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Math: Unit 8
UNIT TITLE: Represent, Count, and Write 20 and Beyond
Grade: K
Domain: Counting and Cardinality
Suggested Pacing
14 days
1/21/15 – 2/11/15
Stage 1 – Desired Result
Established Goals/Unit Outcome
Highest Level of Understanding:
 Know the count sequence when counting to 50 and to 100 by ones and
by tens.
 Solve problems by using the strategy make a model.
Average Level of Understanding:
 Count forward to 20 from a given number.
Most Essential Level of Understanding:
 Model and count with objects to show the number 20 and beyond.
 Represent 20 objects and more with a number name and written
name and a written numeral.
Common Core Learning Standards:
CC.K.CC.1: Know number names and count sequence.
 Count to 100 by ones and tens.
CC.K.CC.2:
 Count forward beginning from a given number within a known sequence (instead of having to begin at 1.)
CC.K.CC.3:
 Write numbers from 0-20. Represent numbers of objects with a written numeral 0-20 (with a 0 representing a count of no objects).
CC.K.CC.5: Count to tell the number of objects.
 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 1-20,count out that many objects.
CC.K.CC.6: Compare numbers.
 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group e.g., by using
matching and counting strategies.
Mathematical Practices:
MP.4: Model with mathematics.
MP.5: Use appropriate tools strategically.
Essential Questions:
 How can you show and count 20 objects? (CC.K.CC.5; lesson 8.1)
 How can you count and write 20 with words and numbers? (CC.K.CC.3; lesson 8.2)
 How can you count forward to 20 from a given number? (CC.K.CC.2; lesson 8.3)
 How can you solve problems using the strategy make a model? (CC.K.CC.6; lesson 8.4)
 How does the order of number help you to count to 50 by ones? (CC.K.CC.1; lesson 8.5)
 How does the order of numbers help you to count to 100 by ones? (CC.K.CC.1; lesson 8.6)
 How can you count to 100 by tens on a hundred chart? (CC.K.CC.1; lesson 8.7)
 How can you use sets of tens to count to 100? (CC.K.CC.1; lesson 8.8)
Content:

Write numbers to show the value of a group of objects.

One to one correspondence is used when counting objects in a
group.

Each successive number name refers to a quantity that is one
larger.

Number names are used when counting in sequence by ones or
tens
Skills:
 Using number symbols to represent numbers 1-20.

Use objects to count groups of objects 11-20.

Count to 100 by ones and tens .
Terms / Vocabulary:
 Twenty (Lesson 8.1, 8.2, 8.3, 8.4)

One, two, three, four, five, six, seven,
eight ,Nine, ten, eleven, twelve,
thirteen, fourteen, fifteen, sixteen, eighteen,
nineteen



