork problems in their professional
NJCTL2-D
Slides 46-48, 57-58, 70-73, 74-75, 77-80, 90-94https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/
geometry-and-patterns-2/K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
CAR © 2009
SWBAT name a 2-Dimensional or 3-Dimensional shape regardless of the orientation or the overall size.
SWBAT draw a 2-Dimensional shape regardless of the orientation or the overall size.
SWBAT explain why some shapes are the same and some shapes are different.
Day 2
https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/geometry-and-patterns-2/https://learnzillion.com/lesson_plans/3804-6-measure-the-weight-of-objects-fp
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate pulling shapes from the center of the table and saying the name of the shape. Students will practice pulling shapes and saying the names as well as pulling shapes that the teacher says as quickly as possible.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will match shapes to the ones on flash cards regardless of orientation or overall size.
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). Give 3 real life 3-d objects students will match 3-D shapes to the 3-D objects and say the name of the shapes using a photo word bank.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs pulling shapes from a box and naming the shapes correctly. Students will be able to check the name of their shapes using a word bank.
Interdisciplinary Center – After listening to the
learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
http://www.k-5mathteachingresources.com/support-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
CAR © 2009
shorty Not A Box students will take a shape page and state not just a ______(name of shape) and create something else the shape could be. For
example, not just a rectangle. It is a stick of gum. http://www.k-5mathteachingresources.com/support-files/its-not-just-a..pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.G.A.2. Correctly name shapes regardless of their orientation or overall size.
Learning Goal # 5: Correctly names shapes regardless of their orientation of overall size.
SLO(s):SWBAT name a 2-Dimensional or 3-Dimensional shape regardless of the orientation or the overall size.
SWBAT draw a 2-Dimensional shape regardless of the orientation or the overall size.
SWBAT explain why some shapes are the same and
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 – NJCTL Slides 96-101, 108-114https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/geometry-and-patterns-2/
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate pulling shapes from the center of the table and saying the name of the shape. Students will practice pulling shapes and saying the names as well as pulling shapes that the teacher says as quickly as possible.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will
Task 1:Quarterly AssessmentNot directly assessed
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.
NJCTL3-D
Slides 96-101, 108-114https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/
geometry-and-patterns-2/
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
http://www.k-5mathteachingresources.com/suppor
t-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
CAR © 2009
some shapes are different.
Day 3
match shapes to the ones on flash cards regardless of orientation or overall size.
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). Give 3 real life 3-d objects students will match 3-D shapes to the 3-D objects and say the name of the shapes using a photo word bank.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs pulling shapes from a box and naming the shapes correctly. Students will be able to check the name of their shapes using a word bank.
Interdisciplinary Center – After listening to the shorty Not A Box students will take a shape page and state not just a ______(name of shape) and create something else the shape could be. For
example, not just a rectangle. It is a stick of gum. http://www.k-5mathteachingresources.com/support-files/its-not-just-a..pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.G.A.2. Correctly name shapes regardless of their orientation or overall size.
Learning Goal # 5: Correctly
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
Task 1:Quarterly AssessmentNot directly assessed
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
CAR © 2009
names shapes regardless of their orientation of overall size.
SLO(s):SWBAT name a 2-Dimensional or 3-Dimensional shape regardless of the orientation or the overall size.
SWBAT draw a 2-Dimensional shape regardless of the orientation or the overall size.
SWBAT explain why some shapes are the same and some shapes are different.
Day 4
and continue through the Kindergarten section of the book (P. 71-96)
Dot Images (P. 71-81)
Direct InstructionOption 1- My Math Chapter 11 Lessons 2, 3, 4
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate pulling shapes from the center of the table and saying the name of the shape. Students will practice pulling shapes and saying the names as well as pulling shapes that the teacher says as quickly as possible.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will match shapes to the ones on flash cards regardless of orientation or overall size.
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). Give 3 real life 3-d objects students will match 3-D shapes to the 3-D objects and say the name of the shapes using a photo word bank.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs pulling shapes from a box and naming the shapes correctly. Students will be able to check the name of their shapes using a word bank.
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.
Chapter 11Lesson 2Lesson 3Lesson 4
Chapter 12Lesson 1Lesson 2Lesson 3
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
http://www.k-5mathteachingresources.com/suppor
t-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
CAR © 2009
Interdisciplinary Center – After listening to the shorty Not A Box students will take a shape page and state not just a ______(name of shape) and create something else the shape could be. For
example, not just a rectangle. It is a stick of gum. http://www.k-5mathteachingresources.com/support-files/its-not-just-a..pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.G.A.2. Correctly name shapes regardless of their orientation or overall size.
Learning Goal # 5: Correctly names shapes regardless of their orientation of overall size.
SLO(s):SWBAT name a 2-Dimensional or 3-Dimensional shape regardless of the orientation or the overall size.
SWBAT draw a 2-Dimensional shape regardless of the orientation or the overall size.
SWBAT explain why some shapes are the same and
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)
Direct InstructionOption 1 – My Math Chapter 12 Lessons 1, 2, 3
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate pulling shapes from the center of the table and saying the name of the shape. Students will practice pulling shapes and saying the names as well as pulling shapes that the teacher says as quickly as possible.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will match shapes to the ones on flash cards regardless of orientation or overall size.
Individual Center – Students work on the
Task 1:Quarterly AssessmentNot directly assessed
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.
NJCTL2-D
Slides 46-48, 57-58, 70-73, 74-75, 77-80, 90-94https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/
geometry-and-patterns-2/3-D
Slides 96-101, 108-114https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/
geometry-and-patterns-2/
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
Chapter 11Lesson 2Lesson 3Lesson 4
Chapter 12Lesson 1Lesson 2Lesson 3
CAR © 2009
some shapes are different.
Day 5
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). Give 3 real life 3-d objects students will match 3-D shapes to the 3-D objects and say the name of the shapes using a photo word bank.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs pulling shapes from a box and naming the shapes correctly. Students will be able to check the name of their shapes using a word bank.
Interdisciplinary Center – After listening to the shorty Not A Box students will take a shape page and state not just a ______(name of shape) and create something else the shape could be. For
example, not just a rectangle. It is a stick of gum. http://www.k-5mathteachingresources.com/support-files/its-not-just-a..pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
.
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
http://www.k-5mathteachingresources.com/s
upport-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
K.G.A.2. Correctly name shapes regardless of their orientation or overall size.
Learning Goal # 5: Correctly names shapes regardless of their orientation of overall
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)
Direct Instruction
Task 1:Quarterly AssessmentNot directly assessed
Task 2:Teachers will agree on common
Better Lessonshttps://betterlesson.com/lesson/565680/
what-is-a-triangle
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/is-it-longer.pdf
CAR © 2009
size.
SLO(s):SWBAT name a 2-Dimensional or 3-Dimensional shape regardless of the orientation or the overall size.
SWBAT draw a 2-Dimensional shape regardless of the orientation or the overall size.
SWBAT explain why some shapes are the same and some shapes are different.
Day 6
Option 1 – Better Lessons https://betterlesson.com/lesson/565680/what-is-a-triangle
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate pulling shapes from the center of the table and saying the name of the shape. Students will practice pulling shapes and saying the names as well as pulling shapes that the teacher says as quickly as possible.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will match shapes to the ones on flash cards regardless of orientation or overall size.
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). Give 3 real life 3-d objects students will match 3-D shapes to the 3-D objects and say the name of the shapes using a photo word bank.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students will work in pairs pulling shapes from a box and naming the shapes correctly. Students will be able to check the name of their shapes using a word bank.
Interdisciplinary Center – After listening to the shorty Not A Box students will take a shape page and state not just a ______(name of shape) and
classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
http://www.k-5mathteachingresources.com/s
upport-files/comparing-towers-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/which-is-heaver-ver.1.pdf
YouTube
https://www.youtube.com/watch?v=Gy2C1wtJJsg
CAR © 2009
create something else the shape could be. For
example, not just a rectangle. It is a stick of gum. http://www.k-5mathteachingresources.com/support-files/its-not-just-a..pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.G.A.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)
Learning Goal # 6: Identify shapes as two-dimensional (lying in a plan, flat) or three-dimensional (not flat, solid).
SLO(s):SWBAT identify shapes as two-dimensional or three-dimensional
SWBAT compare 2-D and 3-D shapes, in different sizes, and orientations
Day 1
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)
Direct InstructionOption 1 – Engage NYModule 2 Topic C Lesson 9
Option 2- You Tube “3-D” shapes that I knowhttps://www.youtube.com/watch?v=2cg-
Uc556-Q
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate pulling shapes (both 2-D and 3-D) from the center of the table and saying the name of the shape and the dimension of the shape. Students will practice pulling shapes and saying the name and the dimension of the shape. (ie. if the teacher pulls a cube the student would say “Cube, 3-D” )
Standards Based Problems Center – Students work in a group to solve the style of problems
Task 1:Quarterly AssessmentTask # 4“I Spy”
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.
You Tube- “3-D Shapes that I know”https://www.youtube.com/watch?v=2cg-
Uc556-Q
Engage NYhttps://www.engageny.org/ccls-math/kg3
Module 2 Topic C Lesson 9 and Lesson 10
Better Lessonshttps://betterlesson.com/lesson/resource/2319289/sorting-2d-3d-shapes-worksheet
Bridges Mathhttps://bridges1.mathlearningcenter.org/media/
Bridges_GrK_OnlineSupplement/BKSUP-C1_Geometry3D_0709.pdf
CAR © 2009
the assessments (Quarterly). Shape sort activity with 2-D and 3-D objects. https://betterlesson.com/lesson/resource/2319289/sorting-2d-3d-shapes-worksheet
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). Give 3 real life 3-d objects students will match 3-D shapes to the 3-D objects and say the name of the shapes using a photo word bank.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Shape Detective” Page 5 of the resource below: https://bridges1.mathlearningcenter.org/media/Bridges_GrK_OnlineSupplement/BKSUP-C1_Geometry3D_0709.pdf
Interdisciplinary Center –
Students can practice the following 3-D Shapes Song/Poem.
3D Shapes are fat not flatA cone is like a party hatA sphere is a bouncy ballA prism is a building tallA cylinder is like a can of popA cube is like the dice you drop3D shapes are here and there3D shapes are everywhere!
CAR © 2009
Review Classwork
Exit Ticket
Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:K.G.3WIDA ELDS: 3SpeakingListening
Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Identify different types of shapes by sorting shapes according to oral descriptions using visuals and T-Charts.
VU: Shapes, dimensional, solid, flat
LFC: Commands
LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5
Language Objectives
Identify different types of shapes after listening to oral descriptions in L1 and/or oral descriptions using single words.
Identify different types of shapes after listening to oral descriptions in L1 and/or oral descriptions using short phrases.
Identify different types of shapes after listening to simple oral descriptions.
Identify different types of shapes after listening to oral descriptions consisting of expanding sentences.
Identify different types of shapes after listening to detailed oral descriptions.
Learning Supports
PicturesL1 supportT-Charts
PicturesL1 supportT-Charts
PicturesT-Charts
T-Charts
K.G.A.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)
Learning Goal # 6: Identify shapes as two-dimensional (lying in a plan, flat) or three-dimensional (not flat, solid).
SLO(s):SWBAT identify shapes as two-dimensional or three-dimensional
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)
Direct InstructionOption 1 – Engage NYModule 2 Topic C Lesson 10
Option 2- You Tube “3-D” shapes that I knowhttps://www.youtube.com/watch?v=2cg-
Uc556-Q
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate pulling shapes (both 2-D and 3-D)
Task 1:Quarterly AssessmentTask # 4“I Spy”
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
You Tube- “3-D Shapes that I know”https://www.youtube.com/watch?v=2cg-
Uc556-Q
Engage NYhttps://www.engageny.org/ccls-math/kg3
Module 2 Topic C Lesson 9 and Lesson 10
Better Lessonshttps://betterlesson.com/lesson/resource/2319289/sorting-2d-3d-shapes-worksheet
Bridges Mathhttps://bridges1.mathlearningcenter.org/media/
Bridges_GrK_OnlineSupplement/BKSUP-C1_Geometry3D_0709.pdf
CAR © 2009
SWBAT compare 2-D and 3-D shapes, in different sizes, and orientations
Day 2
from the center of the table and saying the name of the shape and the dimension of the shape. Students will practice pulling shapes and saying the name and the dimension of the shape. (ie. if the teacher pulls a cube the student would say “Cube, 3-D” )
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Shape sort activity with 2-D and 3-D objects. https://betterlesson.com/lesson/resource/2319289/sorting-2d-3d-shapes-worksheet
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). Give 3 real life 3-d objects students will match 3-D shapes to the 3-D objects and say the name of the shapes using a photo word bank.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Shape Detective” Page 5 of the resource below: https://bridges1.mathlearningcenter.org/media/Bridges_GrK_OnlineSupplement/BKSUP-C1_Geometry3D_0709.pdf
Interdisciplinary Center –
Students can practice the following 3-D Shapes Song/Poem.
3D Shapes are fat not flatA cone is like a party hat
assessments in column 5.
CAR © 2009
A sphere is a bouncy ballA prism is a building tallA cylinder is like a can of popA cube is like the dice you drop3D shapes are here and there3D shapes are everywhere!
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.G.A.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)
Learning Goal # 6: Identify shapes as two-dimensional (lying in a plan, flat) or three-dimensional (not flat, solid).
SLO (s):SWBAT identify shapes as two-dimensional or three-dimensional
SWBAT compare 2-D and 3-D shapes, in different sizes, and orientations
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)
Direct InstructionOption 1 – Learn Zillion
https://hcpss.learnzillion.com/resources/76928-k-g-a-3
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate pulling shapes (both 2-D and 3-D) from the center of the table and saying the name of the shape and the dimension of the shape. Students will practice pulling shapes and saying the name and the dimension of the shape. (ie. if the teacher pulls a cube the student would say “Cube, 3-D” )
Standards Based Problems Center – Students
Task 1:Quarterly AssessmentTask # 4“I Spy”
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.
You Tube- “3-D Shapes that I know”https://www.youtube.com/watch?v=2cg-
Uc556-Q
Engage NYhttps://www.engageny.org/ccls-math/kg3
Module 2 Topic C Lesson 9 and Lesson 10
Learn Zillionhttps://hcpss.learnzillion.com/resources/
76928-k-g-a-3
Better Lessonshttps://betterlesson.com/lesson/resource/2319289/sorting-2d-3d-shapes-worksheet
Bridges Mathhttps://bridges1.mathlearningcenter.org/media/
Bridges_GrK_OnlineSupplement/BKSUP-C1_Geometry3D_0709.pdf
CAR © 2009
Day 3 work in a group to solve the style of problems the assessments (Quarterly). Shape sort activity with 2-D and 3-D objects. https://betterlesson.com/lesson/resource/2319289/sorting-2d-3d-shapes-worksheet
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). Give 3 real life 3-d objects students will match 3-D shapes to the 3-D objects and say the name of the shapes using a photo word bank.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Shape Detective” Page 5 of the resource below: https://bridges1.mathlearningcenter.org/media/Bridges_GrK_OnlineSupplement/BKSUP-C1_Geometry3D_0709.pdf
Interdisciplinary Center –
Students can practice the following 3-D Shapes Song/Poem.
3D Shapes are fat not flatA cone is like a party hatA sphere is a bouncy ballA prism is a building tallA cylinder is like a can of popA cube is like the dice you drop3D shapes are here and there3D shapes are everywhere!
CAR © 2009
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.OA.A.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g. using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 3 + 2 and 5 = 4 + 1)
Learning Goal # 7: Decompose numbers less than or equal to ten into pairs of numbers in more than one way and record with a drawing or equation.
