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Hueneme Elementary School District Staff Development Day #3 March 10, 2014

Hueneme Elementary School District Staff Development Day #3 March 10, 2014. CCSS Mathematic Unit of Study Grade K. Introductions. Ana Gonzalez. Evelyn Jimenez. *Kindergarten at Larsen. *Kindergarten at Williams. Unit of Study. Title : Compare Numbers Length: Approx. 14 days .

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Hueneme Elementary School District Staff Development Day #3 March 10, 2014

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  1. Hueneme Elementary School DistrictStaff Development Day #3March 10, 2014 CCSS Mathematic Unit of Study Grade K

  2. Introductions Ana Gonzalez Evelyn Jimenez *Kindergarten at Larsen *Kindergarten at Williams

  3. Unit of Study Title: Compare Numbers Length: Approx. 14 days Overview: Key Points In this unit students will be able to  identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.  They will also be able to compare two objects with measurable attributes in common.  For example by using matching or counting strategies students will pick the number or objects that is less than, greater to or equal to the other.   This unit will help students compose and decompose numbers by using objects or drawings in the unit to follow.

  4. Essential Standards Guaranteed: Taught and Assessed (Re-taught if necessary) *Counting and Cardinality K.CC Know number names and count sequence. K.CC.6. 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.

  5. Supporting Standards (Taught in conjunction with the Essential Standards) *Counting and Cardinality K.CC Know number names and count sequence. • K.CC.1. Count to 100 by ones and by tens. • K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). • K.CC.7. Compare two numbers between 1 and 10 presented as written numerals

  6. Embedded Standards (Recurring in every unit) *Counting and Cardinality K.CC Know number names and the count sequence. • K.CC.1. Count to 100 by ones and by tens. • K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

  7. Enduring Understandings and Essential Questions Enduring Understandings Essential Questions Questions based on the Enduring Understanding that teachers can use during instruction and assessment. How can I compare two numbers or objects? What number is greater? What number is less? How do I know they are equal? How can you match written numbers to sets of objects? A statement about the concept behind the content that we want students to transfer to different learning experiences and subject areas. Sets of objects can be grouped and counted so that we can compare them in terms of greater than, less than, or equal to.  Number names help us identify the amount of objects in a set or group.

  8. Academic Vocabulary(Explicitly taught throughout the course of the unit) Tier 2 Academic Terms Cognitive Verbs Tier 3 Domain Specific Terms Mathematics *order *sets *greater *less *equal *similar *different *identify *compare *matching *counting *number *sequence

  9. Chapter 1 Review counting numbers by rote, number recognition,counting one to oneApprox. Number of Days: 4 Focus Standards Essential Questions *How do we count? *What in the number? *How many objects are in each set? Learning Objectives (Unpacked Standards) Review count numbers by rote Review number recognition Review counting one to one Counting and Cardinality K.CC Know number names and the count sequence. • K.CC.6. 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. Enduring Understandings Sets of objects can be grouped and counted so that we can compare them in terms of greater than, less than, or equal to.  Number names help us identify the amount of objects in a set or group.

  10. Suggested Resources for Chapter 1 (Review)Review counting numbers by rote, number recognition,counting one to one Everyday Mathematics • Activity 1.12 Number Game • Activity 2.6 Playful oral counting games • Activity 2.9 Number Board • Activity 2.9 Counting with Concrete Materials • Activity 2.10 Tricky Teens • Activity 3.3 Roll and Record (focus numbers not on graph) • Activity 3.16 Teen Frame Game • Activity 4.8 Roll and Record 2 Dice • Activity 4.16 Two digit Number Math Routines • Number of the day routine Volume 1 pages 8 & 9 • Using the growing number line Volume 1 page 10 • Attendance Routine Volume 1 page 12 &13 • Monthly Calendar Routine Volume 1 page 18 & 19 Online Lessons (Specific Links) http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/14642/k%20my-counting-book.pdf http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/14642/k%20countingoncup.pdf http://www.geocities.com/thetoddlerhouse824/mathcenters.html http://countingcoconuts.blogspot.com/2011/08/tic-tac-toe-jumbo-numbers-mini-giveaway.html http://rootsandwingsco.blogspot.com/2010/09/bushel-of-apples-to-play-with.html http://www.growinginprek.com/mathcenter.htm http://www.pinterest.com/pin/549368854517236338/ http://www.pinterest.com/pin/549368854517236335/

  11. Chapter 2 : Number Names and Count SequenceApproximate Number of Days: 2 Focus Standards Essential Questions What is this number? How can you put these numbers in order? What number comes after? What number comes before? What number comes next? Learning Objectives (Unpacked Standards) Know number names and the count sequence K.CC1 Counting and Cardinality K.CC Know number names and the count sequence. • K.CC.6. 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. Enduring Understandings Sets of objects can be grouped and counted so that we can compare them in terms of greater than, less than, or equal to.  Number names help us identify the amount of objects in a set or group.

  12. Suggested Resources for Chapter 2Number names and Count Sequence Everyday Mathematics • Activity 3.5 Domino Concentration • Activity 3.6 Monster Squeeze • Activity 3.9 Number Card Games • Activity 4.2 Top-It Card Games • Activity 4.6 Interrupted Count • Activity 4.16 Two digit Number • Activity 5.4 Guess My Number Name Math Routines • Number of the day routine Volume 1 pages 8 & 9 • Using the growing number line Volume 1 page 10 • Attendance Routine Volume 1 page 12 &13 • Monthly Calendar Routine Volume 1 page 18 & 19 Online Lessons (Specific Links) http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/14642/k%20my-counting-book.pdf http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/14642/k%20countingoncup.pdf http://www.geocities.com/thetoddlerhouse824/mathcenters.html http://www.growinginprek.com/mathcenter.htm http://www.pinterest.com/pin/549368854517236338/ http://www.pinterest.com/pin/549368854517236335/

  13. Chapter 3: Greater Than, Less Than, or Equal To Approximate Number of Days: 3 Focus Standards Essential Questions How can we compare numbers? What number is greater? What number is less? Are the numbers the same? What do we say when the numbers are the same? Learning Objectives (Unpacked Standards) K.CC.6. 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. Counting and Cardinality K.CC Know number names and the count sequence. • K.CC.6. 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. Enduring Understandings Sets of objects can be grouped and counted so that we can compare them in terms of greater than, less than, or equal to.  Number names help us identify the amount of objects in a set or group.

  14. Suggested Resources for Chapter 3 Everyday Mathematics • Activity 6.9 Comparison Number Stories • Activity 7.14 • Comparing Numbers Everyday math Pages: 32-35,150-151,158-159,172-173,190-191, 212-213, 220,300-301, 358-359, 388-389 • Activity 4.2 Top-It Card Games Math Routines • Number of the day routine Volume 1 pages 8 & 9 • Using the growing number line Volume 1 page 10 • Attendance Routine Volume 1 page 12 &13 • Monthly Calendar Routine Volume 1 page 18 & 19 Online Lessons (Specific Links) http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/14642/illustrative_mathematics_Biggest%20Number%20Wins%20k.pdf http://www.teacherspayteachers.com/Product/Smore-Sless-Sequal-133820 http://www.teacherspayteachers.com/Product/Fun-Frog-Math-Greater-ThanLess-Than-190363 http://www.pinterest.com/pin/549368854517236343/ http://www.flickr.com/photos/judybaxter/1473272908/in/set-72157601614435268/ http://www.pinterest.com/pin/549368854517290687/ http://www.pinterest.com/pin/549368854517236200/ http://mrsbohatyskindergartenkingdom.blogspot.co.uk/2013/01/math-tools.html?m=1

  15. Chapter 4 compare two numbersDays: (Chapter = series of lessons/tasks) Focus Standards Essential Questions Look at the different groups what do you see the same? What do you see different? How can you compare these tow groups? Learning Objectives (Unpacked Standards) *KCC.7. Compare two numbers between 1 and 10 presented as written numerals. Focus on the vocabulary: Compare greater than less than equal to Counting and Cardinality K.CC Know number names and the count sequence. • K.CC.6. 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. Enduring Understandings Sets of objects can be grouped and counted so that we can compare them in terms of greater than, less than, or equal to.  Number names help us identify the amount of objects in a set or group.

  16. Suggested Resources for Chapter 4 Everyday Mathematics • Activity 6.9 Comparison Number Stories • Activity 7.14 • Comparing Numbers EveryDay math Pages: 32-35,150-151,158-159,172-173,190-191, 212-213, 220,300-301, 358-359, 388-389 Math Routines • Number of the day routine Volume 1 pages 8 & 9 • Using the growing number line Volume 1 page 10 • Attendance Routine Volume 1 page 12 &13 • Monthly Calendar Routine Volume 1 page 18 & 19 Online Lessons (Specific Links) http://www.sandi.net/cms/lib/CA01001235/Centricity/Domain/14642/illustrative_mathematics_Biggest%20Number%20Wins%20k.pdf http://www.teacherspayteachers.com/Product/Smore-Sless-Sequal-133820 http://www.teacherspayteachers.com/Product/Fun-Frog-Math-Greater-ThanLess-Than-190363 http://www.pinterest.com/pin/549368854517236343/ http://www.flickr.com/photos/judybaxter/1473272908/in/set-72157601614435268/ http://www.pinterest.com/pin/549368854517290687/

  17. Recommended Math Literature • Math for all Seasons • Greg Tang • Mouse Count • Ellen Stoll Walsh • Fish Eyes • Louis Ehlert • Bat Jamboree • KathiAppelt • Math Terpieces • Greg Tang • Ten Little Lady Bugs • Melanie Gerth • Ten Black Dots • Donald Cruws • Ten Little Crocodiles • Collin West • Three Friends • Maria Cristina Brusca and Tona Wilson • The Gummy Bear Counting Book • Lindley Boegehold • The Cheerios Counting Books • My M&M Counting Book • Barbara Barbiere McGrath

  18. Assessment Formative Summative Teacher created/selected Measured Progress: Benchmarks Smarter Balanced Assessment (3-8) • Teacher created/selected • Measured Progress: Testlets

  19. Year at a Glance….. • Unit 1 • Counting and Cardinality • Introduction to numbers • Unit 2 • Compare Numbers • Unit 3 • Number and Operations in Base Ten • Unit 4 • Geometry • Unit 5 • Measurement and Data • Unit 6 • Operations and Algebraic Thinking/ Addition and Subtraction

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