1. Unit and Lesson Plan
Ethan Szyszko

2. Kindergarten- Mathematics
Number Sense
Purpose
Description of the Students in the Class
Approximate Length of Time for the Unit
Prerequisite Skills

3. Standards Covered
2.1.K.A: Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20.
2.1.K.B: Represent equivalent forms of the same number through the use of pictures and concrete objects (including penny, nickel, and dime), up to 20.
2.1.K.C: Use concrete objects, drawings, diagrams or models to group objects into sets of ten; separate objects into equal parts.
2.1.K.D: Use concrete objects to demonstrate regrouping ones to tens, with adult assistance.
2.1.K.E: Recognize even and odd number patterns.
2.1.K.F: Use concrete objects to solve addition and subtraction problems.

4. Week 1 (2.1.K.A)- - Demonstrate the relationship between numbers and quantities, including rote counting, one-to-one correspondence, and counting by tens, and comparing values of whole numbers up to 20.
Day 1: To understand the concept of counting.
Class discussion.
“Mouse Count” introducing concept
SMART board

5. Day 3: To practice counting from 0-20.
Number cards and buttons (in pairs)
Will be used as a Formative Assessment.
Trace The Numbers worksheets (0-20)
Day 5: To understand how to compare values of whole numbers up to 20.
Stacking cubes: more or less than
Exit Ticket: Index card- more or less than

6. Day 6- To represent numbers using pictures.
Week 2- (2.1.K.B)- Represent equivalent forms of the same number through the use of pictures and concrete objects (including penny, nickel, and dime), up to 20.
Day 6- To represent numbers using pictures.
Review
Ladybug, Flower

7. Day 7- To represent numbers 0-10 using ten frames.
Review Activity
Ten Frame Game
3565
Ten Frame Practice
Day 9- (Lesson Plan)- To identify the penny, nickel, dime and their values.
Play money, Pictures
Anchor chart
“Coin Song”
Show Me The Money

8. Procedure
10:00am-10:05am: The teacher will display large pictures of the penny, nickel and dime on the SMART board. As a class, the students will describe each coin and the teacher will use their responses to create an anchor chart (colors, sizes, front and back images, value).that will be displayed in the room.
10:05am-10:10am: Teacher will distribute one of each coin in play money to each student. The students will then be given time to work in their pairs to examine the coins and discuss it with their partners.
10:10am-10:20am- The students will then pair up and play Show Me the Money, a game where one student will describe the coin while the other, facing the other direction, tries to guess which coin it is. The students will switch roles so that each one guesses and describes twice.
10:20am-10:25am- Teacher will play the “Coin Song” video on YouTube which focuses on the coin’s values.

9. 10:25am-10:30am- Students will then be given base ten blocks to represent each coin (single for a penny, five connected for a nickel, ten connected for a dime). First, the students will be asked to pair each block with it’s corresponding coin.
10:30am-10:40am- Students will then be given multiples of each coin and base ten blocks. Students will then be instructed to combine multiple blocks/coins to equal one of the larger valued coins. The students will start by using pennies to equal a nickel, nickels to equal a dime and pennies+nickels to equal a dime. This lesson will draw upon their one-to-one correspondence when it comes to monetary values.
10:40am-10:45am- Teacher will introduce the “School Store” activity. In this activity the students will each be given 10 pennies, two nickels and a dime. Teacher will have a box of stationary materials that includes pencils, erasers and stickers. Each of these items will be marked with a price (less than twenty cents).
10:45am-11:00am- The students will be asked to go to the “store” one by one and purchase one item using the money they were given. The process will be dictated by the teacher. (Example: “Mary selected an eraser. How much does this eraser cost?” “Fifteen cents.” “Very good! Now can you show me one way to make fifteen cents using the money that you have in your hand? Is there another way you could have made fifteen cents? How much change do you have left?”)

10. Materials: Resources: References: Technology: Assessment:
close-up pictures of the penny, nickel and dime, poster board for anchor chart and different colored markers to write with, coins- pennies, nickels, dimes, “Coin Song” video, base ten blocks.
Resources:
SMART board, class-made anchor chart, “Coin Song” YouTube video,
 References:
Coin song.wmv. (n.d.). Retrieved April 07, 2015, from
 Technology:
SMART board
Assessment:
Teacher will use the “School Store” as a formative assessment to gauge student understanding.

11. Week 3- (2.1.K.E)- To recognize even and odd number patterns.
Day 13- To identify even and odd numbers.
“The Odds Get Even”
Dice game
Day 14- To recognize even and odd number patterns.
Circle the numbers on the number line.
Describe patterns.

12. Day 15- To recognize even and odd number patterns.
B-I-N-G-O
Color the number line
Exit ticket- students will be given an index card with a number on it. They will be asked to put the card in a pile labeled even or odd on their way out of the classroom.

13. Day 16- To demonstrate regrouping ones to tens with adult assistance
Week 4- (2.1.K.D)- Use concrete objects to demonstrate regrouping ones to tens, with adult assistance. (2.1.K.F)- Use concrete objects to solve addition and subtraction problems. (2.1.K.C)- Use concrete objects, drawings, diagrams or models to group objects into sets of ten; separate objects into equal parts.
Day 16- To demonstrate regrouping ones to tens with adult assistance
Count Objects in Groups of Ten video
3565
Base ten blocks

14. Day 17- To use concrete objects to solve addition problems.
Review addition: group activity
Button activity
Day 20- To separate objects into equal parts.
Group activity
Base ten blocks