SLO(s):SWBAT decompose (break apart) numbers less than or equal to ten into two numbers
SWBAT record the decomposition (breaking apart) of numbers with a drawing
SWBAT record the decomposition (breaking apart) of numbers with an
Refer 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)
Direct Instruction:Option 1: Module 4, Topic B Lesson 7https://www.engageny.org/search-site?search=k.oa.3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With white boards and markers the teacher will provide students with a number from 1-10. The student will then record the different ways they can make that number. Students can use drawings and or numbers. (ie. for the number 4 students would write 2+2, 3+1, 1+3)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work on” Addition Bag” individually or in groups.
http://www.k-5mathteachingresources.com/support-files/addition-bag.pdf
Individual Center – Students work on the individual skill that they need based on their
Task 1:Quarterly AssessmentTask 5“Making Numbers”
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 NY
Module 4 , Topic B Lesson 7, 8, 9, 10Module 4, Topic E, Lesson 25, 26, 27, & 28https://www.engageny.org/search-site?
search=k.oa.3
CAR © 2009
equation
SWBAT decompose a number into more than one way
Day 1
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 “Pick Two”. For each set of numbers below, pick two numbers that add to make six. Write an equation that shows that those two numbers add to make 6.
3, 5, 3a. 6, 0, 2b. 1, 6, 5c. 3, 2, 4d. 4, 2, 6
Each day students could work on a different number within 10. (ie. 5, 6, 7, 8, 9, or 10)
https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/166
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Shake and Spill” in partners. https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/165
Interdisciplinary Center – Read “Ten Flashing Fireflies” by Philemon Sturges. Once complete student can complete the task card below. http://www.k-5mathteachingresources.com/support-files/ten-flashing-fireflies.pdf
Review Classwork
Exit TicketStudent Learning Objective (SLO) Language Objective Language Needed
CAR © 2009
SLO: 2CCSS:K.OA.3WIDA ELDS: 1, 3WritingListeningSpeaking
Decompose numbers less than or equal to ten into pairs of numbers in more than one way and record with a drawing or equations (e.g., write 7 as 2 + 5 and 6 + 1).
Produce numbers in writing and orally to show different ways to make a number less than or equal to ten after listening to oral directions using illustrations/diagrams/drawings, Connecting Cubes and/or a partner.
VU: Number words, less than, equal to
LFC: Commands
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Produce numbers in writing and orally to show different ways to make a number less than or equal to ten after listening to oral directions in L1 and/or which use Pictures and selected technical words or phrases.
Produce numbers in writing and orally to show different ways to make a number less than or equal to ten after listening to oral directions in L1 and/or which use Pictures and selected technical vocabulary in phrases and short sentences.
Produce numbers in writing and orally to show different ways to make a number less than or equal to ten after listening to oral directions which use key, technical vocabulary in simple sentences.
Produce numbers in writing and orally to show different ways to make a number less than or equal to ten after listening to oral directions which use key, technical vocabulary in expanded sentences.
Produce numbers in writing and orally to show different ways to make a number less than or equal to ten after listening to oral directions which use technical vocabulary in multiple sentences.
Learning Supports
L1 supportConnecting CubesIllustrations/diagrams/drawingsPartner work
L1 supportConnecting CubesIllustrations/diagrams/drawingsPartner work
Connecting CubesIllustrations/diagrams/drawingsPartner work
Connecting CubesPartner work
Connecting Cubes
K.OA.A.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g. using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 3 + 2 and 5 = 4 + 1)
Learning Goal # 7: Decompose numbers less than or equal to ten into pairs of numbers in more than one way and record with a drawing or equation.
Refer 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)
Direct Instruction:Option 1: Module 4, Topic B Lesson 8https://www.engageny.org/search-site?search=k.oa.3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With white boards and markers the teacher will provide students with a number from 1-10. The student will then record the different ways they can make that number.
Task 1:Quarterly AssessmentTask 5“Making Numbers”
Task 2:Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that
Engage NY
Module 4 , Topic B Lesson 7, 8, 9, 10Module 4, Topic E, Lesson 25, 26, 27, & 28https://www.engageny.org/search-site?
search=k.oa.3
CAR © 2009
SLO(s):SWBAT decompose (break apart) numbers less than or equal to ten into two numbers
SWBAT record the decomposition (breaking apart) of numbers with a drawing
SWBAT record the decomposition (breaking apart) of numbers with an equation
SWBAT decompose a number into more than one way
Day 2
Students can use drawings and or numbers. (ie. for the number 4 students would write 2+2, 3+1, 1+3)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work on” Addition Bag” individually or in groups.
http://www.k-5mathteachingresources.com/support-files/addition-bag.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 “Pick Two”. For each set of numbers below, pick two numbers that add to make six. Write an equation that shows that those two numbers add to make 6.
3, 5, 3e. 6, 0, 2f. 1, 6, 5g. 3, 2, 4h. 4, 2, 6
Each day students could work on a different number within 10. (ie. 5, 6, 7, 8, 9, or 10)
https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/166
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Shake and Spill” in partners.
most closely match the assessments in column 5.
CAR © 2009
https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/165
Interdisciplinary Center – Read “Ten Flashing Fireflies” by Philemon Sturges. Once complete student can complete the task card below. http://www.k-5mathteachingresources.com/support-files/ten-flashing-fireflies.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.OA.A.3. Decompose
numbers less than or equal to 10 into pairs in more than one way, e.g. using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 3 + 2 and 5 = 4 + 1)
Learning Goal # 7: Decompose numbers less than or equal to ten into pairs of numbers in more than one way and record with a drawing or equation.
SLO(s):SWBAT decompose (break apart) numbers less than or equal to ten into two numbers
SWBAT record the
Refer 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)
Direct Instruction:Option 1: Module 4, Topic B Lesson 9https://www.engageny.org/search-site?search=k.oa.3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With white boards and markers the teacher will provide students with a number from 1-10. The student will then record the different ways they can make that number. Students can use drawings and or numbers. (ie. for the number 4 students would write 2+2, 3+1, 1+3)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work
Task 1:Quarterly AssessmentTask 5“Making Numbers”
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 NY
Module 4 , Topic B Lesson 7, 8, 9, 10Module 4, Topic E, Lesson 25, 26, 27, & 28https://www.engageny.org/search-site?
search=k.oa.3
CAR © 2009
decomposition (breaking apart) of numbers with a drawing
SWBAT record the decomposition (breaking apart) of numbers with an equation
SWBAT decompose a number into more than one way
Day 3
on” Addition Bag” individually or in groups.
http://www.k-5mathteachingresources.com/support-files/addition-bag.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 “Pick Two”. For each set of numbers below, pick two numbers that add to make six. Write an equation that shows that those two numbers add to make 6.
3, 5, 3i. 6, 0, 2j. 1, 6, 5k. 3, 2, 4l. 4, 2, 6
Each day students could work on a different number within 10. (ie. 5, 6, 7, 8, 9, or 10)
https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/166
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Shake and Spill” in partners. https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/165
Interdisciplinary Center – Read “Ten Flashing Fireflies” by Philemon Sturges. Once complete student can complete the task card below. http://www.k-5mathteachingresources.com/sup
CAR © 2009
port-files/ten-flashing-fireflies.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.OA.A.3. Decompose
numbers less than or equal to 10 into pairs in more than one way, e.g. using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 3 + 2 and 5 = 4 + 1)
Learning Goal # 7: Decompose numbers less than or equal to ten into pairs of numbers in more than one way and record with a drawing or equation.
SLO(s):SWBAT decompose (break apart) numbers less than or equal to ten into two numbers
SWBAT record the decomposition (breaking apart) of numbers with a drawing
SWBAT record the decomposition (breaking
Refer 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)
Direct Instruction:Option 1: Module 4, Topic B Lesson 10https://www.engageny.org/search-site?search=k.oa.3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With white boards and markers the teacher will provide students with a number from 1-10. The student will then record the different ways they can make that number. Students can use drawings and or numbers. (ie. for the number 4 students would write 2+2, 3+1, 1+3)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work on” Addition Bag” individually or in groups.
http://www.k-5mathteachingresources.com/support-files/addition-bag.pdf
Individual Center – Students work on the
Task 1:Quarterly AssessmentTask 5“Making Numbers”
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 NY
Module 4 , Topic B Lesson 7, 8, 9, 10Module 4, Topic E, Lesson 25, 26, 27, & 28https://www.engageny.org/search-site?
search=k.oa.3
CAR © 2009
apart) of numbers with an equation
SWBAT decompose a number into more than one way
Day 4
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 “Pick Two”. For each set of numbers below, pick two numbers that add to make six. Write an equation that shows that those two numbers add to make 6.
3, 5, 3m. 6, 0, 2n. 1, 6, 5o. 3, 2, 4p. 4, 2, 6
Each day students could work on a different number within 10. (ie. 5, 6, 7, 8, 9, or 10)
https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/166
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Shake and Spill” in partners. https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/165
Interdisciplinary Center – Read “Ten Flashing Fireflies” by Philemon Sturges. Once complete student can complete the task card below. http://www.k-5mathteachingresources.com/support-files/ten-flashing-fireflies.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.OA.A.3. Decompose Refer to Number Talks by Sherry Parrish Task 1: Engage NY
CAR © 2009
numbers less than or equal to 10 into pairs in more than one way, e.g. using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 3 + 2 and 5 = 4 + 1)
Learning Goal # 7: Decompose numbers less than or equal to ten into pairs of numbers in more than one way and record with a drawing or equation.
SLO(s):SWBAT decompose (break apart) numbers less than or equal to ten into two numbers
SWBAT record the decomposition (breaking apart) of numbers with a drawing
SWBAT record the decomposition (breaking apart) of numbers with an equation
SWBAT decompose a number into more than one way
*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)
Direct Instruction:Option 1: Module 4, Topic E Lesson 9https://www.engageny.org/search-site?search=k.oa.3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With white boards and markers the teacher will provide students with a number from 1-10. The student will then record the different ways they can make that number. Students can use drawings and or numbers. (ie. for the number 4 students would write 2+2, 3+1, 1+3)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work on” Addition Bag” individually or in groups.
http://www.k-5mathteachingresources.com/support-files/addition-bag.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 “Pick Two”. For each set of numbers below, pick two numbers that add to
Quarterly AssessmentTask 5“Making Numbers”
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 4 , Topic B Lesson 7, 8, 9, 10Module 4, Topic E, Lesson 25, 26, 27, & 28https://www.engageny.org/search-site?
search=k.oa.3
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/addition-bag.pdf
http://www.k-5mathteachingresources.com/support-files/ten-flashing-fireflies.pdf
Illustrative Mathhttps://www.illustrativemathematics.org/content-
standards/K/OA/A/3/tasks/166
https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/165
CAR © 2009
Day 5 make six. Write an equation that shows that those two numbers add to make 6.
3, 5, 3q. 6, 0, 2r. 1, 6, 5s. 3, 2, 4t. 4, 2, 6
Each day students could work on a different number within 10. (ie. 5, 6, 7, 8, 9, or 10)
https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/166
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Shake and Spill” in partners. https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/165
Interdisciplinary Center – Read “Ten Flashing Fireflies” by Philemon Sturges. Once complete student can complete the task card below. http://www.k-5mathteachingresources.com/support-files/ten-flashing-fireflies.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.OA.A.3. Decompose
numbers less than or equal to 10 into pairs in more than one way, e.g. using objects or drawings, and record each decomposition by a drawing or equation (e.g. 5 = 3 + 2 and 5 = 4
Refer 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)
Direct Instruction:Option 1: Module 4, Topic B Lesson 10
Task 1:Quarterly AssessmentTask 5“Making Numbers”
Task 2:Teachers will agree on common
Engage NY
Module 4 , Topic B Lesson 7, 8, 9, 10Module 4, Topic E, Lesson 25, 26, 27, & 28https://www.engageny.org/search-site?
search=k.oa.3
CAR © 2009
+ 1)
Learning Goal # 7: Decompose numbers less than or equal to ten into pairs of numbers in more than one way and record with a drawing or equation.
SLO(s):SWBAT decompose (break apart) numbers less than or equal to ten into two numbers
SWBAT record the decomposition (breaking apart) of numbers with a drawing
SWBAT record the decomposition (breaking apart) of numbers with an equation
SWBAT decompose a number into more than one way
Day 6
https://www.engageny.org/search-site?search=k.oa.3
CentersTeacher Center – The teacher works in a small group with 1-4 students. With white boards and markers the teacher will provide students with a number from 1-10. The student will then record the different ways they can make that number. Students can use drawings and or numbers. (ie. for the number 4 students would write 2+2, 3+1, 1+3)
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work on” Addition Bag” individually or in groups.
http://www.k-5mathteachingresources.com/support-files/addition-bag.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 “Pick Two”. For each set of numbers below, pick two numbers that add to make six. Write an equation that shows that those two numbers add to make 6.
3, 5, 3u. 6, 0, 2v. 1, 6, 5w. 3, 2, 4x. 4, 2, 6
Each day students could work on a different
classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
CAR © 2009
number within 10. (ie. 5, 6, 7, 8, 9, or 10)
https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/166
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Shake and Spill” in partners. https://www.illustrativemathematics.org/content-standards/K/OA/A/3/tasks/165
Interdisciplinary Center – Read “Ten Flashing Fireflies” by Philemon Sturges. Once complete student can complete the task card below. http://www.k-5mathteachingresources.com/support-files/ten-flashing-fireflies.pdf
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.OA.A.4. For any
number from 1 to 9, find the number that makes 10 when added to the given number e.g. by using objects or drawings, and record the answer with a drawing or equation.
Learning Goal # 8:Given a number less than 10, find the number that makes 10.
SLO(s):
Refer 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)
Direct Instruction:Option 1: Engage NYModule 4, Topic H, Lesson 39https://www.engageny.org/search-site?search=k.oa.4
CentersTeacher Center – The teacher works in a small group with 1-4 students. Students can work with students to complete the following type of
Task 1:Quarterly AssessmentTask 6“Make Ten”
Task 2:Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should
Engage NYModule 4, Topic H, Lesson 39, 40, 41
https://www.engageny.org/search-site?search=k.oa.4
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/make-10-on-the-ten-frame-ver.1.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
CAR © 2009
SWBAT find a missing part of 10 using objects
SWBAT use drawing, or equations to dins the number that makes 10, given a number from 1 to 9
Day 1
activity. 1) Count out 5 blue cubes. Join the cubes. 2) Add red cubes until you have made a tower of ten. 3) Build as many different towers of ten as you can using only blue and red cubes. 4) Assist students in writing an addition equation to math each tower. This may be a good time to create a chart for students to recognize patterns.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs. Each pair gets 10 connecting cubes.Partner #1 connects the 10 cubes and then puts the stack behind his back.He breaks the stack apart and shows his partner one of the stacks. Partner #2 counts the cubes and tells how many are hiding behind the Partner #1’s back. Partner #1 reveals the hidden cubes. Partner #2 then gives the response “___ and ___ equals ten”. Partners switch roles and repeat the activity.The pairs continue taking turns hiding the cubes and telling the combination of ten.
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 in the resource section.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Make Ten” in small group or individually.
be selected that most closely match the assessments in column 5.
and best prepare students for the assessment.Lesson 4-8, 5-7
CAR © 2009
http://www.k-5mathteachingresources.com/support-files/make-10-on-the-ten-frame-ver.1.pdf
Interdisciplinary Center –
Read “Making Tens” by John Burstein. Have students
Review Classwork
Exit TicketStudent Learning Objective (SLO) Language Objective Language Needed
SLO: 3CCSS:K.OA.4WIDA ELDS: 1, 3WritingSpeakingListening
Given a number less than 10, find a number that makes 10 (e.g., 1 + 9, 2 + 8, 3 + 7, 4 + 6, 5 + 5, etc.)
Identify orally and in writing how many more are needed to make ten after listening to oral directions using Illustrations/diagrams/drawings, Manipulatives, and/or teacher Prompts.
