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:

K.5 Patterns - Continuous Standard

K.5  the student identifies, expands and creates patterns
PK	K	1
V.E3  Child recognizes and creates patterns	K.5  indentify, extend and create patterns of sounds, physical movements and concrete objects 1st 9 Weeks - (AB,ABC) 2nd 9 Weeks  -    (AB,ABC,ABB,AABB) 3rd 9 Weeks - (AB,ABC,ABB,AABB, AABC) 4th 9 Weeks - (AB,ABC,ABB,AABB,AABC, Growing Patterns)	1.4  identify, describe, and extend concrete and pictorial patterns in order to make predictions and solve problems 1.5a  use patterns to skip count by twos, fives and tens 1.5b  find patterns in numbers, including odd and even

identify patterns of sound
extend patterns of sound
create patterns of sound
identify patterns of physical movement
extend patterns of physical movement
create patterns of physical movement
identify patterns of concrete objects
extend patterns of concrete objects
create patterns of concrete objects

identify--to recognize or establish as being a particular person or thing; verify the identity of

extend--to expand the influence of; to make more comprehensive or inclusive

create--to cause to come into being, as something unique that would not naturally evolve or that is not made by the ordinary processes


Acivities:

• Line-up students by boy-girl (ab, ab..)
• Days of the week song "days of the week, days of the week" and snap to the tune of Adams Family.
• Pasta Pattern - use different kinds of pasta to glue in a pattern.  Teacher tells them what pattern to make, students make pattern and tell teacher what pattern it is.  Make sure students label their pattern.
• Teacher writes, makes pattern, or uses pattern strips from Kim Sutton  All Aboard the Algebra Express -  pg. 17 - 71:
• Guided - Teacher models looking at the pictures and thinking out loud. Square, square, circle, triangle; square, square, circle, triangle.  Then, think aloud AABC.
• Student during calendar - same process
• Anchor Stations - place the pattern strips in a center with a dry earase marker.  The strips have the answer on the back for self correction.
• Song - Kim Sutton All Aboard the Algebra Express  pg. 71 - song is in the S drive

• Pattersn: http://www.kindergartenkindergarten.com/2010/09/math-problem-solving-week-5-patterns-.html
• Can you make patterns with 2 colors? Do not tell them what pattern to make.  Most students will make AB, but one or two might surprise you. Then have that student share for other students to see (Learning from each other). You can have kids record their patterns in their notebook, either free handed or with a pre-makde strip they can color.

• What patterns can you make with 3 colors? This will be the same as the previous lesson, but with 3 colors it will open a whole new realm of possibilities.
• Creat a pattern out of core units. Have the kids create a core unit with 2 or 3 colors. Then  ask what they need to do to turn that one unit into a pattern (repeat it over and over again). Have them build a pattern using that core unit, then have them break it apart again.



parts that repeat (core units)





Students put the parts that repeat together





Show their core units & build a pattern




Break apart a pattern into parts that repeat (core units). For this activity,  have the kids make any pattern of their choice out of Unifix Cubes (I encourage them to make a "challenging" pattern--something beyond a simple AB pattern).  Then have them trade patterns with a partner. I instruct them to find the part of the pattern that repeats and then break the pattern into those parts.

 

Discuss with the children: How do you know that's the core unit? (Hopefully, they will see that all of the core units will match!)


GROWING PATTERNS:

We made growing staircases patterns with tiles

growing ice cream cone patterns

and growing caterpillar patterns after reading

The Very Hungry Caterpillar.

http://mathwire.com/algebra/growingpatterns.html

Anchor Stations:

• Use Circle Time consumable  books.  Do not have one for each child this year, but can use for ideas.
• Use dice with written patterns.  Student rolls the dice and makes pattern. Then labels the pattern.