KINDERGARTEN UNIT PLANS LINKED TO THE BIG IDEAS

Transcription

1 UNIT PLANS LINKED TO THE BIG IDEAS STRAND: Number Sense and Numeration TERM: 1 Section: B Counting 1. Counting includes both the recitation of a series of numbers and the conceptualization of a symbol as representative of a quantity. 2. Counting is a powerful early tool intricately connected with the future development of students conceptual understanding of quantity. Operational Sense 3. Students learn the patterns of the basic operations by learning effective counting strategies, working with patterns on number lines and in hundreds charts, making pictorial representations, and using manipulatives. Quantity 4. Quantity represents the howmuchness of a number and is a crucial concept in developing number sense. Relationships 5. Having the anchors 5 and 10. Representation 6. Learning how to read and write numerals and connect numerals with written and spoken words for numbers. 7. Words, numbers, symbols and models are used to indicate quantity and relationships (e.g., counters, number line, five frames). A. Demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships. M1. Investigate the idea that quantity is greater when counting forwards and less when counting backwards. M2. Investigate some concepts of quantity through identifying and comparing sets with more, fewer, or the same number of objects. M3. Recognize some quantities without having to count, using a variety of tools. M4. Begin to use information to estimate the number in a small set. M5. Use, read, and represent whole numbers to 10 in a variety of meaningful contexts. M6. Use ordinal numbers in a variety of every day contexts. M7. Demonstrate an understanding of number relationships for the numbers from 0 to 10, through investigation. M12. Investigate addition and subtraction in everyday activities through the use of manipulatives, or oral exploration. Interview Questions / Prompts, p. 207 Unit 3, Section B Number Sense: Working on 5 Diagnostic Assessment: Jump In, p Lesson Beehive Rhyme, p. 210 Big Idea 1, 5 Lesson Show This Many, p. 212 Big Idea 2, 3 Lesson Pet Count, p. 215 Big Idea 2, 3 Lesson Making 5 Many Ways, p. 216 Big Idea 2, 3, 4 Lesson Be a Bee!, p. 220 Big Idea 4 Lesson Numeral Printing, p. 224 Big Idea 4, 6 Lesson Printing Practice, p. 225 Big Idea 4, 6 Lesson In Line, p. 227 Big Idea 4, 7 Ministry Guide: Number Sense, p Hands-On Standards Groups of 0-5, p Part-Part-Whole, p Teaching Student Centered Mathematics K-3, Van de Walle, Activity 2.9, Dot Plate Flash, p

2 STRAND: Data Management and Probability TERM: 1 Section: A Collection and Organization of Data 1. Early experiences in sorting and classifying objects help students understand how data can be organized. E. Sort, classify and display a variety of concrete objects. M25. Sort, classify and compare objects and describe the attributes used. Interview Questions / Prompts, p. 75 Unit 1, Section A Data Management and Probability: Sorting Diagnostic Assessment: Jump In, p Lesson In the Treasure Chest, p. 78 Big Idea 1 Lesson I Spy, p. 79 Big Idea 1 Lesson Pass Around, p. 81 Big Idea 1 Lesson Sorting Into Groups, p. 83 Big Idea 1 Lesson People Sort, p. 85 Big Idea 1 Lesson What Doesn t Belong, p. 87 Big Idea 1 Lesson Looking at Groups, p. 89 Big Idea 1 Ministry Guide: Data Management and Probability, p Hands-On Standards: Determine the Sorting Rule, p. 84 Teaching Student Centered Mathematics K-3, Van de Walle, 11.1 The First Loops, p. 314 Super Source K-2: Pattern Blocks, p. 62 Super Source K-2: Colour Tiles, p

3 STRAND: Patterning and Algebra TERM: 1 Section: A Patterns and Relationships 1. Experience with a wide variety of patterns helps students recognize relationships within and between patterns. D. Explore, recognize, describe and create patterns, using a variety of materials in different contexts. M23. Identify, extend and reproduce repeating patterns through investigation, using a variety of materials and actions. M24. Identify and describe informally the repeating nature of patterns in everyday contexts. Interview Questions / Prompts, p. 279 Unit 4, Section A Patterning: Identifying and Extending Patterns Diagnostic Assessment: Jump In, p Lesson Conducting Patterns, p. 282 Big Idea 1 Lesson Pattern Parking, p. 285 Big Idea 1 Lesson What Can You Do?, p. 286 Big Idea 1 Lesson Pattern Detective, p. 288 Big Idea 1 Lesson Making It Longer, p. 291 Big Idea 1 Ministry Guide: Patterning, p Hands-On Standards: Extend Shape Patterns, p Hands-On Standards: Translate Patterns, p Teaching Student Centered Mathematics, K-3, Van de Walle, 10.1 Pattern Strips, p. 276 Super Source K-2: Snap Cubes Two Colour Patterns, p

