Kindergarten Content Preview
Unit 03
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
I love math: Two hands creating a number between 6 and 10. Your number is _______.
I was walking down the street: Use this for numbers 6-10.
Example: I was walking down the street and I heard Nathalia say the answer was 7, what could the problem have been?
Opening (5-10 min)
Number Talks with five and ten frames:
Number Talks with Dot Images:
The link below contains dot images and has been expanded to include 6-10.
Optional Unit 03 Activities
Some of the activities listed below are recycled from unit 01. This gives students the opportunity to build on previous experiences while interacting with larger numbers.
Little Leaves Poem & Cardinality
- need: leaves (collected from recess, brought from home, or di cuts), sentence strips (for making headbands), leaf poem to act out.
- Put students in groups of 10 (or a first group of ten can act out, while the second group uses fingers, tens frames, or counters)
- Class sings the Ten little leaves poem. Students wear the headbands (number strips with leaves on them) and stand up when the number on their leaf is called.
- Teacher moment: To help students understand cardinality, (meaning that the last number said when counting a set of objects names the number of objects) the teacher can freeze the song, and show the class that when we say "__ little leaves" that represents how many leaves are standing.
- This can be placed at a center after where students act out by putting leaves on a picture of a tree and also read the poem.
Ten Little Pumpkins and counting backwards from 10 to 0
Use the Ten little pumpkins poem found above to connect literature and cardinality. Students can create their own art project but making watercolor pumpkins to match the poem, then after it dries, writing the number of each pumpkin to represent the numbers 1-10. This can also be acted out by a class with real pumpkins numbered one to ten or with students holding a picture of a pumpkin with the number of the pumpkin on it.
Teachers can freeze the poem again, to help students understand that the sixth pumpkin
Number Bracelets (concrete, representation, abstract)
- Each student gets a number bracelet. Each number bracelet has a set number of beads with a matching number label.
- Then find combinations of each number or the “story of” that number. This is SO vital in the students true understanding of addition and how 2 numbers make up one number. Make a class set of the “story of” posters and before fill in the missing numbers the students have to first manipulate the beads on their bracelets to discover the missing number. For example, in the story of 7 the posters states “3 and ___ make 7.” Students manipulate 3 beads on one side of their bead to discover that “3 and 4 make 7!”
- Complete number bracelet recording sheets writing the digit for abstract. (freebie link below)
- http://littlemindsatwork.org/addition-in-kinder-freebies/
Ten Pumpkins Up On Top
- Need: paper, stickers/apple or pumpkin cut outs,
- Follow up to Ten Apples Up on Top book.
- Draw 2 pictures (portrait, friend, sibling, teacher) with different amounts of apples stacked on their head (can use stickers, dicuts, etc).
- Students say (and/or write) a comparing sentence. I have _______ pumpkins on my head. My friend has _____ pumpkins on his/her head. I have ______ oumpkins on my head than my friend.
- Youtube Apples song: https://www.youtube.com/watch?v=OB-5s02AsUU
Literature Connection:
Icky Bug Counting Book
Kids get a look at the fascinating world of insects while practicing their counting skills.
Bear Counts
Little Monster's Counting Book
This book introduces counting from 1 to 21.
1. Guided Math
https://drive.google.com/open?id=1p8yVsa3UMbr1qECwaw9tRvLYRMU2dkEl2p6ZNCmYthk
3. Review/Preview:
- Making five with linking cubes: show different combinations of five with linking cubes, draw a representation of their combinations, and write a sentence "4 red and 1 blue make five). To extend, students can begin to compare two numbers to five by building a tower of 5 red, and a tower of ____ bue. Then draw a representation and write a sentence "5 red cubes is 2 more than 3 blue cubes"
- Songs from Unit 01 Smore: Use the 5 little monkeys, ducks, or green and speckled frogs song to have students build their own story. This can be done with a large class chart of the song, then use sticky notes to represent how many fell off/swam away/or jumped in the pool. In the example below, the underlined portions would be where you would leave a blank for students to write a sticky note:
7 green and speckled frogs, sat on a speckled log, eating some most delicious bugs (yum, yum) 2 jumped into the pool, where it was nice and cool, then there were 5 green speckled frogs. Students can act out with manipulatives, then draw the representation, then write the abstract sentence.
Fluency:
- I love math: How many more to get to 5? Students say "Your number is ___, you need ___ more to get to 5." Other student does the same.
- Salute ( the difference between your number and 5 is _____)
- Counting Cloths: (See smore from Unit 1) for counting objects 6-10. Use linking cubes on the objects for students to help counting up by placing a cube on each object within the counting cloth, then picking the object up and stacking counting backwards until zero are left on the cloth. Also can represent the numbers on a ten frame.
Closing (5 min): Relate back to learning and language objectives
- Class Journal or personal journal: Today in math I learned . . .
- Partner talks
- Self assessment