001 002 C00 SSO 103033 - MHSchoolmhschool.com/math/mathconnects/tn/te/030324_chapter_00.pdf · I want to be an animal doctor. My best friend is my rescue dog, Rocky. Kate I love to

Begin the year with the lessons found in the Start Smart section. These lessons help students get ready for the coming year by reviewing and reinforcing skills and concepts they learned in the previous grade. The Start Smart lessons also prepare students for skills and concepts they will need for success in the upcoming year.

End-of-Year AssessmentAt the end of the year, use the End-of-Year Test to assess student comprehension of the skills and concepts presented in Grade K.

Chapter 15 Resource Masters End-of-Year Test

1 Start Smart

Copyright © M

acmillan/M

cGraw-Hill, a division of The M

cGraw-Hill Com

panies, Inc.ContentsContents

You may want to use these optional lessons to refresh or introduce key prerequisite skills.

1 Problem-Solving Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2 Numbers 0 to 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3 Numbers 6 to 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

4 Sort by One Attribute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

5 Identify and Describe Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

x

iii_xxvii_FM_103796.indd x 3/30/10 3:51 PM

001_002_C00_SSO_103033.indd 1001_002_C00_SSO_103033.indd 1 4/8/10 12:10 PM4/8/10 12:10 PM

Start Smart 2

Copyright © M

acmillan/M


cGraw-Hill Com

panies, Inc.

Here are the characters you will meet in the book.

MartinI like to tell jokes. I am

always looking for adventure.

AlimI want to be an animal

doctor. My best friend is my rescue dog,

Rocky.

KateI love to draw and play

the piano.

SethI take swimming

lessons. My favorite food is cheese pizza.

LinaI enjoy dance lessons and cooking with my

grandma.

NikkiI am a great soccer player. My favorite

color is purple.

Let’s Get Started!Let’s Get Started!We’re going to review a little before you begin Chapter 1.WbeWb2 two

002_012_CSS_SS_103026.indd 2 3/3/10 1:32 PM

001_002_C00_SSO_103033.indd 2001_002_C00_SSO_103033.indd 2 4/7/10 4:42 PM4/7/10 4:42 PM

Lesson Planner

PProblem-roblem-SSolvingolving SStrategy:trategy:

Draw a Diagram

ObjectiveDraw and use pictures to solve a problem.

ResourcesMaterials: paper, crayons

Leveled Worksheets

Get ConnectED

1 INTRODUCEActivate Prior KnowledgeDiscuss the picture on the student page.

• Lead a discussion about what types of transportation students take to get to and from school.

• Have students raise their hands if they rode a bus to get to school. Repeat the process for the students who walked or rode in a car.

• What safety rules do you follow when waiting for your school bus? Sample answer: I wait for the school bus on the sidewalk away from the road. I look both ways before crossing the street to get to my bus stop.

• Ask students to tell how they could find the number of students in the picture who walked, rode a bus, or rode in a car to school.

2 TEACHDrawing a diagram to solve a problem helps students visualize the problem. Their drawings do not need to be detailed. Drawing simple representations gives students time to focus on the problem. Direct students to the picture on the page.

UUnderstandnderstand Look at the picture and identify the problem:How many students are riding the bus home?

• What is the problem? Sample answer: I need to find how many students in the class will ride the bus home today.

• How can you tell who rides the bus? Sample answer: The students that are holding the school bus magnets ride the bus.

PPlanlan Discuss how we could solve the problem. Talk about how drawing an X on the chart for each student who rides the bus home could help solve the problem.

SSolveolve Direct students to describe what they are doing as they draw a picture to solve the problem. Discuss the results of drawing a picture.

CCheckheck Have students look back at the problem to be sure that the answers fit what they already knew about the problem. Ask students if their answers make sense.

3 Start Smart

Early Learning Developmental Standards Learning Expectation Begins to develop foundation for linking concepts and procedures with active experiences

003_004_C00_SS_L1_103033.indd 3003_004_C00_SS_L1_103033.indd 3 4/7/10 4:43 PM4/7/10 4:43 PM

3 ASSESS• Draw two columns on the board. Draw an apple on the top of one

column and an orange at the top of the other column.

• Draw a basket showing two apples and one orange inside the basket.

• Provide each student with a crayon and paper.

• Tell students that we want to find how many apples are in the basket.

• Tell students to draw an X for each apple in the basket.

• Have students tell how many apples are in the basket.

E WRITE MATH Place 5 books on a table for all students to see. Have students draw an X in their math journals for each book they see on the table. Have students tell how many books are on the table by counting the Xs drawn.

Using the Exercises• Have students discuss the picture on the student page.

• Explain that these children are choosing a magnet to show which type of vehicle they will ride home in after school.

• Have students point to the children who will ride home on the bus. Tell students to point to the children who will ride home in a car.

• Ask students to circle the children who are riding the bus home. Tell students to count them.

• Have students draw an X on the chart under the picture of the school bus to show the children who are riding home on the bus. If students are ready, have them tell how many children are riding home in cars.

• Have students turn the page over.

• Have students identify all of the objects on the table.

• Ask students to circle the juice boxes on the table.

• Ask students how many lunch boxes have a juice box inside of them. Tell students to count the number of lunch boxes that have a juice box in them.

• Have students draw an X on the chart under the picture of the juice box to show how many lunch boxes have a juice box inside of them.

• If students are ready, compare the number of juice boxes to the number of milk cartons.

Start Smart 4

Copy

right

© M

acm

illan

/McG

raw

-Hill

, a d

ivisi

on o

f The

McG

raw

-Hill

Com

pani

es, I

nc.

Name

Directions: How many students are riding the bus home? Circle the students who are riding the bus home. Count them. Draw an X on the chart below the bus for each student who rides the bus home.

Draw a Diagram

Start Smart three 3 Early Learning Developmental Standards Learning Expectation Begins to develop foundation for linking concepts and procedures with active experiences

002_012_CSS_SS_103026.indd 3 3/3/10 1:33 PM

Copyright © M

acmillan/M


cGraw-Hill Com

panies, Inc.

Directions: Circle the juice boxes. How many lunch boxes have a juice box inside? Count them. Draw an X on the chart below the juice box for each lunch box that has a juice box.

Math at Home Activity: Take advantage of problem-solving opportunities during daily routines such as riding in a car, bedtime, doing laundry, putting away groceries, planning schedules, and so on.

4 four Start Smart

002_012_CSS_SS_103026.indd 4 3/3/10 1:33 PM


Lesson Planner

Numbers 0 to 5

ObjectiveIdentify and count numbers to five.

ResourcesMaterials: Hands-On Activity Tools and Resources p. 41, chart paper, marker, stickers, stamps, stamp pads, paperManipulatives: two-color counters, green connecting cubes

Leveled Worksheets

Get ConnectED

1 INTRODUCEActivate Prior KnowledgeDiscuss the picture on the student page.

• Lead a discussion about playing on a playground.

• What is your favorite thing to do on the playground? Sample answer: My favorite thing to do on the playground is swing.

• Would you rather play alone on the playground or with a group of friends? Why? Sample answer: I would rather play alone, because I would not have to wait in line and I could play on anything that I wanted.

• Have you ever gone to a playground or park with your family? Where did you go? Sample answer: Yes, we went to the park right across the street from my house.

2 TEACH• Write the poem “One Baby Turtle” on chart paper.

• Read the poem to the students and act it out using green connecting cubes to show the corresponding number of turtles.

• Give each student one green connecting cube.

• How many cubes did I give you? one cube

• Have students count to check.

• Tell students to do one jumping jack.

• Explain that when we count objects we start with the number one.

• Repeat the activity for numbers 2, 3, 4, and 5.

• Reread the poem having students act it out using their green connecting cubes.

Using the Exercises• Look at the picture on the student page.

• Have students point to the children who are jumping rope.

• Tell students to place a yellow counter on each child that is jumping rope.

• Ask students to count the children who are jumping rope.

• Have students point to the children who are going down the slide.

• Tell students to put a red counter on the children who are going down the slide.

• Have students count the number of children going down the slide.

• Ask students to count how many children there are in all.

• Discuss the picture on the next page.

• Have students identify the different animals on the playground.

• Tell students to count the number of monkeys on the playground.

• Ask students to count the number of koala bears on the playground.

• Have students draw a circle around the set of four animals.

• Ask students to put an X on the set of five animals.

5 Start Smart

Early Learning Developmental Standards Learning Expectation Begins to identify and label objects using numbers


3 ASSESS• Provide each student with five stickers.

• Tell students to place the stickers on a piece of drawing paper.

• Have each student count and say the number of stickers that are on the piece of drawing paper.

E WRITE MATH Have students stamp out one to five stamps on a piece of drawing paper. Have students tell another classmate how many stamps they have on their paper.

Start Smart 6

Copy

right

© M

acm

illan

/McG

raw

-Hill

, a d

ivisi

on o

f The

McG

raw

-Hill

Com

pani

es, I

nc.

Name

Directions: It is recess time! Place a yellow counter on each student who is jumping rope. How many students are jumping rope? Count them. Place a red counter on each child on the slide. How many students are on the slide? Count them and tell how many.

Numbers 0 to 5

Start Smart five 5

See students’ work.


002_012_CSS_SS_103026.indd 5 3/3/10 1:33 PM

Copyright © M

acmillan/M


cGraw-Hill Com

panies, Inc.

Directions: Draw a circle around the set of 4. Put an X on the set of 5.

Math at Home Activity: Place a group of 1 to 5 pennies in front of your child. Have your child count the number of pennies in the group.

6 six Start Smart

002_012_CSS_SS_103026.indd 6 3/3/10 1:34 PM


Lesson Planner

Numbers 6 to 10

ObjectiveIdentify and count numbers six to ten.

ResourcesMaterials: musical instruments, Math Songs Animation: The Number Song, construction paper, maraca, crayonsManipulatives: two-color counters, green color tiles, connecting cubes

Leveled Worksheets

Get ConnectED

1 INTRODUCEActivate Prior KnowledgeDiscuss the picture on the student page. If possible, provide a group of musical instruments that students can touch, play, and share.

• Have you ever played a musical instrument? If so, what kind? Sample answer: Yes, I take piano lessons every Thursday night.

• Have you ever made your own musical instrument? If so, what did you make? Sample answer: Yes, I turn pots and pans upside down and play them like a drum set.

2 TEACH• Play Math Songs Animation: “The Number Song.”

• Replay the song, this time having students sing and clap with the music.

• Pass out ten counters and a piece of construction paper to each student.

• Tell students each time the maraca is shaken to take a counter and place it on top of their piece of construction paper. Slowly shake the maraca six times.

• How many counters are on top of the construction paper? six counters

• Repeat the process for numbers 7, 8, 9, and 10.


• Have students point to and name each of the instruments.

• Tell students they are going to be counting the number in each set of instruments.

• Ask students to point to the set of horns. Tell students to place a yellow color tile on each horn. Have students count the number of horns. Have students say how many horns there are in the set.

• Ask students to point to the set of drums. Tell students to place a red color tile on each drum. Have students count the number of drums. Have students say how many drums there are in the set.

• Ask students to point to the set of maracas. Tell students to place a green color tile on each maraca. Have students count the number of maracas. Have students say how many maracas there are in the set.

• Have students turn the page over.

• Discuss musical notes. Have students point to the musical notes in the picture.

• Talk about how the notes are alike and how they are different.

• Tell students to count the number of musical notes in each set.

• Ask students to color the set of eight musical notes green. Tell students to color the set of nine musical notes orange.

7 Start Smart



3 ASSESS• Give each student 12 connecting cubes.

• Ask students to build a cube train with ten connecting cubes.