4 STRAND: Measurement TERM: 1 Section: A Attributes, Units and Measurement Sense 1. Objects and events have a variety of attributes that can be measured. 2. Measuring sense involves an understanding of measurement processes and of estimation in measurement. Measurement Relationships 3. Objects can be compared and ordered according to measurable attributes. B. Measure and compare length, mass, capacity, area, temperature of objects/materials; using nonstandard units, through free exploration, focused exploration, and guided activity. M13. Compare and order two or more objects according to an appropriate measure, and use measurement terms. M14. Demonstrate, through investigation, an awareness of the use of different measurement tools for measuring different things. M15. Demonstrate awareness of non-standard measuring devices and strategies for using them. M16. Demonstrate, through investigation, a beginning understanding of the use of non-standard units of the same size. Interview Questions / Prompts, p. 121 Unit 2, Section A Measurement: Comparing Length, Mass, and Capacity Diagnostic Assessment: Jump In, p Lesson Use Your Hands and Feet, p. 124 Big Idea 1, 2, 3 Lesson We re Going On a Length Hunt, p. 125 Big Idea 2, 3 Lesson Packing Our Bag, p. 130 Big Idea 1, 2, 3 Lesson Stocking the Shelves, p. 132 Big Idea 2, 3 Lesson A Bowl Full of Jelly, p. 134 Big Idea 1, 2, 3 Lesson Find the Twins, p. 135 Big Idea 2, 3 Ministry Guide: Measurement, p Hands-On Standards: Non-Standard Measurement of Height, p Hands-On Standards: Estimating and Measuring Length, p Teaching Student Centered Mathematics, K-3, Van de Walle, 8.3 (Length) Crooked Paths, p. 229 Super Source K-2: Pattern Blocks Red, Green or Yellow, p

5 STRAND: Geometry and Spatial Sense TERM: 1 Section: A Location and Movement 1. The location of an object can be described in terms of its spatial relationship to another object or in terms of its position on a grid. C. Describe the location and movement of objects through investigation. M22. Demonstrate an understanding of basic spatial relationships and movements. Interview Questions / Prompts, p. 315 Unit 5, Section A Spatial Sense: Describing Position and Location Diagnostic Assessment: Jump In, p Lesson The Traffic Light Rhyme, p. 318 Big Idea 1 Lesson Toss It Inside, p. 321 Big Idea 1 Lesson Missing Teddy Bear, p. 322 Big Idea 1 Lesson Making Paths, p. 325 Big Idea 1 Ministry Guide: Geometry and Spatial Sense, p Hands-On Standards: Relative Locations, p

6 STRAND: Data Management and Probability TERM: 1 Section: B Collection and Organization of Ideas 1. The main purpose for collecting and organizing data is to answer questions. 2. Early experiences in sorting and classifying objects help students understand how data can be organized. 3. Organizing data in graphs and other graphic organizers helps students make sense of data. Data Relationships 4. Reading data involves different levels of comprehension. Probability 5. The likelihood of an event occurring can be represented along a continuum from impossible to certain. 6. Probability can provide a basis for making predictions. E. Sort, classify and display a variety of concrete objects, collect data, begin to read and describe displays of data, and begin to explore the concept of probability in everyday concepts. M26. Collect objects or data and make representations of their observations, using concrete graphs. M27. Respond to and pose questions about data collection and graphs. M28. Use mathematical language in informal discussion to describe probability. Interview Questions / Prompts. p. 95 Unit 1, Section B Data Management and Probability: Graphing Diagnostic Assessment: Jump In, p Lesson Comparing Shoes, p. 98 Big Idea 1, 2, 3, 4 Lesson Graphing a Collection, p. 100 Big Idea 1, 2, 3, 4 Lesson Which Way to Travel?, p. 103 Big Idea 1, 2, 3, 4 Lesson Ice Cream Favours, p. 107 Big Idea 1, 3, 4 Lesson But I Never!, p. 108 Big Idea 5, 6 Lesson Heads and Tails, p. 109 Big Idea 1, 2, 3, 4, 5, 6 Ministry Guide: Data Management and Probability Data Relationships, p Probability, p Hands-On Standards Exploring Pictographs, p Graphing Data, p Teaching Student Centered Mathematics, K-3, Van de Walle, 12.1, Is It Likely?, p. 332 (Probability) Super Source K-2: Pattern Blocks Spin and Graph, p

7 STRAND: Geometry and Spatial Sense TERM: 1 Section: B Properties of Three-Dimensional Figures 1. Three dimensional figures have properties that allow them to be identified, compared, sorted and classified. 2. Experience with three dimensional figures represented in a variety of forms, sizes, and orientations, allows students to understand those properties. C. Describe, sort, classify, and compare three-dimensional figures, through investigation. M17. Explore, sort, compare traditional and non-traditional two-dimensional shapes and three-dimensional figures. M18. Identify and describe, using common geometric terms, two-dimensional and three-dimensional figures through investigation with concrete materials. M20. Build three-dimensional structures using a variety of materials, and begin to recognize the three-dimensional figures that the structure contains. M21. Investigate the relationship between two-dimensional shapes and three-dimensional figures in objects that they have made. Interview Questions / Prompts, p. 333 Unit 5, Section B Spatial Sense: Exploring 3-D Shapes Diagnostic Assessment: Jump In, p Lesson Let s Be Detectives, p. 336 Big Idea 1 Lesson What s in the Bag, p. 337 Big Idea 1 Lesson 3D Shape Search, p. 339 Big Idea 1, 2 Lesson 3D Shape Sorting, p. 340 Big Idea 1, 2 Lesson Tall Toppling Towers, p. 341 Big Idea 1 Ministry Guide: Geometry and Spatial Sense, p Hands-On Standards: Cubes and Spheres, p Teaching Student Centered Mathematics, K-3, Van de Walle 7.17 Face Matching, p

8 STRAND: Number Sense and Numeracy TERM: 2 Section: C Counting 1. Counting includes both the recitation of a series of numbers and the conceptualization of a symbol as representative of a quantity. 2. Counting is a powerful early tool intricately connected with the future development of students conceptual understanding of quantity. Operational Sense 3. Students learn the patterns of the basic operations by learning effective counting strategies, working with patterns on number lines and in hundreds charts, making pictorial representations, and using manipulatives. Quantity 4. Quantity represents the howmuchness of a number and is a crucial concept in developing number sense. Relationships 5. Having the anchors 5 and 10. Representation 6. Learning how to read and write numerals and connect numerals with written and spoken words for numbers. 7. Words, numbers, symbols and models are used to indicate quantity and relationships (e.g., counters, number line, five frames). A. Demonstrate an understanding of number, using concrete materials to explore and investigate counting, quantity, and number relationships. M5. Use, read, and represent whole numbers to 10 in a variety of meaningful contexts. M7. Demonstrate an understanding of number relationships for the numbers from 0 to 10, through investigation. M8. Investigate and develop strategies for composing and decomposing quantities to 10. M10. Demonstrate understanding of the counting concepts of stable order (that is, the concept that the counting sequence is always the same 1 is always followed by 2, 2 by 3, and so on) and of order irrelevance (that is, the concept that the number of objects in a set will be the same regardless of which object is used to begin the counting). M11. Begin to make use of one-to-one correspondence in counting objects and matching groups of objects and matching groups of objects. M12. Investigate addition and subtraction in everyday activities through the use of manipulatives, or oral exploration. Interview Questions / Prompts, p. 233 Unit 3, Section C Number Sense: Number to 10 Diagnostic Assessment: Jump In, p Lesson Ten Fish, p. 236 Big Idea 1, 2, 3, 4, 5 Lesson Show This Many, p. 237 Big Idea 1, 2, 3, 4, 5, 7 Lesson Ten Apples, p. 239 Big Idea 1, 3, 4, 5, 6 Lesson Groups of Apples, p. 241 Big Idea 1, 2, 3, 5 Lesson Possible Combinations, p. 242 Big Idea 1, 2, 3, 7 Lesson Counting Books, p. 246 Big Idea 1, 2, 3, 4, 6 Lesson Bus Stories, p. 249 Big Idea 1, 3, 5, 7 Lesson Numeral Printing, p. 252 Big Idea 6, 7 Lesson Printing Practice, p. 253 Big Idea 6, 7 Ministry Guide: Number Sense, p Hands-On Standards Groups of 6-10, p Counting On!, p Using the Plus Sign, p Using the Minus Sign, p Teaching Student Centered Mathematics K-3, Van de Walle, 2.3 Fill the Chutes, p Crazy Mixed-Up Numbers, p Ten-Frame Flash Cards, p. 47 Super Source: Snap Cubes, Multiples of Ten, p

9 STRAND: Patterning and Algebra TERM: 2 Section: B Patterns and Relationships 1. Experience with a wide variety of patterns helps students recognize relationships within and between patterns. D. Explore, recognize, describe and create patterns, using a variety of materials in different contexts. M23. Identify, extend and reproduce and create repeating patterns through investigation, using a variety of materials and actions. M24. Identify and describe informally the repeating nature of patterns in everyday contexts. Interview Questions / Prompts, p. 297 Unit 4, Section B Patterning: Creating and Translating Patterns Diagnostic Assessment: Jump In, p Lesson Pattern Puzzles, p. 300 Big Idea 1 Lesson Broken Beads, p. 302 Big Idea 1 Lesson Making Different Patterns, p. 303 Big Idea 1 Lesson Music Makers, p. 306 Big Idea 1 Lesson Show It Different Ways, p. 307 Big Idea 1 Ministry Guide: Patterning and Algebra, p Hands On Standards: Three Object Patterns, p Teaching Student Centered Mathematics K-3, Van de Walle, 10.3 Same Pattern, Different Stuff, p. 278 Super Source K-2: Colour Tiles It s a Frame-Up!, p Super Source K-2: Pattern Blocks Pattern Block Walls, p

10 STRAND: Measurement TERM: 2 Section: B Attributes, Units and Measurement Sense 1. Objects and events have a variety of attributes that can be measured. 2. Measuring an attribute involves finding the number of non-standard or standard units that are needed to match, cover, or fill the object being measured. 3. Measurement sense involves an understanding of appropriate measurement units in various situations, of the howmuchness of measurement units, of measurement processes, of the use of measurement tools, and of estimation in measurement. Measurement Relationships 4. Objects can be compared and ordered according to measurable attributes. B. Measure and compare length, mass, capacity, area, temperature of objects / materials; using non-standard units, through free exploration, focused exploration, and guided activity. M13. Compare and order two or more objects according to an appropriate measure, and use measurement terms. M14. Demonstrate, through investigation, an awareness of the use of different measurement tools for measuring different things. M15. Demonstrate awareness of non-standard measuring devices and strategies for using them. M16. Demonstrate, through investigation, a beginning understanding of the use of non-standard units of the same size. Interview Questions / Prompts, p. 141 Unit 2, Section B Measurement: Measuring Length, Mass, Capacity, and Area Diagnostic Assessment: Jump In, p Lesson Scavenger Hunt, p. 144 Big Idea 1, 2, 3, 4 Lesson My Personal Measures, p. 146 Big Idea 1, 2, 3, 4 Lesson Pet Rocks, p. 148 Big Idea 1, 2, 3, 4 Lesson Tea Time, p. 150 Big Idea 1, 2, 3, 4 Lesson Cover the Board, p. 152 Big Idea 1, 3 Ministry Guide: Measurement, p Hands-On Standards Exploring Area, p Teaching Student Centered Mathematics K-3, Van de Walle, 8.5 Guess and Measure, p. 231 (Length) Super Source K-2: Pattern Blocks Who Caught the Biggest Fish?, p

