Printed in the U.S.A. - · PDF filePrinted in the U.S.A. Lesson 1 Analyzing p. 2 Evaluating p. 2 † Teacher Handwriting Chart 1 Applying p. 2 Higher-Order Thinking Skills count number

Copyright © 2008 by HMH Supplemental Publishers Inc. and Nancy Larson All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individuals using the corresponding student's textbook or kit as the major vehicle for regular classroom instruction to photocopy entire pages in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 South Park Center Loop, Orlando, Florida 32819. Printed in the U.S.A.

Lesson

1

Analyzing p. 2

Evaluating p. 2

Applying p. 2

Higher-Order Thinking Skills

count number

Mathematical Language††

See Section Overview 1

Extensions and Enrichment

Saxon Math K 1© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

L E S S O N

1Saxon Math K

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Exploring Teddy Bear Counters

Lesson Preparation

materials • teddy bear counters • baskets or open containers for teddy bears • Teacher Handwriting Chart 1 • Parent Letter †

• Handwriting Parent Letter/Handwriting Practice 1

the night before • Sign the Parent Letter and the Handwriting Parent Letter.

in the morning ‡

• Before beginning the lesson, establish a signal that children will recognize to mean stop working, look at you, and listen. Some teachers turn off the lights as a signal. Others use a small bell or raise a hand. Practice the signal with the children before handing out materials.


New Concept Gaining Knowledge: a Mathematical Conversation

* Seat children in a semicircle on the floor so that all children can easily see you and one another. You will need to establish appropriate sitting positions.

* Discuss with the children the importance of raising their hands to participate and of listening to one another. Begin the discussion with a statement such as “When we listen to others, we look at them, we sit quietly while they’re speaking, and we wait until they finish speaking to raise our hands.”

† The Parent Letter may be given to parents during orientation or open house, or may be sent home with children anytime during the first two weeks of school. Both English and Spanish Parent Letters are found in the Home Connections booklet, and on the Resources and Planner CD.

‡ If you teach two half-day classes, activities under the in the morning section of the lesson preparation box may need to be repeated for your afternoon class.

†† Red words are new; black words are maintained.

The comprehensive list of TEKS for Lesson 1 can be found in Section Overview 1.

Texas Essential Knowledge and Skills

(K.8)(A) describe an object by its attributes using informal language

Handwriting Practice: (K.6)(B)

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* If a child answers incorrectly during a lesson, encourage the child by saying “Good try,” “That was close,” or a similar phrase. It is important that children be willing to participate and risk offering a possibly incorrect answer.

“Today you will learn about a new math material.”

Teddy BearCounters

* Place a handful of teddy bear counters in front of you.

“What are these?” teddy bears “What can you tell me about them?”

“I’m going to give each of you some teddy bears to use.”

“When I give the signal, everyone is to freeze.”

“When you freeze, you will stop working, look at me, and listen.”

* Designate the signal and practice freezing before distributing teddy bear counters.

> Quickly distribute a handful of teddy bear counters to each child.

* Allow 3–5 minutes for the children to use the teddy bear counters. Circulate around the room as the children work.

* Give children the following 1-minute warning before giving the signal to freeze:

“We are going to stop in another minute, so finish what you are working on.”

* Give the signal to freeze. Wait until all children stop working.

“We will use the teddy bears again, but we need to put them away now.”

“When I call your name, pick up your teddy bears, and put them in a basket.”

* Place baskets of teddy bear counters within easy reach of the children.

* Call children four at a time to put teddy bear counters in the baskets.

Handwriting Practice Building a Strong Foundation

* Note: Handwriting practice may be completed at another time of the day.

Teacher Handwriting

Chart 1

✁

“Come straight down and that is all.” (3 times)“That’s how we write the number one.”

MK(3e)-THC-01 © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

Teacher Handwriting Chart 1

Saxon Math K (first used in Lesson 1)

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* Post Teacher Handwriting Chart 1 on a chart stand or the wall.

“What is the first number we say when we count?” 1 * Point to the large 1 on the Teacher Handwriting Chart.

“This is what the number 1 looks like when we write it.”

“I will sing it for you.”

* Point to the starting dot on the 1. Keep your arm straight and point with two fingers. (Do not bend your elbow.) Trace the 1 three times as you sing the verse to the tune of “Skip to My Lou.” Make sure the children are able to see the chart.

“Come straight down and that is all.” (3 times)

“That’s how we write the number one.”


Lesson 1


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“Let’s sing the number song for 1 together.”

* Stand 3–6 feet from the Teacher Handwriting Chart, and point toward the 1 on the chart. Keep your arm straight and point with two fingers. (Do not bend your elbow.) Make a large 1 three times as you sing the verse with the children.

“When I hold my arm straight, I can write very large numbers. This will help me remember how to write the numbers.”

“Now you will have a chance to practice writing a 1 in the air as I did.”

“This is called ‘skywriting.’ “

“Stand up and turn toward the chart.”

“Hold up the hand you use to color.”

“Make your arm straight.”

“Lock your elbow and don’t let it bend.”

“Hold out your first two fingers, and point to the black dot on the number 1.”

“The black dot is where we start.”

“Let’s sing the verse as we skywrite a 1.”

* Model for the children as you say the directions together.

* Repeat one or two more times.

“Why are we skywriting large numbers?” because it will help us learn how to write the numbers

Handwriting Parent Letter/

Handwriting Practice 1

Dear Parent,Handwriting practice is part of your child’s math program. Numeral formation is initially taught using large body movement. Do not expect perfect handwriting from your child at this time, but rather focus on the correct movements.

Before we write on paper, we will “skywrite” numbers to practice their correct formations. “Skywriting” is using an arm extended in front of the body to practice the writing motion. When skywriting, it is important to keep the arm straight, without bending the elbow, and to point with the index and middle fingers.

You can help your child practice handwriting at home. Each number has a verse that can be sung to the tune of “Skip to My Lou.” The verses are printed below the large numbers that appear on the back of the first several Lesson Practice sheets. Attach each number to the refrigerator, a bulletin board, or a door. Have your child stand 2–3 feet away and skywrite as you sing the verse together. A black dot shows each digit’s starting point, and an arrow shows the direction to go. When all the numbers 0–9 have been introduced, a complete list of all the verses will be sent home.

Many children benefit from additional handwriting practice. One way you can provide this practice is to take turns with your child using a finger to trace numbers on each other’s back, in a shallow box filled with salt or sand, or in a shallow baking pan covered with shaving cream as you sing the verses.

Difficulty holding a pencil or coloring is normal for many kindergarten children. Fine motor skills will improve as your child becomes older. At this age your child needs to learn the proper formation of numbers so that in the future his or her handwriting will be neat and clear.

Sincerely,

MK(3e)-HPL-001a www.saxonpublishers.com © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

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> Distribute Handwriting Parent Letter/Handwriting Practice 1 for the children to take home.


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Handwriting Practice

© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.MK(3e)-LP-001b

Saxon Math K (for use with Lesson 1)

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Parent: Sing the verse above to the tune of “Skip to My Lou” as your child uses a finger to trace the 1. Repeat two more times.


1

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Lesson

2

Understanding p. 1

Analyzing p. 2

Creating p. 2


number

Mathematical Language

See Section Overview 1Math Center Activity 1



L E S S O N

2Saxon Math K

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Lesson Preparation

materials • teddy bear counters • Lesson Practice 2/Handwriting Practice 2 • Teacher Handwriting Charts 1 and 2

materials for math center activity 1• basket of teddy bear counters



* Review with the children the signal you have established to indicate that they are to stop working, look at you, and listen.

* Seat children in a semicircle on the floor so that all children can easily see you and one another. Review appropriate sitting positions.



Teddy BearCounters

“We are going to use teddy bears again today.”

“What do we need to remember when we use teddy bears?”

* Elicit suggestions such as “Freeze when the teacher gives the signal,” “Handle them carefully,” and “Put away the teddy bear counters when we finish.”




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“What colors are the teddy bears?” red, green, yellow, and blue “What could we do with our teddy bears?”

* Ask children for suggestions.

“I will give each of you a handful of teddy bears.”

* Use a child’s suggestion or the following direction:

“Let’s line up our teddy bears to take a walk.”

> Quickly distribute a handful of teddy bear counters to each child.

* Allow 3–5 minutes for the children to work. Circulate around the room as the children work.



* Give the signal to freeze.

“Now we will stop working.”

* Wait until all children stop working.

“Put your hands in your lap.”

“Let’s look at how (child’s name)’s bears are walking.”

* Repeat, looking at several children’s teddy bear counters.

“We will use the teddy bears again, but we need to put them away now.”

“When I call your name, pick up your teddy bears, and put them in a basket.”


* Call children four at a time to put teddy bear counters in the baskets.

* Optional: If desired, introduce Math Center Activity 1 at this time.

Lesson Practice Extending the New Learning

* Note: The Lesson Practice can be completed as a whole-group activity immediately following the lesson or at a different time of the day. It can also be completed as a small-group activity under your direction or the direction of a teacher assistant. Teachers of half-day kindergarten classes may choose to send the Lesson Practice home for children to complete with their parents.

* Seat children at tables.Lesson

Practice 2/ Handwriting

Practice 2

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> Distribute Lesson Practice 2/Handwriting Practice 2.

* Place a basket of teddy bear counters on each table.

“Write your name on the line at the top of the paper.”


Lesson

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* Encourage children to write as many letters from their names as possible. If a child is unable to write his or her name, write the child’s name on the paper.

* Read aloud the directions on the Lesson Practice paper. Circulate and check the children’s papers as they work.

* Send the paper home for parent review.


* Note: Handwriting Practice may be completed at another time of the day.

Teacher Handwriting

Charts 1 and 2



© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

“Curl around and slide to the right.” (3 times)“That’s how we write the number two.”

MK(3e)-THC-02

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* Post Teacher Handwriting Charts 1 and 2 on a chart stand or the wall.

“(Yesterday) we learned how to write the number 1.”

“Let’s sing our song as we practice skywriting the number 1.”




“Remember to lock your elbow, and don’t let it bend.”

“Hold out your first two fingers, and point to the black dot on the number 1.”

“Remember, this is where we start.”

* Skywrite the number 1 on the chart as you sing the verse for the number 1 with the children.

“Today we will learn how to write the number 2.”

* Point to the large 2 on the chart.


“Watch what I do as I sing the song for the number 2.”

* Point to the starting dot on the 2. Keep your arm straight and point with two fingers. (Do not bend your elbow.) Trace the 2 three times as you sing the verse to the tune of “Skip to My Lou.” Make sure the children are able to see the chart.

“Curl around and slide to the right.” (3 times)

“That’s how we write the number two.”

“Let’s sing the song for 2 together.”

* Move 3–6 feet from the chart and point toward the 2. Make a large 2 three times as you sing the verse with the children.

“Now you will have a chance to practice skywriting a 2.”

“Point to the black dot on the number 2.”


* Model for the children as you sing the verse with them.

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Math Center Activity Working Together to Explore, Practice, and Extend

Activity 1: Free Exploration of Teddy Bear Counters * Note: Math center activities are suggested activities that allow for

individual exploration and practice. They can be introduced at the end of a lesson or at another time of day. Since there are more activities than you may have time for, choose the activities you think will most benefit the children in your class. For information about math centers, refer to the Overview in the Math Center Activities booklet.

“You will be able to use teddy bears in the math center.”

* Note: Materials should not be put in the math center until after they have been introduced in a group lesson.

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MK(3e)-LP-002b © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

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Lesson

3 Analyzing p. 2

Creating p. 2

Applying p. 2


number


See Section Overview 1Math Center Activity 1



L E S S O N

3Saxon Math K

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Exploring Pattern Blocks

Lesson Preparation

materials • pattern blocks †

• baskets or open containers for pattern blocks • Teacher Handwriting Charts 1–3 • Lesson Practice 3/Handwriting Practice 3




* Seat children in a semicircle on the floor so that all children can easily see you and one another.



“(Yesterday) we used teddy bears.”

“Today you will learn about a math material called ‘pattern blocks.’ “

† Outlines of pattern blocks are also available on the Resources and Planner CD.




Lesson Practice: (K.6)(B)


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PatternBlocks

* Place two handfuls of pattern blocks in front of you.

“What can you tell me about pattern blocks?”

“What do you think we could do with them?”


“I’m going to give each of you some pattern blocks.”

“Use your pattern blocks to make something.”

“Remember, when I give the signal, everyone is to freeze.”

> Quickly distribute a handful of pattern blocks to each child.

* Allow 5–10 minutes for the children to use the pattern blocks. Circulate around the room as the children work.




“We will use the pattern blocks again, but we need to put them away now.”

“When I call your name, pick up your pattern blocks, and put them in a basket.”

* Place baskets of pattern blocks within easy reach of the children.

* Call children four at a time to put pattern blocks in the baskets.


* Today’s Lesson Practice is a parent activity.



Teacher Handwriting

Charts 1–3

✁

“Halfway around and around again.” (3 times)“That’s how we write the number three.”




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* Post Teacher Handwriting Charts 1–3 on a chart stand or the wall.

“We’ve learned how to write the numbers 1 and 2.”

“Let’s sing our number song for the numbers 1 and 2.”




“Remember to lock your elbow, and don’t let it bend.”

“Hold out your first two fingers, and point to the black dot on the number.”

“Remember, this is where we start.”

* Point to the number on each Teacher Handwriting Chart as you sing each verse with the children.



Lesson 3


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* Point to the starting dot on the 3. Keep your arm straight and point with two fingers. (Do not bend your elbow.) Trace the 3 three times as you sing the following:

“Halfway around and around again.” (3 times)

“That’s how we write the number three.”







Lesson Practice 3/


Lesson Practice


© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.MK(3e)-LP-003a

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Name

CountingPractice

Parent: Play a hide-and-seek gamewith your child using a stuffed animal or toy.

Slowly count to 10 with your child as youhide the toy in the room.

Have your child search for the toy.Take turns hiding and searching

for the toy.

Play this game several times a week.

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> Distribute Lesson Practice 3/Handwriting Practice 3 for the children to take home.


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Lesson

4

Understanding p. 1

Applying p. 1

Creating p. 2


See Section Overview 1Math Center Activities 1 and 2



L E S S O N

4Saxon Math K

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Lesson Preparation

materials• pattern blocks• Lesson Practice 4/Handwriting Practice 4• Teacher Handwriting Charts 1–4

materials for math center activity 2• basket of pattern blocks







“We are going to use pattern blocks again today.”

“What do we need to remember when we use pattern blocks?”

* Elicit suggestions such as “Freeze when the teacher gives the signal,” “Handle them carefully,” and “Put away pattern blocks when we finish.”

“I will give each of you a handful of pattern blocks.”

“Make something with your pattern blocks that is different from what you made yesterday.”





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PatternBlocks

> Quickly distribute a handful of pattern blocks to each child.

* Allow 5–10 minutes for the children to use the pattern blocks. Circulate around the room as the children work.






“Think about what you like best about what you made.”

“Who would like to share what they like best about what they made?”

* Limit the discussion to 3 minutes. Reinforce how to listen to others.

“We will use the pattern blocks again, but we need to put them away now.”

“When I call your name, pick up your pattern blocks, and put them in a basket.”



* Optional: If desired, introduce Math Center Activity 2 at this time.



* Seat children at tables.

Lesson Practice 4/


Lesson Practice



Name

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MK(3e)-LP-004a

Parent: Pattern blocks are math manipulatives used for geometry, spatial problem solving, patterning, graphing, and acting out problems.

Color the pattern blocks.

yellow hexagon (6 sides)

green triangle (3 sides)

tan rhombus (parallelogram with

4 equal sides)

blue parallelogram* (4 sides with opposite

sides parallel) * This pattern block is also a rhombus.

red trapezoid (4 sides with one pair

of parallel sides)

orange square (4 equal sides and all right angles)

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* Place a basket of pattern blocks on each table.


* Encourage children to write their names if possible. If a child is unable to write his or her name, write the child’s name on the paper.

PatternBlocks

* Have children cover and then color one pattern block at a time.

* Circulate and check the children’s papers as they work.



Lesson

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Teacher Handwriting

Charts 1–4

✁

“Down, slide right, and cut it in two.” (3 times)“That’s how we write the number four.”



© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.MK(3e)-THC-04

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“Let’s sing our number song for the numbers 1, 2, and 3.”







“Down, slide right, and cut it in two.” (3 times)

“That’s how we write the number four.”








Activity 2: Free Exploration of Pattern Blocks * Note: Math center activities are suggested activities that allow for

individual exploration and practice. They can be introduced at the end of a lesson or at another time of day. Since there are more activities than you may have time for, choose the activities you think will most benefit the children in your class. For information about math centers, refer to the Overview in the Math Center Activities booklet.

“You will be able to use pattern blocks in the math center.”

* Note: Materials should not be put in the math center until after they have been introduced in a group lesson.


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MK(3e)-LP-004a

Parent: Pattern blocks are math manipulatives used for geometry, spatial problem solving, patterning, graphing, and acting out problems.

Color the pattern blocks.

yellow hexagon (6 sides)

green triangle (3 sides)

tan rhombus (parallelogram with

4 equal sides)

blue parallelogram* (4 sides with opposite

sides parallel) * This pattern block is also a rhombus.

red trapezoid (4 sides with one pair

of parallel sides)

orange square (4 equal sides and all right angles)

4





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Lesson

5

Analyzing p. 2

Understanding p. 2

Evaluating p. 2


graphlessmore

pictographcount


See Section Overview 1Math Center Activities 1 and 2



L E S S O N

5Saxon Math K

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Placing a Picture on a Pictograph Identifying More and Less on a Graph

Lesson Preparation

materials• Lesson 5 Chart † (see the night before )• paper circles (see the night before )• glue stick• Lesson Practice 5/Handwriting Practice 5 ‡

• Teacher Handwriting Charts 1–5 ††

the night before• Cut apart Lesson 5 Chart, and tape the two halves together

to make the graph. • Cut out 33

4" circles from construction paper in colors that represent skin tones of diverse ethnicities. If desired, trace the August date tags. Provide enough circles so that each child has a choice of color to represent his or her skin color.

• Photocopy Lesson 5 Teacher Master (located in the back of this booklet). ‡‡ Draw or stamp a smiley face on the graph for each girl and boy in the class. Then make enough copies of the completed Our Class graph for each child to have one.

before the lesson • Allow each child to select the color that he or she believes represents the color of his or

her face. Have children use crayons to draw their faces on the paper circles and bring them to the group lesson.

Placing a Picture on a Pictograph Identifying More and Less on a Graph

New Concepts Gaining Knowledge: a Mathematical Conversation

* Seat children in a semicircle on the floor so that all children can easily see you and one another. Place Lesson 5 Chart on the floor in the center of the group so that all children can easily see it.

† Two copies of the chart are provided to accommodate morning and afternoon classes. ‡ Blackline masters of all Handwriting Practices showing an alternate method of forming a 5 are found in the

Teacher’s Manual, Volume 1. †† Teacher Handwriting Charts are provided for both methods of forming a 5. ‡‡ Lesson 5 Teacher Master is also available on the Resources and Planner CD.



(K.1)(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects


(K.12)(A) construct graphs using real objects or pictures in order to answer questions

(K.12)(B) use information from a graph of real objects or pictures in order to answer questions

(K.14)(A) communicate mathematical ideas using numbers(K.14)(B) relate everyday language to mathematical

languageLesson Practice: (K.1)(A), (K.6)(B)


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“How could we find out how many girls and how many boys are in our class?” Count them.

“Does anyone know what a graph is?”

* Do not expect children to answer accurately.

“Today you will learn how to place a picture on a graph to make a pictograph.”

“We are going to make a pictograph to show how many boys and how many girls we have in our class.”

“We will use pictures of our faces to make our pictograph.”

* Point to the words Girls and Boys on the chart.

“What do you think these words are?”

* Point to each word as you read it.

“When we graph our faces, we will put one face in each box.”

“We will start at this end.”

* Point to the left end of the graph.

“Who would like to put their face on the graph?”

* Ask a child to bring his or her picture to the graph.

“Where do you think you will put your face?”

“Will it go in the boys’ or girls’ row?”

* If necessary, help the child position the picture in the first box at the left end of the graph.

* Choose children at random to graph their pictures. Make sure children do not skip boxes on the graph.

* Occasionally ask the following questions:

“Which has more? . . . has less? . . . have the same? How do you know?”

* When all pictures are graphed, continue.

“How could we find out how many boys are in our class?” Count the boys.

“Boys, stand up.”

“Girls, count with me.”

* Have the girls count as you point to the boys.

“Boys, sit down.”

“Is there another way we could find out how many boys are in our class?” Count the faces on the pictograph.

“Let’s check to see how many boys’ faces are on our pictograph.”

“How many boys’ faces should we have on our pictograph?”

“Let’s count to check.”


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* Point to each boy’s picture on the pictograph as the children count.

“How could we find out how many girls are in our class?” Count the girls.

“Girls, stand up.”

“Boys, count with me.”

* Have the boys count as you point to the girls.

“Girls, sit down.”

“Is there another way we could find out how many girls are in our class?” Count the faces on the pictograph.

“Let’s check to see how many girls graphed their faces.”

“How many girls’ faces should we have on our pictograph?”

“Let’s count to check.”

* Point to each girl’s picture on the pictograph as the children count.

“Which row has more, the boys’ or the girls’?”

“How do you know?”

* After class glue the pictures onto the graph. If desired, give the graph a title such as Our Class or Girls and Boys . Save extra circles so that children who were absent can draw their faces for the pictograph.

* Note: Lesson 5 Chart will be used again in Lesson 6.



* Seat children at tables.Lesson Practice 5/


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* Have children color and then count the girl and boy faces on the graph.

* Circulate and check the children’s papers as they work. Children are not expected to write the answer to the question at the bottom of the paper.


Lesson 5 Teacher Master

Permission is hereby granted to reproduce this page. © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

Saxon Math K

Lesson Teacher Master5

Nam

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boy

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Whi

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Girl

s or

Boy

s?

Pare

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Th

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how

s th

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gir

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boy

s in

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SXN_MK(3e)_TM_L005.indd 8 9/5/06 1:55:30 PM

> Distribute completed Lesson 5 Teacher Master (Our Class graph) for the children to take home.


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Teacher Handwriting

Charts 1–5

✁

“Down and around and give it a hat.” (3 times)“That’s how we write the number five.”



MK(3e)-THC-05a © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

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“Let’s sing our number song for the numbers 1, 2, 3, and 4.”







“Down and around and give it a hat.” (3 times)

“That’s how we write the number five.”








Lesson

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Girl

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5



Saxon Math K

Lesson Teacher Master5

Nam

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Girl

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Cou

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the

boy

s.C

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all

the

child

ren.

Whi

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ow h

as m

ore

child

ren:

Girl

s or

Boy

s?

Pare

nt:

Th

is g

rap

h s

how

s th

e nu

mbe

r of

gir

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nd

boy

s in

you

r ch

ild’

s ki

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erga

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cla

ss.

This page may be photocopied for educational use within each purchasing institution. © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

9994046179-05

9994046195-05


Lesson

6

Analyzing p. 1

Evaluating p. 2

Understanding p. 2


countgraph

morepictograph


See Section Overview 1Math Center Activities 1 and 2Literature Connections



L E S S O N

6Saxon Math K

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Reading a Graph Exploring Teddy Bear Counters and Pattern Blocks

Lesson Preparation

materials • Lesson 5 Chart (see before the lesson)• teddy bear counters• pattern blocks• Teacher Handwriting Charts 1–6• Lesson Practice 6/Handwriting Practice 6

before the lesson• Allow time for children who were absent on the day you

taught Lesson 5 to draw their faces on construction paper circles. Glue their circles on the graph and post Lesson 5 Chart before teaching this lesson.

Reading a Graph Exploring Teddy Bear Counters and Pattern Blocks


* Note: Teach this part of the lesson immediately following The Meeting.

* Point to Lesson 5 Chart.

“What do we call this?” graph or pictograph “Why did we make it?” to see how many boys and how many girls are in our class

“What did we find out?” boys, girls, more (boys/girls) “How many girls are in our class?”

“Let’s count the girls’ faces on our pictograph.”

* Count together as you point to each girl’s face.

“How many boys are in our class?”

“Let’s count the boys’ faces on our pictograph.”



(K.1)(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects

(K.6)(B) count by ones to 100(K.8)(C) sort a variety of objects including three-dimensional

geometric figures according to their attributes(K.12)(B) use information from a graph of real objects or

pictures in order to answer questions(K.13)(A) identify mathematics in everyday situations(K.14)(A) communicate mathematical ideas using words and

numbersLesson Practice: (K.1)(A), (K.6)(B), (K.12)(A)


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* Count together as you point to each boy’s face.

“Do we have more girls or boys?”


* Note: Teach this part of the lesson at a later time.


“Today we are going to use teddy bear counters and pattern blocks together.”

“I will give each of you some teddy bears and some pattern blocks to use.”

Teddy BearCounters

> Quickly distribute a random assortment of teddy bear counters and pattern blocks.

* Allow 5–10 minutes for the children to work. Circulate around the room as the children work.

PatternBlocks






“Who would like to share what they did with their teddy bears and pattern blocks?”

* Allow several children to describe their work.

“We will use the teddy bears and pattern blocks again, but we need to put them away now.”

“Put your teddy bears altogether.”

“Put your pattern blocks altogether.”

“Now that you have sorted your teddy bears and pattern blocks, we will put them away.”

* Place baskets of teddy bear counters and pattern blocks within easy reach of the children.

“When we put away our pattern blocks and teddy bears today, what will we have to remember to do?” Put them in the correct baskets.

“When I call your name, pick up your teddy bears and pattern blocks, and put them in the baskets.”

* Call children four at a time to put teddy bear counters and pattern blocks in the baskets.




Lesson

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Teacher Handwriting

Charts 1–6

✁

“Slant on down and give it a curl.” (3 times)“That’s how we write the number six.”




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“Let’s sing our number song for the numbers 1, 2, 3, 4, and 5.”







“Slant on down and give it a curl.” (3 times)

“That’s how we write the number six.”






* Model for the children as you sing the verse with them.Lesson Practice 6/


Lesson Practice



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Our Family

Girlsand

Women

BoysandMen

Count the girls and women in our family. Count the boys and men in our family. Count all the people in our family.

Which row has more people: Girls and Women or Boys and Men?

Parent: Help your child make a graph of the girls/women and boys/men who live in your house. As your child names each person, ask him or her to point to the box to show where you will draw a happy face to represent that person.

6



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Lesson

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Understanding p. 2

Analyzing p. 2

Evaluating p. 2


See Section Overview 1Math Center Activities 1 and 2Literature Connections



L E S S O N

7Saxon Math K

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Counting to 5 withOne-to-OneCorrespondence

Lesson Preparation

materials • Blank Workmats (1 per child) • teddy bear counters • pattern blocks • Lesson Practice 7/Handwriting Practice 7 • Teacher Handwriting Charts 1–7

Counting to 5 with One-to-One Correspondence



“Today you will learn how to count using teddy bears and pattern blocks.”

“I am going to give everyone a workmat.”

> Divide the Blank Workmat stack in half, and hand a stack to the child on each side of you. Keep one workmat for yourself.

“Take one mat and pass the rest to the next child.”

“Put your mat on the floor in front of you.”

* Allow time for the children to pass the workmats.

“When I hand out the teddy bears, we will put five teddy bears on the edge of our mats.”

“Watch as I put five teddy bears on the edge of my mat.”

* Count the teddy bear counters as you place them on the edge of your mat.

Teddy BearCounters

> Quickly distribute teddy bear counters.

“As I count, take a teddy bear from the floor, and put it on the edge of the mat in front of you.”



(K.1)(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20)

(K.1)(C) use numbers to describe how many objects are in a set (through 20) using verbal descriptions


geometric figures according to their attributes(K.13)(D) use tools such as manipulatives to solve problems


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* Demonstrate as you count to 5. Children should put all the teddy bear counters on one side of their mats.

“One, two, three, four, five.”

“Line up your bears the way we line up to leave the classroom.”

“Let’s count our bears together.”

* Watch for children who do not count with one-to-one correspondence.

“Watch how I count my teddy bears.”

* Demonstrate sliding the teddy bear counters across the mat as you count.

“Let’s all slide and count our teddy bears together.”

* Observe children as they slide and count.

“Who would like to count their teddy bears for us?”

* Ask several children to demonstrate.

“Let’s watch (child’s name) slide and count (his/her) teddy bears.”

“Our bears are tired.”

“Each bear will need a chair to sit on.”

“Let’s pretend that our pattern blocks are chairs.”

“How many chairs will we need?” 5

PatternBlocks

> Quickly distribute pattern blocks.

“Take enough pattern blocks so that each bear has its own chair.”

* Note: If a child selects green or tan pattern blocks, suggest that he or she use only yellow, red, blue, and orange blocks. (Children have difficulty balancing teddy bear counters on green and tan pattern blocks.)

“Put the bears on the chairs.”

* Demonstrate, if necessary.

“How many bears on chairs do you have?” 5 “Let’s slide the bears and chairs to the other side of our mats as we count.”

* Pause and check after each number.

“We will use the teddy bears and pattern blocks again, but we need to put them away now.”

“Put your teddy bears altogether.”

“Put your pattern blocks altogether.”

“Now that you have sorted your teddy bears and pattern blocks, we will put them away.”

* Place baskets of teddy bear counters and pattern blocks within easy reach of the children.

“When we put away our pattern blocks and teddy bears today, what will we have to remember to do?” Put them in the correct baskets.


Lesson

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“When I call your name, pick up your teddy bears and pattern blocks, and put them in the baskets.”

“Put your workmat in a stack next to the basket.”

* Call children four at a time to put teddy bear counters and pattern blocks in the baskets and Blank Workmats in a pile next to the baskets.




Lesson Practice 7/


Lesson Practice


Name

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Color the teddy bears red, blue, yellow, and green.Draw a line to match each teddy bear to a chair.Color each chair to match the teddy bear.

Count the teddy bears. Count the chairs.

7





* Allow time for the children to follow each direction before you read aloud the next direction. Circulate and check the children’s papers as they work. Children are not expected to write answers to the statements at the bottom of the paper.




Teacher Handwriting

Charts 1–7

“Slide to the right and then slant down.” (3 times)“That’s how we write the number seven.”




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“Let’s sing our number song for the numbers 1, 2, 3, 4, 5, and 6.”







“Slide to the right and then slant down.” (3 times)

“That’s how we write the number seven.”



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answers may vary

Lesson Practice


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Color the teddy bears red, blue, yellow, and green.Draw a line to match each teddy bear to a chair.Color each chair to match the teddy bear.

Count the teddy bears. Count the chairs.

7





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Parent: Sing the verse above to the tune of “Skip to My Lou” as your child uses a finger to trace the 7. Repeat two times.


7


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Lesson

8

Analyzing p. 1

Evaluating p. 2

Understanding p. 2


See Section Overview 1Math Center Activities 1 and 2, 3Literature Connections



L E S S O N

8Saxon Math K

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Exploring Linking Cubes Counting to 5 with One-to-One Correspondence

Lesson Preparation

materials • linking cubes • baskets or open containers for linking cubes• Lesson Practice 8/Handwriting Practice 8• Teacher Handwriting Charts 1–8

materials for math center activity 3• name strips (see the night before )• 4 Center 3 Workmats†

• basket of linking cubes

the night before• Math Center Activity 3: Use sentence strips or construction paper to make a 12" name

strip for each child. If possible, laminate the name strips for use throughout the year.

Exploring Linking Cubes Counting to 5 with One-to-One Correspondence



“Today you will learn about a new math material.”

Linking Cubes

“They are called ‘linking cubes.’ “

* Place two handfuls of linking cubes in front of you.

“What do you think we could do with the cubes?”


“I’m going to give each of you some linking cubes to use.”

* Quickly distribute two handfuls of linking cubes to each child.

* Allow 3–5 minutes for the children to use the linking cubes. Circulate around the room as the children work.

† All Math Center Materials are also available on the Resources and Planner CD.



(K.1)(A) use one-to-one language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects


(K.6)(B) count by ones to 100(K.8)(A) describe an object by its attributes using informal

languageLesson Practice: (K.6)(B)Math Center Activity 3: (K.1)(A), (K.1)(B), (K.6)(B)


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“What did you find out about linking cubes?”

* Allow time for the children to offer observations.

“Someone said that the linking cubes snap together.”

“First let’s take them apart.”

* Allow time for the children to unsnap their cubes.

“Now let’s try snapping five cubes together.”

“When I say each number, pick up a cube and snap it on.”

“Watch me first.”

* Demonstrate counting to 5 and snapping five cubes together.

“Now let’s do it together.”

* Count together and snap together 5 cubes.

“Now we all have towers of 5 cubes.”

“Is your tower of cubes the same size as the person’s next to you?”


“How could we find out?”

“Hold it next to your neighbor’s tower.”

“Is it the same?”

“Watch as I take my tower apart.”

“I will count as I snap off the cubes.”

* Demonstrate snapping apart a tower for the children.

“Now we will all take our towers apart.”

“Let’s count our cubes as we snap them off.”

* Count together as the children snap apart the cubes.

“We will use the linking cubes again, but we need to put them away now.”

“When I call your name, pick up your linking cubes, and put them in a basket.”

* Place baskets of linking cubes within easy reach of the children.

* Call children four at a time to put linking cubes in the baskets.


Lesson

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Linking Cubes

Lesson Practice 8/


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Color the linking cubes.

5 blue

Count the green linking cubes. Count the blue linking cubes.

1 red

2 yellow

3green

4 orange

Parent: Linking cubes are math manipulatives used for counting, measuring, graphing, and patterning.

8



* Place a basket of linking cubes on each table.



* Have children cover and then color one row of linking cubes at a time.

* Circulate and check the children’s papers as they work. Children are not expected to write answers to the statements at the bottom of the paper.




Teacher Handwriting

Charts 1–8

✁

“Make an S and go back home.” (3 times)“That’s how we write the number eight.”




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“Let’s sing our number song for the numbers 1, 2, 3, 4, 5, 6, and 7.”







“Make an S and go back home.” (3 times)

“That’s how we write the number eight.”



“Now you will have a chance to practice skywriting an 8.”


“Let’s sing the verse as we skywrite an 8.”



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Activity 3: Making Sets of 1–5 Objects * Note: Math center activities are suggested activities that allow for

individual exploration and practice. They can be introduced at the end of a lesson or at another time of day. Since there are more activities than you may have time for, choose the activities you think will most benefit the children in your class.

Center 3 Workmat

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* Show children Center 3 Workmat.

“In the math center you will make linking-cube towers to match the towers on this workmat.”

* Demonstrate how to make a tower to match one of the towers on Center 3 Workmat.

* Show children the name strips.

“When you finish making all the towers, put your name strip next to your paper so that I can check your work.”

Y Y

G G G

O O O O

BBBBB

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Color the linking cubes.

5 blue

Count the green linking cubes. Count the blue linking cubes.

1 red

2 yellow

3green

4 orange

Parent: Linking cubes are math manipulatives used for counting, measuring, graphing, and patterning.

8



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Lesson

9

Analyzing p. 2

Creating p. 2

Evaluating p. 2


first pattern


See Section Overview 1Math Center Activities 1–3, 4Literature Connections



L E S S O N

9Saxon Math K

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Creating an AB Color Pattern Counting to 5 withOne-to-OneCorrespondence

Lesson Preparation

materials • linking cubes• Lesson Practice 9/Handwriting Practice 9• Teacher Handwriting Charts 1–9

materials for math center activity 4• basket of linking cubes (Use the colors of this month’s

calendar date tags.)• name strips

Creating an AB Color Pattern Counting to 5 with One-to-One Correspondence



Linking Cubes

* Hold up a linking cube.

“Does anyone remember what we call this math material?” linking cube

“When we used these before, we snapped the cubes together.”

“How many linking cubes did we snap together?” 5 “Let’s do that again today.”

> Quickly distribute linking cubes.

“Count and snap with me.”

* Count to 5 while snapping the cubes together.

“Is your tower the same size as the person’s next to you?”






(K.5)(A) identify and create patterns of concrete objects(K.6)(A) use patterns to predict what comes next, including

cause-and-effect relationships(K.6)(B) count by ones to 100Lesson Practice: (K.5)(A), (K.6)(B)Math Center Activity 4: (K.1)(A), (K.5)(A), (K.6)(A)


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“Hold it next to your neighbor’s tower.”

“Is it the same?”

“Let’s count our linking cubes as we snap them off.”

* Count and snap apart the cubes.

“Let’s try another number.”

“What number should we try?”

* Repeat the above sequence with two or three suggested numbers. (Limit numbers to those less than 5.)

* If this lesson is taught in September, say the following to the children:

“On our calendar we have a green, orange, green, orange pattern.”

* If this lesson is taught in August, say the following to the children:

“On our calendar we have a yellow, green, yellow, green pattern.”

“Today you will learn how to make the same pattern using linking cubes.”

“What colors will we use?” green and orange (yellow and green) “What should we do if we don’t have enough green (yellow) cubes?”

* Discuss sharing and asking permission, e.g., “May I please use a green (yellow) cube?”

“Which color should we use first?” green (yellow) “Which color comes next?” orange (green) “Snap it on.”

“How many linking cubes do we have now?” 2 “Which color comes next?” green (yellow) “Snap it on.”

“Which color comes next?” orange (green) “Snap it on.”

“How many linking cubes do we have now?” 4 “Which color will be next?” green (yellow) “How do you know?”

* Continue with one more cube.

“Is your tower just like the person’s next to you?”

“Check it.”

“Let’s count our cubes as we snap them apart.”

* Count together as the children snap apart the cubes.

“We will use the linking cubes again, but we need to put them away now.”

“When I call your name, pick up your linking cubes, and put them in a basket.”


Lesson

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* Call children four at a time to put linking cubes in the baskets.




Lesson Practice 9/


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* Have children make a green, orange linking-cube train and place it above the picture before coloring.

Linking Cubes * Circulate and check the children’s papers as they work. Children are not

expected to write answers to the statements at the bottom of the paper.




Teacher Handwriting

Charts 1–9

✁

“Make a circle and go straight down.” (3 times)“That’s how we write the number nine.”




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“Let’s sing our song for the numbers 1, 2, 3, 4, 5, 6, 7, and 8.”







“Make a circle and go straight down.” (3 times)

“That’s how we write the number nine.”




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Activity 4: Creating an AB Color Pattern * Note: Math center activities are suggested activities that allow for

individual exploration and practice. They can be introduced at the end of a lesson or at another time of day. Since there are more activities than you may have time for, choose the activities you think will most benefit the children in your class.

“ In the math center you will practice making an AB color pattern using linking cubes.”

“What colors will you use?”

“You will make an AB pattern that is as long as your name strip.”

* Demonstrate how to make an AB train using the linking cubes.

“When you finish making your AB train, leave it on your name strip so that I can check your work.”

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green

orange

green

orange

green

orange

green

orange

Cou

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Cou

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MK(3e)-LP-009b © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

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9


9994046179-09

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Lesson 10

Analyzing p. 1

Understanding p. 2


See Section Overview 1Math Center Activities 1–4Literature Connections



L E S S O N

10Saxon Math K

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Oral Assessment 1: Identifying and Naming Shapes

Lesson Preparation

materials• Oral Assessment Individual Recording Forms † (for

Assessment 1)• Assessment 1 Shape Pieces ‡ (see the night before)• small zip-top bag

the night before• Punch out the four shapes on Assessment 1 Shape Pieces.

At the end of the assessment, store them in a bag, and label the bag “Assessment 1.”

Oral Assessment 1

Monitoring Individual ProgressAssessment

* Note: This assessment is designed to help you determine the children’s prior knowledge. The children who are not successful will be reassessed on this task as the year progresses. (This is the first of three assessments that precede formal instruction.)

Oral Assessment 1

Individual Recording

Form

Student

Teacher School Year

Oral Assessment Individual Recording FormSaxon Math K

© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.MK(3e)-OAIRF-1

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LESSON 10: Oral Assessment 1 Date

Materials:Assessment 1

Shape Pieces

Identifying and Naming Shapes

• Point to each shape.“What shape is this?”

• Place the 4 shapes in front of the child.

“Point to the ...

square triangle circle rectangle square.” triangle.” circle.” rectangle.”

Comments:


Materials:none

Counting by 1’s to 100

“Count as far as you can.”

• Establish the speed at which you want the children to count.• If the child pauses, ask, “Can you keep going?” or “What’s next?”• Record the date and the last correct number given.

Date: Date: Date: Date:

Comments:

SXN_MK_(3e)_OACRF_IRF.indd 1 12/19/06 1:44:16 AM

* The assessments are intended to be individual interviews. Many teachers do the assessment during center time, snack time, or playtime. Plan to complete all individual interviews for this assessment within a two-week period.

* Optional, reproducible class recording forms are provided with the recording forms and on the Resources and Planner CD.

* Call one child at a time to a quiet work area.

* Point to one of the four shapes.

“What shape is this?”

† Oral Assessment Individual Recording Forms are available as blackline masters in the Monitoring Student Progress binder and on the Resources and Planner CD.

‡ Lesson Materials are also available on the Resources and Planner CD.



(K.9)(C) identify circles, triangles, rectangles, and squares (a special type of rectangle)


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* Repeat with each remaining shape.

* Record correct identifications on the recording form.

* Place the four shapes on the table in front of the child.

“Point to the (shape).”

* Repeat with each shape.

* Record correct identifications on the recording form.

* Note: If a child does not successfully complete the assignment, reassess the child when you think he or she has shown improvement. Use the same materials and wording. Write the new date in the “Comments” section, and record the new assessment using a different color of ink on the Oral Assessment Individual Recording Form.

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Lesson

11

Understanding p. 2

Analyzing p. 2

Evaluating p. 2


columnfewest

mostgraph


See Section Overview 2Math Center Activities 1–4



L E S S O N

11Saxon Math K

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Placing an Object on a Real Graph Identifying Most and Fewest on a Graph

Lesson Preparation

materials• teddy bear counters in a basket or open container• Lesson 11 Chart• Lesson Practice 11/Handwriting Practice 11• Teacher Handwriting Charts 1−9 and 0 • Math News No. 1 (See the night before)

the night before • Make copies of Math News No. 1, 1 per child.



* Seat children in a semicircle on the floor.

“We are going to use our teddy bears today.”

Teddy BearCounters

* Hold up one teddy bear counter of each color.

“How are our teddy bears the same?” shape and size “How are our teddy bears different?” color “What colors are the bears?” red, green, blue, and yellow “Now you will have a chance to choose your favorite color teddy bear.”

“When I walk around the circle, pick your favorite color teddy bear, and hold it in your hands like this.”

* Demonstrate holding a teddy bear counter in your hands so that the children cannot see the color.

* Walk around the semicircle, allowing each child to select a teddy bear counter from the basket or container.

“Today you will learn how to place your teddy bear on a graph.”





(K.6)(B) count by ones to 100(K.7)(B) place an object in a specified position(K.8)(A) describe an object by its attributes using informal

language(K.8)(B) compare two objects based on their attributes(K.12)(A) construct graphs using real objects or pictures in

order to answer questionsLesson Practice: (K.1)(A), (K.1)(B)


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“You will also learn how to find the most and the fewest on a graph.”

“We will make a graph to show our favorite teddy bear colors.”

“Does anyone remember what a graph is?”

Lesson 11 Chart

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Lesson 11 Chart

Saxon Math K

MK(3e)-CH-011 © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

SXN_MK(3e)_LC.indd 3 10/25/06 12:27:22 PM

* Place Lesson 11 Chart on the floor in the center of the group so that all children can easily see it.

“When we made a graph before, what did we do first?”

“How do you think we could graph our teddy bears?” by color “I will need a teddy bear to start our graph.”

“Who would like to let me put their teddy bear on the graph?”

“(Child’s name), bring me your teddy bear.”

“I will put it on the graph.”

“Who would like me to use their teddy bear next?”

* Repeat, graphing four or five more children’s teddy bear counters.

* Point to one of the teddy bear counters.

“Who would like to tell us why I put this teddy bear here?”

* Repeat with several teddy bear counters.

“Now who would like to put their teddy bear on the graph?”

* Periodically ask the following questions:

“Which column (row) has the most now?”

“How do you know?” The longest line has the most. * When all teddy bear counters are graphed, continue.

“Which column (row) has the most teddy bears?”

“How do you know?” The longest line has the most. “Which has the fewest teddy bears?”

“How do you know?” The shortest line has the fewest. “Are any columns (rows) the same?”

“Which ones?”

“How do you know?” The lines are the same length. “What color did the most children choose?”

“How many (most common color) teddy bears are on the graph?”

“Let’s count them together.”

* Point to each teddy bear counter that is the most common color as the children count.

* Repeat, counting the teddy bear counters that are the remaining colors.

“Let’s count all the teddy bears together as we take them off our graph and put them away.”

* Count the teddy bear counters with the children again as you remove them from the graph.


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Lesson Practice 11/


Lesson Practice



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Color 1 teddy bear red.

Color 3 teddy bears blue.

Color 5 teddy bears green.

Most of the teddy bears are which color?

11

SXN_MK(3e)-LP-011ab.indd 011a 11/2/06 1:43:28 AM


* Place a basket of teddy bear counters on each table.

* Have children cover the correct number of teddy bears before coloring. Have children begin coloring at the leftmost bear in each row (next to the star, heart, and circle). Children should not skip bears when coloring.

* Circulate and check the children’s papers as they work. Children are not expected to write the answer to the question at the bottom of the paper.




Teacher Handwriting

Charts 1-9 and 0




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“Make an oval and that is all.” (3 times)“That’s how we write the number zero.”

* Post Teacher Handwriting Charts 1–9 and 0 on a chart stand or the wall.

“Let’s sing our number song for the numbers 1, 2, 3, 4, 5, 6, 7, 8, and 9.”



“We use the number 0 when we want to show that we have nothing.”



“Watch what I do as I sing the song for number 0.”


“Make an oval and that is all.” (3 times)

“That’s how we write the number zero.”

“Let‘s sing the song for zero together.”






> Distribute a copy of Math News No. 1 to each child.

SXN_MK(3e)_TM_L011.indd Page 3 5/5/07 12:38:28 PM epgSXN_MK(3e)_TM_L011.indd Page 3 5/5/07 12:38:28 PM epg /Volumes/ju102/HCAC031/sxn_mk_indd%0/6240a_mk_tm/6240a_mk_tm_l011/Volumes/ju102/HCAC031/sxn_mk_indd%0/6240a_mk_tm/6240a_mk_tm_l011

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answers may vary

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Color 1 teddy bear red.

Color 3 teddy bears blue.

Color 5 teddy bears green.


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“Make an oval and that is all.” (3 times) “That’s how we write the number zero.”

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Lesson

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Applying p. 1

Understanding p. 2

Analyzing p. 2


behindbesidein back ofin front ofinside

on top ofoutsideoverunder





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Using Positional Words and Phrases: Over, Under, On Top Of, Behind, In Back Of, In Front Of, Beside, Inside, and Outside

Lesson Preparation

materials• paper cups (1 per child) • teddy bear counters (1 per child)• Teacher Handwriting Charts 1–9 and 0• Teacher Handwriting Chart • Lesson Practice 12/Handwriting Practice 12

Using Positional Words and Phrases: Over, Under, On Top Of, Behind, In Back Of, In Front Of, Beside, Inside, and Outside



* Sit on the floor or in a low chair for this lesson, modeling the children’s appropriate sitting position.

“There are special words that we use to tell someone where something is or to give them directions.”

“These words are ‘over,’ ‘under,’ ‘on top of,’ ‘behind,’ ‘in back of,’ ‘in front of,’ ‘beside,’ ‘inside,’ and ‘outside.’ “

“Today you will learn how to use these words.”

“I will give you a cup that has a bear inside it.”

“When I give you your cup, put it on the floor in front of you.”

Teddy BearCounters

> Give each child one teddy bear counter in a cup.



(K.7)(A) describe one object in relation to another using informal language such as over and under

(K.7)(B) place an object in a specified positionLesson Practice: (K.6)(B)


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* Demonstrate each movement as you say the following:

“Take your bear out of your cup.”

“Your bear is outside the cup.”

“Where is your bear?” outside the cup “Put your cup behind you.”

“Hold your teddy bear on top of your head.”

“Put it under your leg.”

“Put it behind you.”

“Hold it over your head.”

“Put it in front of you.”

“Put it in back of you.”

“Put it beside you.”

“Hold it on top of your shoulder.”

“Hold it in front of your nose.”

“Hold it under your chin.”

“Put it beside your foot.”

“Hold it behind your ear.”

“Hold it over your knee.”

“Put your cup in front of you.”

“Put your bear in the cup.”

“Your bear is inside the cup.”

“Where is your bear?” inside the cup * Call children four at a time to bring the cup and teddy bear counters

to you.

