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Lesson 2

Lesson 2                                                            

 

MATH

Kindergarten

 

Counting at the Construction Site

 

  1. Anticipatory Set:  Large Tonka Truck full of plastic tools on my desk such as screwdrivers, hammers, etc.

 

2)  Objective:    Build counting skills with construction –themed learning

                            opportunities.

 

3)  Input:         Understanding the concept of zero.

  • Comparing sets
  • One to One correspondence
  • Developing pre-subtraction and pre-addition skills

 

  1. Modeling: 
  • Pictures of construction sites
  • Using tools and cleaning up the mess
  • Wearing hard hats and tool belts

 

  1. Guided Practice:  Counting the Trucks using the tools.

 

  1. Check for Understanding:

 

  • Play counting Game
  • Place tools on tray and cover them
  • Chant “tools are useful, as useful as can be”

“Please tell me quickly, How many do you see?

 

  1. Independent Practice:
  • Give each child a set of cards with tools in different amounts of each type.
  • Have them count them and draw in their journal what they found.

 

  1. Closure:  Excavation Station

 

  • Give each child a bowl and a “bucket like an excavator used to dig dirt”. (Ground Beef and Corn chips scoop) have each child scoop up 5 Loads of dirt. Give them extra ‘buckets(chips) to use as they nibbles on their tasty snack.

 

 

 

TEKS

§111.12. Mathematics, Kindergarten.

(a)  Introduction.

(1)  Within a well-balanced mathematics curriculum, the primary focal points at Kindergarten are developing whole-number concepts and using patterns and sorting to explore number, data, and shape.

(2)  Throughout mathematics in Kindergarten-Grade 2, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use numbers in ordering, labeling, and expressing quantities and relationships to solve problems and translate informal language into mathematical language and symbols. Students use objects to create and identify patterns and use those patterns to express relationships, make predictions, and solve problems as they build an understanding of number, operation, shape, and space. Students progress from informal to formal language to describe two- and three-dimensional geometric figures and likenesses in the physical world. Students begin to develop measurement concepts as they identify and compare attributes of objects and situations. Students collect, organize, and display data and use information from graphs to answer questions, make summary statements, and make informal predictions based on their experiences.

(3)  Throughout mathematics in Kindergarten-Grade 2, students develop numerical fluency with conceptual understanding and computational accuracy. Students in Kindergarten-Grade 2 use basic number sense to compose and decompose numbers in order to solve problems requiring precision, estimation, and reasonableness. By the end of Grade 2, students know basic addition and subtraction facts and are using them to work flexibly, efficiently, and accurately with numbers during addition and subtraction computation.

(4)  Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Kindergarten-Grade 2, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve meaningful problems as they do mathematics.

(b)  Knowledge and skills.

(K.1)  Number, operation, and quantitative reasoning. The student uses numbers to name quantities.

The student is expected to:

(A)  use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;

(B)  use sets of concrete objects to represent quantities given in verbal or written form (through 20); and

 

(C)  use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.

 

 

 

 

 

 

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