Kindergarten Standards-Based Print Unit 1
Kindergarten Standards-Based Unit 1 (Numbers Level 1) will help your students anchor the numbers, quantities, and number/quantity relationships using a comprehensive assortment of hands-on activities and pictorial representations, including TouchMath numbers. You will encourage active student involvement at each step as the unit progresses easily from one step to the next with reinforcement built in.
Print program only. Does not include digital access to Green Editions or TouchMath PRO.
The secret to reaching all of your different learners is simple: Engage all of their senses. Give every child an equal opportunity to master concepts, whether they learn best by seeing, saying, hearing, or touching. The manipulatives, pictures, and problems on the reproducible pages in this unit are intertwined to help you reach children of every learning style. Each carefully-organized set of activities provides success before the next steps are undertaken, making it even easier for you to engage and advance your early learners.
Module 1: Representing 0-3
This module focuses on counting to 100 by ones and tens. It offers a variety of experiences with counting by ones as students count while tracing the numbers, finishing dot-to-dot pictures, and finding their way through mazes. Children will also get practice counting forward from a given number in a sequence and identifying numbers that do not belong in a sequence. The counting practice progresses to counting to 100 by tens. Module 1 provides a good foundation for the activities in the following modules.
Module 2: Representing 4-5
This module focuses on representing numbers using manipulatives. It extends the counting from module 1 and provides hands-on experiences using the optional TouchShapes or other classroom counters to represent a number of objects and associate with a written number. Number lines are displayed at the top of the pages to reinforce the sequence of numbers. Consistent use of these number lines contributes to understanding that as the numbers increase, the quantities become larger. Frequent reviews are included to ensure comprehension.
Module 3: Comparing
This module focuses on writing and comparing numbers. It builds on the foundation that was started in modules 1 and 2. Students continue using activities to associate groups of objects and numbers. These activities incorporate the use of pictures, moving gradually from manipulatives into more abstract representations. Practice writing the numbers is also emphasized. Visual cues are used to indicate where to start, the direction to go from the starting point, and how to form the number. Dotted lines for tracing are provided. Additionally, students begin to compare groups of objects and their numbers.
Module 4: Addition
This module focuses on adding using manipulatives and pictures. The activities incorporate the learning in the previous modules, especially multiple representations of number. The learning is scaffolded in that it shows the combining of groups of objects, the transfer of this concept to using TouchPoints, and the reinforcement of counting the quantities to find the total. The objective of the module is for students to see the quantities connected to the numbers in addition. This is accomplished by showing pictures apart from the numbers and on the numbers.
Module 5: Subtraction
This module focuses on subtracting using manipulatives and pictures. The activities incorporate the learning in the previous modules, especially multiple representations of number. The learning is scaffolded in that it shows the combining of groups of objects, the transfer of this concept to using TouchPoints, and the reinforcement of counting the quantities to find the total.
Module 6: Addition and Subtraction
This module focuses on adding and subtracting using manipulatives and pictures. The activities within present a basic introduction to the relationship between addition and subtraction. Laddering of the conceptual approach is further developed based on the activities used in Module 5. The emphasis is on taking away from the whole, transferring this concept to using TouchPoints on both the minuend and subtrahend to identify the quantity that remains, and reinforcing the counting of the quantities to find how many are left.