Kindergarten Content Preview
Unit 09
Energizers (5 min)
I love math: One partner throws out a number using two hands, the other partner throws a number using one hand. The partners together come up with a story problem about the two numbers. The teacher can guide the students by telling the students to create a joining story problem with the result unknown or a separating problem with the result unknown.
Opening: (5-10minutes)
Continue with Number Talks with Dot Images (as shown in previous units):
The link bleow contains dot images. Each dot image number talks consists of three problems, A, B, C. The sequence of problems within a given number talk allows students to apply the strategies from previous problems to subsequent problems. As each problem is shown, ask students, “How many dots do you see? How do you see them?”
Optional Unit 09 Activities
Class Play
Use the class to act out story problems. Get students in groups of 5. The students decide what type of story they will act out for the class (joining or separating). When they act out their situation, the will not be using their voice. The groups rehearse their story of joining and separating. The groups then act out the story for the class three times. Students that are left viewing the story can use manipulatives to act out the story the first time. The second time they see the story, they will draw a picture on a white board of what they see happening. The third time, they can write the number sentence that would match the story. After the story has been acted out three times, The group says the story to the class and the class checks their work. These can also be videoed to be used later at a station.
An example is shown in the video below.
Use these printable masks to act out story problems as a class. http://www.superpunch.net/2011/10/dozens-of-downloadable-masks.html
Story problems with Valentine's Cards
Use your Valentine's to act out word problems, joining result unknown, separating, result unknown, or part-part-whole whole unknown.
Have the students use their Valentine's as you present story problems such as the ones listed below.
- There were 3 Valentine's in my box. 5 more Valentine's were delivered to my box. How many Valentine's are in my box now? (joining, result unknown)
- I had Valentine's to pass out to my friends. I passed out 6 Valentines. How many Valentines do I have left to pass out? (separating, result unknown)
- I had 4 pink Valentines and 4 purple Valentines. How many Valentines to I have?(ppw, w unknown)
Have students create their own and share with the class.
Green and Speckled Frogs
Use the Green and Speckled Frogs song (from unit one): Use a spinner that says "into" or "out of" to represent the action that will be taking place.
Sing the green and speckled song as a class for an energizer, stopping at "into the pool" to highlight the action of frogs are separating from the frogs on the log (song below)
Then teach them a new version where the frogs jump "out of the pool" and join the other frogs on the jog. This will represent a joining problem.
Have two groups of students. Before singing the song, spin the spinner to decide if the frogs will jump out of or into the pool. Have the students in the groups mimic the frogs (you can use one group in the front with different students for each problem while other students use linking cubes). Then ask the question to see how many frogs are on the log.
Lyrics:
_______ green and speckled frogs
Sat on a speckled log
Eating some most delicious bugs (yum, yum)
_______ jumped into/out of the pool
Where it was nice and cool.
Now there are _______ speckled frogs. (glub, glub)
Ask students:
- How many frogs were on the log to start?
- Did more frogs join or did some frogs separate?
- How many frogs are on the log now?
Art, Hearts, and Math
Students place two different colored hearts on their umbrella and complete the writing sentence:
It rained _____ pink hearts and ______ purple hearts on my umbrella. How many hearts did it rain?
Separating: Result Unknown:
This activity can also be done using subtraction by creating a heart to represent a candy box of hearts, brown rectangles to represent candies and the following sentence stem:
I had ____ chocolate hearts in my candy box. I dropped _____ of them (these hearts are glued on the outside of the heart shape). How many chocolates do I have left in my box?
1. Guided Math
https://drive.google.com/open?id=1tlzHWti0PoMTIjVKFCaE72feeQTzlJqrG5NH3gNaEvc
3. Review/Preview:
Fluency:
- Reuse any of the suggested activities from unit 08 (lady bugs, number airplanes, etc)
- I love math
- Salute (one more, one less than your number)
- Draw a card, build a number with manipulatives, draw on a ten frame, and write the digit.
- Any of the activities listed above can be used additionally here for extra practice during the fluency station once students have become familiar with them.
Closing:
- Class Share with predictable chart
- Class Journal
- Personal journal
- Partner talks
- Self assessment