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Possible time frame: 8 weeks Kindergarten starts out realistically with solidifying the meaning of numbers to 10 with a focus on relationships to 5. Students will investigate growth and shrinking patterns to 10 of 1 more and 1 less using models. Students will also focus on rote counting to 20. Standards Clarification Major Cluster Standards
Know number names and the count sequence. K.CC.A.1 Count to 100 by ones and by tens. K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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). Count to tell the number of objects. K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. K.CC.B.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. Compare numbers. 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.
Limit counts to 20 for standards K.CC.A.1, K.CC.A.2, and K.CC.A.3. Students are not expected to recognize the number words, only numerals. Reading and writing the number words are reserved for 2nd grade when they are more developmentally appropriate.
For standards K.CC.B.4, and K.CC.B.5, and K.CC.C.6, limit counting to 10.
Standards Clarification K.MD.B.3 Limit category counts to be less than or equal to 10. 1
What will students know and be able to do by the end of this unit?
Students will demonstrate an understanding of the unit focus and meet the expectations of the Common Core State Standards on the unit assessments.
Standards
The major clusters for this unit include: Know number names and the count sequence. Count to tell the number of objects.
Unit Assessment
Students will demonstrate mastery of the content through assessment items and tasks requiring: Conceptual Understanding Procedural Skill and Fluency Application Math Practices
Sample End-of-Unit Assessment: Part I: (Assess students individually) K.CC.A.1 Have student rote count from 1-20. Circle the last number said in the correct order. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
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2 points = Student rote counts to twenty. 1 point = Student is able to rote count to at least ten. 0 point = Student is unable to rote count to at least ten. Part II: (Assess students individually) K.CC.A.1 ______/2
Give the students tongue depressors numbered from 1-10. Have them place the tongue depressors in the correct order from 1-10 as they say each number aloud. 2 points = Student successfully completes task. 1 point = Student mixed up no more than three tongue depressors. Student can successfully rote count to 10. 0 points = Student mixed up 4 or more tongue depressors sticks. Part III: (Assess students individually) K.CC.A.2 ______/2 Tell the student I want you to count forward beginning with the number _____. Stop counting when you reach 20. Choose any number between 0 and 10. Put a box around the number you tell the student to start with and circle the last number said in the correct order. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
2 points = Student rote counts beginning with the number you gave them to twenty. 1 point = Student is able to rote count beginning with the number you gave them to at least ten. 0 point = Student is unable to rote count to at least ten.
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Have the student choose a numeral card (1-10) and place the corresponding number of cubes on a tens frame. Then have the student predict how many cubes there would be if one more was placed on the tens frame. Ask the student to explain his/her thinking. 2 points = Student successfully predicted the number that would come next and explained his/her thinking. 1 point = Student was unable to predict the number that would come next. However, he/she was able to count and answer by placing the extra cube on the tens frame. 0 Points = Student was unable to answer which number would come next even after placing the cubes on the tens frame. Part V: (Assess students individually) K.CC.B.4, K.CC.B.5 ______/8 Have the student count out cubes for each number below. Once the student has counted out the given number of cubes, ask the student how many cubes he/she has. Place a check beside each number counted correctly. Place a check for each number conserved (credit given if student can answer how many? without recounting the objects). Each check is one point. Counted Correctly Conserved Number Possible Error Patterns: 2 ___ Student does not say number names in standard order ___ Student does not count with a 1-1 correspondence. 6 ___ Student does not understand that the last number name said tells the number of objects counted. ___ Student could not conserve numbers. The student had to recount the objects in order to answer how many? ___ Other ___________________________________ 9
Number
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Give the student 3 red cubes, 7 blue cubes, and 10 green cubes. Ask the student to sort the cubes by color and record how many cubes of each color in the boxes below. Ask the student to identify which group has the most cubes.
red cubes
blue cubes
green cubes
4 points = Student sorts the cubes by color and writes the correct number of cubes for each group. Student is able to identify the category of blue cubes as the one with the most cubes. (Reversals are acceptable). 3 points = Student is able to complete three of the four tasks correctly: sorting, counting correctly, writing the correct numeral (based on their count), and identifying the group with the most cubes. (Numbers written that look nothing like the actual numbers would not count as writing the correct numeral) 2 points = Student is able to only complete two of the four tasks correctly. 1 point = Student is able to only complete one of the four tasks correctly. 0 points = Student does not complete any part of the task correctly.
