K Math Unit 6 Overview

Longview ISD Page 1 Kindergarten Unit 6: How Many In All? Suggested Time Frame: 28 Days Investigations 1 & 2 (13 days – 5th Six Weeks, 15 days – 6th Six Weeks) TAKS Objective: 1, 5, 6 TEKS: K.1A, K.1C, K.3A, K.3B, K.4, K.11 Unit Overview How well can you calculate? Stretch your mind and explore, count, combine, separate and do more!!! Enduring Understandings Essential Questions Mathematics Skills/Processes  Counting is a strategy for finding  Why do mathematicians count? K.13 Underlying processes and the answer to how many.  How can parts of a whole be mathematical tools. The student  Whole objects can be divided into made equal? applies Kindergarten mathematics equal parts.  Where can patterns be found? to solve problems connected to  Sets can be combined or  How do patterns help solve everyday experiences and separated to make larger or smaller problems? activities in and outside of school. sets. The student is expected to: K.13A identify mathematics in everyday  Patterns help make predictions situations; and solve problems. K.13B solve problems with guidance, Facts Relationships and/or Connections that that incorporates the process of  We identify amounts by using should emerge understanding the problem, numbers to count.  Student’s understanding will be making a plan, carrying out the  Equal amounts must be the same extended in counting, combining plan, and evaluating the solution quantity. numbers, and measuring length, with for reasonableness  Equal parts must be the same non-standard units, and recording size. quantities with words, pictures, and  Use manipulatives to represent  To make sets larger we add. numbers. problem situations.  To make sets smaller we  Encourage different ways to solve a subtract. problem.  Have students verbalize observations.

K.13C select or develop an appropriate problem-solving strategy including drawing a picture, looking for a Products students will develop pattern, systematic guessing and  Recording measurement with checking, or acting it out in order pictures, numbers, and words pp. 12, 14 to solve a problem; and  Representing quantities with pictures, numbers, and words. p. 20  Encourage different ways to solve a problem.

K.13D use tools such as real objects, manipulatives, and technology to solve problems. Language of Instruction Mathematical Connections to Literature combine combinar 12 Ways to Get to 11 K.14 Underlying processes and mathematical tools. The student compare comparar By Eve Merriam communicates about inventory inventorio Kindergarten mathematics using less menos Domino Addition informal language. The student is more mas By Lynette Long expected to: number names to numeros hasta K.14A communicate mathematical ideas 20 veinte One Guinea Pig Is Not Enough using objects, words, pictures, separate separar By Kate Duke numbers, and technology

Jelly Beans For Sale  Use manipulatives to communicate By Bruce McMillan problems/solutions and have students TOOLS verbalize observations and ideas.  snap cubes  color tiles K.15 Underlying processes and  pattern blocks mathematical tools. The student  teddy bear counters uses logical reasoning. The  various counters student is expected to justify his  one inch grid paper or her thinking using objects, words, pictures, numbers, and technology.

 Ask, "How do you know that is the answer?"

8/27/2007 DRAFT 3 Longview ISD Page 2 Kindergarten Unit 6: How Many In All? Suggested Time Frame: 28 Days Investigations 1 & 2 (13 days – 5th Six Weeks, 15 days – 6th Six Weeks) TAKS Objective: 1, 5, 6 TEKS: K.1A, K.1C, K.3A, K.3B, K.4, K.11 Unit Overview How well can you calculate? Stretch your mind and explore, count, combine, separate and do more!!! Text Resources Technology & Electronic Resources Method(s) of Assessment Investigations  http://funschool.kaboose.com/for Observation How Many In All? mulafusion/games/game_farm_addition. A Observation evaluated by peers html B Students engaged in learning activities C Direct questioning  http://www.abcya.com/addition.ht D Observation of performance or process m Math Learning Center Constructed Response I. TEKSCheck II. Open-ended III. Essay IV. Research Paper V. Log / Journal VI. Story / Play / Poem VII. Model / Map / Video VIII. Oral / Visual / Multimedia Presentation

Selected Response 1 Fill-in-the-blank test 2 Matching test 3 Multiple choice test 4 True/False test

 Choose activities from assessement Other (i.e., Speakers, Field Trips) resources in Investigations-How Many In All p. I-11 through I-14.  Summative Assessments of these units can be found on www.scottforesman.com/investigations/as sessment/

Collaborative Student Exploration

8/27/2007 DRAFT 3 Longview ISD Page 3

Kindergarten Mathematics Unit 6 Overview

In this brief summary, the days will fluctuate according to your students, calendar, and special events.

Structure Unit Six: How Many In All? (Investigations 1-2) Suggested 13 days

 Review using concrete objects to model the operation of addition.

Balance and Equity Unit Six: How Many In All? (Investigations 3-4) Suggested 15 days

 Review using concrete objects to model the operation of addition  Story Problems

8/27/2007 DRAFT 3