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Kindergarten Math UNIT

A counting we will go, a counting we will go!


Standards: K.CC.(1-3) Know number names and the count sequence. K.CC.(4-5) Count to tell the number of objects.

Kimberly Nahinu April 18, 2012 EDEL 433/Ballard


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Unit Plan Overview


Day 1 Diagnostic Assessment Day 2 Lesson: M & M Counting Fun! (pg.3)

(pgs.4-5)

Students count up to 10 or more M&Ms using verbal names and one-to-one correspondence, and use sets of M&Ms to represent quantities given in verbal form.

Day 3 Lesson: Were Counting at the Zoo!

(pgs.6-7)

Students count up to ten objects in a group to find out how many, read and write numbers to ten, and use sets of zoo animals to represent quantities to ten.

Day 4 Lesson: Here Kitty, Kitty!


Students count up to ten objects in a group to find out how many.

(pgs.8-9)

Day 5 Lesson: Fish Count!

(pgs.10-12)

Students count up to ten objects in a group to find out how many, read and write numbers to ten, use sets of fish counters to represent quantities to ten, and dictate or write about how many fish are in a set.

Day 6 Lesson: Gummy Candy Count!


Students count up to 10 objects in a group to find out how many.

(pgs.13-14)

Day 7 Assessment
Summative Assessment- A Counting We Will Go!

(pg.15)

Day 1: A Counting We Will Go (Diagnostic Assessment)


Duration: 30 min Standard (s) Assessed: K.CC.(1-3) Know number names and the count sequence. K.CC.(4-5) Count
to tell the number of objects.

Teacher Directions: Complete the diagnostic assessment with each student by having the student complete the tasks as directed in the student directions. Materials: - Unifix Cubes - Bowl - Worksheet with 10 empty boxes - Crayons Student Directions: 1. Look at the unifix cubes in your bowl. Hold up one unifix cube. 2. Now, snap together three unifix cubes. 3. Snap together 5 unifix cubes. 4. Snap together 7 unifix cubes. 5. Snap together 9 unifix cubes. 6. Take those cubes apart and place them in your bowl. Snap together 2 unifix cubes. 7. Snap together 4 unifix cubes. 8. Snap together 6 unifix cubes. 9. Snap together 8 unifix cubes. 10. Snap together 10 unifix cubes. 11. Next, Im going to give you a piece of paper with 10 empty boxes on it. Listen carefully while I give you directions. Look at the top row of boxes. Draw 2 red unifix cubes in the first box. 12. Draw 4 yellow unifix cubes in the second box. 13. Draw 6 dark blue unifix cubes in the third box. 14. Draw 8 green unifix cubes in the fourth box. 15.Draw 10 black unifix cubes in the fifth box. 16. Now look at the bottom row of boxes. Draw 1 white unifix cube in the first box on the bottom. 17.Draw 3 brown unifix cubes in the next box. 18.Draw 5 light blue unifix cubes in the next box. 19.Draw 7 orange unifix cubes in the next box. 20.Next, I want you to write the number and color of each set of unifix cubes in each box. Adaptive Strategy: (Students may dictate information they cannot write.)

Day 2: M & M Counting Fun


Overview: Students will count up to 10 or more M&Ms using verbal names and one-to-one correspondence, as well as use sets o M&Ms to represent quantities given in verbal forms. Standards: K.CC.(1-3) Know number names and the count sequence. K.CC.(4-5) Count to tell the
number of objects.

Materials:

-The M&Ms Brand Counting Book By Barbara Barbieri McGrath -2 large bags of M&Ms (14 oz. Or 16 oz.) -4 bowls containing at least 12 of each color of M&Ms -1 bowl containing 30 M&Ms to be used by teacher for group activity. (Make sure all colors are located in the bowl.) -4 work mats (9 in. by 12 in. laminated construction paper) -8 dice -1 math journal for each child -1 dry erase board -A set of dry erase markers to match the M&M colors -4 boxes of markers to represent all M&M colors Preparations: Have work mats for students. Work mats can be made by laminating sheets of 9 in. by 12 in. construction paper. Procedures: 1. Hold up a large bag of M&M candies for the students to see. Next, ask the children the following questions. *How many of you like to eat M&Ms? *What is your favorite color M & M candy? *How many M & M candies do you think you can eat? 2. Then, tell students that today they will begin a math unit which will give them practice identifying numbers from 1-10, writing numbers from 1-10 and counting from 1-10 M&M candies, zoo animal counters, cat counters and fish counters. 3. Tell students that today they will start by identifying numbers and that they will get to use real M & M candies to practice counting. Next, read The M & M's Brand Counting Book during small group instruction. Have the children identify the number and count the M&Ms on each page after you read. 4. Next, read the story again and have the children work together to count the M&Ms the way each page indicates. Example: The first page says to pour out the candies. Choose a child to pour the bowl containing 30 M&Ms on a work mat. The next page says to call out the colors. All
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children may do this. Then, have the children take turns counting the candy as the book did (by color). One child will count the number of red. Another child will count the number of yellow, etc. Some M&Ms have a blue instead of a tan. This substitution can be made. Although the book has the children count, make sets, make shapes, add and subtract, the children will focus on identifying the colors and counting the M & M's poured out on the mat as the first few pages of the book shows. As students work, the teacher should be formatively assessing for ability to use concrete material to count to ten or more using verbal names. 5. Then pour the M&Ms back into the bowl and model rolling a number dice, choosing a certain color M & M and then placing the specified number of M&Ms on a mat. Use a dry erase board and colored dry erase markers to write the number and draw the number of M & M's on the board to match the number rolled on the dice. Next, a student will be chosen to do the same thing. After everyone has had an opportunity to practice this activity, the students will work in cooperative groups of two to continue this activity. As students work, formatively assess for ability to recognize numbers and use concrete material to count to ten or more using verbal names and written numbers. Guided Practice:: Give each child a math journal and markers. Give each group a bowl of M & Ms. Have children work in cooperative groups to roll 2 number dice, identify the number, choose an M & M color and count out that number of M&Ms on the mat and then make a record of this in his/her math journal. Example: One child will roll the dice. If the dice shows a total of 8, the child will choose a color M&Ms to use, count out 8 M&Ms and place on the work mat, and then write the number and draw eight M&Ms in that color in his/her math journal. Children will take turns doing this. Small Group: Have students repeat what they did in whole group instruction at their tables. Example: One child will roll the dice. If the dice shows a total of 8, the child will choose a color M&Ms to use, count out 8 M&Ms and place on the work mat, and then write the number and draw eight M&Ms in that color in his/her math journal. Children will take turns doing this. Closure: Have students return to the group and share what they did with their M & M candies in their journals.

Assessments Observe student participation.

Extensions Students could also create patterns and graphs with the M & Ms they sorted. Patterns could be copied or extended by other children. Students could record their patterns. Their recorded patterns could be laminated and placed at a center for others to duplicate. The same could be done for number sentences.

Day 3: We're Counting at the Zoo!


Overview: Students will use sets of concrete materials to represent, count and match quantities to 10 or more given in verbal or written form while participating in hands-on activities. Standards: K.CC.(1-3) Know number names and the count sequence. K.CC.(4-5) Count to tell the
number of objects.

Materials: - 1,2,3 to the Zoo, a counting book by Eric Carle - 10 pieces of 9x6 inch laminated pieces of paper to use as train - Math journal for each student - Pencil for each student - Crayons - Cards numbered 1-10 - 5 bowls of zoo animal counters (20 in each bowl).. These can be found at the Dollar Store Preparations: Get all items needed listed in the materials list.

