Unit | Timeframe | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit |
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1 | 43 Days | Numbers to 10 Classification activities allow students to analyze and observe their world and articulate their observations. Reasoning and dialogue begin immediately. “These balloons are exactly the same.” “These are the same but a different size.” As they move through the module, students recognize cardinalities as yet one more lens for classification. “I put a pencil, a book, and an eraser, three things, in the backpack for school.” “I put five toys in the closet to keep at home.” From the moment students enter school, they practice the counting sequence so that when counting a set of objects, their attention can be on matching one count to one object, rather than on retrieving the number words Students order, count, and write up to ten objects to answer how many questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count. Students use their understanding of numbers and matching numbers with objects to answer how many questions about a variety of objects, pictures, and drawings. They learn that the last number name said tells the number of objects counted. Very basic expressions and equations are introduced early in order to ensure students’ familiarity with numbers throughout the entire year so that they exit fluent in sums and differences to 5.
| I can say the number names in the standard order when counting objects. I can sort objects into categories by attributes such as shape, color, and size. I can classify objects into categories by attributes such as shape, color, and size. I can sort the categories by counts less than or equal to 5. I can recognize numerals that describe quantities 0 to 10. I can record decompositions by a drawing or equation. I can sort the categories by counts less than or equal to 10. I can decompose numbers less than or equal to 5 into pairs in more than one way e.g. by using objects or drawings.
| 2 | 12 Days | Two Dimensional and Three Dimensional Shapes In this module, students seek out flat and solid shapes in their world. Empowered by this lens, they begin to make connections between the wheel of a bicycle, the moon, and the top of an ice cream cone. Just as the number 4 allowed them to quantify 4 mountains and 4 mice as equal numbers, learning to identify flats and solids allows them to see the relationship of the simple to the complex, a mountain’s top to a plastic triangle and cone sitting on their desk. | I can sort objects into categories by attributes such as shape, color, and size I can classify objects into categories by attributes such as shape, color, and size I can identify 2-dimensional shapes as flat I can identify 3-dimensional shapes as solid I can sort shapes into the categories of 2-dimensional (flat) vs. 3-dimensional (solid)
| 3 | 38 Days | Comparison of Length, Weight, Capacity, and Numbers to 10 Having observed, analyzed, and classified objects by shape into predetermined categories in Module 2, students now compare and analyze length, weight, capacity, and finally, numbers in Module 3. Students use language such as longer than, shorter than, as long as; heavier than, lighter than, as heavy as; and more than, less than, the same as. “8 is more than 5.” “5 is less than 8.” “5 is the same as 5.” “2 and 3 is also the same as 5.” This module also begins with an analysis using the question, “Are there enough?” This leads naturally from exploring when and if there is enough space to seeing whether there are enough chairs for a small set of students: “There are fewer chairs than students!” This skills leads to with counting and matching sets to compare.
Note: Depending on timing, lessons on weight and capacity might be shortened or eliminated.
| I can group sets of objects to show which group is greater / more than, less than, and the same as another (e.g. cube trains, counters, etc.) I know the quantity of written numerals. I can compare two numbers between 1 and 10 presented as written numerals. I can describe an object as being tall or short I can describe an object as being long or short. I can describe an object as being small or large. I can describe an object as being narrow or wide. I can compare two objects or groups of objects and state which one has more or less and describe the difference. I can make a group with one more or one less.
| 4 | 47 Days | Number Pairs: Addition Subtraction to 10 Module 4 marks the next exciting step in math for kindergartners—addition and subtraction! Students begin to harness their practiced counting abilities, knowledge of the value of numbers, and work with embedded numbers to reason about and solve addition and subtraction expressions and equations. Decompositions and compositions of numbers to 5 are revisited to reinforce how a whole can be broken into two parts and how two parts can be joined to make a whole. Decomposition and composition are taught simultaneously using the number bond model so students begin to understand the relationship between parts and wholes before adding and subtracting, formally addressed later in the module, eventually working to compositions and decompositions to 10.
| I know that adding is putting together parts to make a whole I know that subtracting is taking apart or taking away from the whole to find the other part I know the symbols ( +, -, =) and the words (plus, minus, equal) for adding and subtracting I can represent addition and subtraction with objects and fingers I can represent addition and subtraction with mental images and drawings I can represent addition and subtraction with sounds (e.g., claps) and with acting out situations I can represent addition and subtraction with verbal explanations I can represent addition and subtraction with expressions and equations in multiple ways (e.g., 2 + 3 = 5, 5 = 2 + 3, II + III = IIIII) I can model an addition/subtraction problem given a real life story I can use concrete objects and drawings to model addition/subtraction within 10 I can use pictures to understand joining and separating groups I can use symbols and number sentences to represent addition and subtraction word problems I can complete addition/subtraction word problems within 10 I can solve addition/subtraction word problems within 10 I can decompose numbers less than or equal to 10 into pairs in more than one way e.g. by using objects or drawings. I can record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1) I know that two numbers can be added together to make 10. I can find the number that makes 10 when added to any number from 1 to 9. I can fluently (with speed and accuracy) add within 5. I can fluently (with speed and accuracy) subtract within 5.
| 5 | 30 Days | Numbers 10-20 and Counting to 100 Students have worked intensively within 10 and have often counted to 30 using the Rekenrek during Fluency Practice. This sets the stage for Module 5, where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100. The writing of larger numbers has been included because of the range of activities they make possible. The writing of these numbers is not assessed nor emphasized,
| I can count to 50 by ones. I can count to 100 by tens. I can count forward by ones to 50 beginning with any number (numbers other than 0 or 1). I can say the number names in the standard order when counting objects. I can represent quantities using numbers. I can represent numbers using quantities. I can match each object with only one number name when counting. I can recognize the number of objects is the same regardless of arrangement or order in which counted. I know the last number name said tells the number of objects counted. I can generalize that each successive number name refers to a quantity that is one larger. I can count out the correct number of objects when given a number from 1 to 10. I can count as many as 10 things in a scattered configuration. I can count as many as 20 things arranged in a line. I can count as many as 10 things arranged in a rectangular array. I can count as many as 10 things arranged in a circle. I understand that a spoken number represents a quantity I understand that the numbers 11 - 19 are composed of 10 ones and 1, 2, 3, 4, 5, 6, 7, 8, or 9 ones. I can represent and record compositions or decompositions of the numbers 11 - 19 by a drawing. I can represent and record compositions or decompositions of the numbers 11 - 19 by an equation.
| 6 | 10 Days | Analyzing, Comparing, and Composing Shapes The kindergarten year comes to a close with another opportunity for students to explore geometry. Throughout the year, students have built an intuitive understanding of two- and three-dimensional figures by examining exemplars, variants, and non-examples. They have used geometry as a context for exploring numerals as well as comparing attributes and quantities. To wrap up the year, students further develop their spatial reasoning skills and begin laying the groundwork for an understanding of area through composition of geometric figures. | I can identify shapes in the real world I can analyze the attributes of real world objects to identify shapes I can construct shapes from components (e.g., sticks and clay balls) I can identify shapes in drawings I can create drawings using shapes I can compose a new or larger shapes using more than one simple shape I can analyze how to put simple shapes together to compose a new or larger shape I can identify the position of an object in the environment using terms such as above, below, beside, in front of, behind and next to (see complete vocab list above) I can describe the position of an object in the environment using terms such as above, below, beside, in front of, behind and next to (see complete vocab list above) I can identify and describe the position of 2-D and 3-D shapes (e.g., square, circle, triangle, rectangle, hexagon) in the environment using terms such as above, below, beside, in front, behind, and next to. I can identify and count the number of sides of 2 - and 3-dimensional shapes. I can identify and count the number of corners/vertices of 2 - and 3-dimensional shapes. I can describe similarities of various 2- and 3-dimensional shapes. I can describe differences of various 2- and 3-dimensional shapes.
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