“Now we will play a game.”

“I will call someone over, and I will whisper to him or her where to put a teddy bear using one of our new words.”

* Ask a child to stand next to you, and whisper to the child to hold the teddy bear on top of his or her head. Give the child a teddy bear counter.

“Raise your hand if you can tell me where (child’s name) put the teddy bear.”

* Ask another child to identify where the bear is.

* Continue the activity with a different child for each of the following directions:

under your chin

behind your ear

beside your foot

in front of your nose

over your head

inside your pocket


Lesson

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Teacher Handwriting

Chart










“Make an oval and that is all.” (3 times)“That’s how we make the number zero.”

1

2

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5

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Teacher Handwriting Chart

Saxon Math K


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Number-Writing Verses

* Post Teacher Handwriting Charts 1–9 and 0 on a chart stand or the wall.

“We have learned how to write all the numbers from 0 to 9.”

“Let’s skywrite all the numbers as we sing our song.”

* Point to the number on each Teacher Handwriting Chart as you sing the verse for each number with the children.

* Post the Teacher Handwriting Chart, which lists all of the number writing verses, on a chart stand or the wall to refer to in future lessons.

LessonPractice 12

Lesson Practice


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Parent: In a small cup, place 10 or fewerobjects such as wrapped candies,

dry cereal, dry macaroni, dry beans,paper clips, or pennies.

Ask your child to look in the cup andto estimate (guess) how many

objects are there.

Then help your child slide andcount the objects to check.

Repeat one or two times each weekusing different numbers of objects.

Increase the number of objectsas the year progresses.

Estimating and Counting Activity

12




Lesson

13 Understanding p. 2

Evaluating p. 2

Applying p. 2


See Section Overview 2Math Center Activities 1–4 Literature Connections



L E S S O N

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Lesson Preparation

materials • Blank Workmats (1 per child) • teddy bear counters • pattern blocks • Lesson Practice 13/Handwriting Practice 13




“Today you will learn how to count using teddy bears and pattern blocks.”

“I am going to give everyone a workmat.”

> Divide the Blank Workmat stack in half, and hand a stack to the child on each side of you. Keep one workmat for yourself.

“Take one mat and pass the rest to the next child.”

“Put your mat on the floor in front of you.”

Teddy BearCounters

> Quickly distribute teddy bear counters.

“We are going to practice counting to 10 with our teddy bears.”

“As I count, take a teddy bear and put it on the edge of the mat in front of you.”

* Demonstrate as you count to 10. Children should place all the teddy bear counters on one side of their mats.

“One, two, three, four, five, six, seven, eight, nine, ten.”

“Line up your bears the way we line up to leave the classroom.”

“Watch how I count my teddy bears.”

* Demonstrate sliding and counting the teddy bear counters.






geometric figures according to their attributes(K.13)(B) solve problems with guidance that incorporates the

processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness

(K.14)(A) communicate mathematical ideas using numbersLesson Practice: (K.1)(A), (K.6)(B)


Less

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“Let’s all slide and count our teddy bears together.”

* Pause after each number and observe children as they slide and count.

“Who would like to count their teddy bears for us?”

* Ask several children to demonstrate.

“Let’s watch (child’s name) slide and count (his/her) teddy bears.”

“Our bears are tired.”

“Each bear will need a chair to sit on.”

“Let’s pretend that our pattern blocks are chairs.”

“How many chairs will we need?” 10

PatternBlocks

> Quickly distribute pattern blocks.

“Take enough pattern blocks so that each bear has its own chair.”

* Note: If a child selects green or tan pattern blocks, suggest that he or she use only yellow, red, blue, and orange blocks.

“Put the bears on the chairs.”

“How many bears on chairs do you have?”

* Focus on children who have performed the task correctly.

“(Child’s name) has ten bears on (his/her) chairs.”

* Use this activity as an informal assessment of the children’s ability to count to 10. Further practice can be accomplished in small groups.

“Let’s slide the bears and chairs to the other side of our mats as we count.”

* Pause and check after each number.

“We’re going to put away our pattern blocks and teddy bears now.”

“Put your pattern blocks altogether on your mat.”

“Put your teddy bears altogether on the floor.”

“Our teddy bears and pattern blocks are sorted into two groups.”


“When I call your name, pick up your mat like this, and slide your pattern blocks into a basket.”

* Demonstrate sliding the pattern blocks from your mat into a basket.


“We’re going to put our teddy bears away now.”

“Put your teddy bears on your mat.”


“When I call your name, pick up your mat and slide your teddy bears into a basket.”


* Demonstrate sliding the teddy bear counters into a basket.

* Call children four at a time to put teddy bear counters in the baskets and Blank Workmats in a stack next to the baskets.


Lesson

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LessonPractice 13

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* Read aloud the directions to the children. Circulate and check the children’s papers as they work. Children are not expected to write answers to the statements at the bottom of the paper.


“Turn over your paper.”


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“ Today we will practice writing the number 1 using a crayon and a pencil.”

* Sing the verse with the children as they trace the large 1 on their papers using a crayon.

“Come straight down and that is all.” (3 times)

“That’s how we write the number one.”

“Now we will use a pencil to write the number 1.”

* Sing the verse for 1 with the children as they trace the 1’s on their papers using a pencil.



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1111

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Lesson

14

Evaluating p. 1

Analyzing p. 2

Understanding p. 2





L E S S O N

14Saxon Math K

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Creating Pattern-Block Designs

Lesson Preparation

materials • Blank Workmats (1 per child) • pattern blocks • Lesson Practice 14/Handwriting Practice 14

Creating Pattern-Block Designs



“Today you will learn how to make a design using pattern blocks.”

“What are designs?”

“We will make flat designs on our workmats.”

* Place a Blank Workmat on the floor, and demonstrate placing pattern blocks flat on the workmat.

“After I give the signal to freeze, we will share our designs.”

> Distribute Blank Workmats as in earlier lessons. Quickly distribute pattern blocks.

PatternBlocks

* Allow 5–8 minutes for the children to make designs.

* Give children the following 1-minute warning before giving the signal to stop working:


* Give the signal to stop working. Wait until all children stop working, are quiet, and are looking at you.



(K.7)(A) describe one object in relation to another using informal language such as over


(K.9)(A) describe the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures

(K.14)(A) communicate mathematical ideas using wordsLesson Practice: (K.6)(B)Handwriting Practice: (K.1)(B), (K.1)(C)


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“Now we will share our designs.”

“What should we do when others are sharing their designs?” Look at them, sit quietly, and wait to raise our hands until they finish talking.

“When we are looking at the person who is speaking, it is important that we not touch our pattern blocks.”

“What could we do with our hands to make sure that we aren’t touching our pattern blocks?” Put our hands in our lap.

“When someone is talking, we will keep our hands in our lap.”

“Who would like to tell us about their design?”

“What do you like best about your design?”

* Repeat, allowing each child to share his or her design.

* Occasionally praise children for being good listeners.

“Who would like to share with us something that they learned about pattern blocks today?”

* Allow as many children as possible to share their discoveries.

“We’re going to put away our pattern blocks now.”



“When I call your name, pick up your mat and slide your pattern blocks into a basket.”


* Call children four at a time to put pattern blocks in the baskets and Blank Workmats in a stack next to the baskets.



LessonPractice 14

Lesson Practice

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orange square

green triangle

Color the pattern blocks in this design.

Count the orange squares.

Count the green triangles.

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“What color pattern blocks do you think we will use?” orange and green

“Put the orange and green pattern blocks over the shapes that are above the line.”

“Look at the shapes below the line.”

“Use the pattern blocks to cover the design.”

“When you finish, color the pattern blocks in the design.”

* Circulate and as children finish, ask them the questions below the design.


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“Today we will practice writing the number 1 using a pencil.”

* Sing the verse for 1 with the children as they trace the 1’s on their papers.

* Allow time for the children to draw the picture.



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orange square

green triangle


Count the orange squares.


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1 1

1 1

1 1

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Lesson

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Applying p. 1

Understanding p. 1

Analyzing p. 1


See Section Overview 2Math Center Activities 1–4, 5Literature ConnectionsExtend and Challenge CD:

Activity 1



L E S S O N

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Covering Designs Using Pattern Blocks

Lesson Preparation

materials • pattern blocks• Lesson 15 Workmats A/B (1 per child)• Lesson Practice 15/Handwriting Practice 15

materials for math center activity 5• Center 5 Workmats 1–40 (see the night before )• basket of pattern blocks

the night before• Math Center Activity 5: Tear apart Center 5

Workmats 1–40.

Covering Designs Using Pattern Blocks



“Today you will learn how to use pattern blocks to cover someone else’s designs.”Pattern

Blocks > Quickly distribute pattern blocks.

Lesson 15 Workmat A

© Saxon Publishers, Inc., and Nancy Larson. Reproduction prohibited.MK(2e)-WM-015a

Lesson 15 Workmat ASaxon Math K

> Distribute Lesson 15 Workmats A/B in the same way Blank Workmats are distributed.

“Someone has made pattern-block designs for us to copy.”

“Place the side with the star faceup.”

“Point to the top half of the workmat.”

“Find the pattern block that will cover each shape.”

“Cover them on your mat.”

* Allow time for the children to cover the shapes.

“How many blocks did you use?” 6 “Point to each block as we count to check.”



(K.6)(B) count by ones to 100(K.7)(A) describe one object in relation to another using

informal language such as over(K.7)(B) place an object in a specified position(K.8)(A) describe an object by its attributes using informal

languageLesson Practice: (K.6)(B), (K.7)(B)Handwriting Practice: (K.1)(B), (K.1)(C)Math Center Activity 5: (K.5)(A), (K.7)(B), (K.13)(D)Extend and Challenge CD Activity 1: (K.7)(B), (K.13)(D),

(K.15)(A)


Less

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“Now we will use these pieces to cover the design at the bottom of the mat.”

* Allow time for the children to cover the shapes.

“Let’s count the number of pattern blocks we used as we slide each block off the mat.”

Lesson 15 Workmat B

© Saxon Publishers, Inc., and Nancy Larson. Reproduction prohibited.MK(2e)-WM-015b

Lesson 15 Workmat BSaxon Math K * Count with the children.

“Turn over your mat.”

“Someone has made some more pattern-block designs for us to copy.”

“Point to the top half of the workmat.”

“Use one pattern block to cover each piece of the design.”

* Allow time for the children to cover the design.


* Count with the children.

“Now point to the bottom of the mat.”

“Use one pattern block to cover each piece of the design.”

* Allow time for the children to cover the design.


“Which design did you like best?”

“Why?”






* Call children four at a time to put pattern blocks in the baskets and Lesson 15 Workmats A/B in a stack next to the baskets.



Lesson Practice 15

Lesson Practice



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yellowhexagon

redtrapezoid

greentriangle


Count the yellow hexagons.

Count the red trapezoids.


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“What color pattern blocks do you think we will use?” yellow, red, green

“Put yellow, red, and green pattern blocks over the shapes that are above the line.”


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“Now use pattern blocks to cover and color the design below the line.”

* Circulate and as children finish, ask them the questions below the design.




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* Read the directions to the children. Circulate and check the children’s papers as they work.

* Allow time for the children to color the picture.



Activity 5: Covering Designs of Varying Complexity Using Pattern Blocks

“In the math center you will practice covering designs using pattern blocks.”

Center 5 Workmats

MK(2e)-CW-005.01/02 © Saxon Publishers, Inc., and Nancy Larson. Reproduction prohibited.

5-1

5-2

Center 5 Workmat 2(for use after Lesson 15)

Center 5 Workmat 1(for use after Lesson 15) * Show children Center 5 Workmats 1–40.

“You will choose four designs.”

“Then you will use pattern blocks to cover your designs.”

“When you finish covering your designs, put your name strip next to your designs so that I can check your work.”


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yellowhexagon

redtrapezoid

greentriangle


Count the yellow hexagons.

Count the red trapezoids.


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Lesson

16

Creating p. 1

Analyzing p. 1

Understanding p. 2


sort


See Section Overview 2Math Center Activities 1–5Literature ConnectionsExtend and Challenge CD:

Activity 1



L E S S O N

16Saxon Math K

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Sorting by Color

Lesson Preparation

materials • pattern blocks (30–40 per child) • Blank Workmats (1 per child) • Lesson Practice 16/Handwriting Practice 16

Sorting by Color



PatternBlocks

* Place 30–40 pattern blocks of assorted colors in front of you.

“Watch what I am going to do.”

* Begin sorting the pattern blocks into groups by color.

“What am I doing?”

“Does anyone know what we call this?” sorting “I am sorting the pattern blocks.”

“What do you think the word ‘sort’ means?” to put the ones that are alike together

“Today you will learn how to sort pattern blocks.”

> Distribute Blank Workmats as in earlier lessons.

“Now I will give you some pattern blocks to sort.”

> Place 30–40 pattern blocks of assorted colors on each child’s workmat.

* When all children finish sorting, continue.



(K.5)(A) create patterns of concrete objects(K.8)(A) describe an object by its attributes using informal

language(K.8)(B) compare two objects based on their attributes(K.8)(C) sort a variety of objects including three-dimensional

geometric figures according to their attributesLesson Practice: (K.1)(C), (K.8)(C)


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“I will pick my two favorite colors and make a design.”

* Demonstrate making a design with two colors for the children.

“Now you will pick your two favorite colors and make a design.”

“Push the other colors off your workmat.”

* Ask each child which two colors he or she will use.

* Allow 5–10 minutes for the children to make the designs.

* Give children the following 1-minute warning before giving the signal to stop working:


* Give the signal to freeze. Wait until all children stop working, are quiet, and are looking at you.

“Now we will share our designs.”

“Who would like to tell us about their design?”

“What do you like best about your design?”

* Repeat, allowing several children to share their designs.






* Call children four at a time to put pattern blocks in the baskets and Blank Workmats in a stack next to the baskets.



LessonPractice 16

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orange blue red green

The pattern blocks were sorted by color. Color the pattern blocks in each group.

Circle the group with 4 pattern blocks.

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* Read aloud the directions to the children. Have children use pattern blocks to cover each shape before they color it on their papers.



Lesson

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“Today we will practice writing the number 2 using a crayon and a pencil.”


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* Sing the verse for 2 with the children as they trace the large 2 on their papers using a crayon.





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The pattern blocks were sorted by color. Color the pattern blocks in each group.

Circle the group with 4 pattern blocks.

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Lesson

17

Understanding p. 1

Analyzing p. 2

Evaluating p. 2


fewestmost

sort


See Section Overview 2Math Center Activities 1–5, 6Literature ConnectionsExtend and Challenge CD:

Activities 1 and 2



L E S S O N

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Sorting by Color Creating a Real Graph Comparing Sets of Objects

Lesson Preparation

materials• teddy bear counters (20–30 for demonstration plus

8–12 per child)• Lesson 17 Workmats (1 per child)• Lesson Practice 17/Handwriting Practice 17

materials for math center activity 6 • teddy bear counters (see the night before)• 4 small zip-top bags• 4 Lesson 17 Workmats

the night before• Math Center Activity 6: Put 10–14 teddy bear counters in

each bag. Vary the number of each color in each bag. Use no more than five of each color per bag.

Sorting by Color Creating a Real Graph Comparing Sets of Objects



Teddy BearCounters

* Place 20–30 teddy bear counters of assorted colors in front of you.

“Watch what I am going to do.”

* Begin sorting the teddy bear counters into groups by color on the back of Lesson 17 Workmat.

“What am I doing?”

“Does anyone know what we call this?” sorting “I am sorting the teddy bears.”

“What does the word ‘sort’ mean?” to put the ones that are alike together

“Today you will learn how to sort and how to make a graph.”




(K.8)(C) sort a variety of objects including three-dimensionalgeometric figures according to their attributes

(K.10)(A) compare two or three concrete objects according to length (longer/shorter than, or the same)

(K.12)(A) construct graphs using real objects or pictures in order to answer questions

Lesson Practice: (K.1)(C), (K.8)(C)Handwriting Practice: (K.1)(B), (K.1)(C)Math Center Activity 6: (K.8)(C), (K.12)(A)Extend and Challenge CD Activity 2: (K.7)(B), (K.8)(C),

(K.13)(D), (K.14)(A), (K.15)(A)


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Lesson 17 Workmat

© Saxon Publishers, Inc., and Nancy Larson. Reproduction prohibited.MK(2e)-WM-017

Lesson 17 WorkmatSaxon Math K > Distribute Lesson 17 Workmats in the same way Blank Workmats are

distributed.

“Place your workmat on the floor in front of you like this.”

* Demonstrate placing a Lesson 17 Workmat on the floor blank side up, as shown:

“Now I will give you some teddy bears to sort.”

> Place 8–12 teddy bear counters of assorted colors on each child’s workmat. Make sure that each child has at least one of each color.

“Sort your teddy bears on your mat.”

* When all children finish sorting, continue.

“Now we are going to graph our teddy bears.”

“Watch how I move my teddy bears off my mat.”

* Demonstrate moving the teddy bear counters off your workmat and keeping them in their sorted groups.

“Move your teddy bears off your mat the way I did.”

“Turn over your mat.”

* Make sure each child’s graphing grid on Lesson 17 Workmat is faceup, as shown:

“How do you think we will put our teddy bears on this graph?”

“Line up your teddy bears on your graphing grid.”

* Observe children and assist those who need help.

* When all children finish, ask several children the following questions:

“What color do you have the most of?”

“How do you know?” The longest line has the most. “Do any columns have the same number?”

“How do you know?” The lines are the same length. * Use one child’s graph to illustrate “fewest.”

“Let’s look at (child’s name)’s teddy bears.”

“Which color does (child’s name) have the fewest of?”

“How do you know?” The shortest line has the fewest.


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* Repeat, asking several children about their graphs.


“Put your teddy bears altogether on your mat.”




* Call children four at a time to put teddy bear counters in the baskets and Lesson 17 Workmats in a stack next to the baskets.



LessonPractice 17

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Color the teddy bears on the graph.

Favorite Color Teddy Bears

Count the teddy bears: green red yellow blue


red yellowgreen blue

17

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* Read aloud the directions to the children. Circulate and check the children’s papers as they work. Children are not expected to write the answer to the question at the bottom of the paper.




HandwritingPractice 17

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Activity 6: Sorting by Color; Creating a Real Graph

“In the math center you will practice sorting teddy bears and making a real graph.”


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Lesson 17 WorkmatSaxon Math K

SXN_MK(3e)_WM_Lesson Workmats.indd Sec1:c 11/1/06 4:53:39 PM

* Show children the bags of teddy bear counters and Lesson 17 Workmat.

“You will choose a bag of teddy bears.”

“Then you will sort the teddy bears and graph them on this workmat.”

* Demonstrate how to sort a bag of teddy bear counters and then graph them on Lesson 17 Workmat.

“When you finish making your graph, put your name strip next to your workmat so that I can check your work.”

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Color the teddy bears on the graph.

Favorite Color Teddy Bears

Count the teddy bears: green red yellow blue


red yellowgreen blue

17


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Lesson

18

Analyzing p. 1

Evaluating p. 2

Understanding p. 2



Activities 1 and 2



L E S S O N

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Acting Out Story Problems

Lesson Preparation

materials • Blank Workmats (1 per child) • teddy bear counters (5 per child) • Lesson Practice 18

Acting Out Story Problems



“Today you will learn how to act out stories using teddy bears.”

“I’m going to give everyone a workmat and some teddy bears.”

Teddy BearCounters

> Distribute Blank Workmats as in earlier lessons, keeping one for yourself.

> Give each child five teddy bear counters.

“Put the teddy bears on the floor next to your mat.”

“Let’s pretend our mat is a playground.”

“Four teddy bears were playing on the playground.”

“I’m going to put four teddy bears on my playground.”

* Demonstrate for the children.

“Now I would like you to put four teddy bears on your playground.”

* Allow time for the children to move their teddy bear counters as you tell the story.

“One more teddy bear wanted to play.”

“What do we need to do?” Put one more bear on the mat. “How many teddy bears are playing now?” 5



(K.4)(A) model and create addition and subtraction problems in real situations with concrete objects

(K.7)(B) place an object in a specified positionLesson Practice: (K.4)(A)


Less

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“Two teddy bears got sick and they went home.”

“What do we need to do?” Take 2 bears off the mat. “How many teddy bears are playing now?” 3 “Two teddy bears went home to take a nap.”

“What do we need to do now?” Take 2 bears off the mat. “How many teddy bears are playing on the playground now?” 1 “There was no one for the last teddy bear to play with, so he went home too.”

“What do we need to do?” Take the bear off the mat. “How many teddy bears are at the playground?” 0 “Who would like to make up a story about the teddy bears that we can all act out?”

* Prompt children or give them the first line, if necessary. Continue prompting as necessary. (Limit the number of teddy bear counters to five.)


“Put your teddy bears altogether on your mat.”




* Call children four at a time to put teddy bear counters in the baskets and Blank Workmats in a stack next to the baskets.



LessonPractice 18

Lesson Practice


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Story: Three teddy bears were on the playground. Two more teddy bears came to play. How many teddy bears are playing now? One teddy bear went home. How many teddy bears are playing now? Three more teddy bears went home to take a nap. How many teddy bears are playing now? There was no one for the last teddy bear to play with, so he went home too. How many teddy bears are on the playground now?

Playground

Parent: Assist your child as he or she colors and cuts apart the teddy bears at the bottom of this paper. Ask your child to use the teddy bears to act out the story below as you read it. Make up additional stories for your child to act out.

18


> Distribute Lesson Practice 18 for the children to take home.


* There is no Handwriting Practice in today’s lesson.

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Lesson

19

Evaluating p. 1

Understanding p. 1

Analyzing p. 2


circle rectangle



Activities 1 and 2



L E S S O N

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Identifying, Describing, and Comparing Circles and Rectangles

Lesson Preparation

materials • round and rectangular crackers (1 each per child)• paper napkins (1 per child)• Lesson Practice 19/Handwriting Practice 19

Identifying, Describing, and Comparing Circles and Rectangles



“Today you will learn the names of two shapes.”

* Hold up one round cracker and one rectangular cracker.

“We are going to use these for math today.”

“What are these called?” crackers “I’m going to give everyone two crackers.”

“We’re going to talk about our crackers before we eat them.”

> Give each child one round and one rectangular cracker on a paper napkin.

“How are the crackers different?”

* Encourage the children to notice as many differences as possible.

* Hold up the round cracker.

“What shape is this cracker?” a circle “A circle has a curved edge.”




(K.9)(A) describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures

(K.9)(B) recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures

(K.9)(C) describe and identify circles and rectangles; compare circles

Lesson Practice: (K.6)(B)Handwriting Practice: (K.1)(B), (K.1)(C)


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* Hold up the rectangular cracker.

“What shape is this cracker?” a rectangle “A rectangle has four sides and four corners.”

“Let’s eat the cracker that is shaped like a circle.”

“Now let’s eat the cracker that is shaped like a rectangle.”

“Let’s walk around our classroom and try to find things that are shaped like a circle or like a rectangle.”

“Everyone will find one thing that is shaped like a circle and one thing that is shaped like a rectangle.”

* Conduct a classroom walk. Come back to the meeting area to share findings.

“Who saw something shaped like a circle?”

“What did you see?”

“Where did you see it?”

“Who saw something shaped like a rectangle?”

“What did you see?”

“Where did you see it?”

“What does a circle look like?”

“What does a rectangle look like?”

“How is a rectangle different from a circle?”



Lesson Practice 19

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Color the rectangles purple. Color the circles brown.

Count the rectangles.

Count the circles.

19



* Read aloud the directions to the children. Circulate and check the children’s papers as they work. Children are not expected to write answers to the statements at the bottom of the paper.


Lesson

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* Read aloud the directions to the children. Circulate and check the children’s papers as they work.




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Color the rectangles purple. Color the circles brown.

Count the rectangles.

Count the circles.

19


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Lesson 20

Understanding p. 1

Applying p. 1


first



Activities 1 and 2




(K.6)(B) count by ones to 100


L E S S O N

20Saxon Math K

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Oral Assessment 2: Counting by 1’s to 100

Lesson Preparation

materials • Oral Assessment Individual Recording Forms

(for Assessment 2)

Oral Assessment 2

Monitoring Individual ProgressAssessment

Oral Assessment 2

Individual Recording

Form

Student

Teacher School Year

Oral Assessment Individual Recording FormSaxon Math K

© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.MK(3e)-OAIRF-1

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Materials:Assessment 1

Shape Pieces

Identifying and Naming Shapes

• Point to each shape.“What shape is this?”

• Place the 4 shapes in front of the child.

