california edition grade k

Module 6

Revised 12/1/06

San Diego Unified School District

Instructional Module to Enhance the Teaching of

H A R C O U R T

Math

California Edition

Grade K

Module 6-Modified Geometry and

Equal Parts

- WORK IN PROGRESS -

Module 6

Revised 12/1/06 2

Harcourt Math: Grade K Module 6

Geometry and Equal Parts

Module 6

Geometry and

Equal Parts 14 Days

Chapter 6 • Lesson 6.1 Solid Figures • Lesson 6.2 Solid Figures • Lesson 6.3 Plane Shapes • Lesson 6.5 Plane Shapes in Different Positions • Chapter 6 Making Shapes from Other Shapes • Literature Connection • Lesson 6.6 Equal Parts • Lesson 6.7 Halves • Chapter 6 Equal Parts • Assessment

Day 1 Unit 3

Lesson 6.1

Day 2 Unit 3

Lesson 6.2

Day 3 Unit 4

Lesson 6.3

Day 4 Unit 4

Lesson 6.3

Day 5 Unit 4

Lesson 6.5

Day 6 Unit 4

Chapter 6

Day 7 Unit 4

Literature Connection

Day 8 Unit 4

Lesson 6.6

Day 9 Unit 4

Lesson 6.6

Day 10 Unit 4

Lesson 6.7

Day 11 Unit 4

Lesson 6.7

Day 12 Unit 3

Chapter 6

Day 13 Unit 4

Assessment

Day 14 Unit 4

Assessment

Module 6

Revised 12/1/06 3

ORDER OF UNITS – Grade K

2006-2007 School Year TRADITIONAL CALENDAR

Month Module Number of Days September

19 instructional days Getting Ready for Kindergarten Module 1: Sorting and Classifying

8 days

11 days

October 22 instructional days

Module 1: Sorting and Classifying Module 2: Patterns Module 3: Matching and Counting

1 days

10 days

11 days November

16 instructional days Module 3: Matching and Counting Module 4: Numbers 0 to 5

4 days

12 days

December 11 instructional days

Module 4: Numbers 0 to 5 Module 5: Numbers 6 to 10

3 days

8 days

January 21 instructional days

Module 5: Numbers 6 to 10 Module 6: Geometry and Equal Parts

7 days

14 days

February 18 instructional days

Module 7: Numbers 10 to 30 Discretionary Day

16 days

2 days March

22 instructional days Module 8: Money

Module 9: Measurement

13 days

9 days

April 16 instructional days

Module 9: Measurement Module 10: Time

4 days

12 days

May 22 instructional days

Module 11: Exploring Addition Module 12: Exploring Subtraction

15 days

7 days

June 13 instructional days

Module 12: Exploring Subtraction Discretionary Days

10 days

3 days

Module 6

Revised 12/1/06 4

ORDER OF UNITS – Grade K 2006-2007 School Year

YEAR ROUND CALENDAR Month Module Number of Days

September 19 instructional days

Getting Ready for Kindergarten Module 1: Sorting and Classifying

8 days

11 days

October 22 instructional days

Module 1: Sorting and Classifying Module 2: Patterns Module 3: Matching and Counting

1 day

10 days

11 days

November 16 instructional days

Module 3: Matching and Counting Module 4: Numbers 0 to 5

4 days

12 days

December 11 instructional days

Module 4: Numbers 0 to 5 Module 5: Numbers 6 to 10

3 days

8 days

January 12 instructional days

Module 5: Numbers 6 to 10 Module 6: Geometry and Equal Parts

7 days

5 days

February 18 instructional days

Module 6: Geometry and Equal Parts Module 7: Numbers 10 to 30

9 days

9 days

March 21 instructional days

Module 7: Numbers 10 to 30 Module 8: Money Discretionary Day

7 days

13 days

1 day April

4 instructional days Module 9: Measurement

4 days

May 22 instructional days

Module 9: Measurement Module 10: Time Discretionary Day

9 days

12 days

1 day June

21 instructional days Module 11: Exploring Addition Module 12: Exploring Subtraction

15 days

6 days

July 14 instructional days

Module 12: Exploring Subtraction Discretionary Days

11 days

3 days

Module 6

Revised 12/1/06 5


Independent Learning Stations Note: During the teaching of Module 6 (Geometry and Equal Parts), it is important for students to continue their development of number sense. This work can continue through Independent Learning Stations and Routines. For this module, it is suggested that you revisit routines and Independent Learning Stations from Modules 3-5. You may want to include a few Independent Learning Stations to reinforce the concepts of Geometry and Equal Parts. The following “Explores” from this module may easily be turned into Independent Learning Stations after they are introduced: Day 1 - Solid Figure Sort Day 4 - Little Shape Sort Day 6 - Shapes from Shapes Day 7 - I Spy Day 9 - Puzzle Figures To create a working climate, you may want to consider these following procedures: • Let children know your expectations for working with the materials • Let the children choose where to work • Allow the children to choose to work alone or with a partner • Expect the children to be accountable for working hard • Allow the children to move from place to place whenever they are ready to work with

something else Note: When learning stations are introduced, they remain in place for an extended period of time and are disbanded gradually, one at a time, as new centers are introduced. Students benefit from repeated exposure to the same task. It is not necessary for all students to experience all stations-particularly when the concepts being explored are the same at all stations. When a child visits a station multiple times, he/she does not get lost with the directions and is able to concentrate on the concept.

Module 6

Revised 12/1/06 6


Literature Connections In back of Teacher’s Edition Read-Aloud Anthology “Three Balls” p.AN3 “Counting Crocodiles” p.AN12 “Sharing Song” p. AN32 “Shape Song” p. AN33 “Rectangle Song” p. AN33 In Harcourt Kit: Bear in a Square by Stella Blackstone Barefoot Books, 1998 Shapes by Jane Simon Harcourt Math Readers Other Trade Books Color Zoo by Lois Ehlert Harper Collins, 1989 The Shape of Things by Dayle Ann Dodds Candlewick Press, 1996 Sea Shapes by Suse MacDonald Gulliver, 1994 The Doorbell Rang by Pat Hutchins Harper Trophy, 1989 Shapes, Shapes, Shapes by Tana Hoban Harper Trophy, 1996

Module 6

Revised 12/1/06 7

Harcourt Math- Kindergarten

Day 1- Chapter 6.1

LESSON FOCUS: Solid Figures

CALIFORNIA STANDARD Measurement and Geometry:

2.0 Students identify common objects in their environment and describe the geometric features 2.1 Identify and describe common geometric objects 2.2 Compare familiar plane and solid objects by common attributes

PURPOSE OF LESSON/ESSENTIAL QUESTIONS

• How can I describe, compare, and sort solid figures using different attributes?

• What attributes can I use to describe solid figures? ROUTINE Materials: • Cubes or counters

Suggestion: Is it More? (Developing Number Concepts, Book 1, Activity 3-1) Direct students to build a train with cubes of whatever length they choose. Ask the students to compare their train with a partner next to them to see which one has more cubes. Repeat.

LAUNCH Materials: • Box or Paper Bag • Solid Figures (Paper figures can be found on TR 48-50)

The Secret Box, TE 115B Display the set of solid figures for students to see. Have students use words to describe the displayed shapes. Cover the shapes with a towel. Without students seeing, teacher places one solid figure into the box or bag. Teacher passes box or bag around. Students reach into box or bag without looking and describe the figure to the class. Other students guess which solid shape is being described.

EXPLORE Materials: • Scissors • Solid Figure Sort Page (See master at end of lesson)

Solid Figure Sort Students work with a partner or individually to sort the pictures of common objects by their shape. Have students cut apart the cards on the Solid Figure Sort page. Students then sort the pictures of common objects and match it to the picture of the solid figure.

SUMMARIZE Revisit the Essential Questions: • How can I describe, compare, and sort solid figures using

different attributes? • What attributes can I use to describe solid figures? Guiding Questions: • How did you sort the pictures? • How would you describe the shape?

INDEPENDENT LEARNING STATIONS

Continue with stations from Modules 3-5

HOMEWORK (Optional) Rocket Race to Space Game from: Module Games and Activities for Home Packet Suggestion: Workbook pages 115-116

Module 6

Revised 12/1/06 8

Solid Figure Sort

A s

Module 6

Revised 12/1/06 9


Day 2- Chapter 6.2 LESSON FOCUS: Solid Figures

CALIFORNIA STANDARD Measurement and Geometry:




• What attributes can I use to describe solid figures? ROUTINE Materials: • Cubes or counters

Suggestion: Is it More? (Developing Number Concepts, Book 1, Activity 3-1) Direct students to build a train of whatever length they choose. Ask the students to compare their train with a partner next to them to see which one has more cubes. Repeat.

LAUNCH Materials: • Everyday objects in the shape

of a sphere, cube, cylinder, and cone

• Yarn

Stacks, Rolls, and Slides TE 117B Teacher models vocabulary of stack, roll, and slide. Give each student an everyday object in the shape of a sphere, cube, cylinder, and cone. Place 4 yarn circles on the rug. Have students sort objects into the yarn circles by whether they stack, roll, slide, or can do more than one movement. Have each student describe their shape and how it moves.

EXPLORE Materials: Everyday objects shaped like solid figures (cylinders, cubes, spheres, cones)

The Problem, TE 117A Whole class works in groups of 4 using various everyday objects. Students sort objects into two groups so that each group is alike in one way. (e.g.: how they can move, surfaces) Teacher guides/observes/takes notes with special notice to the language students have mastered and the properties and attributes they consider. ASK:

• How did you sort the objects? • Which group are you putting the cylinders in? • What group are you putting the cubes in? Why? • How do these shapes move?

Possible observations: • What kinds of attributes do the children notice? • Can they consider more than one attribute at a time, or do they

focus on just one? SUMMARIZE Revisit the Essential Questions:


• What attributes can I use to describe solid figures? Guiding Questions: • How did you sort the objects? • How would you describe the shape? • How do these shapes move?



HOMEWORK (Optional) Suggestion: Workbook pages 117-118

Module 6

Revised 12/1/06 10


Day 3- Chapter 6.3

LESSON FOCUS: Plane Shapes CALIFORNIA STANDARD Measurement and Geometry:



• How can I describe, compare, and sort plane figures using different attributes?

• What attributes can I use to describe plane figures? ROUTINE Materials: • Cubes

Suggestion: Build a Stack (Developing Number Concepts, Book 1, Activity 3-9) Teacher directs students to build a stack of a designated number of cubes and continues to give clues to build other stacks. Build a stack that has four cubes. Now build a stack that has one more than four. How many do you have now? Build a stack that has one less than four. How many do you have now? Repeat with different stacks.

LAUNCH Materials: • Attribute Links

Alike and Different Teacher passes out one Attribute Link to each student. Students sit in a circle. The students compare their shape with a partner and try to find one thing that is alike about their shapes and one thing that is different. Call on several students to share their findings aloud.

EXPLORE Materials: • Attribute Links • Workmat 2 (TR 71)

The Task TE 119A Students work in partners with attribute links and workmat 2. Give students a bag of random Attribute Links. Students must then sort their links using workmat 2 by properties of shapes. Questions to ask students:

• Which shape did you put on one side of the mat? • How many sides does each shape have? How many

corners? • Tell about the sides of the shape. • Do these shapes have straight sides or curved sides?

SUMMARIZE Revisit the Essential Questions: • How can I describe, compare, and sort plane figures using

different attributes? • What attributes can I use to describe plane figures? Guiding Questions: • How did you sort the objects? • How would you describe the shapes?




Module 6

Revised 12/1/06 11


Day 4- Chapter 6.3

LESSON FOCUS: Plane Shapes CALIFORNIA STANDARD Measurement and Geometry:




• What attributes can I use to describe plane figures? ROUTINE Materials: • Cubes

Suggestion: Build a Stack (Developing Number Concepts, Book 1, Activity 3-9) Teacher directs students to build a stack of a designated number of cubes and continues to give clues to build other stacks. Build a stack that has four cubes. Now build a stack that has one more than four. How many do you have now? Build a stack that has one less than four. How many do you have now? Repeat with different stacks.

LAUNCH Materials: • Big Shape Sheet (See master at end of Lesson)

Big Shape Sort Cut out large shapes from master. Place shapes so all students can see them. Look at each shape and talk about the different attributes of that shape. With students’ help, sort the shapes.

EXPLORE Materials: • Scissors • Little Shape Sort page (See master at end of Lesson)

Little Shape Sort Students work with a partner or individually to sort the shapes. Have students cut apart the cards on the Little Shape Sort page. Students then sort the shapes in their own ways. Once they have done one sort, encourage them to sort them in a different way.


different attributes? • What attributes can I use to describe plane figures? Guiding Questions: • How did you sort the shapes? • How would you describe the shapes?



HOMEWORK (Optional) Suggestion: Practice Workbook page 43

Module 6

Revised 12/1/06 12

Big Shapes

Module 6

Revised 12/1/06 13

Big Shapes

Module 6

Revised 12/1/06 14

Big Shapes

Module 6

Revised 12/1/06 15

Little Shape Sort


Module 6

Revised 12/1/06 16

Day 5- Chapter 6.5

LESSON FOCUS: Plane Shapes in Different Positions CALIFORNIA STANDARD Measurement and Geometry:




• What attributes can I use to describe plane figures? • How do I identify and describe shapes in different contexts and

orientations? ROUTINE Materials: • Cubes • Plastic Bowl (1 per child) • Numeral Cards (1-10)

Suggestion: Count and Dump Teacher shows a numeral card. Students along with the teacher drop cubes into their bowls as they practice counting to the designated number. After reaching designated number teacher says, “Dump” and everyone empties his or her bowl and repeats.

LAUNCH Materials: • Big Shape Sheet (See master at end of Day 4)

Big Shape Orientation Use shapes form Day 4. Pick one Big Shape to hold up for students. Have students describe and name the shape. Rotate shape into a different orientation and again have students describe and name the shape. (Note: When a square is turned in this orientation , it’s mathematical name is still a square, not a diamond.)

EXPLORE Materials: • Attribute Links • Workmat 1 (TR 70)

The Task TE 123A Give partners Workmat 1 and the following Attribute Links: 4 rectangles, 4 triangles, 4 squares, and 4 circles. Have students choose one shape to work with first. One partner places one of those shapes on their workmat. The other partner places another Attribute Link of the same shape in a different orientation. Partners then take turns placing all 4 of the same shape on their workmats in different positions. Repeat with other three shapes.


different attributes? • What attributes can I use to describe plane figures? • How do I identify and describe shapes in different contexts and

orientations? Guiding Questions: • What can you do to change the way the shape is placed on the

Workmat? • How do you know the (triangle) is still a (triangle)? • What happened when you moved the circle around?




Module 6

Revised 12/1/06 17


Day 6- Chapter 6 LESSON FOCUS: Making Shapes From Other Shapes CALIFORNIA STANDARD Measurement and Geometry:




• What attributes can I use to describe plane figures? • How do I identify and describe shapes in different contexts and

orientations? ROUTINE Materials: • Cubes • Plastic Bowl (1 per child) • Numeral Cards (1-10)

Suggestion: Count and Dump Teacher shows a numeral card. Students along with the teacher drop cubes into their bowls as they practice counting to the designated number. After reaching designated number teacher says, “Dump” and everyone empties his or her bowl and repeats.

LAUNCH Materials: • Overhead Pattern Blocks or

Attribute Links

Designs from Triangles Place 4 small green triangles together to form a larger triangle. Ask students to describe and name the larger shape. Then, demonstrate how the four triangles could be moved around to make a different shape or design. Large Tree Bat Parallelogram

EXPLORE Materials: • Pattern Blocks • Paper

Shapes from Shapes Give partners or individuals some pattern blocks. Ask students to make different shapes and designs using their pattern blocks. Have students tell their partner what their shape reminds them of and what shapes they used to make their design. Students trace or draw one of their designs to share with the class


different attributes? • What attributes can I use to describe plane figures? • How do I identify and describe shapes in different contexts and

orientations? Guiding Questions: • What shapes were you able to make? • What shapes did you use to make your design? • How could your same design be made with different blocks?



