Unit/Module Description

  • Elementary Mathematics Kindergarten Unit 1

    Subject: Mathematics
    Grade: Kindergarten
    Timeline: 10 days
    Unit 1 Title: Shapes

    Unit Overview: 
    This unit will give the opportunity for students to explore the shapes.  The students will be introduced to shapes,
    pattern blocks, and attribute blocks.  Students will also have the opportunity to explore shapes using hands on

    Unit Objectives:
    At the end of this unit, all students must be able to identify circles, squares, rectangles, and triangles.  They will
    need to be able to sort shapes based upon their attributes.  Students need to be able to recognize shapes and
    explain their attributes.

    Focus Standards:
    PA.CCSS.Math.Content.CC.2.3.K.A.1  Know number names and write and recite the count sequence. (K.G.1, K.G.2, K.MD.1)
    PA.CCSS.Math.Content.CC.2.3.K.A.2  Apply one-to-one correspondence to count the number of objects. (K.G.1, K.G.4, K.G.5, K.G.6)

    Mathematical Practice Standards:   
    #1  Make sense of problems and persevere in solving them. 
    Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.  They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt.  Proficient students check their answers to problems using a different method.  They continually ask themselves, “Does this make sense?”  They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

    #4  Model with mathematics. 
    Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation.   

    #5  Use appropriate tools strategically.
    These tools might include pencil and paper, concrete models, a ruler,a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

    #6  Attend to precision. 
    Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They
    calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

    Concepts - Students will know:
    • Shapes have attributes
    • Positional language
    • Shapes have different attributes that can be compared and analyzed
    • Shapes and their names
    Competencies -Students will be able to:
    • Identify the attributes shapes
    • Describe the attributes of shapes
    • Place shapes using positioning directions
    • Compare Shapes
    • Analyze Shapes

    • Kindergarten Checklist Components

    Elements of Instruction:
    Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their
    environment and to construct more complex shapes.

    Each lesson has differentiation options for each portion of the lesson. Additional differentiation options are listed with directions and student masters in the Teacher’s Guide.

    Interdisciplinary Connections:
    • Math routines
    • Literature books

    Additional Resources / Games:
    Students will play a variety of games that directly support the content of the lesson and the overall goals for the unit. Games for unit one included:
    • I Have, You Have