11 STRAND: Geometry and Spatial Sense TERM: 2 Section: C Properties of Two-Dimensional Shapes 1. Two dimensional shapes have properties that allow them to be identified, compared, sorted and classified. 2. Experience with two dimensional shapes represented in a variety of forms, sizes, and orientations, allows students to understand those properties. C. Describe, sort, classify, and compare two-dimensional shapes through investigation. M17. Explore, sort, compare traditional and non-traditional two-dimensional shapes and three-dimensional figures. M18. Identify and describe, using common geometric terms, two-dimensional and three-dimensional figures through investigation with concrete materials. M19. Compose pictures and builds designs, shapes, and patterns in two-dimensional shapes, and decompose twodimensional shapes into smaller shapes, using various tools or strategies. Interview Questions / Prompts, p. 349 Unit 5, Section C Spatial Sense Diagnostic Assessment: Jump In, p Lesson Feel the Shapes, p. 352 Big Idea 1, 2 Lesson Shape Pictures, p. 357 Big Idea 1, 2 Lesson Get Into Shapes, p. 360 Big Idea 1, 2 Lesson Making Shapes on Geoboards, Big Idea 1, 2 p. 362 Ministry Guide: Geometry and Spatial Sense, p Hands-On Standards Plane Shapes and Real Life Objects, p Geometric Pictures and Designs, p Geometric Problems, p Teaching Student Centered Mathematics K-3, Van de Walle 7.1 Shape Sorts, p Geoboard Copy, p. 197 Super Source K-2: Geoboards, All About Squares, p

12 STRAND: Number Sense and Numeration TERM: 2 Section: C and D Counting 1. Counting includes both the recitation of a series of numbers and the conceptualization of a symbol as representative of a quantity. 2. Counting is a powerful early tool intricately connected with the future development of students conceptual understanding of quantity. Operational Sense 3. Students learn the patterns of the basic operations by learning effective counting strategies, working with patterns on number lines and in hundreds charts, making pictorial representations, and using manipulatives. Quantity 4. Quantity represents the howmuchness of a number and is a crucial concept in developing number sense. Relationships 5. Having the anchors 5 and 10. Representation 6. Learning how to read and write numerals and connect numerals with written and spoken words for numbers. 7. Words, numbers, symbols and models are used to indicate quantity and relationships (e.g., counters, number line, five frames). A. Demonstrate an understanding of number, using concrete materials to explore and investigate counting, quantity, and number relationships. M1. Investigate the idea that quantity is greater when counting forwards and less when counting backwards. M7. Demonstrate an understanding of number relationships for the numbers from 0 to 10, through investigation. M9. Explore different Canadian coins, using coin manipulatives. M10. Demonstrate understanding of the counting concepts of stable order (that is, the concept that the counting sequence is always the same 1 is always followed by 2, 2 by 3, and so on) and of order irrelevance (that is, the concept that the number of objects in a set will be the same regardless of which object is used to begin the counting). M11. Begin to make use of one-to-one correspondence counting objects and matching groups of objects. Unit 3, p. 259, Part 3 and Unit 2 Interview Questions / Prompts, p. 159 Unit 3, Section D Number Sense: Beyond 10 Unit 2, Section C Measurement: Exploring Time and Money Diagnostic Assessment: Unit 3, Jump In, p Diagnostic Assessment: Unit 2, Jump in Pages 161 (at the Math Centre) Lesson Count Us!, p. 262 Big Idea 1, 2, 3, 4 Lesson The Special Number, p. 264 Big Idea 1, 2, 4, 6, 7 Lesson Twenty On Board, p. 266 Big Idea 1, 2, 3, 4, 5, 7 Lesson The Bake Sale, p. 269 Big Idea 1, 2, 3, 4, 6, 7 Lesson Buy It!, p. 270 Big Idea 1, 2, 3, 4, 7 Lesson All Aboard, p. 175 Big Idea 1, 2, 3, 4, 7 Ministry Guide: Number Sense, p Hands-On Standards: Joining Problems, p Teaching Student Centered Mathematics K-3, Van de Walle 2.30 Missing Numbers, p. 58 Super Source K-2: Colour Tiles Estimation Jars, p Super Source K-2: Snap Cubes Some Sums, p

13 STRAND: Measurement TERM: 2 Section: C Attributes, Units and Measurement Sense 1. Events have a variety of attributes that can be measured (sequence of events). B. Measure and compare length, mass, capacity, area, temperature of objects / materials; using non-standard units, through free exploration, focused exploration, and guided activity. M14. Demonstrate, through investigation, an awareness of the use of different measurement tools for measuring different things. Interview Questions / Prompts, p. 159 Unit 2, Section C Measurement Diagnostic Assessment: Jump In, p Lesson Making Lemonade, p. 165 Big Idea 1 Lesson Story Retelling, p. 166 Big Idea 1 Lesson Which Takes Longer, p. 169 Big Idea 1 Lesson Time That, p. 171 Big Idea 1 Ministry Guide: Measurement, p Teaching Student Centered Mathematics K-3, Van de Walle 8.16 Which Takes Longer?, p