Overview

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.

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

Advanced Preparation:

- Anno’s Counting Book by Mitsumasa Anno
- 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

In Module 2, in the context of classroom play, children learn to identify, describe, sort, compare, and create two-dimensional (2-D) and three-dimensional (3-D) shapes and objects. Children develop vocabulary to describe the relative position of objects (e.g., top, bottom, up, down, in front of, behind, over, under, and next to), building foundational spatial reasoning abilities. In Module 1, students developed an understanding of numbers to 5. In Module 2, students practice these counting skills in the context of geometry (counting sides, corners, a group of triangles, etc.)

Topic A: Two-Dimensional Shapes

Topic B: Constructing Two-Dimensional Shapes

Topic C: Three-Dimensional Shapes

Advanced Preparation:

- The Secret Birthday Message by Eric Carle
- Two-dimensional and three-dimensional concrete materials (e.g., linking cubes, blocks, foam or wooden shapes, centimeter cubes, tiles)
- Two-dimensional and three-dimensional natural shapes (e.g., shaped kitchen food items, play items, small balls, party hats)
- Wooden craft sticks, coffee stirrer sticks, and straws
- Stuffed animals (for position words)
- Modeling clay

Module 3 challenges students to build on their work with numbers through 5 to make sense of and count groups of 0, 6, 7, 8, 9, and 10 objects.

Topic A: How Many Questions with up to 7 Objects

Topic B: Matching One Numeral with up to 7 Objects

Topic C: How Many Questions with up to 8 Objects

Topic D: Matching One Numeral with up to 8 Objects

Topic E: How Many Questions with 0 up to 9 Objects

Topic F: Matching One Numeral with 0 up to 9 Objects

Topic G: How Many Questions with up to 10 Objects

Topic H: Matching One Numeral with up to 10 Objects

Advanced Preparation: Small resealable bag with 7 objects to represent balls (e.g., counters, beans)

Module Tip Sheet for Parents

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: November 7

Assessment

Assessment # 1

End-of-Module Module Topic F addresses lessons 21-27.

Administer End-of-Module Topic F 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

Notes:

Lesson 27

The Bingo Game that is used in the Concept Development could be used for center work. Students working at or above grade level can use boards that have additional columns. Students can take turns calling out their own numbers to continue practice with numeral recognition.

Week 2: November 14

Notes:

Lesson 28

The fluency activities are now focused on giving students opportunities to see when counting consecutive numbers each successive number name refers to a quantity that is one more. Use self-talk to help students make these connections. This is the conceptual understanding that will be a precursor to the counting on strategies in Grade 1. Throughout the Concept Development, encourage grade level and above grade level students to verbalize what they are doing by saying, "3 snakes are slithering through the sand. That is one more than 2." This will prepare them for lesson 29. If supplies are an issue, supplement the sand for oatmeal, shaving cream, or finger paint.

Lesson 29

To continue to reinforce number recognition, number names and sequencing, have students hold signs with their song numbers on them during "The Ants Go Marching". Struggling students will recognize their partner's number and know when to act in the song. Add the written numeral on the sign to push advanced students. Have students practice tossing the beanbags during an activity time prior to the lesson. This will ensure students are focused on the concept of "one more" rather than the distractions of tossing a beanbag.

Lesson 30

During the Student Debrief, push students to make connections to "one more." Ask them about real life situations they experience "one more" to help them continue to internalize the concept. Ask them, "What stations and activity centers are set up in the classroom that require one more? What items at lunch and snack require one more? What about at home?"

Week 3: November 21

Notes:

Lesson 31

Some students might require scaffolding tools to be successful throughout the Concept Development activity. Consider providing them with models to replicate. They might benefit from partnering with a strong student that could provide the model for them. Have some students bring their models to the Student Debrief area with them. Have them self-talk while they model for the classroom what they did. This will provide extra modeling for struggling students.

Lesson 32

When you are modeling during the Concept Development, you are using the strategy of counting on. When students start their partner work consider pulling a small group of struggling students and modeling for them using the counting all strategy. They might need to rely on this strategy at the beginning stages. At the conclusion of the Concept Development partner time, emphasis is given to MP.7, look for and make use of structure. If you hear partners having high-level discussions make sure to have them share out with the classroom.

Week 4: November 28

Assessment

Assessment #2

End-of-Module Module Topic G addresses lessons 28-32.

Administer End-of-Module Topic G 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 33

Consider having students prepare the Fluency activity materials for Snowball Toss prior to the lesson to save on time. The priority in this lesson is for students to begin to conceptualize "one less." Students build stairs for each number 5–1. Each stair should be a different color to help students distinguish each number.

Lesson 34 Omit

This lesson supports the learning around building descending number stairs at the concrete and pictorial levels that was done in lesson 33. Omit lesson 34 for pacing purposes and use it in a small group activity for your struggling students.

Lesson 35

Students will place a sticker on their left pinky in the Fluency Activity. Consider adding an additional different colored sticker to place on their thumb. It might benefit students to keep this sticker on their fingers throughout the Concept Development (as long as it does not become a distraction) since they will be relying on their counting skills. This will help them identify what finger and hand to start with as they represent the concept of "one less" while counting the Math Way.

Pre-plan: Review materials needed for lesson 37.

Lesson 36 Omit

This lesson supports the learning around counting 5, 4, 3, 2, 1 using a story and the fingers of the left hand. This lesson supports what was taught in lesson 35. Omit lesson 36 for pacing purposes and use it in a small group activity for your struggling students.

Lesson 37

Materials required for students: crayon, paintbrush, pencil, plastic fork, plastic spoon, small paper plate, napkin. Build excitement for students as they participate in a culminating experience where they demonstrate the skills they have learned in this module by building towers and matching numerals. Consider inviting another classroom in to observe and add to the excitement. Have students explain their model and thinking. This is a great opportunity for students to practice their discussion skills.

Standards Addressed in Week's Lessons

Topic H

PK.CC.3c

PK.OA.2

PK.CC.2

PK.CC.5

Week 5: December 5

Assessment

Assessment # 3

End-of-Module Module Topic H addresses lessons 33-37.

Administer End-of-Module Topic H 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 37

Materials required for students: crayon, paintbrush, pencil, plastic fork, plastic spoon, small

paper plate, napkin. Build excitement for students as they participate in a culminating experience where they demonstrate the skills they have learned in this module by building towers and matching numerals. Consider inviting another classroom in to observe and add to the excitement. Have students explain their model and thinking. This is a great opportunity for students to practice their discussion skills.

Standards Addressed in Week's Lessons

Topic H

PK.CC.3c

PK.OA.2

PK.CC.2

PK.CC.5

Week 6: December 12

Notes:

Lesson 1

Start this module with a strong emphasis on student discussion. Use a word wall with pictures of shapes and lines for students that might need visuals. Encourage students that are reluctant to participate in utilizing the word wall by bringing the pictures to the meeting area. Give students time to whisper descriptive words to their partner and share their pictures before sharing whole group.

Lesson 2

During the beginning of the Concept Development when students receive their triangle cutout, give them time to explore and discuss the shape with their partner. As you have students share out their answers make sure to have them point to the part of the triangle that is being described. For example, if a student says, "The triangle has corners," make sure to model pointing to the corners and then have the students mimic.

Lesson 3

Prior to this lesson (possibly in Morning Meeting) introduce the key position words that will be introduced in the Concept Development: above, below, next to. Use students to model the words so that they are able to conceptualize their new math vocabulary.

Week 7: December 19

Assessment

Assessment # 4

End-of-Module Module Topic A addresses lessons 1-5.

Administer End-of-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 4

In order to reinforce position words for students, make sure to use them throughout the day. For example, when students are lining up for lunch, ask children to get in line behind, in front of, or between another student.

Lesson 5 Omit

Lesson 5 is a review of the concepts learned in lessons 2-4. Omit this lesson and use it in small groups for the students that are still struggling.

Lesson 6

During the practice portion of the Concept Development, have early finishers gather more straws and cut them to make a variety of triangle sizes. Have students discuss the attributes of the various triangles to recognize that although the triangles are different sizes the shape is still the same.

Standards Addressed in Week's Lessons

Topic A

PK.G.1

PK.G.2

PK.G.3

PK.MD.2

Topic B

PK.G.3

PK.MD.2

PK.G.1

Week 8: January 9

Module

Notes:

Lesson 7

During the Concept Development, there are moments of counting to four with the students. In order to push advanced students, keep number cards close so that you can flash them as students count. This will help those students with number recognition. In addition, during the practice portion give students all eight straws and both of the template elements. Providing challenging extensions sustains effort and interest.