“Point to the ...

square triangle circle rectangle square.” triangle.” circle.” rectangle.”

Comments:


Materials:none

Counting by 1’s to 100


• Establish the speed at which you want the children to count.• If the child pauses, ask, “Can you keep going?” or “What’s next?”• Record the date and the last correct number given.

Date: Date: Date: Date:

Comments:

SXN_MK_(3e)_OACRF_IRF.indd Page 1 12/19/06 1:10:02 PM luxminarayan /Volumes/ju103/YGIN006/sxn_mk_indd%0/Recording Form/6240a_MK_RecordForms

* Note: This assessment is designed to help you determine the children’s prior knowledge. The children who are not successful will be reassessed on this task as the year progresses. (This is the second of three assessments that precede formal instruction.)

* The assessments are intended to be individual interviews. Many teachers do the assessment during center time, snack time, or playtime. Plan to complete all individual interviews for this assessment within atwo-week period.

* Optional, reproducible class recording forms are provided with the recording forms and on the Resources and Planner CD.

* Call one child at a time to a quiet work area.


* Establish the speed at which you want the children to count.

* If the child pauses, ask, “Can you keep going?” or “What’s next?”


Less

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* Record the last correct number.

* Note: If a child does not successfully complete the assessment, reassess the child when you think he or she has shown improvement. Use the same materials and wording. Write the new date in the “Comments” section, and record the new assessment using a different color of ink on the Oral Assessment Individual Recording Form.

9994046195-20


Lesson

21

Understanding p. 2

Evaluating p. 2

Analyzing p. 2


number


See Section Overview 3Math Center Activities 2–6, 7Extend and Challenge CD:

Activities 1 and 2



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21Saxon Math K

Identifying and Ordering the Numbers 1–5 Identifying a Missing Number

Lesson Preparation

materials• Lesson 21 Teacher Number Cards 1, 2, and 3 (see the night

before)• Lesson 21 Student Number Cards (1 set per child)• small zip-top bags• large zip-top bag (see the night before)• Lesson Practice 21/Handwriting Practice 21 • Math News No. 2 (see the night before)

materials for math center activity 7 • 4 bags of Student Number Cards 1–5 (each set a different

color) • basket of linking cubes

the night before • Tear apart the numbers on Lesson 21 Teacher Number Cards 1, 2, and 3. Tear apart

Lesson 21 Student Number Cards, and store each set of 1–5 in a small bag. Set aside all 0 and 6–20 cards; they will not be included in today’s lesson.

• At the end of the lesson, store all the small bags of Student Number Cards in a large bag labeled “Student Number Cards (for use with Lessons 21, 24, 35, 36, 38, 39, 42, 62, 74, and 76).”

• Make copies of Math News No. 2, 1 per child.

Identifying and Ordering the Numbers 1–5 Identifying a Missing Number



Teacher NumberCards

* Place the Teacher Number Cards 1–5 randomly on the floor in front of you so that all children can easily see them.

“Today you will learn how to put number cards in order.”

“You also will learn how to find a missing number.”




(K.6)(B) count by ones to 100(K.7)(B) place an object in a specified position(K.13)(C) select or develop an appropriate problem-solving

strategy including looking for a pattern in order to solve a problem

(K.13)(D) use tools such as manipulatives to solve problemsLesson Practice: (K.6)(B)Math Center Activity 7: (K.1)(B), (K.1)(C), (K.6)(B), (K.13)(D),

(K.14)(A)


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“Each morning (afternoon) we count the number of days we have come to school.”

“What number do we always begin with?” 1 “What number is next?” 2 “Now we will put these number cards in order, the way we count.”

* Point to a starting place on the floor.

“We will put the first number card here.”

“Which number will be first?” 1 “Who would like to find that number card?”

* Ask a child to place the first number card.

“Which number will be next?” 2 “Who would like to find that number card and put it next to the 1?”

* Ask another child to place the second number card.

* Repeat until the Teacher Number Cards are placed in order.

“Let’s read our numbers together.”

* Touch each card as the children read the numbers.

“Are they in order?”

“I am going to give everyone a set of number cards.”

“What do you think I want you to do with them?” Put them in order.

> Distribute bags of Student Number Cards 1–5. Children seated next to each other should have different colors of cards.

“You may begin now.”

* When all children finish ordering their number cards, continue.

“Let’s count together.”

“Touch each number as we say it.”

* Count slowly, allowing time for children’s corrections, if necessary.

“Pick up the number 4.”

* Check that the children are picking up the correct card.

“Put it in your bag.”

* If several children pick up an incorrect card, modify this step by saying the following:

“Look at my large number card.”

“Make sure the number on your card looks just like mine.”

“We all have a 4.”

“Now let’s put our 4’s in our bags.”

“Pick up the number 1, and put it in your bag.”

* Repeat with the numbers 5, 3, and 2.

“Put your bag of number cards on the floor in front of you.”


Lesson

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“Now we are going to play a game.”

* Mix the Teacher Number Cards on the floor in front of you.

“I’m going to ask someone to hide a number card, and I will guess which number is missing.”

* Ask a child to remove a number card and put it out of sight.

“I think I will put the numbers in order to see whether I can guess which number is missing.”

* Demonstrate putting the Teacher Number Cards in order to find the missing number card.

“Is the number ?”

* Demonstrate the game several times, if necessary.

“Now everyone is going to play this game with a partner.”

* Pair children around the semicircle.

* Collect a bag of Student Number Cards from one child in each pair.

“Take your number cards out of your bag, mix them up, and put them in front of you.”

“One partner is going to hide a number.”

“The other partner will guess the missing number.”

* Allow time for the children to play the game.

“Let’s try this again, but now the other partner will hide the number.”

* Repeat the game one or two more times.



* Repeat with the numbers 3, 5, and 1.

* Collect the remaining bags of Student Number Cards.

* Note: Store all the small bags of Student Number Cards in their large bag. The Teacher Number Cards will be used again in Lesson 35, and the Student Number Cards will be used again in Lesson 24.



Lesson Practice 21

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1 2 3 4 5

1

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Connect the dots as you count from 1 to 5.

21



“Put your finger on the star next to the 1.”

“Use your finger to draw a line from 1 to the dot below the 2.”

“Don’t lift your finger.”

“Now use your finger to draw a line from 2 to the dot below the 3.”

* Continue giving instructions to connect dots to 5.

* Repeat, using a pencil.



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> Distribute a copy of Math News No. 2 to each child.


Activity 7: Identifying and Ordering the Numbers 1−5; Making Sets of 1−5 Objects

“ In the math center you will practice putting a set of number cards in order.”

“Then you will make linking-cube towers to match the numbers on your number cards.”

* Demonstrate how to order the number cards. Make a linking-cube tower for one of the numbers.

“ When you finish making your towers, put your name strip next to your towers so that I can check your work.”


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1 2 3 4 5

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Connect the dots as you count from 1 to 5.

21


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Lesson

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Creating p. 2

Understanding p. 2

Analyzing p. 2


column fewest

most



Activities 1 and 2



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22Saxon Math K


Lesson Preparation

materials • pattern blocks in a basket or open container• Lesson 22 Chart• Lesson Practice 22/Handwriting Practice 22

materials for math center activity 8 • pattern blocks (see the night before )• 4 small zip-top bags• 4 Lesson 17 Workmats

the night before• Math Center Activity 8: Put 10–14 pattern blocks in each

bag. Use only red, blue, green, and orange blocks. Vary the number of each color in each bag. Use no more than five of each color per bag.



•


PatternBlocks

* Place a handful of pattern blocks in front of you.

“ What colors are our pattern blocks?” yellow, red, blue, green, tan, and orange

“When I walk around the circle, pick a pattern block that is the color you like the best.”

“Hide it in your hands.”

> Walk around the semicircle, allowing each child to select a pattern block from the basket or container of assorted colors.

“Today you will learn how to place your pattern block on a graph.”




(K.7)(B) place an object in a specified position(K.8)(A) describe an object by its attributes using informal

language(K.10)(A) compare two or three concrete objects according

to length (longer/shorter than, or the same)(K.12)(A) construct graphs using real objects or pictures in

order to answer questionsLesson Practice: (K.1)(A), (K.6)(B)Handwriting Practice: (K.1)(B), (K.1)(C)Math Center Activity 8: (K.1)(A), (K.8)(C), (K.12)(A)


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“You will also learn how to find the most and the fewest on a graph.”

“We are going to show our favorite color of pattern block.”

Lesson 22 Chart

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Lesson 22 Chart

Saxon Math K

MK(3e)-CH-022 © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

SXN_MK(3e)_LC.indd 4 10/25/06 12:27:22 PM

* Place Lesson 22 Chart on the floor in the center of the group so that all children can easily see it.

“When we made our graph with the teddy bears, what did we do first?”

“How do you think we could graph our pattern blocks?” by shape or by color

“Who would like to put their pattern block on the graphing grid?”

* Ask a child to come to the graph. Help the child place his or her pattern block on the graph.

* Continue calling children to the chart to graph their pattern blocks. Assist children as they place their pattern blocks on the graph.

* Occasionally ask the following questions:

“Which column (row) has the most now?”

“How do you know?” The longest line has the most. * When all pattern blocks are graphed, continue.

“Which color pattern block do we have the most of?”

“How do you know?” The longest line has the most. * Point to the column (row) with the most.

* Have the children focus on the height (length) of the column (row).

“This column (row) has the most because it is the tallest (longest).”

“Which color pattern block do we have the fewest of?”

“How do you know?” The shortest line has the fewest. * Point to the column (row) with the fewest.

* Have the children focus on the height (length) of the column (row).

“This column has the fewest because it is the shortest.”

“Are any columns the same?”

“How can you tell?” The lines are the same length. “What color pattern block did the most children choose?”

“How many children chose green pattern blocks?”

“Let’s count.”

* Repeat counting the pattern blocks that are the remaining colors.

“Who would like to put away the pattern blocks?”

* Ask two children to put pattern blocks in the baskets.


Lesson

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Lesson Practice 22

Lesson Practice


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Color the pattern blocks on the graph.

Count the pattern blocks:

orange squares blue parallelograms

green triangles red trapezoids

Which color has the most pattern blocks?

Which color has the fewest pattern blocks?


22



* Read aloud the directions to the children. Circulate and check the children’s papers as they work. Children are not expected to write answers to the questions at the bottom of the paper.



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Activity 8: Sorting by Color; Creating a Real Graph; Identifying Most and Fewest

Lesson 17 Workmat

© Saxon Publishers, Inc., and Nancy Larson. Reproduction prohibited.MK(2e)-WM-017

Lesson 17 WorkmatSaxon Math K “ In the math center you will practice sorting and graphing

pattern blocks.”

* Show children the bags of pattern blocks and Lesson 17 Workmat.

“You will choose a bag of pattern blocks.”

“Then you will sort the pattern blocks and graph them on this workmat.”

* Demonstrate how to sort a bag of pattern blocks and then graph them on Lesson 17 Workmat.

“When you finish making your graph, put your name strip next to your workmat so that I can check your work.”

* After checking each child’s graph, ask him or her to identify the columns (rows) that have the most and the fewest blocks.

SXN_MK(3e)_TM_L022.indd Page 3 5/7/07 2:34:41 PM user1SXN_MK(3e)_TM_L022.indd Page 3 5/7/07 2:34:41 PM user1 /Volumes/ju102/HCAC031/sxn_mk_indd%0/6240a_mk_tm/6240a_mk_tm_l022/Volumes/ju102/HCAC031/sxn_mk_indd%0/6240a_mk_tm/6240a_mk_tm_l022

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Color the pattern blocks on the graph.

Count the pattern blocks:

orange squares blue parallelograms

green triangles red trapezoids

Which color has the most pattern blocks?

Which color has the fewest pattern blocks?


22


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Lesson

23

Evaluating p. 2

Understanding p. 2

Analyzing p. 2


abovebelowlargesmall

circlefirstrectanglesort


See Section Overview 3Math Center Activities 3–8Extend and Challenge CD:

Activities 1 and 2



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c.L E S S O N Saxon Math K

Naming a Shape Piece Using Three Attributes(Shape, Color, and Size) Describing the Relative Position of Objects

Lesson Preparation

materials • Lesson 23 Shape Pieces (see the night before )• large zip-top bag• Lesson Practice 23/Handwriting Practice 23

the night before• Punch out the shapes from only the red, yellow, and

blue sheets of Lesson 23 Shape Pieces. At the end of the lesson, store them in a bag labeled “circles and rectangles (for use with Lessons 23, 31, 43, 54, 85, and 121).” Save the remaining sheets of Shape Pieces for use in Lesson 31.

