Enhanced Instructional Transition Guide
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Unit 09:
Geometry: Two- and Three-Dimensional Figures (6 days)
Possible Lesson 01 (6 days)
POSSIBLE LESSON 01 (6 days)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and
Midcycle State Adopted Instructional Materials.)
Lesson Synopsis:
Students explore sorting two- and three-dimensional figures by common attributes and verbally describe similarities and differences using informal geometric language.
Students identify the two-dimensional figures that are a part of three-dimensional figures.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit.
The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148
K.8
Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected
to:
K.8C
Sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how
the objects are sorted.
K.9
Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional geometric figures. The student is
expected to:
K.9A
Describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional
geometric figures.
K.9B
Recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures.
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Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Underlying Processes and Mathematical Tools TEKS:
K.13
Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to
everyday experiences and activities in and outside of school. The student is expected to:
K.13A
Identify mathematics in everyday situations.
K.14
Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language.
The student is expected to:
K.14A
Communicate mathematical ideas using objects, words, pictures, numbers, and technology.
K.14B
Relate everyday language to mathematical language and symbols.
Performance Indicator(s):
Kindergarten Mathematics Unit 09 PI 01
Sort a variety of two- and three-dimensional figures and real-life objects (e.g., mouse pad, index card, box, ball, can, etc.). Describe a common attribute among the figures in
each set using words (informal geometric vocabulary). Identify a classroom solid object that is based on the same sorting rule for a specific set, and orally explain how that
object is similar to the other figures in the set. Orally identify at least one two-dimensional figure in the real-life object selected.
Standard(s): K.8C , K.9A , K.9B , K.13A , K.14A , K.14B
ELPS ELPS.c.3J
Key Understanding(s):
Shapes can be seen and observed from different viewpoints in the world around us.
Two-dimensional shapes make up three-dimensional figures.
Words can describe objects and shapes.
Informal geometric vocabulary can be used to describe the attributes of objects and shapes.
Objects and shapes can be identified, described, compared, and sorted by their attributes.
Misconception(s):
page 2 of 49 Enhanced Instructional Transition Guide
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Some students may think that the term “solid” figure refers to its construction, rather than that it is three­dimensional.
Underdeveloped Concepts:
Some students may call a three-dimensional figure by the name of one of its two-dimensional faces (e.g., a student may refer to a cube as a square, etc.).
Vocabulary of Instruction:
above
after
around
attribute
before
below
between
bottom
circle
first
fourth
inside
outside
over
properties
rectangle
second
square
third
through
top
three-dimensional
triangle
two-dimensional
under
Materials List:
ball (1 per 4 students)
books (assorted types sortable by attribute, e.g., picture books, textbooks, comic books, magazines, cookbooks, novels, etc.) (10 – 15 per teacher)
box (small) (1 per 4 students)
buttons (variety of shapes, colors, sizes, textures) (10 per teacher)
camera (digital) (optional) (1 per teacher)
can (1 per 4 students)
chart paper (3 sheets per teacher)
clay or play dough (1 per student, 1 per teacher)
page 3 of 49 Enhanced Instructional Transition Guide
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Concentration Cards 16 – 20 (1 set per 2 students) (previously created in Unit 08 Lesson 01 Engage 2)
construction paper (9” x 18”) (12 sheets per teacher)
counters (small) (40 per student)
cubes (20 per student)
Daily Routine Bulletin Board (1 per teacher) (previously created in Unit 01 Lesson 01 Engage 1)
Days of the Week Calendar Ring (1 per student) (previously created in Unit 01 Lesson 01 Daily Routine Day 5)
die (1 per student)
fabric squares (variety of textures, colors) (10 per teacher)
grouping items (everyday items that can be grouped by function/purpose (e.g., toothbrush, toothpaste, floss, comb, brush, shampoo, etc.)) (8 per teacher)
Hair Gel Bag (1 per student) (previously created in Unit 01 Lesson 01 Explore/Explain 4)
jigsaw puzzle (no more than 10 – 12 pieces) (1 per 2 students)
knife (plastic) (1 per teacher)
Months of the Year Sentence Strips (1 set per teacher) (previously created in Unit 01 Lesson 01 Engage 6)
Numeral Writing Cards 15 – 20 (1 set per student) (previously created in Unit 08 Lesson 01 Explore/Explain 3)
paper (bulletin board, 1 yard of one color, 1 yard of another color) (1 set per teacher)
paper (bulletin board, 1 yard) (5 sheets per teacher)
paper clip (small) (1 per student)
paper clip (small) (1 per student)
paper clip (small) (1 per student)
paper clip (small) (1 per student)
paper clip (small) (1 per student)
paper clip (small) (1 per student)
party hat (cone shaped) (1 per 4 students)
pasta (variety of shapes colors, sizes) (10 per teacher)
pencil (1 per student)
plate (plastic) (1 per student, 1 per teacher)
Real World Objects Charts (1 set per teacher) (previously created)
real-life objects (two- and three-dimensional (e.g., mouse pad, index card, box, ball, can, etc.) (1 set per teacher)
rocks (variety of shapes, colors, sizes, textures) (10 per teacher)
scissors (1 per student)
Shape Collection (1 set per 4 students) (previously created)
Shape Collection (1-2 objects per student)
page 4 of 49 Enhanced Instructional Transition Guide
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
shells (variety of shapes, colors, sizes, textures) (10 per teacher)
three-dimensional figures (sphere, cone, cylinder, rectangular prism, cube) (1 set per teacher)
tissue box (rectangular) (1 per 4 students)
Attachments:
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments
that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Spin a Number Recording Sheet
Roll to 20 Recording Sheet
Shape Walk Recording Sheet
Unit 09 Performance Indicator Anecdotal Record PI
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to
teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using
the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. Suggested
Day
Suggested Instructional Procedures
Notes for Teacher
1
Daily Routines
Daily Routines
page 5 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Instructional Procedures:
1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed
Notes for Teacher
MATERIALS
Daily Routine Bulletin Board (1 per
on the Daily Routine Bulletin Board as you count.
teacher) (previously created in Unit 01
Ask:
Lesson 01 Engage 1)
When looking across the rows that start with 11 and 21, how are they alike? Answers
may vary. The ending numerals on the right follow a pattern of 1, 2, 3 ... 0 for both rows; the
beginning numeral is the same all of the way across each row until the end; etc.
How are they different? Answers may vary. The numbers in row 11 all begin with numeral 1
while the numbers in row 21 all begin with numeral 2, except for the last numbers in both rows;
etc.
2. Instruct students to count backward from 30 to 1. Then count backward from any number less than
30 to 1.
3. Invite a student to lead the class in singing the “Days of the Week Song” and the “Months of the
Year Song.”
4. Write today’s date on the board in month, day, and year format (e.g., January 9, 2013).
5. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week.
Ask:
How do you know which day of the week it is by the way the date is written? Answers
may vary. You can find the day on the calendar, look at the top of the column, and read the day
of the week; etc.
page 6 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
Does this date represent the past, the present, or the future? (the present)
6. Instruct students to say the date in a complete sentence starting with the day of the week (e.g.,
“Today is Wednesday, January 9th, 2013.”).
7. Write yesterday’s date on the board in month, day, and year format (e.g., January 8, 2013).
8. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week for yesterday.
Ask:
How do you know which day of the week it was yesterday by the way the date is
written? Answers may vary. You can find the day on the calendar, look at the top of the
column, and read the day of the week; etc.
Does this date represent the past, the present, or the future? (the past)
9. Instruct students to say yesterday’s date in a complete sentence starting with the day of the week
(e.g., “Yesterday was Tuesday, January 8th, 2013.”).
10. Locate a special event on the calendar. Chorally count the number of days until the event will occur
based on today’s date. Ask:
If today is ___, how many more days until the event occurs? Answers may vary.
On what day of the week will this event occur? Answers may vary.
What week will this event occur? Answers may vary. This week; next week; the third week
of the month; etc.
page 7 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
Will this event occur in the past or the future? (the future)
Topics:
MATERIALS
Observing attributes of objects
jigsaw puzzle (no more than 10 – 12
Identifying attributes of objects
pieces) (1 per 2 students)
Describing attributes of objects
books (assorted types sortable by
Sorting objects
attribute, e.g., picture books, textbooks,
comic books, magazines, cookbooks,
Engage 1
novels, etc.) (10 – 15 per teacher)
Students observe a set of presorted objects then identify and describe the attribute used as the sorting
paper (bulletin board, 1 yard of one color,
rule. Students also observe and identify attributes of puzzle pieces to help them complete a puzzle.
1 yard of another color) (1 set per teacher)
three-dimensional figures (sphere, cone,
Instructional Procedures:
1. Place students into 2 groups: puzzle group and sorting group.
cylinder, rectangular prism, cube) (1 set
per teacher)
2. Place students in the puzzle group in pairs. Distribute a jigsaw puzzle to each pair. Instruct student
pairs to assemble their jigsaw puzzle.
TEACHER NOTE
Suggestions for sorting books include, but are
3. Invite the sorting group to sit on the floor in a circle. Place two sheets of bulletin board paper in the
center of the circle. Prior to instruction, decide how to sort a set of books into two categories based
not limited to:
on an attribute. Do not reveal the categories to students. Distribute the two sets of books onto the
picture books—novels
papers to reflect your predetermined sorting rule. Instruct students to observe the displayed books.
textbooks—cookbooks
Point to one set of books.
hard cover books—soft cover books
Ask:
magazines—comic books
page 8 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
What do the books in this set have in common? Answers may vary.
What label could be given to this set that would accurately describe it? Answers may
Notes for Teacher
books with straight edges—shaped books
thick books—thin books
vary.
What do the books in the other set have in common? Answers may vary.
TEACHER NOTE
What label could be given to this set that would accurately describe it? Answers may
The Shape Collection will be used on Day 3. It is
vary.
important to provide a collection that has
How do the books in one set differ from the other group? Answers may vary.
sufficient variability. Teachers may choose to
send a letter home to parents describing the
4. Facilitate a class discussion regarding the characteristics, or properties, of the attributes named.
Explain to students that they had to first identify attributes of the books in order to determine how
the books were sorted. Identifying what is common or alike, and what is different, is a strategy for
identifying attributes of a set. Explain that when objects are sorted into categories, they are
grouped with other objects that have a common attribute.
Ask:
kinds of objects that students could bring to
school. Explain to parents that the class will use
the objects to study geometric shapes and
figures, and that it is important not to send
anything that is valuable or any object that is
easily broken.
Who can predict what rule, or attribute, was used to sort the books? Answers may vary.
What clues did you use to determine your prediction? Answers may vary.
Does the attribute you predict apply to all of the books in the set? Answers may vary.
Allow all students to share and justify their predictions before revealing the categories. If a
student’s prediction does not apply to all books in the set, explain that the attribute used to sort
a set of objects would need to apply to all objects in the set. Share with students the
attribute(s) that you used as the rule for sorting.
5. Collect the books. Explain to students that you are thinking of a new way to sort the books based
on an attribute that is the different than the previous one. Do not reveal the attribute to students.
page 9 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
Instruct students to observe as you sort the books based on the new attribute and to determine
what the books in each set have in common, or how they are alike, and how they are different.
Point to one of the sets of books.
Ask:
What do the books in this set have in common? Answers may vary.
What label could be given to this set that would accurately describe it? Answers may
vary.
What do the books in the other set have in common? Answers may vary.
What label could be given to this set that would accurately describe it? Answers may
vary.
How do the books in one set differ from the other group? Answers may vary.
Who can predict what rule, or attribute, was used to sort the books? Answers may vary.
What clues did you use to determine your prediction? Answers may vary.
Does the attribute you predict apply to all of the books in the set? Answers may vary.
Allow all students to share and justify their predictions before revealing the categories.
6. After the discussion with the sorting group, instruct the two groups rotate. Repeat the book and
puzzle activities.
7. After the second sorting group discussion, invite all students to sit on the floor. Facilitate a
discussion about the puzzle activity.
Ask:
How were you able to tell if two of your puzzle pieces fit together? Answers may vary.
The curve part fit inside this piece; the colors matched; etc.
page 10 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
What attributes did you look for to help you complete your puzzle? Answers may vary. I
found the outside of the puzzle first because they have straight lines or sides; etc.
8. Display models of a sphere, cone, cylinder, rectangular prism, and cube. Invite students to help
create a Shape Collection by bringing at least one object from home that resembles one of the five
figures that are displayed.
Practice Stations
Practice Stations
The practice stations are designed to engage students in independent and collaborative projects that
develop mathematical concepts and comprehension. Reflection is a very important part of the station
ATTACHMENTS
cycle. After each station cycle, students need to be given time to reflect on their learning. Each station
is about 20 minutes. All stations are designed for small groups. These groups may rotate to all
stations during the week, or students may rotate to specific stations (e.g., all students can work on
one station per day, or stations can be assigned by teacher, or student choice, etc.).
Instructional Procedures:
1. For all stations, monitor student groups to ensure all students are engaged appropriately for the
targeted skill of each station.
Handout: Spin a Number Recording
Sheet (1 per 2 students)
Handout: Roll to 20 Recording Sheet (1
per 2 students)
MATERIALS
Hair Gel Bag (1 per student) (previously
created in Unit 01 Lesson 01
Explore/Explain 4)
Station 1: Numeral Tracing 15 – 20 (Same as Unit 08 Lesson 01 Day 6 Practice Stations)
Numeral Writing Cards 15 – 20 (1 set per
1. Station Materials: Hair Gel Bags and Numeral Writing Cards 15 – 20 for each student.
student) (previously created in Unit 08
Lesson 01 Explore/Explain 3)
2. Instruct students to place the Hair Gel Bag on top of the Numeral Writing Card and trace the
Spin a Number 2 Mat (1 per student)
page 11 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
number with their finger. Encourage students to use the correct strokes by following the arrows on
(previously created in Unit 08 Lesson 01
the cards.
Day 06 practice stations)
paper clip (small) (1 per student)
Station 2: Spin a Number 2 (Same as Unit 08 Lesson 01 Day 6 Practice Stations)
pencil (1 per student)
1. Station Materials: 1 small paper clip, a pencil, 40 small sized counters, handout: Spin a Number
counters (small) (40 per student)
Recording Sheet, and a Spin a Number 2 Mat for each student.
cubes (20 per student)
Roll to 20 Mat (1 per student) (previously
2. Prior to instruction, copy handout: Spin a Number Recording Sheet and cut in half, creating a
half-sheet for each student.
3. Students use the paper clip and pencil to create a spinner. Students flick the paperclip on the
created in Unit 08 Lesson 01 Day 06
practice stations)
die (1 per student)
number spinner first to get a starting number. Then, students record the number in the first column
scissors (1 per teacher)
of their recording sheet and create the model for that number using counters on the five frames.
Concentration Cards 16 – 20 (1 set per 2
Next, students flick the paperclip on the more than/less than/same as spinner and record the spin
students) (previously created in Unit 08
in the second column of their recording sheet. Students then create the new number based on the
Lesson 01 Engage 2)
second spinner using the counters and the five frames and record the new number in the third
column of their recording sheet.
Station 3: Roll to 20 (Same as Unit 08 Lesson 01 Day 6 Practice Stations)
1. Station Materials: 20 cubes, 1 die, Roll to 20 Mat, and handout: Roll to 20 Recording Sheet for
each student.
2. Prior to instruction, copy handout: Roll to 20 Recording Sheet and cut in half, creating 1 halfsheet for each student.
3. The student rolls the die and records the number rolled in the first and second columns of handout:
page 12 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
Roll to 20 Recording Sheet. The student counts out and places the corresponding number of
counters on a Roll to 20 Mat, starting with the top frame in the upper left hand corner. The student
counts the number of empty spaces that remain to make 20 and records the number in the third
column of their recording sheet. The student rolls the die again and records the new number in the
first column of their recording sheet. The student then adds the corresponding number of counters
on the Roll to 20 Mat, counts the total number of counters and records the number in the second
column of their recording sheet. The student then counts the number of empty spaces that remain
to make 20 and records the number in the third column of their recording sheet. The student
continues rolling the die, placing down counters, counting the empty spaces, and recording the
results until the last frame is completely filled. Student must roll the exact number of needed to fill
the last frame.
Station 4: Concentration (NEW)
1. Station Materials: One set of Concentration Cards 16 – 20 for every 2 students.
2. Prior to instruction, gather Concentration Cards 16 – 20.
3. Students will play the game of concentration in pairs. The starting player will turn over 2 cards to
find a match. If the cards do not match, the student must return the cards face down and the next
player takes their turn. If the student successfully matches a pair of numbers, the student gets to
take the cards and continues to find additional matches. The turn ends when the player can no
longer make a match.
2
Daily Routines
Daily Routines
page 13 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Instructional Procedures:
1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed
Notes for Teacher
MATERIALS
Daily Routine Bulletin Board (1 per
on the Daily Routine Bulletin Board as you count.
teacher) (previously created)
Ask:
Days of the Week Calendar Ring (1 per
When looking down the columns with 11 and 12, how are they alike? Answers may vary.
The starting numerals on the left are 1, 2, 3; the ending numeral is the same all of the way down
student) (previously created in Unit 01
Lesson 01 Daily Routine Day 5)
the column; etc.
How are they different? Answers may vary. The numbers in column 11 all end with numeral 1
on the right while the numbers in column 12 all end with numeral 2 on the right; etc.
2. Instruct students to count forward to 30 starting with 1. Then count forward to 30 starting with any
number.
3. Write today’s date on the board in month, day, and year format (e.g., January 9, 2013).
4. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week.
Ask:
How do you know which day of the week it is by the way the date is written? Answers
may vary. You can find the day on the calendar, look at the top of the column, and read the day
of the week; etc.
Does this date represent the past, the present, or the future? (the present)
5. Instruct students to say the date in a complete sentence starting with the day of the week (e.g.,
page 14 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
“Today is Wednesday, January 9th, 2013.”).
6. Write yesterday’s date on the board in month, day, and year format (e.g., January 8, 2013).
7. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week for yesterday.
Ask:
How do you know which day of the week it was yesterday by the way the date is
written? Answers may vary. You can find the day on the calendar, look at the top of the
column, and read the day of the week; etc.
Does this date represent the past, the present, or the future? (the past)
8. Instruct students to say yesterday’s date in a complete sentence starting with the day of the week
(e.g., “Yesterday was Tuesday, January 8th, 2013.”).
9. Distribute a previously created Days of the Week Calendar Ring to each student. Invite students to
chorally read along with you the days of the week in sequential order.
Ask:
What is the day for today? Answers may vary.
What ordinal number represents today? Answers may vary.
Is today a week day or a weekend day? (a week day)
What day was yesterday? Answers may vary.
What ordinal number represents yesterday? Answers may vary.
Was yesterday a weekday or a weekend day? Answers may vary.
What is the day for tomorrow? Answers may vary.
page 15 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
What ordinal number represents tomorrow? Answers may vary.
Is tomorrow a week day or a weekend day? Answers may vary.
Topics:
MATERIALS
Observing attributes objects
buttons (variety of shapes, colors, sizes,
Identifying attributes of objects
textures) (10 per teacher)
Describing attributes of objects
fabric squares (variety of textures, colors)
Sorting objects
(10 per teacher)
shells (variety of shapes, colors, sizes,
Explore/Explain 1
textures) (10 per teacher)
Students explore the relationships between two sets of objects that are presorted based on a variety of
rocks (variety of shapes, colors, sizes,
attributes such as size, shape, texture, and function. Students then determine new ways to sort the
textures) (10 per teacher)
collection of objects.
pasta (variety of shapes colors, sizes) (10
per teacher)
Instructional Procedures:
1. Prior to instruction, set up six sorting stations with presorted collections. Place two sheets of
construction paper at each station to allow sorted items to be distinguished. Suggested ways to
presort the items are listed below:
Buttons: sorted by holes – 2 holes/4 holes
grouping items (everyday items that can
be grouped by function/purpose (e.g.,
toothbrush, toothpaste, floss, comb,
brush, shampoo, etc.)) (8 per teacher)
construction paper (9” x 18”) (12 sheets
per teacher)
Fabric squares: sorted by texture – smooth (silk, satin)/ rough (burlap, denim)
page 16 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Shells: sorted by size – small/large
Rocks: sorted by color – white/not white
Pasta: sorted by shape – straight/curved
Items: sorted by purpose/function – things you use to brush your teeth (toothbrush, toothpaste,
floss)/ things you use to wash your hands (bar soap, nail brush, hand towel, liquid soap)
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
TEACHER NOTE
The construction paper backdrop allows students
to visually separate the sets within stations.
Students may then observe similarities
contained by an individual set and, in turn, focus
2. Place students into six groups.
3. Explain to students that you have set up six sorting stations around the room. Each station has
presorted items arranged on construction paper. At each station, students will observe the items
that have been sorted. Students will then discuss the attributes of the objects in each set with their
group and determine the rule that could have been used for sorting the objects in the station.
4. Allow students to spend no more than 5 minutes at each station before rotating to the next station.
5. When all the stations have been visited, facilitate a class discussion to reflect on the stations.
Ask:
on the differences of the two sets.
TEACHER NOTE
This activity will allow students to find
relationships between two sets based on a
specific property or attribute. This skill provides
another important layer for conceptual
understanding of numbers. When comparing
numbers, students must look for common sizes,
patterns, and parts in order to determine the
What rule, or attribute, was used for sorting the buttons? (number of holes)
relationship and order of number sets.
What clues helped you determine the rule, or attribute, for the fabric squares? Answers
may vary.
What station used the attribute of size? (shells)
What rule, or attribute, was used for sorting the shells? (large and small)
What rule, or attribute, was used for sorting the rocks? (white and not white)
What rule, or attribute, was used for sorting the pasta? (shape; straight or curved)
How were the keys sorted? (by shape; rounded ends and not rounded ends)
How were the everyday items sorted? (by purpose or function; by what they are used for)
page 17 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
What clues helped you determine the rule, or attribute, for the everyday items used?
Answers may vary.
6. Instruct students to return to the last station they visited. Instruct students to talk within their group
to determine how they might re-sort the items based on a different attribute.
7. Allow time for students to determine their new sorting attribute. Instruct students to re-sort the
objects according to that attribute. Monitor and assess students to check for understanding. Allow
students to explain the new sorting rule.
8. Instruct student groups to switch stations with one other group and determine the new sorting rule
that was used.
Practice Stations
Practice Stations
The practice stations are designed to engage students in independent and collaborative projects that
develop mathematical concepts and comprehension. Reflection is a very important part of the station
ATTACHMENTS
cycle. After each station cycle, students need to be given time to reflect on their learning. Each station
is about 20 minutes. All stations are designed for small groups. These groups may rotate to all
stations during the week, or students may rotate to specific stations (e.g., all students can work on
one station per day, or stations can be assigned by teacher, or student choice, etc.).
Instructional Procedures:
1. Repeat all Practice Stations from Day 1.
Handout: Spin a Number Recording
Sheet (1 per 2 students)
Handout: Roll to 20 Recording Sheet (1
per 2 students)
MATERIALS
Hair Gel Bag (1 per student) (previously
page 18 of 49 Enhanced Instructional Transition Guide
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Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
2. Monitor student groups to ensure all students are engaged appropriately for the targeted skill of
each station.
Notes for Teacher
created)
Numeral Writing Cards 15 – 20 (1 set per
student) (previously created)
Spin a Number 2 Mat (1 per student)
(previously created)
paper clip (small) (1 per student)
pencil (1 per student)
counters (small) (40 per student)
cubes (20 per student)
Roll to 20 Mat (1 per student) (previously
created)
die (1 per student)
scissors (1 per teacher)
Concentration Cards 16 – 20 (1 set per 2
students) (previously created)
3
Daily Routines
Instructional Procedures:
1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed
Daily Routines
MATERIALS
Daily Routine Bulletin Board (1 per
on the Daily Routine Bulletin Board as you count.
teacher) (previously created)
Ask:
Months of the Year Sentence Strips (1
page 19 of 49 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
When looking across the rows that start with 21 and 31, how are they alike? Answers
may vary. The ending numerals on the right follow a pattern of 1, 2, 3 ... 0 for both rows; the
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
set per teacher) (previously created in
Unit 01 Lesson 01 Engage 6)
beginning numeral is the same all of the way across each row until the end; etc.
How are they different? Answers may vary. The numbers in row 21 all begin with numeral 2
while the numbers in row 31 all begin with numeral 3, except for the last numbers in both rows;
etc.
2. Instruct students to count backward from 30 to 1. Then count backward from any number less than
30 to 1.
3. Write today’s date on the board in month, day, and year format (e.g., January 9, 2013).
4. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week.
Ask:
How do you know which day of the week it is by the way the date is written? Answers
may vary. You can find the day on the calendar, look at the top of the column, and read the day
of the week; etc.
Does this date represent the past, the present, or the future? (the present)
5. Instruct students to say the date in a complete sentence starting with the day of the week (e.g.,
“Today is Wednesday, January 9th, 2013.”).
6. Write yesterday’s date on the board in month, day, and year format (e.g., January 8, 2013).
7. Point out where to locate each of the components of the day’s date on the calendar. Model how to
page 20 of 49 Enhanced Instructional Transition Guide
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Day
Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
navigate the non-linear read of the date in order to determine the day of the week for yesterday.
Ask:
How do you know which day of the week it was yesterday by the way the date is
written? Answers may vary. You can find the day on the calendar, look at the top of the
column, and read the day of the week; etc.
Does this date represent the past, the present, or the future? (the past)
8. Instruct students to say yesterday’s date in a complete sentence starting with the day of the week
(e.g., “Yesterday was Tuesday, January 8th, 2013.”).
9. Using the labeled Months of the Year sentence strips, chorally read the months in the year.
10. Facilitate a discussion about the months of the year using positional and connective language to
communicate past, present, and future.
What is the current month? Answers may vary.
What ordinal number represents this month? Answers may vary.
Does this month represent the past, the present, or the future? (the present)
What month comes right before this month? Answers may vary.
What month comes 2 months before this month? Answers may vary.
What month comes right after this month? Answers may vary.
What month comes 2 months before this month? Answers may vary.
How many more months are there until the end of the year? Answers may vary.
Who can name the remaining months of the year? Answers may vary.