HOMEWORK (Optional) Suggestion: Challenge Workbook page 43

Module 6

Revised 12/1/06 18

Harcourt Math- Kindergarten Day 7- Chapter 6

Literature Connection LESSON FOCUS: Shapes CALIFORNIA STANDARD Measurement and Geometry:




• What attributes can I use to describe plane figures? • How can I describe, compare, and sort solid figures using

different attributes? • What attributes can I use to describe solid figures? • How do I identify and describe shapes in different contexts and

orientations?

ROUTINE Materials: • Numeral Cards (1-10) • Connecting Cubes

Suggestion:Tall and Short (Developing Number Concepts, Book 1 Activity 1-15) Teacher shows a numeral card and says the number. Student builds a tower with as many cubes as on the card. Teacher shows and says another numeral and students either add or remove cubes from their tower to make the new tower. (Note: Pay attention to which students need to build a new tower and which ones can change their original tower to match the new number.)

LAUNCH Materials: • Bear in a Square Big Book

Bear in a Square Read Big Book Bear in a Square. After reading, have one student come up and look at a page. Instead of naming the shape, the student describes its attributes and properties; for example, I see something that is red. It is also round. Then turn the book so the class can see the page and have them point out the shape the student is describing.

EXPLORE Materials: • Pattern Blocks • Attribute Links • Geometric Solids • Pictures of Shapes (See previous lessons)

I Spy Give partners a bag of shapes (Attribute Links, Pattern Blocks) or pictures of shapes (See masters from previous lessons). Have students place all their shapes in front of them. Have one partner pick a shape in their mind and describe it to their partner; for example I spy a shape that is red and has three sides. The other partner has to guess which shape they are referring to. Partners switch roles.

Module 6

Revised 12/1/06 19


different attributes? • What attributes can I use to describe plane figures? • How can I describe, compare, and sort solid figures using


orientations? Guiding Questions: • How can you describe a shape? • What words did your partner use that were the most helpful in

order to pick their shape? • Which shapes were more difficult to describe/pick?



HOMEWORK (Optional) Math Storybook Shape Search

Module 6

Revised 12/1/06 20


Day 8- Chapter 6.6 LESSON FOCUS: Equal Parts CALIFORNIA STANDARD Mathematical Reasoning

1.2 Students use tools and strategies, such as manipulatives or sketches, to model problems 2.1 Students explain the reasoning used with concrete objects and/or pictorial representations


• How do I know that when parts of a whole (or set) are divided they are equal or fair?

ROUTINE Materials: • Numeral Cards (1-10) • Connecting Cubes

Suggestion:Tall and Short (Developing Number Concepts, Book 1 Activity 1-15) Teacher shows a numeral card and says the number. Student builds a tower with as many cubes as on the card. Teacher shows and says another numeral and students either add or remove cubes from their tower to make the new tower. (Note: Pay attention to which students need to build a new tower and which ones can change their original tower to match the new number.)

LAUNCH Materials: • Pattern Blocks

Equal Parts Show students a hexagon piece from the pattern blocks. Tell students this is the “whole” for today. Have a student try to make the hexagon shape using other pattern blocks. Tell students these are the “parts” for today. Show only one example. Students will be exploring this in the task.

EXPLORE Materials: For partners- • Paper • Crayons • Pattern Blocks:

(2 hexagons, 4 trapezoids, 12 triangles, and 6 rhombuses)

The Task TE 125A Give students pattern blocks. Have students investigate different ways to make a hexagon, trapezoid, and rhombus. Students record by tracing or drawing at least one example of each.

SUMMARIZE Revisit the Essential Questions: • How do I know that when parts of a whole (or set) are divided

they are equal or fair? Guiding Questions: • What shapes did you use to create the hexagon shape? • Which pattern blocks form a whole block with the same-sized

parts? • Are your parts equal? • Which parts that are not the same size can you use to make the

whole? • Are these equal or not equal parts?



