Overview

Students build on their work with numbers through 5 to make sense of and count groups of 0, 6, 7, 8, 9, and 10 objects. Students also continue their work with the number core in the following ways (PK.CC.1–4):

- Rote counting (the number word list up to 15)
- One-to-one correspondence (one object paired with one number word from 0 to 10)
- Cardinality (how many in a set of up to 10 objects)
- Number recognition (matching written numerals 0, 6, 7, 8, 9, and 10 to quantities)

Module 4: Comparison of Length, Weight, Capacity, and Numbers to 5

In the first half of Module 4, students identify measurable attributes of objects in terms of length, weight, and capacity. Students learn words such as small, big, short, tall, empty, full, heavy, and light so that they will have the vocabulary needed to describe objects (PK.MD.1). The comparison of length, weight, and capacity naturally leads to discussions about quantity and number. In the second half, measurement is connected to quantity as students reason if there are enough, more than, less than, or the same number of objects in a set using matching and counting strategies (PK.CC.5). Comparing concrete sets leads to comparing quantities and abstract numbers. Children will also focus on identifying first and last in quantities up to 5 and 10 in different configurations (PK.CC.6).

Instructional Shifts Support:

Focus -- Achieve the Core, Where to Focus

Coherence -- Jason Zimba & Achieve the Core, Coherence Map

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: February 5

Standards Addressed in Week's Lessons

Topic C:

PK.CC.1

PK.CC.3abc

PK.CC.4

Topic D:

PK.CC.3ab

PK.CC.4

Notes:

Lesson 15: Omit. Lesson invites students to count 8 objects in array configurations. This lesson has been omited due to pacing concerns. Consider introducing the first half of lesson 15 Concept Development during your morning meeting or rug time to review skills and use the activity as homework.

Week 2: February 12

Notes:

Lessons 17 and 18: Combine. Eliminate the fluency for both lessons and use as a "brain break" throughout the day. Combine the Concept Development for both lessons and use the application problem and student debrief from lesson 17. Lesson 17 and 18 both work with students on counting and arranging 8 objects in varied configurations.

Week 3: February 19

Assessment

Mid-Module Assessment: Topics A–D (interview style assessment, 2 days)

Administer the Mid-Module Assessment after lesson 20. Topics A and C address the same standards but with different numbers. Additionally, Topics B and D do the same. For pacing purposes, assess students on Topics C and D only. If they immediately struggle, adjust and assess them on Topics A and B noting that they need extra support with larger numbers.

Notes:

Finish the week with Topic E, lesson 21.

Standards Addressed in Week's Lessons

Mid-Module Assessment:

PK.CC.1

PK.CC.3abc

PK.CC.4

Topic E:

PK.CC.1

PK.CC.3abc

PK.CC.4

Week 4: February 26

Week 5: March 5

Notes:

Lesson 25: Omit. Lesson invites students to count 9 objects in array configurations. This lesson has been omited due to pacing concerns. Consider introducing the first half of lesson 25 Concept Development during morning meeting and using the activity as homework.

Lesson 28: Omit. Lesson works with students on arranging and counting 9 objects in varied configurations. Students have already had exposure to these skills in lessons 22-27. Use Concept Development activities in your small groups with struggling students.

Lesson 29: Omit. Students are exposed to tally marks in lessons 10 and 19. For pacing purposes, eliminate lesson 29. Use the concept development activity in this lesson for a small group lesson for those students that are still struggling with tally marks.

Week 6: March 12

Notes:

Lesson 31-41: Students will work with the number 10.

Lesson 34: Omit for pacing purposes. Lesson has students count 10 objects in array configurations. Students will be exposed to counting 10 objects in later lessons.

Week 7: March 19

Week 8: April 2

Module

Topic

Notes:

Lesson 39: Omit for pacing purposes. Use the game during the Concept Development as an end of the day activity or reward activity. This bingo game (worksheets already made) might be better for your students the more they play and understand the rules instead of a one-day lesson.

Lesson 40: Omit. Students are exposed to tally marks in lessons 10 and 19. For pacing purposes, eliminate lesson 40. Use the Concept Development activity in this lesson for a small group lesson for those students that are still struggling with tally marks.

Standards Addressed in Week's Lessons

Topic H:

PK.CC.3ab

PK.CC.4

Week 9: April 9

Assessment:

End-of-Module Assessment: Topics E–H (interview style assessment, 2 days)

Since Topics E and G address the same standards, consider administering just topic G in order to get the assessment completed within the 2 days alloted. Topics F and H also address the same standards, consider administering just topic H.

Standards Addressed in Week's Lessons

End-of-Module Assessment:

PK.CC.1

PK.CC.3ab

PK.CC.4

Notes: