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Kindergarten Unit 1
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last edited
by Gena Barnhill 10 months ago
Kindergarten Unit 1: Math and Me
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Unit Question
How does math impact our daily living?
Essential Questions
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What is math?
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Why is math important?
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How do I use math?
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Where do I recognize math?
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How does math benefit me?
Big Ideas
- Numbers- I use numbers to count and show position.
- Patterns- I can use patterns to make sense of disorder.
- Shapes- Shapes have specific names and properties.
- Data - Words tell how things are alike and different.
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Home/School Connection
Optional resource
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Math is essential to daily living.
6-8 Weeks
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Big Idea 1: I can use numbers to count and show the position
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OAS-M: K.N.1.3 K.N.1.6 |
Whole Group Introduction
- Model making an anchor chart for the number one. Encourage discussion among students for different ways to represent the number one (How do we know it is 1? How would you show 1?). Click here to learn more about anchor charts from Abigail of Kindergarten Chaos.
Center Ideas
- Ongoing Center: Student-created number anchor charts- Students will work collaboratively to create a poster that shows different visual representations (tally marks, dots, fingers, numeral, etc.) of a number (0-5) Give each group of students a piece of poster board/large paper. Have the groups work together using magazine pictures, drawings, tracings, stickers, stamps, etc. to create a number anchor chart. Have each group share their chart with the class.
- Ongoing Center: Student-created individual number books - The students will be given a book (this can be a piece of paper cut in half and stapled together) with a number on each page. Their task will be to represent that number with stamps/illustrations on each page.
- Teacher Center: Ordinal Numbers - The teacher will have 5 bears of different colors. To the tune of “The Bear Went Over the MountaIn” they will sing “The first bear over the mountain x3 was the _____ bear.” The students will say the correct color word. After going through each bear, the students will be given five bears to work with on their own or with a partner.
Key Resources
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Mini-Lessons/ Re-engagement
Formative Assessment
- Teddy bear trains- Given a random number of manipulatives, students will create a “train” of five. Students will then tell the order of the manipulatives (“The yellow bear is 2nd. The green cube is 4th.”)
Evidence of Understanding
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Big Idea 2: I can use patterns to make sense of disorder.
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OAS-M: K.A.1.1 K.A.1.2 |
Whole Group Introduction
- Sorting: Mixed Bag Activity- Have a bag or bucket filled with a variety of manipulatives. Tell students that they are all mixed up and can not be cleaned up/ put away that way. Ask students what can be done to solve the problem. As students begin to solve the task, encourage them to explain their thinking (“Why did you put that there?”). At the conclusion, introduce the word sort and define it using what students have just experienced.
- Patterns: Rainbow lesson- Using whatever medium available, start using colors in ROY G BIV order to create a piece of art (Drawing, sculpture, crayons, etc.). After two cycles of colors, start asking students what color comes next. Ask them why they choose that color. Prompt students to notice the color order, if they have difficulty. Explain how rainbows always follow this color pattern. Define pattern using what students have just experienced.This activity can be differentiated by using as many colors as you deem appropriate. It can also be used throughout the year to teach different types of patterns.
Center Ideas
Key Resources
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Mini/Lessons Re-engagement
- Patterns: Go on a Pattern Hunt - Take the class on a pattern hunt around the school and /or school grounds. Each time a pattern is noticed, stop and discuss what the students see. The teacher could keep track of the patterns, or the individual students could record them. For example, the teacher could give each student a clipboard to draw or record the patterns they see.
Formative Assessment
- Give the student a small mixed bag of manipulatives and ask them to sort them. Have the student explain how they sorted the manipulatives. Ask them to use the items to make a pattern. Have the student explain their pattern.
Evidence of Understanding
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Big Idea 3: Shapes have specific names and properties.
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OAS-M: K.GM.1.1 K.GM.1.4 |
Whole Group Introduction
- Recognizing Shapes: Give each child a circle, rectangle, square, and triangle to hold. Display a circle on the smartboard, white board or paper. Have the students tell you about what they see. Record and discuss their answers. Repeat with square, triangle and rectangle. Close by having a student give a summary for each shape and repeating the names of the shapes.
Center Ideas
- Recognizing Shapes: Bean Bag Toss - Tape a large circle, square, triangle and rectangle to the floor. Students will take turns tossing their bean bag onto a shape and naming the shape they hit. This could be extended by having a group graph for the child to mark after their throw.
- Recognizing Shapes: Shape Dice - Create dice with circles, squares, triangles and rectangles on them. Have the student roll the dice, name the shapes and tell something about them.
- Using Smaller Shapes to make Larger Shapes: Students will use pattern blocks to fill in an outline to form a larger shape.
- Shapes: Building shapes out of popsicle sticks. Students choose how many sticks they need to build a shape. Sticks are glued together at the desired angles to make a shape. Students may decorate them as well.
Key Resources
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Mini/Lessons Re-engagement
Formative Assessment
- Playdough Shapes: Give students some playdough or clay and ask them to make the shapes they know. If not all four shapes are made, prompt students by asking “Can you make a ___________?”
Evidence of Understanding
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Shapes have common properties and can be combined to make new shapes.
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Shapes have specific names (circle, triangle, square, rectangle)
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Big Idea 4: Words tell how things are alike and different.
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OAS-M: K.GM.2.1 |
Whole Group Introduction
- Memory Match- Can be played with a memory game set, playing cards, or on an interactive whiteboard. Explain the rules to students and have them take turns playing. Some of the game sets have too many pieces to begin the year. Start by putting our ⅓ of the set and add to it as students progress. This will keep the game new and exciting
Center Ideas
- Where’s Waldo type of searches
- Partner Same Game - Partners have a set of manipulatives. They take turns choosing a manipulative while their partner closes their eyes. When their manipulative is chosen, they tell their partner to open their eyes and find the manipulative that is the same. The students then reverse rolls.
- Snap Cube Towers - The students are given snap cubes and asked to build a tower. Then they are to compare their towers to see if any are the same. This activity lends itself to extension of discussing length and size.
Key Resources
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Mini/Lessons RE-engagement
- Partner Match- Distribute yarn that has been cut into various lengths. Make sure there are two of each length. Have students compare the different lengths among themselves until they find the one that is the same. Have students discuss how they found their match.
- Name Square Class Graph - The teacher will make a large paper graph with numbers at the top and lines drawn between the numbers to make columns. Each student will gather enough paper squares to write one letter of their name on each square. The students will use squares to build their name on the class graph, counting their squares and gluing them under the correct number. The class will then use the graph to compare name length. The class can discuss which names are the same length and how many names are in each column
Formative Assessment
- Display a variety of manipulatives and ask students to compare. Use the discussion to assess understanding.
Evidence of Understanding
- Words are used to compare objects. Example: same/different, heavy/light, tall/short, big/little.
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Kindergarten Unit 1
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