Geometry

K.9  The student recognizes attributes of 2D and 3D geometric figures
PK	K	1
V.C1  child names common shapes V.C2 child creates shapes	K.9C  describe, identify, and compare circles, triangles, rectangles and squares (a special type of rectangle) K.9B  recognize shapes in real-life 3D geometric figures or models of 3D figures K.9A  describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of 3D figures	1.6A  describe and identify 2D geometric figures—circles, triangles, rectangles and squares 1.6B  describe and identify 3D figures—spheres, rectangular prisms, cubes and cones 1.6C  describe and identify 2 and 3D figures in order to sort them according to a given attribute
describe circles, triangles, rectangles and squares (a special type of rectangle) OVALS added at this time. identify circles, triangles, rectangles and squares (a special type of rectangle) OVALS added at this time. compare circles, triangles, rectangles and squares (a special type of rectangle) OVALS added at this time. recognize shapes in real-life 3D geometric figures or models of 3D figures describe the attributes of real-life objects such as balls, boxes, cans, and cones or models of 3D figures describe—to give an account of in words; to tell in words what something or someone is like identify—to recognize or establish as being a particular person or thing; verify the identity of compare—to examine two or more objects in order to note similarities and differences

2nd Grading Period  - OVALS added at this time.

Activities:

• shape scavenger hunt--hide 3D objects on the playground.  Describe the object and have the students go to find it.
• oval--stretched out circle
• sort shapes by attribute--play "Guess My Rule"  Teacher begins to sort shapes and the students must describe where the leftover shapes must go and give the sorting rule.
• Flash cards with different geometric shapes
• 3D- can poor liquid into it
• 2D -
• Bring objects from home

Anchor Stations:

K.10A Length

K.10 The student directly compares the attributes of length, area, weight/mass, capacity and/or relative temperature.  The student uses comparative language to solve problems and answer questions.
PK	K	1
V.D.1 Child recognizes and compares heights or lengths or people or objects.	K.10A compare and order two or three concrete objects according to length (longer/shorter than or the same) (continuous standard: compare three objects at this time)	1.7A Estimate and measure length using non-standard units such as paper clips or sides of color tiles. 1.7B Compare and order two or more concrete objects according to length (from longest to shortest). 1.7C Describe the relationship between the size of the unit and the number of units needed to measure the length of an object.

compare two concrete objects according to length (longer/shorter than or the same)
compare three concrete objects according to length (longer/shorter than or the same)

order two concrete objects according to length (longer/shorter than or the same)

order three concrete objects according to length (longer/shorter than or the same)

compare: to examine (two or more objects, ideas, etc.) in order to note similarities and differences

               to consider or describe as similar, equal, or analogous; liken

order:  to arrange (the elements of a set) so that if one element precedes another, it cannot be preceded    

         by the other or by elements that the other precedes.

Activities:

• Tells who is taller when comparing the height of 2 or more friends.
• Students draw 2-5 objects or people (family) in varying lengths (taller person as Mom and shorter person as herself/himself.
• Model that one long block can be made up of 2 or more smaller blocks.

• measure 3 students heights using paper towel.  Order the lengths of paper towel to determine who was tallest and shortest.

Anchor Stations:

• Use different colors of yarn (red long, green short, orange and yellow the same) and have students place in order of length.
• Use different size pencils or straws and have students place in order of length.  Use a place mat wtih a line to guide students were to place the item (will help in later grades)  and the words shorter and longer.

K.4 Addition and Subtraction

K.4  The student models addition (joining) and subtraction (separating)
PK	K	1
V.B1  child uses concrete models or makes a verbal word problem for adding up to 5 objects V.B2  child uses concrete models or makes a verbal word problem for subtracting  1 to 5 objects form a set	K.4A  model and create addition and subtraction problems in real situations with concrete objects  2nd 9 weeks - Addition (join sets to 10) 3rd 9 weeks - Subtraction (seperating sets to 10)	1.3A  model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 1.3B  use concrete and pictorial models to apply basic addition and subtraction facts
Model addition problems in real situations with concrete objects Create addition problems in real situations with concrete objects Model subtraction problems in real situations with concrete objects Create subtraction problems in real situations with concrete objects

Activities:

Simple word problem: If I have 4 cars and I take 1 away, how many will I have left?

• Step 1: Use story mats with counters - as teacher tells a simple story the students use manipulatives to join or seperate depending on the story.
• Step 2: Use fingers to show children how to put together a subtraction problem (holds up 4 fingers and takes away 1 finger to show 3 are left)
• Step 3: Teacher provides counters and asks child to devise a story using the objects

Vocabulary:  addition - join  (motion your hand coming together)
                       subtraction - seperate (motion your hand moving apart)

Once students are successful creating addition and subtraction stories verbally, then move on to writing the number sentence with words:   3 and 2 make 5    or   4 seperate 1 is 3
After students understand the vebage teacher can introduce signs: +, -, =

Anchor Stations:

K.3 Equal Parts

K.3 the student recognizes that there are quantities less than a whole
PK	K	1
V.E 2  Child uses informal strategies to share or divide up to 10 items equally	K.3A  share a whole by separating into two equal parts	1.2A  separate a whole into two, three or four equal parts and use appropriate language to describe the parts such as “three out of four equal parts” 1.2B use appropriate language to describe part of a set such as three out of the eight crayons are red
share a whole by separating it into 2 equal parts

Activities:

• Teacher will bring a chocolate bar (snickers, hersheys, kit kat) and talk about sharing it equally between two people.  Stress the vocabulary whole chocolate and two equal parts.  Then cut the chocolate bar into two equal parts.
• Extension:  cut a chocolate bar into two un-equal parts and have a class discussion as to why this this not fair.

• Then do the same activity with a cookie (chocolate chip, oreo).  Afte the teacher modles, give students a paper cookie and have them share a whole cookie into two equal parts by drawing a line through the middle and then cutting in half.
• Questions:
• How many whole parts?
• How many equal parts? 

Anchor Stations:

• Provide different food items that need to be shared equally between two friends (pizza, banana, burrito, etc)

K.12 A Graphs (Readiness) - Continuous Standard

K.12 the student constructs and uses graphs of real objects or pictures to answer questions.
PK	K	1
V.E 2  Child collects data and organizes it in a graphic representation	K.12A  construct graphs using real objects or pictures in order to answer questions K.12B  use information from a graph of real objects or pictures in order to answer questions **Relates to unit of study	1.9A  collect and sort data 1.9B  use organized data to construct real-object graphs, picture graphs, and bar-type graphs 1.10A  draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs
Construct graphs using real objects Construct graphs using pictures Use information from a graph of real objects or pictures Answer questions

Activities:

• Students go on a nature walk and pick up leaves of varying size, color, and shape.  Teacher laminates the leaves.  Students graph the leaves based on size, color, shape etc.
• Graph varying objects such as, M&Ms, colored goldfish, buttons, shapes etc.
• ask questions about the graph
• Which one has the most?
• Which one has the least?
• Graph objects by relative size.  Show an object to the students and discuss other objects that are shorter or longer than that object.  Graph responses as shorter or longer.

Anchor Stations:

K.1C Numeration

K.1  use numbers to name quantities
PK	K	1
V.A.3  Child counts 1-10 itmes with one count per item	K.1c  use numbers to describe how many objects are in a set throught 20 using verbal and symbolic descriptions (continuous standard-only to 5 at this time	1.1a  compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models

use numbers to describe how many objects are in a set throught 20 using verbal and symbolic descriptions

use--to employ for some purpose; put into service; make use of

Activities:

• use five frame, ten frame to count objects
• take ten frames to restroom and have students count dots (ways to make 5 - 3 and 2)
• Use bears hidden in your hand.  Show the number of bears in one hand.  Now, how many are in th other.
• Teach the word "digit"
• Match quantity to digit, order from least to greates, greatest to least.
• Using a hotel bell or dropping coins in a jar students show the number on the ten frame
• Once the student have showed you 4, then ask them to show 5.  Students should add one more and not start from zero again.
• Show students that ten frames, dice, tally marks all represent quantity.

Anchor Stations:

• Give students ten frames with dots and have students match with teddy bears
• Throw beans bags and show me how to make zero to 5.  For example make four (2 and 2, 3 and 1).
• Memory game - using two sets of ten frames (one pink and one green). Students place cards face down and turn to cards.  Dots should be equal = match.

K.10a Measurement

K.10  the student directly compares the attributes of length, area, weight/mass, capacity and/or relative temperature.  The student uses comparative language to solve problems and answer questions
PK	K	1
V.D.1  Child recognizes and compares heights or lengths of people or objects	K.10a  compare and order two or three concrete objects according to length (longer/shorter  than or the same)  This is a continuous standard—compare 2 objects at this time	1.7a  Estimate and measure length using non-standard units such as paper clips or sides of color tiles 1.7b  Compare and order two or more concrete objects according to length 1.7c  Describe the relationship between the size of the unit and the number of units needed to measure the length of an object

compare 2 or 3 concrete objects according to length
order 2 or 3 concrete objects according to length

compare--to examine (two or more objects, ideas, etc.) in order to note similarities and differences to consider or describe as similar, equal, or analogous

order--to arrange (the elements of a set) so that if one element precedes another, it cannot be preceded by the other or by elements that the other precedes

Activities:

• Pick two student from your class, one short and one tall, then measure with brown paper roll, paper feet, paper hands, ...
• Find something that measures three feet
• Graph "How long is the desk?", "How long is the table?"

Anchor Stations:

Possible Assessment Questions: