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Term 1 |
• What is a pattern?
• How can I read patterns?
• How can I find out how many?
• How can I show how many?
• What are glyphs and graphs and how can I 'read' them?
• What does it mean to estimate? |
*Work toward accuracy
*Gather data
*Thinking/working interdependently
*Asking questions
*Solving problems
*Following directions
*Working with others
*Listening
*Managing materials |
*Numeral recognition 1-10
*Each numeral represents a quantity
*Graphs are used to record, compare, and show information
*Identify geometric shapes
*A pattern repeats itself
*A pattern is a series
*There are different pattern sequences
*Patterns can be described in different ways (letters, colors, shapes, numerals...)
*Counting is used to tell how many
*Develop a counting strategy (One-to-one correspondence)
*Zero is an important number |
*Sort and classify by several attributes
*Identify, extend, and create patterns
*Label a pattern
*Create geometric shapes
*Count objects 1-10 and record thinking
*Count by 10's as a group
*Interpret glyphs and graphs
*Compare quantities
*Use a calender to develop awareness of days of the week, a concept of time passing, and the months of the year
*Count the days of the week |
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Manipulatives
-pattern blocks
-geo blocks
-unifix cubes
-buttons
-junk boxes
Teacher resources:
Investigations
Math Their Way - Mary Baretta Lorton
Classroom Counting Book Library
Math Learning Center
Strengthening Your Kindergarten Math Program by Kathy Kobara
Glyphs! By Susan O'Connell
Great Glyphs Around the Year by Bamberger and Hughes |
*Literature from different cultures may be used in conjunction with math projects
*Counting books |
|
Term 2 |
• How are numerals written?
• How can I show my thinking about how many?
• How I can use objects to tell math stories?
• How can I make a 100's collection? |
*Listening
*Problem solving
*Working toward accuracy
*Questioning and posing problems
*Using past knowledge to new situations
*Gathering data
*Listening
*Following directions
*Managing materials
*Working with others |
*Numeral writing
*Each numeral represents a quantity
*Manipulatives can be used to show thinking about quantity
*100 is a BIG number! |
*Write the numerals 1-10
*Count objects 1-15
*Use manipulatives to show mathematical concepts such as how many, more, less, same as
*Use the calendar to keep track of the days of the week and the date
*Make a collection of 100 items
*Count to 100 using a number grid
*Count the number of school days we have been together |
*Teacher observations
*One-on-one assessment
*Group participation |
Dubay/Getty Numeral writing
Allyn Snyder Story Boxes
Strengthening Your Kindergarten Math Program by Kathy Kobara
Learning to Follow Directions Through Beginning Art Activities by Espinosa and McCormick
Great Glyphs Around the Year by Bamberger and Hughes
Glyphs! By Susan O'Connell
Beginning Lessons TLC by Espinosa and McCormick |
*Counting in different languages
*Counting books |
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Term 3 |
• What is addition?
• What is subtraction?
• What is greater than, less than, the same as? |
*Persistence
*Working toward accuracy
*Posing problems
*Creative problem-solving
*Applying past knowledge to new situations
*Thinking and communicating with clarity and precision
*Gathering data
*Thinking/working independently and as a group member
*Listening
*Following directions
*Managing materials
*Asking questions |
*The basic numerical and mathematical symbols (+,-,=)
*The basic concept of addition and subtraction
*Mathematical quantities and relationships can be represented in a variety of ways |
*Build concrete models with a variety of manipulatives to represent a quantity
*Build concrete models with a variety of manipulatives to match written equations
*Record equations from observing a concrete model
*Tell number stories
*Use manipulatives to tell a number story
*Record a number story using pictures and/or numerals
*Use number rhymes and songs to act out number stories
*Act out number stories in a group |
*One-on-one assessment
*Teacher observations
*Anecdotal records |
Teacher resources:
Investigations
Children's literature used as springboard for math projects
Strengthening Your Kindergarten Math Program by Kathy Kobara
Beginning Lessons TLC by Espinosa and McCormick
Glyphs! by Susan O'Connell
Great Glyphs Around the Year by Bamberger and Hughes |
*Counting books |
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Post Office |
• How does a letter get from one friend to another? |
*Questioning
*Posing problems
*Generating ideas
*Persisting
*Applying past knowledge to new situations
*Thinking and working interdependently
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*Letters have names, addresses, and stamps
*The Postal system has many parts
*Sequence for moving mail from one location to another
*Many people with different jobs help move the mail
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*Recognize and write numerals
*Sort mail into categories, then individually
*Match addresses to post office boxes
*Handwriting: letters and numerals
*Create post office system in classroom
*Manage classroom mail within the system
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*Teacher observation
*Anecdotal records |
*Visit the Post Office
*Invite postal worker to visit class
*Visit school mail processing center
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*Postal workers can be of any ethnicity, either gender |
