| OUTCOME/
ESSENTIAL
QUESTION |
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What can we learn from a calendar?
Are there patterns in our world?
Why are numbers important?
Why is it important to know positional words? |
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| Calendar
Patterns
Number Sense
Geometry
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The student will be introduced to:
1.Days of the week (A.B1.K2c)
2.Months (A.B1.K2c)
3.Seasons (A.B1.K2c)
4.Odd/Even (A.B4.K1a)
5.Yesterday/today/tomorrow (A.B1.K2c)
6.Weather (G.B2.K2d)
7.Shapes: circle, square, triangle, rectangle, oval
(demonstrate combining to make a new shape and sort
shapes by attributes) (G.B1.K1)(G.B1.A1)(G.B1.A2)
(G.B3.K2)
8.Telling time (using analog and digital clocks)
(G.B2.A3)
9.Counting coins to represent numerical quantities
(penny, nickel, dime) (A.B4.K1d)
10.Grouping using ten frames (A.B4.K1b)
The student will be able to:
1.identify patterns (A.B1.K3)
2.create patterns (A.B1.K4)
3.work with rhythmic patterns (A.B1.A1a)
The student will be able to:
1.count 0-20 (N.B1.K1)
2.1:1 correspondence using concrete objects or
drawings (N.B1.K1) (A.B4.K2)
The student will be able to:
1.locate various locations using spatial sense
language (G.B3.K1)
(G.B3.A2) |
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Observation
Sharing
Flashcards
Written Work
Verbal Discussion
Centers
Data Tables
Graphs
Geoboards
*Assessment items used throughout the year. |
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Why is it important for me to know how to construct patterns?
Why is it important for me to be able to count, use,
and write numbers?
Why is it important for me to know spatial language?
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Calendar
Patterns
Number Sense
Geometry
Measurement |
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Continued Monthly
The student will be introduced to and apply the
concepts of:
1.copying patterns (AB pattern, and using geometric
shapes) (A.B1.A1a) (A.B1.A1b)
2.extending patterns (AB patterns with multiple
representations)(A.B1.K2)
3.movement patterns (using concrete objects to
model) Counting by ones, twos, and tens (A.B1.K3)
(A.B1.A3a) (A.B1.A3b) (A.B1.A3c)
4.using symbols (A.B1.K1a,b,c)
5.create and compare patterns (A.B1.K1a)
The student will be introduced to and apply the
skill for:
1.recognizing numbers 0-20 (N.B1.K1)
2. sorting numbers (N.B1.A1)
3. describing numbers (N.B1.A1) (N.B.2.K5) (A.B3.A1)
4.counting numbers out loud (N.B3.A1)
5.brainstorm/discuss numbers (N.B3.A1)
D7
The student will be introduced to:
1.spatial terms/locations (G.B3.K1)
The students will be introduced to:
1. Heights (taller/shorter/equal to) (G.B2>K2b) |
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| When is it important for me to compare length? |
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Calendar
Number Sense
Geometry
Measurement |
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Continued Monthly
The students will count to find out how many
more/less (N.B3.K1)
The students will be using spatial terms to describe
movement from one place to another and show they are
congruent by physically fitting one object or shape
on top of the other (G.B3.K1)(G.B3.A2)
The students recognize and know values of a penny
(N.B1.K5)
Visualize part-part-whole relationship (N.B1.K3)
The students will compare numbers using various
units (G.B2.K1)
The students will use various units of measurement
to measure approximate height/lengths (G.B2.K2)
The students will be introduced to counting by tens
(N.B2.K3)
Students will interpret data displayed on a graph
(A.B4.A1e)
(G.B3.K1)
The student will apply spatial terms to a mapping
opportunity
The students compare and apply size of objects using
vocabulary and concrete objects (taller/shorter/same
as) (G.B2.K2b)(G.B2.A2)
The students will compare and order objects be size
(G.B2.A1)
The students will be able to compare length (longer,
shorter, taller, shorter, heavier, lighter)
(G.B2.K2a,b,c) |
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Why is it important for me to know the value of a penny?
How is counting by tens helpful?
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Calendar
Number Sense
Geometry
Measurement
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Continued Monthly
The students recognize and know values of a penny
(N.B1.K5)
Visualize part-part-whole relationship (N.B1.K3)
The students will compare numbers using various
units and find which has the most (Use information
on graphs as well)(G.B2.K1)(D.B2.K3)
The students will use various units of measurement
to measure approximate height/lengths (G.B2.K2)
The students will be introduced to counting by tens
(N.B2.K3)
Students will collect data, record data, and
interpret data for a graph (using pictures and
tallies) (A.B4.A1e)(D.B1.K1a,b,c) (D.B1.K2)(D.B2.A1)
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| How is knowing how to estimate helpful? |
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Calendar
Number Sense
Geometry
Measurement |
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Continued Monthly
Students will be provided opportunities to estimate,
compare, and order quantities of contexts and
material (G.B2.A2)
The students will explore and classify, compare and
contrast two and three dimensional shapes (A.B4.A1c)
The students will be introduced to the concept of
area-measuring and estimating area (G.B2.A1) |
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| Why is it important to count back? |
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Continued Monthly
The students will review part-part-whole
relationship of numbers and compare patterns
(N.B1.K3)
The students will look for patterns in a data table
(D.B1.A1)
The students will count back from ten (N.B2.A2) |
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Why is it important for me to know how to add and subtract?
How are data tables helpful?
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Calendar
Number Sense
Geometry
Measurement |
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Continued Monthly
The students will use numerals and concrete items 0
to 20 to solve real world problems and record
information on paper (models used: pictures, unifix
cubes, ten frames, graphs) (N.B2.A1)(A.B4.A1a,b,e)
The students will develop:
1.spatial sense using patterns (G.B3.K1)
2.recognition of geometric shapes within a picture
(G.B1.A3a,b)
3.concept of organizing data in a data table
(A.B4.K1g)
The students will be able to estimate and order
containers according to volume of contents (G.B2.A2)
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| Why do I need to know how to solve problems? |
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Calendar
Number Sense
Geometry
Measurement |
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Continued Monthly
The students will:
1.develop operation sense (N.B4.K1)
2.use manipulatives to show addition/subtraction
operations (N.B4.A1)
3.create and solve word problems (N.B4.A1)
4.explore the idea that 1/2 means two equal sized
pieces (N.B1.K3)
The students will be introduced to the matching of
three dimensional shapes with their two dimensional
components (G.B1.K3) (A.B4.A1c)
The students will sort and order objects by weight
(G.B2.K2c)
The students will use manipulatives to model a
variety of problem solving situations involving
addition/subtraction (N.B4.A1) |
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Why is it important for me to know there can be more than one
outcome to a situation?
Why is it important for me to tell time?
Why is it important for me to know the values of
coins?
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Calendar
Number Sense
Geometry
Measurement |
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Continued Monthly
The students will identify and describe the
relationship between numbers that are more and less
than a target number (N.B3.K1) (N.B3.A1)
The students will recognize the difference between
possible and impossible events (D.B1.K1)
The students will be able to recognize and state
that there can be more than one possibility
(solution) to a simple event (D.B1.K2)(D.B1.A1)
Students locate and plot numbers 0-20 on horizontal
number lines (G.B4.K1)
The students will explore, complete, and create
symmetrical designs
The students will be introduced to telling time to
the hour (G.B2.K3)
The students will recognize and know the value of a
penny, nickel, and dime (N.B1.K5)
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