• Have students point to and count out the number of connecting cubes in their cube train.

E WRITE MATH Tell students to draw a ladybug in their math journals. Ask students to draw ten spots on the ladybug. Have students count the spots to verify the number.

Start Smart 8

Copy

right

© M

acm

illan

/McG

raw

-Hill

, a d

ivisi

on o

f The

McG

raw

-Hill

Com

pani

es, I

nc.

Name

Numbers 6 to 10

Directions: How many are there of each instrument? Place a yellow color tile on each horn. Count them. How many are there? Place a red color tile on each drum. Count them. How many drums are there? Place a green color tile on each maraca. Count them. How many are there?

Start Smart seven 7

6 horns7 drums10 maracas



002_012_CSS_SS_103026.indd 7 3/3/10 1:34 PM

Copyright © M

acmillan/M


cGraw-Hill Com

panies, Inc.

Directions: Color the set of 8 green. Color the set of 9 orange.

Math at Home Activity: Place objects such as coins or cereal pieces in groups of 6 to 10. Name a number from 6 to 10 and have your child identify the group that has that number of objects.

8 eight Start Smart

g

o

g

g gg

g

g

g

o

o

o

o o o

oo

002_012_CSS_SS_103026.indd 8 3/3/10 1:34 PM


Lesson Planner

Sort by One Attribute

ObjectiveSort concrete objects into groups by one attribute.

ResourcesMaterials: various colored paper clips, crayons, drawing paperManipulatives: orange, yellow, and purple connecting cubes, color tiles, two-color counters

Leveled Worksheets

Get ConnectED

1 INTRODUCEActivate Prior KnowledgeDiscuss the picture at the top of the student page.

• Have you ever eaten cereal that was different colors? What did the cereal look like? Sample answer: Yes, I ate an O shaped cereal that had many different colors in it.

• Do you mix all of your toys together in a toy box or do you separate them by putting them in different places? Why? Sample answer: I put my toys into different places, because it is easier to find them later.

2 TEACH• Divide students into groups of three.

• Provide each group with several different colors of paper clips.

• Have students hold up and name the different colors of paper clips.

• Tell students they are going to sort the paper clips by color. Explain that when you place objects that are alike or the same into groups you are sorting. Tell students that when you sort by color you place objects that are the same color in a group.

• Tell each group to sort their paper clips by color.

• Have each group of students tell which of their sets has the most paper clips of one color.


• Give each student several orange, yellow, and purple connecting cubes. Tell students to place connecting cubes on the corresponding piece of cereal of that color.

• Ask students to sort the connecting cubes by color, placing the same colored cubes in the same box. Have students trace the connecting cube using the same color to show how they sorted.

• Ask students to count the connecting cubes in each box.

• Have students turn the page over. Ask students to identify the objects on the table.

• Tell students to sort the noodles by size by coloring the large noodles green and the small noodles yellow. Have students say how they sorted. by size

9 Start Smart

Early Learning Developmental Standards Learning Expectation Explores and begins to sort and classify objects


3 ASSESS• Provide each student with several different color tiles.

• Have students sort the tiles by color.

• Ask each student to tell how he or she sorted the tiles.

E WRITE MATH Give each student a handful of two-color counters. Have each student place the counters on the table in front of them. Tell students to sort the counters by color. Using a red crayon and yellow crayon have students draw the number of red counters in a set and the number of yellow counters in a set in their math journal.

Start Smart 10

Copy

right

© M

acm

illan

/McG

raw

-Hill

, a d

ivisi

on o

f The

McG

raw

-Hill

Com

pani

es, I

nc.

Name

Directions: Place the same color connecting cube on each piece of cereal. Sort the cubes by color by placing each cube in the matching color box. Trace and color each cube in the same box to show how you sorted. Count each color of cubes.