VU: More, number words,
LFC: Modals, auxiliaries (will)
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Identify orally and in writing how many more will make ten after listening to oral directions in L1 and/or which use examples and selected technical words or phrases.
Identify orally and in writing how many more will make ten after listening to oral directions in L1 and/or which use selected technical vocabulary in phrases and short sentences.
Identify orally and in writing how many more will make ten after listening to oral directions which use key, technical vocabulary in simple sentences.
Identify orally and in writing how many more will make ten after listening to oral directions which use key, technical vocabulary in expanded sentences.
Identify orally and in writing how many more will make ten after listening to oral directions which use technical vocabulary in multiple sentences.
Learning Supports
ManipulativesL1 supportTeacher SupportPicturesGestures
ManipulativesL1 supportTeacher SupportGestures
ManipulativesTeacher SupportPicturesGestures
ManipulativesGestures
Manipulatives
K.OA.A.4. For any number from 1 to 9, find the number that makes 10 when added to the given number
Refer 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
Task 1:Quarterly AssessmentTask 6“Make Ten”
Engage NYModule 4, Topic H, Lesson 39, 40, 41
https://www.engageny.org/search-site?search=k.oa.4
K-5 Math Teaching Resources
CAR © 2009
e.g. by using objects or drawings, and record the answer with a drawing or equation.
Learning Goal # 8:Given a number less than 10, find the number that makes 10.
SLO(s):SWBAT find a missing part of 10 using objects
SWBAT use drawing, or equations to dins the number that makes 10, given a number from 1 to 9
Day 2
section of the book (P. 71-96)
Direct Instruction:Option 1: Engage NYModule 4, Topic H, Lesson 40https://www.engageny.org/search-site?search=k.oa.4
CentersTeacher Center – The teacher works in a small group with 1-4 students. Students can work with students to complete the following type of activity. 1) Count out 5 blue cubes. Join the cubes. 2) Add red cubes until you have made a tower of ten. 3) Build as many different towers of ten as you can using only blue and red cubes. 4) Assist students in writing an addition equation to math each tower. This may be a good time to create a chart for students to recognize patterns.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs. Each pair gets 10 connecting cubes.Partner #1 connects the 10 cubes and then puts the stack behind his back.He breaks the stack apart and shows his partner one of the stacks. Partner #2 counts the cubes and tells how many are hiding behind the Partner #1’s back. Partner #1 reveals the hidden cubes. Partner #2 then gives the response “___ and ___ equals ten”. Partners switch roles and Quarterly AssessmentTask 6“Make Ten”repeat the activity.The pairs continue taking turns hiding the cubes and telling the combination of ten.
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.
http://www.k-5mathteachingresources.com/support-files/make-10-on-the-ten-frame-ver.1.pdf
‘MyMath
www.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.
Lesson 4-8, 5-7
CAR © 2009
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 in the resource section.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Make Ten” in small group or individually.http://www.k-5mathteachingresources.com/support-files/make-10-on-the-ten-frame-ver.1.pdf
Interdisciplinary Center –
Read “Making Tens” by John Burstein. Have students
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.OA.A.4. For any
number from 1 to 9, find the number that makes 10 when added to the given number e.g. by using objects or drawings, and record the answer with a drawing or equation.
Refer 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)
Direct Instruction:Option 1: Engage NYModule 4, Topic H, Lesson 41https://www.engageny.org/search-site?
Task 1:Quarterly AssessmentTask 6“Make Ten”
Task 2:Teachers will agree on common classwork problems in their
Engage NYModule 4, Topic H, Lesson 39, 40, 41
https://www.engageny.org/search-site?search=k.oa.4
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/make-10-on-the-ten-frame-ver.1.pdf‘
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available
CAR © 2009
Learning Goal # 8:Given a number less than 10, find the number that makes 10.
SLO(s):SWBAT find a missing part of 10 using objects
SWBAT use drawing, or equations to dins the number that makes 10, given a number from 1 to 9
Day 3
search=k.oa.4
CentersTeacher Center – The teacher works in a small group with 1-4 students. Students can work with students to complete the following type of activity. 1) Count out 5 blue cubes. Join the cubes. 2) Add red cubes until you have made a tower of ten. 3) Build as many different towers of ten as you can using only blue and red cubes. 4) Assist students in writing an addition equation to math each tower. This may be a good time to create a chart for students to recognize patterns.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs. Each pair gets 10 connecting cubes.Partner #1 connects the 10 cubes and then puts the stack behind his back.He breaks the stack apart and shows his partner one of the stacks. Partner #2 counts the cubes and tells how many are hiding behind the Partner #1’s back. Partner #1 reveals the hidden cubes. Partner #2 then gives the response “___ and ___ equals ten”. Partners switch roles and repeat the activity.The pairs continue taking turns hiding the cubes and telling the combination of ten.
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).
professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
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.
Lesson 4-8, 5-7
CAR © 2009
Students can work on the My Math Resources listed in the resource section.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Make Ten” in small group or individually.http://www.k-5mathteachingresources.com/support-files/make-10-on-the-ten-frame-ver.1.pdf
Interdisciplinary Center –
Read “Making Tens” by John Burstein. Have students
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.OA.A.4. For any
number from 1 to 9, find the number that makes 10 when added to the given number e.g. by using objects or drawings, and record the answer with a drawing or equation.
Learning Goal # 8:Given a number less than 10, find the number that makes 10.
SLO(s):SWBAT find a missing part
Refer 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)
Direct Instruction:Option 1: Missing Ten Frame Activityhttps://hcpss.instructure.com/courses/124/files/38298/download?verifier=1SbFXRLc2UZnWaiVeK5wKJNqaGLC1GzOFUldwV6G&wrap=1
CentersTeacher Center – The teacher works in a small group with 1-4 students. Students can work with students to complete the following type of activity. 1) Count out 5 blue cubes. Join the
Task 1:Quarterly AssessmentTask 6“Make Ten”
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
MdK12.govhttps://hcpss.instructure.com/courses/124/files/
38298/download?verifier=1SbFXRLc2UZnWaiVeK5wKJNqaGLC1GzOFU
ldwV6G&wrap=1
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/make-10-on-the-ten-frame-ver.1.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.
CAR © 2009
of 10 using objects
SWBAT use drawing, or equations to dins the number that makes 10, given a number from 1 to 9
Day 4
cubes. 2) Add red cubes until you have made a tower of ten. 3) Build as many different towers of ten as you can using only blue and red cubes. 4) Assist students in writing an addition equation to math each tower. This may be a good time to create a chart for students to recognize patterns.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs. Each pair gets 10 connecting cubes.Partner #1 connects the 10 cubes and then puts the stack behind his back.He breaks the stack apart and shows his partner one of the stacks. Partner #2 counts the cubes and tells how many are hiding behind the Partner #1’s back. Partner #1 reveals the hidden cubes. Partner #2 then gives the response “___ and ___ equals ten”. Partners switch roles and repeat the activity.The pairs continue taking turns hiding the cubes and telling the combination of ten.
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 in the resource section.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Make Ten” in small group or individually.http://www.k-5mathteachingresources.com/
match the assessments in column 5.
Lesson 4-8, 5-7
CAR © 2009
support-files/make-10-on-the-ten-frame-ver.1.pdf
Interdisciplinary Center –
Read “Making Tens” by John Burstein. Have students
Review Classwork
Exit Ticket
ELL Modifications: See Day 1 K.OA.A.4. For any
number from 1 to 9, find the number that makes 10 when added to the given number e.g. by using objects or drawings, and record the answer with a drawing or equation.
Learning Goal # 8:Given a number less than 10, find the number that makes 10.
