Grade TK Unit 1 Number Sense and Counting Mathematics

Unit Goals – Stage 1 Beginning of the Year Days: 3 August 30 – September 1, 2017 Number of Days: 22 September 5, – October 13, 2017 Unit Description: In Unit 1 the work of counting and subitizing are done simultaneously and continue throughout the year. Through various hands – on experiences, students work to subitize arrangements for small groups (2 – 3) of objects within a larger group. These arrangements are in both common arrangements such as dice or domino patterns and uncommon arrangements such as dot images. Students count the number of objects in each group and count the number of smaller groups within a larger group. As the year progresses students work towards subitizing up to five objects within a larger group of objects. Estimation is introduced as a strategy to determine reasonableness of answers.

Materials: Two sided counters and other counters of various types, unifix or linking cubes, number tiles, Transitional Kindergarten dot images California Pre-School Learning Foundations Transfer Goals Mathematical Reasoning Students will be able to independently use their learning to… • Make sense of never-before-seen problems and persevere in solving them. Standards for Mathematical Practice • Construct viable arguments and critique the reasoning of others. Making Meaning SMP.1 Make sense of problems and UNDERSTANDINGS ESSENTIAL QUESTIONS persevere in solving them. Students will understand that… Students will keep considering… SMP.2 Reason abstractly and • Counting identifies a quantity. • How can I show, count and write numbers? quantitatively. • Quantity can be represented with a numeric SMP.3 Construct viable arguments and symbol. critique the reasoning of others. • The quantity of a small group of objects can SMP.4 Model with mathematics. be identified without counting. SMP.5 Use appropriate tools strategically. Acquisition SMP.6 Attend to precision. KNOWLEDGE SKILLS SMP.7 Look for and make use of structure. Students will know… Students will be skilled at and/or be able to… SMP.8 Look for and express regularity in • • repeated reasoning. The definition of academic vocabulary words Rote count to 30. count, group, set • Count a variety of objects to tell how many. • One number name is attached to one object. • Count objects regardless of their arrangement. • Match numbers to sets and create sets to represent a given number. Pre-School Learning Foundations (PLF) • Write numbers to represent a quantity and and the California Standards (CCSS) draw a group or set of objects for a given PLF.NS.1.0 Children expand their number. understanding of numbers and • See smaller sets within larger sets. quantities in their everyday (continued throughout the year). environment. [m] K.CC.A Know number names and the count sequence.

2017 – 2018 LBUSD 1 Grade TK Unit 1 Number Sense and Counting Mathematics

Assessed Grade Level Standards Pre-School Learning Foundation (PLF) Mathematical Reasoning (PLF) Children use mathematical thinking to solve problems in their everyday environment.

Standards for Mathematical Practice (CCSS)

SMP.1 Make sense of problems and persevere in solving them. SMP.2 Reason abstractly and quantitatively. SMP.3 Construct viable arguments and critique the reasoning of others. SMP.4 Model with mathematics. SMP.5 Use appropriate tools strategically. SMP.6 Attend to precision. SMP.7 Look for and make use of structure. SMP.8 Look for and express regularity in repeated reasoning.

Standards for Mathematical Content Number Sense PLF.NS.1.0: Children expand their understanding of numbers and quantities in their everyday environment. PLF.NS – 1.1 Recite numbers in order to 20 with increasing accuracy. PLF.NS – 1.2 Recognize and know the names of some written numerals. PLF.NS – 1.3 Identify, without counting, the number of objects in a collection of up to four objects.

Counting and Cardinality [m] K.CC.A Know number names and the count sequence K.CC.1 Count to 100 by ones and by tens.

Key: [m] = major clusters; [s] = supporting clusters; [a] = additional clusters

2017 – 2018 LBUSD 2 Grade TK Unit 1 Number Sense and Counting Mathematics

Unit Assessment – Stage 2 Assessment Evidence

Unit Assessment Students will complete various item types to indicate level of mastery/understanding of the unit standards as outlined in this guide.

PLF.NS 1. 0 • Count and write the number of objects in a given set within 5. • Draw the correct number of shapes to a given number. • Identify a smaller set within a larger set by circling the smaller set.

[m] K.CC.A • Students are able to count within 30.

