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Kindergarten Unit 2: Math At School

Page history last edited by Gena Barnhill 10 months ago

 

Kindergarten Unit 2: Math at School

Unit Question 

Math is important at School.

 

Essential Questions 

  1. What is math?

  2. Why is math important?

  3. How do I use math?

  4. Where do I recognize math?

  5. How does math benefit me?

 

Big Ideas

  1. Numbers- I use numbers to count and show position.
  2. Patterns- I can use patterns to make sense of disorder.
  3. Shapes- Shapes have specific names and properties.
  4. Data - Words tell how things are alike and different. 

 

Home/School Connection

Optional resource

Numbers

6-8 Weeks 

Big Idea 1: Numbers

OAS-M: K.N.1.5 K.N.1.6  K.N.2.1  K.N.3.1

 

Whole Group Introduction 

 

These activities should be introduced on separate days to allow the students time to explore each concept at a center.

 

Intro for 3.1:

  • Share the Love 3-Act Lesson from gfletchy.com
  • In this lesson, the problem is how to share a package of m&m’s between two girls. You will see the candy divided into two sets with one left over, and a graph of all the m&m’s by color.  Time is given between each of the three acts for discussion. Click here to read Dan Meyer’s blog on how to facilitate learning with three-act lessons.

 

Intro for  2.1

  • Show Me a Number: Floor 5 frames, with student five frames. Roll a die, have a volunteer show the class on the floor 5 frame, while everyone else builds on their frames. Extension: What happens when we roll 6?

 

 

Center Ideas 

 

  • Representing Numbers: Take the class outside and divide them into groups of 4-5.  Give each group sidewalk chalk and have them write numbers 1-5. Have them draw a square around each individual number.  Have natural resources (leaves, pinecones, wood pieces, flowers, seeds) available for the children to use to represent each number.  Allow each group to present their number of representations to the class.

 

Key Resources

 

  • Video: Can Count From Any Number - Practice counting on by 1's.  Give a lower number to start from and then you count on by 1's for the next five numbers.  Practice counting on by 1's and give the answer. The first time the beginning number is given and a visual is shown along with the lyrics. The next time the beginning number and the visuals are given without the lyrics. The last time, only the beginning number is given and the students say the next five numbers counting on by 1's all on their own. This song can be referred to in later counting on activities. The music helps the students recall the concept.

 

  • Video: Equal - After showing the students this video, have a center set up with playdough and cookie cutters? Have the students make equal sets of cookies using two different colors of playdough.

 

  • Video: Composing Numbers - After showing this video, have a center set up with five frames and different colors of buttons?  Have the students fill their five frame using different combinations of colored buttons.  You could provide a recording sheet of five frames with circles in the frames representing the buttons for the children to color.

Mini-Lessons/ Re-engagement

 

 

Formative Assessment

  • Show me with manipulatives

 

Evidence of Understanding

  • Count beginning from any number, not just 1.

  • Read, write and represent numbers.

  • Compose and decompose numbers in more than one way.

  • Combine objects to make a bigger number and remove objects to make a smaller number.

  • Build multiple equal sets.

 

   

Big Idea 2: Patterns

OAS-M: K.A.1.1  K.A.1.2 K.GM.1.2 

Whole Group Introduction  

 

  • Mixed Bag Activity w/ 1 common characteristic- leaves, nuts, manipulatives, etc. The teacher will have a bag of mixed items associated with fall.  The students will work together to sort the items in the bag. 

 

Center Ideas 

 

  • Take a Closer Look - Use magnifying glasses to observe and group cards with small shapes printed on them.  After the cards are grouped, make each shape with wikki stix or playdough.

 

  • Pattern Cards - Students read the pattern and extend it at least twice. An extension could be allowing students to create their own pattern. Patterns can be made with a variety of manipulatives (links, paper clips, unifix cubes, bears, pencils, etc.) Pattern cards can be made or printed from online resources

 

Key Resources  

 

  • Video: Alligator Chomp The Alligator Chomp is a patterning, math skills video.  Mr. Alligator chomps a specific pattern and then he asks you to chomp his exact pattern back to him.  This video applies the listening and auditory skills of discriminating sounds and associating concepts, actions and ideas with expressive language.

 

 

 

  • Patterning Anchor Charts and Activities- A great resource of anchor charts and activities appropriate for differentiation of types of patterns. Also includes a pocket chart and journaling activities as well as hands-on activities.

 

  • Real-World Patterning- a fantastic collection of ideas that utilize patterns using a variety of manipulatives including real-world examples. Incorporates gross and fine motor skills as well.

Mini/Lessons Re-engagement 

 

  • Rhythm Numbers - Decide a sound for each number and create a song. Using classroom instruments, the students will decide on a number to represent an instrument. They will make a number series out of those numbers and play the instruments in that order.  If you do not have instruments, let the students assign a sound to each number. Example: Use farm animal sounds.

 

Formative Assessment

  

  • Sorting Tray - Have students sort given manipulatives in their sorting tray.  Ask them how they sorted. An extension would be to ask the students to sort the manipulatives in a different way.

 

  • Stamp Pad Patterns - Provide students with various stamp pads and stamps with strips of paper.  Have the students make a pattern of their choice and tell you about it. Record the pattern on the corner of the paper.(AB,ABB,AAB, ABC)

 

  • Allow students to make more than one pattern. This activity could be done with other items such as pattern blocks.

 

Evidence of Understanding

 

  • Sort  and group objects based on characteristics.(color, shape, size)

  • Create and extend patterns with manipulatives, sound, movement, and another medium.

 

 

 

Big Idea 3: Shapes 

OAS-M: K.GM.1.3 K.GM.2.4

Whole Group Introduction  

 

  • Yarn Shapes - Have some large shapes on the smartboard. Ask the children what they notice about each shape.  As the students come up with geometric vocabulary, make a list and ask the students, “What can you draw to represent that word?”. When all the shapes have been discussed, group the children in groups of 4-5 and give each group a long piece of yarn.  Call out a shape and have the groups make that shape using their bodies and the yarn. Go to each group and ask them to tell you about their shape. Continue until all shapes have been constructed and discussed. Put the yarn in a tub and allow the students to make and discuss shapes in math centers. 

 

Center Ideas

 

  • Let’s Pour - Provide students with two different sized containers and a pitcher of water.  Let them explore which container holds more or less and make observations as to why. This is a great sensory table activity. 
  • Marshmallow Geometry - Provide students with small pretzel sticks and marshmallows. Allow them time to construct triangles, rectangles, and squares.  Discuss the pretzels being the sides/length and the marshmallows being the vertices/corners. This activity could also be done with playdough and toothpicks.
  • Playdough Shapes - Have laminated drawings of circles, squares, triangles and rectangles at a center with playdough.  Encourage students to roll the playdough and make the various shapes. Listen for geometric vocabulary to compliment.

 

Key Resources 

 

Mini/Lessons Re-engagement  

 

  • Chalk it up to geometry - Take the students outside and have them use sidewalk chalk to draw the shapes the class has been learning.  Have them share with a partner some specifics about their shape. Observe and listen as the students share. 

 

Formative Assessment

 

  • Painting - Ask the students to paint the shapes the class has been learning about.  When they have finished, ask them to tell you about their shapes. You could even help them label the shapes if they would like. 

 

Evidence of Understanding 

 

  • Describe the attributes of squares, circles, rectangles, and triangles using geometric vocabulary. (sides, vertices/corners, length)

  • Determine how much containers will hold using varied fillers.

Big Idea 4: Data

OAS-M: K.GM.2.1 K.GM.2.2

Whole Group Introduction 

 

  • Display a variety of shapes. Ask students what they notice. As they come up with words to describe the shapes, make a list for them to refer back to. Then ask them how they might order the shapes.  Allow them to come to the display and try their order. This task can be repeated and/or extended using other manipulatives, blocks, yarn pieces, playdough snakes, or even the students themselves.   

 

Center Ideas  

 

  •  Apple Balance - Have 5 different sized apples at a center with a balance and 1” ceramic tiles that have been cut apart. Have the students put an apple in a basket on one side of the balance and add ceramic tiles to the other side until it balances the apple.  The students will record how many tiles it takes to balance each apple and then put the apples in order from lightest to heaviest.

 

  • Ordering Inchworms - Give students a group of inchworms of varying lengths. Ask the student to put them in order and tell about how they decided that order. Encourage students to share their work. Ask open-ended questions like, “Tell us about your work?” You could use yarn, sticks, or anything you have to represent the inchworms.

 

 

Key Resources 

 

  • Comparing objects video - This video compares animal sizes using shorter than, taller than, bigger than, and smaller than. This video could be followed by an activity where students compare play animals.  They could order or sort the animals using these terms.

 

  • Ordering by length video - Practical application of this video could be to give students a random assortment of items to order by length. They could order shortest to longest or longest to shortest. Ask them to describe their order to a friend.

 

  • Heavy and Light video - Follow this video with a T graph of things the children know that are heavy and light.

 

Mini/Lessons RE-engagement  

 

  • Snap-cube Measuring - divide the class into 5 groups. Give each group a set of farm animals that are different lengths.  Have the groups measure the farm animals and put them in order from shortest to longest. Allow each group to share something they noticed with the class.

 

 

 

Formative Assessment 

 

  • Provide inchworms in different lengths and colors. Have students put them in order from smallest to largest. Ask them to tell you which one is first etc. by color.

 

Evidence of Understanding

 

  • Compare objects using geometric words. (length, size, weight, position, location.)  

  • Order objects by measurable attributes. (length, weight) 

 

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