SLO(s):SWBAT find a missing part of 10 using objects
SWBAT use drawing, or equations to dins the number that makes 10, given a number from 1 to 9
Refer 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)
Direct Instruction:Option 1: Learn Zillionhttps://hcpss.learnzillion.com/resources/76938-k-oa-a-4
CentersTeacher Center – The teacher works in a small group with 1-4 students. Students can work with students to complete the following type of activity. 1) Count out 5 blue cubes. Join the cubes. 2) Add red cubes until you have made a tower of ten. 3) Build as many different towers of ten as you can using only blue and red cubes. 4) Assist students in writing an addition equation to math each tower. This may be a good time to create a chart for students to recognize patterns.
Standards Based Problems Center – Students work in a group to solve the style of problems
Task 1:Quarterly AssessmentTask 6“Make Ten”
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.
Learn Zillionhttps://hcpss.learnzillion.com/resources/76938-k-
oa-a-4
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/make-10-on-the-ten-frame-ver.1.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.
Lesson 4-8, 5-7
CAR © 2009
Day 5the assessments (Quarterly). Students will work in pairs. Each pair gets 10 connecting cubes.Partner #1 connects the 10 cubes and then puts the stack behind his back.He breaks the stack apart and shows his partner one of the stacks. Partner #2 counts the cubes and tells how many are hiding behind the Partner #1’s back. Partner #1 reveals the hidden cubes. Partner #2 then gives the response “___ and ___ equals ten”. Partners switch roles and repeat the activity.The pairs continue taking turns hiding the cubes and telling the combination of ten.
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 in the resource section.
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can play “Make Ten” in small group or individually.http://www.k-5mathteachingresources.com/support-files/make-10-on-the-ten-frame-ver.1.pdf
Interdisciplinary Center –
Read “Making Tens” by John Burstein. Have students
Review Classwork
CAR © 2009
Exit Ticket
ELL Modifications: See Day 1 K.NBT.A.1 . Compose
and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8); Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. *(benchmarked)
Learning Goal # 9:Compose and decompose numbers from 11 to 19 into groups of ten and one(s) with or without manipulatives; record each composition or decomposition through a drawing or equation.
SLO(s):SWBAT compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s)
SWBAT use the term ones
Refer 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)
Direct Instruction:Option 1: Engage NYModule 5, Topic E, Lesson 20https://www.engageny.org/ccls-math/knbt1
Option 2: MdK12.govhttps://hcpss.instructure.com/courses/124/files/38305/download?verifier=lvyF1XNNoVcUltdDzNM1pTnucIRcRHwnWTianaL6&wrap=1
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher can play “Ten More Ones” with students. This will help ensure students are understanding taught concepts.http://www.k-5mathteachingresources.com/support-files/ten-ones-and-more-ones-ver.1.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work on this center individually, or in partners.“What Makes a Teen Number”https://www.illustrativemathematics.org/content-standards/K/NBT/A/1/tasks/1404
Individual Center – Students work on the individual skill that they need based on their pre-test data. “Counting Cup”
Task 1:Quarterly AssessmentTask 7“Bundles of Math”
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 NYModule 5, Topic E, Lessons 20, 21, 22, 23, 24https://www.engageny.org/ccls-math/knbt1
MdK12.govhttps://hcpss.instructure.com/courses/124/files/
38305/download?verifier=lvyF1XNNoVcUltdDzNM1pTnucIRcRHwnWTi
anaL6&wrap=1
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/ten-ones-and-more-ones-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Illustrative Mathhttps://www.illustrativemathematics.org/content-
standards/K/NBT/A/1/tasks/1404
CAR © 2009
to describe the number of objects in each group
SWBAT record each composition and decomposition using objects and drawings
SWBAT record each composition or decomposition through drawing or equation
Day 1
http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. “Teen Puzzles”http://www.k-5mathteachingresources.com/support-files/teen-puzzles.pdf
Interdisciplinary Center – Read “100 days of Cool” By Stuart Murphy.
Review Classwork
Exit Ticket
Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:K.NBT.1WIDA ELDS: 3Writing
Compose and decompose numbers from 11 to 19 into a group of ten and one(s) with or without Manipulatives. Record each composition or decomposition through a drawing or equation.
Demonstrate comprehension of oral directions to compose and decompose numbers from 11-19 by writing or drawing the response using popsicle sticks, Prompts, Teacher Modeling and number cards.
VU: Tens, ones, number words, and
LFC: Single words, conjunctions
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate comprehension of oral directions in L1 and/or which use selected vocabulary with picture Prompts to compose and decompose numbers from 11-19 by writing or drawing the response.
Demonstrate comprehension of oral directions in L1 and/or which use selected technical vocabulary to compose and decompose numbers from 11-19 by writing or drawing the response.
Demonstrate comprehension of oral directions which use key, technical vocabulary in phrases to compose and decompose numbers from 11-19 by writing or drawing the response.
Demonstrate comprehension of oral directions which use key, technical vocabulary in simple sentences to compose and decompose numbers from 11-19 by writing or drawing the response.
Demonstrate comprehension of oral directions which use technical vocabulary in multiple sentences to compose and decompose numbers from 11-19 by writing or drawing the response.
Learning Supports
L1 supportBundles of 10s and 1s popsicle sticksTeacher ModelingGesturesPromptsNumber cards
L1 supportBundles of 10s and 1s popsicle sticksTeacher ModelingPromptsNumber cards
Bundles of 10s and 1s popsicle sticksTeacher ModelingPrompts
Bundles of 10s and 1s popsicle sticksTeacher Modeling
Bundles of 10s and 1s popsicle sticks
K.NBT.A.1 . Compose and decompose
Refer to Number Talks by Sherry Parrish*It is recommended that teachers use
Task 1:Quarterly
Engage NY
CAR © 2009
numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8); Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. *(benchmarked)
Learning Goal # 9:Compose and decompose numbers from 11 to 19 into groups of ten and one(s) with or without manipulatives; record each composition or decomposition through a drawing or equation.
SLO(s):SWBAT compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s)
SWBAT use the term ones to describe the number of objects in each group
SWBAT record each
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)
Direct Instruction:Option 1: Engage NYModule 5, Topic E, Lesson 21https://www.engageny.org/ccls-math/knbt1
Option 2: MdK12.orghttps://hcpss.instructure.com/courses/124/files/38304/download?verifier=Nu1C5cza5RjsfzXPk7jUV0jqs5LYZGUIDsMYBNEv&wrap=1
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher can play “Ten More Ones” with students. This will help ensure students are understanding taught concepts.http://www.k-5mathteachingresources.com/support-files/ten-ones-and-more-ones-ver.1.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work on this center individually, or in partners.“What Makes a Teen Number”https://www.illustrativemathematics.org/content-standards/K/NBT/A/1/tasks/1404
Individual Center – Students work on the individual skill that they need based on their pre-test data. “Counting Cup”http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. “Teen Puzzles”http://www.k-5mathteachingresources.com/
AssessmentTask 7“Bundles of Math”
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 5, Topic E, Lessons 20, 21, 22, 23, 24https://www.engageny.org/ccls-math/knbt1
MdK12.govhttps://hcpss.instructure.com/courses/124/files/
38304/download?verifier=Nu1C5cza5RjsfzXPk7jUV0jqs5LYZGUIDsMYB
NEv&wrap=1
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/ten-ones-and-more-ones-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Illustrative Mathhttps://www.illustrativemathematics.org/content-
standards/K/NBT/A/1/tasks/1404
CAR © 2009
composition and decomposition using objects and drawings
SWBAT record each composition or decomposition through drawing or equation
Day 2
support-files/teen-puzzles.pdf
Interdisciplinary Center – Read “100 days of Cool” By Stuart Murphy.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.NBT.A.1 . Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8); Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. *(benchmarked)
Learning Goal # 9:Compose and decompose numbers from 11 to 19 into groups of ten and one(s) with or without manipulatives; record each composition or decomposition through a drawing or equation.
Refer 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)
Direct Instruction:Option 1: Engage NYModule 5, Topic E, Lesson 22https://www.engageny.org/ccls-math/knbt1
Option 2: Learn Zillionhttps://hcpss.learnzillion.com/resources/76934-k-nbt-a-1
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher can play “Ten More Ones” with students. This will help ensure students are understanding taught concepts.http://www.k-5mathteachingresources.com/support-files/ten-ones-and-more-ones-ver.1.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work
Task 1:Quarterly AssessmentTask 7“Bundles of Math”
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 NYModule 5, Topic E, Lessons 20, 21, 22, 23, 24https://www.engageny.org/ccls-math/knbt1
Learn Zillionhttps://hcpss.learnzillion.com/resources/76934-k-
nbt-a-1
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/ten-ones-and-more-ones-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Illustrative Mathhttps://www.illustrativemathematics.org/content-
standards/K/NBT/A/1/tasks/1404
CAR © 2009
SLO(s):SWBAT compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s)
SWBAT use the term ones to describe the number of objects in each group
SWBAT record each composition and decomposition using objects and drawings
SWBAT record each composition or decomposition through drawing or equation
Day 3
on this center individually, or in partners.“What Makes a Teen Number”https://www.illustrativemathematics.org/content-standards/K/NBT/A/1/tasks/1404
Individual Center – Students work on the individual skill that they need based on their pre-test data. “Counting Cup”http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. “Teen Puzzles”http://www.k-5mathteachingresources.com/support-files/teen-puzzles.pdf
Interdisciplinary Center – Read “100 days of Cool” By Stuart Murphy.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.NBT.A.1 . Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8); Understand that these numbers are composed of ten ones and one,
Refer 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)
Direct Instruction:Option 1: Engage NYModule 5, Topic E, Lesson 23https://www.engageny.org/ccls-math/knbt1
CentersTeacher Center – The teacher works in a small
Task 1:Quarterly AssessmentTask 7“Bundles of Math”
Task 2:Teachers will agree on common classwork problems in their professional learning communities or
Engage NYModule 5, Topic E, Lessons 20, 21, 22, 23, 24https://www.engageny.org/ccls-math/knbt1
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/ten-ones-and-more-ones-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Illustrative Mathhttps://www.illustrativemathematics.org/content-
standards/K/NBT/A/1/tasks/1404
CAR © 2009
two, three, four, five, six, seven, eight, or nine ones. *(benchmarked)
Learning Goal # 9:Compose and decompose numbers from 11 to 19 into groups of ten and one(s) with or without manipulatives; record each composition or decomposition through a drawing or equation.
SLO(s):SWBAT compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s)
SWBAT use the term ones to describe the number of objects in each group
SWBAT record each composition and decomposition using objects and drawings
SWBAT record each composition or decomposition through drawing or equation
Day 4
group with 1-4 students. Teacher can play “Ten More Ones” with students. This will help ensure students are understanding taught concepts.http://www.k-5mathteachingresources.com/support-files/ten-ones-and-more-ones-ver.1.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work on this center individually, or in partners.“What Makes a Teen Number”https://www.illustrativemathematics.org/content-standards/K/NBT/A/1/tasks/1404
Individual Center – Students work on the individual skill that they need based on their pre-test data. “Counting Cup”http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. “Teen Puzzles”http://www.k-5mathteachingresources.com/support-files/teen-puzzles.pdf
Interdisciplinary Center – Read “100 days of Cool” By Stuart Murphy.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
grade level meetings. Problems should be selected that most closely match the assessments in column 5.
CAR © 2009
K.NBT.A.1 . Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g. 18 = 10 + 8); Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. *(benchmarked)
Learning Goal # 9:Compose and decompose numbers from 11 to 19 into groups of ten and one(s) with or without manipulatives; record each composition or decomposition through a drawing or equation.
SLO(s):SWBAT compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s)
SWBAT use the term ones to describe the number of objects in each group
Refer 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)
Direct Instruction:Option 1: Engage NYModule 5, Topic E, Lesson 24https://www.engageny.org/ccls-math/knbt1
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher can play “Ten More Ones” with students. This will help ensure students are understanding taught concepts.http://www.k-5mathteachingresources.com/support-files/ten-ones-and-more-ones-ver.1.pdf
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work on this center individually, or in partners.“What Makes a Teen Number”https://www.illustrativemathematics.org/content-standards/K/NBT/A/1/tasks/1404
Individual Center – Students work on the individual skill that they need based on their pre-test data. “Counting Cup”http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. “Teen Puzzles”http://www.k-5mathteachingresources.com/support-files/teen-puzzles.pdf
Interdisciplinary Center – Read “100 days of
Task 1:Quarterly AssessmentTask 7“Bundles of Math”
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 NYModule 5, Topic E, Lessons 20, 21, 22, 23, 24https://www.engageny.org/ccls-math/knbt1
Learn Zillionhttps://hcpss.learnzillion.com/resources/76934-k-
nbt-a-1
K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/
support-files/ten-ones-and-more-ones-ver.1.pdf
http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf
Illustrative Mathhttps://www.illustrativemathematics.org/content-
standards/K/NBT/A/1/tasks/1404
CAR © 2009
SWBAT record each composition and decomposition using objects and drawings
SWBAT record each composition or decomposition through drawing or equation
Day 5
Cool” By Stuart Murphy.
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.OA.A.5. Demonstrate fluency for addition and subtraction within 5 (by the end of Kindergarten). *(benchmarked)
Learning Goal # 10:Use mental math strategies to solve addition and subtraction facts within 5.
SLO(s):SWBAT use mental math strategies to solve addition and subtraction facts within 5
SWBAT add and subtract fluently within 5 with accuracy and efficacy
Day 1
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)
Direct InstructionOption 1 – NJCTL Slides 54-61https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students addition and subtraction problems with sums and difference within 5. Students will solve problems within 90 seconds using strategies that are best for them. https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1409
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work
Task 1:Quarterly AssessmentTask 8“Let’s Hop”
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.
NJCTLAddition
54-61https://njctl.org/courses/math/kindergarten-
math/operations-and-algebraic-thinking/Subtraction
Slides 117-126https://njctl.org/courses/math/kindergarten-
math/operations-and-algebraic-thinking/
Learn Zillionhttps://learnzillion.com/lesson_plans/3732
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
Chapter 5Lesson 3Lesson 4
Chapter 6Lesson 3Lesson 4
CAR © 2009
in pairs and play Fast Five. Students will race to pair all the numbers with dots that will equal 5. http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Students will create a 5 book using yellow/red counters. Students will demonstrate all the ways to make 5. Students will practice saying __+__=5..
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Using counters and a die students will participate in the activity Minus One. Students will roll a die minus 1 and cover the difference on the board. Students will say the subtraction equation each turn. http://www.k-5mathteachingresources.com/support-files/minus-one.pdf
Interdisciplinary Center – Students will sing and dance to the Add Up To 5 song while practicing their addition facts within 5. https://www.youtube.com/watch?v=ud66E-ElW_Y
Review Classwork
Exit Ticket
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
http://www.k-5mathteachingresources.com/support-files/minus-one.pdf
YouTube
https://www.youtube.com/watch?v=ud66E-ElW_Y
Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:K.OA.5WIDA ELDS: 3ListeningSpeaking
Fluently add within 5. Follow oral directions to add within 5 using Teacher Modeling and Manipulatives.
VU: Add, plus, equals
LFC: Commands
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5
CAR © 2009
Language Objectives
Follow simple, oral directions, which have repetitive grammatical structures, to add within 5 in L1 and/or follow simple oral directions of single words or gestures.
Follow multiple-step oral directions, to add within 5 in L1 and/or follow simple oral phrasal directions.
Follow simple oral directions to add within 5.
Follow two-step oral directions to add within 5.
Follow multiple step oral directions to add within 5.
Learning Supports
Teacher ModelingL1 text and/or supportManipulatives
Teacher ModelingL1 text and/or supportManipulatives
Teacher ModelingManipulatives
Manipulatives Manipulatives
Student Learning Objective (SLO) Language Objective Language NeededSLO: 4CCSS:K.OA.5WIDA ELDS: 1, 3Listening
Use mental math strategies to solve addition and subtraction facts within 5.
Demonstrate comprehension of oral questions to solve addition and subtraction problems within 5 using mental math strategies, Prompts, Teacher Modeling and large number cards.
VU: Number words, plus, minus
LFC: Question words (What), simple phrases
LC: Varies by ELP level
ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives
Demonstrate comprehension of oral questions and directions in L1 and/or which use selected vocabulary and Teacher Modeling to solve addition and subtraction problems within 5.
Demonstrate comprehension of oral questions and directions in L1 and/or which use selected vocabulary in phrases to solve addition and subtraction problems within 5.
Demonstrate comprehension of oral questions and directions which use key, technical vocabulary in simple sentences to solve addition and subtraction problems within 5.
Demonstrate comprehension of oral questions and directions which use key, technical vocabulary in complete sentences to solve addition and subtraction problems within 5.
Demonstrate comprehension of oral questions and directions which use technical vocabulary in complete sentences to solve addition and subtraction problems within 5.
Learning Supports
Teacher ModelingLarge number cardsL1 supportPrompts
Teacher ModelingLarge number cardsL1 supportPrompts
Teacher ModelingLarge number cardsPrompts
Teacher ModelingLarge number cards
Large number cards
K.OA.A.5. Demonstrate fluency for addition and subtraction within 5 (by the end of Kindergarten). *(benchmarked)
Learning Goal # 10:Use mental math strategies to solve addition and subtraction facts within 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)
Direct Instruction
Option 1 – NJCTL Slides 117-126https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/
Task 1:Quarterly AssessmentTask 8“Let’s Hop”
Task 2:Teachers will agree on common classwork problems in their professional learning
NJCTLSubtraction
Slides 117-126https://njctl.org/courses/math/kindergarten-
math/operations-and-algebraic-thinking/
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
http://www.k-5mathteachingresources.com/
CAR © 2009
SLO(s):SWBAT use mental math strategies to solve addition and subtraction facts within 5
SWBAT add and subtract fluently within 5 with accuracy and efficacy
Day 2
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students addition and subtraction problems with sums and difference within 5. Students will solve problems within 90 seconds using strategies that are best for them. https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1409
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Fast Five. Students will race to pair all the numbers with dots that will equal 5. http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Students will create a 5 book using yellow/red counters. Students will demonstrate all the ways to make 5. Students will practice saying __+__=5..
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Using counters and a die students will participate in the activity Minus One. Students will roll a die minus 1 and cover the difference on the board. Students will say the subtraction equation each turn. http://www.k-5mathteachingresources.com/support-files/minus-one.pdf
Interdisciplinary Center – Students will sing and dance to the Add Up To 5 song while practicing their addition facts within 5. https://www.youtube.com/watch?v=ud66E-
communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
support-files/minus-one.pdf
YouTube
https://www.youtube.com/watch?v=ud66E-ElW_Y
CAR © 2009
ElW_Y
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.OA.A.5. Demonstrate fluency for addition and subtraction within 5 (by the end of Kindergarten). *(benchmarked)
Learning Goal # 10:Use mental math strategies to solve addition and subtraction facts within 5.
SLO(s):SWBAT use mental math strategies to solve addition and subtraction facts within 5
SWBAT add and subtract fluently within 5 with accuracy and efficacy
Day 3
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)
Direct InstructionOption 1- Learn Zillion https://learnzillion.com/lesson_plans/3732
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students addition and subtraction problems with sums and difference within 5. Students will solve problems within 90 seconds using strategies that are best for them. https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1409
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Fast Five. Students will race to pair all the numbers with dots that will equal 5. http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Students will create a 5 book
Task 1:Quarterly AssessmentTask 8“Let’s Hop”
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.
Learn Zillionhttps://learnzillion.com/lesson_plans/3732
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
http://www.k-5mathteachingresources.com/support-files/minus-one.pdf
YouTube
https://www.youtube.com/watch?v=ud66E-ElW_Y
CAR © 2009
using yellow/red counters. Students will demonstrate all the ways to make 5. Students will practice saying __+__=5..
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Using counters and a die students will participate in the activity Minus One. Students will roll a die minus 1 and cover the difference on the board. Students will say the subtraction equation each turn. http://www.k-5mathteachingresources.com/support-files/minus-one.pdf
Interdisciplinary Center – Students will sing and dance to the Add Up To 5 song while practicing their addition facts within 5. https://www.youtube.com/watch?v=ud66E-ElW_Y
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
K.OA.A.5. Demonstrate fluency for addition and subtraction within 5 (by the end of Kindergarten). *(benchmarked)
Learning Goal # 10:Use mental math strategies to solve addition and subtraction facts within 5.
SLO(s):
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)
Direct InstructionOption 1 – My Math Chapter 5 Lessons 3 and 4
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students addition and subtraction problems
Task 1:Quarterly AssessmentTask 8“Let’s Hop”
Task 2:Teachers will agree on common classwork problems in their professional learning communities or
MyMathwww.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
Chapter 5Lesson 3Lesson 4
Chapter 6Lesson 3Lesson 4
K-5 Math Teaching Aids
CAR © 2009
SWBAT use mental math strategies to solve addition and subtraction facts within 5
SWBAT add and subtract fluently within 5 with accuracy and efficacy
Day 4
with sums and difference within 5. Students will solve problems within 90 seconds using strategies that are best for them. https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1409
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Fast Five. Students will race to pair all the numbers with dots that will equal 5. http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Students will create a 5 book using yellow/red counters. Students will demonstrate all the ways to make 5. Students will practice saying __+__=5..
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Using counters and a die students will participate in the activity Minus One. Students will roll a die minus 1 and cover the difference on the board. Students will say the subtraction equation each turn. http://www.k-5mathteachingresources.com/support-files/minus-one.pdf
Interdisciplinary Center – Students will sing and dance to the Add Up To 5 song while practicing their addition facts within 5. https://www.youtube.com/watch?v=ud66E-ElW_Y
Review Classwork
grade level meetings. Problems should be selected that most closely match the assessments in column 5.
http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
http://www.k-5mathteachingresources.com/support-files/minus-one.pdf
YouTube
https://www.youtube.com/watch?v=ud66E-ElW_Y
CAR © 2009
Exit Ticket
ELL Modifications: See Day 1
K.OA.A.5. Demonstrate fluency for addition and subtraction within 5 (by the end of Kindergarten). *(benchmarked)
Learning Goal # 10:Use mental math strategies to solve addition and subtraction facts within 5.
SLO(s):SWBAT use mental math strategies to solve addition and subtraction facts within 5
SWBAT add and subtract fluently within 5 with accuracy and efficacy
Day 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)
Direct InstructionOption 1 – My Math Chapter 6 Lessons 3 and 4
CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will give students addition and subtraction problems with sums and difference within 5. Students will solve problems within 90 seconds using strategies that are best for them. https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1409
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will work in pairs and play Fast Five. Students will race to pair all the numbers with dots that will equal 5. http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
Individual Center – Students work on the individual skill that they need based on their pre-test data. Students will create a 5 book using yellow/red counters. Students will demonstrate all the ways to make 5. Students will practice saying __+__=5..
Manipulative Center – Students work on solving
Task 1:Quarterly AssessmentTask 8“Let’s Hop”
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
Chapter 5Lesson 3Lesson 4
Chapter 6Lesson 3Lesson 4
K-5 Math Teaching Aids
http://www.k-5mathteachingresources.com/support-files/fast-five.pdf
http://www.k-5mathteachingresources.com/support-files/minus-one.pdf
YouTube
https://www.youtube.com/watch?v=ud66E-ElW_Y
CAR © 2009
problems using manipulative, such as base ten blocks; Rekenreks; etc. Using counters and a die students will participate in the activity Minus One. Students will roll a die minus 1 and cover the difference on the board. Students will say the subtraction equation each turn. http://www.k-5mathteachingresources.com/support-files/minus-one.pdf
Interdisciplinary Center – Students will sing and dance to the Add Up To 5 song while practicing their addition facts within 5. https://www.youtube.com/watch?v=ud66E-ElW_Y
Review Classwork
Exit Ticket
ELL Modifications: See Day 1
CAR © 2009