Overview

Module 1 capitalizes on the energy and excitement young students have as they enter their first day of pre-K by providing a playful and active yet carefully sequenced structure through which children progress. In this module, we set up a friendly learning environment in which children have sustained interaction with four core ideas, collectively referred to as the number core: rote counting (the number word list), one-to-one correspondence (one object paired with one number word), cardinality (how many in a set), and written numerals. Throughout the module, children have experiences that help them make critical connections between these four understandings.

Topic C: How Many Questions with 1, 2, or 3 Objects

Topic D: Matching 1 Numeral with up to 3 Objects

Topic E: How Many Questions with 4 or 5 Objects

Topic F: Matching 1 Numeral with up to 5 Objects

Topic G: One More with Numbers 1 to 5

Topic H: Counting 5, 4, 3, 2, 1

Assessment Notes:

Pre-kindergarten assessments are Teacher/Student interviews with a rubric. These assessments are absolutely essential in determining student skill gaps, areas to push students, and small group work. If you have an assistant in your classroom, have them monitor the students in centers as you assess the students. Otherwise, notify your principal prior to the assessment requesting additional support during your assessment days.

Advanced Preparation:

- Prepared baggies (for class) with 4 objects (e.g., crayon and paper, straw and cup)
- Small plastic baggies
- Small plastic food items and non-food items
- 3 toy cars
- Teddy bear counters
- Linking cubes
- Set of small magnetic numerals 1-5; set of large numerals 1-5
- Cotton balls
- Blocks
- Large dice

Module Parent Tip Sheet

These documents provide parents an opportunity to see what their children are learning in the current module including:

- Standards
- Key vocabulary
- Example Problems
- Pictorial Models
- Ideas for how to can help children at home
- Coherence of learning with past and future modules

Week 1: September 5

Notes:

Lesson 1

In Lesson 1's Concept Development, the teacher uses "self-talk" to model how students describe ways objects are exactly the same. If discussion and participation is stagnant, you might consider adding a third object that is very different to the two identical objects. This could help highlight the attributes that make the 2 exactly alike.

Lesson 2

Make sure to "self-talk" and repeat sentence stems for students throughout the entire lesson. For example, while matching objects say, "They are both..." and "The color/size/shape is..." and "They are the same, but..." Start thinking about ways to encourage discussion among students during the Student Debrief. This is your opportunity to encourage metacognition and use of vocabulary.

Week 2: September 11

Assessment

Assessment # 1

Mid-Module Topic A addresses lessons 1-4.

Administer Mid-Module Topic A only (1 day) on Friday.

Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for students and teachers.

Notes:

Lesson 3 Omit

In lessons 2 and 3 students begin to recognize that objects are the same, but the color or size might be different. For pacing purposes, omit lesson 3 and use the Concept Development during your morning meeting or rug time to review skills. A suggestion for struggling students is to have them practice the skills of Lessons 1-3 in centers. Lesson 3 provides a matching card activity you could use.

Lesson 4

As students are getting more exposure to your self-talk modeling, try to elicit complete sentences from them. When you ask, "How do they match?" They answer, "They match because..." When providing objects for students to match, consider differentiating for groups. Provide scaffolds for students who may be having difficulty by limiting the number of objects on their table. On the other hand, some students might be ready for a challenge. Give them objects that could be used together in different combinations. For example, an envelope, pencil, and paper. One student might match the envelope with the paper, while another might match the paper with the pencil. Encourage students to justify decisions.

Lesson 5

One suggestion is to start using the Student Debrief as an opportunity for informal assessment. You can start with a focus group and take notes on student responses to determine child’s progress toward meeting the lesson objective.

Standards Addressed in Week's Lessons

Topic A

PK.MD.2

PK.CC.1

Topic B

PK.MD.2

PK.CC.1

Standards in Mid or End of Module Assessment

Topic A

PK.MD.2

Week 3: September 18

Standards Addressed in Week's Lessons

Topic B

PK.MD.2

PK.CC.1

Topic C

PK.CC.1

PK.CC.3ab

PK.CC.4

PK.MD.2

Notes:

Lesson 6

During the Student Debrief there is a question that asks, "Can you think of any places in our classroom where we sort things?" A suggestion is to use the responses provided by students to create sorting centers. This will help validate student responses and continue to encourage participation.

Lesson 7 Omit

If the majority of your class is showing success with matching and sorting, omit lesson 7 for pacing concerns. Since this is a higher-level lesson built on the success of lessons 5-7, consider using the Concept Development portion as a center for appropriate students.

Lesson 8

Lesson 8 makes reference to Lesson 7 in the Application Problem. Consider omitting the Fluency for the day's lesson and instead asking children how they would sort the counting bears in more than one way (by color, shape, and size).

Week 4: September 25

Assessment

Assessment # 2

Mid-Module Topic C addresses lessons 8-11.

Administer Mid-Module Topic C only (1 day) on Friday.

Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for students and teachers.

Notes:

Lesson 9

During the Concept Development during Lesson 9 you will model counting to 3 with farm animals. Students may be distracted by the objects used to represent the numbers if they are not familiar with various farm animals. A suggestion is to conduct the modeling portion two times. The first time use objects they are familiar with (such as pencils, blocks, etc.) You could omit one of the fluency activities to make up the time.

Lesson 10 Omit

In Lessons 9 and 10 students begin to arrange and count up to 3 objects in scattered and linear configurations. If the majority of your class is showing mastery of this skill you might consider omitting lesson 10. You could use the Concept Development as a review during your morning meeting or rug time. However, you might find that many of your students are still struggling. If this is the case, teach this lesson.

Lesson 11

You might consider pulling a small group of struggling students during the second portion of Lesson 11's Concept Development. This will give you the opportunity to scaffold the lesson for them (maybe they only use one-dot cards) or practice prior lessons skills.

Standards Addressed in Week's Lessons

Topic C

PK.CC.1

PK.CC.3ab

PK.CC.4

PK.MD.2

Standards in Mid or End of Module Assessment

Topic C

PK.CC.1

PK.CC.3ab

PK.CC.4

Week 5: October 2

Standards Addressed in Week's Lessons

Topic D

PK.CC.2

PK.CC.3ab

PK.CC.4

PK.CC.1

Notes:

Lesson 12

During the Concept Development in lesson 12, be strategic when passing out student baggies containing 1, 2, or 3 objects. Consider planning to give your struggling students the bags with 1 or 2 items. This will build confidence while students are learning to work and solve problems independently.

Planning note: Read Lesson 16's notes so that you are prepared before the lesson.

Lesson 13

Now that you have assessment data and informal observation notes, you can start to make small modifications for students based on ability. If students are struggling to create a group of 3 in the Concept Development, model for them to place their puffballs directly on top of the dots on the die as they count, placing one puffball on each dot. Challenge students who are ready by adding in numerals. Put numerals and dot configurations on their die, or provide foam numerals for them to match to their quantities.

Lesson 14

By now you recognize the students that are not participating during the Student Debrief. Try having them repeat for the group what another student said. You can tell the group this is to make sure everyone is listening, but it gives the student an opportunity to get comfortable talking in front of the class.

Week 6: October 10

Assessment

Assessment # 3

Mid-Module Topic D addresses lessons 12-14.

Administer Mid-Module Topic D only (1 day) on Friday.

Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for students and teachers.

Notes:

Lesson 15

Since you have just completed the Mid-Module Assessment, you are aware of the students that continue to struggle with one-to-one correspondence. During the Concept Development, you might need to focus your time on these students and guide them through the counting portion of the lesson.

Lesson 16 Omit

Lesson 16 uses the student's pictures of their families. Use the Module 1 Second Half Family Math Newsletter to request family pictures from the students. Use the Concept Development activity during your morning meeting to have students practice the objective of arranging and counting up to 5 objects in scattered and linear configurations. Additionally, you will be building classroom community as students introduce their families.

Lesson 17

In Lesson 17, students use a piano mat and practice counting the "Math Way." Ask families if they have a music keyboard available to donate to the student centers. Another option would be to laminate the keyboards for students. This will encourage them to practice during their play/center time and reinforce counting skills as well as practice the muscle movements needed to count the Math Way.

Standards Addressed in Week's Lessons

Topic E

PK.CC.1

PK.CC.3ab

PK.CC.4

PK.MD.2

Standards in Mid or End of Module Assessment

Topic D

PK.CC.2

PK.CC.3ab

PK.CC.4

Week 7: October 16

Module

Notes:

Lesson 18

In Lesson 18, students will be asked to form 2 × 2 arrays with cotton balls. Some students might require scaffolding tools. For example, provide a template to place the cotton balls on when forming the array (template is provided at end of the lesson). As students progress and become more skilled in forming arrays, eventually the goal will be to form arrays without it.

Lesson 19

Begin to use the Fluency Practice portion of the lesson to work with your struggling group. Guide them through the activities providing scaffolding tools. If students continue struggle, revisit earlier fluency activities from Module1 and use them during this Fluency practice time, small group, and center time.

Lesson 20

Students may not be familiar with a merry-go-round reference used in the Concept Development. Use photographs or video to provide this background knowledge in advance of the lesson. In step 7 of the Concept Development, consider having students write the numeral 1 on the first plate instead of simply marking it. This will help support struggling students with writing of numerals and sequencing.

Standards Addressed in Week's Lessons

Topic E

PK.CC.1

PK.CC.3ab

PK.CC.4

PK.MD.2

Week 8: October 23

Module

Topic

Notes:

Lesson 21

Students that are still struggling with one-to-one correspondence might require a scaffolding tool for the activity in the Concept Development. Consider providing them with a number line. They can place one object on each number to assist them with their counting.

Lesson 22

During the Concept Development students correctly match dots to numerals. This might be a good time to pull your struggling students and work in a small group. Use self-talk while you are modeling for them by asking, "How many?" and answering them by using statements that include the unit (dots). This exposes your students to math words.

Assessment

Assessment # 4

End-of-Module Topic E addresses lessons 15-20.

Administer End-of-Module Topic E only (1 day) on Friday.

Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for students and teachers. .

Standards Addressed in Week's Lessons

Topic F

PK.CC.2

PK.CC.3ab

PK.CC.4

Standards in Mid or End of Module Assessment

Topic E

PK.CC.3ab

PK.CC.4

Week 9: October 30

Notes:

Lesson 23

Students will receive a new mat in Counting the Math Way on the Piano. Build excitement around this so students recognize that they are progressing and learning to identify numerals. Some students might benefit from having dots on their mats as well. Have this ready before you pass them out.

Lesson 24

For students who are struggling with counting a group of objects using one-to-one correspondence, provide a variety of scaffolds. Some students will need hand-over-hand guidance to ensure one-to-one correspondence. Kinesthetic learners might benefit from pairing the numeral with the same number of jumps, stomps, or finger taps before counting out the group of cubes.

Lesson 25 & 26 Combine

Lesson 25 and 26 share the same objective: Represent numbers 1–5 using objects, pictures, and numerals. Lesson 26 gives students the opportunity to share the books that they have made and to engage in discussion. For pacing purposes use this sharing time for lesson 26 during a special time of the day like a "Fun Friday." Consider inviting families or members of the school community to join in the student's share and discussion.