Bonnie Maddox Kindergarten Math Unit Inspired by and Adapted from Investigations 1.

Student Outcome: The students will be able to create 3-Dimensional shapes using clay balls.

2. Standards: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5]

3. Materials/Media/Technology: Calendar Activities Smartboard Geoblocks Clay in airtight container and mats for the tub Playdough Computer Journal Prompt Tens Frame Quick Number

4. Teaching/Learning Procedure: A). Launch of Lesson- 15 minutes; The lesson will begin with the students seated in front of the calendar. We will say the month, spell it, determine how many letters are in it, what letter it starts with, what letter it ends with, and what vowel it has. We will then determine what color goes next in the pattern, say the color, spell the color, and name the pattern. We will talk about what today is, what yesterday was, and what tomorrow is then say any birthdays or events we have. We will determine what the weather is like to add to our weather chart, add our tally marks, do our popsicle sticks and write the days in school on the receipt paper, talk about the attendance, the coins, and do our question graph. The students will then transition to the rug and count down from 10 to sit in a circle for the Smartboard activities and the mini-lesson. B). Investigation/Presentation- 40 minutes; Once the students are seated on the rug, we will do our Smartboard activities together; the all about number ones and the ten frame flash. We will take a deep breath, say math workshop, and begin our mini-lesson. Do you remember when you used ropes of clay to make outlines of shapes? What kind of shapes did you make? (Circles, squares, rectangles, and triangles.) Now, we are going

to use clay to make 3-D shapes, like the ones on our poster and in our shape sets. Before we do that, I want us to practice making shapes by using our Playdough to make a circle. So we are going to return to our seats, get out our Playdough, and make a circle out of it. When you have made your circle, put your Playdough back in the container and make sure you snap the lid closed so it does not dry out, put it up, and return to the rug. If you like chocolate chip cookies you may go to your seat. If you like peanut butter cookiesoatmealbrownies. I will put a YouTube song on while they are making their shapes, like the shape song, and walk around reminding them to quickly make their shapes and return to the rug. After a couple of minutes, I will ask everyone to put their Playdough back in the container, snap it shut, put it up, and return to the rug. We will count down from 21 and everyone should be seated at their spots by 0. I will show the students the sphere and the cylinder from the set of geometric solids and will have the clay and mats in front of me. We just made circles with our Playdough. What is the 3-D version of a circle? (Sphere) What kinds of things are shaped like a sphere? (The sun, marbles, balls, etc) Who has an idea how we could make a sphere out of clay? (I will model making the sphere with the clay) What about a cylinder, what kinds of things are shaped like a cylinder? (Paper towel rolls, cans, etc) Suppose we wanted to use this clay to make a cylinder. Who has an idea how we could do that?

I will then tell them that during this station, which will go in tub 5, they will have a ball of clay and a cardboard mat (I will show them the materials as I say them). They will use the clay to make 3-D shapes like the ones on our 3-D shapes poster, or in the set of Geoblocks. When they have finished, they will roll their clay into a ball and return it to the airtight storage container because, just like their Playdough, we do not want the clay to dry out. Does anybody have any questions? What should we be doing during centers? What is your job?

I will then mark off what center each student is going to and put the record on; they will have about 15-20 minutes, during which time I will be sitting with the group that is working with the clay. After 15-20 minutes, I will ring the bell and the person who got the tub out will put it up. They will count to 100 while they clean up, put their journals out, and have a seat on the rug. I will put the YouTube Big Number song on while they transition. C). Accommodations/Modifications- For students who find it difficult to make the shapes, they can start with the sphere and cylinder, which they may find to be the most natural and easiest to construct. I also modeled the sphere with them and we talked about how to create the cylinder. I will be sitting with the group during this lesson and can help as needed.