HOMEWORK (Optional) Suggestion: Practice Workbook 46

Module 6

Revised 12/1/06 21

Harcourt Math- Kindergarten Day 9- Chapter 6.6

LESSON FOCUS: Equal Parts CALIFORNIA STANDARD Mathematical Reasoning




ROUTINE Materials: • Connecting Cubes • Numeral Cards (0-10)

Suggestion: Number Cards (Developing Number Concepts, Book 1, Activity 3-6) Teacher shows the students 2 numeral cards. The students use connecting cubes to make towers for each number. Teacher asks, “Which has more/less?” “What would you have to do to the (2) to make it (4)?” “What would you have to do to the (4) to make it (2)?”

LAUNCH Materials: • Paper • Scissors

Equal and Not Equal Parts Teacher shows a piece of paper to the class. Teacher then cuts the paper into not equal parts. Students determine whether the parts are equal or not equal. Discuss with students how the teacher might be able to cut the paper into equal parts. Teacher takes another piece and follows the students’ directions.

EXPLORE Materials: • Puzzle Figures A-Z (See master at end of lesson) • 26 Envelopes labeled A-Z

Puzzle Figures TE 125B Prior to lesson, cut out Puzzle Figures and put pieces into envelopes labeled A-Z. Give each student a Puzzle Figure. Have the students assemble their puzzle and tell whether they show equal parts or not equal parts. Students exchange envelopes with a friend and repeat. Note: This can become an Independent Learning Station


they are equal or fair? Guiding Questions: • Does puzzle (A) have equal or not equal parts? • How do you know whether your parts are equal or not equal?




Module 6

Revised 12/1/06 22

Puzzle Figures

a a

a a b

b

c

c

d

d

d

Module 6

Revised 12/1/06 23

Puzzle Figures

e e f

f

g g

g g

h

h

h

Module 6

Revised 12/1/06 24

Puzzle Figures

i i

j

j

k k

k k

j

Module 6

Revised 12/1/06 25

Puzzle Figures

l l

y y

z z

z z

Module 6

Revised 12/1/06 26

Puzzle Figures

m m

n

n

o o

o o

p

p

n

Module 6

Revised 12/1/06 27

Puzzle Figures

q q

r

r

s s

s s

t

t

r

Module 6

Revised 12/1/06 28

Puzzle Figures

u u

v

v

w w

w w x

x

v

Module 6

Revised 12/1/06 29


LESSON FOCUS: Halves CALIFORNIA STANDARD Mathematical Reasoning




ROUTINE Materials: • Connecting Cubes • Numeral Cards (0-10)

Suggestion: Number Cards (Developing Number Concepts, Book 1, Activity 3-6) Teacher shows the students 2 numeral cards. The students use connecting cubes to make towers for each number. Teacher asks, “Which has more/less?” “What would you have to do to the (2) to make it (4)?” “What would you have to do to the (4) to make it (2)?”

LAUNCH Materials: • Paper • Crayons

A Half is Always a Half Give each student half of a piece of paper and a crayon. Have students fold the paper into two equal parts. Notice different ways students might fold the paper and discuss aloud the differences (vertically or horizontally). Tell students that the two equal parts are called halves. Tell students to color one half of the paper. Have them fold the folded paper again. Ask children how many parts they have on the paper now. Ask them how much is colored. Note: Listen for students responses that indicate they know that a half is always a half no matter how many times the paper is folded.

EXPLORE Materials: • Cutting Shapes Page (See master at end of lesson) • Scissors • Construction paper 9 X 12 • Glue/Paste

Cutting Shapes Give each student a Cutting Shapes Page, Scissors, glue and a piece of construction paper. Students cut out shapes from page. Students need to cut one of each shape into halves and the other one into not equal parts. The students then glue their cut shapes onto the construction paper with the halves on one side and the not equal parts on the other side.

Module 6

Revised 12/1/06 30


they are equal or fair? Guiding Questions: • How did you know where to cut your shape order to make halves?• How do you know they are halves?




