Curriculu… · Web view– Students work on solving problems ... to the story Goldie Locks and...

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

CAR © 2009

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

http://www.mhmymath.com/

http://www.connected.mcgraw-hill.com/

https://www.engageny.org/search-site?search=k.cc.1



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/

CAR © 2009

https://learnzillion.com/lesson_plans/9625-5-how-many-toes-a




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-

CAR © 2009

https://learnzillion.com/lesson_plans/3801-1-identify-that-a-single-object-has-multiple-measurable-attributes-c

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Manipulatives.pdf

http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/Tenframe.pdf



http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherSupport.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/L1Supports.pdf






http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Gestures.pdf



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?”


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




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



http://www.raftsac.org/ideas/Shape%20Lotto.pdf

http://www.raftsac.org/ideas/Shape%20Lotto.pdf

http://achievethecore.org/coherence-map/#K/42/485/485




https://learnzillion.com/resources/64110-describing-and-comparing-measurable-attributes



https://njctl.org/courses/math/kindergarten-math/measurement/attachments/measurement-2/






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)




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)


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?”


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

https://betterlesson.com/lesson/535724/super-sorter-multiple-attribute-sorting-with-a-venn-diagram



https://learnzillion.com/lesson_plans/3850-4-compare-objects-by-one-attribute-c












http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/ChartsPosters.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/ClassroomDisplays/Wordpicturewall.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/TeacherModeling.pdf





compare measurable attributes such as more/less, taller/shorter, etc.


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)


SLO (s):SWBAT Match attributes by a given attribute such as big/little, short/tall etc.




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


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



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



https://learnzillion.com/lesson_plans/3564-2-organize-and-count-shapes-using-a-ten-frame-fp


https://njctl.org/courses/math/kindergarten-math/data/attachments/data-2/









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.




Review Classwork

Exit Ticket



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 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

https://learnzillion.com/lesson_plans/3805








measurable attributes of a single object.





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.)




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







SWBAT Categorize and



Direct InstructionOption 1 – Better Lessonshttps://betterlesson.com/lesson/535724/super-sorter-multiple-attribute-sorting-with-a-venn-diagram


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,



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.)





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


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


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

CAR © 2009




http://www.k-5mathteachingresources.com/support-files/comparing-towers-ver.1.pdf














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


Language Objectives

Compare and describe two objects with a measurable





CAR © 2009






https://www.illustrativemathematics.org/content-standards/K/MD/A/2/tasks/1402


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.





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/


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



NJCTLSlides 84-95

https://njctl.org/courses/math/kindergarten-math/counting-and-cardinality/attachments/

counting-and-cardinality-2/



http://www.k-5mathteachingresources.com/s

upport-files/comparing-towers-ver.1.pdf


YouTube


CAR © 2009









https://njctl.org/courses/math/kindergarten-math/counting-and-cardinality/attachments/counting-and-cardinality-2/









http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/VennDiagram.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/PartnerWork.pdf


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/PicturesPhotographs.pdf











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



Review Classwork

Exit Ticket

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ELL Modifications: See Day 1






Day 3



Direct InstructionOption 1- Learn Zillion (Length) https://learnzillion.com/lesson_plans/3850-4-compare-objects-by-one-attribute-c





Learn ZillionLength


Weighthttps://learnzillion.com/lesson_plans/3804-6-

measure-the-weight-of-objects-fp



Chapter 5Lesson 1Lesson 2Lesson 4






YouTube


?”

CAR © 2009









https://learnzillion.com/lesson_plans/3804-6-measure-the-weight-of-objects-fp












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



Review Classwork

Exit Ticket


K.MD.A.2. Directly compare two objects

Number TalkRefer to Number Talks by Sherry Parrish

Task 1:Quarterly

Learn ZillionWeight

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with a measurable attribute in common, to see which object has “more of” “less of” the attribute, and describe the differences.



SLO (s):SWBAT describe how to compare the attributes of two objects, as lining them up at the same starting point or weighing them.


Day 4


Direct InstructionOption 1 – Learn Zillion (Weight) https://learnzillion.com/lesson_plans/3804-6-measure-the-weight-of-objects-fp



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?”








YouTube


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



Review Classwork

Exit Ticket





Task 2:




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Day 5

Direct InstructionOption 1 – My Math

Chapter 5 Lessons 1, 2, and 4




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.






YouTube


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



Review Classwork

Exit Ticket


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


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



https://www.youtube.com/watch?v=8avM0-HSxPc








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


t-files/2d-shape-sort-ver.1.pdf

CAR © 2009





http://s3.amazonaws.com/illustrativemathematics/attachments/000/009/256/original/public_task_1403.pdf?1462395713





problems using manipulative, such as base ten blocks; Rekenreks; etc. Given a learning mat students will sort shaped based on the image of the shape that is on the mat. Students will use a spoon to scoop out 2-D shapes then sort and count by shape.


Interdisciplinary Center – After listening to the story Goldie Locks and the Three Bears students will sort out the objects they saw in the story into groups of large, medium, and small. Students can draw pictures of the objects with differences in size.

Review Classwork

Exit Ticket

SLO: 7CCSS:K.MD.3WIDA ELDS: 3ListeningSpeaking

Classify and sort objects into given categories and count the objects in each category (up to 10 objects).

Follow oral directions to classify and sort objects into categories and count and identify the number of objects using Teacher Modeling and Partner Work.

VU: Category, sort, classify, counts. Sizes, colors

LFC: Commands, adjectives of color, size and quantity


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


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).



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



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”


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.



Review Classwork

Exit Ticket





Task 2:Teachers will

Learn Zillionhttps://learnzillion.com/lesson_plans/3566-5-sort-

shapes-fp

CAR © 2009

https://learnzillion.com/lesson_plans/3566-5-sort-shapes-fp







Learning Goals # 4:Count the objects in given categories and sort the categories by count (up to 10 objects).




Day 3

Direct InstructionOption 1 – Learn Zillion (sort by color/shape

then count) https://learnzillion.com/lesson_plans/3566-5-sort-shapes-fp



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









Review Classwork

Exit Ticket



Learning Goals # 4:Count the objects in given categories and sort the



Option 1 – 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.



Day 4

Chapter 9 Lessons 2 and 3.




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/


CAR © 2009





public_task_1403.pdf?1462395713




Review Classwork

Exit Ticket



Learning Goals # 4:Count the objects in given categories and sort the categories by count (up to



Direct InstructionOption 1 – Better Lessonshttps://betterlesson.com/lesson/497774/the-gingerbread-man-loose-in-the-school-sorting


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

https://betterlesson.com/lesson/497774/the-gingerbread-man-loose-in-the-school-sorting







10 objects).




Day 5



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


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


Review Classwork

Exit Ticket


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.


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/



CAR © 2009


https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/geometry-and-patterns-2/











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


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.








YouTube


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



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



SLO (s):



Direct InstructionOption 1 – NJCTL Slides 46-48, 57-58, 70-73, 74-75, 77-80, 90-94


Task 2:Teachers will agree on common classwork problems in their professional

NJCTL2-D


geometry-and-patterns-2/K-5 Math Teaching Aids


CAR © 2009


















http://www.k-5mathteachingresources.com/support-files/its-not-just-a..pdf


SWBAT name a 2-Dimensional or 3-Dimensional shape regardless of the orientation or the overall size.



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





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.



YouTube


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


Review Classwork

Exit Ticket






SWBAT explain why some shapes are the same and



Direct InstructionOption 1 – NJCTL Slides 96-101, 108-114https://njctl.org/courses/math/kindergarten-math/geometry-and-patterns/attachments/geometry-and-patterns-2/


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students will



NJCTL3-D








YouTube


CAR © 2009













some shapes are different.

Day 3

match shapes to the ones on flash cards regardless of orientation or overall size.



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


Review Classwork

Exit Ticket



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




CAR © 2009




names shapes regardless of their orientation of overall size.




Day 4

and continue through the Kindergarten section of the book (P. 71-96)


Direct InstructionOption 1- My Math Chapter 11 Lessons 2, 3, 4













YouTube


CAR © 2009










Review Classwork

Exit Ticket






SWBAT explain why some shapes are the same and


Direct InstructionOption 1 – My Math Chapter 12 Lessons 1, 2, 3



Individual Center – Students work on the



NJCTL2-D


geometry-and-patterns-2/3-D







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.




Review Classwork

Exit Ticket


.






YouTube



Learning Goal # 5: Correctly names shapes regardless of their orientation of overall


Direct Instruction


Task 2:Teachers will agree on common

Better Lessonshttps://betterlesson.com/lesson/565680/

what-is-a-triangle



CAR © 2009



https://betterlesson.com/lesson/565680/what-is-a-triangle












size.




