Number+Sense+0-5

Generalizations
1. Counting tells how many things are in a set. 2. The position of a thing in a sequence can be described using words such as first, second, and third. 3. Numbers are related to each other through a variety of number relationships. 4. Numbers can be broken apart and put together in a variety of ways. 5. Small whole numbers can be quickly recognized in patterned arrangements of dots. 6. Computation problems can be solved in a variety of ways. 7. Thinking strategies can be represented with physical models.

Essential Questions How many things are in this set (displaying a set of items or a collection of dots)? Who is first in line? Fourth? In what position is X? Display sets of 4-9 items or dots and add one or two more (or remove one or two) and ask how many there are. How many different combinations for a particular number can you make using two parts (using manipulatives)? How many dots did you see? How did you see them? (Flash dot cards) Explain how you figured out the answer to this word problem. What can you tell us about (a number) looking at your frame? (using 5- and 10-frames) Show me what you are thinking (using manipulatives).
 * Questions**

Practice Mathematician's Chair prior to lessons

Student Links:
@http://www.abc.net.au/countusin/default.htm = =

Vocabulary:
K.1A - bigger, smaller, same, greater than, less than, equal to K.1B - set, number, number names 0-20 K.2B - order, position, first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, before, after, next, ordinal K.4A - join, separate, add, subtract, more than, less than, total, altogether, change, sets, models


 * Have students draw the correct number of objects to match the number, also color in the tower of cubes in the ten-frame to match the number. (The book is for numbers 0-10, when you print 1 set you have 2 complete books). **
 * [|My Counting Book.doc] **


 * Have paper bags with random items inside, have students record how many items are inside. **
 * i.e. 1 crayon 2 cubes 3 pencils 4 erasers **
 * Students can draw pictures of each item or write numerals with pictures, or with numberal with words. **
 * I try to make all the bags total 10 (or the same number) so I can check their answer without seeing the contents of the bag. **
 * This activity is a good follow up for the Math Monsters video on Counting and Symbolizing, they discuss taking inventory at a store. **
 * [|Inventory Bags.doc] **

-CGI problems solve individually or with bilingual partner.

-Mathematician’s Chair to share/explain strategies

-Have students draw a numeral card from a pile and create a set of objects equal to the given numeral.

-Have students draw 3 numeral cards from a pile and create a set of objects equal to the given numerals. The child should name the pile of objects that is less than, more than, equal. You can roll a dice and do the same thing. For a challenge, roll two dice and add the numerals.

-Have students gather a set number of “materials” and pass them out to their table.

==-Place number cards and pictures of objects in a pocket chart center. Have a student place a numeral card in the pocket chart. Then, place the corresponding number of picture cards next to the numeral. (Example: 5… next to the 5 are five pictures of cats… extend by having the child label // 5 cats // on an index card and place the index card in the pocket chart after the five cat pictures) ==

** Follow ** ** enVision MATH Sequence **

 * Topic 3: One to Five **
 * Lesson 1 Additional Activity: 38A
 * Lesson 2: 39A
 * Lesson 3 Additional Activity: 42A
 * Lesson 4 Additional Activity:44A
 * Lesson 5: 45A
 * Lesson 6: 47A
 * Additional Activity may be a better option for this lesson: 48A
 * Lesson 7:49A
 * Lesson 8: 51A


 * Topic 4: More and Fewer **
 * Lesson 1 Visual Learning: 58
 * Play the Advanced Game from Differentiated Instruction: 58C
 * Lesson 2 Additional Activity: 60A
 * Differentiated Instruction On Level and Advanced: 60C
 * Lesson 3 Visual Learning:62
 * Lesson 3 Additional Activity:62A
 * Lesson 4 Visual Learning:64A
 * Additional Activity:64A
 * Lesson 5: 65A
 * Lesson 6:67A


 * Topic 5: Six and Ten **
 * Choose the Additional Activity and Differentiated Instruction Activities for each lesson and supplement as needed with the interactive lessons.
 * Lesson 5: 83A
 * Lesson 10: 93A
 * Lesson 13: 99A


 * Topic 6: Comparing Numbers **
 * Lesson 1: 107A
 * Lesson 3 Differentiated Instruction
 * Lesson 4-7: Additional Activities and Differentiated instruction Activities
 * Lesson 8 Differentiated Activity:122C

Videos:
Number Crew Numbers on the Door Math Monsters Timothey Goes to School Teacher Resources: [|Digger and Splat:] The Number Crew (Spanish) Ice Dancing:

3rd and 4th 9 Weeks

1. Models can be used to solve problems. 2. Flexible use of operations (addition and subtraction) helps to solve problems. 3. Numbers represent different and specific quantities 4. Numbers can be represented with concrete objects. || 4. How can we use objects to model a number? ||
 * ** Generalizations ** || ** The student understands that: **
 * ** Essential Questions ** || # Why do we use numbers?
 * 1) How can we tell if a number is less than, more than, or equal to another number?
 * 2) How do number charts help us?

"In My Garden" lesson for numerals & quantities "Counting in the Garden" lesson for sets of 10 note: I would use this to make a class book in shape of t-shirt. "Zero is Our Hero" counting to tens book lesson

[|Numbers in a Flash] - Spatial relationships/Subitizing. Use this lesson and its assessment tools to assess the students’ ability to subitize and to determine how much practice to provide to develop and consolidate this skill.
 * Required** **Lessons**
 * Mathematics TEKS Refinement Lessons:**

[|Spotting Numbers] - Anchoring numbers to 5; Using five-frames.

Six Little Squeaking Turtles – Patterns in numbers and counting, one-to-one correspondence, and beginning operations (addition and subtraction) concepts
 * Mathematics TEKS Connections Lessons:**

[|Modeling Addition and Subtraction] – Modeling addition and subtraction by acting out a story problem, using manipulatives, and drawing.