Essential Questions:
Lesson Plan A.3: Building Bridges
Lesson Seed A.1: Developing Counting Routines
Content Emphasis By Clusters in Grade PK
Progressions from Common Core State Standards in Mathematics
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Unit Overview
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery..
Vertical Alignment: Vertical curriculum alignment provides two pieces of information: (1) a description of prior learning that should support the learning of the concepts in this unit, and (2) a description of how the concepts studied in this unit will support the learning of additional mathematics.
Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster.
Connections to the standards for Mathematical Practice: This section provides examples of learning experiences for this unit that support the development of the proficiencies described in the Standards for Mathematical Practice. These proficiencies correspond to those developed through the Literacy Standards. The statements provided offer a few examples of connections between the Standards for Mathematical Pratice and the Content Standards of this unit. The list is not exhaustive and will hopefully prompt further reflection and discussion.
In this unit, educators should consider implementing learning experiences which provide opportunities for students to:
Essential Skills and Knowledge
The Standards in this Cluster are not meant to be taught in sequencial order; rather they are representative of the development progression through which children move. Varied and repetitive experiences will facilitate more solid understanding. Learning Trajectory for counting (from Learning and Teaching Early Math, the Learning Trajectories Approach by Douglas h.Clements & Julie Sarama):
In order to understand that each successive number name refers to a quantity that is one larger, students should have a variety of experiences counting objects, placing one more object in the group at a time and taking one object away at a time.
Display the numbers 0 through 10 in random order using number cards (0-10). Ask students to name the number shown on the card. Ask students to match the number card to the set with the same quantity. Provide a variety of experiences for students to match between written numerals with concrete representations. Ask student to place the cards in order from 0 to 10. Ask students to create a concrete or pictorial model of the number displayed on the card.