Elementary Mathematics Kindergarten Unit 2
Subject: Mathematics
Grade: Kindergarten
Timeline: 13 days
Unit 2 Title: Numbers 1-10
Unit Overview:
This unit will give the opportunity for students to explore each digit from 1-10 in detail. The students will be introduced to each digit in a whole day’s lesson. Each lesson will include the opportunity for the students to practice working with each digit individually. The end of the unit will allow for time to review each number and see them working together with one another.
Unit Objectives:
At the end of this unit, all students must be able to identify each digit from 1-10. The students will be introduced to each digit and required to be able to use each digit in practical exploration and everyday use.
Focus Standards:
PA.CCSS.Math.Content.CC.2.1.K.A.1 Know number names and write and recite the count sequence. (K.CC.1, K.CC.3, K.CC.4)
PA.CCSS.Math.Content.CC.2.3.K.A.1 Identify and describe two- and three- dimensional shapes. (K.G.1, K.G.2)
Mathematical Practice Standards:
#1 Make sense of problems and persevere in solving them.
Mathematically
proficient students start by explaining to themselves the meaning of a
problem and looking for entry points to its solution. They analyze
givens, constraints, relationships, and goals. They make conjectures
about the form and meaning of the solution and plan a solution pathway
rather than simply jumping into a solution attempt. Proficient students
check their answers to problems using a different method. They
continually ask themselves, “Does this make sense?” They can understand
the approaches of others to solving complex problems and identify
correspondences between different approaches.
#4 Model with mathematics.
Mathematically
proficient students can apply the mathematics they know to solve
problems arising in everyday life, society, and the workplace. In early
grades, this might be as simple as writing an addition equation to
describe a situation.
#5 Use appropriate tools strategically.
These
tools might include pencil and paper, concrete models, a ruler,a
protractor, a calculator, a spreadsheet, a computer algebra system, a
statistical package, or dynamic geometry software. Proficient students
are sufficiently familiar with tools appropriate for their grade or
course to make sound decisions about when each of these tools might be
helpful, recognizing both the insight to be gained and their
limitations. Mathematically proficient students at various grade levels
are able to identify relevant external mathematical resources, such as
digital content located on a website, and use them to pose or solve
problems. They are able to use technological tools to explore and deepen
their understanding of concepts.
#6 Attend to precision.
Mathematically
proficient students try to communicate precisely to others. They try to
use clear definitions in discussion with others and in their own
reasoning. They state the meaning of the symbols they choose, including
using the equal sign consistently and appropriately. They are careful
about specifying units of measure, and labeling axes to clarify the
correspondence with quantities in a problem. They
calculate
accurately and efficiently, express numerical answers with a degree of
precision appropriate for the problem context. In the elementary grades,
students give carefully formulated explanations to each other. By the
time they reach high school they have learned to examine claims and make
explicit use of definitions.
Concepts - Students will know:
- How to count up to 10 objects
- How to recognize each number up through 10
- How to use numbers 1-10 in games designed for instant recognition of numbers 1-10
Competencies -Students will be able to:
- Count objects
- Place objects using directional clues
- Write the numbers 1-10
- Apply their understanding of numbers 1-10 in game play
Assessments:
- Kindergarten Checklist Components
Elements of Instruction:
Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.
Differentiation:
Each
lesson has differentiation options for each portion of the lesson.
Additional differentiation options are listed with directions and
student masters in the Teacher’s Guide.
Interdisciplinary Connections:
- Math routines
- Literature books
Additional Resources / Games:
Students
will play a variety of games that directly support the content of the
lesson and the overall goals for the unit. Games for unit two included: