EXT K-2 Sampler

32 GradeK First Lessons Earlymathmeasuresof greatest importancearenumber identification, quantity comparison, and strategic counting. The first lessonsdevelop theunderlying conceptual understanding needed for successwith theseobjectives. Page1. Similarities anddifferences bypeopleand color. Page3. Comparingandorderingby size. Page2. Finding theobject that isdifferent. Page5. Makingapatternwith2 colors. 1 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. BearBeds green red blue yellow Lesson 2, KETeacherGuide 1 Objective K-1 : To explore, sort, and discover the similarities among people and teddy bear counters. To sort by color. ELL Materials : Yarn, teddy bear counters, small bags, crayons, half sheets of colored construction paper (red, blue, yellow, green) Vocabulary : inside, outside, alike, sort, colors (red, blue, yellow, green), top, bottom, middle Note: Before class, copy each vocabulary word fromMaster 20a–20g (MyMathWords) and distribute to each student. See pg. x of the Foreword for instructions on vocabulary development. PeoplePatterns Use yarn tomake a large loopon the floor of the classroom. We can sort people and objects such as teddy bears by theway they are the same or alike. I am going to ask some students to stand inside the loop on the floor. Theywill be the same or alike in someway. Guess how they are alike. Name one student at a time, asking him to join others inside the loopwhile the rest of the students watch and guess. Studentsmight be sorted as boys/girls, by colors of clothes they are wearing, by eye color, and so on. After you have demonstrated several examples, have the person who guessed the secret of the sorting select the next group of students who share a sorting secret. SortingBears byColor Small group activitiesmay be donewith 2 to 4 children in a group. Sorting by color is the first sorting activity children learn. Theywill then learn to sort by shape and size. Put 16 teddy bear counters in small bags: 1 large, 1medium, and 2 small bears of each color. Distribute a half sheet of construction paper of each color (red, blue, yellow, green) and the teddy bear counters to each group. Display 1 ormore teddy bears. We are going to explore with a set of teddy bear counters. Does anyone know any stories or songs about teddy bears? ( Goldilocks and the Three Bears, or Winnie the Pooh, and rhymes such as “Teddy Bear, Teddy Bear, turn around, Teddy Bear, Teddy Bear, touch the ground ... .”) Play with the teddy bears in your group. Can you group, or sort, them by color? Hold up a piece of construction paper of each color as you say andwrite the color words on the paper. Review the color names on each sheet of construction paper. What color is this paper? Write “red” on the paper. Can you find something in the room that is red? Have studentsmake suggestions. Repeat the activity with blue, yellow, and green pieces of construction paper. Pretend that the bears are going home at the end of the day. Point to the bed in the upper left corner of the page. Color this blanket red. Point to the other beds one by one. Color one blue. Color one blanket yellow. Color one green. Place the bear counters on the matching color blanket. When the red bear goes to bed, he sleeps in a bed with a red blanket. Pick up a red bear in your right hand. Showme where the red bear goes to sleep. Nowmatch all of the red bears to the red blanket. Repeat with blue, yellow, and green bears. Skill Builders 1-1, 12-1, 12-2 Recordwhich Skill Builders each student completes on the inside back cover of their student book. K.MD.3 3 Objective K-14: To compare and order objects by size. Materials: Teddy bear counters, paper lunch bags Vocabulary: big, bigger, biggest, little, large, larger, largest, small, smaller, smallest, order, medium ComparingFeet Divide the class into small groups of 2 or 4 students. Who do you think has the biggest foot in your group? How can you find out? Allow students to guesswhohas the largest foot anddecide on amethod to check their guesses. Two students canplace their shoes together to find whose foot is larger. Who has the smallest foot in your group? The next smallest? Allow students to compare their shoes to answer the questions. ComparingTeddyBears Distribute teddy bear counters to each group. How canwe sort our bears? (by color and size) Sort your bears in groups by size. Howmany sizes? (3) How shall we describe the size of each bear? (small,medium, large, or little, medium, big) Goldilocks and theThreeBears Referring to the story Goldilocks and the Three Bears, ask students to identify the groupof smallest bears andname them as “BabyBears,” the next smallest size as “MamaBears,” and the largest as “PapaBears.” Do you know any other words to describe the Baby Bear? (little) Do you know anywords to describe the Papa Bear? (big) Pick 3 of the bears that are the same color but 3 different sizes. Put your bears in order from smallest to largest. Ask students to raise their left hand. Put the smallest bear on the left. The largest bear is on the right. Be sure towork carefullywith the students as they pick up the smallest bearwith their right hand andplace it on their left side. Then the next smallest shouldbe placed to the right of the smallest, and the largest bear to the right of the next smallest. This activitywill reinforce left to right patterns used in reading andmaking patterns inmath. Direct attention to the topof the page. Read the sentences aloud. Order the pictures in the first row by size. Circle the smallest bear, make a checkmark on the next smallest, andmake anX on the largest. Demonstrate. Continuewith the other two rows. GuessMySize Place bears—5 large, 5medium, and 5 small—into a lunch bag. Have children take turns reaching inside the bag and guessing the size of a bear in their hands. After guessing the size, have students take the bear out to check their guess. Journal Prompt Draw a small, medium, and large bear in order from left to right. (The journal prompt instructions and a scoring guide are in the Assessment Section.) Skill Builders 14-2 3 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. ComparingSize The giant is big or large. The elves are small or little. Order from smallest to largest.Ring the smallest shape. Write a on themedium shape.Write anX on the biggest shape. The elves are small . The giant is LARGE . Lesson 2, KETeacherGuide K.MD.1, K.MD.2 Objective K-1, K-13: To find the object that does not belong or is different. Materials: Teddy bear counters (orMaster 12), crayons Vocabulary: same, different Read toMe: Goldilocks and the Three Bears (any version). (See page xii of foreword for the related activity.) OngoingClassification Childrenworking in pairs or groups of 4 should have 16 teddy bear counters (1 large, 1 medium, and 2 small bears of each color). They should be givenmany opportunities to sort objects by attributes and then name how they were sorted. The following activitywith teddy bear counters or other items should be ongoing. Explore how the bears are the same and how they are different, or not alike. Walk from group to group to observe the children. Ask questions such as: Can you tell me about this? How did you sort your bears? Why did you put these bears together? (same color or same size) Pick up one piece. Can you tell me about this piece? Can you find another one that is the same? Can you find another one that is different? At the conclusion of the activity, write a T-chart on the board, asking students to describe how the bears are alike or the same and how they are different. For things to be the same they must be exactly alike in every way. Look at the first row. Ask the students to find the one that is different andmark anX on it. How is the picture you crossed out different from the others? (footprint is upside down) Repeat for the remaining rows (second row: the bigger bear is crossed out; third row: the bear same different all bears 2eyes 2 arms 2 legs made of plastic colors size with arms down is crossed out; fourth row: the bear with square buttons is crossed out). If time permits, ask the students to color the objects that are the same in each row all the same color, then color the object that is different another color. WhichOne isDifferent? In partners, 1 student makes up a set with 1 bear that is unlike the rest of the set. The other student guesses which bear is different. Repeat, making sure both students have a turn tomake the sets. HowareTheseAlike? Display pictures or objects that are alike in someway, i.e., things that grow on trees, things that float or fly, clothes wewear, utensils used for eating, art materials. Have children guess how the objects are alike. These pictures or objects may be displayed on a bulletin board titled “SAME” and “DIFFERENT.” Skill Builders 1-2, 12-3, 13-1 2 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. Same,Different Mark the one that is different. . crayon Lesson 2, KETeacherGuide 2 Objective K-4: Tomake a two-color pattern using interlocking cubes. Materials: Interlocking cubes, crayons Vocabulary: pattern PatternswithPeople Research suggests there is awide variance in the abilities of young children to identify and continue patterns. This skill is very important in mathematics and should be emphasized frequently to develop conceptual understanding of patterns. Arrange students in a line in a pattern such as boy, girl, boy, girl. The children are arranged in a special way. Can you guess how they are arranged? (1 boy, 1 girl, 1 boy, 1 girl, and so on) They are arranged in a pattern. A pattern is a set of things or numbers that follows a rule. Which student should come next to continue the pattern? Have students say the pattern aloud as you gently tap each student from left to right. Repeat with a second example such as wearing red, wearing blue, wearing red, wearing blue. Arrange students in a line in anABAB pattern, such as one child sitting, the next child standing, one child sitting, one child standing, and so on. What is happening to the line? Who should come next? Can you describe the pattern? (sitting, standing, sitting, standing, etc.) PatternswithCubes It is important that students learn to discover a pattern and say the pattern aloud. Give children interlocking cubes of different colors. Sort your cubes by color. Select all of the red cubes and all of the yellow cubes. I am going to show you a pattern that you canmake with these cubes. Show anABAB pattern or train using two colors, e.g., red, yellow, red, yellow, and so on. Can you copy my pattern and describe the pattern? Have students touch the cube on the left andmove their finger to the right from cube to cube as they say, “red, yellow, red, yellow” aloud. After students are successful makingABAB patterns, make another ABAB color pattern. Stop and ask, What color should come next? How did you know? Use cubes of 2 different colors tomake a pattern from left to right. Describe your pattern. Color your pattern in the blocks at the top of this page. Have students repeat the activity using cubes of two different colors for the next train on the page. For the last train, have the students color their pattern and also draw the 2 cubes that should come next. ABBPatterns After students have shown success withAB patterns, introduceABB patterns where the unit that repeats ismadewith 3 cubes instead of 2. Now I will use 2 colors to show a different pattern with cubes. (e.g., red, blue, blue, etc.) Can you copy the pattern? Can you say the pattern? Can you continue the pattern? Journal Prompt Trace a set of 4 interlocking cubes. Color in a pattern using 2 different colors. 5 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. Use cubes of two colors. Make a pattern. the pattern youmade. Make a patternwith 2 different colors.Color your pattern. Make a pattern using 2 colors. Name the pattern. What 2 cubes come next? ____________, ____________ crayon Patterns Lesson 3, KETeacherGuide 5 1 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. Bear Beds green red blue yellow Lesson 2, KETeacherGui 1 Objective K-1 : To explore, sort, and discover the similarities among people and teddy bear counters. To sort by color. ELL Materials : Yarn, teddy bear counters, small bags, crayons, half sheets of colored construction paper (red, blue, yellow, green) Vocabulary : inside, outside, alike, sort, colors (red, blue, yellow, green), top, bottom, middle Note: Before class, copy each vocabulary word fromMaster 20a–20g (MyMathWords) and distribute to each student. See pg. x of the Foreword for instructions on vocabulary development. PeoplePatterns Use yarn tomake a large loopon the floor of the classroom. We can sort people and objects such as teddy bears by theway they are the same or alike. I am g ing to ask ome students to stand inside the loop on the floor. Theywill be the same or alike in someway. Guess how they are alike. Name one student at a time, asking him to join others inside the loopwhile the rest of the students watch and guess. Studentsmight be sorted as boys/girls, by colors of clothes they are wearing, by eye color, and so on. After you have demonstrated several examples, have the person who guessed the secret of t e sorting select the next group of students who share a sorting secret. SortingBears byColor Small group activitiesmay b donewith 2 to 4 children in a group. Sorting by color is the first sorting activity children learn. Theywill then learn to sort by shape and size. Put 16 teddy bear counters in small bags: 1 large, 1medium, and 2 small bears of each color. Distribute a half sheet of construction paper f each color (red, blue, yellow, green) and the teddy bear counters to each group. Display 1 ormore teddy bears. We are going to explore with a set of teddy bear counters. Does a yone know any stories or songs about teddy bears? ( Goldilocks and the Three Bears, or Winnie the Pooh, and rhymes such as “Teddy Bear, Teddy Bear, turn around, Teddy Bear, Teddy Bear, touch the ground ... .”) Play with the teddy bears in your group. Can you group, or sort, them by color? Hold up a piece of construction pape of each color as ou say andwrite the color words on the paper. Review the color names on each sheet of construction paper. What color is this paper? Write “red” on the paper. Can you find something in the room that is red? Have studentsmake suggestions. Repeat the activity with blue, yellow, and green pieces of construction paper. Pretend tha the bears are going home at the end of the day. Point to the bed in the upper left corner of the page. Color this blanket red. Point to the oth r beds one by one. Color one blue. Col r one bl nket yellow. Color one green. Place the bear counters on the matching color blanket. When the red bear goes to bed, he sle ps in a bed with a red blanket. Pick up a red bear in your right hand. Showme where the red bear goes to sl ep. Nowmatch all of the red bears to the red blanket. Repeat with blue, yellow, and green bears. Skill Builders 1-1, 12-1, 12-2 Recordwhich Skill Builders each student completes on the inside back cov r of th ir student book. K.MD.3 3 Objective K-14: To compare and order objects by size. Materials: Teddy bear counters, paper lunch bags Vocabulary: big, bigger, biggest, little, large, larger, largest, small, smaller, smallest, order, medium ComparingFeet Divide the class into small groups of 2 or 4 students. Who do you think has the biggest foot in your group? How can you find out? Allow students to guesswhohas the largest foot anddecide on amethod to check their guesses. Two students canplace their shoes together to find whose foot is larger. Who has the smallest foot in your group? The next smallest? Allow students to compare their shoes to answer the questions. ComparingTeddyBears Distribute teddy bear counters to each group. How canwe sort our bears? (by color and size) Sort your bears in groups by size. Howmany sizes? (3) How shall we describe the size of each bear? (small,medium, large, or little, medium, big) Goldilocks and theThreeBears Referring to the story Goldilock and the Three Bears, ask students to identify th group f smallest bears andname them as “BabyBears,” the next smallest size as “MamaBears,” and the largest as “PapaBears.” Do you know any other words to describe the Baby Bear? (little) Do you know anywords to describe the Papa Be r? (big) Pick 3 of th bears that are the sa e color but 3 different sizes. Put your bears in order from smallest to largest. Ask students to raise their left hand. Put the smallest bear on th left. The larg st bear is on the right. Be sure towork carefullywith the students as they pick up the smallest be rwith their right hand andplace it on their left side. Then the next smallest shouldbe placed to the right of the smallest, and the largest bear to the right of the next smallest. This activitywill reinforce left to right patterns used in reading andmaking patterns inmath. Direct attention to the topof the page. Read the sentences aloud. Order the pictures in the first row by size. Circle the smallest bear, make a checkmark on the next smallest, andmake anX on the largest. Demonstrate. Continuewith the ther tw rows. GuessMySize Place bears—5 large, 5medium, and 5 small—into a lunch bag. Have children take turns reaching inside the bag and guessing the size of a bear in their hands. After guessing the size, have students take the bear out to check their guess. Journal Prompt Draw a small, medium, and large bear in o der fr left to right. (The journal prompt instructions and a scoring guide are in the Assessment Section.) Skill Builders 14-2 3 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. ComparingSize The giant is big or large. The elves are small or little. Order from smallest to largest.Ring the smallest shape. Write a on themedium shape.Write anX on the biggest shape. The elves are small . The giant is LARGE . Lesson 2, KETeacherGui e K.MD.1, K.MD.2 Objective K-1, K-13: To find the object that does not belong or is different. Materials: Teddy bear counters (orMaster 12), crayons Vocabulary: same, different Read toMe: Goldilocks and the Three Bears (any version). (See page xii of foreword for the related activity.) OngoingClassification Childrenworking in pairs or groups of 4 should have 16 teddy bear counters (1 large, 1 medium, and 2 small bears of each color). They should be givenmany opportunities to sort obj cts by attributes d then name how they were sorted. The following activitywith teddy bear counters or other items should be ongoing. Explore how the bears are the same and how they are different, or not alike. Walk from group to group to observe the children. Ask questions s ch as: Can you tell me about this? How did you sort your bears? Why did you put these bears