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Rigorous Curriculum Design—Unit Planning Organizer
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
1
DEKALB COUNTY SCHOOL DISTRICT
RIGOROUS CURRICULUM DESIGN
UNIT PLANNING ORGANIZER
Subject(s) Mathematics
Grade and Course
Kindergarten
Unit of Study Unit 1: Counting With Friends
Pacing 9 weeks
“Unwrapped” Priority Georgia Standards of Excellence
Skills and Concepts
Know number names and count sequence. MGSEK.CC.1 COUNT to 100 by ones and by tens. MGSEK.CC.3 WRITE numbers from 0 to 20. REPRESENT a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Count to tell the number of objects. MGSEK.CC.4 UNDERSTAND the relationship between numbers and quantities; CONNECT counting to cardinality. Classify objects and count the number of objects in each category. MGSEK.MD.3 CLASSIFY objects into given categories; COUNT the numbers of objects in each category and SORT the categories by count. (Limit category counts to be less than or equal to 10.)
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“Unwrapped” Priority Standards
“Unwrapped” Concepts (Students Need
to Know)
“Unwrapped” Skills (Students Need
to Be Able to Do)
Bloom’s Taxonomy Levels
DOK (For Overall Standard)
MGSEK.CC.1
• Count • 100 by ones and tens • 1 (Remember)
• 1 (Recall and Reproduction)
MGSEK.CC.3
• Write
• Represent
• Numbers from 0-20
• Number of objects with a written numeral 0-20
• 1 (Remember)
• 2 (Understand)
• 2 (Skills and Concepts)
MGSEK.CC.4
• Understand
• Connect
• Relationship between numbers and quantities
• Counting to cardinality
• 1 (Remember)
• 1 (Remember)
• 1 (Recall and Reproduction)
MGSEK.MD.3
• Classify
• Count
• Sort
• Objects into given categories
• Numbers of objects in each category
• Categories by count
• 2 (Understand )
• 1 (Remember)
• 1 (Remember)
• 1 (Recall and Reproduction)
Supporting Standards
Know number names and the count sequence. MGSEK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1) Count to tell the number of objects. MGSEK.CC.4 UNDERSTAND the relationship between numbers and quantities; CONNECT counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object. (one-to-
one correspondence) b. Understand that the last number name said tells the number of objects counted (cardinality). The
number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
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Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them. (Daily) 2. Reason abstractly and quantitatively. (Daily) 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. (Daily) 7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Essential Questions Corresponding Big Ideas
1. How can counting be used in our everyday lives?
2. How can numbers be represented?
3. Why is it important to write numbers?
1. Counting is a way to gather information.
2. A number can be represented by a set of objects, by a word, and by a numeral.
3. Writing shows quantity.
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Unit Assessments
Pre-Assessment Post-Assessment
Student Version: GrK_Math_Unit1_Preassessment_Student Teacher Version: GrK_Math_Unit1_Preassessment_Teacher
Student Version: DeKalb Benchmark Assessment Teacher Version:
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Performance Assessment
Engaging Scenario
Current Situation: This year the school is hosting their very first Fall Carnival! Lulu’s family has signed up to sell apples at the Fall Carnival. They have red, yellow, green apples, caramel apples and candied apples. Help Lulu’s family count the apples they have to sell and sort them inside of baskets for the customers to see. After setting up, write the number of apples for the display.
Student Challenge: Help Lulu’s family set up a nice display at the Fall Carnival and sell as many apples as possible. First, count the total of apples needed to sell. Second, sort them in each basket. Lastly, write the amount of apples on each display for the customers to see.
Student Role: Complete the following task: count the apples, sort the apples, and the amount written with a numeral. Intended Audience: Students will present to class
Product or Performance: Students will present their display of apples and justify how many family members will be needed to sell each category of apples at the Fall Carnival.
Performance Task Synopses
Task 1: MGSEK.MD.3 Students will identify similarities and differences between the apples. Students will sort the apples based upon similarities. Students will place apples into piles (baskets). Task 2: MGSEK.CC.1, MGSEK.MD.3 Students will point and count aloud each apple and produce an oral response to answer how many apples there are for each category. Task 3: MGSEK.CC.1, MGSEK.CC.3 Students will correctly write a written numeral to represent the total number of apples per category. Task 4: MGSEK.CC.4 Students will classify apples into categories using a given pictorial display. Students will use numbers (count or measurement) and written numerals (symbol or name: example 3, 7, twelve) to represent the apple display and answer questions about quantitative problems.
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Performance Task 1 In Detail
Classify objects and count the number of objects in each category. MGSEK.MD.3 CLASSIFY objects into given categories; COUNT the numbers of objects in each category and SORT the categories by count. (Limit category counts to be less than or equal to 10.) Circumstances of Performance: In-Class (Approximate Time 30-45 minutes)
Task 1 Student Directions:
• Open the bag of apples and pour them out on the table.
• Separate the apples based upon their similarities.
• Place the different groups of similar apples in a basket.
Task 1 Teacher Notes:
• Distribute the bag of 20 to 30 apple cutouts to each student and/or groups. Cutouts can be copied on colored paper.
• Differentiation: Provide above grade level student and/or groups with more than 20 cutouts. Provide on grade level and below grade level student and/or groups with 20 cutouts.
• Possible questions to ask students: o How are the apples similar or the same? o How are the apples different?
• Tell students that they will continue their work on the Fall Carnival display in a couple of weeks.
Performance Task 1 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
All Proficient criteria Plus: o Provided an
explanation using detailed characteristics of how the apples are similar and how the apples are different.
o Justified how the five categories were selected for the apples.
o Sorted the apples into five categories based upon the similarities of among the apples.
o Sorted the apples into fewer than five categories.
o Provided explanations and/or mathematical representations that could not be clearly understood or interpreted.
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Performance Task 2 In Detail
Know number names and count sequence. MGSEK.CC.1 COUNT to 100 by ones and by tens. Classify objects and count the number of objects in each category. MGSEK.MD.3 CLASSIFY objects into given categories; COUNT the numbers of objects in each category and SORT the categories by count. (Limit category counts to be less than or equal to 10.) Circumstances of Performance: In-Class (Approximate Time 30-45 minutes) Task 2 Student Directions:
• Take out the baskets of apples.
• Take the red apples out of the basket. Point to each apple and count them. Tell me how many you have.
• Take the green apples out of the basket. Point to each apple and count them. Tell me how many you have.
• Take the yellow apples out of the basket. Point to each apple and count them. Tell me how many you have.
• Take the caramel apples out of the basket. Point to each apple and count them. Tell me how many you have.
• Take the candy apples out of the basket. Point to each apple and count them. Tell me how many you have.
Task 2 Teacher Notes:
• Have students point and count one to one for the apples in each category.
• Have the students count all of the apples for a total of apples from all categories.
• Tell students that they will continue their work on the Fall Carnival display in a week.
Performance Task 2 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
All Proficient criteria Plus: o Provided
explanations of how many more or how many less apples per category.
o Counted correctly for all five categories of apples.
o Provided an accurate count for the total number of apples.
o Counted correctly for at least three categories of apples.
o Counted inaccurately the total number of apples but self-corrected mistake.
o Provided explanations and/or mathematical representations that could not be clearly understood or interpreted.
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Performance Task 3 In Detail
Know number names and count sequence. MGSEK.CC.1 COUNT to 100 by ones and by tens. Classify objects and count the number of objects in each category. MGSEK.MD.3 CLASSIFY objects into given categories; COUNT the numbers of objects in each category and SORT the categories by count. (Limit category counts to be less than or equal to 10.) Circumstances of Performance: In-Class (Approximate Time 30-45 minutes) Task 3 Student Directions:
• Take out the baskets of apples.
• Recount the red apples in the basket. Write down how many red apples you have.
• Recount the green apples in the basket. Write down how many green apples you have.
• Recount the yellow apples in the basket. Write down how many yellow apples you have.
• Recount the caramel apples in the basket. Write down how many caramel apples you have.
• Recount the candy apples in the basket. Write down how many candy apples you have.
Task 3 Teacher Notes:
• As a review, have students point and count one to one for the apples in each basket per category.
• Have the students count all of the apples for a total of apples from all categories. Ask students, what is the number of apples that we have for each category?
• Differentiation: Teacher may provide prewritten numeral (symbol and words) cards for students to select from, whom are unable to write.
• Tell students that they will continue their work on the Fall Carnival display in a week.
Performance Task 3 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
All Proficient criteria Plus: o Provided
explanations of how many more or how many less apples per category.
o Identified and wrote the numeral for each category in two ways (example 3 and three).
o Counted correctly for all five categories of apples.
o Provided an accurate count for the total number of apples.
o Identified and wrote the correct numeral for each category.
o Counted correctly for at least three categories of apples.
o Counted inaccurately the total number of apples but self-corrected mistake.
o Identified and wrote for at least three categories the correct numeral.
o Provided explanations and/or mathematical representations that could not be clearly understood or interpreted.