Lesson 8 Omit

For pacing purposes, eliminate lesson 8. Use the Concept Development Activity as an art project. Students will get exposure to the Fluency Practice in lesson 6 and 7.

Lesson 9

The fluency activity in lesson 9 anticipates the work of Module 3 wherein students work with numbers through 10, preparing them with knowledge of the number word sequence. Students have had ample exposure with counting. Take notes throughout the fluency to identify those students that are still struggling with counting and cardinality. Make sure to prioritize these students in guided math.

Lesson 10

As an extension activity after the application problem or a center, create smaller versions (on construction paper) of Mr. McGregor's garden. Place the object in the station so that students can identify which shape matches the print. Have students share their thinking with a partner.

Standards Addressed in Week's Lessons

Topic B

PK.G.3

PK.MD.2

PK.G.1

Topic C

PK.G.3

PK.MD.2

PK.G.1

Week 9: January 16

Module

Topic

Notes:

Lesson 11

MP.6, attend to precision, is highlight in the Concept Development. Encourage students to describe a shape using its attributes as they are building with their partners. Record these conversations so that you can highlight them for the classroom. If time permits, have students share out their designs with the class while they describe the attributes. Have students ask questions and share observations.

Lesson 12

Continue to take note of those students struggling in the fluency practice. The fluency activity supports rote counting through 7 in preparation for Module 3. Students struggling will need extra support during guided math groups in order to prepare them for the next module. A suggestion for the Concept Development is to break your students into two groups. Give one group independent work while you walk the room and brainstorm ideas with the other group. Then switch. An extension or center activity could be to have students design models of other places that they are familiar with: their room, home, park.

Assessment

Assessment # 5

End-of-Module Module Topic B and C addresses lessons 6-12.

Administer End-of-Module Topic B and 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.

Standards Addressed in Week's Lessons

Topic C

PK.G.3

PK.MD.2

PK.G.1

Week 10: January 23

Module

Topic

Notes:

Lesson 1

During the Concept Development activity, after students use their objects to represent 5 and then one more, have them make the connection with their fingers. Have them hold up 5 fingers to represent the soccer team and then have then show one more. This will help students that struggled in the Fluency Activities from the previous module. It will also help in students development of fine motor skills.

Lesson 2

Create centers for students to practice and visualize their new learning. For example, have students count out a group of 5 blocks in the block center. Add 1 more block, and ask them to count how many. Then, add 1 more block, and have them count again. Finally, ask them to stack the blocks and count. Some students use conservation to understand that the number of blocks does not change when the blocks are rearranged.

Lesson 3 & 4 Combine

In lessons 3 and 4 students extend their ability to count the Math Way, now including the thumb of the right hand for 6 and the right index finger for 7. Lesson 4 is a review of concepts taught in lesson 3. You may consider omitting this lesson if students were successful in lesson 3. A suggestion would be to eliminate the student debrief in lesson 3 and use the fluency practice in lesson 4. Tally marks are important because students will be working on this throughout the module. Use the Application Problem in lesson 4 as a "brain break" throughout the day.

Standards Addressed in Week's Lessons

Topic A

PK.CC.1

PK.CC.3abc

PK.CC.4

Week 11: January 30

Assessment

Assessment #6

End-of-Module Module Topic A addresses lessons 1-5.

Administer End-of-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.

Standards Addressed in Week's Lessons

Topic A

PK.CC.1

PK.CC.3abc

PK.CC.4

Topic B

PK.CC.3ab

PK.CC.4

Notes:

Lesson 5

Although the teacher models the counting of the socks from left to right and top to bottom, students may arrange and count the objects in a different manner if the student’s count is correct. If the student’s count is incorrect, have students evaluate their process, and encourage them to count

following the teacher’s model.

Lesson 6

Hand dominance contributes to tally formations. Students who are right hand dominant may be more comfortable forming the fifth tally from top left to bottom right, and students who are left-hand dominant may feel more comfortable making the fifth tally from top right to bottom left. Both ways of drawing the tally should be accepted.