Grade Level: K
Timeframe: Marking Period 1
Unit Focus and Essential Questions
Unit Focus
· Know number names and the count sequence to 10
· Count to tell the number of objects
· Understand addition as putting together and adding to and understand subtraction as taking apart and taking from
· Identify and describe shapes
Essential Questions
K.CC.A.1
What are numbers?
Why do we use numbers, what are their properties, and how does our number system function?
K.CC.A.3
How can we represent the number of objects with a written numeral?
What does the written numeral represent?
K.CC.B.4
How can we assign an ascending number name for each object in the group?
How can we be sure you are counting correctly?
How do we use counting to tell how many objects are in a set?
What is the next number in counting one greater than the previous number?
K.CC.B.5
What does this numeral/number mean?
How do I know how many objects there are?
Why do we count?
What can we count?
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.MD.B.3
How can we describe the attributes of an object?
How can we compare objects in a group? How do we state our comparisons?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
- K.CC.A.1*
- K.CC.A.3*
- K.CC.B.4
- K.CC.B.5*
- K.OA.A.1*
- K.MD.B.3*
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
Pacing – In the first grade level meeting or professional development day, teachers will create a pacing guide for the unit together. Teachers will backwards plan the marking period and come up with dates where they will assign each quarterly assessment question.
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)
Count by ones up to 10.
SLO(s):
SWBAT count by ones up to 10. / 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 suggest 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.
Number Talk
Refer to Number Talks by Sherry Parrish
*It is recommended that teachers use number talks based on how the book is written. They should start from page 71 and continue through the Kindergarten section of the book (P. 71-96)
· Dot Images (P. 71-81)
Direct Instruction
Option 1 – Engage NY
Module 5, Topic D, Lesson 15, 16, 17, 18, 19
Module 5, Topic A, Lesson 1, 2, 3, 4, 5
https://www.engageny.org/search-site?search=k.cc.1
Option 2 –Last Man Standing Activity
Students 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 – Learn Zillion Counting to 20 Video
https://learnzillion.com/lesson_plans/3686
Option 4- 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 t 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 5- You Tube- Counting to 10 Video
https://www.youtube.com/watch?v=diMJIlv-4N0
Option 6- Read “Ten Black Dots” book by: Donald Crew
**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 10 starting at one. They should be able to count individually to 10 and also count in a circle with student one saying “1” student two saying “2” and so on.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Quarterly) will use to measure that standard.
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).
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc. Engage NY Module 5 Topic A Lesson 1 asks students to organize a variety of ten objects into egg cartons. This would be a good visual for students trying to grasp the concepts of our number system.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. Teacher or Para will read “Ten black dots” Book by Donald Crew. Students can make a book about ten black dots. They can use bingo stampers and create one page each day. Day 1 would be a page about the number 1, Day 2 would be a page about the number 2, and so on until day 10 which would be a page about the number 10. / Task 1:
Quarterly Assessment
Task # 1
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
Grades K-1 Math: Counting Exercises K.CC.1, 2 and 4c, 1.NBT.2a,b,c. (video)
https://www.engageny.org/resource/nti-november-2012-rigor-breakdown-counting-exercises-for-k-1
Engage NY Lessons
https://www.engageny.org/search-site?search=k.cc.1
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#K/40/456/456
(See All Tasks)
Math Labs
http://www.raftbayarea.org/readpdf?isid=69
You Tube- Counting to 10 Video
https://www.youtube.com/watch?v=diMJIlv-4N0
MyMath
Note: There are no my math pages that directly teach this skill because students are expected to count orally and not assign numbers to objects
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 1
CCSS:
K.CC.1
WIDA ELDS: 3
Speaking / Count by ones up to 10 / Recite orally the numbers 1-10 in order using Songs/Chants, Manipulatives and prompting. / VU: Count, number words
LFC: Pronunciation of correct phonemes, single words
LC: Varies by ELP level
ELP 1 / ELP 2 / ELP 3 / ELP 4 / ELP 5
Language Objectives / Recite orally the numbers 1-10 in L1 and/or use Gestures and point to numbers during the song or chant. / Recite orally the numbers 1-10 in L1 and/or use Gestures and number cards. / Recite orally the numbers 1-10 with some mispronunciation of number words. / Recite orally the numbers 1-10 with minimal mispronunciation of number words. / Recite orally the numbers 1-10 with proper pronunciation of number words.
Learning Supports / Manipulatives
Native language support
Teacher Support
Songs/Chants / Manipulatives
Native language support
Teacher Support
Songs/Chants / Manipulatives
Teacher Support
Songs/Chants / Manipulatives
Songs/Chants / Manipulatives
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)
SLO(s):
SWBAT represent the number of objects with a written numeral up to 10.
SWBAT represent the number of objects by holding up the correct number card.
SWBAT to match the number of objects with a written numeral. / This standard should not be taught in isolation, it builds from unit 2. It should be reviewed daily through classroom routines and added upon in unit 2. Here are some suggested routine type activities to be implemented in your classroom.
Number Talk
Refer to Number Talks by Sherry Parrish
*It is recommended that teachers use number talks based on how the book is written. They should start from page 71 and continue through the Kindergarten section of the book (P. 71-96)
· Dot Images (P. 71-81)
Direct Instruction
Option 1 – Module 1, Topic D, Lesson 14
Module 5, Topic B, Lesson 6
Module 5, Topic B, Lesson 7
https://www.engageny.org/search-site?search=k.cc.3
Option 2- Illustrative Mathematics https://www.illustrativemathematics.org/content-standards/K/CC/A/3/tasks/400
The teacher will need a 3x3 grid with the numerals 1-9 arranged randomly (one in each box in the grid) and 2 different colored crayons, one for each child.
Two students each select a different color crayon and one number grid.
• Player A chooses and reads a number name on the grid out loud to Player B. If Player B agrees that is the correct number name, then Player A may trace the numeral with his/her crayon.
• Players switch roles and Player B reads a number name on the grid. If Player A agrees it has been correctly identified, then Player B traces the numeral with his/her crayon color.
• Repeat steps (a) and (b) until one player has three numerals traced with his/her color in a row.
The object is to identify 3 numbers in a row – horizontally, vertically or diagonally. The winning student must confirm with the teacher by being able to read to the teacher the 3 winning numbers. This will allow for autonomy during the task but provide a check that students are actually identifying the numerals correctly in conjunction with tracing them.
Option 3 – Ba Ba Black Sheep Activity
http://www.learnnc.org/lp/editions/mothergooselessons/5125
Option 4- My Math
See activities and resources
Centers
Teacher Center – The teacher works in a small group with 1-4 students. The teacher should work on counting the number of objects in a set (up to 10). For example) place 4 counters on the table and ask students to write down the number of objects they see on a whiteboard. If they cannot write the numbers yet, you can have them identify the number of objects by holding up the correct number card. (Number cards are needed for the assessment and should include numbers 0 through 10)
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 should sit in a circle. Each student should receive numeral cards 0-5 (or 0-10 once they are ready). The teacher should place manipulates in the center of the circle and ask students to hold up their number card that corresponds to the number of objects.
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).
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc . Using snap cubes and number cards have students order number cards 0 to 10. Students can build the snap cube representation of each of the numbers. For example) if I have the number 6 I will place the number card in front and then create a snap cube tower made up of 6 snap cubes.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. The para or teacher could read any number counting book they have and have students draw a picture about the story. To make sure the standard is met students should draw a number of objects and connect it with a numerical value.
Review Classwork
Exit Ticket / Task 1:
Quarterly Assessment
Task # 2
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. / EngageNY
Module 1, Topic D, Lesson 14
Module 5, Topic B, Lesson 6
Module 5, Topic B, Lesson 7
https://www.engageny.org/search-site?search=k.cc.3
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#K/40/464/464
(for unit 1: a bag of up to 10 objects should be used)
(See All Tasks)
Math Labs
http://www.raftbayarea.org/readpdf?isid=157
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=kcc3
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for My Math
www.mhmymath.com
Homepage for My Math
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 1-2 (17-22), Lesson 1-4 (29-34), Lesson 1-5 (35-40), Lesson 2-3 (105-110), Lesson 2-6 (125-130), Lesson 2-7 (131-136)
Student Learning Objective (SLO) / Language Objective / Language Needed
SLO: 2
CCSS: K.CC.3
WIDA ELDS:
3
Speaking
Listening / 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 level
ELP 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.