Kindergarten Content Preview
Unit 02
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: Your number is _______, you need ______ more to get to 5.
Virtual number dice: single dice, how many more/less to get to 5?
http://www.curriculumbits.com/prodimages/details/maths/mat0005.htmlI was walking down the street: Use this for combinations to 5.
Example: I was walking down the street and I heard Cynthia say the answer was 5, what could have been the problem?
Opening (5-10 min)
Number Talks with Dot Images:
The link above 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 02 Activities
Story Mats and Story Problem Types
Story mats are any type of picture where students can act out the math problem on the mat. Click here for a google slide featuring pictures that could be printed and used with math stories. http://bit.ly/2f0mbnV
This is another great way to connect literature too. After reading a story, you can use a mat and the "characters" (manipulatives representing characters) from the story to recreate events from the story. For example: The Mitten by Jan Brett, "2 animals were in the mitten. 2 more animals came in the mitten. How many animals are in the mitten now?" For pictures from the story the mitten, click here: https://www.janbrett.com/put_the_animals_in_the_mitten.htm
NOTE: While students are using concrete, include also the representational and abstract, even if they still are in the concrete phase to act out the story problem. Keep in mind we don't focus on key words in story problems, but rather the action of what is taking place. For a list of different story problem types click here http://bit.ly/2wE8jax
Heads or Tails
Give each group a cup with 5 pennies. Students put their hand over the cup, shake the pennies, then dump them out. One partner counts all the heads, the other partner counts all the tails. Students then record how many heads, how many tails, and how many pennies in the cup when they dumped them out. You can mix this up by placing different amounts of pennies in different cups.
The Adding Machine
What you need: plastic solo cups in 2 colors. A box or container for your machine. Some card stock to match your cups, black foam board and a hot glue gun.
To make the machine:
1. Cut the bottoms out of the cups.
2. Glue the cups to the foam board. Put them on the side and angle them IN towards the center.
3. Cut out a plus sign and equals sign. (Just strips of card stock)
4. Glue the symbols on.
Students put 2 number cards in the machine. They place the cards under the cups. They put the correct number of Poms (or other manipulatives) into the cups and they come out in the machine. Then they count the number of Poms and write their equation!
Free number cards and recording charts available here: https://thekindergartensmorgasboard.com/2014/05/kindergarten-smorgasboard-adding.html
The Subtraction Machine
What you need: plastic solo cups, a cardboard box, cardstock
To make the machine:
- Cut a whole in the box big enough for both cups to stack and fit without falling through.
- Cut the bottom out ONE of the cups and stack them.
- Cut out a plus sign and equals sign. (Just strips of card stock)
- Glue the symbols on.
Students put 1 number card in the box. Next place the correct number of manipulatives next to the card. Students draw another card, read the number, and put it in the cup. Students then move that many from the box to the cup. Then they count the number of Poms remaining. Students then draw and write their equation!
Buttons
Materials: Buttons, deck of cards (Jokers & 1-5)
Distribute a bag of buttons to each student and one set of cards to each pair. Ask the students to draw a card and then make a set with as many buttons as the number on the card. (Students needing support can put the buttons directly on the cards suit markings, students that are above place on an open numberline). The jokers will be 0.
Group the students a strip of paper with one side green and the other side yellow.
Display a class chart that is labeled “Number of Buttons on the green Side,” “Number of Buttons on the yellow Side,” and “Number of Buttons in All.”
As students draw cards, one student placing his or her set of buttons on the green side of the chart and the other student placing his or her set on the yellow side. Then ask them to determine how many buttons they have when they join the two sets together.
To make the joining action more obvious, assign one student in each pair to place his or her hands around the two sets and say “whoosh” while bringing both sets of buttons together. On scrap paper, the other student writes in green the number of buttons on the green side, in yellow the number of buttons on the yellow side, and in purple the number of buttons in all. Then have the students switch roles. Repeat several times.
When they have identified several sums, help each group to enter two or three of their findings on a class chart. After the students have made their entries, ask them to give examples of the terms “addend” and “sum.” Call on a volunteer to read one row of the chart. Then call on other volunteers to read other rows. Next demonstrate how to write the entries on the chart as addition sentences. Encourage the students to record a few of their “whooshes” as addition sentences.
Class Thinking Map
Create a class thinking map. Put a number in a circle in the middle (the picture on the right has an equation, but just a number would allow kids to show various ways to make the number, including subtraction.) Students add pictures to the chart to represent their thinking. Can be done in groups with each group having a different number.
Literature Connection:
Materials needed: plate, cutouts of cookies, muffins, or pancakes, kleenex box (as imaged below),
1. Students put an amount of objects on the plate to start 1-5 (concrete) and draw their place (pictoral) and write the numeral (abstract)
2. Students feed an amount of objects to the mouse, moose, or pig, cross off how many they fed, and write subtraction symbol and the numeral.
3. Students show how many are left.
Extension: This can also be done with unknown values and partners. Here is an example of the dialog below (use sentence stems). Additionally, you can record yourself giving these prompts to students and have it available at a station on a device where they pause the video between problems.
Student A: There were 4 cookies on the plate. Some were fed to the mouse. There were 2 cookies left. How many cookies were fed to the mouse?
If you Give a Mouse a Cookie
If you give a moose a muffin
If you give a pig a pancake
1. Guided Math
https://drive.google.com/open?id=1044ea2ttUhJ9ZiYNuTr4cURHtZhXgVzhDWn8XCBnrRQ
3. Review/Preview:
- Dominoes and Number Cards: Match number cards from a card deck or game of Uno with dots on dominoes. Find every number combination on the dominoes.
- 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.
- 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 _____)
- Literature connection with manipulatives as listed above.
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment