“Which number is greater? Which number is less? How do you ... Curriculu… · Web...

Unit Title: Kindergarten Math Unit 2Grade Level: K

Timeframe: Marking Period 2

Unit Focus and Essential Questions

Unit Focus Know number names and the count sequence to 50 Understand addition as putting together and adding to Understand subtraction as taking part and taking from Count to tell the number of objects Compare numbers

Essential QuestionsK.CC.A.1*What are numbers?Why do we use numbers, what are the properties, and how does our number system function?K.CC.A.2What is a number sequence?How is counting up the same as adding one?K.CC.A.3*How can we represent the number of objects with a written numeral?What does the written numeral represent?K.OA.A.1*How does moving two groups of objects together help you know how many objects there are in all?What do you find when you add two groups or two parts of a whole?K.OA.A.2What is addition?What is subtraction?How can we put numbers together efficiently to solve addition problems?K.CC.B.5*How can we count to tell “how many??K.CC.C.6How can we use phrases like “greater than”, “less than”, and “equal to” to compare objects?K.CC.C.7What is the count sequence?How can we compare written numerals?K.OA.A.5*How can we use mental math strategies to solve basic addition problems?

New Jersey Student Learning Standards

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Standards/Cumulative Progress Indicators (Taught and Assessed):K.CC.A.1*K.CC.A.2K.CC.A.3*K.OA.A.1*K.OA.A.2K.CC.B.5*K.CC.C.6K.CC.C.7K.OA.A.5*

Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

Standard/SWBAT and Pacing Student Strategies Standards Based Assessment

Activities and Resources Reflection

K.CC.A.1 . Count to 100 by ones and by tens.*(benchmarked)

Learning Goal # 1:Count to 50 by ones and tens.

SLO(s):SWBAT count orally by ones up to 50

SWBAT count orally by tens up to 50

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, 19

Task 1:Quarterly AssessmentTask 1A & 1B“Fingers”

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.

Lesson 3.8 (Count to 50 by 1’s)

CAR © 2009

http://www.mhmymath.com/

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

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


http://www.corestandards.org/Math/Content/K/CC/A/1/

Module 5, Topic A, Lesson 1, 2, 3, 4, 5https://www.engageny.org/search-site?search=k.cc.1

Option 2 –Last Man Standing ActivityStudents play this game routine in which they count by ones to 10. The person who says ‘10’ sits down. The next person starts with ‘1’ again and play continues until there is only one person left standing.

Option 3- 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

CAR © 2009





will only be assessed up to 50 for this unit.

https://learnzillion.com/lesson_plans/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 50 starting at one. They should be able to count individually to 50 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 50.

Student Learning Objective (SLO) Language Objective Language NeededSLO: 3CCSS:K.CC.1WIDA ELDS: 3Speaking

Count to 30 by ones and tens. Recite orally the numbers to 30 by ones and tens using Ten-Frame, Manipulatives and Prompts.

VU: Count, number words, by tens, by onesLFC: Pronunciation of correct phonemes, single wordsLC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Recite orally the numbers to 30 by ones and tens in L1 and/or repeat stated numbers.

Recite orally the numbers to 30 by ones and tens in L1 and/or with some mispronunciation or repeating stated numbers.

Recite orally the numbers to 30 by ones and tens with some mispronunciation of number words.

Recite orally the numbers to 30 by ones and tens with minimal mispronunciation of number words.

Recite orally the numbers to 30 by ones and tens with proper pronunciation of number words.

Learning ManipulativesL1 text and/or support

ManipulativesL1 text and/or support

ManipulativesTeacher Prompting/Support

ManipulativesTen-Frame

ManipulativesSongs/Chants

CAR © 2009

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

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/Prompts.pdf


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









Supports Teacher Prompting/SupportTen-FrameSongs/Chants

Teacher Prompting/SupportTen-FrameSongs/Chants

Ten-FrameSongs/Chants

Songs/Chants

K.CC.A.2 . Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Learning Goal # 2:Count forward up to 50 starting from numbers other than one.

SLO(s):SWBAT count orally by ones up to 50 beginning at any number

This standard should not be taught in isolation. It should be reviewed and practiced daily.

Here are some suggested routine type activities that can be implemented in your

classroom. The center activities should be taught whole group before splitting them

into small groups.Option 1: Illustrative Mathematics

https://www.illustrativemathematics.org/content-standards/K/CC/A/2/tasks/361

Have students form a circle and sit facing in toward each other. The teacher selects a range of the number sequence to practice. Start with the teacher walking around the outside of the circle while counting aloud starting at the beginning of the selected counting sequence.

After a few moments the teacher taps a student on the head and sits in the student's spot. The student then gets up from the circle and continues the counting at the point that the teacher left off while walking around the outside of the circle.

At the teacher’s signal the student who is counting selects the nearest

Task 1:Quarterly AssessmentTask 2“Popcorn”


Illustrative Mathematics


https://www.illustrativemathematics.org/content-standards/K/CC/A/2/tasks/373https://www.illustrativemathematics.org/content-standards/K/CC/A/2/tasks/401



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

support-files/nearby-numbers-ver.1.pdf

You TubeMouse Count

https://www.youtube.com/watch?v=oA5QeZhDJEs

Learn Zillionhttps://learnzillion.com/lesson_plans/4313



CAR © 2009


https://learnzillion.com/lesson_plans/4313



http://www.k-5mathteachingresources.com/support-files/nearby-numbers-ver.1.pdf
















http://www.corestandards.org/Math/Content/K/CC/A/2/










student to them by tapping them on the head to take over counting and sits in that student’s spot. The next child then continues the counting sequence until the teacher indicates a change and so on until each child has had a turn. If the class reaches the end of the counting sequence before each child has participated simply start the sequence over again.

This is similar to Duck, Duck, Goose but without the chasing to get to a spot.

Option 2- Learn Zillion (Turn and Count FP)https://learnzillion.com/lesson_plans/4313

Option 3- Number After Bingohttps://www.illustrativemathematics.org/content-standards/K/CC/A/2/tasks/373

Option 3- Number Line Uphttps://www.illustrativemathematics.org/content-standards/K/CC/A/2/tasks/401

Option 4- My Math(see resources)

Centers

Teacher Center – The teacher works in a small group with 1-4 students. The teacher puts multiple numbers in a hat or on sticks from the known counting sequence. S/he randomly picks one number and asks the




Lesson 3.8Lesson 3.9

Lesson 3.10

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class to count on ten numbers from that numberhttps://www.illustrativemathematics.org/content-standards/K/CC/A/2/tasks/927

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard.“Near by Numbers”http://www.k-5mathteachingresources.com/support-files/nearby-numbers-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).“One More Concentration”https://www.illustrativemathematics.org/content-standards/K/CC/A/2/tasks/980Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. The teacher should pair students up to play this game.Provide each pair of students with 2 game mats and a deck of cards.Players place the cards in a facedown stack between them.Turn over the top card from the facedown deck to begin a discard pile.Each player takes 5 cards and places

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them face up on their mat in the order they pull them (these numbers will be out of order to begin with).On their turn, the goal is to exchange one of their five face up cards for a new card (from the facedown or discard pile) so that they are closer to having their five cards in consecutive order from least to greatest.Students take turns drawing a card from the facedown stack or they may take the top card from the discard pile.The student identifies the number and determines if they can use the card in their lineup.If the student chooses to replace a card in their lineup with the drawn card, they place the unwanted card from the lineup in the discard pile.Students must describe their trade, (I need the 8. I can trade it for 2.)The winner is the first player to have a lineup of 5 cards in consecutive order from least to greatest.

Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. Read “Mouse Count by Ellen Stoll Walsh https://www.youtube.com/watch?

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v=oA5QeZhDJEs

Review Classwork

Exit TicketStudent Learning Objective (SLO) Language Objective Language Needed

SLO: 4CCSS:K.CC.2WIDA ELDS: 3SpeakingListening

Count forward beginning from any given number up to 50 -- instead of having to begin at one.

Name the number after a given number and count forward by echo counting, number line and Prompting.

Note: ELLs may code-switch between languages at lower proficiency levels.

VU: Forward, number words, count on, after

LFC: Pronunciation of correct phonemes, single words

LC: Varies by ELP level

ELP 1 ELP 2 ELP 3 ELP 4 ELP 5Language Objectives

Name the number after a given number and count forward in L1 and/or use gestures and repeated speech.

Name the number after a given number and count forward in L1 and/or use gestures and Prompting of number words.

Name the number after a given number and count forward with some mispronunciation of number words.

Name the number after a given number and count forward with minimal mispronunciation of number words.

Name the number after a given number and count forward with proper pronunciation of number words.

Learning Supports

Number lineL1 text and/or supportTeacher Prompting/SupportEcho CountingSongs/Chants

Number lineL1 text and/or supportTeacher Prompting/SupportEcho CountingSongs/Chants

Number lineTeacher Prompting/SupportEcho CountingSongs/Chants

Number lineEcho CountingSongs/Chants

Number lineSongs/Songs/Chants

K.CC.A.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).*(benchmarked)

Learning Goal # 3: Represent a number of objects with a written numeral 0 to 20.

SLO(s):

This standard should not be taught in isolation. It should be reviewed daily through classroom routines and added

upon. Here are some suggested routine type activities to be implemented in your

classroom. The center activities should be taught whole group before splitting them

into small groups.

Option 1: Illustrative Mathematics

https://www.illustrativemathematics.org/content-standards/K/CC/A/3/tasks/

Task 1:Quarterly AssessmentTask 5A“Grab and Count”

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

Illustrative Mathematics



K-5 Math Teaching Resources

http://www.k-5mathteachingresources.com/support-files/show-it-three-ways-ver.1.pdf

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

CAR © 2009

http://www.k-5mathteachingresources.com/support-files/writing-numerals-1-10.pdf























SWBAT count numbers from 0 to 20

SWBAT represent a number of objects with a written numeral (0 to 20)

452

• In a small group or whole group setting, give each student a piece of paper. It may be useful to use 1 inch graph paper and have the student write each number in a different box to help with spacing.

• Ask students to write the number that is spoken, and then say, “Write (number name)”. Give the numbers from 0-10 in random order.

Students who have trouble writing certain numbers can then get targeted practice. It is also important to assess students writing of the numbers 11-20; perhaps after students are able to write 0-10.

Option 2: My Math

See activities and resources

CentersTeacher Center – The teacher works in a small group with 1-4 students. Students will sit in a designated spot with a bag of snap cubes and a numeral writing work mat (with dotted numerals).One student will grab a handful of manipulatives from “the teacher’s bag” and that student will count to find out “how many”. The student will announce to small group how many he/she grabbed then the group will build an individual tower with

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

support-files/writing-numerals-1-10.pdf

Common Core Sheets

http://www.commoncoresheets.com/Interactive.php?Worksheet=Math/

Interactive/kcc3






Lesson 3.1, Lesson 3.2, Lesson 3.3,Lesson 3.4, Lesson 3.5, Lesson 3.6,

Lesson 3.7

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http://www.commoncoresheets.com/Interactive.php?Worksheet=Math/Interactive/kcc3





snap cubes to match. Students will identify then trace the numeral on their work mats to match the tower of snap cubes.Each student will take a turn grabbing a handful from “the teacher’s bag” until one of the numerals reaches the end of the work mat and is declared “the winner”.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard.K-5 teaching resources has a partner activity called Show it Three Ways which forces students to represent a number with a picture as well as a written numeral.http://www.k-5mathteachingresources.com/support-files/show-it-three-ways-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). A K-5 teaching resource has a great set of sheets to help students practice writing their numbers as well as represent them with a picture.


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Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. This center allows student the opportunity to practice writing numbers and understanding how they are to be placed on a number line. .

Rainbow Number Lines


Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. Students can practive singing the Numeral Song.The Numeral Song (Tune: "Skip to My Lou")

Come right down and that is all. Come right down and that is all. Come right down and that is all To make the numeral one.

2 - Curve around and slide to the right. . . 3 - Curve in and around again. . . 4 - Down, over, down some more. . . 5 - Down, around, put on a hat. . . 6 - Curve in and around again. . . 7 - Slide to the right and slant it down. . . 8 - Make an "s" then close the gate. . . 9 - Circle around then come right down. . .

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10 - Come right down, then make a zero. . .

We can sing the "Numeral Song". . .And make numerals all day long

Technology Center-Counting within 20 interactive worksheet:http://www.commoncoresheets.com/Interactive.php?Worksheet=Math/Interactive/kcc3

Review Classwork

Exit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS: K.CC.3WIDA ELDS:3SpeakingListening

Represent the number of objects by the correct numeral up to 5 (using zero to represent no objects).

Match and identify the number of objects to the correct numeral for numbers 0-5 using drawings, numeral cards, Songs/Chants and Manipulatives.

VU: Number, number words, match, objects (corresponding manipulative)

LFC: Pronunciation of correct phonemes, single words

LC: Varies by ELP levelELP 1 ELP 2 ELP 3 ELP 4 ELP 5

Language Objectives

Match and identify the numbers 0-5 to the correct numeral in L1 and/or use Gestures and drawings.

Match and identify the numbers 0-5 to the correct numeral in L1 and/or point to correct numeral.

Match and identify the numbers 0-5 to the correct numeral using Gestures, drawings, and some mispronunciation of number words.

Match and identify the numbers 0-5 to the correct numeral using Gestures and minimal mispronunciation of number words.

Match and identify the numbers 0-5 to the correct numeral with proper pronunciation of number words.

Learning Supports

ManipulativesIllustrations/diagrams/drawingsNumeral CardsNative language supportTeacher SupportSongs/Chants

ManipulativesNumeral CardsNative language supportTeacher SupportSongs/Chants

ManipulativesIllustrations/diagrams/drawingsNumeral CardsTeacher SupportSongs/Chants



Student Learning Objective (SLO) Language Objective Language NeededSLO: 1CCSS:

Count and represent with a written numeral a number of objects to 10

Count by ones to identify the number of objects in a set using Manipulatives and Prompting.

VU: Count, print, numeral, objects, number words

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

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





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








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








K.CC.3WIDA ELDS: 3WritingSpeaking

Print numerals that represent a counted amount using Manipulatives and number tiles.

Demonstrate understanding of oral dictation of number words using number tiles and Prompting

LFC: Commands, pronunciation of correct phonemes, single words



Count to identify the number of objects in a set in L1 and demonstrate understanding of oral dictation of numeral in L1 and English by printing the corresponding numeral or pointing to number tile.

Count to identify the number of objects in a set in L1 and demonstrate understanding of oral dictation of numeral in L1 and English by printing the corresponding numeral.

Count to identify the number of objects in a set with some mispronunciation of number words and demonstrate understanding of simple, oral directions by printing numerals.

Count to identify the number of objects in a set with minimal mispronunciation of number words and demonstrate understanding of two-step oral directions by printing specific numerals.

Count to identify the number of objects in a set with proper pronunciation of number words and demonstrate understanding of multiple, oral directions with by printing numerals.

Learning Supports

L1 text and/or supportNumber TilesCharts/PostersTeacher Modeling and PromptingManipulatives

L1 text and/or supportNumber TilesCharts/PostersTeacher Modeling and PromptingManipulatives

Number TilesCharts/PostersManipulativesTeacher Prompts

Number TilesManipulatives

Manipulatives

Student Learning Objective (SLO) Language Objective Language NeededSLO: 2CCSS:K.CC.3WIDA ELDS: 3WritingListening

Write numerals from zero to 10. Demonstrate understanding of oral directions by printing numerals 0-10 using number tiles and Teacher Modeling.

VU: Write, numeral, number words

LFC: Commands



Demonstrate understanding of oral directions by printing numerals in L1 and/or understand one word

Demonstrate understanding of complex, oral directions by printing numerals in L1 and/or understand simple

Demonstrate understanding of simple, oral directions with key vocabulary words by printing numerals.

Demonstrate understanding of two-step, oral directions with key vocabulary words by printing specific numerals.

Demonstrate understanding of multiple, complex oral directions with technical vocabulary words by printing

CAR © 2009

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





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













dictation of numerals by printing nor pointing to the dictated number.

directions by printing specific numerals.

numerals.

Learning Supports

L1 text and/or supportNumber TilesCharts/PostersTeacher Modeling

L1 text and/or supportNumber TilesCharts/PostersTeacher Modeling

Number TilesCharts/Posters

Number Tiles

K.OA.A .1. Represent addition and subtraction up to 10 with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. *(benchmarked)

Learning Goal # 4:Create addition and subtraction events with objects, fingers, drawings, sounds, (e.g. claps), acting out situations, and verbal explanations (up to 10).

SLO(s):SWBAT add and subtract to ten using objects.

SWBAT add and subtract to ten using their fingers.

SWBAT orally explain how they added two numbers up to 10.

Number TalkRefer to Number Talks by Sherry Parrish*It is recommended that teachers use number talks based on how the book is written. They should start from page 71 and continue through the Kindergarten section of the book (P. 71-96)

Dot Images (P. 71-81)

Direct InstructionOption 1 – NJCTL Slides 21- 40 https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-1-addition/Option 2 – NJCTL 26 – 43https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-2-subtraction/Option 3 – Learn Zillion Additionhttps://learnzillion.com/lesson_plans/3202-9-practice-adding-on-fpOption 4 - Learn Zillion Subtractionhttps://learnzillion.com/lesson_plans/3729#lessonSee activities and resources

CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will tell the students they will listen to and model addition and subtraction stories using objects. For example, Jill like to

Task 1:Quarterly AssessmentTask 3“Sharing Cars”


NJCTLhttps://njctl.org/courses/math/

kindergarten-math/operations-and-algebraic-thinking/attachments/part-1-

addition/Slides 21-40

https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-2-subtraction/

Slides 26-43

Learn Zillion

Illustrative Mathematicshttps://

www.illustrativemathematics.org/content-standards/tasks/1406

Achieve the Core Coherence Maphttp://achievethecore.org/coherence-

map/#K/44/487/487[See All Tasks]

Common Core Sheetshttp://www.commoncoresheets.com/SortedByGrade.php?Sorted=koa1

YouTube – If You Were a Minus SignCAR © 2009

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=koa1


http://achievethecore.org/coherence-map/#K/44/487/487


https://www.illustrativemathematics.org/content-standards/tasks/1406






https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-1-addition/



https://learnzillion.com/lesson_plans/3729#lesson

https://learnzillion.com/lesson_plans/3729#lesson

https://learnzillion.com/lesson_plans/3202-9-practice-adding-on-fp

https://learnzillion.com/lesson_plans/3202-9-practice-adding-on-fp














SWBAT orally explain how they subtracted two numbers up to 10.

SWBAT create their own addition problem, draw it on paper, and orally explain it to the teacher and a classmate.

SWBAT create their own subtraction problem, draw it on paper, and orally explain it to the teacher and a classmate.

collect marbles. She has 6 red marbles and 2 green marbles. How many marbles does she have in all? Teacher will encourage students to use objects or draw picture to solve addition and subtraction problems.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has a Ten Frame center activity where students can work in groups rolling a dot die and placing that many counters or objects on a ten frame then adding all together.https://www.illustrativemathematics.org/content-standards/tasks/1406

Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can roll 1-2 dice (depending on independent abilities) and count the number it lands on. Students can then draw the same number of or write the matching number if they have mastered that skill.

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can use bears, red/yellow

https://www.youtube.com/watch?v=AvYv3-auP6w






Lesson 4.1 (257–262) Lesson 4.3 (269–274) Lesson 4.5 (281–286) Lesson 4.6

(289-294) Lesson 5.1 (325–330) Lesson 5.2 (331-336) Lesson 5.3 (339-344) Lesson 5.4 (345-350) Lesson 5.5 (351-356) Lesson 5.6 (357-362) Lesson 6.1 (383-388) Lesson 6.2 (389-394) Lesson 6.3 (397-402) Lesson 6.4 (403-408) Lesson 6.5 (409-414) Lesson 6.6

(415-420)

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counters, and buttons to practice grapping and counting objects. Show One Less is an activity where students will use ten frames, number or dot cards, and counters to show one less. Students will flip a card and show ones less using their counters on their ten frames.

Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. After listening to the story If You Were a Minus Sign students will create their own subtraction stories and draw pictures and possibly equations to share with their groups.Review ClassworkExit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 7CCSS:K.OA.1WIDA ELDS:3ListeningSpeaking

Create addition and subtraction events with objects (or make drawings) to represent a sum (putting together) or a difference (taking from) up to 10.

Follow oral directions to create an addition or subtraction events using Manipulatives, drawings, and prompting.

VU: Sum, difference, add, subtract, number words, event

LFC: Nouns, commands (add/subtract)



Follow one-step oral directions to represent a sum or difference in L1 and/or use Gestures, drawings, and key technical words (add, subtract).

Follow one-step oral directions to represent a sum or difference in L1 and/or use Gestures, drawings, and key technical words in short phrases.

Follow one-step oral directions to represent a sum or difference using key, technical vocabulary in a simple sentence.

Follow two-step oral directions to represent a sum or difference using key, technical vocabulary in an expanded sentence.

Follow two-step oral directions to represent a sum or difference using technical vocabulary in complex sentences.

Learning Supports

ManipulativesGesturesIllustrations/diagrams/drawings

ManipulativesGesturesNative language supportTeacher Support

ManipulativesTeacher Support

ManipulativesTeacher Support

Manipulatives

CAR © 2009

















Native language supportTeacher Support

K.OA.A .2. Solve addition and subtraction word problems and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Learning Goal # 5:Use objects or drawings to represent and solve addition and subtraction word problems (within 10).

SLO(s):SWBAT represent addition with objects, fingers, drawings, or role play, represent addition word problems using objects or drawings, and decompose numbers to 5.

SWBAT represent addition and subtraction within ten (fluently to five), solve word problems, and decompose numbers.

SWBAT represent addition and subtraction with and without symbols, create and solve word problems with and without objects or drawings, and write

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.

