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Ese 271 Integrative Unit
Ese 271 Integrative Unit
Theme: Counting. Counting objects and writing down the number using my
5 senses while reading, dancing, creating art, jumping, hopping, catching,
throwing, counting money, asking questions about live objects, eating and
following a music pattern.
Essential question: How is counting related to all things I can experience in
my life?
Key Questions: How do I count? What does it mean to count with money?
What does it mean to count in dance? What does it mean to count in Physical
education class? What does it mean to count during science time? What does
it mean to count while playing with friends? What does it mean to count with
food? What does it mean to count with all my senses? What does it mean to
count while reading a book? Or listening to a book? What does it mean to act
out counting?
Objectives: Beginning Kindergarten students will count out loud to 100 by
ones, starting from any given number, with 100% accuracy. Students will
also write down the corresponding numbers when asked by a teacher, with
100% accuracy.
Learning goals:
Math
K.CC.A.1. Count to 100 by ones and by tens.
K.CC.A.2. Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
K.CC.A.3. Write numbers from 020. Represent a number of objects with a
written numeral 020 (with 0 representing a count of no objects).
K.CC.B.4. Understand the relationship between numbers and quantities;
connect counting to cardinality.
K.CC.B.5. Count to answer how many? questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 120, count out that
many objects.
K.CC.C.6. Identify whether the number of objects in one group is greater
than, less than, or equal to the number of objects in another group, e.g., by
using matching and counting strategies. (Include groups with up to ten
objects)
K.CC.C.7. Compare two numbers between 1 and 10 presented as written
numerals.
K.NBT.A.1. Compose and decompose numbers from 11 to 19 into ten ones
and some further ones, e.g., by using objects or drawings, and record each
composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8);
understand that these numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
ELA
K.RI.3 With prompting and support, describe the connection between two
individuals, events, ideas, or pieces of information in a text.
K.W.2 Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
K.SL.1 Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger
groups. A) Follow agreed-upon rules for discussions (e.g., listening to others,
taking turns speaking about the topics and texts under discussion). B)
Continue a conversation through multiple exchanges.
K.SL.2 Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
K.SL.3 Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
Physical Education
Standard 1. The physically literate individual demonstrates competency in a
variety of motor skills and movement patterns.
S1.E1 Locomotor
-K - Performs locomotor skills (hopping, galloping, running, sliding, skipping,
jumping) while maintaining balance.
S1.E3 Locomotor
-K Jumps and lands with balance.
Arts
Dance:
Strand 1 Create.
Concept 3: Elements of Dance
PO 101 Demonstrate moving to a steady beat in different tempos.
Music:
Concept 2: Playing instruments, alone and with others, music from various
genres and diverse cultures.
PO 1.maintaining a steady beat.
Real world issues:
I plan on incorporating real world situations and issues into my unit by first:
1: asking students to count their snacks, count their steps to a place around
campus, count the desks or chairs in the classroom, count the number of
students in the classroom or count the number of days we have been in
school.
2: taking students to a grocery store and ask students to count the number
of produce in a basket, or number of ketchup bottles on a shelf, or count the
cookies on display. The manager will talk about how many boxes and other
foods come into the grocery store and why it is important to make sure all
foods are accounted for.
3: taking the students to a bookstore to count the number of books on a
shelf, or the amount of a particular book on a shelf, or the pages in a found
book.
4: students will write why they like having a specific number of snacks or
toys at home and why.
Tuesday
Wednesday
Thursday
Friday
start over at 1.
Activity 5: Create a group book
with the concept of
adding/counting 1more, (40-60)
Activity 6: Count to 60 as a group.
Sitting in a circle, each student
will say the next number in the
sequence, starting with 1 to 60.
Sitting in a circle, doing a rhythm
pattern and counting.
Objective: Counting to 80 starting
at any number.
Activity 1: With number line, point
and count to 80 with teacher.
Activity 2: With number line, point
and count to 80 with partner.
Activity 3: With number line, point
and count to 80 individually.
Activity 4: While walking around
campus to different places, count
to 80 with teacher and
group/class. Once reading 80,
start over at 1.
Activity 5: Create a group book
with the concept of
adding/counting 1more, (60-80
Activity 6: Count to 80 as a group.
Sitting in a circle, each student
will say the next number in the
sequence, starting with 1 to 80.
Sitting in a circle, doing a rhythm
pattern and counting.
Objective: Counting to 100
starting at any number.
Activity 1: Read Curious Georges
Learn to Count from 1 to 100. by
H.A. Rey.
Activity 2: Read 100: Lift the Flaps
and Learn to Count! By David
Carter.
Activity 3: With number line, point
and count to 100 with teacher.
Activity 4: With number line, point
and count to 100 with partner.
Activity 5: With number line, point
and count to 100 individually.
http://www.polleverywhere.com/
http://www.webmath.com/index1.html
https://www.youtube.com/
All of these tools can be used for my integrative Kinder Counting unit. I would
use the virtual manipulatives to encourage counting on the SmartBoard
(Base blocks, chip abacus, color chips, color patterns, money, number line
bounce, place value number lines, and spinners).
I would use the Geometry Pad app and ask students to create a shape and
then count the vertices and sides.
I would use YouTube sing counting songs and fun videos of little animated
creates count in silly voices.
Webmath would be a bit difficult to use but we could encounter some higher
topics.