# Super Sort - Kindergarten

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Ohio Standards Connection Patterns, Functions and Algebra Benchmark A Sort, classify and order objects by size number and other properties, and describe the attributes used. Indicator 1 Sort, classify and order objects by size, number and other properties. For example: a. Identify how objects are alike and different. b. Order three events or objects according to a given attribute, such as time or size. c. Recognize and explain how objects can be classified in more than one-way. d. Identify what attribute was used to sort groups of objects that have already been sorted. Data Analysis and Probability Benchmark B Sort and classify objects by attributes, and organize data into categories in a simple table or chart. Indicator 2 Arrange objects in a floor or table graph according to attributes, such as use, size, color, or shape. Lesson Summary: Students sort objects based on one characteristic. They learn the term attribute and give examples of attributes of objects. Students explain their reasoning for sorting objects into groups. Students learn to use more than one attribute to sort objects. Since it is divided into parts, this lesson can be taught at different times throughout the day or over a period of several days. This lesson could be part of a unit about helping at home or in school. Estimated Duration: 60 minutes Commentary: Students must sort and classify to build the foundation for understanding patterns. When students experience sorting a variety of objects, they learn to see the objects similarities and differences. Assist students in communicating their sorting criteria. Allow them to develop and use their own criteria when sorting collections. Pre-Assessment: Instructional Tip: To prepare for the pre-assessment, copy Pre-Assessment Chart, Attachment A. For each student, place cereals of different shapes or colors in small, lidded containers or re-sealable bags and fold sheets of construction paper in half. This preassessment provides information for differentiating instruction. Students who struggle with the task may need more individualized instruction in sorting objects with simple characteristics. Students who easily sort the objects can be given objects with more attributes to sort. Distribute the plastic containers and folded construction paper to the students. Tell students: Open the plastic tubs. Look at what is inside without taking the objects out of the tub. Discuss what you notice about the objects with a partner. Allow students time to observe the objects and discuss with partners. Listen to partner discussions. Students may observe that the object (cereal) smells good, are round, are square, or come in a variety of colors. 1

2 Ohio Standards Connection Mathematical Processes Benchmarks A. Use a variety of strategies to understand problem situations; e.g., discussing with peers, stating problems in own words, modeling problems with diagrams or physical materials, identifying a pattern. C. Generate alternative strategies to solve a problem. I. Communicate mathematical thinking by using everyday language and appropriate mathematical Students share what they notice with the class. Tell students: Now that you have described the cereal, we are going to separate the cereal into two groups. Notice how the cereal is different. Show the students the folded construction paper and say, Put all the cereal that looks the same on one side of the paper and the other cereal on the other side. Circulate around the room to observe the students. On the Pre-Assessment Checklist, Attachment A, document which students have difficulty with the activity which students respond easily. Ask guiding questions to those students who hesitate in completing the task. For example; a. Point to two pieces of cereal and ask the student to describe each piece. b. Point to the two pieces of cereal and ask, Are the pieces alike or the same? If the student responds, the same, ask the student to find a different piece. When the student finds a piece that is different, suggest that he/she put that piece on one side of the folded paper and the original piece of cereal on the other side. Scoring Guidelines: Use the rubric to determine which students are ready for instruction in this lesson or need intervention activities related to sorting simple sets of objects by one attribute. Ready for Instruction The performance shows understanding of how to sort small groups of objects based on one attribute. Sorts the cereal into two groups on the sheet of paper by color, shape or another appropriate attribute without assistance. Intervention Needed The performance indicates inadequate understanding of sorting based on one attribute. Needs assistance to sort the cereal. Post-Assessment: In the post-assessment, students sort shapes into groups according to various characteristics. They glue the objects onto paper and explain their reasoning to the teacher. Conduct the activity in small groups or individually. 2