Procedures: 1. Introduction-Prior to beginning the lesson, please review the previous day's lesson, M&M Counting Fun. Remind students that yesterday they began a counting unit by identifying numbers, counting out specified numbers of M&M candies and then making a record of M&Ms counted in their math journals. Pour out a bowl of M&M candies onto the table. Use the bowl of 30 M&Ms from the previous day's lesson. Roll two dice and choose a student to pick a color and show the designated amount of M&M's on a mat. Have the student record the number and draw the M&Ms on the dry erase board. Continue in this way until each student in the group has had an opportunity to participate. 2. Share 1,2,3 to the Zoo with the students during small group instruction. Have the students count along as they look at each page. Identify the number on each page after the items are counted. Have the children repeat the number. 3. Share the book again with the students. Students will count the objects on each page again. Bring the students' attention to the bottom of the page and ask them if they notice what is happening each time that a new car of animals is added. Next, one more animal is added to each group of animals. If they do not notice the pattern, help them. This can be done by showing that there is one elephant on the first train car, two hippopotamus on the second car, three giraffe on the third car, etc. Count to see how many animals there are in all. 4. Guided Practice: Next, using the zoo animals as their concrete materials, have the students take turns showing a specified number of zoo animals on each mat. For example, place a number 1 card on the first car and then choose a child to place one zoo animal on
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that car. Then, place the number 2 card on the second car and have another student place 2 animals on that car. Continue in this manner until all ten mats/cars have been filled sequentially. As the students work together to complete this activity, discuss the pattern of one more on each new animal being placed on the next car. As the students work, the teacher will be doing a formative assessment to see if the student is using one to one correspondence and concrete materials to represent and count quantities to 10 or more objects. 5. Independent Practice: Students will work in cooperative groups of two to make their own individual zoo trains as depicted in the book. This will be done in their math journals. The students will draw a train with ten cars. The students should write the numbers 1-10 (one number in each car) sequentially. They may need assistance with this. The students will then draw the designated number of animals in each car. Students could actually place the designated number of animal counters on each car and then move each one as it is drawn. Working in cooperative groups gives the students an opportunity to communicate their thoughts as they perform the task. The teacher will act as a facilitator during this activity. As students work, the teacher will be doing formative assessment to see if the student is using one to one correspondence as he/she identifies, counts, creates sets with up to 10 or more concrete objects and tells or writes about the sets.

6. Closure: As a closing activity, students should then return to group and share their zoo trains with the group. The group can help count the animals in each train.

Assessments: Teacher observation of student records (math journal) and teacher observation of student counting the number of animals on each train car. The student should identify the written number and the number of animals on each car of the train. The two performance levels are: 1) mastered (student is able to use objects to represent whole numbers to 10) and, 2) being developed (student is able to use objects to represent some whole numbers to 10). This coincides with the kindergarten report card. The teacher will also be conducting formative assessment throughout the lesson as indicated in the procedures. Extensions 1. Math - While working in a small group of 4-6 students have students roll a dice and read the number of the dice. Next, the student will place the designated number of zoo animal counters on a work mat. Go around the group until each student has had the opportunity to roll the dice and match the number on the dice to the number of zoo animal counters on a work mat. After each student has had at least one opportunity to do this, have students work in cooperative groups of 2-3 students taking turns rolling the dice and placing the specified number of counters on a work mat. They should continue in this fashion for 10-15 minutes.

Day 4: Here Kitty, Kitty


Overview: Students will count up to ten objects in a group to find out how many. Standards: K.CC.(1-3) Know number names and the count sequence. K.CC.(4-5) Count to tell the
number of objects.

Materials - Pretend You're a Cat by Jean Marzollo - 10 pieces of 8 1/2" x 11" paper for use when the teacher and/or children are modeling the activities - 5 bowls of a variety of cat counters (approximately 20 in each bowl) - 5 pieces of 9" x 6" laminated construction paper to use as work mats - Pencil for each child - 4 stamp pads - 5 cat stamps - 8 numbered dice - 1 math journal for each child - 1 dry erase board - 1 set of markers - A bowl of zoo animal counters (20) Preparations Gather the materials listed above. Procedures 1. Introduction-Review yesterday's lesson, We're Counting at the Zoo, prior to beginning this lesson. Remind students that they participated in a counting lesson yesterday in which they identified numbers, counted and created quantities of zoo animal counters up to 10 or more and told about or wrote about their work. Pour a bowl of zoo animal counters out on the table. Show the students a number 6 number card. Choose a student to identify and count out 6 zoo counters and to write the number on a dry erase board. Continue showing a number card and having students take turns identifying, matching the number with counters and writing the number until each student has had an opportunity to participate. 2. Share Pretend You're a Cat with the students during small-group instruction. Read the book a second time and have the children act out what the animals are doing on each page. This book serves to grab the students' interest in the activity. 3. Next, pour a bowl of cat counters out on the table. Ask the children if they can place 1 cat on their mat. After the children place one cat on the mat, have them remove it and then place two cats on the mat. Continue in this manner until the children have placed a total of ten cats on their mats. Next, have the children take turns counting the different kinds of cats (ex. 3 striped cats, 4 spotted cats, 2 brown cats, etc.). Although there are 20 cat counters, students do not need to count the total number of counters.