Module 6

Revised 12/1/06 31

Cutting Shapes

Module 6

Revised 12/1/06 32


LESSON FOCUS: Halves CALIFORNIA STANDARD Mathematical Reasoning




ROUTINE Materials: For each student- • Pennies • Jar or container

Suggestion: Pennies in a Can Start with an empty can or container. Drop pennies into the can while students listen and count aloud. After you stop, ask, “How many pennies in the can?” Empty the pennies out of the jar and repeat. Option: Tell students that you want to drop a certain amount of pennies into the can. The students are to tell you “STOP” when you reach the number. Teacher drops pennies until the students yell, “STOP”. Empty the pennies out of the can and check to see how many.

LAUNCH Materials: • String • Scissors

String Pieces Teacher shows a piece of string to the class. Teacher then cuts the string into not equal parts. Students determine whether the parts are halves or not equal. Discuss with students how the teacher might be able to cut the string into halves. Teacher takes another piece of string and follows the students’ directions.

EXPLORE Materials: • Connecting Cubes • Paper • Crayons

Trains Give each student connecting cubes. Have students build several trains of different lengths. Students then try to break their trains into halves. Students record their results on paper. Note: Some trains will not be able to be broken into halves.


they are equal or fair? Guiding Questions: • How did you know where to break your train to make halves? • How do you know whether the two parts are halves? • Could you break all of your trains into two halves? • Why or why not?



HOMEWORK (Optional) Suggestion: Practice Workbook page 47

Module 6

Revised 12/1/06 33


LESSON FOCUS: Equal Parts CALIFORNIA STANDARD Mathematical Reasoning




ROUTINE Materials: For each student- • Pennies • Jar or container

Suggestion: Pennies in a Can Start with an empty can or container. Drop pennies into the can while students listen and count aloud. After you stop, ask, “How many pennies in the can?” Empty the pennies out of the jar and repeat. Option: Tell students that you want to drop a certain amount of pennies into the can. The students are to tell you “STOP” when you reach the number. Teacher drops pennies until the students yell, “STOP”. Empty the pennies out of the can and check to see how many.

LAUNCH Materials: • Paper Brownies (See master at end of lesson)

Too Many Brownies Teacher poses the following to the students: There are 2 children who want to share 6 brownies fairly. How many brownies does each child get? Call two students up to help act out the problem using the paper brownies. Talk about fair shares and that each child gets half of the total number of brownies.

EXPLORE Materials: • Paper Brownies (See master at end of lesson) • Scissors • Glue • Paper Plate or picture of paper

plate (See master at end of lesson)

Brownie Problem Provide partners with Paper Brownies, scissors, glue, and 2 Paper plates. Give partners 3, 5, or 7 brownies. Tell students they must share the brownies fairly with their partner. Have students use the paper brownies to decide how much each partner gets and glue their findings to the paper plate. Note: Some students may state that there is a leftover brownie and some students may cut the extra brownie in half.


they are equal or fair? Guiding Questions: • How do you know that you have shared the brownies fairly? • How did you decide how much each person got?



HOMEWORK (Optional) Suggestion: Challenge Workbook page 47

Module 6

Revised 12/1/06 34

Paper Brownies

Module 6

Revised 12/1/06 35

Paper Plate

Module 6

Revised 12/1/06 36

Harcourt Math- Kindergarten Day 13-14- Chapter 6 Assessment (2 Days)

LESSON FOCUS: Assessment CALIFORNIA STANDARD Mathematical Reasoning




• What attributes can I use to describe plane figures? • How can I describe, compare, and sort solid figures using


orientations? • How do I know that when parts of a whole (or set) are divided

they are equal or fair? ROUTINE Materials: • Ten Frame Workmat (TR 72) • Counters • Numeral Cards (0-10)

Suggestion: Random Numbers Give students a ten-frame workmat and counters. Show students a numeral card and say the number aloud. Students put the corresponding number of counters on the ten frame. (Note: Students need to put only one counter in each box. Students can use any of the ten boxes to place their counters.) Continue choosing random numeral cards and having the students place counters in their ten frames.

EXPLORE Materials: • Pattern Blocks • Paper

Assessment/Independent Learning Stations Select either Performance Assessment (TE 130A) and/or Math Journal Students work at Learning Stations as teacher calls small groups for Performance Assessment or Math Journal Evaluate whether the child: • Correctly identifies and sorts plane figures • Can identify equal parts of a whole



california edition grade k

Documents