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Level K

Management Guide
 Table of Contents
Series Welcome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Research
Mathematics Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Importance of Strong Mathematical Content. . . . . . . . . 6
Differentiating for All Learners. . . . . . . . . . . . . . . . . . . . . . . . 9

How to Use This Product

Kit Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Pacing and Instructional Setting Options. . . . . . . . . . . . . . . 11
Strategies for Differentiating Booster Card Activities . . . . . 12
Assessing Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

About the Books and Activities

Introduction to Standards Correlations. . . . . . . . . . . . . . . . . 14
Standards Correlations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Book Summaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Reading Levels. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Resources
Booster Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Booster Card Workspaces A–C. . . . . . . . . . . . . . . . . . . . . . . 26
Ten Frames. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Hundreds Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Number Lines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
My Mathematician Checklist. . . . . . . . . . . . . . . . . . . . . . . . . 32
Mathematician Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Appendix
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Digital and Audio Resources. . . . . . . . . . . . . . . . . . . . . . . . . 39

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 How to Use This Product

Kit Components
High-Interest Books (six copies of six titles)
Books feature various, high-interest topics across content areas.

Overview Cards
Overview cards include a book summary, mathematics
objective, reading levels, mathematics vocabulary,
and cross-content connections.

Booster Cards
Activities engage students in real-world mathematics
and require students to demonstrate mathematical
practices and processes.

Management Guide
The Management Guide includes a brief overview of
the research, standards correlations, and instructional
options and suggestions. Resources include student
activity sheets, reproducible manipulatives, and rubrics.

Digital and Audio Resources

PDFs of the books, Booster Cards, Response pages, as well as professional audio recordings of
the books are included. A complete list of available resources is listed on page 40.

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 How to Use This Product

Pacing and Instructional Setting Options

The following pacing and instructional Instructional Setting Options
setting options show suggestions for
how to use this product. The Focused Whole-Class Instruction
Mathematics: Booster Pack series is designed Whole-class instruction is best suited for
to be flexible and can be used in tandem introducing each text to students or for
with a core curriculum and a teacher’s teaching specific strategies or content-area
preferred instructional framework, such as concepts as they apply to instructional
Guided Math. standards and objectives. In this setting,
every student engages with the same text
Pacing at the same time. PDFs of the books are
available in the Digital and Audio Resources
Teachers should customize pacing according
and are great for displaying to the whole
to student need. Each Booster Card
class for a shared-literacy experience.
includes 100 minutes of activities for a
total of 600 minutes. Teachers may assign Small-Group Instruction
specific activities to meet instructional Instructional frameworks, such as Guided
objectives or allow students to choose Math, support teachers who want to work
activities. Students may complete one with a specific group of students on a
activity or several activities to match the targeted comprehension or content skill.
time available and their instructional needs. During small-group instruction, the teacher
works with a select group of students with
Approximate similar instructional needs. Students may
Activity
Time sit with the teacher, either at a table or on
the carpet. This setting promotes a sense of
Read It 30 min. teamwork and collaboration and encourages
participation in mathematical discussions.
Ask It 5 min. Working with students in small groups is
also a great opportunity for teachers to
Talk about It 5 min. informally assess student progress and make
anecdotal notes.
Model It 10 min.
Workstations or Centers
Estimate It 5 min. Students may engage independently or
with partners at workstations or centers
Explore It 20 min. to build fluency, comprehension, and
vocabulary, while applying math concepts
Solve It 15 min. and process skills. When working within
this instructional setting, it is important that
Prove It 10 min.
procedures and expectations are clear and
students are able to complete the activities
with little to no teacher guidance so that
teachers can spend time with small groups.

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 How to Use This Product

Strategies for Differentiating

Booster Card Activities
Below-Level Learners Above-Level Learners
You may choose to support below- You may choose to support above-
level learners with some or all of level learners with some or all of
these suggestions: these suggestions:
• Manipulatives: Provide below- • New Booster Cards: Have students
level learners with concrete or create Booster Cards for books in your
representational manipulatives to classroom library.
help them explore the mathematics • Photo Collage: Challenge students to
concepts. PDFs of reproducible ten take real-world math photos that match
frames, number lines, and hundreds the topics learned about in the Focused
charts (pages 29–31) are available in the Mathematics: Booster Pack.
Digital and Audio Resources section.
English Language Learners
Ten Frames
Number Lines
Hundreds Chart
You may choose to support English
language learners with some or all of these
0 1 2 3 4 5 6 7 8 9 8 9 10
10 5 6 7
2 3 4
1

18 19 20
15 16 17
12 13 14
11

suggestions:
28 29 30
25 26 27
22 23 24
0 1 2 21
3 4 5 6 7 8 9 10
38 39 40
35 36 37
32 33 34
31