together? (same color or same size) Pick p one piece. Can you tell me about this piece? Can you find another one that is the same? Can you find another one that is different? At the conclusion f the activity, write a T-chart on the board, asking students to describe how the bears are alike or the same and how they are different. For things to be the same they must be exactly alike in every way. Look at the first row. Ask the students to find the on that is different andmark anX on it. How is the picture you crossed out different from the others? (footprint is upside down) Repeat for the remaining rows (second row: the bigger bear is crossed out; third row: the bear same different all bears 2eyes 2 arms 2 legs made of plastic col rs siz with arms down is crossed out; fourth row: the bear with square buttons is crossed out). If time permits, ask the students to color the objects that are the same in each row all the same color, then color the object that is different another color. WhichOne isDifferent? In partners, 1 student makes up a set with 1 bear that is unlike the rest of the set. The other student guesses which bear is different. Repeat, making sure both students have a turn tomake the sets. How areTheseAlike? Display pictures or objects that are alike in someway, i.e., things that grow on trees, things that float or fly, clothes wewear, utensils used for eating, art materials. Have children guess how the object are alike. The pictures or objects may be displayed on a bulletin board titled “SAME” and “DIFFERENT.” Skill Builders 1-2, 12-3, 13-1 2 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. Same,Different Mark the one that is different. . crayon Lesson 2, KETeacherGuide 2 Objective K-4: Tomak a tw - olor pattern using interlocking cubes. Materials: Interlocking cub s, crayons Vocabulary: pattern PatternswithPeople Research suggests there is awide variance in the abilities of young children to identify and continue patterns. This skill is very important in mathematics and should be emphasized frequently to develop conceptual understanding of patterns. Arrange students in a line in a pattern such as boy, girl, boy, girl. The children are arranged in a special way. Can you guess how they are arranged? (1 boy, 1 girl, 1 boy, 1 girl, and so on) They are arranged in a pattern. A pattern is a set of things or numbers that follows a rule. Which student should come next to continue the pattern? Have students say the pattern aloud as you gently tap each student from left to right. Repeat with a second example such as wearing red, wearing blue, wearing red, wearing blue. Arrange students in a line in a ABAB t rn, such as one child sitting, the next child standing, one child sitting, one child standing, and so on. What is happening to the line? Who should come next? Can you describe the pattern? (sitting, standing, sitting, standing, etc.) PatternswithCubes It is important that student learn to discover a pattern and say the pattern aloud. Give children interlocking cubes of different colors. Sort your cubes by color. Select all of the red cubes and all of the yellow cubes. I am going to show you a pattern that you canmake with these cubes. Show anABAB pattern or train using two colors, e.g., red, yell w, red, yellow, and so on. Can you copy my pattern and describe the pattern? Have students touch the cube n the left andmove their finger to the right from cube to cube as they say, “red, yellow, red, yellow” aloud. After students are successful makingABAB patterns, make another ABAB color pattern. Stop and ask, What color should come next? How did you know? Use cubes of 2 different colors tomake a pattern from left to right. Describe your pattern. Color your pattern in the blocks at the top of this page. Have students repeat the activity using cubes of two different colors for the next train on the page. For the last train, have the students color th ir pattern and also draw the 2 cubes that should come next. ABBPatterns After students have shown success withAB patterns, introduceABB patterns where the unit that repeats ismadewith 3 cubes instead of 2. Now I will use 2 colors to show a different pattern with cubes. ( .g., red, blue, blue, etc.) Can you copy the pattern? Can you say the pattern? Can you continue the pattern? Journal Prompt Trace a set of 4 interlocking cubes. Color in a pattern using 2 different c lors. 5 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. Use cubes of two colors. Make a pattern. the pattern youmade. Make a patternwith 2 different colors.Color your pattern. Make a pattern using 2 colors. Name the pattern. What 2 cubes come next? ____________, ____________ crayon Patterns Lesson 3, KETeacher ide 5