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Kindergarten: Guide to Plan for Success 1
Contents
Yearly Progression and Standards...................................................................................................................................................................................................................................2
Kindergarten Daily Math Block Structure.....................................................................................................................................................................................................................5
August and September......................................................................................................................................................................................................................................................6
October...............................................................................................................................................................................................................................................................................7
November............................................................................................................................................................................................................................................................................8
December............................................................................................................................................................................................................................................................................9
January.............................................................................................................................................................................................................................................................................10
February...........................................................................................................................................................................................................................................................................11
March................................................................................................................................................................................................................................................................................12
April..................................................................................................................................................................................................................................................................................13
May....................................................................................................................................................................................................................................................................................14
Updated 6/22/17
Kindergarten: Guide to Plan for Success 2
Yearly Progression and StandardsProgression All Kindergarten Standards
(not in order next to month)August --- October: Numbers Through 5 DOMAIN: Counting and Cardinality
CLUSTER - Know Number Names and the Count SequenceMAFS.K.CC.1.1: Count to 100 by ones and by tensMAFS.K.CC.1.3: Read and Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects) MAFS.K.CC.2.4:
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.MAFS.K.CC.2.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. MAFS.K.CC.1.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1)MAFS.K.CC.3.6: (DOK 2)Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.MAFS.K.CC.3.7: (DOK 2)Compare two numbers between 1 and 10 presented as written numerals.
Counting and Cardinality: Know Names and the count sequence Recognize and write numerals 0-5 Comparing numbers 0-5 (more, less, the same as) One-to-one correspondence with counting to 5 Understanding the last number said is the amount in the set Counting forward and backward to 10 (recognizing the numeral as saying it) Count Chorally to 100
*Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Addition and Subtraction to 5 Comparing the number of the set to the amount needed to make 5 Solve word problems involving both addends unknown to 5 Solve addition and subtraction word problems to 5
Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)
Name shapes regardless of their size (small/large) or how it is turned –Circles, Sphere, Cone, Triangles (3-sided, not just equilaterals), Quadrilaterals (4-sided), and Pentagons (5-sided)
Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the shape’s name and position
words (above, below, beside, in front of, behind, and next to) Analyze and compare 2D and 3D shapes and describe their similarities and differences (angles,
vertices, sides, edge, face) Model, build, and draw shapes Joining shapes together to form other shapes
Measurement: Classify objects and count the number of objects in each category Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers)
Measure with non-standard units*With objects, fingers, mental images, drawings, verbal explanations, expressions, and equations
Updated 6/22/17
Kindergarten: Guide to Plan for Success 3
November --- January: Numbers Through 10Counting and Cardinality: Know names and count sequence
Recognize and write numerals 0-10 Comparing numbers 0-10 (more, less, the same as) One-to-one correspondence with counting to 10 Understanding the last number said is the amount in the set Counting forward and backward to 20 (recognizing the numeral as saying it) Count Chorally to 100
*Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Addition and Subtraction to 10 Comparing the number of the set to the amount needed to make 10 (IMPORTANT!) Solve word problems involving both addends unknown to 10 Solve addition and subtraction word problems to 10
Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)
Name shapes regardless of their size (small/large) or how it is turned –Review all shapes and add Hexagons (6-sided) and Cubes (6 faces)
Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the shape’s name and
position words (above, below, beside, in front of, behind, and next to) Analyze and compare 2D and 3D shapes and describe their similarities and differences
(angles, vertices, sides, edge, face) Model, build, and draw shapes Join shapes together to form other shapes
Measurement: Classify objects and count the number of objects in each category Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units
*With objects, fingers, mental images, drawings, verbal explanations, expressions, and equations
DOMAIN: Operations and Algebraic ThinkingCLUSTER – Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. MAFS.K.OA.1.4: (DOK 2)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.MAFS.K.OA.1.1: (DOK 2)Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations.MAFS.K.OA.1.a (DOK 2)Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.)9 = 8 + 1; 9 = 7 + 2; 9 = 6 + 3; 9 = 5 + 4; etc….MAFS.K.OA.1.2: (DOK 2)Solve addition and subtraction word problems, and add and subtract within 10 e.g., by using objects or drawings to represent the problem. MAFS.K.OA.1.5: Fluently add and subtract within 5.
DOMAIN: Number and Operations in Base TenCLUSTER – Work with numbers 11-19 to gain foundations for place value.MAFS.K.NBT.1.1: (DOK 2)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 and decomposition by 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.
February –-- May: Teen Numbers Domain: Measurement and DataCLUSTER -Describe and compare measurable attributesCounting and Cardinality: Know names and the count sequences
Updated 6/22/17
Kindergarten: Guide to Plan for Success 4
Recognize and write numerals 0-20 Comparing numbers 0-20 (more, less, the same as) One-to-one correspondence with counting to 20 Understanding the last number said is the amount in the set Count forward from any given number to 100 by ones and tens Counting forward and backward to 20 by pointing to each number Count Chorally to 100 by ones and tens (using filled ten frames)
Number and Operations in Base Ten: Work with numbers 11-19 to gain foundations for place value. Compose and decompose numbers into tens and some more
*Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Addition and subtraction equations to 20 (10 +___) Comparing the number of the set to the amount needed to make 10 (IMPORTANT!) Solve word problems involving both addends unknown to 10 Solve addition and subtraction word problems to 10
Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)
Name shapes regardless of their size (small/large) or how it is turned –Review all shapes and introduce cylinders
Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the shape’s name and
position words (above, below, beside, in front of, behind, and next to) Analyze and compare 2D and 3D shapes and describe their similarities and differences
(angles, vertices, sides, edge, face) Model, build, and draw shapes Join shapes together to form other shapes
Measurement: Classify objects and count the number of objects in each category Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units
*With objects, fingers, mental images, drawings, verbal explanations, expressions, and equations
MAFS.K.MD.2.3: (DOK 2)Classify objects (shapes) into given categories, count the numbers of objects in each category and sort the categories by count.MAFS.K.MD.1.1: (DOK 2)Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.MAFS.K.MD.1.a (DOK 2)Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with not gaps or overlaps.MAFS.K.MD.1.2: (DOK 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 difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Domain: GeometryCLUSTER – Analyze, compare, create, and compose shapes.MAFS.K.G.1.1: (DOK 2)Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.MAFS.K.G.1.2: Correctly name shapes regardless of their orientations or overall size.MAFS.K.G.1.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).MAFS.K.G.2.4: (DOK 3)Analyze and compare two-and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (eg.,having sides of equal length).MAFS.K.G.2.5: (DOK 2)Model shapes in the world by building shapes from components (e.g., sticks and clay balls) drawing shapes.MAFS.K.G.2.6: (DOK 2)Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
Updated 6/22/17
Kindergarten: Guide to Plan for Success 5
Kindergarten Daily Math Block StructureNumber Talk
(10 min)
Cou
ntin
g Fo
rwar
d an
d B
ackw
ard
Number of the Day (10-15 min)
Problem of the Day (15 min) Upside-Down Teaching
Build and Explore Activities (15+ min)
Purpose: Develop fluency, flexibility with numbers
Place value development and exploration with geometry and measurement
Connecting words and equations (make a model, draw a picture, make an equation)
Independent or cooperative practice of grade-level skills
T: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relate it to an equation
T: reveals number of the day S: Solve independently or in pairs (exploring with tools)S: Collaborate, explain, and justifyT: Class discussion (whole group)- questioning students to clarify understanding, elaborate, and extend with all NBT standards in mind
T: Poses Word Problem (or three act task)S: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc).T: Class discussion (whole group)- questioning students to clarify understanding (elaborate and extend)
Everyone does the same activity
Partners work on the same activity
Daily stations Weekly stations “Grab Bag” activities Activity extending from the
day’s skills
As strategies are introduced throughout the year (naturally), build an anchor chart
Write the numeral
Monday: Number Sense-Mystery Number or Model It Tuesday- Number Sense- Teamwork/gameWednesday- Number Sense-Riddle Thursday- GeometryFriday-Measurement
Three Types of Addition and Subtraction Problems:
Both addends unknownResult UnknownDifference Unknown
Number sense, geometry, and measurement activities all year Task cards Math Games (dice,
dominoes, spinners, cards) Computer station-math
websites
Tools Any tool that would help clarify a child’s answer to the rest of the class.Ten frames, rekenreks, number lines, number bonds, bar models, 100s chart, counters
Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (0-5, 1-6, 2-7, 3-8, 4-9); greater than/less than/equal to cards or mat, NOD Graphic Organizer
Journal, whiteboard Anything needed for the game/activity
Standards Specific standards mentioned throughout document
CC
.1.1
and
C
C.1
.2
CC.1.3 (and others mentioned in Number Talks)G.1.1, G.1.2, G.1.3, G.2.4, G.2.5, G.2.6MD.1.1, MD.1.2, MD.1.a, MD.2.3
OA.1.a, OA.1.1, OA.1.2 Practice and modeling the standards
August and SeptemberNumber Talks Focus Teacher Notes Number of the Day Problem Of Build and Resources
Updated 6/22/17
Kindergarten: Guide to Plan for Success 6
(0-10) Focus Flipchart The Day Explore ActivitiesMondays: Dot cards to 4
Subitizing Fluency of
numbers to 4 Pattern-set
recognition Shorter or longer
(with connecting cubes)
Number before and after How many more to get to 5?
Monday-Wednesday: Counting and Cardinality
Recognize and write numerals 0-5 Comparing numbers 0-5 (more, less, the same as) One-to-one correspondence with counting to 5 Understanding the last number said is the amount in the set Counting forward and backward to 10 (recognizing the
numeral as saying it) Count Chorally to 100
Types of word problems that need to be included throughout the week with numbers up to 5
Both addends unknown
Result Unknown
Difference Unknown
Build and Explore Activities 0-5
Number sense activity:
Number sense activity:
Number sense activity:
Geometry activity:
Measurement
activity:
NOD Flipchart 0-5POD Flipchart 0-5
Number Talk: Chapter 1 & 2
Number of the Day:Counting and Cardinality: Chapter 1 & 2
Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Five frames and ten frames with 3 and 4Wednesdays: Connecting Cubes with 3 and 4Thursdays: Rekenreks with 3 and 4
Thursday: Geometry Name shapes regardless of their size (small/large) or how
it is turned –Circles, Sphere, Cone, Triangles (3-sided, not just equilaterals), Quadrilaterals (4-sided), and Pentagons (5-sided)
Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment
using the shape’s name and position words Analyze and compare 2D and 3D shapes and describe their
similarities and differences Model, build, and draw shapes Joining shapes together to form other shapes
Fridays: Who has more? Numbers 1-4
More, less, same Count sequence Pattern set
recognition
How many more?How many more to get to 5?Write the numeral
Fridays: Measurement & Data Classify objects and count the number of objects in each
category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter
Standards: CC.3.7, CC.2.4, CC.3.6, CC.1.2, OA.1.5
OctoberNumber Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day
Build and Explore
Activities
Resources
Updated 6/22/17
Kindergarten: Guide to Plan for Success 7
Mondays- Dot cards for 5 and 6
Subitizing Fluency of numbers
to 6 Pattern-set
recognition Part-Part-Whole
Number before and after? Monday-Wednesday: Counting and Cardinality
Recognize and write numerals 0-5 Comparing numbers 0-5 (more, less, the same as) One-to-one correspondence with counting to 5 Understanding the last number said is the amount
in the set Counting forward and backward to 10 (recognizing
the numeral as saying it) Count Chorally to 100
Types of word problems that need to be included throughout the week with numbers up to 5
Both addends unknown
Result Unknown
Difference Unknown
Build and Explore Activities 0-5
Number sense activity:
Number sense activity:
Number sense activity:
Geometry activity:
Measurement activity:
NOD Flipchart 0-5POD Flipchart 0-5
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality: Chapter 1 & 2
Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Ten frames with 5 and 6
Wednesdays: Rekenreks with 5 and 6Thursdays: “Break It” with connecting cubes- 5 and 6
Thursday: Geometry Name shapes regardless of their size (small/large)
or how it is turned –Circles, Sphere, Cone, Triangles (3-sided, not just equilaterals), Quadrilaterals (4-sided), and Pentagons (5-sided)
Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the
environment using the shape’s name and position words
Analyze and compare 2D and 3D shapes and describe their similarities and differences
Model, build, and draw shapes Joining shapes together to form other shapes
Fridays: “Order Please” ordering numbers to 10
Count sequence Fill in the number line to count forward and backward to ten.
Fridays: Measurement and DataClassify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter
Number Talk Standards: CC.2.4, CC.2.5, CC.3.6, CC.1.2, OA.1.5
NovemberNumber Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day
Build and Explore
Activities
Resources
Updated 6/22/17
Kindergarten: Guide to Plan for Success 8
Mondays: Rekenreks for 7 and 8
Subitizing Fluency of numbers to
8 Pattern-set recognition
Number before and after How many more to get to 10?
Recognizing pattern of the addends
Adjust one addend up and the other addend down in equal intervals to get the same sum3 + 42 + 5
Monday-Wednesday: Counting and Cardinality
Recognize and write numerals 0-10 Comparing numbers 0-10 (more, less, the same as) One-to-one correspondence with counting to 10 Understanding the last number said is the amount in the set Counting forward and backward to 20 (recognizing the numeral as
saying it) Count Chorally to 100
Types of word problems that need to be included throughout the week with numbers up to 10
Both addends unknown
Result Unknown
Difference Unknown
Build and Explore Activities 0-10
Number sense activity:
Number sense activity:
Number sense activity:
Geometry activity:
Measurement activity:
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality: Chapter 3 & 4 Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Dot Cards for 7 and 8
Wednesdays: “Let’s Compare” 0-10 (same and more)
Same, more, less
Thursdays: Number Bonds for 5-8
Part-Part-Whole Thursday: Geometry Name shapes regardless of their size (small/large) or how it is
turned –Review all shapes and add Hexagons (6-sided) and Cubes (6 faces)
Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the
shape’s name and position words Analyze and compare 2D and 3D shapes and describe their
similarities and differences Model, build, and draw shapes Join shapes together to form other shapes
Fridays: “I Wish I Had” for 5-8
Decomposing numbers Part-Part-Whole
Fridays: Measurement and Data Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter
Number Talk Standards: CC.2.4, CC.2.5, CC.1.6, OA.1.A, CC.1.2, OA.1.5
DecemberNumber Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day
Build and Explore Activities
Resources
Mondays- Ten frames to 8
Subitizing Fluency of numbers to 10 Pattern-set recognition
Monday-Wednesday: Counting and Cardinality
Recognize and write numerals 0-10
Types of word problems that need to be
Build and Explore Activities 0-10
Number Talk: Chapter 5 & 6
Updated 6/22/17
Kindergarten: Guide to Plan for Success 9
Doubles Comparing numbers 0-10 (more, less, the same as) One-to-one correspondence with counting to 10 Understanding the last number said is the amount
in the set Counting forward and backward to 20
(recognizing the numeral as saying it) Count Chorally to 100
included throughout the week with numbers up to 5
Both addends unknown
Result Unknown
Difference Unknown
Number sense activity:
Number sense activity:
Number sense activity:
Geometry activity:
Measurement activity:
Number of the Day:Counting and Cardinality: Chapter 3 & 4 Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: “Figure It Out” adding to 9, doubles
Five and facts Counting on
What would the next one look like? How do you know?
Wednesdays: Rekenreks for 6, 8, 5
Decomposing numbers
Thursdays: Story Problem Number Bond for 7-10
Both addends unknown Part-Part-Whole Decomposing numbers
Thursday: Geometry Name shapes regardless of their size (small/large)
or how it is turned –Review all shapes and add Hexagons (6-sided) and Cubes (6 faces)
Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the
environment using the shape’s name and position words
Analyze and compare 2D and 3D shapes and describe their similarities and differences
Model, build, and draw shapes Join shapes together to form other shapes
Fridays: “Let’s Compare” (more and less)
More, Less, Same Fridays: Measurement and Data Classify objects and count the number of objects
in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter
Number Talk Standards: CC.3.7, OA.1.a, CC.3.6, CC.2.5, CC.2.4, CC.1.2
JanuaryNumber Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day
Build and Explore
Activities
Resources
Mondays: Dot Plates for 8- 10
Subitizing Pattern-Set
recognition Part-Part-Whole Fluency of
Write the expression or equation in different ways
Monday-Wednesday: Counting and Cardinality Recognize and write numerals 0-10 Comparing numbers 0-10 (more, less, the same as) One-to-one correspondence with counting to 10 Understanding the last number said is the amount in the set
Types of word problems that need to be included throughout the week with
Build and Explore Activities 0-10
Number Talk: Chapter 5 & 6
Updated 6/22/17
Kindergarten: Guide to Plan for Success 10
numbers to 10 Doubles
Commutative Property
Counting forward and backward to 20 (recognizing the numeral as saying it) Count Chorally to 100
numbers up to 5
Both addends unknown
Result Unknown
Difference Unknown
Number sense activity:
Number sense activity:
Number sense activity:
Geometry activity:
Measurement activity:
Number of the Day:Counting and Cardinality: Chapter 3 & 4
Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Choral Counting to 100 (1-20, 40-1, 0-30, 30-1)
Counting on from any given number
Number patterns
Wednesdays: Rekenreks for 9 , 10
Ways to make 9 or 10
Part-part-whole
Number bonds and equations
Thursdays: Addition Story problem through 10 (take out one fish of the pond picture on day 9)
Interpreting words Modeling the sum
Writing and recording the equation
Thursday: Geometry Name shapes regardless of their size (small/large) or how it is turned –Review
all shapes and add Hexagons (6-sided) and Cubes (6 faces) Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the shape’s
name and position words Analyze and compare 2D and 3D shapes and describe their similarities and
differences Model, build, and draw shapes Join shapes together to form other shapes
Fridays: Cubes-Break It for 9, 10
Part-Part-Whole Decomposing
numbers Counting on
Fridays: Measurement and Data Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter
Number Talk Standards: CC.3.7, OA.1.a, CC.3.6, CC.2.5, CC.2.4, CC.1.2, OA.1.4February
Number Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day
Build and Explore Activities
Resources
Mondays: Closest to 5 or 10
How many more to make 5? Make 10?
Monday-Wednesday: Counting and Cardinality
Recognize and write numerals 0-20 Comparing numbers 0-20 (more, less, the same as) One-to-one correspondence with counting to 20 Understanding the last number said is the amount in the set Count forward from any given number to 100 by ones and tens Counting forward and backward to 20 by pointing to each number
POD Teen Numbers Flipchart
Types of word problems that need to be included
Build and Explore Activities 0-20
Number sense activity:
Number sense activity:
Number Talk: Chapter 5 & 6
Number of the Day:Counting and
Tuesdays: Number Bond Puzzler for 8, 9
Part-Part-Whole Make it true.Name another way to get to 8.What could
Updated 6/22/17
Kindergarten: Guide to Plan for Success 11
the sum be? Count Chorally to 100 by ones and tens (using filled ten frames) throughout the week with numbers up to 10 (standard goes to 10)
Both addends unknown
Result Unknown
Difference Unknown
Number sense activity:
Geometry activity:
Measurement activity:
Cardinality and NBT: Chapter 7 & 8 Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Wednesdays: Perfect Fit or Not up to 20
Counting on Counting
sequence
Thursdays: Ten and Some More Flash
Teen Numbers Ten and some
more
Thursday: Geometry Name shapes regardless of their size (small/large) or how it is turned –
Review all shapes and introduce cylinders Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the
shape’s name and position words Analyze and compare 2D and 3D shapes and describe their similarities
and differences Model, build, and draw shapes Join shapes together to form other shapes
Fridays: Domino Connect with one less, one more, two more, two less
Pattern-set recognition
One less, one more, two less, two more
What comes next? Why?
Fridays: Measurement Data Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter
Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4March
Number Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day
Build and Explore
Activities
Resources
Mondays- How Many Under the Cup?
Part-Part-Whole
Counting on Addition and
subtraction equations
Fact families
Write equations including unknowns
Monday-Wednesday: Counting and Cardinality
Recognize and write numerals 0-20 Comparing numbers 0-20 (more, less, the same as) One-to-one correspondence with counting to 20 Understanding the last number said is the amount in the set Count forward from any given number to 100 by ones and tens Counting forward and backward to 20 by pointing to each number Count Chorally to 100 by ones and tens (using filled ten frames)
Types of word problems that need to be included throughout the week with numbers up to 10 (standard goes to 10)
Build and Explore Activities 0-20
Number sense activity:
POD Teen Numbers Flipchart
NOD Geometry and Measurement Flipchart
Tuesdays: “What’s the Weight” (lesson 2 is wrong-change the 10 to a number greater than 5)
Write equations including unknowns
Discuss shapes
Updated 6/22/17
Kindergarten: Guide to Plan for Success 12
Both addends unknown
Result Unknown
Difference Unknown
Number sense activity:
Number sense activity:
Geometry activity:
Measurement activity:
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8 Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Wednesdays: “Clue Me In”-riddle to 20
Teen numbers Interpreting a
riddle More, less,
same Numeral-set
recognition
Use a number line. Variation: Just do the riddle without the ten frames to focus on more than one answer and justifying “why”.
