Kindergarten
Math
Fourth Grading Period – Weeks 1-2 (8days)CURRICULUM OVERVIEW
Big Idea / RationaleTime
As Children encounter numbers and vocabulary associated with time in their everyday life, it is important they understand how time helps them organize their lives. Students will explore that some activities take more time than others to complete. They will also understand that there are parts to the day i.e. morning, afternoon, and evening, as well as that events happen in order. / As children explore situations involving elapsed time the will be making rich contexts for solving problems. Students will begin to utilize vocabulary to compare and describe the amount of time different events take. Students begin to understand how numbers, expressions, and measures can be compared and related to other numbers, expressions, and measure in different ways.
Math TEKS / Guidelines Specificity - Intended Outcome
Concepts / K.2 Number, operation, and quantitative reasoning. The student describes order of events or objects.
The student is expected to:
(A) use language such as before or after to describe relative position in a sequence of events or objects;
(B) name the ordinal positions in a sequence such as first, second, third, etc.
K.6 Patterns, relationships, and algebraic thinking. The student use patterns to make predictions
The student is expected to:
(A) use patterns to predict what comes next, including cause and effect relationships.
K.11 Measurement. The student use time to describe, compare, and order events and situations.
The student is expected to:
(A) compare events according to duration such as more time than or less time than;
(B) sequence events (up to three)
K.13 Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school.
The student is expected to:
(B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
(C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic
guessing and checking, or acting it out in order to solve a problem; and
K.14 Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language.
The student is expected to:
(A) communicate mathematical ideas using objects, words, pictures, numbers, and technology;
K.15 Underlying processes and mathematical tools. The student uses logical reasoning.
The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology. / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
- Decide which of two activities take more or less time.
- Identify the order of the day; morning, afternoon, evening.
- Sequence three events using first, next and last.
- Explain my thinking using pictures, numbers, and words.
Evidence of Learning
- Given a set of events, students will be able to compare which takes more time than or less time than, 80% of the time correctly.
- Using language such as before, after, students will be able to decide the order in which a sequence of events occurs, 80% of the time correctly.
- Using objects, words, pictures, and or numbers, students will be able to solve problems using logical reasoning, 80% of the time correctly.
CURRICULUM OVERVIEW
- How do you know when an activity takes more time than another?
- What do you do in the morning? Afternoon? Evening?
- What do you do when you get home from school?
- How do you “think smart” to solve a problem?
Child use language to describe concepts associated with the passing of time.
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will … / So students can… / Resources
Begin each day with Daily Classroom Routines. Classroom Routines offer practice and review of key concepts. These daily activities are done in 10 minutes daily.
Week 1: Topic 14- Time
- Day 1-2:
Use the Teaching Tip to review and reinforce concepts.
- Make copies of the Center Activities 14-1 through 14-4 on colored card stock and laminate.
- Introduce the vocabulary wordsmorning, afternoon, night, last, before, next, first.
- Read the Interactive Math Story Max’s Late Morningand follow the Before, During and After
Step 1: Whole group instruction: Lesson 14-1
Problem of the Day-Use transparency 14-1 in Teacher Resources to teach the lesson. Lesson is taught as whole group instruction. Use the followingquestions to guide discussion:
- What kind of objects do you see?
- Are all of the buttons the same shape?
- What are you asked to do?
- ¿Cuáles cosas ven en este pagina?
- ¿Los (buttons) tienen el mismo tamano?
- ¿Qué se les pide que hagan?
- Provide each student with pg. 261 of their consumable.
- Gather materials-scissors, glue, ( Teaching Tool 40)
- Provide each student with pg. 262 of their consumable.
- Observe students to assess children’s understanding.
- Additional Activity can be used for small group or center activity
Step 4: Differentiated Instruction -
- Send students to centers. Using the informal assessment gathered from observing the students during the Interactive and Visual Learning lessons, call students of similar needs for small group instruction. Use the Intervention, On-Level or Advanced activities on page 262C to provide differentiated instruction to you students.
- Leveled Homework
Step 1: Whole group instruction: Lesson 14-2
Problem of the Day-Use transparency 14-2 of the Teacher Resources to teach the lesson. Lesson is taught as whole group instruction. Use the followingquestions to guide discussion:
- Where are these people standing?
- Do they have the same number of items in their cart?
- What are you asked to find?
- ¿Donde estan paradas estas personas?
- ¿Todos tienen la misma cantidad de articulos en sus carritos?
- ¿Qué se les pide que averiguen?
- Provide each student with pg. 263 of their consumable.
- Gather materials- (per child) scissors, glue, Time Order (Teaching Tool 41)
- Provide each student with pg. 264 of their consumable.
- Observe students to assess children’s understanding.
- Additional Activity on pg. 264A can be used for small group or center activity.
Step 4: Differentiated Instruction -
- Send students to centers. Using the informal assessment gathered from observing the students during the Interactive and Visual Learning lessons, call students of similar needs for small group instruction. Use the Intervention, On-Level or Advanced activities on page 264C to provide differentiated instruction to you students.
