Content Area: Math Course: Kindergarten Math Unit: Numbers and Operations and 3D Geometry TEKS Assessment Guiding Questions/ Specificity
Instructional Unit: 4th Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Resources/ Weblinks
K.6 The student applies mathematical process to standards to analyze attributes of two-dimensional shapes and threedimensional solids to develop generalizations about their properties. K.6(B) identify threedimensional solids, including cylinders, cones, spheres, and cubes, in the real world;
Students identify 3 dimensional shapes. What shape is this? (teacher provides picture/model of shape) Where could you find this shape during your day? Use different sizes of solid figures.
1. Teacher will name shapes and student will identify by pointing to said shape. 2. Use real life objects to have students identify each shape.
3-D Figure Sphere Cone Cylinder Cube Faces Edges Vertices Same Different Alike
Create a graphic organizer describing what features of a shape make it that shape. “What makes this a sphere?” Students use photographs, clip art, magazines to find different pictures to represent each shape.
Geometry Skill Builder Box (Lakeshore) Graphic Organizer Photographs Clipart Magazines Playdough Marshmallows Toothpicks Have Fun Teaching- 3D Shapes
Center:Create 3D shapes
1 8/1/2016
Content Area: Math Course: Kindergarten Math Unit: Numbers and Operations and 3D Geometry TEKS Assessment Guiding Questions/ Specificity K.6(C) identify twodimensional components of threedimensional objects
What 2 dimensional shape/shapes do you see? (Teacher provides a 3 dimensional figure)
Students point to face on 3D figure and explain what 2D shape .
K.6(E) classify and sort a variety of regular and irregular two- and threedimensional figures reg ardless of orientation or size;
How are these shapes same/different? How did you sort the shapes? Can you sort the shapes a different way?
Instructional Unit: 4th Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
1. Teacher gives clues using attribute descriptions for students to identify a particular figure. Small/Whole Group 2. Use 3D models to verbally describe a given figure’s attribute. Individually
Circle Square Triangle Rectangle 3-D Figure Sphere Cone Cylinder Cube Faces Edges Vertices Same Different Alike
Discuss and create a graphic organizer describing attributes of each shape.
1. Using concrete shapes, have students sort .Student should have at least 3 categories. Small group
3-D Figure Sphere Cone Cylinder Cube Faces Edges Vertices Same Different Alike Size Color Texture Shape
Brainstorm through discussion real life objects that match each, individual 2D-3D figure.
2 Given a group of 3D figures, explain which one does not belong. (Classify) Whole/small group
Resources/ Weblinks
Giant Geometry Shapes (Lakeshore) Graphic Organizer Sorting Mat-2D face
Peer practice: Play I spy a 2D face on a 3D figure Game: I have… who has…
Collaborate to make posters representing each 3D shape, using real life photographs from magazines, clip art, etc.
Shape Sorting Magnetic Board (Lakeshore) Have Fun Teaching2D Shapes 3D Shapes Promethean Planet: 2-D and 3-D Shapes Bags of shapes
Center: Which one does not belong with bags of shapes.
2 8/1/2016
Content Area: Math Course: Kindergarten Math Unit: Numbers and Operations and Money TEKS Guiding Questions/ Specificity
Assessment
Instructional Unit: 4th Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Resources/ Weblinks
K.4 Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters. K.4 Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters.
Can you name this coin? (Teacher provides a model/picture of coin)
Identify both front and back of coins.
Individual: Teacher asks student to provide the name of each coin presented. (penny, nickel, dime, quarter)
Penny Nickel Dime Quarter Heads Tails Whole Group: Teacher Cent asks students to put an X on the dime, draw a square around the nickel, circle the penny, & draw a line under the quarter.
Brainstorm the attributes of each coin as a whole class. Sort coin manipulatives by their appearance into 4 groups by coin name. (one group for each coin) Sort coins made of different materials (real, paper, representations, overhead coins) into groups by coin name.
Lakeshore Coin Manipulatives Teachertipster: Hey Honey Bunny. I know my Money, Honey! Mr. R’s Songs for Teaching: Coin Value Song
3 8/1/2016
Content Area: Math
Course: Kindergarten Math Unit: Measurement TEKS Guiding Questions/ Specificity
Assessment
Instructional Unit: 4th Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Resources/ Weblinks
K.7 The student applies mathematical process standards to directly compare measureable attributes. K.7(A) give an example of a measurable attribute of a given object, including length,
K.7(B) compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.
How can you measure this object? What tool could you use to measure this object? Is there another attribute you could measure on this object?
How can you compare the length of two objects?
1. Students will identify which measurement tool would be used to measure a particular object.
Measure Attribute Length
2. Teacher will show real life objects and students will name which measureable attribute can be used to measure the object.
ELPS Strategies:
3. Teacher will ask student to compare measureable attributes (longer, shorter) 4. Use K.7 measurable attributes assessment
1C, 1E, 2E, 3E, 3H,
Demonstrate how to measure attributes using various tools to measure length. Peer practiceMeasure various objects around the classroom. Focus on one measurable attribute at a time.
Demonstrate measuring separate objects with the same tool to compare measureable attributes.
Unifix Cubes Standing up “train” Linking chain Paper clips yarn Classroom items- Pencil, desk,etc. Exemplar Lesson Hands on Standards p. 112-115
Journal: Draw pictures of 2 items and compare length
4 8/1/2016
Content Area: Math
Course: Kindergarten Math Unit: Measurement TEKS Guiding Questions/ Specificity K.7(A) Give an example of a measurable attribute of a given object, including length, capacity, weight
K.7(B) compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.
How can you measure this object? What tool could you use to measure this object? Is there another attribute you could measure on this object?
Assessment
1. Students will identify which measurement tool would be used to measure a particular object. 2. Teacher will show real life objects and students will name which measureable attribute can be used to measure the object. 3. Teacher will ask student to compare measureable attributes (holds more, holds less)
Instructional Unit: 4th Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Capacity
Resources/ Weblinks
Ask students to predict which cup will hold more. Pour water and compare.
Pitcher of water
Peer practiceMeasure various objects around the classroom. Focus on one measurable attribute at a time.
Exemplar Lesson
Containers: Cup, bowl, milk carton
Hands on Standards p. 112-115
Demonstrate measuring separate objects with the same tool to compare measureable attributes. Journal: Draw pictures of 2 items and compare capacity.
5 8/1/2016
Content Area: Math
Course: Kindergarten Math Unit: Measurement TEKS Guiding Questions/ Specificity
K.7(A) give an example of a measurable attribute of a given object, including weight; K.7(B) compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.
How can you measure this object? What tool could you use to measure this object? Is there another attribute you could measure on this object?
Assessment
Instructional Unit: 4th Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
1. Students will identify Weight which measurement tool would be used to measure a particular object. 2. Teacher will show real life objects and students will name which measureable attribute can be used to measure the object. 3. Teacher will ask student to compare measureable attributes (heavier, lighter) 4. Use K.7 measurable attributes assessment
Model how to measure weight using a balance. Peer practice- Measure various objects around the classroom. Focus on one measurable attribute at a time.
Resources/ Weblinks
Balance Classroom itemsBook, pencil, Rock, tennis ball,
Exemplar Lesson Hands on Standards p. 112-115
Demonstrate measuring separate objects with the same tool to compare measureable attributes. Journal: Draw pictures of 2 items and compare weight.
6 8/1/2016
Content Area: Math
Course: Kindergarten Math Unit: Measurement TEKS Guiding Questions/ Specificity K.7(A) give an example of a measurable attribute of a given object, including length, weight capacity K.7(B) compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference
Assessment
Duration of time Is also considered a measureable attribute.
Given two activities, Choose which would take the longest.
Focus on duration of time and sequence
Example: Riding your bike once down the driveway or driving to school.
Instructional Unit: 4th Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Time Sequence
Brainstorm what students think take a short time/long time and have them draw a picture and put up as anchor chart.
Resources/ Weblinks
Sequencing books.
Choose two of activities and compare.
Given 3 activities, put in sequence.
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