Thursdays: Story Problem
Interpreting words to model and write equations
Represent addition and subtraction problems with models and equations
Thursday: Geometry Name shapes regardless of their size (small/large) or how it is turned –
Review all shapes and introduce cylinders Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the
shape’s name and position words Analyze and compare 2D and 3D shapes and describe their similarities
and differences Model, build, and draw shapes Join shapes together to form other shapes
Fridays: “Is It True?” Equalities
Meaning of equal sign
Addition and subtraction
Make it true.Name another way to get to ____What could the sum be?
Fridays: Measurement and Data Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter
Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4
April Number Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day
Build and Explore
Activities
Resources
Mondays: “Terrific Ten”-ways to add to ten with rekenreks, dominoes, story problem, show 10
Ways to make 10
Decomposing 10
Look for patterns in the addends6 + 47 + 3
Monday-Wednesday: Counting and Cardinality
Recognize and write numerals 0-20 Comparing numbers 0-20 (more, less, the same as) One-to-one correspondence with counting to 20 Understanding the last number said is the amount in the set Count forward from any given number to 100 by ones and tens Counting forward and backward to 20 by pointing to each number Count Chorally to 100 by ones and tens (using filled ten frames)
Types of word problems that need to be included throughout the week with numbers up to 10 (standard goes to 10)
Build and Explore Activities 0-20
Number sense activity:
Number
POD Teen Numbers Flipchart
NOD Geometry and Measurement Flipchart
Number Talk:
Tuesdays: “Clue Me In”-riddle to 20
Greater than, less than, same as
Counting sequence
Updated 6/22/17
Kindergarten: Guide to Plan for Success 13
Counting on 10 and some
more
Both addends unknown
Result Unknown
Difference Unknown
sense activity:
Number sense activity:
Geometry activity:
Measurement activity:
Chapter 5 & 6
Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8
Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Wednesdays: “2 Card Build”-sums compared to 10
More, less, and equal to 10
addition
How many more or less than 10?
Thursdays: Number Bond Puzzler-add to 16
Part-Part-Whole Make it true.Name another way to get to _____.What could the sum be?
Thursday: Geometry Name shapes regardless of their size (small/large) or how it is
turned –Review all shapes and introduce cylinders Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the
shape’s name and position words Analyze and compare 2D and 3D shapes and describe their
similarities and differences Model, build, and draw shapes Join shapes together to form other shapes
Fridays: Function Machine-add/subtract
Adding and subtracting
Finding the rule Number
patterns
Have a number line, ten frame and counters available
Fridays: Measurement & Data Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter
Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4, OA.1.5May
Number Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day
Build and Explore
Activities
Resources
Mondays: Beat the Sum
Part-Part-WholeMore, less, the same
Monday-Wednesday: Counting and Cardinality
Recognize and write numerals 0-20 Comparing numbers 0-20 (more, less, the same as) One-to-one correspondence with counting to 20 Understanding the last number said is the amount in the set Count forward from any given number to 100 by ones and tens Counting forward and backward to 20 by pointing to each number Count Chorally to 100 by ones and tens (using filled ten frames)
Types of word problems that need to be included throughout the week with numbers up to 10 (standard goes to 10)
Both
Build and Explore Activities 0-20
Number sense activity:
Number sense activity:
Number sense
POD Teen Numbers Flipchart
NOD Geometry and Measurement Flipchart
Number Talk: Chapter 5 & 6
Tuesdays: Is It True-equalities
Meaning of equal sign
Addition and subtraction
Make it true.Name another way to get to ____What could the sum be?
Wednesdays: Double Ten Frame Images
Subitizing Pattern-set
recognition
What’s the equation?
Updated 6/22/17
Kindergarten: Guide to Plan for Success 14
Part-Part-Whole 10 and some more Add/subtract
addends unknown
Result Unknown
Difference Unknown
activity:
Geometry activity:
Measurement activity:
Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8
Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Thursdays: The Answer Is, add/subtract
Addition and subtraction story problems
Create words to represent models
Record, model, and write equations based on student responses
Thursday: Geometry Name shapes regardless of their size (small/large) or how it is
turned –Review all shapes and introduce cylinders Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using
the shape’s name and position words Analyze and compare 2D and 3D shapes and describe their
similarities and differences Model, build, and draw shapes Join shapes together to form other shapes
Fridays: How Many Under the Cup-addition to 10
Part-Part-Whole Counting on Addition and
subtraction equations
Fact families
Write equations including unknowns
Fridays: Measurement and Data Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter
Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4, OA.1.5
Updated 6/22/17