Fifty ( Lesson 8.5)
One hundred (Lesson 8.6)
Tens (Lesson 8.7, 8.8)
Materials:
 Mathboard
 Connecting cubes
 Counting tape
Lesson 8.3, 8.4
Stage 2 – Assessment Evidence
Performance Task:
Other Evidence:
Chapters 1-8
Critical Area Task A-B: Train Time AG167- AG170
Diagnostic: Show What You Know pg. 306
Formative: Lesson Quick Check
Mid-Chapter Checkpoint pg. 324
Summative: Chapter Review
Chapter Test AG 105-108
Stage 3 – Learning Plan
Standard
Go Math Lesson
Objective
CC.K.CC.5
Lesson 8.1:
Model and Count 20
How can you show
and count 20 objects
Twenty
CC.K.CC.3
Lesson 8.2:
Count and Write 20
How can you count
and write 20 with
words and numbers?
Twenty
CC.K.CC.2
Lesson 8.3:
Count and Order 20
How can you count
forward to 20 from a
One
Two
Essential Questions
Vocabulary
Eleven
Twelve
Materials
Assessment
Differentiation
MathBoard,
connecting
cubes,
Counting tape
MathBoard,
Counting tape
Quick Check
3
MathBoard,
connecting
Quick Check
3
Reteach:
Model and Count 20
Enrich:
Count the Fireflies
Reteach:
Count and Write 20
Enrich:
Count and Match
Reteach:
Count and Order 20
Quick Check
3&4
Supplementa
l/Substitute
Lessons
My Math 3.6:
Number 20
My Math 3.6:
Number 20
given number?
Three Thirteen
Four Fourteen
Five Fifteen
Six
Sixteen
Seven Eight
Nine Ten
Seventeen
Eighteen
Nineteen
Twenty
One Eleven
Two Twelve
Three Thirteen
Four Fourteen
Five Fifteen
Six
Sixteen
Seven Eight
Nine Ten
Seventeen
Eighteen
Nineteen
Twenty
cubes,
Counting tape
MathBoard,
connecting
cubes,
Counting tape
Quick Check
1 & MidChapter
Checkpoint
Reteach:
Problem Solving
Compare Numbers
to 20
Enrich:
Compare Numbers
Reteach:
Count to 50 by
Ones
Enrich:
Complete the Fifty
Chart
Reteach:
Count to 100 by
Ones
Enrich:
Complete the
Hundred Chart
Reteach:
Model and Count 9
Enrich:
Color a Ten
Reteach:
Count by Tens
Enrich:
Color Sets of 10
Enrich:
Count Marbles
CC.K.CC.6
Lesson 8.4:
Problem Solving
Compare Numbers to
20
How can you solve
problems using the
strategy make a
model?
CC.K.CC.1
Lesson 8.5:
Count to 50 by Ones
How does the order of
number help you to
count to 50 by ones?
Fifty
MathBoard,
Counting tape
Quick Check
2
CC.K.CC.1
Lesson 8.6:
Count to 100 by Ones
How does the order of
numbers help you to
count to 100 by ones?
One
Hundred
MathBoard,
Counting tape
Quick Check
2
CC.K.CC.1
Lesson 8.7:
Count to 100 by Tens
How can you count to
100 by tens on a
hundred chart?
Tens
MathBoard,
Counting tape
Quick Check
2
CC.K.CC.1
Lesson 8.8:
Count by Tens
How can you use sets
of tens to count to
100?
Tens
MathBoard,
Counting tape
Quick Check
6&7
My Math 3.8:
Count to 50 by
Ones
My Math 3.9:
Count to 100
by Ones
My Math 3.10:
Count to 100
by Tens
Literacy Connections:
 Where’s The Party
 Summertime Math
 Counting at the Market
Differentiated Instruction
Grab-and-Go Differentiated Center Kits
Games/Activities:
Game: Sweet and Sour Path
Activities:
Activity 17
 Roundup
Activity 20
 19 and 20
 Place Your Orde
Go Math Intervention Activities (ELLs, RTI, and SWDs):
ELLs
Strategy:
 Draw (Lesson 8.1: pg.309B)
Strategy:
 Define (Lesson 8.2: pg. 313B)
Strategy:
 Model Language (Lesson 8.3: pg. 317B)
Strategy:
 Restate (Lesson 8.4: pg. 321B)
Strategy:
 Identify Patterns (Lesson 8.5: pg. 325B)
Strategy:
 Model Concepts (Lesson 8.6: pg. 329B)
Strategy:
 Describe (Lesson 8.7:pg. 333B)
Strategy: Model Concepts (Lesson 8.8: pg. 337B)
RTI
Lesson 8.1
Tier 1: Kinesthetic/verbal( Whole Class/
Small Group)
 Pg. 309 9 B
Tier 2: Visual/Kinesthetic/verbal ( Small Group)
 Pg. 309B
Lesson 8.2
Tier 1: Kinesthetic (Whole Class/Small Group)
 Pg. 313B
Tier 2: Visual/Kinesthetic ( Small Group)
 Pg. 313B
Lesson 8.3
Tier 1: Visual/ /Kinesthetic ( Whole Class/
Small Group)
 Pg.317 B
Tier 2: visual/Kinesthetic ( Small Group)
 Pg. 317B
Lesson 8.4
Tier 1: Kinesthetic/Visual/ (Whole Class/Small Group)
 Pg. 321B
Tier 2: :Kinesthetic/Visual ( Small Group)

SWDs
Represent, Count, Write 20 and Beyond:




Use manipulatives.
Provide a reference chart with numbers, pictures and number
words.
Display a counting chart (class size and for individual students).
Have students draw pictures to represent numbers.
Problem Solving:

Have students simulate situations which relate to real world
problems.
Pg. 321B
Lesson 8.5
Tier 1: Kinesthetic/Visual( Whole Class/
Small Group)
 Pg.325B
Tier 2: Visual /Kinesthetic ( Small Group)
 Pg. 325B
Lesson 8.6.
Tier 1: Interpersonal/social (Whole Class/Small Group)
 Pg.329B
Tier 2: : Visual ( Small Group)
 Pg. 329B
Lesson 8.7
Tier 1: Logical/ Mathematical ( Whole Class/
Small Group)
 Pg.333 B
Tier 2: Logical/ Mathematical ( Small Group)
 Pg. 333B
Lesson 8.8
Tier 1: Kinesthetic/Visual (Whole Class/Small Group)
 Pg. 337B
Tier 2: : Visual/Kinesthetic ( Small Group)
 Pg. 337B
Games/Activities Key:

Computation
Geometry and Measurement
Challenge