4. Guided Practice-Then, have the students take turns showing a specified number of cat counters on each mat. For example, have a child roll a dice and then choose a child to place the specified number of cat counters on the mat. Then, choose another child to roll the dice and have another student place the designated number of cat counters on their mat. Continue in this manner until all children in the group have had an opportunity to place a designated number of cats on their mats. Have the last couple of children make a record of the number rolled and the number of cats by using a cat stamp to stamp the designated number of cats on a piece of paper and writing the number and words to tell about the cats. As the students work, the teacher conducts formative assessments to see if individual students can dictate or write about the cats, and if they have one-to-one correspondence when counting and representing quantities of 10 or more sets of cats. 5. Independent Practice-Students work in cooperative groups of two to take turns rolling two dice and showing the specified number of cats on their mats. The students then stamp the specified number of cats in their journals and write the number and description. Working in cooperative groups gives the students an opportunity to communicate their thoughts as they perform the task. The teacher acts as a facilitator during this activity. The students should do this a minimum of 6 times to show they've met the performance standard. As students work, the teacher conducts formative assessments to see if individual students can identify numbers, count with one-to-one correspondence and create sets of objects that represent up to 10 or more and write about it. 6. Closure: Students return to the group and share their journals. The group helps count the cats in each journal. The records should go in the students' portfolios. Assessments: Assessment occurs through teacher observation of students' math journals and teacher observation of students counting and matching the number of cats in their journals. The students should identify the written number and the number of cats on each journal entry. The students should be able to verbally tell or write about their work. The two performance levels are 1) mastered (students are able to use objects to represent whole numbers to 10 a minimum of 6 times) and 2) being developed (students are able to use objects to represent some whole numbers to 10). These performance levels coincide with the kindergarten report card. The teacher can find additional formative assessment in the procedures.

Extensions: PBS KIDS (Counting Games) http://pbskids.org/games/counting.html This website has fun activities with familiar characters that students know from PBS. (Example, Curious George) Students will practice their counting skills through different games on this website.

Day 5: Fish Count


Overview: Students participate in hands-on activities in which they count and match objects to 10 or more using one-to-one correspondence and make a record of objects counted, which will be kept in a math portfolio. Standards: K.CC.(1-3) Know number names and the count sequence. K.CC.(4-5) Count to tell the
number of objects.

Materials -Fish Eyes By Lois Ehlert, -A math journal for each student -5 work mats (9 in. by 6 in. laminated construction paper) -Fish Count- (worksheet) -Pencil for each child -Crayons -Cards numbered 1-10 -5 bowls of fish counters (20 in each bowl) (Purchased at Lakeshore) -Technology-Smartboard Preparations Obtain all items needed listed in the materials list. Create a fishbowl with fish on the Smartboard

Procedures 1. Introduction-Remind the students that during the past two days they have identified numbers and matched and counted zoo animal counters and cat counters with those numbers. As part of the review have students identify numbers on a dice and show that number of zoo animal counters and/or cat counters. This should be done for numbers 1 through 10. 2. Share Fish Eyes with the students during small group instruction. Have the children count along as they look at each page. Identify the number on each page after the fish are counted. Have the children repeat the number. 3. Share the book again with the students. Students should count the fish on each page again. Then, have students count to see how many fish there are in all. 4. Guided Practice- On the Smartboard, have students look at an empty fish bowl. (This should have been create earlier. Add any given number of fish 1-10. Next, have all students show a specified number of fish on a work mat that they see on the Smartboard fish bowl. This could be done sequentially initially on a mat or on the table. (Each time the teacher places a given amount of fish in the fishbowl on the Smartboard, he/she will ask the students to do the same thing. The teacher says, -Place one fish counter on your mat. Now, place that fish back in your bowl. Next, place two fish counters on your mat. Now, place those fish back in your bowl. Next, place three fish counters on your mat.Continue in this manner until the children have counted up to ten fish and placed them on
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the mat. Then, show the students a number card also to help them identify the number symbol with the number of objects. If students place the fish in rows, it would be easier for them to see the pattern of one more fish being added each time. You could also discuss the concept of one less. 5. Independent Practice-Students will be given their math journals. Tell the students that they are going to be identifying a number, writing the number, drawing that number of fish on a page in their journals and then telling or writing to describe the fish. Begin by showing the students the number one number card and asking them to write the number, draw the specified number of fish and then describe or write about the fish drawn. The teacher can fill in the descriptive word or the child can sound out and write the word him/herself. Continue in this manner sequentially until the children have drawn up to 10 fish in a group. The teacher will act as a facilitator during this activity. 6. Closure: Students should then return to group and share their work with the group. The group can help count the fish in each booklet. Assessments Teacher observation of student records (math journal) and teacher observation of students identifying, drawing and counting the number of fish on each page of the journal. The student should also dictate or write about what color or kind of fish are on each page.

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Fish Counting Worksheet


NAME:__________________________________________________________________

1 One _____________ fish 2 Two ____________ fish 3 Three ___________ fish 4 Four ____________ fish 5 Five ____________ fish 6 Six _____________ fish 7 Seven ___________ fish 8 Eight ___________ fish 9 Nine ____________ fish 10 Ten ___________ fish

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Day 6: Gummy Candy Count


Overview: Students count up to 10 objects in a group to find out how many. Standards: K.CC.(1-3) Know number names and the count sequence. K.CC.(4-5) Count to tell the
number of objects.

Materials -The book The Gummy Candy Counting Book by Amy and Richard Hutchings -Five bowls of 15 fish counters -One 16 oz. bag of gummy candies -Five bowls to hold approximately 20 gummy candies -One work mat for each child (12 inches by 9 inches laminated construction paper works great!) -Two to four pieces of 8 and one half by 11 inches paper for each child -Pencil for each child -Markers -4 dice Preparations Gather all items needed from the materials list. Procedures 1. Introduction-Tell the students that today you will begin by having a review of identifying numbers from 1-10, counting objects to ten and writing numbers from 1-10. Then, review these concepts with the students. Show students a number card from 1-10. Have them identify the number and then use fish counters (or other type counters if these are not available) to show the specified number of counters. Then, have the students write the number on a piece of paper. Check for accuracy. Continue this process with numbers from 1-10. 2. Share the book The Gummy Candy Counting Book with the students during small group instruction. Have the children count along as they look at each page. Identify the number and color on each page after the items are counted. Have the children repeat the number. 3. Guided Practice-Next, have the students take turns showing a specified number of gummy candies on each mat. For example, roll a dice then choose a child to place the number of gummy candies specified on the mat. Then, roll the dice again and choose another child to place the specified number of gummy candies on the mat. Model this several times. 4. Independent Practice-Next, students will work in cooperative groups of two and take turns rolling the dice, identifying the number on the dice. Both students will then use markers to draw the specified number of gummy candies on his/her paper. They should also write the number.

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5. Closure: Students should then return to group and share their work with the group. The group can help count the candies on each student's sheet. Next, state Boys and Girls today we learned how to count and identify numbers 1-100. Assessments: Teacher observation of student records and teacher observation of student counting the number of candies during the activity. The student should identify the written number and the number of candies on each page.

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Day 7: A Counting We Will Go (Summative Assessment)


Duration: 30 min. Standard (s) Assessed: K.CC.(1-3) Know number names and the count sequence. K.CC.(4-5) Count to
tell the number of objects.

Teacher Directions: 1. Tell each student that this activity lets you know what he/she has learned and what he/she needs extra work on. 2. Be prepared to give the student a bowl of 10 people counters, 15 pet counters, a bowl of M&Ms, a work mat and a grid with 10 boxes on it to use as a record. Student Directions: 1. Listen to me as I read the directions. 2. I will tell you what to do. 3. Look at the pet counters in your bowl. Place one pet counter on the mat. 4. Place three pet counters on the mat. 5. Place 5 pet counters on the mat. 6. Place 7 pet counters on the mat. 7. Place 9 pet counters on the mat. 8. Put all of the pet counters back in the bowl. 9. Place 2 pet counters on the mat. 11. Place 4 pet counters on the mat. 12. Place 6 pet counters on the mat. 13. Place 8 pet counters on the mat. 14. Place 10 pet counters on the mat. 15. Next, Im going to give you a piece of paper with 10 empty boxes on it and a bowl of M&Ms. Listen carefully while I give you directions. Look at the top row of boxes. Draw 2 brown M&M candies in the first box on the top row. 16. Draw 4 red M&M candies in the second box. 17.Draw 6 yellow M&M candies in the third box. 18.Draw 10 orange M&M candies in the fifth box. 19.Now, look at the bottom row of boxes. Draw 1 green M&M candy in the first box. 20.Draw 3 brown M&M candies in the second box. 21.Draw 5 red M&M candies in the third box. 22.Draw 7 yellow M&M candies in the fourth box. 23.Draw 9 orange M&M candies in the fifth box. 24.Next, I want you to write the number and color of each set of M&M candies in each box. (The student may dictate information they cannot write.)

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