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Performance Task 4 In Detail
Count to tell the number of objects. MGSEK.CC.4 UNDERSTAND the relationship between numbers and quantities; CONNECT counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one-to-one correspondence)
b. Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger. Circumstances of Performance: In-Class (Approximate Time 30-45 minutes) Task 4 Student Directions:
• The family is ready to receive the baskets for the Fall Carnival. Before we give them the display, we need to answer a few questions about each basket of apples.
o There are five spots for the baskets. Based on the number of apples in each basket, which basket should go in each spot in order of the number of apples. The family wants to sell the least of apples first and save the most apples for the fifth spot.
o We must be prepared to tell how many apples are in each basket. When I point to a basket, be ready to tell me how many are in each basket.
o The family may bring more apples to place in the basket. To make sure that we can easily adjust the numeral cards for each basket, let us practice our counting. What would happen to each basket if we added one more apple? How many apples would there be then?
Task 4 Teacher Notes:
• As a review: o Have students point and count one to one for the apples in each basket per category. o Have the students count all of the apples for a total of apples from all categories. Ask
students, what is the number of apples that we have for each basket? o Ask the students to place the correct numeral (symbol and words) cards for each basket of
apples.
• Tell students that the display is ready to share with the family. Invite the principal and/or parents to the classroom to hear the students share what they have learned about counting using the Fall Carnival display.
Performance Task 4 Scoring Guide
4 Advanced 3 Proficient 2 Basic 1 Below Basic
All Proficient criteria Plus: o Provided additional
examples to demonstrate understanding beyond the baskets of apples represented in the display.
o Provided explanations and/or mathematical representations that could be clearly understood or interpreted for all quantitative questions.
o Provided explanations and/or mathematical representations that could be clearly understood or interpreted for some of the quantitative questions.
o Provided explanations and/or mathematical representations that could not be clearly understood or interpreted.
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Instructional Strategies Instructional Strategies
Research-Based Effective Teaching Strategies
21st Century Learning Skills
Learning Objectives (posted and referenced)
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort, Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Purposeful small group instruction
Increased think time
Setting Objectives, Providing Feedback
Check for Understanding
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Interdisciplinary Non-Fiction Writing
Teamwork and Collaboration
Initiative and Leadership
Curiosity and Imagination
Innovation and Creativity
Critical thinking and Problem Solving
Flexibility and Adaptability
Effective Oral and Written Communication
Accessing and Analyzing Information
Other
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Intervention Strategies Intervention Strategies
(Tiers 1, 2, 3) Additional Supports in
Classroom
Specially Designed Instruction for Special
Education Students
Strategies for English Language Learners
Re-voicing
Explaining
Prompting for participation
Challenging or countering
Asking “Why?” “How?”
Reread
Practice new academic vocab.
Assistive technology
Pre-teach & re-teach in a different way
Repetition
Use of manipulatives
Collaborative work
Direct/explicit instruction
“Chunking”
Accommodating different learning styles
Create differentiated text sets
Providing additional guided practice
Conferencing
Additional time
Small group collaboration
Modify quantity of work
Take student’s dictation
Scaffold information
Differentiated content process or product
Consistent reward system
Refer to students’ IEP or 504 plan
Assistive technology
Visuals/Realia
Front-loading
Echoing/Choral response
Color-coding
Multiple exposures in different media
Pair-share
Modeling
Language scaffolds: eg, sentence frames
Deconstruct complex sentences and texts
L1 support
increased opportunities for student-student talk
Strategic vocabulary instruction
Additional think time
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Strategies for Gifted Learners
Tier 1: Low Preparation Tier 2: Medium Preparation
Flexible-Learning Groups by Readiness, Interest, Learning Profiles
Gifted Education Cluster Classes
Choice of Books Gifted Education Collaboration Classes
Homework Options Tiered Activities and Products
Use of Reading Buddies Use of Literature Clubs
Various Journal Prompts Multiple Testing Options
Student/Teacher Goal Setting Multiple Texts
Varied Pacing with Anchor Options Alternative Assessments
Work Alone or Together Subject Advancement within class
Flexible Seating Curriculum Compacting
Varied Scaffolding Tiered Centers
Varied Computer Programs Spelling by Readiness
Design-A-DAY Varying Organizers
Varied Supplemental Materials Community Mentorships
Computer Mentors Stations
Think-Pair-Share by Readiness, Interest, Learning Profiles
Group Investigations
Open-ended Activities Students are Assessed in Multiple Ways
Explorations by Interest Student choice in selecting learning activities.