Naming a Shape Piece Using Three Attributes (Shape, Color, and Size) Describing the Relative Position of Objects


* Note: Today the children will make a matrix. At the end of the lesson, it should look like the following:

R R R R R = red

Y = yellow

B = blue

Y Y Y Y

B B B B

23 The comprehensive list of TEKS for Lesson 23 can be found in Section Overview 3.


(K.5)(A) extend patterns of concrete objects(K.6)(A) use patterns to predict what comes next, including

cause-and-effect relationships(K.7)(A) describe one object in relation to another using

informal language such as above and below(K.8)(A) describe and identify an object by its attributes

using informal language(K.8)(C) sort a variety of objects including two-dimensional

geometric figures according to their attributes and describe how the objects are sorted

(K.9)(C) identify circles and rectanglesLesson Practice: (K.8)(A)Handwriting Practice: (K.1)(B), (K.1)(C)


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“Today we are going to use shape pieces to play a game.”

* Place the Shape Pieces on the floor in front of you.

“Today you will learn how to name these shape pieces.”

“What shapes do you think we are going to use?” circles and rectangles

“First we are going to sort these shape pieces.”

“What else have we sorted?” teddy bears and pattern blocks “How did we sort them?” by color “Who would like to tell us another way we could sort our pieces?” by shape or by size

“Is there another way?”

“Today we will sort our pieces by color.”

“Who would like to show us how to do that?”

* Ask a child to sort the pieces by color into groups.

* Point to one group.

“What is the same about all these pieces?”

* Set aside the yellow and blue pieces for use later in the lesson.

“We will use the red pieces first.”

* Hold up a circle and a rectangle.

“What shapes are we using?” circle and rectangle * Place the two shapes back in the red group after the children have

identified them.

“We will use the small rectangle first.”

“Who can find a small red rectangle?”

* Ask a child to hand you the piece.

“Is this a small red rectangle?”

* Place the piece on the floor to start the matrix.

“Who can find a large red rectangle?”

* Ask another child to hand you the piece. Place it next to the first piece, as shown:

R R

* Hold up a small red circle.

“What is this piece called?” small red circle * Place the piece third, as shown:

R R R


Lesson 23


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* Hold up a large red circle.

“What is this piece called?” large red circle * Place the piece fourth, as shown:

R R R R

“We have made a row of red pieces.”

“Now we will make a row using yellow pieces.”

* Point to the small red rectangle.

“We will use a yellow piece like this first.”

“Which piece will we use first?” small yellow rectangle “We will put the small yellow rectangle here.”

* Place the piece below the small red rectangle.

“Which piece would come next in the row?” large yellow rectangle “Where will we put the large yellow rectangle?” below the large red rectangle

* Place the piece below the large red rectangle.

* Repeat, finishing the row with the other yellow pieces, as shown:

R R R R

Y Y Y Y

* Repeat, making a row with the blue pieces.

* Point to the first column (small rectangles).

“What is the same about all these pieces?” They are all rectangles (the same shape) and they are all small (the same size).

* Repeat with the other columns.

* Point to the first row (red).

“What is the same about all these pieces?” They are all red (the same color).

* Repeat with the other rows.

“Which piece is above the large yellow circle?” large red circle “Which piece is below the large yellow rectangle?” large blue rectangle

* Repeat with the other two shapes.

“Where is the small red rectangle?”

* Repeat, asking the children to describe the position of several other shape pieces.


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“Let’s play a game.”

“I’m going to take a piece away, and I want you to tell me which piece is missing.”

“Close your eyes.”

* Remove the small yellow circle from the matrix.

“Open your eyes.”

“Which piece is missing?” small yellow circle * Ask the children to describe the piece by naming all three attributes.

* Replace the piece.

* Repeat the game several times.

* Optional: Have a child remove a piece, and ask other children to identify the missing piece.

“Who would like to put away the shape pieces?”

* Ask two children to put the Shape Pieces in their bag.

* Note: The circles and rectangles will be used again in Lesson 31.



Lesson Practice 23

Lesson Practice


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Color these rectangles and circles red.

Color these rectangles and circles yellow.

Color these rectangles and circles blue.

Point to the large blue rectangle. Point to the small yellow circle. Point to the large red circle. Point to the small yellow rectangle.

Parent: These shape pieces have three attributes—shape, color, and size. Point to a piece and ask your child to identify its shape (rectangle or circle), color (red, yellow, or blue), and size (small or large).

23






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Color these rectangles and circles red.

Color these rectangles and circles yellow.

Color these rectangles and circles blue.

Point to the large blue rectangle. Point to the small yellow circle. Point to the large red circle. Point to the small yellow rectangle.

Parent: These shape pieces have three attributes—shape, color, and size. Point to a piece and ask your child to identify its shape (rectangle or circle), color (red, yellow, or blue), and size (small or large).

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Lesson

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Understanding p. 2

Applying p. 2

Analyzing p. 2



Activities 1 and 2



L E S S O N

24Saxon Math K

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Matching a Number Card (1–5) to a Set of Objects

Lesson Preparation

materials • cups of 1–5 teddy bear counters (1 per child; see the night

before)• Blank Workmats (1 per child)• bags of Student Number Cards 1–5 (1 per child; from

Lesson 21)• Lesson Practice 24/Handwriting Practice 24

materials for math center activity 9• teddy bear counters (see the night before)• 4 small zip-top bags• 4 bags of Student Number Cards 1–5 (each set a

different color)

the night before• Vary the number of teddy bear counters in each cup.• Math Center Activity 9: Put two red, three blue, four green, and five yellow teddy bear

counters in a bag. Use the same numbers but vary the colors in each of theother bags.

Matching a Number Card (1–5) to a Set of Objects


* Seat children in a semicircle on the floor. Provide sufficient space for each child to work.

“Today we will play a game using our number cards and teddy bears.”

“You will learn how to use a number card to show how many teddy bears you have.”

“Everyone will need a workmat and number cards.”




(K.1)(C) use numbers to describe how many objects are in a set (through 20) using symbolic descriptions

(K.6)(B) count by ones to 100Lesson Practice: (K.1)(A), (K.1)(C)Handwriting Practice: (K.1)(B), (K.1)(C), (K.4)(A)Math Center Activity 9: (K.1)(B), (K.1)(C), (K.6)(B), (K.8)(C)


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> Distribute Blank Workmats and bags of Student Number Cards 1–5.

“I will give everyone a cup of teddy bears.”

“First you will empty the cup onto your mat.”

“Then you will count how many teddy bears are on your mat.”

“After you count the teddy bears, find the number card that shows how many teddy bears are on your mat.”

“You will hold up the number card that matches the number of teddy bears.”

“You will hold it up like this.”

* Demonstrate holding up a number card.

“Who would like to show us how to do this?”

* Provide a cup of teddy bear counters, and ask a child to demonstrate.

Teddy BearCounters

> Distribute cups of teddy bear counters.

“What will we do first?” Empty the cup onto the mat. “What will we do second?” Count the teddy bears. “What will we do third?” Hold up the number card that matches the number of teddy bears.

* Do a quick visual check of each child’s number of teddy bear counters and Student Number Card. Assist children who are having difficulty. Praise children who are following directions and doing the activity correctly.

“Put the teddy bears back into your cup.”

“Now pass your cup of teddy bears to your neighbor on your right.”

* Gesture to show children the direction to pass the cups.

“Let’s play the game again.”

* Repeat the game several more times, if desired.

* Call children four at a time to put Blank Workmats, bags of Student Number Cards, and cups of teddy bear counters in the center of the semicircle.

* Note: Store all the small bags of Student Number Cards in their large bag. The Student Number Cards will be used again in Lesson 35.



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“Today we will practice writing the numbers 1, 2, and 3 using a pencil.”

“Write the 1’s in the first row.”


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* Repeat for the second and third rows.

* Read aloud the directions on the right-hand side of the paper. Circulate and check the children’s papers as they work.



Activity 9: Sorting and Counting a Set of Objects; Matching a Number Card (1–5) to a Set of Objects

“In the math center you will practice sorting, counting, and matching a number card to a set.”

* Show children the four bags of teddy bear counters.

“First you will choose one of these bags.”

“Then you will sort and count the teddy bears in your bag.”

“Then you will use number cards to show how many teddy bears there are of each color.”

* Demonstrate how to sort and count the teddy bear counters. Then use a set of number cards to show the number of teddy bears of each color.

“When you finish putting your number cards next to the sets of teddy bears, put your name strip next to your teddy bears so that I can check your work.”


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25

Understanding p. 2

Applying p. 2

Analyzing p. 2


pattern



Activities 1 and 2



L E S S O N

25Saxon Math K

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Creating and Reading an AB Color Pattern

Lesson Preparation

materials • linking cubes• Blank Workmats (1 per child)• Lesson Practice 25/Handwriting Practice 25

materials for math center activity 10• basket of linking cubes• name strips

Creating and Reading an AB Color Pattern


Linking Cubes


“Today you will learn how to make and read an AB pattern using linking cubes.”

“What color pattern are we using on our calendar this month?” October: orange, tan (brown); September: green, yellow

“We call this an AB pattern.”

* Point to the two colors of tags on the calendar as you say A and B.

“I am going to make an AB pattern with two different colors of linking cubes.”

“I will use red and green to make my AB pattern.”



(K.5)(A) identify and create patterns of concrete objects(K.6)(B) count by ones to 100Lesson Practice: (K.5)(A), (K.6)(A)Math Center Activity 10: (K.5)(A)


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* Place four red and four green cubes in two groups in front of you, and snap them together as you say the following:

“If red is first, which color will I use next?” green “Which color will be next?” red “Which color will be next?” green

* Continue with four more linking cubes.

“Let’s read the color pattern together.” red, green, red, green, red, green, red, green

* Point to the cubes as you read the colors together.

“We can also read this ‘A, B, A, B, A, B, A, B.’ “

* Point to the cubes as you say the letters together.

“Today you will learn how to make AB patterns using different colors.”

> Distribute Blank Workmats. Quickly distribute linking cubes.

“Choose two colors.”

“Hold up the cubes you chose.”

* Demonstrate for the children.

* Check that there is a distribution of colors. If the number of cubes is limited, you may need to ask several children to select other colors.

“Put four cubes of each color on your workmat.”

“Make an AB pattern using your linking cubes.”

* When all children have at least six cubes in a tower, give the signal to freeze.

“Who would like to read their color pattern?”

* Allow as many children as possible to read their patterns.

“Who would like to read their pattern in a different way?”

“It is time to take our AB patterns apart.”

“Let’s count the cubes as we snap them apart.”

“We’re going to put our linking cubes away now.”

“Put your cubes on your mat.”


“When I call your name, pick up your mat and slide your linking cubes into a basket.”


* Call children four at a time to put linking cubes in the baskets and Blank Workmats in a stack next to the baskets.


Lesson

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LessonPractice 25

Lesson Practice



Name

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Color these linking-cube pictures to make AB color patterns.

A B A B A B

green red green red green red

A B A B A B

yellow blue yellow blue yellow blue

Use two other colors to make your own AB pattern.

A B A B A B

25




* Read aloud the directions to the children. Have children use linking cubes to make trains before they color the linking-cube pictures on their papers.






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Activity 10: Creating and Reading an AB Color Pattern

“ In the math center you will practice making an AB pattern using linking cubes.”

“How many colors will you need to make an AB pattern?” 2 “You will use two colors of linking cubes to make an AB pattern that is as long as your name strip.”

* Demonstrate how to make an AB linking-cube tower.

“ When you finish making your AB tower, leave it on your name strip so that I can check your work.”

* After checking each child’s AB tower, ask him or her to read the pattern in two ways.


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G R G R G R

Y B Y B Y B

Lesson Practice



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Color these linking-cube pictures to make AB color patterns.

A B A B A B

green red green red green red

A B A B A B

yellow blue yellow blue yellow blue

Use two other colors to make your own AB pattern.

A B A B A B

25


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Documents

Printed in the U.S.A. - · PDF filePrinted in the U.S.A. Lesson 1 Analyzing p. 2 Evaluating p. 2 † Teacher Handwriting Chart 1 Applying p. 2 Higher-Order Thinking Skills count number