Mrs. Ignaski’s Math Class: Chapter Information and Home Activities

1. K3 Mrs. Ignaski’s Math Class • On the following slides, you will find some information on each chapter. Please keep in mind that I rearrange the chapters due to classroom need. Home activities will be added once we begin that chapter. However, I thought it would be nice to share with you the vocabulary, and learning targets for the entire year.

2. What Your Child Will Learn in Chapter 1: Numbers 0-5 “How do we show how many?” • What my child should be able to do… • Given a number 0-5, count out that many objects • Using matching or counting skills, compare groups of objects to determine which is (greater than, less than, equal to) • Write numbers 0-5 with correct formation • When counting objects, say the number names in order, pairing each object with one and only one number name and each number with one and only one object. • Understand that each successive number name refers to a quantity that is one larger • Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. • Count to answer how many Vocabulary count number one two three four five zero equal to greater than less than Strategy: Draw a Diagram • Activities at home!!! • I spy numbers • Write your name and a family member’s name. How many letters are in your name? How many are in your family member’s name? Which has more? • Look through a store ad, and cut out the numbers. Glue them in order • Grab a handful of an item, cereal etc. Estimate how many pieces you grabbed. Count them. Was your answer close • Write numbers in shaving cream, sand, using cereal pieces

3. What Your Child Will Learn in Chapter 2: Numbers to 10 “What do numbers tell me?” • What my child should be able to do… • Given a number 0-10, count out that many objects • Using matching or counting skills, compare groups of objects to determine which is (greater than, less than, equal to) • Write numbers 0-10 with correct formation • When counting objects, say the number names in order, pairing each object with one and only one number name and each number with one and only one object. • Understand that each successive number name refers to a quantity that is one larger • Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. • Count to answer how many • Compare two numbers between 1-10 presented as written numerals • Count on: Start at a given number and counting forward from that number Vocabulary six seven eight nine ten ordinal numbers (1st – 10th) equal to greater than less than Strategy: Act it Out • Activities at home!!! • Place objects and order and describe their placement • Scatter objects and count

4. What Your Child Will Learn in Chapter 3: Numbers Beyond 10 “How can I show numbers beyond 10 ?” • What my child should be able to do… • Count up to 20 scattered objects • Count objects in a line or an array up to 20 • Count objects pairing one number name to one object • Understand that the last object counted is the total number of objects regardless of arrangement • Understand that the next number refers to a quantity of one larger • Given a number 1-20 count out that many objects • Using matching or counting sills, compare groups of objects to determine which is (greater than, less than, equal to) • Compare two written numbers between 1-20 • Count up from any given number • Count to 100 by 1’s, 5’s, and 10’s • Write numbers 1-20 • Compare two numbers between 1-20 as written numerals • Write numbers by 5’s and 10’s to 100 Vocabulary eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty ones and tens Strategy: Draw a Diagram

5. What Your Child Will Learn in Chapter 4 & 7: Compose and Decompose Numbers “How can we show numbers in another way ?” • What my child should be able to do… • Count objects in a line or an array up to 20 • Identify the ones column and the tens column • Identify even numbers • Identify odd numbers • Given a number 1-9, find the number that makes 10 when added • Decompose numbers less than 10 into pairs in more than one way and record the pairs by drawing or writing the equation (part-part-whole) • Understands that numbers are made up of 10’s and 1’s • Compose numbers 11-19 • Decompose numbers 11-19 Vocabulary Part-part-whole frame Decompose- Breaking a number apart (For example: 15=8+7) Compose- putting numbers together to make a new number place value- The value of the place of the digit in the number (for example: in 27, 2 is in the 10’s place and is worth 20) join take apart Strategy: Act it Out • Activities at home!!! • Use a popsicle stick to represent a ten and beans to represent ones. Using a deck of cards, give your child a 10 card, and draw another number card, then add the numbers together to show the number with sticks and beans • Walk from one end of the kitchen to the other and count how many steps, then show how many steps were taken with sticks and beans

6. What Your Child Will Learn in Chapter 5: Addition “How can I use objects to add?” Vocabulary Plus sign Equal sign equation add Join in all Word problem Strategy: Write a number sentence • What my child should be able to do… • When given a number count or draw that many objects • Understand last object counted is total number of objects regardless of arrangement • Can represent an addition problem by using objects, drawings, acting it out or equations • Can solve addition word problems within 10 by using objects or drawings to represent problem. • Fluently add to 5 (Solve five addition problems in 2 minutes) • Represent addition in many ways

7. What Your Child Will Learn in Chapter 6: Subtraction “How can I use objects to subtract?” Vocabulary minus sign Take away Are left Subtract Equal sign equation Word problem Strategy: Write a number sentence • What my child should be able to do… • Represent subtraction in many ways • Solve a subtraction word problem within 10 • Fluently subtract within 5 (Solve 5 subtraction problems within 2 minutes) • Count objects or draw a picture to represent a number • Understand that the previous number refers to a quantity of one less • Represent a subtraction problem by using objects, drawings, acting it out or equation • Can solve subtraction word problems within 10 by using objects or drawings to represent problem

8. What Your Child Will Learn in Chapter 8: Measurement “How do I describe and compare objects by length, height, and weight?” • What my child should be able to do… • Describe measureable attributes of an object such as length, height, or weight • Sort objects into categories; count the numbers of objects in each category • Compare measureable attributes of more than one object • Taller/shorter • Lighter/heavier • Longer/shorter Vocabulary Compare Length Shorter Taller Height Longer Weight Heavier Lighter Capacity Holds less Holds more Non-standard units of measurement- Any real item that can be used to measure. EX: paperclips, cookies, pennies, or yarn Strategy: Guess, Check, and Revise • Activities at home!!! • Trace your foot with chalk outside. Trace a friend’s or family member’s foot too. Which is longer? • Sort a bag of skittles or other candy by color. Count each color. Which color has the most? Which color has the least? • Get three different cups. Put them in order from shortest to tallest. • Sort the mail by name. Who has the least amount of mail? Who has the most amount of mail? • Find 3 objects in the home that are longer than your shoe.

9. What Your Child Will Learn in Chapter 9 & 10: Classify Objects and Positions “How do I sort objects?” “How do I identify positions?” • What my child should be able to do… • Classify objects • Sort objects • Can describe objects by using positional words such as: • Above • Below • Beside • In front of • Behind • Next to • Between Vocabulary Alike Different Sort Size Shape Above Below In front of Behind Next to Beside Strategy: Use logical Reasoning and Act it Out Activities at home!!!

10. What Your Child Will Learn in Chapter 11: Two- Dimensional Shapes “How can I compare shapes?” • What my child should be able to do… • Identify plane or “flat” shapes as two-dimensional • Model shapes in the world by building or drawing shapes • Identify 2D shapes regardless of size or orientation: • Square • Circle • Triangle • Hexagon • Rectangle • Can build shapes • Can compose simple shapes to form larger ones Vocabulary Square Rectangle Vertex Side Circle Triangle Round Straight Hexagon Create shapes Strategy: Use logical Reasoning • Activities at home!!! • Look around your home flat two-dimensional shapes • Look around your home for circles. Count them and record how many you found • Use bendy straw, toothpicks, or pipe cleaners to make as many shapes as you can.

11. What Your Child Will Learn in Chapter 12: Three- Dimensional Shapes “How do I identify and compare three-dimensional shapes?” • What my child should be able to do… • Classify objects • Sort objects • Identify shapes as being 2D or 3D • Identifies a solid shape as three-dimensional • Compare 2D and 3D shapes by talking about sides, corners and side lengths • Can build shapes • Can compose simple shapes to form larger ones • Model shapes in the world by building and drawing shapes • Correctly identify shapes: • Cube • Cone • Sphere • Cylinder • Pyramid • Rectangular prism Vocabulary Sphere Pyramid Rectangular Prism face Cube Cylinder Cone Roll Stack Slide Strategy: Act it Out! • Activities at home!!! • Look around your home flat two-dimensional shapes • Look around your home for circles. Count them and record how many you found • Use bendy straw, toothpicks, or pipe cleaners to make as many shapes as you can.