D). Extensions/Challenges- For students who need an extra challenge, they can make their own cube figures with connecting cubes. They can then trade with a partner and try to build a replica of their partners cube figure. E). Closure- 20 minutes; After the students have returned to the rug, I will get the days journal prompt out and we will do it together on the Smartboard. A student will pass it out to everyone and we will remember to put the date on the paper, I will write it on the Smartboard, and we will take a picture and know it is done. I will then have them return to their seats, girls first and then boys; they will do their prompts while I play the Shape Song and Numbers in the Teens on YouTube and Have Fun Teaching on TeacherTube, depending on how long they need. At the end of the lesson, we will wipe tables, get our folders and pack up, one student will get out the towels while another gets out the jackets, and we will return to the rug. We will count while transitioning, then read a math book, breathe and say nap time. Then I will dismiss each student after they have said the number on the tens frame and I will turn on the music in the tape player. 5. Assessment: I will use teacher observation to assess the objective of being able to create 3Dimensional shapes using clay balls. I will be looking for if the students successfully created their shape and will also be taking note of how they decide which shape to make and how they describe their shape to me. 6. Personal Reflection: Reflections will be added after the lesson is taught.

Bonnie Maddox Kindergarten Math Unit Inspired by and Adapted from Investigations 1. Student Outcome: The students will be able to match a 3-D block to a 2-D outline of one of the block faces.

2. Standards: Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g. number of sides and vertices or corners), and other attributes (e.g. having sides of equal length). [K-G4]

3. Materials/Media/Technology: Geoblocks Geoblock Match-Up Gameboards, 1-6 (M45-M50)

4. Teaching/Learning Procedure: A). Launch of Lesson- 15 minutes; The lesson will begin with the students seated in front of the calendar. We will say the month, spell it, determine how many letters are in it, what letter it starts with, what letter it ends with, and what vowel it has. We will then determine what color goes next in the pattern, say the color, spell the color, and name the pattern. We will talk about what today is, what yesterday was, and what tomorrow is then say any birthdays or events we have. We will determine what the weather is like to add to our weather chart, add our tally marks, do our popsicle sticks and write the days in school on the receipt paper, talk about the attendance, the coins, and do our question graph. The students will then transition to the rug and count down from 10 to sit in a circle for the Smartboard activities and the mini-lesson. B). Investigation/Presentation- 40 minutes; Once the students are seated on the rug, we will do our Smartboard activities together; the all about number ones and the ten frame flash. We will take a deep breath, say math workshop, and begin our mini-lesson. We have been looking very closely at the sides, or faces, of the Geoblocks. In Matching Faces you looked for two Geoblocks that had faces that matched exactly. (I will show them with a pair of blocks.) In this next activity that we are going to do, you are going to look for another kind of match.

I will show them the Gameboards and introduce the game Geoblock Match-Up, which they will be playing with a partner.

The object of the game is to find a block that exactly matches each one of the outlines on the gameboard. [Student], will you help me demonstrate how to play the game? [Student] and I are at the same center and we are going to play Geoblock Match-Up, so we each need a gameboard and a bin of Geoblocks. (I will put the gameboards down in front of us and the Geoblocks out). Lets say I go first. Does it matter who goes first? No. So are we going to argue about who goes first? No. I reach into the bin and choose a Geoblock. (I will take out a Geoblock). Then, I try to find a face on that block that matches one of the outlines on my gameboard. Does anyone see somewhere that I could place this block on my gameboard? Remember that it needs to match exactly.

I will get suggestions from the students and encourage them to explain their choice. How do they know if the block is an exact match? When you find a match, you put it on top of the outline and leave it there. If you cannot find an outline that matches, you place your block back in the bin and it is your partners turn. We will play a couple of rounds together, me doing the first turn with everyone and my partner doing a turn while we suggest strategies to help and talk about how he/she found the match. I noticed that after [Student] picked the block, he/she turned it all around and looked at all of the difference faces. Why do you think he/she did that?

We will also talk about when you think you have a match and put it on an outline, but it does not match exactly and you have to try a different outline or different face on the same outline. Partners will keep taking turns reaching into the bin, choosing a block, and trying to place it on an outline on their gameboard. The object is for each player to find a match for all six outlines on the gameboard. Does anybody have any questions? What should we be doing during math centers? What is your job?

I will then mark off what center each student is going to, put the game in a tub, and put the record on; they will have about 15-20 minutes, during which time I will be circulating and observing or working with a small group. After 15-20 minutes, I will ring the bell and the person who got the tub out will put it up. They will count to 100 while they clean up, put their journals out, and have a seat on the rug. I will put the YouTube Big Number song on while they transition. C). Accommodations/Modifications- For students who are having difficulty finding matches, I can give them a limited set of blocks to choose from. D). Extensions/Challenges- For students who need an extra challenge, they can experiment with the blocks and see if there is more than one that fits one outline and that different blocks with congruent faces can match the same outline.

E). Closure- 20 minutes; After the students have returned to the rug, I will get the days journal prompt out and we will do it together on the Smartboard. A student will pass it out to everyone and we will remember to put the date on the paper, I will write it on the Smartboard, and we will take a picture and know it is done. I will then have them return to their seats, depending on their birthday, and they will do their prompts while I play the Shape Song and Numbers in the Teens on YouTube and Have Fun Teaching on TeacherTube, depending on how long they need. At the end of the lesson, we will wipe tables, get our folders and pack up, one student will get out the towels while another gets out the jackets, and we will return to the rug. We will count while transitioning, then read a math book, breathe and say nap time. Then I will dismiss each student after they have said the number on the finger cards and I will turn on the music in the tape player. 5. Assessment: I will assess the objective of matching a 3-D block to a 2-D outline by using teacher observation. I will look for students correctly matching the blocks with the outlines and also take note of how they approach the task and what language they use to describe and compare the shapes. 6. Personal Reflection: Reflections will be added after the lesson is taught.

Bonnie Maddox Kindergarten Math Unit Inspired by and Adapted from Investigations 1. Student Outcome: The students will be able to construct a large 3-D block by combining smaller 3-D blocks.

2. Standards: Compose simple shapes to form larger shapes. [K-G6]

3. Materials/Media/Technology: Prepared Geoblock set (8 that include K and two D) Geoblocks

4. Teaching/Learning Procedure: A). Launch of Lesson- 15 minutes; The lesson will begin with the students seated in front of the calendar. We will say the month, spell it, determine how many letters are in it, what letter it starts with, what letter it ends with, and what vowel it has. We will then determine what color goes next in the pattern, say the color, spell the color, and name the pattern. We will talk about what today is, what yesterday was, and what tomorrow is then say any birthdays or events we have. We will determine what the weather is like to add to our weather chart, add our tally marks, do our popsicle sticks and write the days in school on the receipt paper, talk about the attendance, the coins, and do our question graph. The students will then transition to the rug and count down from 10 to sit in a circle for the Smart board activities and the mini-lesson. B). Investigation/Presentation- 40 minutes; Once the students are seated on the rug, we will do our Smartboard activities together; the all about number ones and the ten frame flash. We will take a deep breath, say math workshop, and begin our mini-lesson. I will show them the prepared set of Geoblocks. Suppose I wanted to build another block just like this one. (I will hold up the largest block, K). Do you see any blocks I could put together to do that?

I will invite volunteers to try to create a replica of K by combining other blocks. We will talk about what they are trying and then when someone is successful, I will hold up the examples for everyone to see.

[Student] used these two cubes (hold up the two D blocks) to build a block that is exactly the same size as this Geoblock (hold up K). But thats not the only way to build a block that is the same as this one. We are going to add Build a Block to our tubs today and if you and your partner choose to do it, you will be seeing how many different ways you can put smaller blocks together to build the largest Geoblock. Does anyone have any questions? What should we be doing during math workshop? What is your job?

I will then mark off what center each student is going to, but Build a Block in a tub, and put the record on; they will have about 15-20 minutes, during which time I will be circulating and observing or working with a small group. After 15-20 minutes, I will ring the bell and the person who got the tub out will put it up. They will count to 100 while they clean up, put their journals out, and have a seat on the rug. I will put the YouTube Big Number song on while they transition. C). Accommodations/Modifications- For students who struggle with creating the block, they can work with a limited set of blocks chosen by me, like the ones I used in the beginning of the lesson. D). Extensions/Challenges- Students who need an extra challenge can try to build other blocks from the Geoblock set or build a wall the same height and width as a given block. If they build the wall, we will set up the largest square prism as the base and they will add other blocks or combinations of blocks to it. This will make a will make a wall that is 4cm tall and 4 cm wide, the same as the base block. E). Closure- 20 minutes; After the students have returned to the rug, I will get the days journal prompt out and we will do it together on the Smartboard. A student will pass it out to everyone and we will remember to put the date on the paper, I will write it on the Smartboard, and we will take a picture and know it is done. I will then have them return to their seats, depending on the letters in their names, and they will do their prompts while I play the Shape Song and Numbers in the Teens on YouTube and Have Fun Teaching on TeacherTube, depending on how long they need. At the end of the lesson, we will wipe tables, get our folders and pack up, one student will get out the towels while another gets out the jackets, and we will return to the rug. We will count while transitioning, then read a math book, breathe and say nap time. Then I will dismiss each student after they have said the number on the tens frame and I will turn on the music in the tape player. 5. Assessment: I will assess the objective of constructing a large 3-D block out of smaller 3-D blocks by using teacher observation. I will be looking for them successfully creating the shape and also be noting how they prove that they made an exact replica and how they go about the task. 6. Personal Reflection: Reflections will be added after the lesson is taught.

Bonnie Maddox Kindergarten Math Unit Inspired by and Adapted from Investigations 1. Student Outcomes: The students will be able to describe the overall size, shape, function, and/or features of familiar 2-D and 3-D shapes. The students will be able to construct 2-D and 3-D shapes. The students will be able to create 2-D and 3-D shapes by combining shapes.

2. Standards: Correctly name shapes regardless of their orientations or overall size. [K-G2] Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). [K-G3] Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g. number of sides and vertices or corners), and other attributes (e.g. having sides of equal length). [K-G4] Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5] Compose simple shapes to form larger shapes. [K-G6]

3. Materials/Media/Technology: Set of 2-D and 3-D shapes for Benchmark 1 Clay, Geoboard with rubber bands, and Make-a-Shape Cards for Benchmark 2 Build-a-Block and/or Fill the Hexagon for Benchmark 3

4. Teaching/Learning Procedure: A). Launch of Lesson- 15 minutes; The lesson will begin with the students seated in front of the calendar. We will say the month, spell it, determine how many letters are in it, what letter it starts with, what letter it ends with, and what vowel it has. We will then determine what color goes next in the pattern, say the color, spell the color, and name the pattern. We will talk about what today is, what yesterday was, and what tomorrow is then say any birthdays or events we have. We will determine what the weather is like to add to our weather chart, add our tally marks, do our popsicle sticks and write the days in school on the receipt paper, talk about the attendance, the coins, and do our question graph. The students will then transition to the rug and count down from 10 to sit in a circle for the Smart board activities and the mini-lesson.

B). Investigation/Presentation- 40 minutes; Once the students are seated on the rug, we will do our Smartboard activities together; the all about number ones and the ten frame flash. We will take a deep breath, say math workshop, and begin our mini-lesson. Student volunteers will bring tubs 1-4 to the rug and we will review what is in each of them and the activities that they are doing. We will not be adding anything new to the tubs during this lesson, which will be an End-of-Unit Assessment. I will explain that as they are working at their centers, I will be meeting individually with them. I will then mark off what center each student is going to and put the record on; they will have about 15-20 minutes, during which time I will be meeting individually with the students who I have identified as not yet meeting one or more of the benchmarks. For Benchmark 1, describing the shapes, I will display a set of 2-D and 3-D shapes that can include pattern blocks, attribute blocks, Geoblocks, and Geometeric solids. I will choose a shape and ask them to describe it. How would you describe that shape? If you wanted to tell someone what it looked like or felt like, what would you say? What does it look like? Is there anything in our classroom that is that shape? What would you use something like that for? What would you do with the shape? What can you tell me about the sides of the shape? What about the corners?

For Benchmark 2, constructing the shapes, I will show students the ball of clay and Geoboard. We will also have shapes for them to refer to and Make-a-Shape Cards. They will use the clay or Geoboard to make a shape. I will ask them what shape they made and if they can describe their shape. I can also ask them to make a particular type of shape. For Benchmark 3, making 2-D and 3-D shapes by combining shapes, the students will play Fill the Hexagon and/or Build a Block with me. After 15-20 minutes, I will ring the bell and the person who got the tub out will put it up. They will count to 100 while they clean up, put their journals out, and have a seat on the rug. I will put the YouTube Big Number song on while they transition. C). Accommodations/Modifications- For students who have difficulty describing their shape, I can ask questions such as the ones listed above for additional support. I can also question them about the steps in constructing the shapes and how they check to make sure they have made an exact replica or filled the hexagon. D). Extensions/Challenges- Students who need an extra challenge will continue working at the centers on the extension activities listed in the previous lessons. E). Closure- 20 minutes; After the students have returned to the rug, I will get the days journal prompt out and we will do it together on the Smartboard. A student will pass it out to

everyone and we will remember to put the date on the paper, I will write it on the Smartboard, and we will take a picture and know it is done. I will then have them return to their seats, boys first then girls, and they will do their prompts while I play the Shape Song and Numbers in the Teens on YouTube and Have Fun Teaching on TeacherTube, depending on how long they need. At the end of the lesson, we will wipe tables, get our folders and pack up, one student will get out the towels while another gets out the jackets, and we will return to the rug. We will count while transitioning, then read a math book, breathe and say nap time. Then I will dismiss each student after they have said the number on the tens frame and I will turn on the music in the tape player. 5. Assessment: I will meet with the students individually, as described above, and use observation and discussion to assess the objectives. For Benchmark 1, describing the shapes, I will be looking for the students being able to describe the shapes size, overall shape, function, and attributes. For Benchmark 2, constructing the shapes, I will be looking for if the students successfully made their shape, paid attention to the attributes of the shape, and described their shape. For Benchmark 3, making the shapes by combining smaller shapes, I will be looking for the students combining the shapes and accurately filling in the outline or building an exact replica. 6. Personal Reflection: Reflections will be added after the lesson is taught.

Bonnie Maddox Kindergarten Math Unit Inspired by and Adapted from Investigations 1. Student Outcomes: The students will be able to describe the overall size, shape, function, and/or features of familiar 2-D and 3-D shapes. The students will be able to construct 2-D and 3-D shapes. The students will be able to create 2-D and 3-D shapes by combining shapes.

2. Standards: Correctly name shapes regardless of their orientations or overall size. [K-G2] Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). [K-G3] Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g. number of sides and vertices or corners), and other attributes (e.g. having sides of equal length). [K-G4] Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5] Compose simple shapes to form larger shapes. [K-G6]

3. Materials/Media/Technology: Set of 2-D and 3-D shapes for Benchmark 1 Clay, Geoboard with rubber bands, and Make-a-Shape Cards for Benchmark 2 Build-a-Block and/or Fill the Hexagon for Benchmark 3

4. Teaching/Learning Procedure: A). Launch of Lesson- 15 minutes; The lesson will begin with the students seated in front of the calendar. We will say the month, spell it, determine how many letters are in it, what letter it starts with, what letter it ends with, and what vowel it has. We will then determine what color goes next in the pattern, say the color, spell the color, and name the pattern. We will talk about what today is, what yesterday was, and what tomorrow is then say any birthdays or events we have. We will determine what the weather is like to add to our weather chart, add our tally marks, do our popsicle sticks and write the days in school on the receipt paper, talk about the attendance, the coins, and do our question graph. The students will then transition to the rug and count down from 10 to sit in a circle for the Smart board activities and the mini-lesson.

B). Investigation/Presentation- 40 minutes; Once the students are seated on the rug, we will do our Smartboard activities together; the all about number ones and the ten frame flash. We will take a deep breath, say math workshop, and begin our mini-lesson. Student volunteers will bring tubs 5-8 to the rug and we will review what is in each of them and the activities that they are doing. We will not be adding anything new to the tubs during this lesson, which will be an End-of-Unit Assessment. I will explain that as they are working at their centers, I will be meeting individually with them. I will then mark off what center each student is going to and put the record on; they will have about 15-20 minutes, during which time I will continue meeting individually with the students who I have identified as not yet meeting one or more of the benchmarks. For Benchmark 1, describing the shapes, I will display a set of 2-D and 3-D shapes that include pattern blocks, attribute blocks, Geoblocks, and Geometeric solids. I will choose a shape and ask them to describe it. How would you describe that shape? If you wanted to tell someone what it looked like or felt like, what would you say? What does it look like? Is there anything in our classroom that is that shape? What would you use something like that for? What would you do with the shape? What can you tell me about the sides of the shape? What about the corners?

For Benchmark 2, constructing the shapes, I will show students the ball of clay and Geoboard. We will also have shapes for them to refer to and Make-a-Shape Cards. They will use the clay or Geoboard to make a shape. I will ask them what shape they made and if they can describe their shape. I can also ask them to make a particular type of shape. For Benchmark 3, making 2-D and 3-D shapes by combining shapes, the students will play Fill the Hexagon and/or Build a Block with me. After 15-20 minutes, I will ring the bell and the person who got the tub out will put it up. They will count to 100 while they clean up, put their journals out, and have a seat on the rug. I will put the YouTube Big Number song on while they transition. C). Accommodations/Modifications- For students who have difficulty describing their shape, I can ask questions such as the ones listed above for additional support. I can also question them about the steps in constructing the shapes and how they check to make sure they have made an exact replica or filled the hexagon. D). Extensions/Challenges- Students who need an extra challenge will continue working at the centers on the extension activities listed in the previous lessons. E). Closure- 20 minutes; After the students have returned to the rug, I will get the days journal prompt out and we will do it together on the Smartboard. A student will pass it out to

everyone and we will remember to put the date on the paper, I will write it on the Smartboard, and we will take a picture and know it is done. I will then have them return to their seats depending on the colors they are wearing and they will do their prompts while I play the Shape Song and Numbers in the Teens on YouTube and Have Fun Teaching on TeacherTube, depending on how long they need. At the end of the lesson, we will wipe tables, get our folders and pack up, one student will get out the towels while another gets out the jackets, and we will return to the rug. We will count while transitioning, then read a math book, breathe and say nap time. Then I will dismiss each student depending on their favorite dessert and I will turn on the music in the tape player. 5. Assessment: I will meet with the students individually, as described above, and use observation and discussion to assess the objectives. For Benchmark 1, describing the shapes, I will be looking for the students being able to describe the shapes size, overall shape, function, and attributes. For Benchmark 2, constructing the shapes, I will be looking for if the students successfully made their shape, paid attention to the attributes of the shape, and described their shape. For Benchmark 3, making the shapes by combining smaller shapes, I will be looking for the students combining the shapes and accurately filling in the outline or building an exact replica. 6. Personal Reflection: Reflections will be added after the lesson is taught.