Sort by One Attribute

Start Smart nine 9

three yellow cubes, four orange cubes, two purple cubes will be drawn in the same color boxes


Early Learning Developmental Standards Learning Expectation Explores and begins to sort and classify objects

002_012_CSS_SS_103026.indd 9 3/3/10 1:34 PM

Copyright © M

acmillan/M


cGraw-Hill Com

panies, Inc.Directions: Sort the noodles by size by coloring the large noodles green and the small noodles yellow. Tell how you sorted.

Math at Home Activity: Choose two food items such as cereal and dried beans. Have your child sort the objects by color or size.

10 ten Start Smart

green

yellow

green

greenyellow

yellow

yellow

yellow

002_012_CSS_SS_103026.indd 10 3/3/10 1:35 PM


Lesson Planner

Identify and Describe Patterns

ObjectiveIdentify and describe simple patterns.

ResourcesMaterials: computer, computer printer

Leveled Worksheets

Get ConnectED

1 INTRODUCEActivate Prior KnowledgeDiscuss the picture at the top of the student page.

• Have you ever waited in a line? For what? Sample answer: I waited in line to ride a pony at the fair.

• What is the best thing you had to wait in line for? Sample answer: I waited in line to ride a roller coaster.

2 TEACH• Have students sit in a circle. Tell students they are going to play a

game in which they make animal sounds.

• Ask a volunteer to leave the circle. Go around the circle pointing to specific students and say: cat, dog, cat, dog, cat, dog, etc.

• Have the volunteer return to the circle. Tell the volunteer that while you were gone, some animals moved in. Tell students to make the animal sound they were given when the volunteer taps their heads. Have the volunteer tap each student’s head.

• Help students identify the sound pattern.

• Repeat the game using different animal sounds and volunteers.

Using the Exercises• Look at the top of the page.

• Tell students that the children in the picture are making a pattern.

• Ask students to identify and describe the pattern. girl, boy, girl, boy, girl, boy

• Have students say the pattern together as a class.

Exercises 1–5 Have students identify the objects in the picture. Tell students to circle the group of objects if the objects show a pattern. Have students identify and describe the pattern. Tell students to draw an X on the group if the objects do not show a pattern. Ask students to tell how they know.

11 Start Smart

Early Learning Developmental Standards Learning Expectation Begins to identify, describe, and extend patterns


3 ASSESS• Draw a star, moon, star, moon, star, moon pattern on the board.• Have students identify and describe the pattern.

E WRITE MATH Type and print off this pattern from the computer using large font: 1, 8, 1, 8, 1, 8. Give this same pattern strip to each student. Have students tape the pattern strip in their math journal. Have students trace every number with their finger. Ask students to identify and describe the pattern.

Start Smart 12

Copy

right

© M

acm

illan

/McG

raw

-Hill

, a d

ivisi

on o

f The

McG

raw

-Hill

Com

pani

es, I

nc.

Name

Directions: 1–2. Look at the group of objects. Circle the group if the objects show a pattern.

Identify and describe the pattern. Draw an X on the group if the objects do not show a pattern. Tell how you know.

Identify and Describe Patterns

Start Smart eleven 11

boygirl boy girl boy girl

Early Learning Developmental Standards Learning Expectation Begins to identify, describe, and extend patterns

002_012_CSS_SS_103026.indd 11 3/3/10 1:35 PM

Copyright © M

acmillan/M


cGraw-Hill Com

panies, Inc.

Directions: 3–5. Look at the group of objects. Circle the group if

the objects show a pattern. Identify and describe the pattern. Draw an X on the group if the objects do not show a pattern. Tell how you know.

Math at Home Activity: Create a pattern using spoons and forks. Have your child identify and describe the pattern.

12 twelve Start Smart

002_012_CSS_SS_103026.indd 12 3/3/10 1:35 PM


Documents

001 002 C00 SSO 103033 - MHSchoolmhschool.com/math/mathconnects/tn/te/030324_chapter_00.pdf · I want to be an animal doctor. My best friend is my rescue dog, Rocky. Kate I love to