Day 6

Option 1 – Better Lessons https://betterlesson.com/lesson/565680/what-is-a-triangle





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.




YouTube


CAR © 2009









create something else the shape could be. For


Review Classwork

Exit Ticket


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


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”


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

https://bridges1.mathlearningcenter.org/media/Bridges_GrK_OnlineSupplement/BKSUP-C1_Geometry3D_0709.pdf



https://betterlesson.com/lesson/resource/2319289/sorting-2d-3d-shapes-worksheet


https://www.engageny.org/ccls-math/kg3

https://www.youtube.com/watch?v=2cg-Uc556-Q






the assessments (Quarterly). Shape sort activity with 2-D and 3-D objects. https://betterlesson.com/lesson/resource/2319289/sorting-2d-3d-shapes-worksheet


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


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



SLO(s):SWBAT identify shapes as two-dimensional or three-dimensional


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 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


Uc556-Q






CAR © 2009











http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/GraphicOrganizersWorksheets/TChart.pdf










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





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




SLO (s):SWBAT identify shapes as two-dimensional or three-dimensional



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




Uc556-Q



Learn Zillionhttps://hcpss.learnzillion.com/resources/

76928-k-g-a-3




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





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


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


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”


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

https://www.engageny.org/search-site?search=k.oa.3






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

http://www.k-5mathteachingresources.com/support-files/ten-flashing-fireflies.pdf






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



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)




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 2:Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that

Engage NY


search=k.oa.3

CAR © 2009





http://www.state.nj.us/education/modelcurriculum/math/ellscaffolding/ConnectingCubes.pdf




http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/IllustrationsDiagramsDrawings.pdf















SWBAT record the decomposition (breaking apart) of numbers with an equation


Day 2

Students can use drawings and or numbers. (ie. for the number 4 students would write 2+2, 3+1, 1+3)



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



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







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)



SWBAT record the




Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work



Engage NY


search=k.oa.3

CAR © 2009









decomposition (breaking apart) of numbers with a drawing



Day 3

on” Addition Bag” individually or in groups.



3, 5, 3i. 6, 0, 2j. 1, 6, 5k. 3, 2, 4l. 4, 2, 6




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






SWBAT record the decomposition (breaking






Individual Center – Students work on the



Engage NY


search=k.oa.3

CAR © 2009








apart) of numbers with an equation


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





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














Direct Instruction:Option 1: Module 4, Topic E Lesson 9https://www.engageny.org/search-site?search=k.oa.3




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”



search=k.oa.3

K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/

support-files/addition-bag.pdf


Illustrative Mathhttps://www.illustrativemathematics.org/content-

standards/K/OA/A/3/tasks/166


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





Review Classwork

Exit Ticket


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


Direct Instruction:Option 1: Module 4, Topic B Lesson 10


Task 2:Teachers will agree on common

Engage NY


search=k.oa.3

CAR © 2009









+ 1)






Day 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)




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):


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



support-files/make-10-on-the-ten-frame-ver.1.pdf‘




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



http://www.k-5mathteachingresources.com/support-files/make-10-on-the-ten-frame-ver.1.pdf












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



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)



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




K-5 Math Teaching Resources

CAR © 2009






















e.g. by using objects or drawings, and record the answer with a drawing or equation.


SLO(s):SWBAT find a missing part of 10 using objects


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.



‘MyMath

www.connected.mcgraw-hill.com Teacher login page for all online resources available

for My Math



used are those that best match the standard taught and best prepare students for the assessment.

Lesson 4-8, 5-7

CAR © 2009








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



Review Classwork

Exit Ticket




Direct Instruction:Option 1: Engage NYModule 4, Topic H, Lesson 41https://www.engageny.org/search-site?








Teacher login page for all online resources available

CAR © 2009













Day 3

search=k.oa.4



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).


for My Math




Lesson 4-8, 5-7

CAR © 2009



Students can work on the My Math Resources listed in the resource section.




Review Classwork

Exit Ticket




SLO(s):SWBAT find a missing part


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 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








CAR © 2009





https://hcpss.instructure.com/courses/124/files/38298/download?verifier=1SbFXRLc2UZnWaiVeK5wKJNqaGLC1GzOFUldwV6G&wrap=1









of 10 using objects


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.



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



Review Classwork

Exit Ticket







Direct Instruction:Option 1: Learn Zillionhttps://hcpss.learnzillion.com/resources/76938-k-oa-a-4


Standards Based Problems Center – Students work in a group to solve the style of problems



Learn Zillionhttps://hcpss.learnzillion.com/resources/76938-k-

oa-a-4








Lesson 4-8, 5-7

CAR © 2009





https://hcpss.learnzillion.com/resources/76938-k-oa-a-4






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.





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


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”


Engage NYModule 5, Topic E, Lessons 20, 21, 22, 23, 24https://www.engageny.org/ccls-math/knbt1


38305/download?verifier=lvyF1XNNoVcUltdDzNM1pTnucIRcRHwnWTi

anaL6&wrap=1


support-files/ten-ones-and-more-ones-ver.1.pdf

http://www.k-5mathteachingresources.com/support-files/teen-counting-cup.pdf


standards/K/NBT/A/1/tasks/1404

CAR © 2009

https://www.illustrativemathematics.org/content-standards/K/NBT/A/1/tasks/1404




http://www.k-5mathteachingresources.com/support-files/ten-ones-and-more-ones-ver.1.pdf


https://hcpss.instructure.com/courses/124/files/38305/download?verifier=lvyF1XNNoVcUltdDzNM1pTnucIRcRHwnWTianaL6&wrap=1



https://www.engageny.org/ccls-math/knbt1










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


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



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


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/InteractionSupports/Prompts.pdf









http://www.k-5mathteachingresources.com/support-files/teen-puzzles.pdf




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)



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)


Option 2: MdK12.orghttps://hcpss.instructure.com/courses/124/files/38304/download?verifier=Nu1C5cza5RjsfzXPk7jUV0jqs5LYZGUIDsMYBNEv&wrap=1



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”


Module 5, Topic E, Lessons 20, 21, 22, 23, 24https://www.engageny.org/ccls-math/knbt1


38304/download?verifier=Nu1C5cza5RjsfzXPk7jUV0jqs5LYZGUIDsMYB

NEv&wrap=1






CAR © 2009







https://hcpss.instructure.com/courses/124/files/38304/download?verifier=Nu1C5cza5RjsfzXPk7jUV0jqs5LYZGUIDsMYBNEv&wrap=1
















composition and decomposition using objects and drawings


Day 2

support-files/teen-puzzles.pdf


Review Classwork

Exit Ticket


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)




Option 2: Learn Zillionhttps://hcpss.learnzillion.com/resources/76934-k-nbt-a-1


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly). Students can work





nbt-a-1






CAR © 2009







https://hcpss.learnzillion.com/resources/76934-k-nbt-a-1














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




Review Classwork

Exit Ticket


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,



CentersTeacher Center – The teacher works in a small


Task 2:Teachers will agree on common classwork problems in their professional learning communities or







CAR © 2009
















two, three, four, five, six, seven, eight, or nine ones. *(benchmarked)






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





Review Classwork

Exit Ticket


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)










Interdisciplinary Center – Read “100 days of





nbt-a-1






CAR © 2009






















Day 5

Cool” By Stuart Murphy.

Review Classwork

Exit Ticket


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


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”


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/




Chapter 5Lesson 3Lesson 4


CAR © 2009



https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/








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


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


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



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




Direct Instruction

Option 1 – NJCTL Slides 117-126https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/


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/



http://www.k-5mathteachingresources.com/

CAR © 2009































Day 2


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



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

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ElW_Y

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Exit Ticket






Day 3


Direct InstructionOption 1- Learn Zillion https://learnzillion.com/lesson_plans/3732



Individual Center – Students work on the individual skill that they need based on their pre-test data. Students will create a 5 book







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using yellow/red counters. Students will demonstrate all the ways to make 5. Students will practice saying __+__=5..



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SLO(s):


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 2:Teachers will agree on common classwork problems in their professional learning communities or






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SWBAT use mental math strategies to solve addition and subtraction facts within 5


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





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grade level meetings. Problems should be selected that most closely match the assessments in column 5.



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Exit Ticket






Day 5


Direct InstructionOption 1 – My Math Chapter 6 Lessons 3 and 4














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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


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Curriculu… · Web view– Students work on solving problems ... to the story Goldie Locks and...

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