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Rigorous Curriculum Design—Unit Planning Organizer

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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)


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)


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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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.


• 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.



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.




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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.


• 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.



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.




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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?


• 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.



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.




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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

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/



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.

Rigorous Curriculum Design—Unit Planning Organizer Blank


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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

http://www.georgiastandards.org/



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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


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


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



GKIDS Informal progress checks I.E. Ticket out the door Four Corners Popsicle Sticks Teacher observations



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Week 3

MGSEK.CC.1

MGSEK.CC.2


GADOE Gr. K Unit 1: How Many Are in the Bag (0-9)?





Cards o Ten Frame Activities o Identify similarities



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


Task 2: Counting apples for Fall Carnival Display GADOE Gr. K Unit 1: Order the Dice





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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between objects o Sort collections of

objects

Week 5

MGSEK.CC.1

MGSEK.CC.2


GADOE Gr. K Unit 1: Dotty 3 Act Task








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


Task 3: Writing numerals for Fall Carnival Display GADOE Gr. K Unit 1: Counting Dots Formative Assessment Lesson





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



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o Identify similarities and differences between objects


Week 7

MGSEK.CC.1

MGSEK.CC.2


GADOE Gr. K Unit 1: Fill the Chutes








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


Task 4: Answering quantitative questions about the Fall Carnival Display GADOE Gr. K Unit 1: Find the 5th Tower




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



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o Subitizing w/Dot Cards

o Identify similarities and differences between objects


Week 9

MGSEK.CC.1

MGSEK.CC.2


GADOE Gr. K Unit 1: More or Less – Make a Guess?








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)

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