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Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
Topics:
ATTACHMENTS
Observing attributes of two- and three-dimensional figures
Handout: Shape Walk Recording Sheet
Identifying attributes of two- and three-dimensional figures
(1 per student)
Describing attributes of two- and three-dimensional figures
MATERIALS
Real-life two- and three-dimensional figures
Shape Collection (1-2 objects per student)
Explore/Explain 2
Students are introduced to the three-dimensional figures of sphere, cone, cylinder, rectangular prism,
and cube. Students identify the two-dimensional figures and attributes that make up each threedimensional figure. Students walk around the school to observe, identify, and describe 2-dimensional
shapes that make up real-life objects and then record their findings.
three-dimensional figures (sphere, cone,
cylinder, rectangular prism, and cube) (1
set per teacher)
paper (bulletin board, 1 yard) (5 sheets
per teacher)
camera (digital) (optional) (1 per teacher)
Instructional Procedures:
chart paper (3 sheets per teacher)
1. Prior to instruction, distribute the object(s) students have brought from home to each owner. Allow
students that did not bring an object from home to find an object in the classroom to share. Place 5
sheets of bulletin board paper on the floor for students to see.
TEACHER NOTE
Students do not identify three-dimensional
2. Also prior to instruction, create Real World Object Charts by labeling 1 sheet of chart paper “Real
World Triangles
,” 1 sheet of chart paper “Real World Squares “Real World Circles ,” and 1 sheet of chart paper
.”
3. Display models of a sphere, cone, cylinder, rectangular prism, and cube.
figures by name until first grade (TEKS 1.6B).
The focus in Kindergarten is to recognize
attributes and properties of a figure or object and
to distinguish one figure from another by the
existence and absence of its attributes.
4. Introduce the three-dimensional figures by holding up each model separately and allowing students
to observe and identify the two-dimensional shapes they notice in the three-dimensional model. As
page 22 of 49 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
each figure is introduced, place it on a separate sheet of bulletin board paper.
5. Invite students, one at a time, to share their object(s).
Ask:
What object do you have to share? Answers may vary.
Why did you choose this object? Answers may vary.
How could you describe your object? Answers may vary.
If a student has difficulty describing the object or fails to mention obvious attributes, use the
following guiding questions:
What attributes does your object have? Answers may vary.
What two-dimensional shapes do you observe in your object? Answers may vary.
Instruct students to match their object to the appropriate three-dimensional model by placing
their object on the corresponding bulletin board paper.
6. Collect students’ objects and retain for use on Day 5.
7. Explain to students that they are going to go on a shape walk around the school to observe real-life
objects and identify the two-dimensional shapes within them. Lead students on a walk around the
school. Allow students to observe two-dimensional and three-dimensional shapes that are in their
school environment. If a digital camera is available, record students’ findings with a picture.
8. Instruct students to return to the classroom. Facilitate a class discussion to review students’
observations. If a digital camera was used, display some of the pictures to help students remember
what they observed. Using the Real World Objects Charts, model recording a sketch of several, but
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Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
not all, student responses for students to see. Record at least one observation of a rectangle, a
square, and a circle within a three-dimensional figure.
Ask:
Who can name one object that was found and observed? Answers may vary.
What attributes did that object have? Answers may vary.
What two-dimensional shapes make up that object? Answers may vary.
9. Review the recorded observations and explain to the students that you recorded only a partial list.
Remind students that they observed many more objects.
10. Distribute handout: Shape Walk Recording Sheet to each student. Instruct students to sketch
their observations in the corresponding sections of handout: Shape Walk Recording Sheet.
Encourage students to attempt to write the name of the object they recorded. Monitor and assess
students to check for understanding. Facilitate individual discussions to allow students to explain
their recordings.
Practice Stations
Practice Stations
The practice stations are designed to engage students in independent and collaborative projects that
develop mathematical concepts and comprehension. Reflection is a very important part of the station
ATTACHMENTS
cycle. After each station cycle, students need to be given time to reflect on their learning. Each station
is about 20 minutes. All stations are designed for small groups. These groups may rotate to all
stations during the week, or students may rotate to specific stations (e.g., all students can work on
one station per day, or stations can be assigned by teacher, or student choice, etc.).
Handout: Spin a Number Recording
Sheet (1 per 2 students)
Handout: Roll to 20 Recording Sheet (1
per 2 students)
page 24 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Instructional Procedures:
Notes for Teacher
MATERIALS
1. Repeat all Practice Stations from Day 1.
Hair Gel Bag (1 per student) (previously
2. Monitor student groups to ensure all students are engaged appropriately for the targeted skill of
created)
each station.
Numeral Writing Cards 15 – 20 (1 set per
student) (previously created)
Spin a Number 2 Mat (1 per student)
(previously created)
paper clip (small) (1 per student)
pencil (1 per student)
counters (small) (40 per student)
cubes (20 per student)
Roll to 20 Mat (1 per student) (previously
created)
die (1 per student)
scissors (1 per teacher)
Concentration Cards 16 – 20 (1 set per 2
students) (previously created)
4
Daily Routines
Instructional Procedures:
Daily Routines
MATERIALS
page 25 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed
on the Daily Routine Bulletin Board as you count.
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
Daily Routine Bulletin Board (1 per
teacher) (previously created)
Ask:
When looking down the columns with 12 and 13, how are they alike? Answers may vary.
The starting numerals on the left are 1, 2, 3; the ending numeral is the same all of the way down
the column; etc.
How are they different? Answers may vary. The numbers in column 12 all end with numeral 2
on the right while the numbers in row 13 all end with numeral 3 on the right; etc.
2. Instruct students to count forward to 30 starting with 1. Then count forward to 30 starting with any
number.
3. Invite a student to lead the class in singing the “Days of the Week Song” and the “Months of the
Year Song.”
4. Write today’s date on the board in month, day, and year format (e.g., January 9, 2013).
5. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week.
Ask:
How do you know which day of the week it is by the way the date is written? Answers
may vary. You can find the day on the calendar, look at the top of the column, and read the day
of the week; etc.
Does this date represent the past, the present, or the future? (the present)
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Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
6. Instruct students to say the date in a complete sentence starting with the day of the week (e.g.,
“Today is Wednesday, January 9th, 2013.”).
7. Write yesterday’s date on the board in month, day, and year format (e.g., January 8, 2013).
8. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week for yesterday.
Ask:
How do you know which day of the week it was yesterday by the way the date is
written? Answers may vary. You can find the day on the calendar, look at the top of the
column, and read the day of the week; etc.
Does this date represent the past, the present, or the future? (the past)
9. Instruct students to say yesterday’s date in a complete sentence starting with the day of the week
(e.g., “Yesterday was Tuesday, January 8th, 2013.”).
10. Locate a special event on the calendar. Chorally count the number of days until the event will occur
based on today’s date. Ask:
If today is ___, how many more days until the event occurs? Answers may vary.
On what day of the week will this event occur? Answers may vary.
What week will this event occur? Answers may vary. This week; next week; the third week
of the month; etc.
Will this event occur in the past or the future? (the future)
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Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Topics:
Notes for Teacher
MATERIALS
Observing attributes of two- and three-dimensional figures
clay or play dough (1 per student, 1 per
Identifying attributes of two- and three-dimensional figures
teacher)
Describing attributes of two- and three-dimensional figures
plate (plastic) (1 per student, 1 per
Attributes of real-life objects
teacher)
knife (plastic) (1 per teacher)
Explore/Explain 3
ball (1 per 4 students)
Students identify and describe the two-dimensional shapes that make up the sphere, cone, cylinder,
party hat (cone shaped) (1 per 4 students)
rectangular prism, and cube by creating the three-dimensional models of them with play dough.
can (1 per 4 students)
tissue box (rectangular) (1 per 4 students)
Instructional Procedures:
1. Place students in groups of 4. Distribute clay or play dough and a plate to each student. Gather
clay or play dough, a plate, and plastic knife for the teacher.
die (1 per 4 students)
Real World Objects Charts (1 set per
teacher) (previously created)
2. Place a ball in the center of each group of students.
TEACHER NOTE
3. Instruct students to make a ball using their play dough as you model the same.
4. Facilitate a discussion regarding the attributes of a ball.
Ask:
Students do not identify three-dimensional
figures by name until first grade (TEKS 1.6B).
The focus of Kindergarten is to recognize
attributes and properties of a figure or object and
Do any shapes make a ball? (no)
What shape might be seen if the ball was cut in half? (circle)
to distinguish one figure from another by the
existence and absence of its attributes.
Invite students to predict what shape would appear if the ball were cut in half. Carefully cut the
play dough ball in half to show the inside. Allow students to speculate as to why the circle
page 28 of 49 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
appears when the ball in cut in half.
5. Remove each ball from the center of each group of students and replace it with a party hat.
Ask:
What shapes can be seen in the party hat? Answers may vary. A circle; etc.
What changes need to be made to the play dough to make it look like the party hat?
Answers may vary. It needs to be pointed at the top; it needs to be a flat circle on the bottom;
etc.
6. Instruct students to make the changes to their play dough as you model and discuss in detail the
physical changes that are occurring.
Ask:
How is this figure different from the one created before? Answers may vary. It is not
round; it has a flat bottom; it has a point at the top; etc.
How are they the same? Answers may vary. Both shapes have curved sides; neither shape
has corners; etc.
How could you describe this shape? Answers may vary. A circle bottom with smooth sides
that form a point; etc.
What shapes make up the party hat? (The party hat has 1 circle.)
7. Remove each party hat from the center of each group of students and replace it with a can.
What shapes can be seen in the can? Answers may vary. Two circles; etc.
What changes need to be made to the play dough to make it look like the can?
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Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
Answers may vary. It needs to have a circle on its top and bottom; it needs rounded sides; etc.
8. Instruct students to make the changes to their play dough as you model and discuss in detail the
physical changes that are occurring.
Ask:
How is this figure different from the one created before? Answers will vary. It doesn’t have
the pointed top; etc.
How are they the same? Answers may vary. They both have circles; etc.
How could you describe this shape? Answers may vary. A circle bottom and a circle top with
smooth sides between them; etc.
What shapes make up the can? (The can has 2 circles.)
9. Remove each can from the center of each group of students and replace it with the tissue box.
What shapes can be seen in the tissue box? Answers may vary. Rectangles; squares; etc.
What changes need to be made to the play dough to make it look like the tissue box?
Answers may vary. It needs to have rectangles; it needs flat sides; etc.
10. Instruct students to make the changes to their play dough as you model and discuss in detail the
physical changes that are occurring.
Ask:
How is this figure different from the one created before? Answers may vary. It has
corners; it has flat sides; etc.
How are they the same? Answers may vary. Neither has any circles; neither has curved
page 30 of 49 Enhanced Instructional Transition Guide
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Day
Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
sides; both have points; etc.
How could you describe this shape? Answers may vary. Rectangles on 6 sides; rectangles
joined together; etc.
What shapes make up the tissue box? (6 rectangles)
11. Remove each tissue box from the center of each group of students and replace it with the die.
What shapes can be seen in the die? (squares)
What changes need to be made to the play dough so it will look like the die? Answers
may vary. It needs squares; it needs flat sides; all sides have to be the same; etc.
12. Instruct students to make the changes to their play dough as you model and discuss in detail the
physical changes that are occurring.
Ask:
How is this figure different from the one created before? Answers will vary. All of the sides
are the same size; etc.
How is it the same? Answers will vary. They both have flat sides; they both have corners; etc.
How could you describe this shape? Answers may vary. Squares on 6 sides; squares joined
together; etc.
What shapes make up the die? (6 squares)
13. Facilitate a discussion to review each of the figures created. Invite students to describe the figures
using their own words. Allow students to share other real world objects that have the same
attributes as the figures created with play dough. Record student suggestions on the previously
page 31 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
created Real World Objects Charts.
Practice Stations
Practice Stations
The practice stations are designed to engage students in independent and collaborative projects that
develop mathematical concepts and comprehension. Reflection is a very important part of the station
ATTACHMENTS
cycle. After each station cycle, students need to be given time to reflect on their learning. Each station
is about 20 minutes. All stations are designed for small groups. These groups may rotate to all
stations during the week, or students may rotate to specific stations (e.g., all students can work on
one station per day, or stations can be assigned by teacher, or student choice, etc.).
Instructional Procedures:
Handout: Spin a Number Recording
Sheet (1 per 2 students)
Handout: Roll to 20 Recording Sheet (1
per 2 students)
MATERIALS
1. Repeat all Practice Stations from Day 1.
Hair Gel Bag (1 per student) (previously
2. Monitor student groups to ensure all students are engaged appropriately for the targeted skill of
created)
each station.
Numeral Writing Cards 15 – 20 (1 set per
student) (previously created)
Spin a Number 2 Mat (1 per student)
(previously created)
paper clip (small) (1 per student)
pencil (1 per student)
counters (small) (40 per student)
cubes (20 per student)
Roll to 20 Mat (1 per student) (previously
created)
page 32 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
die (1 per student)
scissors (1 per teacher)
Concentration Cards 16 – 20 (1 set per 2
students) (previously created)
5
Daily Routines
Instructional Procedures:
1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed
Daily Routines
MATERIALS
Daily Routine Bulletin Board (1 per
on the Daily Routine Bulletin Board as you count.
teacher) (previously created)
Ask:
Days of the Week Calendar Ring (1 per
When looking across the rows that start with 31 and 41, how are they alike? Answers
student) (previously created)
may vary. The ending numerals on the right follow a pattern of 1, 2, 3 ... 0 for both rows; the
beginning numeral is the same all of the way across each row until the end; etc.
How are they different? Answers may vary. The numbers in row 31 all begin with numeral 3
while the numbers in row 41 all begin with numeral 4, except for the last numbers in both rows;
etc.
2. Instruct students to count backward from 30 to 1. Then count backward from any number less than
30 to 1.
3. Write today’s date on the board in month, day, and year format (e.g., January 9, 2013).
page 33 of 49 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
4. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week.