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Show the student a group of 7 objects arranged in a line. Ask the student to count the objects. Then, change the arrangement to an array (4 on one row, 3 on the second row). Ask the student to count the objects again. Change the arrangement to a circle and ask the student to count the objects. Finally, scatter the objects on the table and ask the student to count the objects. Place a check for each time the student counts correctly. Each check is one point. If a student responds correctly without counting, ask him/her to explain their thinking. Arrangement Line Array Circle Scattered Counted Correctly Notes on Counting Strategy
Part VIII: K.CC.A.3 Students will circle the tens frame that matches each corresponding numeral.
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7 10 5
Part IX: K.CC.C.6 In each row, students will circle the group that has the fewer number of items.
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Part X: K.CC.A.3
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Have students choose their favorite numeral from 1-10, write it in the designated box, and color in the corresponding squares on the tens frame.
My favorite number is .
1 point = Student attempts to write numeral. Student colors in the corresponding number of boxes on the tens frame. 0 points = Student does not attempt to make numeral and/or does not color in the corresponding number of boxes on the tens frame.
Possible Connections to Standards for Mathematical Practices MP.2 Reason abstractly and quantitatively. Students are reasoning abstractly when they match the correct numeral to a set of objects or write the correct numeral for a given set of objects. Students reason quantitatively when they connect the quantity to a written symbol. MP.3 Construct viable arguments and critique the reasoning of others. Students will construct arguments when they explain how they know the number of objects in a group without counting because the arrangement changed but no objects were added or taken away.
Sample Task: 1) Give students a set of problems that has different pictures of groups of objects with no more than 5 in each group. Have students count the objects in each group and write the numeral for each group of objects.
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2) Give each pair of students a set of popsicle sticks that has the numerals 0-5 written on them. Have students work together to put the numerals in order. 3) Call out a number and have students write the numeral that corresponds to the number. 4) Have students choose a number and write the number on a piece of paper. Then have students draw simple objects to represent the number they chose. Days 11-13 Objectives: Students will analyze objects to find two objects that are exactly the same or not exactly the same. Students will analyze two objects that are similar and describe how they are the same and how they are different. Students will analyze a group of objects to find two objects with the same pattern or color.
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Sample Task: 1) Give each student a set of buttons (may be different colors)with two holes and four holes (be sure there are no more than 5 of each type of button). Tell the student Sort the buttons by number of holes. Draw a circle around each group. Label how you sorted each group. Count and write how many buttons there are in each group. (Adapted from Sorting Buttons: http://standardstoolkit.k12.hi.us/common-core/mathematics/mathematics-assessments/assessment-listing/?code=K.CC) 2) Tell students Look at the table. Color the things in groups of 2 red. Color the things in groups of 3 blue. Color the thi ngs in groups of 4 orange.
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Sample Task: 1) Tell students Count the objects in each row. Then write the number of objects on the line. If the student writes the incorrect number, have the student count the number of objects in order to determine if it was a counting error or a writing error. Directions: 1. Count the objects in each box. 2. Write the number of objects on the line.
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_______________ (Adapted from 1-10 Counting: http://standardstoolkit.k12.hi.us/common-core/mathematics/mathematicsassessments/assessment-listing/?code=K.CC) 2) Give each pair of students a set of popsicle sticks that has the numerals 0-10 written on them. Have students work together to put the numerals in order. 18
Sample Task: 1) Tell students Choose a number from 1-10. Write that number on the line. Draw simple objects to represent that number. Then point to their drawing and ask If you draw one more (name of item drawn), how many (name of item drawn) will you have? Repeat this by having students choose different numbers. (Adapted from Drawing 1 10: http://standardstoolkit.k12.hi.us/common-core/mathematics/mathematics-assessments/assessment-listing/?code=K.CC) 2) Tell students Count the clouds. How many clouds are there? Draw one more cloud. How many clouds are there now? How do you know?
Days 33-37 Objectives: Students will count backwards from 10 to 1. Students will count up to 10 objects in a group and state 1 less than the given number in the given set. Students will identify a number that is 1 less than a given number. Students will draw simple objects to show 1 less up to 10 in any configuration. Students will answer how many questions about groups of up to 10 objects in any configuration. Students will write the numerals 0 10 to represent the number of objects in a group.
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2) Give students a group of objects. Have students count the objects and ask How many objects are in the group? Then ask, If there is one less, how many objects would there be? Show me how you know. Days 38-40: End of Unit Assessment (Interview Style) 22