6 For visually impaired students, use objects with a variety of textures such as sandpaper, wallpaper, waxed paper or fabric. Have students sort the objects using the sense of touch. Extensions: Sort the students by characteristics of their clothing, shoes, hair or eyes. Begin by sorting six students into two groups, but do not tell students how they are being sorted. Ask several students to which group they think they belong. Have students go to the group. Observe students and guide them to the correct group if they are incorrect. Use this activity to line students up to exit the room throughout the day or year. Search for Web sites that contain sorting activities and allow students to practice sorting. Sort objects or organisms in nature by collecting items such as flowers, leaves, sticks, etc., while taking a nature walk or trip around the school. Sort the items at the end of the trip. After the students sort the collections in Part Two of the lesson (Instructional Procedure 13), have the students do a gallery walk around the room to observe the methods students used to sort. Home Connection: Send Home Super Sort, Attachment F, which includes two activities for students to practice sorting and identifying collections of sorted objects at home. Interdisciplinary Connections: Social Studies Social Studies Skills and Methods Benchmark C: Communicate information orally, visually or in writing. Indicator 2: Sort objects or pictures according to appropriate criteria. Indicator 3: Compare similarities and differences among objects or pictures. In the Super Sort activity, students will sort objects according to attributes. Students learn to identify how things are alike or different. Science Physical Science Benchmark A: Discover that many objects are made of parts that have different characteristics. Describe these characteristics and recognize ways an object may change. Indicator 3: Describe and sort objects by one or more properties (e.g., size, color and shape). Scientific Inquiry Benchmark B: Design and conduct a simple investigation to explore a question. Indicator 3: Use the five senses to make observations about the natural world. Indicator 10: Make new observations when people give different descriptions for the same thing. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, 6

7 therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: chart paper, sentence strips or word cards, drawer or box with assorted items, large floor sorting mat or two hoops For the student: small, lidded containers such as margarine tubs or resealable bags, cereal with two colors and/or shapes such as spheres and squares Vocabulary: alike attributes different organize same sort Technology Connections: Have students explore Web sites that contain sorting activities. Choose Web sites endorsed by professional mathematics and science organizations. Search for lessons by grade level and/or standard. Introduce students to computers by exploring the computer keyboard and discovering its organization. a. Make drawings of the keyboard and duplicate them on tag board. b. Ask parents or organizations to donate used or outdated keyboards to the class. Have enough keyboards so students can work in groups of two to three. c. Take your students on a "field trip" to the computer lab in the school. Encourage students to study the keyboard without touching the keys. Ask them to share their observations or what they know about computers. Guide a discussion about the logical arrangement of the keys. For example, all the numbers are at the top (or on the side), letters are in the center of the keyboard, and there are special keys on the sides. Research Connections: Cawletti, Gordon. Handbook of Research on Improving Student Achievement. Arlington, Va.: Educational Research Service, Principals and Standards for School Mathematics. The National Council of Teachers of Mathematics, Inc., Reston, Va.:

8 General Tips: When selecting materials/objects for the sorting activity, avoid sharp or small objects. If using food items for the sort, check students records to identify students with food allergies (allergic reactions to peanuts) or students who are diabetic. Consider using non-food items only. Attachments: Attachment A, Pre-Assessment Chart Attachment B, Super Sort Post-Assessment Chart Attachment C, Two-Circle Sorting Mat Attachment D, Where Does It Belong? Attachment E, Two-Column Chart Attachment F, Home Super Sort 8

9 Attachment A Pre-Assessment Chart Directions: Place checkmarks beside the names of students who need assistance with the concept. Place an M in the boxes to indicate mastery of the concept. Name 1. Date Date Date Date Date Date Notes

10 Attachment B Super Sort Post-Assessment Chart Student Name 2 On-Track 1. 1 Approach Expect. 0 Support Needed Notes

11 Attachment C Two-Circle Sorting Mat 11

12 Attachment D Where Does It Belong? Name 12

13 Attachment E Two-Column Chart Things to sort in our class How we will sort them 13

14 Attachment F Home Super Sort Name Dear Parent/Guardian, We have been learning how to sort objects using attributes such as size, shape and color. You can help your student by sorting objects at home. Part 1 Please select one or more of the collections below to practice sorting. o Silverware (spoons and forks, size of spoons and forks ) o Cups (glass and plastic, with and without handles, colors, size) o Marbles (one color and multi-color, size, metal or glass) o Buttons (color, number of holes, size) o Food (canned and bagged, fruit and vegetables) o Clothing (types and color of socks and shirts) o Other Part 2 We use sorting to help us organize our belongings. Find places in your home where objects are organized such as the type of towel (bath towel, hand towel and washcloth). Take your student on a scavenger hunt for objects that are sorted. What sorted objects did your student find? Please sign and return this form to school by. Thank-you, We have completed the home activities for sorting. (Parent signature) 14

### Number System Properties Grade Nine

Ohio Standards Connection: Number, Number Sense and Operations Benchmark C Apply properties of operations and the real number system, and justify when they hold for a set of numbers. Indicator 1 Identify

Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using

Ohio Standards Connection Number and Number Systems Benchmark D Use models and pictures to relate concepts of ratio, proportion and percent. Benchmark I Use a variety of strategies, including proportional

### Applying Prime Factorization Grade Six

Ohio Standards Connection Number, Number Sense and Operations Standard Benchmark G Apply and explain the use of prime factorizations, common factors, and common multiples in problem situations. Indicator

### Bar Graphs with Intervals Grade Three

Bar Graphs with Intervals Grade Three Ohio Standards Connection Data Analysis and Probability Benchmark D Read, interpret and construct graphs in which icons represent more than a single unit or intervals

### Explorations with Shapes Kindergarten

Ohio Standards Connections Geometry and Spatial Sense Benchmark C Sort and compare twodimensional figures and threedimensional objects according to their characteristics and properties. Indicator 1 Identify

### Classifying Shapes and Figures Grade Four

Ohio Standards Connection Geometry and Spatial Sense Benchmark E Use attributes to describe, classify and sketch plane figures and build solid objects Indicator 2 Describe, classify, compare and model

Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments

### Drawing Lines of Symmetry Grade Three

Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in two-dimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical

### Scarcity and Choices Grade One

Ohio Standards Connection: Economics Benchmark A Explain how the scarcity of resources requires people to make choices to satisfy their wants. Indicator 1 Explain that wants are unlimited and resources

Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections

### Using Nets to Find Surface Area Grade Eight

Ohio Standards Connection: Geometry and Spatial Sense Benchmark E Draw and construct representations of two- and three-dimensional geometric objects using a variety of tools, such as straightedge, compass,

### Models for Dividing Fractions Grade Six

Ohio Standards Connection Number, Number Sense and Operations Benchmark H Use and analyze the steps in standard and nonstandard algorithms for computing with fractions, decimals and integers. Indicator

Ohio Standards Connection Geometry and Spatial Sense Benchmark A Provide rationale for groupings and comparisons of two-dimensional figures and three-dimensional objects. Indicator 3 Identify similarities

### Being Alike Is Also Really Being Different Grade Kindergarten

Condensed Content Statement: Living things are different from nonliving things. Living things include anything that is alive or has ever been alive. Living things have specific characteristic traits. Living

### Unit One Organizer: (5 weeks) Physical Properties of Matter

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

### Jobs Produce Goods and Services Grade Two

Ohio Standards Connection: Economics Benchmark B Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services. Indicator 3 Recognize that most people

Ohio Standards Connection: Economics Benchmark A Explain the opportunity costs involved in the allocation of scarce productive resources. Indicator 1 Define opportunity cost and give an example of the

### Linear, Square and Cubic Units Grade Five

Ohio Standards Connection Measurement Benchmark F Analyze and explain what happens to area and perimeter or surface area and volume when the dimensions of an object are changed. Indicator 4 Demonstrate

### Narrative Literature Response Letters Grade Three

Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details

Ohio Standards Connection Data Analysis and Probability Benchmark C Represent data using objects, picture graphs and bar graphs. Indicators 3. Read and construct simple timelines to sequence events. 5.

### Science Safety is Elementary Grade Three

Ohio Standards Connection: Scientific Inquiry Benchmark C Develop, design and safely conduct scientific investigations and communicate the results. Indicator 4 Identify and apply science safety procedures.

Ohio Standards Connection: Number, Number Sense and Operations Standard Benchmark B Use models and pictures to relate concepts of ratio, proportion and percent. Indicator 1 Use models and visual representation

### Let s Measure Pre-Kindergarten

Ohio Standards Connection Measurement Standard Benchmark D Apply measurement techniques to measure length, weight and volume (capacity). Indicator 6 Measure length and volume (capacity) using non-standard

### Counting Money and Making Change Grade Two

Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign

### Indirect Measurement Technique: Using Trigonometric Ratios Grade Nine

Ohio Standards Connections Measurement Benchmark D Use proportional reasoning and apply indirect measurement techniques, including right triangle trigonometry and properties of similar triangles, to solve

### Systems of Transportation and Communication Grade Three

1 Ohio Standards Connection: Geography Benchmark D Analyze ways that transportation and communication relate to patterns of settlement and economic activity. Indicator 8 Identify systems of transportation

### I Can Do This! Systems of Equations Grade Eight

Ohio Standards Connection: Patterns, Functions and Algebra Benchmark H Solve systems of linear equations involving two variables graphically and symbolically. Indicator 10 Solve 2 by 2 systems of linear

### Production: Specialization and Division of Labor Grade Three

Ohio Standards Connection: Economics Benchmark B Explain why entrepreneurship, capital goods, technology, specialization and the division of labor are important in the production of goods and services.

### Days of the Week Grade Kindergarten

History Ohio Standards Connection: Benchmark A Use a calendar to determine the day, week, month and year. Indicator 1 Recite the days of the week. Lesson Summary: The children will participate in a variety

Ohio Standards Connection: Economics Benchmark C Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade. Indicator 6 Explain why many jobs

### Warning! Construction Zone: Building Solids from Nets

Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have

### To Be or Not to Be Democratic Grade Seven

Ohio Standards Connection: Government Benchmark C Compare the defining characteristics of democracies, monarchies and dictatorships. Indicator 1 Compare direct and representative democracy using examples

### Using Graphic Organizers to Aid Comprehension Grade Two

Ohio Standards Connections Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring Strategies Benchmark A Establish a purpose for reading and use a range of reading comprehension

### Comparing Sets of Data Grade Eight

Ohio Standards Connection: Data Analysis and Probability Benchmark C Compare the characteristics of the mean, median, and mode for a given set of data, and explain which measure of center best represents

Ohio Standards Connection Geometry and Spatial Sense Benchmark E Use proportions to express relationships among corresponding parts of similar figures. Indicator 1 Use proportional reasoning to describe

### What s My Point? - Grade Six

Ohio Standards Connection Reading Applications: Informational, Technical and Persuasive Text Benchmark D Identify arguments and persuasive techniques used in persuasive writing. Indicators 6 Identify an

Ohio Standards Connection Reading Applications: Literary Text Benchmark C Identify the elements of plot and establish a connection between an element and a future event. Indicator 3 Identify the main incidents

### Main Idea in Informational Text Grade Three

Ohio Standards Connection Informational, Technical and Persuasive Text Benchmark C Identify the central ideas and supporting details of informational text. Indicator 3 Identify and list the important central

### Diary of a Butterfly Grade One

Ohio Standards Connection Writing Process Benchmark G Publish writing samples for display or sharing with others using techniques such as electronic resources and graphics Indicators 14 Rewrite and illustrate

Ohio Standards Connection Data Analysis and Probability Benchmark F Determine and use the range, mean, median and mode to analyze and compare data, and explain what each indicates about the data. Indicator

### In the Final Analysis Grade Six

Ohio Standards Connection Reading Applications: Informational, Technical and Persuasive Text Benchmark B Recognize the differences between cause and effect and fact and opinion to analyze text. Indicator

### The Cell Grade Ten. Estimated Duration: Three hours

Ohio Standards Connection: Life Sciences Benchmark A Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells,

### Students will have an opportunity to examine a variety of fruit to discover that each has

Botanical Garden Programs: Discovering Plants I. Introduction Students will have an opportunity to examine a variety of fruit to discover that each has seeds. Even cotton and some vegetables are considered

Ohio Standards Connection Number, Number Sense and Operations Benchmark C Represent commonly used fractions and mixed numbers using words and physical models. Indicator 5 Represent fractions and mixed

### HISD LESSON PLANNING GUIDE

Kindergarten Lesson: Properties of Matter and Measurement - Length MASTERY FOCUS (PL-2, PL-3, I-1, I-6) HISD LESSON PLANNING GUIDE Essential Understanding: The student will understand that information

### Writing Simple Stories Grade One

Ohio Standards Connections Writing Applications Benchmark A Compose writings that convey a clear message and include well-chosen details. Indicator 1 Write simple stories with a beginning, middle and end

### Identifying and Describing Story Elements Grade One

Ohio Standards Connections Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 3 Retell the beginning, middle and ending of a story, including its

### Round Rock ISD Lesson 1 Grade 3 Measurement Kit. Broken Rulers and Line It Up!* - A Length Measurement Lesson

Round Rock ISD 2008-09 Lesson 1 Grade 3 Measurement Kit Broken Rulers and Line It Up!* - A Length Measurement Lesson tech *Lesson is adapted from two activities in Sizing Up Measurement: Activities for

### Combinations and Permutations Grade Eight

Ohio Standards Connection: Data Analysis and Probability Benchmark H Use counting techniques, such as permutations and combinations, to determine the total number of options and possible outcomes. Indicator

Ohio Standards Connections: Earth and Space Sciences Benchmark D Identify that the lithosphere contains rocks and minerals and that minerals make up rocks. Describe how rocks and minerals are formed and/or

### Fun with Fractions: A Unit on Developing the Set Model: Unit Overview www.illuminations.nctm.org

Fun with Fractions: A Unit on Developing the Set Model: Unit Overview www.illuminations.nctm.org Number of Lessons: 7 Grades: 3-5 Number & Operations In this unit plan, students explore relationships among

### Solving Problems Involving Chords, Radii, Tangents, Secants and Arcs within the Same Circle Grade Ten

Ohio Standards Connection: Geometry and Spatial Sense Benchmark C Recognize and apply angle relationships in situations involving intersecting lines, perpendicular lines and parallel lines. Indicator 10

### Fancy Fish: Gene Frequency Grade Ten

Ohio Standards Connection: Life Sciences Benchmark H Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific

### Simplifying Numerical Expressions Grade Five

Ohio Standards Connection Number, Number Sense and Operations Benchmark E Use order of operations, including use of parenthesis and exponents to solve multi-step problems, and verify and interpret the

Ohio Standards Connection: Life Sciences Benchmark B Describe the characteristics of an organism in terms of a combination of inherited traits and recognize reproduction as a characteristic of living organisms

### Data Analysis in the Classroom

Data Analysis in the Classroom (Developmentally Appropriate Lessons for 3rd Grade Students) What would be better? A bar graph? A histogram? A box plot? There are just too many to decide! Amanda Anderson

### Kindergarten. Performance. Assessments

Kindergarten Performance Assessments Kindergarten Performance Assessments Page 31 Performance Task: Rote Counting Learning Target: (1.01) Develop number sense for whole numbers through 30. Materials: none

### Name: Date: 11/14-18/05 Science Concept(s): Habitats Unit Title: Land Habitats Grade Level: 2

Name: Date: 11/14-18/05 Science Concept(s): Habitats Unit Title: Land Habitats Grade Level: 2 PURPOSE: To teach the students that a habitat is where plants and animals live and to introduce the students

### Investigating Investment Formulas Using Recursion Grade 11

Ohio Standards Connection Patterns, Functions and Algebra Benchmark C Use recursive functions to model and solve problems; e.g., home mortgages, annuities. Indicator 1 Identify and describe problem situations

Ohio Standards Connection: Life Sciences Benchmark C Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the

Ohio Standards Connection: Number, Number Sense, and Operations Benchmark G Estimate, compute and solve problems involving real numbers, including ratio, proportion and percent, and explain solutions.

### Mendelian and Non-Mendelian Heredity Grade Ten

Ohio Standards Connection: Life Sciences Benchmark C Explain the genetic mechanisms and molecular basis of inheritance. Indicator 6 Explain that a unit of hereditary information is called a gene, and genes

### Going on a Farmers Market Field Trip Seeds or No Seeds: What makes a fruit a fruit & a vegetable a vegetable? Grade Level: 1 st Grade

Going on a Farmers Market Field Trip Seeds or No Seeds: What makes a fruit a fruit & a vegetable a vegetable? Grade Level: 1 st Grade Goal: to teach the difference between fruits and vegetables while linking

### Force and Motion Grade 2

Suggested Time Frame: 2-3 days Materials: Tennis balls, 10 Golf balls, 10 Marbles, 10 Ping pong balls, 10 Measuring tapes, 10 Rulers, 10 Stopwatch Masking tape Towel Sandpaper Wax paper Paper cups Matching

Ohio Standards Connection: Geography Benchmark B Analyze geographic changes brought about by human activity using appropriate maps and other geographical data. Indicator 4 Explain the causes and consequences

### A Closer Look at Trees

Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 8-2011 A Closer Look at Trees Mattina Van Coppenolle Trinity University Follow this and

Ohio Standards Connection Writing Applications Benchmark C Produce letters (e.g. business, letters to the editor, job applications) that follow the conventional style appropriate to the text and include

### Sun Mon Tue Wed Thu Fri Sat

Gloucester Township Public Schools Get ready for kindergarten! Parents & Guardians: Use this calendar as a guide to help prepare your child for kindergarten. May 2016 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

### TEACHING Properties of Matter

TEACHING GUIDE TEACHING Properties of Matter Kindergarten Reading Level ISBN 978-0-8225-5348-9 2 TEACHING PROPERTIES OF MATTER Standards Language Arts Reading Language Arts Writing Mathematics Science

### Comparing and Contrasting Grade Three

Ohio Standards Connection Reading Applications: Literary Text Benchmark A Compare and contrast plot across literary works. Indicator 1 Recognize and describe similarities and differences of plot across

### Magnets: A First Look Teacher s Guide

Teacher s Guide Grade Level: K-2 Curriculum Focus: Science Lesson Duration: Four class periods Program Description Magnets: A First Look Children are fascinated by magnets. They enjoy discovering what

### Day 1 Day 2 Day 3 Day 4. Reading and discussing informational text. Use a preview strategy to identify text features.

1 st Grade Learning Sequence Overview Learning Sequence Concept: Liquids have properties by which they can be described. CCSS Content Literacy in Science: SL1.1a SL 1.5 SL1.6; W1.2, W1.5, W1.8,RI1.1, RI1.2,

### Self and Peer Evaluation of Written Work Grade 10

Ohio Standards Connection Writing Process Benchmark D Edit to improve sentence fluency, grammar and usage. Indicator 15 Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation

### BREATHITT COUNTY SCHOOLS KINDERGARTEN MATH CURRICULUM

Weeks 1-2 Instructional Emphasis: Counting and Cardinality Topic 1: One to Five K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count

### Linear Functions: Are You Ready for the REAL World? Grade Ten

Ohio Standards Connection: Patterns, Functions and Algebra Benchmark F Solve and graph linear equations and inequalities. Indicator 10 Solve real-world problems that can be modeled using linear, quadratic,

### Project Based Learning First Grade: Science- Plants and Animals By: Nikki DiGiacomo

Project Based Learning First Grade: Science- Plants and Animals By: Nikki DiGiacomo How do plants and animals live? Essential Question Sub Questions What are plants? What are animals? What are the basic

### Practicing Science Process Skills at Home

Practicing Science Process Skills at Home A Handbook for Parents By Debbye Vitti and Angie Torres May 2006 Handbook Objectives After reading this handbook, you will be able to: 1. Name the major science

### MStM Math Curriculum Lesson Plan Template

Standard 1: Students can understand and apply a variety of math concepts. A. Students can understand and apply number properties and operations. Grade Level Objective: 1.A.K.1: Count, represent, read,

### Understand numbers, ways of representing numbers, relationships among numbers, and number systems

Equivalent Fractions and Comparing Fractions: Are You My Equal? Brief Overview: This four day lesson plan will explore the mathematical concept of identifying equivalent fractions and using this knowledge

### Writing and Presenting a Persuasive Paper Grade Nine

Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator

### I. ABSTRACT II. III. IV.

Teaching About Magnets in Kindergarten Grade Level or Special Area: Kindergarten Written by: Lori Dawn Montanez, Swallows Charter Academy, Pueblo West, CO Length of Unit: Five lessons (approximately two

### Jesus Heals a Blind Man

Jesus Heals a Blind Man Bible Story John 9:1-11,35-38 Teacher Challenge Jesus felt compassion for all the people He met, and that compassion was shown in His dealing with the blind man in today s story.

### Candy Corn Flowers (IT)

Candy Corn Flowers (IT) Overview Students will use candy corn pieces to create flowers after rolling a die to determine the number of petals to place on each flower. Students will also record the number

### A New Place for Polar Bear Grade Three

Ohio Standards Connection: Science and Technology Benchmark B Describe and illustrate the design process. Indicator 4 Use a simple design process to solve a problem (e.g., identify a problem, identify

Ohio Standards Connection Geometry and Spatial Sense Benchmark C Specify locations and plot ordered pairs on a coordinate plane. Indicator 6 Extend understanding of coordinate system to include points

### Title: Measurement Conversion

Title: Measurement Conversion Brief Overview: Students will explore the relationship between various units of measurement including inches to feet, feet to yards, and inches to yards. They will develop

### STANDARDS ADDRESSED IN THIS UNIT

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

### Sample. Pre-Unit Assessment: Thinking about Chemicals LESSON 1. Overview and Objectives. Background

Pre-Unit Assessment: Thinking about Chemicals Overview and Objectives This introductory lesson will provide you with a pre-unit assessment of your students current knowledge of chemicals and questions

### Check My Writing Kindergarten

Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice

### IFI Graphic Organizer: Magnetism

Nancy Ryan, nryan@branford.k12.ct.us, Mary T. Murphy School, Grade 4, Branford Yvonne Perez, yvonnemaldonado@hotmail.com, Jefferson Magnet, Grade 4, Norwalk Scott Fonicello, sfonicello@branford.k12.ct.us,

### Changes in Our Sky Grade Two

Ohio Standards Connection: Earth and Space Sciences Benchmark A Observe constant and changing patterns of objects in the day and night sky. Indicator 2 Observe and describe how the sun, moon and stars

### investigations. K.2 C Gather information using simple equipment and tools to extend the senses.

KINDERGARTEN Unit 7: Exploring Characteristics and Basic Needs of Living Organisms 2010 TEKS 1998 TEKS Curriculum and Instruction Considerations K.2 The student develops abilities to ask questions and

### Unit One Organizer: PLANTS 5 Weeks

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

### Benchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.

Feudalism in Japan and Europe Connection: History Benchmark C Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. Indicator 3 Describe the

### Real-World Linear Equations Grade Eight Interdisciplinary Lesson

Ohio Standards Connection Technology Technology for Productivity Applications Benchmark C Use productivity tools to produce creative works, to prepare publications and to construct technologyenhanced models.

### Identifying and Describing Polygons

2 Identifying and Describing Polygons A Geometry Lesson Overview In this lesson, students learn to identify and describe polygons and compare and contrast them with figures that are not polygons. Prior

### 3 5 Sample Science Task

3 5 Sample Science Task What Is Static Electricity? During this investigation, you will use a balloon and some other common objects to explore and observe what static electricity is and how it behaves.