Other Evidence

Formative Assessment Opportunities

• Opening Task – Early Mathematics (EM), Pre-Kindergarten Session 1: Benny’s Pennies • GoMath! Show What You Know – Chapter 1 pg. 10 • Formative Assessment Lessons –

2017 – 2018 LBUSD 3 Grade TK Unit 1 Number Sense and Counting Mathematics

Learning Plan – Stage 3 Teacher Resources We encourage using the following resources throughout the unit • Mathematics Framework for California Public Schools – Transitional Kindergarten • Early Mathematics – A Resource for Teaching Young Children (EM) • GoMath! Ch. 1 pg. 9E (Teaching for Depth), pg. 9G (Strategies for English Learners) • Which One Doesn’t Belong • Cooperative Group Mats and Directions • Standards Posters • myPD course #2821: GoMath! Digital Resources • myPD course #7401: Standards for Mathematical Practice • myPD course #7455: Lesson Planning Tools • myPD course #3578: Understand the Problem: Notice and Wonder Strategy Beginning of the Year Resources

Days 1 – 3 can be used to build a positive classroom culture, support a growth mindset where mistakes are embraced, and establish routines that may involve the use of mathematical tools. We encourage using the following resources before the unit and throughout the school year. Cooperative Group Work Mathematical Discourse Using Appropriate Tools Strategically • Setting up Positive Norms in Math Class • Primary Discourse Prompts • GoMath! Manipulative Kit • Growth Mindset vs. Fixed Mindset • Talk Moves Posters • Other objects to count • Introduce “hula-hoop” groups & set • Which One Doesn’t Belong standards, and procedures for how to get into cooperative groups using the hula-hoop. Coach’s Note: • Bring out tubs of manipulatives that will Introduce sentence frames such as: be used for counting throughout the year • “I agree with __ because…” and allow students to “explore” with • “I respectfully disagree with ___, them. Address the following: because…” o Expectations/rules for the proper • Discuss what it means to disagree use of the manipulatives respectfully. o Role of each team member

2017 – 2018 LBUSD 4 Grade TK Unit 1 Number Sense and Counting Mathematics

Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction Learning Go Math! Lessons and Activities and Core Supplemental Resources: Days Success Criteria Target Resources Daily I will build • Correctly counting the Coach’s Note: Additional Daily Routines counting sequence from one. • Name Attendance Pocket fluency over • Knowing when to stop the • Read GoMath! Ch. 1 pg. 9E Teaching for Depth Chart & Name Cards time by… • count. • These routines can be used during times of Class Circle Count • Answering “How many?” transition or as a part of your Opening/Calendar. • Special Number (use Choose a few from the given list in the next smaller numbers in unit 1) column. • Pick 2 Names Activity, more/less /equal • Days in School Count (forward & backwards) • Rapid Finger Count

60 I will • Playing ST Math interactive ST Math Objectives ST Tip minutes persevere in games on the computer. • Numbers and Objects to 5 • Go to stmath.com> login> per problem • Visualizing math concepts. • Subitizing curriculum tab>objective week. solving to • Number and Objects to 10 list. Click on “House” on help me • Greater than, Less than, Equal to each objective to assign ST (Schools understand Math Objectives as and/or math by … extended learning grades opportunities at home. with ST • Have students create ST Math) Math lab journals. See samples on intranet.

Before the Unit Give the “Show What You Know” Diagnostic Assessment Ch.1 pg. 10

Rule of Thumb: Rather than doing Vocabulary Builder as a separate activity, incorporate vocabulary, where appropriate in daily lessons.

2017 – 2018 LBUSD 5 Grade TK Unit 1 Number Sense and Counting Mathematics

Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction Learning Go Math! Lessons and Activities and Core Supplemental Resources: Days Success Criteria Target Resources 4 I can count, OPENING TASK – “Benny’s • Early Mathematics (EM) Pre – Kindergarten recognize Pennies” Session 1 pg. 1 – 3 and name • Reciting the counting • Benny’s Pennies by Pat Brisson quantities to sequence to 5 and beyond. 5 by… • Counting 1 – 5 items within one count per item.

5 I can match • Using counters. • Early Mathematics (EM) Pre – Kindergarten one object to • Explaining objects are being Session 1 pg. 1 – 3 another placed next to, above or below • Benny’s Pennies by Pat Brisson object by… another object. • Working with a partner to show what Benny bought for each Coach’s Note: person. Using the same criteria on the first three pages, have the students think of something else that Benny could buy for his family. This will give additional days of practice to build one-to-one correspondence.

6 – 9 I can count a • Moving the object that is Coach’s Note: Coach’s Note: group of counted to the side. objects to tell • Touching each object that is • On the first few days of this learning target, Start collecting buttons, old how many counted. allow students to count multiple prepared bags marker lids, bottle caps, stray by… • Placing an object on a Number of objects which contain up to 30 objects. Take hair clips, beads, seed pods, Path to find how many. anecdotal notes, are students… corks etc., so students will have • Answering questions such as: o Counting in the correct count sequence? different types of objects to How many have you o o Touching and counting each object as they count throughout the year. counted? count the objects? Send a letter home asking How many does your o o Physically moving the object as they count? students/parents to help in picture show? Is that the o Strategically arranging the objects (line, collecting these items. same amount? circle, array etc.) or are they o Should the amount of scattered/random? objects be different from the amount you recorded? • On the last few days of this learning target, Why/Why not? partner students to work together. Based on

2017 – 2018 LBUSD 6 Grade TK Unit 1 Number Sense and Counting Mathematics

Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction Learning Go Math! Lessons and Activities and Core Supplemental Resources: Days Success Criteria Target Resources your anecdotal notes from the previous days differentiate the bags for student pairs to count by pushing them to increase their counting skills. 10 – 12 I can record • Drawing the objects on a Coach’s Note: how objects Recording Sheet. are counted Introduce how to record collections of objects on the by… Counting Collections Recording sheet.

13 I can finish • Working independently to Coach’s Note: Application: ___ complete the “Must Do” • Have prepared materials in workshop activity. This is an opportunity for the teacher to pull for small baskets and accessible for activities and • Working independently or with group instruction while the other students practice the students. show what I a partner to complete a “May and apply what they have been learning. did by… Do” activity. • Prepare “Must Do” and “May Do” for students. • Explaining my work to another o Ex. “Must Do” all students count and record person a collection of objects. Teachers can differentiate the number of objects in each bag based on anecdotal notes from days 5 – 13. o “May Do” students can work with a partner to count another bag of their choosing, free explore other tubs of manipulatives, draw shapes and write numbers on dry erase boards, etc.

14 – 20 I can identify • Using number tiles to find and • EM Session 2: pg. 4 – 6 Application: sets of match common dot images. • GoMath! Ch. 1 pg. 91 Review Prerequisite • Use the Transitional Dot objects • Using various objects/counters Skills: Introduce Number Tiles Card images to play through 5 to reproduce a shown dot concentration. by… image Coach’s Note: • Matching a number or telling Use the idea from the Number Tiles activity by *This is a how many there are on the dot showing other dot images (no more than 5 dots) to developmental image shown. have students recreate what they see. The skill that will be • Matching 2 different dot addressed Kindergarten Number Talks Cards can be used for throughout the images that show the same this lesson. year. amount and telling how many.

2017 – 2018 LBUSD 7 Grade TK Unit 1 Number Sense and Counting Mathematics

Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction Learning Go Math! Lessons and Activities and Core Supplemental Resources: Days Success Criteria Target Resources 20 -21 I can show FORMATIAVE ASSESSMENT • Formative Assessment #1 what I know LESSON about • Persevering through numbers difficulties. by… • Participating in class discussions.

Coach’s Note: Have workshop activities available for early finishers. 21 – 25 I can see • Describing where the smaller • EM Session 3: pg. 7 – 10 smaller group is within the larger • EM Session 4: pg. 11 – 13 groups of group. • GoMath! Ch. 1 pg. 91 objects within • Reproducing the smaller group o Review Prerequisite Skills: Build a Cube larger groups with other objects/counters. Tower of objects • Placing a “ring” around the and tell how smaller group with string or many by… yarn.

• Drawing a circle or a box Coach’s Note:

around the smaller group. • Expand on the question from the second bullet • Drawing the image of the by asking the following questions: smaller group. o How many different colors do you see on my • Showing with fingers or using tower? another image that has the o How many (red) cubes are there on my same amount as the smaller tower? group to tell how many. o How many (blue) cubes are there on my • Using number cards or writing tower? how many are in the smaller • Link the cubes so that students can begin to see group. small groups within a larger group. This will help develop students’ subitizing abilities. If students create a cube train where all the colors *This is a are different, ask them if they can show the developmental same amount using 1 less color. If students skill that will be don’t link the same colors together in the tower, addressed throughout the ask students if they can show you how they can year. put all the like colors together.

2017 – 2018 LBUSD 8 Grade TK Unit 1 Number Sense and Counting Mathematics

Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction Learning Go Math! Lessons and Activities and Core Supplemental Resources: Days Success Criteria Target Resources 26 I can finish • Working independently to Coach’s Note: ___ complete the “Must Do” workshop activity. This is an opportunity for the teacher to pull for small activities and • Working independently or with group instruction while the other students practice show what I a partner to complete a “May and apply what they have been learning. did by… Do” activity. • Have all materials from the first workshop • Explaining my work to another available for students. person. • Add Number tiles & dot image cards to practice subitizing (days 14 – 18) • Add a basket with linking cubes or unifix cubes to make towers of a given number. Place number cards or dice in the basket so students can identify the amount of cubes they are to use to build their tower along with other materials needed such as yarn, string, recording sheet or dry erase board and marker. (days 21 – 25) 27 – 29 I can count, • Using the same amount of • EM Session 6: pg. 19 – 22 compare and cubes to build a cube tower as make shown on a dot image card. Coach’s Note: equivalent • Comparing cube towers to find The number path can be used as a scaffold for those sets to 5 by… which tower is more, less or students needing a visual support. the same as the other. • Taking off or adding cubes to a tower to create towers that are equivalent to each other. • Working with a partner to count how many cubes all together. 30 – 31 I can get • Completing the GoMath! Ch.1 • GoMath! Mid-Chapter 1 Checkpoint pg. 28 ready for the Mid-chapter checkpoint. Unit test by… • Discussing student work samples with my class to notice various ways to count, and represent numbers. 32 Unit Assessment

2017 – 2018 LBUSD 9