Elementary Mathematics

Kindergarten Unit 7: Sorting and Surveys

BEGIN WITH THE END IN MIND! common core expectations...


Color Week

Sort and Count

Sort and Count II



Unit at a Glance

Suggested Dates:
May 12- June 5

Estimated Duration: 18 days
*Investigation 1: 6 lessons *Investigation 2: 6 lessons
*Investigation 3: 5 lessons


Smart Board, Promethean, and Power Point Files: 
 

Smart Board Files:

Fruit Survey

 Animal Data

Fruit Graph

 Back To School Graphing

 Spider: Facts and Counting

 Class Graphing Activity

 Classroom Tally Activity



Tools for Teachers

K-1 Investigations Online Games and Activities

Discovering Math: Beginner: Statistics and Data Analysis

Charts, Graphs and Diagrams

Math Monsters: Data Collection

The Number Crew: The Mathematical Show

Real People: Real Math-Choosing a Pet

Ongoing Assessment Unit 7


Look for the End of Unit Assessment rubric

K-5 Unpacking document for standards for mathematical practice

Kindergarten at a glance document

Great wiki from Howard County Public School System

Kindergarten Investigations Data Sheet

K Math Vocabulary

Investigations Vocabulary

K Story Problem Routine Poster

Investigations K-2 Literature List

Progression for choosing numbers for tasks

Fuel The Brain Educational Resources and Games organized by common core standard



STANDARDS FOR MATHEMATICAL PRACTICE

MP3. Construct viable arguments and critique the reasoning of others

How well do students communicate about their data and decisions that they make based on their data?

MP7. Reason abstractly and quantitatively

How well do students interpret and make conclusions about their data?

MP8.  Look for and express regularities in repeated reasoning.

What pattern do you see?



TEAM TIME!
DISCUSS THE FOLLOWING WITH YOUR GRADE LEVEL TEAM:

The green and blue section of the Teacher Edition features many articles to support work in this unit; page 123 



OPPORTUNITIES FOR DIFFERENTIATION...

Suggestions for students who are struggling...

Teacher can use tally marks or pictures to representation the data.

Chair Counting
Students can count half of the chairs in the classroom.
Use cubes to represent chairs

3.1 Do you like ...? Surveys
Teacher Tip; Give students a list of student names or put the names on the smart board. This will allow students to copy the student names.

Suggestions for students who fully understand...

Counting Jar
Incorporate literacy by having students write a sentence to show the amount.
-Students can write the number word instead of a number.

Counting Eyes
Teacher Tip: Have students write their names on the back of their eyes. This will allow students to easily sort the eyes if they get mix up while in the eye center.

2.3 Boxes, Bottles, and Cans
Teacher Tip: Write a letter home asking parents to send in boxes, bottles, and cans

Portraits
Take  photographs of students for the portrait sorting center

It is a great idea for teachers to make a model or representation of how the investigations games are played. This could be a picture of the game with all materials or written directions in “kid friendly” words. This will allow students or other adults to help students when they are in the math centers
.
*Remember to upload files to share with others, or locate files to use in your classroom, on the Elementary Math Wiki. Be sure to join discussion posts with other colleagues to ask questions, answer questions, and discuss math.

COMMON CORE STATE STANDARDS IN THIS UNIT


Link to Unpacking Document

K.CC.1 Count to 100 by ones and by tens.

  K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.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).

  K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.4a  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.


K.CC.4b  Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

  K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

K.G.2 Correctly name shapes regardless of their orientations or overall size.

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Words you should hear students use in Mathematical Conversations...

Data, Survey, Recount, Graph, Count, Attribute, Comparing, Same, Different

Discuss data representations as a class or group.  Ask questions such as:

What does this display of data tell you about?

What patterns do you see in the display of data?

Who might be interested in this display of data?





TAKE NOTE FOR EACH INVESTIGATION
INVESTIGATION 1

While Today’s Question has been during the entire year, this unit provides more in depth experiences for students to collect, analyze and interpret data.


These activities provide further opportunities for students to count on as they collect data


INVESTIGATION 2

Please note additional information is located on Snap in tabs.

INVESTIGATION 3

Spend the last few minutes of the lesson counting on a number line. Rote count to 100.  Skip counting by 10s to 100.
CLASSROOM ROUTINES
Attendance

K.CC.2,  K.CC.4 a b c, K.CC.5, K.CC.6 Develop strategies for counting accurately; does order matter?; comparing quantities 
Calendar

K.CC. 2, K.CC.4 a b c, K.CC. 5 Use calendar to keep track of time; develop strategies for counting accurately
Today's Question

K.CC. 2, K.CC.4 a b c, K.CC. 5, K.CC. 6,
K.CC. 7
Collect, count represent, describe, and compare data
Patterns on the Pocket Chart

Determine what comes next in a generating pattern; describe repeating patterns