Ask:
How do you know which day of the week it is by the way the date is written? Answers
may vary. You can find the day on the calendar, look at the top of the column, and read the day
of the week; etc.
Does this date represent the past, the present, or the future? (the present)
5. Instruct students to say the date in a complete sentence starting with the day of the week (e.g.,
“Today is Wednesday, January 9th, 2013.”).
6. Write yesterday’s date on the board in month, day, and year format (e.g., January 8, 2013).
7. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week for yesterday.
7. Ask:
How do you know which day of the week it was yesterday by the way the date is
written? Answers may vary. You can find the day on the calendar, look at the top of the
column, and read the day of the week; etc.
Does this date represent the past, the present, or the future? (the past)
8. Instruct students to say yesterday’s date in a complete sentence starting with the day of the week
(e.g., “Yesterday was Tuesday, January 8th, 2013.”).
page 34 of 49 Enhanced Instructional Transition Guide
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Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
9. Distribute a previously created Days of the Week Calendar Ring to each student. Invite students to
chorally read along with you the days of the week in sequential order.
Ask:
What is the day for today? Answers may vary.
What ordinal number represents today? Answers may vary.
Is today a week day or a weekend day? (a week day)
What day was yesterday? Answers may vary.
What ordinal number represents yesterday? Answers may vary.
Was yesterday a weekday or a weekend day? Answers may vary.
What is the day for tomorrow? Answers may vary.
What ordinal number represents tomorrow? Answers may vary.
Is tomorrow a week day or a weekend day? Answers may vary.
Topics:
MATERIALS
Observing attributes of two- and three-dimensional figures
Shape Collection (1 set per 4 students)
Identifying attributes of two- and three -dimensional figures
(previously created)
three-dimensional figures (sphere, cone,
Elaborate 1
cylinder, rectangular prism, and cube) (1
Students observe and identify the attributes of the three-dimensional models and real-life objects that
set per 4 students)
represent a sphere, cone, cylinder, rectangular prism, and cube to determine a secret shape
box (small) (1 per 4 students)
predetermined by the teacher.
Instructional Procedures:
TEACHER NOTE
The difficulty of the activity depends on how
page 35 of 49 Enhanced Instructional Transition Guide
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Day
Suggested Instructional Procedures
1. Prior to instruction, combine the previously created Shape Collection with the three-dimensional
models of the following solids: rectangular prism, cube, cone, and cylinder. Place a mixed
collection in a box for each group of 4 students. It is important that each tables’ collection has
several examples of the various shapes and solids.
2. Place students into groups of 4 and distribute one box of objects to each group.
3. Explain to students that you have selected a secret shape in your mind. Explain that you are going
to give clues to help students determine your secret shape. Students will sort through their
collection to identify the attributes of a shape as clues are given.
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
many objects the group must sort. If student
groups experience frustration, provide them with
a smaller collection to sort.
TEACHER NOTE
In Kindergarten, the emphasis is on the
describing the attributes of the three-dimensional
figures using informal geometric language.
Kindergarten students are not expected to use
4. Present the first set of clues to students. Allow time between each clue for students to discuss the
clue and search for the attribute in their collection.
My secret shape can roll.
formal geometric language to describe the
figures, nor are they expected to name threedimensional figures.
If my secret shape was cut in half, you would see a circle.
My secret shape has no corners.
Ask:
What is my secret shape? (sphere)
Allow students to guess the answer before announcing the correct choice.
5. Invite students to share the objects they selected that match the clues given. Instruct students to
explain and justify their choices.
6. Present a new set of clues to students. Allow time between each clue for students to discuss the
clue and search for the attribute in their collection.
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Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
My secret shape has a pointed end.
It has one circle.
Ask:
What’s my secret shape? (cone)
Allow students to guess the answer before announcing the correct choice.
7. Invite students to share the objects they selected that match the clues given. Instruct students to
explain and justify their choices.
8. Present a new set of clues to students. Allow time between each clue for students to discuss the
clue and search for the attribute in their collection.
My secret shape has many corners.
It has flat sides.
All of the sides are squares.
Ask:
What’s my secret shape? (cube)
Allow students to guess the answer before announcing the correct choice.
9. Invite students to share the objects they selected that match the clues given. Instruct students to
explain and justify their choices.
page 37 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
10. Present a new set of clues to students. Allow time between each clue for students to discuss the
clue and search for the attribute in their collection.
My secret shape has many corners.
It has flat sides.
The sides are rectangles and squares.
Ask:
What’s my secret shape? (rectangular prism)
Allow students to guess the answer before announcing the correct choice.
11. Invite students to share the objects they selected that match the clues given. Instruct students to
explain and justify their choices.
12. Present a new set of clues to students. Allow time between each clue for students to discuss the
clue and search for the attribute in their collection.
My secret shape can roll.
It has no corners.
It has rounded sides.
It has two circles.
Ask:
What’s my secret shape? (cylinder)
page 38 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
Allow students to guess the answer before announcing the correct choice.
13. Invite students to share the objects they selected that match the clues given. Instruct students to
explain and justify their choices.
14. Facilitate a class discussion to review the lesson by holding up one example of a sphere, cone,
cylinder, rectangular prism, and cube and inviting students to describe each figure in their own
words.
Practice Stations
Practice Stations
The practice stations are designed to engage students in independent and collaborative projects that
develop mathematical concepts and comprehension. Reflection is a very important part of the station
ATTACHMENTS
cycle. After each station cycle, students need to be given time to reflect on their learning. Each station
is about 20 minutes. All stations are designed for small groups. These groups may rotate to all
stations during the week, or students may rotate to specific stations (e.g., all students can work on
one station per day, or stations can be assigned by teacher, or student choice, etc.).
Instructional Procedures:
Handout: Spin a Number Recording
Sheet (1 per 2 students)
Handout: Roll to 20 Recording Sheet (1
per 2 students)
MATERIALS
1. Repeat all Practice Stations from Day 1.
Hair Gel Bag (1 per student) (previously
2. Monitor student groups to ensure all students are engaged appropriately for the targeted skill of
created)
each station.
Numeral Writing Cards 15 – 20 (1 set per
student) (previously created)
Spin a Number 2 Mat (1 per student)
page 39 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
(previously created)
paper clip (small) (1 per student)
pencil (1 per student)
counters (small) (40 per student)
cubes (20 per student)
Roll to 20 Mat (1 per student) (previously
created)
die (1 per student)
scissors (1 per teacher)
Concentration Cards 16 – 20 (1 set per 2
students) (previously created)
6
Daily Routines
Instructional Procedures:
1. Chorally count to one hundred. Use a pointer to spot each number on the pocket chart displayed
Daily Routines
MATERIALS
Daily Routine Bulletin Board (1 per
on the Daily Routine Bulletin Board as you count.
teacher) (previously created)
Ask:
Months of the Year Sentence Strips (1
When looking down the columns with 13 and 14, how are they alike? Answers may vary.
set per teacher) (previously created)
The starting numerals on the left are 1, 2, 3; the ending numeral is the same all of the way down
the column; etc.
How are they different? Answers may vary. The numbers in column 13 all end with numeral 3
page 40 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
on the right while the numbers in row 14 all end with numeral 4 on the right; etc.
2. Instruct students to count forward to 30 starting with 1. Then count forward to 30 starting with any
number.
3. Write today’s date on the board in month, day, and year format (e.g., January 9, 2013).
4. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week.
Ask:
How do you know which day of the week it is by the way the date is written? Answers
may vary. You can find the day on the calendar, look at the top of the column, and read the day
of the week; etc.
Does this date represent the past, the present, or the future? (the present)
5. Instruct students to say the date in a complete sentence starting with the day of the week (e.g.,
“Today is Wednesday, January 9th, 2013.”).
6. Write yesterday’s date on the board in month, day, and year format (e.g., January 8, 2013).
7. Point out where to locate each of the components of the day’s date on the calendar. Model how to
navigate the non-linear read of the date in order to determine the day of the week for yesterday.
Ask:
How do you know which day of the week it was yesterday by the way the date is
written? Answers may vary. You can find the day on the calendar, look at the top of the
column, and read the day of the week; etc.
page 41 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
Does this date represent the past, the present, or the future? (the past)
8. Instruct students to say yesterday’s date in a complete sentence starting with the day of the week
(e.g., “Yesterday was Tuesday, January 8th, 2013.”).
9. Using the labeled Months of the Year sentence strips, chorally read the months in the year.
10. Facilitate a discussion about the months of the year using positional and connective language to
communicate past, present, and future.
What is the current month? Answers may vary.
What ordinal number represents this month? Answers may vary.
Does this month represent the past, the present, or the future? (the present)
What month comes right before this month? Answers may vary.
What month comes 2 months before this month? Answers may vary.
What month comes right after this month? Answers may vary.
What month comes 2 months before this month? Answers may vary.
How many more months are there until the end of school? Answers may vary.
Who can name the remaining months of the school year?. Answers may vary.
Evaluate 1
Instructional Procedures:
ATTACHMENTS
Teacher Resource: Unit 09 Performance
Indicator Anecdotal Record PI
1. Assess student understanding of related concepts and processes by using the Performance
Indicator(s) aligned to this lesson.
MATERIALS
page 42 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
2. Use Teacher Resource: Unit 09 Performance Indicator Anecdotal Record PI, included at the
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Notes for Teacher
real-life objects (two- and three-
end of this document. Some students will achieve this performance before others. This
dimensional (e.g., mouse pad, index card,
documentation tool will allow you to keep track of which students have mastered each required
box, ball, can, etc.) (1 set per teacher)
Performance Indicator(s) for the 6 weeks. If a student does not successfully master this
Performance Indicator(s), multiple opportunities should be provided to display mastery.
Performance Indicator(s):
Kindergarten Mathematics Unit 09 PI 01
Sort a variety of two- and three-dimensional figures and real-life objects (e.g., mouse pad, index card, box,
ball, can, etc.). Describe a common attribute among the figures in each set using words (informal
geometric vocabulary). Identify a classroom solid object that is based on the same sorting rule for a
specific set, and orally explain how that object is similar to the other figures in the set. Orally identify at
least one two-dimensional figure in the real-life object selected.
Standard(s): K.8C , K.9A , K.9B , K.13A , K.14A , K.14B
ELPS ELPS.c.3J
Practice Stations
Practice Stations
The practice stations are designed to engage students in independent and collaborative projects that
develop mathematical concepts and comprehension. Reflection is a very important part of the station
ATTACHMENTS
page 43 of 49 Enhanced Instructional Transition Guide
Suggested
Day
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
Suggested Instructional Procedures
Notes for Teacher
cycle. After each station cycle, students need to be given time to reflect on their learning. Each station
is about 20 minutes. All stations are designed for small groups. These groups may rotate to all
stations during the week, or students may rotate to specific stations (e.g., all students can work on
one station per day, or stations can be assigned by teacher, or student choice, etc.).
Instructional Procedures:
Handout: Spin a Number Recording
Sheet (1 per 2 students)
Handout: Roll to 20 Recording Sheet (1
per 2 students)
MATERIALS
1. Repeat all Practice Stations from Day 1.
Hair Gel Bag (1 per student) (previously
2. Monitor student groups to ensure all students are engaged appropriately for the targeted skill of
created)
each station.
Numeral Writing Cards 15 – 20 (1 set per
student) (previously created)
Spin a Number 2 Mat (1 per student)
(previously created)
paper clip (small) (1 per student)
pencil (1 per student)
counters (small) (40 per student)
cubes (20 per student)
Roll to 20 Mat (1 per student) (previously
created)
die (1 per student)
scissors (1 per teacher)
Concentration Cards 16 – 20 (1 set per 2
students) (previously created)
page 44 of 49 Enhanced Instructional Transition Guide
Kindergarten/Mathematics
Unit 09:
Suggested Duration: 6 days
04/16/2013
page 45 of 49 Kindergarten
Mathematics
Unit 09 Lesson: 01
Spin a Number Recording Sheet
Spin a Number Recording Sheet
Spinner
Number
@2012, TESCCC
More than
Less than
Spinner
Spinner
Number
New Number
10/10/12
More than
Less than
Spinner
New Number
Page 1 of 1
Kindergarten
Mathematics
Unit: 09 Lesson: 01
Roll to 20 Recording Sheet
Roll to 20 Recording Sheet
Number
Rolled
How many
spaces are
filled?
Number
Rolled
How many
spaces are
left?
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
©2012, TESCCC
How many
spaces are
filled?
How many
spaces are
left?
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
10/10/12
page 1 of 1
Kindergarten
Mathematics
Unit: 09 Lesson: 01
Shape Walk Recording Sheet
©2012, TESCCC
10/10/12
page 1 of 1
Kindergarten
Mathematics
Unit: 09 Lesson: 01
Suggested Duration: 6 days
Unit 09 Performance Indicator Anecdotal Record PI
Teacher’s Name_________________________
Student Name
©2012, TESCCC
Grade Level: Kindergarten
4th Six Weeks
Sort a variety of two- and three-dimensional figures and real-life objects (e.g., mouse pad, index card, box, ball, can, etc.). Describe a
common attribute among the figures in each set using words (informal geometric vocabulary). Identify a classroom solid object that is based
on the same sorting rule for a specific set and orally explain how that object is similar to the other figures in the set. Orally identify at least one
two-dimensional figure in the real-life object selected. (K.8C; K.9A, K.9B; K.13A; K.14A, K.14B)
10/10/12
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