Options for Competition Simulations
Tier 3: High Tier 4: Advanced/Autonomous
Advanced Content English/language arts, mathematics, science and/or social studies courses
Above grade level accelerated English/language arts, mathematics, science and/or social studies courses
Resource Classes Advanced Placement Classes
Independent/Directed Study International Baccalaureate Classes
Socratic Seminars Internship/Mentorships
Whole Grade Acceleration
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Instructional Resources and Materials Suggested Resources Suggested Technology Resources
Math Tools: o Number Line o Rekenrek o Subitizing o Dot Cards o Five Frame o Ten Frame o Snap Cubes o Counters o Counting Bears
Number Sense Trajectory
o GADOE Kindergarten Framework Unit 1 Literature Resources:
o GADOE Grade Level Curriculum Overview – Kindergarten
o GADOE Kindergarten Framework Unit 1
Explanation of Standards: o GADOE Grade Level Curriculum Overview
– Kindergarten o GADOE Kindergarten Framework Unit 1
Intervention Table and Instructional Activities:
o GADOE Kindergarten Framework Unit 1
Suggested Read Alouds: o Ten Little Ladybugs by Melanie Gerth o Counting Kisses by: Karen Katz o Ten Black Dots by Donald Crews
My Math Text Book Student Edition: 225–230, 231–236, 237–242 Student Edition: 225–230, 231–236, 237–242 Student Edition: 17–22, 29–34, 35–40, 69–74, 75–80, 105–110, 125–130, 131–136,145–150, 179–184, 185–190, 191–196, 197–202, 205–210, 211–216, 217–222, 225–230, 231–236, 237–242 Student Edition: 11–16, 17–22, 23–28, 29–34, 69–74, 75–80, 93–98, 99–104, 105–110, 111–116, 119–124, 125–130, 131–136, 145–150, 179–184, 185–190, 191–196, 197–202, 205–210, 211–216, 217–222 Student Edition: 539–544, 545–550, 551–556, 559–564, 565–570
Technology Resources: o GADOE Grade Level Curriculum Overview
– Kindergarten o GADOE Kindergarten Framework Unit 1
Math Instructional Sites: http://www.virtualnerd.com/common-core/all https://www.khanacademy.org/ https://learnzillion.com/p/ https://www.illustrativemathematics.org/
http://www.abcya.com/counting_fish.htm
http://abcya.com/counting_sorting_comparing.htm
http://abcya.com/kindergarten_counting.htm
https://learnzillion.com
https://www.illustrativemathematics.org/content-standards
http://www.sheppardsoftware.com
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Unit Vocabulary
Unit Vocabulary Terms Interdisciplinary Connections
Academic/Tier 2 Unit-Specific / Domain / Tier 3
Number Category Classify Quantity Forward
Backward Compare
Numeral Order Count
Number Line Zero
Counting On Digits
Less T\than More than
Greater than Model Ones Tens
SSKH3 Correctly use words and phrases related to chronology and time. (Note: These elements should be integrated into discussions about historical events and figures.) d. First, last, next SSKE2 Explain that people earn income by working. SSKE3 Explain how money is used to purchase goods and services. a. Distinguish goods from services. b. Identify that U.S. coins and dollar bills (paper money) are used as currency.
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Weekly Planner Course: Kindergarten Mathematics Unit 1: Counting with Friends
Pacing Priority and Supporting
Standards Engaging Learning
Experiences Core Instruction and additional resources
Formative Assessments
Mathematical Literacy: The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions will help students to develop and deepen their understanding of mathematics. (National Council of Teachers of Mathematics, 2000)
9 weeks Make modifications to the pacing based upon
student pre-assessment
results and the daily analysis of student
work.
See CAAG for a listing of all standards. Instruction should be supported with the implementation of the Standards for Mathematical Practice (SMP).
Students should complete the listed experiences to support understanding and mastery of the math standards. Students are expected to exhibit the SMP.
Teachers should implement the listed experiences to support core instruction on the math standards. Teachers should model the SMP during the 3-Part Lesson Structure.
Teachers should use the assessments to support student learning at all levels. The unit pre-assessment should be administered prior to unit instruction for diagnostic purposes.
o Differentiate instruction based upon the pre-assessment results. o Make modifications to the pacing based upon student pre-assessment results and the daily analysis of student work. o Implement the Formative Assessment Lesson (FAL) to monitor the progress of students during the instructional unit. o Introduce the learning targets on a daily basis in kid friendly language using “I Can” statements. o Provide instruction using the Concrete-Representational-Abstract (CRA) sequence of instruction. o Utilize the Gradual Release Model of Responsibility (I do, We do, You do) during instruction to support student learning of concepts/skills. o Use UPS Check and the 3 Read Protocol for the Problem Solving Process. o Use Newman’s Prompt to diagnose the hurdles students face while problem solving. o Incorporate Mathematical Visualization to model math concepts, skills, and problem solving. o Remind students that mistakes are respected, expected, and inspected in the mathematics classroom.
Unit Expectations o Performance Assessment (4 Tasks and Scoring Guide) o Formative Assessment Lessons o GADOE Instructional Tasks
Weekly core instruction should include the implementation of instructional tasks from the Georgia Department of Education (GADOE) located at www.georgiastandards.org along with other district and supplemental instructional resources. Included in the planner are possible suggestions for GADOE tasks.
Week 1
MGSEK.CC.1
MGSEK.CC.2
MGSEK.CC.3 MGSEK.CC.4 MGSEK.MD.3
Intro to Engaging Scenario GADOE Gr. K Unit 1: Fill in the Line 0 to 9 GADOE Gr. K Unit 1: Got
o Goal: Counting 1-10 o Number Talk o Choral Counting o Counting forward
given any number o Rote Counting o Rote Number
Pre-Assessment (Unit Pre-Assessment) GKIDS Discussion of the Essential Questions (throughout unit) Informal progress checks Ticket out the door
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Pacing Priority and Supporting
Standards Engaging Learning
Experiences Core Instruction and additional resources
Formative Assessments
Mathematical Literacy: The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions will help students to develop and deepen their understanding of mathematics. (National Council of Teachers of Mathematics, 2000)
Dots
Sequence o Count by Ones o Subitizing w/Dot
Cards o Five Frame Activities o Write numbers up to
10 o Identify similarities
and differences between objects
o Sort collections of objects
Teacher observations
Week 2
MGSEK.CC.1
MGSEK.CC.2
MGSEK.CC.3 MGSEK.CC.4 MGSEK.MD.3
Task 1: Sorting apples for Fall Carnival Display GADOE Gr. K Unit 1: Numerals-Pictures-Words GADOE Gr. K Unit 1: What the Heck is Rekenrek?
o Goal: Counting up to 20
o Number Talk o Choral Counting o Counting forward
given any number o Rote Counting o Rote Number
Sequence o Count by Ones o Count by Tens o Subitizing w/Dot
Cards o Five Frame Activities o Ten Frame Activities o Write numbers up to
20 o Identify similarities
and differences between objects
o Sort collections of objects
GKIDS Informal progress checks I.E. Ticket out the door Four Corners Popsicle Sticks Teacher observations
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Pacing Priority and Supporting
Standards Engaging Learning
Experiences Core Instruction and additional resources
Formative Assessments
Mathematical Literacy: The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions will help students to develop and deepen their understanding of mathematics. (National Council of Teachers of Mathematics, 2000)
Week 3
MGSEK.CC.1
MGSEK.CC.2
MGSEK.CC.3 MGSEK.CC.4 MGSEK.MD.3
GADOE Gr. K Unit 1: How Many Are in the Bag (0-9)?
o Goal: Counting up to 30
o Number Talk o Choral Counting o Counting forward
given any number o Rote Counting o Rote Number
Sequence o Count by Ones o Count by Tens o Subitizing w/Dot
Cards o Ten Frame Activities o Identify similarities
and differences between objects
o Sort collections of objects
GKIDS Discussion of the Essential Questions (throughout unit) Informal progress checks Ticket out the door Teacher observations
Week 4
MGSEK.CC.1
MGSEK.CC.2
MGSEK.CC.3 MGSEK.CC.4 MGSEK.MD.3
Task 2: Counting apples for Fall Carnival Display GADOE Gr. K Unit 1: Order the Dice
o Goal: Counting up to 40
o Number Talk o Choral Counting o Counting forward
given any number o Rote Counting o Rote Number
Sequence o Count by Ones o Count by Tens o Subitizing w/Dot
Cards o Identify similarities
and differences
GKIDS Discussion of the Essential Questions (throughout unit) Informal progress checks Ticket out the door Four Corners Popsicle Sticks Teacher observations
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Pacing Priority and Supporting
Standards Engaging Learning
Experiences Core Instruction and additional resources
Formative Assessments
Mathematical Literacy: The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions will help students to develop and deepen their understanding of mathematics. (National Council of Teachers of Mathematics, 2000)
between objects o Sort collections of
objects
Week 5
MGSEK.CC.1
MGSEK.CC.2
MGSEK.CC.3 MGSEK.CC.4 MGSEK.MD.3
GADOE Gr. K Unit 1: Dotty 3 Act Task
o Goal: Counting up to 50
o Number Talk o Choral Counting o Counting forward
given any number o Rote Counting o Rote Number
Sequence o Count by Ones o Count by Tens o Subitizing w/Dot
Cards o Identify similarities
and differences between objects
o Sort collections of objects
GKIDS Task 1 Scoring sheet Discussion of the Essential Questions (throughout unit) Informal progress checks Ticket out the door Four Corners Popsicle Sticks Teacher observations
Week 6
MGSEK.CC.1
MGSEK.CC.2
MGSEK.CC.3 MGSEK.CC.4 MGSEK.MD.3
Task 3: Writing numerals for Fall Carnival Display GADOE Gr. K Unit 1: Counting Dots Formative Assessment Lesson
o Goal: Counting up to 60
o Number Talk o Choral Counting o Counting forward
given any number o Rote Counting o Rote Number
Sequence o Count by Ones o Count by Tens o Subitizing w/Dot
Cards
GKIDS Task 2 Scoring sheet Discussion of the Essential Questions (throughout unit) Informal progress checks Ticket out the door Four Corners Popsicle Sticks Teacher observations
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
19
Pacing Priority and Supporting
Standards Engaging Learning
Experiences Core Instruction and additional resources
Formative Assessments
Mathematical Literacy: The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions will help students to develop and deepen their understanding of mathematics. (National Council of Teachers of Mathematics, 2000)
o Identify similarities and differences between objects
o Sort collections of objects
Week 7
MGSEK.CC.1
MGSEK.CC.2
MGSEK.CC.3 MGSEK.CC.4 MGSEK.MD.3
GADOE Gr. K Unit 1: Fill the Chutes
o Goal: Counting up to 70
o Number Talk o Choral Counting o Counting forward
given any number o Rote Counting o Rote Number
Sequence o Count by Ones o Count by Tens o Subitizing w/Dot
Cards o Identify similarities
and differences between objects
o Sort collections of objects
GKIDS Task 3 scoring sheet Discussion of the Essential Questions (throughout unit) Informal progress checks Ticket out the door Four Corners Popsicle Sticks Teacher observations
Week 8
MGSEK.CC.1
MGSEK.CC.2
MGSEK.CC.3 MGSEK.CC.4 MGSEK.MD.3
Task 4: Answering quantitative questions about the Fall Carnival Display GADOE Gr. K Unit 1: Find the 5th Tower
o Goal: Counting up to 80
o Number Talk o Choral Counting o Counting forward
given any number o Rote Counting o Rote Number
Sequence o Count by Ones o Count by Tens
GKIDS Discussion of the Essential Questions (throughout unit) Informal progress checks Ticket out the door Four Corners Popsicle Sticks Teacher observations
Rigorous Curriculum Design—Unit Planning Organizer Blank
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
20
Pacing Priority and Supporting
Standards Engaging Learning
Experiences Core Instruction and additional resources
Formative Assessments
Mathematical Literacy: The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions will help students to develop and deepen their understanding of mathematics. (National Council of Teachers of Mathematics, 2000)
o Subitizing w/Dot Cards
o Identify similarities and differences between objects
o Sort collections of objects
Week 9
MGSEK.CC.1
MGSEK.CC.2
MGSEK.CC.3 MGSEK.CC.4 MGSEK.MD.3
GADOE Gr. K Unit 1: More or Less – Make a Guess?
o Goal: Counting up to 100
o Number Talk o Choral Counting o Counting forward
given any number o Rote Counting o Rote Number
Sequence o Count by Ones o Count by Tens o Subitizing w/Dot
Cards o Identify similarities
and differences between objects
o Sort collections of objects
GKIDS Performance Assessment Discussion of the Essential Questions (throughout unit) Informal progress checks Ticket out the door Four Corners Popsicle Sticks Teacher observations Post Assessment (District Benchmark)