Direct InstructionOption 1 – NJCTL Slides 67-70https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-1-addition/Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3727-4-apply-addition-strategies-a

CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will tell the students they will listen to and model addition and subtraction stories using objects. For example, Jill like to collect marbles. She has 6 red marbles and 2 green marbles. How many marbles does she have in all? Teacher will encourage students to use objects or draw picture to solve addition and subtraction problems.http://www.k-5mathteachingresources.com/support-files/add-to-result-unknown-within-10.pdf

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

Task 1:Quarterly AssessmentTask 4“Adding and Subtracting”





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

algebraic-thinking/attachments/part-2-subtraction/Slides 26-43

Learn Zillionhttps://learnzillion.com/lesson_plans/3727-4-apply-addition-strategies-a

Illustrative Mathematicshttps://www.illustrativemathematics.org/

content-standards/K/OA/A/2

Achieve the Core Coherence Maphttp://achievethecore.org/coherence-map/

#K/44/489/489[See All Tasks]

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

support-files/make-5-on-the-five-frame-ver.1.pdf

http://www.k-5mathteachingresources.com/support-files/add-to-result-unknown-within-

10.pdf

CAR © 2009

http://www.k-5mathteachingresources.com/support-files/add-to-result-unknown-within-10.pdf



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





https://www.illustrativemathematics.org/content-standards/K/OA/A/2


https://learnzillion.com/lesson_plans/3727-4-apply-addition-strategies-a



















equations.

SWBAT fluently add and subtract with and without representation and write equations to solve word problems.

Day 1

Illustrative Mathematics has an activity called What’s Missing that can be played with the paraprofessional/aid. Paraprofessional will show students some flat chips then remove some. Students try to identify how many are missing.https://www.illustrativemathematics.org/content-standards/K/OA/A/2

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 in pairs and play the game Dice Addition 1. Students split a pair of dice. Both students roll count for the sum and trace the correct answer on their recording sheet. http://achievethecore.org/coherence-map/#K/44/489/489

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can use bears, red/yellow counters, and buttons to practice grapping and counting objects. Making 5 Five Frame activity is a way for students to practice addition fluency within 5. Students flip cards to get the first addends and fill in the remaining squares with a different color for




www.mhmymath.comHomepage for My Math



CAR © 2009









the other addend.


Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. While listening to the story Ten Flashing Fireflies students will practice subtracting 1 from one group and adding 1 more to another group.https://www.illustrativemathematics.org/content-standards/K/OA/A/2/tasks/1151

Review ClassworkExit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:K.OA.2WIDA ELDS: 3WritingSpeakingListening

Use objects or drawings to represent and solve addition and subtraction word problems (within 10)

Follow oral directions to solve addition and subtraction word problems with objects or drawing using Teacher Modeling and a Partner Work.

VU: Addition, add, subtraction, subtract, equals

LFC: Commands



Follow simple, oral directions, which have repetitive grammatical structures, to solve addition and subtraction word problems in L1 and/or follow simple oral directions of single words or gestures.

Follow complex, oral directions, which have a variety of grammatical structures, to solve addition and subtraction word problems in L1 and/or follow simple oral phrasal directions which have formulaic structures.

Follow simple oral directions, which have repetitive grammatical structures, to solve addition and subtraction word problems.

Follow two-step oral directions, which have a variety of grammatical structures, to solve addition and subtraction word problems.

Follow multiple-step oral directions, which have a variety of grammatical structures, to solve addition and subtraction word problems.

CAR © 2009

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


https://www.illustrativemathematics.org/content-standards/K/OA/A/2/tasks/1151





Learning Supports

L1 text and/or supportTeacher ModelingPartner WorkManipulativesPictures and Photographs

L1 text and/or supportTeacher ModelingPartner WorkManipulativesPictures and Photographs

ManipulativesTeacher ModelingPartner WorkPictures and Photographs

ManipulativesPartner Work

Manipulatives





SWBAT represent addition and subtraction with and without symbols, create and


Direct InstructionOption 1 – NJCTL Slides 70-87https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-1-addition/Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3725-2-fluently-add-numbers-using-number-bonds-and-counters-fp


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



NJCTL Slides 70-87https://njctl.org/courses/math/kindergarten-

math/operations-and-algebraic-thinking/attachments/part-1-addition/

Learn Zillionhttps://learnzillion.com/lesson_plans/3725-2-fluently-add-numbers-using-number-bonds-

and-counters-fp

CAR © 2009

https://learnzillion.com/lesson_plans/3725-2-fluently-add-numbers-using-number-bonds-and-counters-fp


















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














solve word problems with and without objects or drawings, and write equations.


Day 2

of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has an activity called What’s Missing that can be played with the paraprofessional/aid. Paraprofessional will show students some flat chips then remove some. Students try to identify how many are missing.https://www.illustrativemathematics.org/content-standards/K/OA/A/2


Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can use bears, red/yellow counters, and buttons to practice grapping and counting objects. Making 5 Five Frame activity is a way for students to practice addition fluency within 5. Students flip cards to get the first addends and fill in the remaining squares with a different color for

CAR © 2009





the other addend.



ELL Modifications: See Day 1

K.OA.A .2 . Solve addition and subtraction word problems and add and subtract within 10, e.g., by using objects or drawings to represent the problem.


SLO(s):SWBAT represent addition with objects, fingers, drawings, or role play,


Direct InstructionOption 1 – NJCTL Slides 16 – 23https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-2-subtraction/Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3730-7-apply-subtraction-strategies-to-solve-real-world-problems-a


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

NJCTL Slides 16 – 23https://njctl.org/courses/math/kindergarten-

math/operations-and-algebraic-thinking/attachments/part-2-subtraction/

Learn Zillionhttps://learnzillion.com/lesson_plans/3730-7-

apply-subtraction-strategies-to-solve-real-world-problems-a

CAR © 2009

https://learnzillion.com/lesson_plans/3730-7-apply-subtraction-strategies-to-solve-real-world-problems-a

















represent addition word problems using objects or drawings, and decompose numbers to 5.


SWBAT represent addition and subtraction with and without symbols, create and solve word problems with and without objects or drawings, and write equations.


Day 3


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has an activity called What’s Missing that can be played with the paraprofessional/aid. Paraprofessional will show students some flat chips then remove some. Students try to identify how many are missing.https://www.illustrativemathematics.org/content-standards/K/OA/A/2

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 in pairs and play the game Dice Addition 1. Students split a pair of dice.

most closely match the assessments in column 5.

CAR © 2009






Both students roll count for the sum and trace the correct answer on their recording sheet. http://achievethecore.org/coherence-map/#K/44/489/489

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Students can use bears, red/yellow counters, and buttons to practice grapping and counting objects. Making 5 Five Frame activity is a way for students to practice addition fluency within 5. Students flip cards to get the first addends and fill in the remaining squares with a different color for the other addend.




K.OA.A .2 . Solve addition Number Talk Task 1: NJCTL Slides 24-44CAR © 2009








and subtraction word problems and add and subtract within 10, e.g., by using objects or drawings to represent the problem.





SWBAT fluently add 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.

Direct InstructionOption 1 – NJCTL Slides 24-44https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-2-subtraction/Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3729-6-fluently-subtract-using-different-strategies-fp


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has an activity called What’s Missing that can be played with the paraprofessional/aid.

Quarterly AssessmentTask 4“Adding and Subtracting”



algebraic-thinking/attachments/part-2-subtraction/Learn Zillion

https://learnzillion.com/lesson_plans/3729-6-fluently-subtract-using-different-strategies-fp

CAR © 2009















subtract with and without representation and write equations to solve word problems.

Day 4

Paraprofessional will show students some flat chips then remove some. Students try to identify how many are missing.https://www.illustrativemathematics.org/content-standards/K/OA/A/2



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

CAR © 2009







files/make-5-on-the-five-frame-ver.1.pdf





SLO(s):SWBAT represent addition with objects, fingers, drawings, or role play, represent addition word problems using objects or drawings, and decompose


Direct InstructionOption 1 – NJCTL Slides 45-48https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-2-subtraction/Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3731-8-understand-fluency-with-numbers-c

CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will tell the students they will listen to and



NJCTL Slides 45-48https://njctl.org/courses/math/


subtraction/Learn Zillion

https://learnzillion.com/lesson_plans/3731-8-understand-fluency-with-

numbers-c

CAR © 2009

https://learnzillion.com/lesson_plans/3731-8-understand-fluency-with-numbers-c















numbers to 5.




Day 5

model addition and subtraction stories using objects. For example, Jill like to collect marbles. She has 6 red marbles and 2 green marbles. How many marbles does she have in all? Teacher will encourage students to use objects or draw picture to solve addition and subtraction problems.http://www.k-5mathteachingresources.com/support-files/add-to-result-unknown-within-10.pdf

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has an activity called What’s Missing that can be played with the paraprofessional/aid. Paraprofessional will show students some flat chips then remove some. Students try to identify how many are missing.https://www.illustrativemathematics.org/content-standards/K/OA/A/2

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 in pairs and play the game Dice Addition 1. Students split a pair of dice. Both students roll count for the sum and trace the correct answer on their recording sheet. http://achievethecore.org/coherence-

CAR © 2009







map/#K/44/489/489





K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a

Number TalkRefer to Number Talks by Sherry Parrish*It is recommended that teachers use number talks based on how the book is written. They should start from page 71

Task 1:Quarterly AssessmentTask 8“How Many?”

Engage NYhttps://www.unbounded.org/math/

kindergarten/module-3/topic-d/lesson-15

Learn Zillion

CAR © 2009

https://www.unbounded.org/math/kindergarten/module-3/topic-d/lesson-15








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. * (benchmarked)

Learning Goal # 6:Answer how many? questions about groups up to 20 objects when arranged in a line, rectangular array, or circle.

Learning Goal # 7:Answer how many? questions about groups of up to 10 when arranged in a scattered configuration.

SLO(s):SWBAT use a strategy to count how many objects when given different arrangements and structures.

SWBAT use multiple strategies to count how many objects when given different arrangements and structure and justify the strategies used.

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


Direct InstructionOption 1 – Learn Zillion https://learnzillion.com/lesson_plans/3086

Option 2 – Better Lessonshttps://betterlesson.com/lesson/612005/let-s-review-numbers-11-20

Option 3 – Engage NYhttps://www.unbounded.org/math/kindergarten/module-3/topic-d/lesson-15

See activities and resources

CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate matching equal groups. The teacher will assessable various groups of objects into groups with different amounts in each group. Students will practice finding the equal groups of objects. Students will race to match all the matching groups. https://www.illustrativemathematics.org/content-standards/K/CC/B/5/tasks/1420

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students will play roll and build. Students will roll 1-3 three dot dice and build up a block tower with linking cubes to match the number



Better Lessonshttps://betterlesson.com/lesson/612005/let-s-review-numbers-11-20

Illustrative Mathhttps://www.illustrativemathematics.org/content-standards/K/CC/B/5/tasks/1420

K-5 Math Teaching Resourceshttp://www.k-5mathteachingresources.com/support-files/the-enormous-watermelon.pdf

YouTube – Counting Objectshttps://www.youtube.com/watch?

v=3E4ZYOe4JgU&list=PLx5B4WOj3FfK_B9q_2ZsTHDcpaeaaF1wi





match the standard taught and best prepare students for the assessment.Lesson 1-1(11-16), Lesson 1-2 (17-22), Lesson 1-3 (23-28), Lesson 1-4 (29-34),

Lesson 1-5 (35-40), Lesson 1-10 (69-74), Lesson 1-11 (75-80), Lesson 2-1 (93-98),

Lesson 2-2 (99-104), Lesson 2-3 (105-110), Lesson 2-4 (111-116), Lesson 2-5 (119-

CAR © 2009



https://www.youtube.com/watch?v=3E4ZYOe4JgU&list=PLx5B4WOj3FfK_B9q_2ZsTHDcpaeaaF1wi



http://www.k-5mathteachingresources.com/support-files/the-enormous-watermelon.pdf

http://www.k-5mathteachingresources.com/support-files/the-enormous-watermelon.pdf

https://www.illustrativemathematics.org/content-standards/K/CC/B/5/tasks/1420


https://betterlesson.com/lesson/612005/let-s-review-numbers-11-20










rolled.

Individual Center – Students work on the individual skill that they need based on their pre-test data. Achieve the Core Coherence Map should be used to guide remediation. [Achieve the Core coherence map is perfect for the individual centers and identifying task based on student areas of needs (as per each standard). Students can roll 1-2 dice (depending on independent abilities) and count the number it lands on. Students can then draw the same number of or write the matching number if they have mastered that skill.

Manipulative Center – Students will play Goodie Bags. Bags will be fill with objects ranging from 1-20. Students will grab a bag, count the objects then write the about on a post-it note. Students will place the notes on the bags. Illustrative Mathematics, Goodie Bags

Interdisciplinary Center – After reading The Enormous Watermelon students will answer the question how many hands it took to pull the watermelon home. Students will count, answer, and illustrate their answer using pencils and crayons.

Review Classwork

Exit Ticket

124), Lesson 2-6 (125-130), Lesson 2-7 (131-136), Lesson 3-1 (179-184), Lesson 3-2 (185-190), Lesson 3-3 (191-196), Lesson

3-4 (197-202) Lesson 3-5 (205-210), Lesson 3-6 (211-216), and Lesson 3-7

(217-222)

CAR © 2009

Student Learning Objective (SLO) Language Objective Language NeededSLO: 6CCSS:K.CC.5 WIDA ELDS: 3 Speaking Listening

Answer “how many?” questions about groups of objects up to 10 when arranged in a line or up to 5 in a scattered configuration.

Answer “how many?” questions about groups of 10objects that are arranged in a line or 5 objects that are scattered using Manipulatives songs, number cards, and prompting.

VU: Number words, count, set

LFC: Pronunciation of correct phonemes, single wordsLC: Varies by ELP level


Answer how many? Questions about groups of objects that are in a set (10) or scattered (5) in L1 and/or use Gestures or number cards.

Answer how many questions about groups of objects that are in a set (10) or scattered (5) in L1 and/or use Gestures.

Answer how many questions about groups of objects that are in a set (10) or scattered (5) with some mispronunciation of number words.

Answer how many questions about groups of objects that are in a set (10) or scattered (5) with minimal mispronunciation of number words.

Answer how many questions about groups of objects that are in a set (10) or scattered (5) with proper pronunciation of number words.

Learning Supports

ManipulativesGesturesNumber cardsNative language supportTeacher SupportSongs/Chants

ManipulativesGesturesNumber cardsNative language supportTeacher SupportSongs/Chants

ManipulativesTeacher SupportSongs/Chants

ManipulativesTeacher SupportSongs/Chants


K.CC.C.6 . 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.

Learning Goal # # 8: Identify whether the number of objects in one group is greater than, less than, or equal to the



Direct InstructionOption 1 – Engage NYModule 3 Topic G Lesson 25 https://www.engageny.org/ccls-math/kcc6

Task 1:Quarterly AssessmentTask 5B“Grab and Count”

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

Engage NYhttps://www.engageny.org/ccls-math/

kcc6Module 3 Topic G Lessons 25




Note: These pages are used as references. They are not meant to be taught page by

CAR © 2009



https://www.engageny.org/ccls-math/kcc6


























number of objects in another group (groups of up to 10 objects).

SLO(s):SWBAT compare the number of objects (up to 10) in two groups

SWBAT identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another groupDay 1

Option 2- My Math

(See activities and resources)

CentersTeacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate matching equal groups.

“Which number is greater? Which number is less? How do you know?https://www.illustrativemathematics.org/content-standards/K/CC/C/6/tasks/1210

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Students can play this game in partners.

“Who has more”

http://www.k-5mathteachingresources.com/support-files/who-has-more.pdf

Individual Center – Students work on the individual skill that they need based on their pre-test data. Students can practice this standard using the MY Math Resources. (see resources for specific pages)

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

page. The pages used are those that best match the standard taught and best

prepare students for the assessment.Lesson 1-6, Lesson 1-7, Lesson 1-8,

Lesson 1-9, Lesson 2-8

Howard County Public Schools

https://hcpss.instructure.com/courses/124/files/761764/download?

verifier=aWEIijYQ7ARg9XOyNycOrKCccZrEIJ6fgsLrZJEy&wrap=1

Illustrative Math

https://www.illustrativemathematics.org/content-standards/K/CC/C/6/tasks/1210



Common Core Sheets

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=kcc6

CAR © 2009







https://hcpss.instructure.com/courses/124/files/761764/download?verifier=aWEIijYQ7ARg9XOyNycOrKCccZrEIJ6fgsLrZJEy&wrap=1









Manipulative Center –Work with a partner. Deal the same number of number cards to each player.

2. Each player turns over one number card.3. The player with the larger number takes

both cards and completes the math talk sentence.

________ is greater than ________.

OR:

The player with the smallest number takes both cards and completes the math talk sentence.

________ is less than __________.

4. Keep going until there are no cards left in the deck.5. Count your cards to see which player has the most cards.Interdisciplinary Center – Read “More or Less” by: Stuart J. Murphy (Math Start) Have students work on one of the activities listed on the link provided. https://hcpss.instructure.com/courses/124/files/761764/download?verifier=aWEIijYQ7ARg9XOyNycOrKCccZrEIJ6fgsLrZJEy&wrap=1

CAR © 2009

3

9 6

7




Technology Center- “Find More Finding Less” Interactive Worksheets


Review Classwork


SLO: 4CCSS:K.CC.6WIDA ELDS: 3ListeningSpeakingWriting

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (groups of up to 10 objects)

Follow oral directions to identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group using White Board and partner work.

VU: Greater than, less than, equal to

LFC: Commands, attributes of quantity



Follow simple oral directions, which have a variety of grammatical structures, to identify whether a set of objects is <,>, or = to another set of objects in L1 and/or follow simple oral directions of single words or gestures.

Follow simple oral directions, which have a variety of grammatical structures to identify whether a set of objects is <,>, or = to another set of objects in L1 and/or follow simple oral phrasal directions which have formulaic structures.

Follow simple oral directions, which have repetitive grammatical structures to identify whether a set of objects is <,>, or = to another set of objects.

Follow complex, oral directions, which have a variety of grammatical structures, to identify whether a set of objects is <,>, or = to another set of objects.

Follow multiple, complex, oral directions, which have a variety of grammatical structures to identify whether a set of objects is <,>, or = to another set of objects.

Learning Supports

Teacher ModelingL1 supportPartner workWhite Board

Teacher ModelingL1 supportPartner workWhite Board

Teacher ModelingPictures /Photographs Partner workWhite Board

Partner workWhite Board

White Board

K.CC.C.6 . 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




Task 2:Teachers will



CAR © 2009



http://www.nj.gov/education/modelcurriculum/math/ellscaffolding/Whiteboards.pdf

















strategies.

Learning Goal # # 8: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (groups of up to 10 objects).

SLO (s):SWBAT compare the number of objects (up to 10) in two groups


Direct InstructionOption 1 – Engage NYModule 3 Topic G Lesson 26 https://www.engageny.org/ccls-math/kcc6

Option 2- Learn ZillionLearn Zillion- Build and Compare Towers

https://learnzillion.com/lesson_plans/2144-1-build-and-compare-towers-c

and resources)




“Who has more”

http://www.k-

agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

Learn Zillion- Build and Compare Towers







Lesson 1-6, Lesson 1-7, Lesson 1-8, Lesson 1-9, Lesson 2-8




Illustrative Math




CAR © 2009




















5mathteachingresources.com/support-files/who-has-more.pdf





________ is greater than ________.

OR:


________ is less than __________.

4. Keep going until there are no cards left

Common Core Sheets


CAR © 2009

3

9 6

7





in the deck.5. Count your cards to see which player has the most cards.Interdisciplinary Center – Read “More or Less” by: Stuart J. Murphy (Math Start) Have students work on one of the activities listed on the link provided. https://hcpss.instructure.com/courses/124/files/761764/download?verifier=aWEIijYQ7ARg9XOyNycOrKCccZrEIJ6fgsLrZJEy&wrap=1



Review Classwork

Exit Ticket


K.CC.C.6 . 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.

Learning Goal # # 8: Identify whether the number of objects in one



Direct InstructionOption 1 – Engage NYModule 3 Topic G Lesson 27


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



Achieve the Core Coherence Maphttp://achievethecore.org/coherence-

map/#K/40/471/471


CAR © 2009











group is greater than, less than, or equal to the number of objects in another group (groups of up to 10 objects).

SLO (s):SWBAT compare the number of objects (up to 10) in two groups



Option 2- Achieve the Core Coherence Map


and resources)




“Who has more”


Individual Center – Students work on the

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









Illustrative Math




Common Core Sheets


CAR © 2009





















individual skill that they need based on their pre-test data. Students can practice this standard using the MY Math Resources. (see resources for specific pages)




________ is greater than ________.

OR:


________ is less than __________.

4. Keep going until there are no cards left in the deck.5. Count your cards to see which player has the most cards.Interdisciplinary Center – Read “More or Less” by: Stuart J. Murphy (Math Start) Have students work on one of the

CAR © 2009

3

9 6

7

activities listed on the link provided. https://hcpss.instructure.com/courses/124/files/761764/download?verifier=aWEIijYQ7ARg9XOyNycOrKCccZrEIJ6fgsLrZJEy&wrap=1



Review Classwork

Exit Ticket

ELL Modifications: See Day 1 K.CC.C.6 . 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.