- Leveled Homework
Step 1: Whole group instruction: Lesson 14-3
Problem of the Day-Use transparency 14-3 of the Teacher Resources to teach the lesson. Lesson is taught as whole group instruction. Use the followingquestions to guide discussion:
- What is the girl doing in picture 1? 2? 3?
- What do you need to tell about each picture?
- ¿Que hace la nina en el Dibujo 1?
- ¿Qué hace la nina en el Dibujo 2?
- ¿Qué hace la nina en el Dibujo 3?
- ¿Qué deben decir acerca de cada dibujo?
- Provide each student with pg. 265 of their consumable.
- Gather materials- scissors, glue,and events(Teaching Tool 42).
- Provide each student with pg. 266 of their consumable.
- Observe students to assess children’s understanding.
- Additional Activity on page 266A can be used for small group or center activity.
Step 4: Differentiated Instruction -
- Send students to centers. Using the informal assessment gathered from observing the students during the Interactive and Visual Learning lessons, call students of similar needs for small group instruction. Use the Intervention, On-Level or Advanced activities on page 266C to provide differentiated instruction to you students.
Homework
- Leveled Homework
Day 5:
Step 1: Whole group instruction: Lesson 14-4
Problem of the Day-Use transparency 14-4 of the Teacher Resources to teach the lesson. Lesson is taught as whole group instruction. Use the followingquestions to guide discussion:
- What are the children doing?
- What are they doing?
- What are you asked to tell?
- ¿Dónde estan los ninos?
- ¿Qué hacen?
- ¿Qué se les pide que indiquen?
- Provide each student with pg. 267 of their consumable.
- Gather materials- (per child) Day and Night (Teaching Tool 43), glue, scissors.
- Provide each student with pg. 268 of their consumable.
- Observe students to assess children’s understanding.
- Additional Activity on pg. 268A can be used for small group or center activity.
Step 4: Differentiated Instruction -
- Send students to centers. Using the informal assessment gathered from observing the students during the Interactive and Visual Learning lessons, call students of similar needs for small group instruction. Use the Intervention, On-Level or Advanced activities on page 268C to provide differentiated instruction to you students.
Homework
- Leveled Homework
Use these days as re-teaching opportunities for those students who were challenged by the content of this topic. Have the students work in centers and provide small group instruction for those students who need extra time or intervention. Use the differentiated activities from Topic 14: Time, lessons 14.1-14.4, as well as activities from Meeting Individual Needs on page 259E-259F to provide small group instruction.This time can also be used to administer the Topic 14 Test. / Day 1-2
Students will:
- Make real-life connections with new vocabulary.
- Listen to Max’s Late Morning,the Interactive Math Story.
Day 1 Lesson 14-1
Step 1: Problem Solving
Students will:
- Identify circles.
- Describe and compare objects.
Students will:
- Learn to compare events to decide which takes more time or less time than.
Students will:
- Compare amounts of time.
- Circle the activity that takes less time.
- Circle the activity that takes more time.
Students will:
- Work in Centers while teacher provides small group instruction to small groups of students.
- Participate in small group instruction.
- (Intervention Group)- Play “Running and Walking” use large open area or take students outside if possible.
- (On-Level)-Play “Look and See” using number tiles 1-6, paper bag, 6 red squares, 6 blue squares and Center Activity 14-1
- (Advanced)- Play “Look and See” using number tiles 1-6, paper bag, and Center Activity
“Advanced” activity on pg 262C
Step 1: Problem Solving Lesson 14-2
Students will:
- Compare events using more time or less time.
- Use ordinal numbers first, second, and third to describe location
Students will:
- Order events to show pattern of day; morning, afternoon, and evening.
- Learn about different parts of the day.
Students will:
- Use time to describe, compare, and order events and situations.
- Circle pictures that show what happens during the day.
- Draw an X on pictures that show what happens at night.
Students will:
- Work in Centers while teacher provides small group instruction to small groups of students.
- Participate in small group instruction.
- (Intervention Group)- Play “Act it Out!”
- (On-Level)-Play “Listen and Learn ” using number tiles 1-9, and Center Activity 14-2
- (Advanced)- Play “Listen and Learn” using number tiles 1-9, paper bag, and Center Activity
“Advanced” activity on pg 264C
Day 4: Lesson 14-3
Step 1: Problem Solving
Students will
- Sequence events.
- Describe and order events using time.
Students will:
- Order sequence of three events.
- Use the words firs, next, last, before, after to describe the order of events.
Students will:
- Use language such as before or after to describe relative position in a sequence of events.
- Order events by first, second, or third.
Students will:
- Work in Centers while teacher provides small group instruction to small groups of students.
- Participate in small group instruction.
- (Intervention Group)- Play “Our Favorite Story” using a familiar story book like “Goldilocks…”
- (On-Level)-Play “Try Together ” using number tiles 1-9, and Center Activity 14-3
- (Advanced)- Play “Try Together” using number tiles 1-9, paper bag, and Center Activity
“Advanced” activity on pg 266C
Week Two
Day 5: Lesson 14-4
Step 1: Problem Solving
Students will
- Sequence events.
- Use language; before / after
Students will:
- Learn to solve problems using logical thinking.
- Justify his/her thinking using objects, words, pictures, numbers, and technology.
Students will:
- Justify his/her thinking using objects, words, pictures, numbers etc.
- Circle day and night activities.
- Identify and explain activities that take place in the day
Students will:
- Work in Centers while teacher provides small group instruction to small groups of students.
- Participate in small group instruction.
- (Intervention Group)- Play “When do you use it?” using (per pair) Day and Night (Teaching Tool 43)
- (On-Level)-Play “Listen and Learn” using number tiles 1-2, and Center Activity 14-4
- (Advanced)- Play “Listen and Learn” using number tiles 1-3, and Center Activity
“Advanced” activity on pg 268C / Resources for Instruction:
Textbook: envision Math Texas
Kindergarten
Topic 14 Time
- Lessons 14-1 through 14-4
- Math Background for Teachers pg. 259C
- Meeting Individual Needs pg. 259E
- The Language of Math pg. 259G
- Topic Centers pg. 259I
- Interactive Math Story pg. 259K
Vocabulary:
(English)
- evening
- last
- night
- more time
- less time
- morning
- day
- next
- after
- afternoon
- first
- before
(Spanish)
- por ultimo
- noche
- mas tiempo
- menos tiempo
- manana
- dia
- luego
- despues
- tarde
- primero
- antes
Evidence of Learning
Differentiation / Interims/TAKS/Benchmarks / College – Readiness i.e.
Anticipated Skills for SAT/ACT/College Board/Career/Life
Note: Differentiated Instructional Levels can be determined by using one of the following options;
Option 1-Topic Openers Review What You Know (pre-test)
Option 2- InformalAssessments
(observation, journal entries, class participation, etc.)
Option 3- Formal Assessments (Quick Checks, Students activity sheets, etc.)
What do you do for students who are struggling?”
Lesson 14-1
- Running and Walking pg. 262C
- Act it Out! pg. 264C
- One Favorite Story pg. 266C
- When do you use it? pg. 268C
Lesson 14-1
- Look and See pg. 262C
- Listen and Learn pg. 264C
- Try Together pg. 266C
- Listen and Learn 268C
What takes more time, doing your homework
or brushing your teeth?
/ Third Grade Math TAKS
SAISD © 2008-09 –Fourth Grading PeriodMath – Kinder Page 1 of 35
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Kindergarten
Math
Fourth Grading Period – Weeks 3-4 (9 days)CURRICULUM OVERVIEW
Big Idea / RationaleCalendar
As children explore concepts of measurement, they begin to understand that parts of the year can be described using months and seasons. Students will explore that all weeks have 7 days and each is the same length. Days can be compared to today using yesterday and tomorrow, and are numbered consecutively using the counting numbers. / Learning the days of the week and months of the year reinforces the concept that time passes in predictable ways and in measurable amounts. The days of the week form a repeating pattern that helps organize our lives. Children learn that all units of time follow a sequence, including the months of the year and the seasons.
Math TEKS / Guidelines Specificity - Intended Outcome
Concepts / K.6 Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions.
The student is expected to:
(A) use patterns to predict what comes next, including cause-effect relationships; and
(B) count by ones to 100.
K.10 Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and or relative temperature.
(E) compare situations or objects according to relative temperature (hotter/colder than, or the same as).
K.11 Measurement. The student uses time to describe, compare, and order events and situations. The student is expected to: (C) read a calendar using days, weeks, and months.
K.13 Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school.
The student is expected to:
(A) identify mathematics in everyday situations;
(B) solve problems with guidance that incorporates the processes of understanding the problem, making a
plan, carrying out the plan, and evaluating the solution for reasonableness;
(C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a
pattern, systematic guessing and checking, or acting it out in order to solve a problem;
K.14 Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language.
The student is expected to:
(A) communicate mathematical ideas using objects, words, pictures, numbers, and technology
K.15 Underlying processes and mathematical tools. The student uses logical reasoning.
The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
- Name the months and seasons in a year.
- Name the days of the week.
- Put the days of the week in order.
- Identify yesterday, today, and tomorrow.
- Read and write the numbers on a calendar.
- Name the parts of a calendar (date, month etc.)
- Tell which object or situation is hotter or colder.
- Draw pictures to solve problems.
Evidence of Learning
- Students will be able name the months and seasons of the year, 80% of the time correctly.
- Students will be able to read and write the numbers on a calendar, 80% of the time correctly.
- Students will be able to name the days of the week in order, 80% of the time correctly.
- Students will solve problems by drawing pictures, 80% of the time correctly.
CURRICULUM OVERVIEW