Kindergarten Content Preview
Unit 04
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: Each partner throws out 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 (5-10 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 04 Activities
Use these clips of real world animals to solve the word problems. Pause the video to have the students draw a pictorial model and abstract number sentence to match the word problem given. Muting the sound and reading aloud to the students to pace the class/small group more efficiently.
Class Play
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
Class Story Problem Book - Extension Activity
Writing Story Problems -
Give each student one flash card (addition or subtraction to 5), and one object card (index cards with pictures of animals, objects, etc on them) to write a story problem. Students then use the abstract to create their own problem to put in a class book or to share with the class.
Turkey Feathers Art manipulative
- Each student gets a paper plate and paints the paper plate brown (Or students can cut out a circle out of brown construction paper or foam.
- Glue wiggly eyes and a beak on the paper plate (or draw)
- Once the plate has dried, students put 5 sticker dots on the plate (or five larger circles)
- Students cut out the feathers and glue a paper feather to each of the clothespins and let dry. (This can also be done without the clothes pins and students keep the feathers and turkey body in a ziploc bag to use)
- The students then have a turkey manipulative they can use to act out Turkey story problems.
Mr. Turkey had five feathers. A strong wind blew and he lost three feathers. How many feathers does he still have?
Mrs. Turkey had 3 feathers. She went to the feather salon and they gave her one more feather. How many feathers does Mrs. Turkey have now?
Baby Turkey only had one baby feather. When he woke up on his birthday, he had grown 2 more feathers. How many feathers does Baby Turkey have? - Students can generate their own problems for a partner or write problems using sentences frames: Turkey had ________ feathers. He/She _______________________. How many feathers does he/she have now? Stories can be presented to the class for the class to act out on with their turkey math manipulative.
1. Guided Math
https://drive.google.com/open?id=1acFcnbZ2M6TIgrJ-gqqjXKkbN24WwmexYsIkBZ31Xes
This set contains great examples of story problems that can be used in small groups.
2. Technology
3. Review/Preview:
- Sorting boxes: put out boxes of different objects for students to start counting and sorting the objects. When students sort the objects, have them place the objects in columns or rows to count. You can set this up by having sticky notes on a file folder for students to place each sorted object on, one per sticky note. This will get students ready for graphing objects in the next unit.
Fluency:
- Class plays - Use the idea of the class play listed above. Students can act out using manipulatives for each other a story problem three times. Their partner then models the story with different manipulatives, draws a picture on a white board, and then writes the number sentence. The actor/actress then tells the story problem that was acted out. Partners check to see if the story matches. Use sentence stems and story starters to help students.
Closing (5 min): Relate back to learning and language objectives
- Class Journal or personal journal: Today in math I learned . . .
- Partner talks
- Self assessment