SLO(s):SWBAT compare the



Direct InstructionOption 1 –Math Solutions “More or Less Activity”http://mathsolutions.com/wp-content/uploads/0-941355-74-8_L3.pdf

Option 2- Spill and Compare Activityhttp://mdk12.msde.maryland.gov/share/ccsc/uos/resources/math/



Math Solutions“More or Less Activity”

http://mathsolutions.com/wp-content/uploads/0-941355-74-8_L3.pdf

Mdk12.govSpill and Compare Activity

http://mdk12.msde.maryland.gov/share/ccsc/uos/resources/math/

grk_compare_numbers/M_K_CC_C_6_LS_SpillCompar.docx




Note: These pages are used as references. They are not meant to be taught page by

CAR © 2009



http://mdk12.msde.maryland.gov/share/ccsc/uos/resources/math/grk_compare_numbers/M_K_CC_C_6_LS_SpillCompar.docx














number of objects (up to 10) in two groups


grk_compare_numbers/M_K_CC_C_6_LS_SpillCompar.docx

and resources)




“Who has more”



Manipulative Center –Work with a

page. The pages used are those that best match the standard taught and best

prepare students for the assessment.Lesson 1-6, Lesson 1-7, Lesson 1-8,





Illustrative Math




Common Core Sheets


CAR © 2009


















partner. Deal the same number of number cards to each player.



________ is greater than ________.

OR:


________ is less than __________.


Technology Center- “Find More Finding CAR © 2009

3

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7




Less” Interactive Worksheets


Review Classwork

Exit Ticket

ELL Modifications: See Day 1 K.CC.C.6 . 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.


SLO(s):SWBAT compare the number of objects (up to 10) in two groups

SWBAT identify whether the number of objects in one group is greater than, less



Direct InstructionOption 1 –Math Solutions “Comparing Handfuls”http://mathsolutions.com/wp-content/uploads/0-941355-74-8_L3.pdf

Option 2- “Domino Parking Lot”https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahUKEwjZgOih6MTTAhWG6YMKHRwRA1oQFgguMAI&url=http%3A%2F%2Fmdk12.msde.maryland.gov%2Fshare%2Fccsc%2Fuos%2Fresources%2Fmath%2Fgrk_compare_numbers%2FM_K_CC_C_6_LS_DominoPkLot.docx&usg=AFQjCNGTngNp7i3I7J6DrOK58MD69uQCHQ&sig2=rK-hyLPKnHqc9lFBYnuFaw

and resources)

CentersTeacher Center – The teacher works in a



Math Solutions“Comparing Handfuls”


MdK12.gov“Domino Parking Lot”https://www.google.com/url?

sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahUKEwjZgOih6MTTAhWG6YMKHRwRA1oQFgg

uMAI&url=http%3A%2F%2Fmdk12.msde.maryland.gov%2Fshare%2Fccsc%2Fuos%2Fresources%2Fmath

%2Fgrk_compare_numbers%2FM_K_CC_C_6_LS_DominoPkLot.docx&usg=AFQjCNGT

ngNp7i3I7J6DrOK58MD69uQCHQ&sig2=rK-hyLPKnHqc9lFBYnuFaw






CAR © 2009



https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahUKEwjZgOih6MTTAhWG6YMKHRwRA1oQFgguMAI&url=http%3A%2F%2Fmdk12.msde.maryland.gov%2Fshare%2Fccsc%2Fuos%2Fresources%2Fmath%2Fgrk_compare_numbers%2FM_K_CC_C_6_LS_DominoPkLot.docx&usg=AFQjCNGTngNp7i3I7J6DrOK58MD69uQCHQ&sig2=rK-hyLPKnHqc9lFBYnuFaw












than or equal to the number of objects in another groupDay 5

small group with 1-4 students. Teacher will demonstrate matching equal groups.



“Who has more”










Illustrative Math




Common Core Sheets


CAR © 2009
















________ is greater than ________.

OR:


________ is less than __________.




CAR © 2009

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9 6

7






Review Classwork

Exit Ticket

ELL Modifications: See Day 1 K.CC.C.7. Compare two

numbers between 1 and 10 presented as written numerals.

Learning Goal # 9:Compare numbers (up to 10) written as numerals.

SLO(s):SWBAT compare numbers (up to 10 with written numerals)

Day 1


Option 1: Achieve the Core Coherence Map


This activity can be done as an entire class or in small groups.

(Whole-class version) The teacher secretly places between 1 and 10 marbles in a paper bag, then shows the bag to the class. After shaking it enough times for students to hear the marbles inside, and 4 or 5 students guess how many marbles are in the bag. The teacher writes the guesses on the board. Afterwards the contents of the bag are revealed and counted out. The teacher writes the number representing the total on the board, and the students then help sort their guesses into less than, greater than, or equal to the number of marbles in the bag. The game repeats until

Task 1:Quarterly AssessmentTask 6“Hold Up”


Achieve the Core Coherence Map











Illustrative Math

https://www.illustrativemathematics.org/

CAR © 2009











everyone has had a chance to guess at least once.

(Small group version) This works like the class version but one student in a group fill the bag with marbles themselves and the rest of the group tries to guess the number. With this variation it is practical to allow the students to both hear and feel the marbles inside the bag before they make their guess.

Centers (These centers repeat from standard

K.CC.6 due to their overlapping nature. K.CC.6 asks students to compare groups of

objects while K.CC.7 asks students to compare written numerals both standards

are covered in the centers listed)

Teacher Center – The teacher works in a small group with 1-4 students. Teacher will demonstrate matching equal groups.



content-standards/K/CC/C/6/tasks/1210



Common Core Sheets


CAR © 2009









________ is less than __________.

4. Keep going until there are no cards left in the deck.5. Count your cards to see which player has the most cards.

Interdisciplinary Center – Read “More or Less” by: Stuart J. Murphy (Math Start) Have students work on one of the activities listed on the link provided. https://hcpss.instructure.com/courses/124/files/761764/download?verifier=aWEIijYQ7ARg9XOyNycOrKCccZrEIJ6fgsLrZJEy&wrap=1

Technology Center- “Comparing Numerals” Interactive Worksheets


Review Classwork

Exit Ticket

Student Learning Objective (SLO) Language Objective Language NeededSLO: 5CCSS:K.CC.7WIDA ELDS: 3ListeningSpeakingReading

Compare numbers (up to 10) written as numerals. Follow oral directions to compare numbers as written numerals using Teacher Modeling and a partner.

VU: Compare, numbers

LFC: Commands, adjectives of quantity.



Follow simple oral directions, which have a variety of

Follow simple oral directions, which have a variety of

Follow simple oral directions, which have repetitive

Follow complex, oral directions, which have a variety of

Follow multiple, complex, oral directions, which have a variety

CAR © 2009






grammatical structures, to compare numbers as written numerals in L1 and/or follow simple oral directions of single words or gestures.

grammatical structures, to compare numbers as written numerals L1 and/or follow simple oral phrasal directions which have formulaic structures.

grammatical structures, to compare numbers as written numerals.

grammatical structures, to compare numbers as written numerals.

of grammatical structures, to compare numbers as written numerals.

Learning Supports

Teacher ModelingL1 supportPartner workManipulatives

Teacher ModelingL1 supportPartner workManipulatives

Teacher ModelingPartner workManipulatives

Partner workManipulatives

Manipulatives

K.CC.C.7. Compare two numbers between 1 and 10 presented as written numerals.


SLO(s):SWBAT compare numbers (up to 10 with written numerals)

Day 2


Option 1: Whole Class Activity

1. Teacher prepares a number path on the floor. (See picture)

2. Students will divide into two teams.

3. Each team will have a different color beanbag.

4. The first student on each team will have a turn tossing the beanbag onto the number path.

5. Each student will compare where his or her beanbag landed to that of his or her opponent.

6. Both students will complete the math talk sentence. For example: 8 is greater than 5 or 5 is less than 8

7. Play continues until all students have had a turn.












Illustrative Math



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

CAR © 2009

10

9

8

7

6

5

4

3

2

1






























“Who has more”


Individual Center – Students work on the individual skill that they need based on their pre-test data. Students can practice this standard using the MY Math Resources. (see resources for specific

support-files/who-has-more.pdf

Common Core Sheets


CAR © 2009










pages)




________ is greater than ________.

OR:


________ is less than __________.


Interdisciplinary Center – Read “More or Less” by: Stuart J. Murphy (Math Start) Have students work on one of the activities listed on the link provided. https://hcpss.instructure.com/courses/124/files/761764/download?

CAR © 2009

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9 6

7






Review Classwork

Exit Ticket


K.CC.C.7. Compare two numbers between 1 and 10 presented as written numerals.


SLO(s)SWBAT compare numbers (up to 10 with written numerals)

Day 3


Option 1: Learn Zillion: Sorting and Comparing

https://learnzillion.com/lesson_plans/2145-5-sorting-and-

comparing-c
















Illustrative Math

CAR © 2009






https://learnzillion.com/lesson_plans/2145-5-sorting-and-comparing-c







talk sentence.

________ is greater than ________.

OR:


________ is less than __________.


Interdisciplinary Center – Read “More or Less” by: Stuart J. Murphy (Math Start) Have students work on one of the activities listed on the link provided. https://hcpss.instructure.com/courses/124/files/761764/download?verifier=aWEIijYQ7ARg9XOyNycOrKCccZrEIJ6fgsLrZJEy&wrap=1


http://www.commoncoresheets.com/

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9 6

7





SortedByGrade.php?Sorted=kcc7

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 facts within 5.

SLO(s):SWBAT represent addition and subtraction fluently to five, solve word problems, and decompose numbers.

SWBAT represent addition and subtraction within 5 with and without symbols, create and solve word problems with and without objects or drawings, and write equations.

SWBAT fluently add and subtract within 5 with and without representation and write equations to solve


Direct InstructionOption 1 – NJCTL Slides 117-126https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-1-addition/Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3732-9-fluently-add-and-subtract-within-five-fp

CentersTeacher Center – The teacher works in a small group with 1-4 students.

Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has an activity called My book of Five that can be played with the paraprofessional/aid. Paraprofessional will show students ways to make 5 using red and yellow chips.

Task 1:Quarterly AssessmentTask 7“Hop Into Addition”






algebraic-thinking/attachments/part-2-subtraction/Slides 26-43

Learn Zillionhttps://learnzillion.com/lesson_plans/

3732-9-fluently-add-and-subtract-within-five-fp

Illustrative Mathematicshttps://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1408

Achieve the Core Coherence Maphttp://achievethecore.org/coherence-map/

#K/44/489/489[See All Tasks]

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

support-files/make-5-on-the-five-frame-

CAR © 2009







https://learnzillion.com/lesson_plans/3732-9-fluently-add-and-subtract-within-five-fp
















word problems.Day 1

Students will be assisted as they make, review, and practice using their books.https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1408Individual 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 practice fluency and counting scattered objects by playing Fast-Five. Students will race to pair all the ways to make 5.

http://www.k-5mathteachingresources.com/support-files/fast-five.pdf



Interdisciplinary Center – Students work

ver.1.pdf








CAR © 2009
















on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. While listening to Five Little Pumpkins Sitting on A Gate students will roll away objects from their group of 5 while the song plays.

Review Classwork


SLO: 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



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

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 facts


Direct InstructionOption 1 – NJCTL Slides 117-126


Task 2:Teachers will agree on common


math/operations-and-algebraic-thinking/attachments/part-1-addition/

Learn Zillionhttps://learnzillion.com/lesson_plans/

3729

CAR © 2009


















within 5.



SWBAT fluently add and subtract within 5 with and without representation and write equations to solve word problems.

Day 2

https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-1-addition/Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3729


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has an activity called My book of Five that can be played with the paraprofessional/aid. Paraprofessional will show students ways to make 5 using red and yellow chips. Students will be assisted as they make, review, and practice using their books.https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1408Individual 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 practice fluency and counting scattered objects by playing Fast-Five. Students will race to pair all the ways to make 5.

http://www.k-

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








5mathteachingresources.com/support-files/fast-five.pdf



Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. While listening to Five Little Pumpkins Sitting on A Gate students will roll away objects from their group of 5 while the song plays.


ELL Modifications: See Day 1 K.OA.A.5 . Demonstrate

fluency for addition and subtraction within 5 (by the end of kindergarten).

Number TalkRefer to Number Talks by Sherry Parrish*It is recommended that teachers use number talks based on how the book is written. They should start from page 71

Task 1:Quarterly AssessmentTask 7“Hop Into


math/operations-and-algebraic-thinking/attachments/part-2-subtraction/

Learn Zillion

CAR © 2009









*(benchmarked)





Day 3

and continue through the Kindergarten section of the book.

Direct InstructionOption 1 – NJCTL Slides 69-78https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-2-subtraction/Option 2 – Learn Zillionhttps://learnzillion.com/lesson_plans/3726


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has an activity called My book of Five that can be played with the paraprofessional/aid. Paraprofessional will show students ways to make 5 using red and yellow chips. Students will be assisted as they make, review, and practice using their books.https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1408Individual 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 practice fluency and counting scattered

Addition”



CAR © 2009









objects by playing Fast-Five. Students will race to pair all the ways to make 5.






ELL Modifications: See Day 1 K.OA.A.5 Demonstrate Number Talk Task 1: NJCTL Slides 69-78

CAR © 2009







fluency for addition and subtraction within 5 (by the end of kindergarten). *(benchmarked)





Day 4

Refer to Number Talks by Sherry Parrish*It is recommended that teachers use number talks based on how the book is written. They should start from page 71 and continue through the Kindergarten section of the book.

Direct InstructionOption 1 – NJCTL Slides 69-78https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-2-subtraction/


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has an activity called My book of Five that can be played with the paraprofessional/aid. Paraprofessional will show students ways to make 5 using red and yellow chips. Students will be assisted as they make, review, and practice using their books.https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1408Individual 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

Quarterly AssessmentTask 7“Hop Into Addition”



algebraic-thinking/attachments/part-2-subtraction/

CAR © 2009









of needs (as per each standard). Students can practice fluency and counting scattered objects by playing Fast-Five. Students will race to pair all the ways to make 5.






CAR © 2009








K.OA.A.5 . Demonstrate fluency for addition and subtraction within 5 (by the end of kindergarten). *(benchmarked)


SLO (s):SWBAT represent addition and subtraction fluently to five, solve word problems, and decompose numbers.



Day 5


Direct InstructionOption 1 – NJCTL Slides 81-85https://njctl.org/courses/math/kindergarten-math/operations-and-algebraic-thinking/attachments/part-2-subtraction/


Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard. Illustrative Mathematics has an activity called My book of Five that can be played with the paraprofessional/aid. Paraprofessional will show students ways to make 5 using red and yellow chips. Students will be assisted as they make, review, and practice using their books.https://www.illustrativemathematics.org/content-standards/K/OA/A/5/tasks/1408Individual Center – Students work on the individual skill that they need based on



NJCTL Slides 81-85https://njctl.org/courses/math/


subtraction/

CAR © 2009









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 practice fluency and counting scattered objects by playing Fast-Five. Students will race to pair all the ways to make 5.




Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teach them. While listening to Five Little Pumpkins Sitting on A

CAR © 2009







Gate students will roll away objects from their group of 5 while the song plays.

Review ClassworkExit TicketELL Modifications: See Day 1

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