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25-27 DAYS
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Two-Dimensional and Three-Dimensional Shapes
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| (1) |
K.G.1 |
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |
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K.G.2 |
Correctly name shapes regardless of their orientations or overall size. |
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K.G.3 |
Identify shapes as two-dimensional (lying in a plane, "flat") or three dimensional ("solid"). |
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K.G.4 |
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). |
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K.MD.3 |
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3 |
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- Essential Question: How do we use shapes in our everyday lives?
- How can you identify, name and describe two-dimensional shapes?
- How can identifying and describing shapes help you sort them?
- How can words be used to tell where something is?
- How are flat and solid shapes different?
- How are two-dimensional and three dimensional shapes aline and different?
- How can words be used to tell where something is?
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2D shapes
3D shapes
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Squares
circles
triangles
rectangles
hexagons
cubes
cones
cylinders
spheres
above
below
beside
in front of
behind
next to
two-dimensional (flat) and three-dimensional shapes (solid)
faces
angles
vertex/vertices
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I am learning to:
- classify objects into given categories.
- count the number of objects in each category and sort the categories by count.
- describe objects in their environment.
- correctly name shapes regardless of their size or orientation.
- identify shapes as two-dimensional.
- identify shapes as three-dimensional.
- analyze and compare two dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts.
- analyse and compare three dimensional shapes in different sizes and orientations using informal language to describe their similarities, differences, parts.
- positionality
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Youtube Videos:
Jack Hartman- 2D & 3D shapes that I know
Harry Kindergarten- 2D Shapes I know
Websites:
Shape Splat:
http://www.sheppardsoftware.com/mathgames/earlymath/shapes_shoot.htm
Shape Manipulatives/Hands on activities and sorts.
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20 DAYS
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Comparison of Length, Weight, Capacity, and Numbers to 10.
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| (1) |
K.MD.1 |
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. |
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K.MD.2 |
Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. |
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- Essential Question-What types of units should we use to measure?
- How can comparing objects help you measure them?
- How does sorting help you display information?
- What are some ways to describe length and weight?
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height, weight, length, capacity
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greater than
less than
equal to
taller
shorter
heavier
lighter
longer
side
measure
compare
sort
classify
empty
full
small
big
balance scale
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I am learning to:
- identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group
- compare two numbers between 1 and 10 presented as written numerals.
- describe and compare measurable attributes.
- describe measurable attributes of objects such as length or weight.
- directly compare two objects with a measurable attribute in common.
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- Balance Scale
- Objects to measure
- Concept Books
Websites:
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15 Days in Trimester 2 and 15 Days in Trimester 3.
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Counting and Cardinality to 20 and Beyond
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| (1) |
NY-K.CC.1 |
Count to 100 by ones and by tens. |
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NY-K.CC.2 |
Count to 100 by ones beginning from any given number (instead of beginning at 1). |
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NY-K.CC.3 |
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). |
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NY-K.CC.4 |
Understand the relationship between numbers and quantities up to 20; connect counting to cardinality. |
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NY-K.CC.4a |
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence) |
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NY-K.CC.4b |
Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted. |
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NY-K.CC.4c |
Understand the concept that each successive number name refers to a quantity that is one larger. |
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NY-K.CC.4d |
Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers. |
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NY-K.CC.5a |
Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration. |
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NY-K.CC.5b |
Given a number from 1–20, count out that many objects. |
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- Essential Question: What are the different ways you can show numbers to 20 and beyond?
- How can you show, count, and write numbers 11-19?
- How can you show, count, and write numbers to 10 and beyond?
- How can 1 ten and some ones be added to make the numbers 11 - 19?
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Teen Numbers
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Count forward
Count up
Count backwards
Count down
Scatter
Row
Compose
Decompose
Tens
Ones
Hundred
Number Bonds
Ten Frames/Double Ten Frames
Counting with 1:1 correspondence
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I am learning to:
- count to one by ones and tens
- count up from a given number
- recognize numbers to 20
- count numbers to 20
- write numbers to 20
- count to tell "how many? 0-20
- compose teen numbers
- decompose teen numbers
- count to 100
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Websites:
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Report card testing
***End of the year testing for 4 types of word problems for kindergarten. see website below
https://commoncoretools.files.wordpress.com/2011/05/ccss_progression_cc_oa_k5_2011_05_302.pdf
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