48 49 50
45 46 47
42 43 44
41

58 59 60

• Professional Audio Recordings:

0 1 2 55 56 57
3 4 5 6 7 52 53 54
8 9 10 51

68 69 70
65 66 67
62 63 64
61

78 79 80
75 76 77
73 74

Model fluent reading by having

71 72
0 1 2 3 4 89 90
5 6 7 8 9 86 87 88
10 83 84 85
81 82

98 99 100
95 96 97
92 93 94
91

English language learners listen to the

Booster Pack 29 30 29992—Focused Mathematics:
Booster Pack Booster Pack 31
29992—Focused Mathematics: © Teacher Created Materials 29992—Focused Mathematics:
Materials Materials
© Teacher Created © Teacher Created

professional audio recordings of the

• Total physical response: Challenge books that are available in the Digital
students to create hand motions to and Audio Resources section.
represent new math vocabulary. • Sentence Frames: Support language
development and acquisition with
sentence frames, such as the following:
This shape is a _______. It is above/
below/ beside _______.

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 How to Use This Product

Assessing Activities
Each Focused Mathematics: Booster Pack The Mathematician Checklist on the
offers multiple assessment opportunities. back of the Booster Cards provides an
Teachers can gain insight into student opportunity for students to reflect on
learning through small-group observations their work. Distribute copies of the My
and analysis of student responses to the Mathematician Checklist activity sheet
Booster Card activities. These formal and (page 32) to students to guide self-reflection.
informal assessments provide teachers with Use the Mathematician Rubric (page 33)
additional data to help make informed to assess students’ mathematical practices
decisions about what to teach and how to and processes. These rubrics may be
teach it. An answer key is provided (pages used in conjunction with each other to
34–37) to help evaluate student responses. guide conversation during teacher-student
conferences.

Name: _____________________ : ___________________

_______ _____ Date: ______________ __________ _____________ Date
_____ Name: __________
My Mathematician Rubric
Directions: Read the
Checklist Mathematician e of the
list. Write an X next to scale of 1 to 4. Som
did. the things you e each item on a and
Directions: Scor ugh conversation
to be assessed thro
items may need
Book Title:
observation. = Need s Improvem ent
d 2 = Okay 1
❑ I read the book. 4 = Great 3 = Goo
❑ I understood the probl
ems. Book: 2 1
❑ I did my best. 4 3
.
You read the book 2 1
❑ I thought of new ideas 4 3
. the problem.
❑ I used steps to solve You understood 2 1
the problems. 4 3
.
❑ I spoke like a mathemati You did your best 2 1
cian. 4 3
ideas.
❑ I used tools to show
my ideas. You thought of new
2 1
solve the 3
❑ I explained my ideas
. You used steps to 4
problems.
2 1
like a 3
You spoke/wrote 4
mathematician. 2 1
4 3
show ideas.
You used tools to 2 1
4 3
ideas.
You explained your
Total

Comments

32 29992—Focused Mathemati atics: Booster Pack 33

cs: Booster Pack 29992—Focused Mathem
© Teacher Created Materials Materials
© Teacher Created

▲ Use the Mathematician ▲ Distribute copies of ▲ Complete the

Checklist on each the My Mathematician Mathematician Rubric
Booster Card as a Checklist (page 32) to (page 33) to give
quick reference while students as a way to students feedback.
completing activities. encourage self-reflection
and mathematical
practices and processes.

© Teacher Created Materials 29992—Focused Mathematics: Booster Pack

13
 Nombre: _______________________________ Fecha: ____________________

Espacio de trabajo A
de la tarjeta de refuerzo
Instrucciones: Dibuja tus respuestas en el recuadro.
Escribe tus respuestas en los renglones. Encierra la
actividad que hiciste.

Título del libro:

Pregúntalo  . Háblalo . Represéntalo . Estímalo
Explóralo  . Resuélvelo . Compruébalo

Pregúntalo  . Háblalo . Represéntalo . Estímalo
Explóralo  . Resuélvelo . Compruébalo

100862—Focused Mathematics: Booster Pack—Spanish © Teacher Created Materials

26
 Nombre: _______________________________ Fecha: ____________________

Mi lista de repaso matemático

Instrucciones: Lee la lista. Escribe una X al lado de las
cosas que hiciste.

Título del libro:

❑ Leí el libro entero.

❑ Comprendí los problemas.
❑ Hice mi mejor esfuerzo.
❑ Pensé en ideas nuevas.
❑ Usé los pasos para resolver los problemas.
❑ Hablé como un matemático.
❑ Usé herramientas para mostrar mis ideas.
❑ Expliqué mis ideas.

100862—Focused Mathematics: Booster Pack—Spanish © Teacher Created Materials

32
 Nombre: _______________________________ Fecha: ____________________

Criterios de evaluación matemáticos

Instrucciones: Califique cada elemento en una escala
de 1 a 4. Algunos elementos quizás necesiten evaluarse
mediante conversación y observación.
4 = Genial  3 = Bien  2 = Adecuado  1 = Necesita mejorar

Libro:
Leíste el libro entero. 4 3 2 1
Comprendiste el problema. 4 3 2 1
Hiciste tu mejor esfuerzo. 4 3 2 1
Pensaste en ideas nuevas. 4 3 2 1
Usaste los pasos para
4 3 2 1
resolver los problemas.
Hablaste/Escribiste como
4 3 2 1
un matemático.
Usaste herramientas para
4 3 2 1
mostrar tus ideas.
Explicaste tus ideas. 4 3 2 1
Total

Comentarios

© Teacher Created Materials 100862—Focused Mathematics: Booster Pack—Spanish

33
 Spanish

Diversión en el sol
Book Summary
Who doesn’t love to have fun in the sun? There are so
many things to add while playing outside!

Objective
Understand addition as “putting together” and
“adding to.”
Reading Levels
Mathematics Vocabulary Lexile®: 360L
add more together in all Guided Reading: F
total sum addends

Cross-Content Connections
(Engineering) Engineers build things. To build
something, you have to add parts together. This is
another way to think of addition! Have students invent
and draw something to shield people from the sun.
Have students label parts of the invention.
(Art) Making sandcastles is fun. You need to add
sand and water to make the sand stick together. Have
students build and sculpt sandcastles with sand
and water.

100349 (i22176)
Diversión en el sol
Actividades
Léelo F
Cuenta mientras lees sobre cosas para hacer en el sol.
Pregúntalo A Háblalo A
Mira la página 5 del Mira la página 5 del libro.
libro. ¿Qué preguntas ¿De cuántas maneras
matemáticas puedes hacer? puedes sumar lo que ves?
Represéntalo B Estímalo A
Lee la página 13 del libro. Mira la página 17 del libro.
Muestra 2 + 4 = 6. Cada estrella de mar tiene
¿4 + 2 = 6? Usa 5 puntas. ¿Cuántas puntas
herramientas matemáticas de estrellas de mar hay en
para mostrar tu la página? ¿Puedes saber
razonamiento. sin contar? ¿Cómo lo sabes?
Explóralo D Resuélvelo C
Mira la página 23 del Haz los problemas
libro. Hay 10 conchas de matemáticos de las
mar. ¿De cuántas maneras páginas 28 y 29 del libro.
puedes formar 10? Usa
herramientas matemáticas
para mostrar tus ideas.
Compruébalo B
Luka dice 3 + 6 = 6 + 3. ¿Tiene razón? ¿Por qué crees eso?
Diversión en el sol
Lista de repaso matemático

❑ Leí el libro entero.

❑ Comprendí los problemas.
❑ Hice mi mejor esfuerzo.
❑ Pensé en ideas nuevas.
❑ Usé los pasos para resolver
los problemas.
❑ Hablé como un matemático.
❑ Usé herramientas para
mostrar mis ideas.
❑ Expliqué mis ideas.

i22140
 Diversión Diversión

Diversión en el sol
en el sol
Sumas

Es un día soleado y los niños

en el sol
Sumas
se divierten al aire libre. ¿A
ti también te gusta jugar con
juguetes de agua, balones de
playa y cometas? Descubre
cómo sumar las cosas
con las que juegas al
aire libre en este libro.

Greathouse

Números y
Lisa Greathouse
operaciones TCM15393 ●
¡Es hora de
refrescarse!

5
¡Sumar!

2 + 4 = 6

Hay 6 molinetes
en total.

0 1 2 3 4 5 6 7 8 9 10

13
¡Sumar!

1 + 6 = 7

Hay 7 estrellas de
mar en total.

0 1 2 3 4 5 6 7 8 9 10

17
¡Sumar!

1 + 9 = 10

Hay 10 conchas
en total.

0 1 2 3 4 5 6 7 8 9 10

23
 suelve El
Re Problema

¿Cuántos saltos de
tijera puedes hacer?

Materiales
tarjetas
numeradas
del 0 a 5
lápiz
papel

28
1 Elige una tarjeta
numerada. Haz esa
cantidad de saltos de
tijera.
2 Elige otra tarjeta.
Haz esa cantidad de
saltos de tijera.
3 Sumar. Escribe una
oración numérica
de cuántos saltos de
tijera hiciste en total.
0 1 2 3 4 5 6 7 8 9 10

29