Kindergarten Math Unit 2

Big Idea:

Students will learn a variety of shapes (2D) (circles, triangles, squares and rectangles), write and represent 11-15, Count by 1s (orally) to 20, add to 5, and compare (greater than/less than) up to 10, and organize data into groups for graphing.

Student Expectations:

Priority TEKS

K.6(A) [Supporting] identify two‐dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

Focus TEKS

K.2(B) [Readiness] read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures

K.2(C) [Supporting] count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order

K.2(E) [Supporting] generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20

K.2(F) [Supporting] generate a number that is one more than, one less than, and equal to a given number to 20 (only to 10 this 6 weeks)

K.2(G) [Supporting] compare sets of objects up to at least 20 in each set using comparative language

K.2(H) [Readiness] use comparative language to describe two numbers up to 20 presented as written numerals

K.2 (I) [Readiness] compose and decompose numbers up to 10 with objects and pictures

K.3(A) [Supporting] model the action of joining to represent addition and the action of separating to represent subtraction

K.3(B) [Readiness] solve word problems using objects and drawings to fund sums to 10 and differences within 10

K.3(C) [Supporting] explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences

K.5 [Supporting] recite numbers up to at least 100 by ones and tens beginning with any given number (count orally to 20 by 1’s)

K.6(D) [Supporting] identify attributes of two dimensional shapes using informal and formal geometric language interchangeably

K.6(E) [Readiness] classify and sort a variety of regular and irregular two- and three dimensional figures regardless of orientation or size

K.6(F) [Supporting] create two dimensional shapes using a variety of materials and drawings

Ongoing TEKS

K.8(A) [Supporting] Collect, sort, and organize data into two or three categories.

K.8(B) [Readiness] Use data to create real-object and picture graphs

K.8(C) [Readiness] Draw conclusions from real-object and picture graph

Student Learning Targets:

• I will identify and name two-dimensional shapes. (circle, triangle, square, rectangle)
• I will write numbers 11-15 using lined paper.
• I will count from 0-20 by saying each number out loud.
• I will add sums up to 5 using objects and pictures.
• I will compare objects up to 10 using comparative language (more, less, the same)
• I will generate a number that is one more and one less than a number given up to 10.
• I will organize data into groups for graphing.

Essential Questions:

• How can you use a variety shapes of different size, color, and orientation to describe an object?
• What attributes help me identify a shape?
• What are all the names we could call this part of the shape? (point to a vertex, point to a side)
• What attributes will help us sort these shapes?
• How are these shapes the same?
• How can you identify, sort and describe shapes?
• How can you make a ______?
• How do you count and write ___ with words and numbers?
• Tell me a number that is 1 more/1 less than ? (0-10…orally)
• What can you use to help you find one more and one less than a given number?
• What is addition?
• How can you show addition as joining?
• What are different tools you can use to help you add?
• How can you sort objects into categories?

Extra Information:

Adopted Textbook: Go Math STEM, Houghton Mifflin Harcourt

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