Yearly Plan Kindergarten

Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations SEPTEMBER
Operations and Concepts and Concepts
Shape and Space: Measurement
Focus on the big ideas:

Meaning Choice Building Trust Valuing Diversity Learning Over Time
Number Sense and How Many Ways

Always store multilink or unifix cubes in sets of five (all one color). This helps students to make fives and tens and to count out larger numbers easily. Always make the connections to the hundreds chart and number line.
Build the date using ten frame egg cartons. Focus on the tens and units as you proceed through the month. Emphasize + but be open to -, x, . Teach 1, 2, 3, etc. by extracting multilink cubes from a bag. As you extract more than five of one color, begin placing the cubes into eggcarton ten frames.
Collect egg cartons. On each carton, remove the lid and two receptacles, leaving a ten frame showing two rows of five. These ten frames are invaluable.
Measure heights and weights using non-standard units. Measure heights in cm and record findings, using buddy or parental assistance. Create height strips using adding-machine tape and create a bar graph using the height strips in ascending order. Position the height strip of a grade-six student, a teacher, and a parent near the graph for comparison purposes.
Power of Ten Shapes and Nested Place Value Cards

It is assumed that all activities suggested in this section are accomplished with the large Power of Ten cards, or ten frame truncated egg cartons. Use nested place value cards (see Appendix, pages 24-25) to show the meaning of numbers (e.g., 11 is 10 + 1).
Make a number of ten frame big cards from the master in the Appendix section, page 23 for demo purposes. Start making student cards. These are available commercially at www.poweroften.ca
Mix the 1 to 10 large cards and then have students place them in order. Point to the 1, 2, 3 and 10 cards until students know these numbers. Then teach the 9, 8, 5 and 6 cards successively. Finally teach 5 and 7 and 5 and 4. Be sure to get past the teen numbers and into the twenties so students can see the patterns. Use place value cards to show 11 as 10 + 1.
Use two shapes (of the square, triangle, or circle) to create ABABAB patterns on the calendar. Have children create their own ABABAB patterns using pattern blocks or letters. Extend the pattern daily and create new patterns as needed.
Daily Quiz
For more games visit: www.boxcarsand oneeyedjacks.com Use the silent mouthing response and the Every Pupil Response Technique wherever possible. See the Tools section pages 21-23 and the Making Tracks story also Tools section, pages 10-17 for details regarding these techniques. Flash the Power of Ten large cards in random order and have students show the numbers on their fingers. Discourage yelling out. See Making Tracks in the Tools section, pages 10-17 and also Mouthing the Answer (Tools section, pages 21-23).
Suggestions and Connections for Next Year:

Make notations of successful strategies and any that you would add or change.
Movement
Build movement into math by jumping by tens and recording the relevant equation. (4 jumps of 10 = 40 so 4 x 10 = 40 or 40 10 = 4) This also works well for fives. Students learn to think in 5s and 10s.
Face Off (see Games section, page 8). Teach Less and More (see Games section, page 27).
Games
SEPTEMBER
Plan Kinder indergarten Yearly Plan Kindergarten
Power of Ten
Yearly Plan
Section 14
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Implementing the Teachable Moment - Daily and Weekly Plans Data Collection Patterns and Relations (Statistics and Probability)
Evaluation and Assessment
Have students work in small groups to create patterns and then to explain their patterns. Have students perform a pattern walk with their hands behind their backs so that they are unable to change another students pattern. Ask how students might continue the pattern. Look for patterns in the world: clothes, wallpaper, tile, carpet, magazines, etc.
Weekly Graph
Each week the teacher collects new data and completes a graph with the whole class. Include bar, circle, and pictographs. Keep results in a binder for reflection later in the year. (See plan for May and June.) Begin indicating and verbalizing equations from the data. Create equations in egg-carton ten frames. Create a class bar graph using adding machine tape and heights recorded with buddy assistance. Introduce the language of comparison. Consider using buddies to assist with data collection drawn from all classes in the school. Use this data later when making tallies for comparisons.
Collect verbal data monthly for each child using:

How Many Ways Problems Posed Problem Solving What Do I Know webs Any teacher-made quizzes,
interviews.
See the Evaluation chapter for assessment (pages 17-19).
While this plan exceeds the curriculum objectives, it allows those children with well-developed number sense to exceed expectations. This parallels the way we teach reading good readers are encouraged to read text at their own level.
NOTE:
SEPTEMBER
(contd from previous page)
Power of Ten
Yearly Plan
Section 14
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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations OCTOBER Operations and Concepts and Concepts

Show the calendar date and number of days of school using egg cartons and Power of Ten shapes, and focus on fives and tens. Look for opportunities to introduce the language of division (sharing) and multiplication (groups). Consider cutting some egg cartons into halves in order to create fives.
Use shapes (square, triangle, and circle) to create ABCABCABC and AABBAABB patterns on the calendar. Encourage children to make their own patterns using a variety of manipulatives. Start using triangles, squares and circles for the patterns. Discuss more and less using pumpkin seeds. Use string to discuss circumference. Discuss mass.
Model the language of adding and subtracting ten (e.g. 5 + 5 = 10, 10 + 10 = 20). Count pumpkin seeds in the egg cartons.
Daily Quiz
Movement
Flash the Power of Ten large cards in random order. Teach place value by introducing the twenties and thirties etc. Relate to the Power of Ten shapes, place value cards and hundreds chart. Use childrens bodies and fingers to make numbers in the Power of Ten shapes. Play thumbs up/down for more/less.
Suggestions and Connections for Next Year: Games
Teach Concentration see Games section, pages 6-7. (Some children should use two sets of 1, 2, 3, 4, 5 cards rather than the whole deck. Then add 10, 9, 8, 6, 7 successively.) Play Face Off (see Games, page 8).
OCTOBER
Power of Ten
Yearly Plan
Section 14
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When taking down the September calendar on October 1st, remove the odd numbers. Ask different children to choose one of the remaining numbers and to show that number in an egg carton. Ask if the amount could be shared fairly (evenly) with a partner. Explain that fair-shared numbers are even. Model the language of division and demonstrate the equations that result.
Weekly Graph
Continue the Weekly Graph and notice the equations that students build in their egg cartons. Students create oral questions from the graphing data. Sort objects according to their attributes. Students bring in fall-related objects and place them, according to their attributes, in overlapping hulahoops, thus creating Venn diagrams.

interviews.
Problem-Solving and Posing

Show students a Power of Ten 7 card. Make up stories for the card. Examples: 1) Brenda had 10 candies. She ate 3. How many does she have left? (2) Carol had 5 candies. Ann had 2 candies. How many candies do they have altogether? (3) Sandy had 5 candies. Sam had 2. How many more does Sandy have?
Remediation and Assessment

Begin using the assessment sheets outlined in the Evaluation section, pages 17-20. Focus on conservation, counting and ordering (seriation). Create your own criteria table (Evaluation section, pages 15-16) or use the one on pages 21-22 of the Evaluation section. Where students have trouble recognizing the Power of Ten shapes, give them a set of cards showing: 1, 2, 3 10 and have them place the cards in ascending order. Check to see if they know 1, 2, and 3. Then teach 10. Once 10 is familiar, teach 9. Show random order by pointing at 1, 2, 3, 9, and 10 out of order. Now teach 8 and repeat random ordering. Then teach 5. Next teach 6 and finally teach 7. Ask how to make 11 (10 + 1) and show 11 using the place value cards.
Have students jump on 10 toes while counting by tens. Stop at 30, 50, ... to 80 .... to 100 and ask, How many jumps? Write the equations on the board. 3 x 10 = 30, 5 x 10 = 50, etc. Use the words groups of for x, Note: The real pattern in numbers occurs after 100 when there are no new words to read.
OCTOBER
Power of Ten
Yearly Plan
Section 14
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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations NOVEMBER Operations and Concepts and Concepts


Always store multilink or unifix cubes in sets of five (all one color). This assists children to make fives and tens and to count out larger numbers easily. Always make the connections to the hundreds chart and number line.
Show the date and/or the days of the school year. Teach adding and subtracting 10. Circle the tens on the number line. Reinforce even numbers and introduce division language as the calendar is disassembled on Nov. 1st.
Use shapes (square, triangle) to create AABBAABBAA patterns on the calendar.

It is assumed all activities suggested in this section are accomplished with the large Power of Ten cards, ten frames or truncated egg cartons. Use nested place value cards to demonstrate the meaning of numbers (e.g., 22 is 20 + 2).
Teach the teen numbers. (Note: 14, 16, 17, 18, 19 have a pattern; others do not). Note how the teen is backwards (e.g. in 24 we say the tens first, whereas in 14 we say the tens last). Show students the teen numbers and twenties using the nested place-value cards. (See the Appendix section, pages 24-25, and Tolls section, pages 28-30.)
Find shapes in the home, community and school environments and have students recreate shapes on their geoboards or to find the shapes in the pattern blocks.
Play the Predict My Shape game (see Spatial Sense section, page 7) and start to discuss number of sides and vertices. Relate to objects in the classroom by playing the I Spy version.
Daily Quiz
Use the silent mouthing response activity and the Every Pupil Response Technique for this section (see Tools section, pages 21-23).
Flash the Power of Ten large cards in random order. Show 19, 29, 39, 49, and 18, 28, 38 and so on. Model with bodies, hands, nested place-value cards and also with egg cartons.
Movement
Play Concentration (Games section, pages 6-7), Face Off (Games, page 8), and Fish. This month when playing Concentration arrange the cards in a four-by-five grid and write the corresponding multiplication sentence. Use the word groups and say four groups of five is equal to twenty. Write 4 x 5 = 20. Some students may need to play Concentration with only half the deck.
Games
NOVEMBER
Power of Ten
Yearly Plan
Section 14
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Identify even (or fair-share numbers) in calendar numbers. Note: Do not mention odd numbers until most students understand even numbers. Record the even numbers on the class number line by placing a blue dot below each even number. (Note: Use a laminated number line as dots may then be removed and erased for re-insertion the following year.)
Weekly Graph
Continue the Weekly Graph and make note of equations that students then model in their egg cartons. Students create questions from graphing data. Sort objects according to their attributes. Students start tallying data collected from school surveys with assistance from buddies.

interviews.

Show students a Power of Ten 8 card. Make up stories for the card. Examples: 1) Mary had 10 candies. She ate 2. How many does she have left? (2) Mary had 5 candies. Susan had 3 candies. How many candies do they have altogether? (3) Mary had 5 candies. Sam had 3. How many more does Mary have? Make progress in the interviewing process checking for number sense, seriation and conservation. See the Evaluation chapter for the assessment (pages 17-19).
Reinforce the jumping by tens and relating the jumps to groups of. For example, three groups of ten equals thirty and is written as 3 x 10 = 30.
NOVEMBER
Power of Ten
Yearly Plan
Section 14
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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations DECEMBER Operations and Concepts and Concepts


Always relate calendar discussion to the number line, nested place-value cards, and the hundreds chart, even where these support systems do not occur in discussion.
Show the date or days of the school year and focus on including a variety of +, -, x, . Students show teachergenerated equations in their egg cartons. Count by fives and tens. Reinforce even numbers as the calendar is disassembled.
Show symmetry using folds and mirrors. Teach snowflakes using two overlapping triangles.
Use shapes (square, triangle, circle, rectangle, hexagon) to create a variety of patterns on the calendar.
Also use Dice and Domino Shapes
Model and demonstrate adding and subtracting 10 in order to emphasize the tenness of number. Count up to 99 for more advanced students and relate this activity to the number chart, the Power of Ten shapes and the place value cards.
Use recipes to note standard and non-standard measurements. (Note: One cup = 250 ml.)
Daily Quiz
Flash the Power of Ten large cards in random order. Show 19, 29, 39, to 18, 28, 38 and 15, 25, 35 and reinforce with ten frames and fingers. Do this repeatedly when relating the activity to the hundreds chart, the Power of Ten shapes and the place value cards.
Start to note the changing times of sunrise and sunset. Make a note of the start and ending times of the school day, the recess break, and the lunch break. Write the times on the blackboard. Do not expect children to manipulate these times. Simply note and model times.
Movement
Reinforce jumping by tens activity. Try to get past 100 and up to 200. This exceeds the curriculum by emphasizing the big ideas of patterns in numbers.
Play Concentration (Games section, pages 6-7), Face Off (Games, page 8), and Fish. This month when playing Concentration arrange the cards in a four-by-five grid and write the corresponding division sentence. Use the word share and say: Twenty cards shared in four rows gives five per row. Write 20 4 = 5.
Games
DECEMBER
Power of Ten
Yearly Plan
Section 14
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Pairs of students receive candies for placement on gingerbread men. Ask students to fair share the candies. Note the math sentences thus generated. Have students share using pie plates. Create halves by drawing lines on a pie plate. Create quarters if students appear ready for this concept. Ask students if they can fair share materials with a friend. The numbers studied are even numbers and the related division sentences should be shown. Some students may be ready to fair share in groups of four, thus creating quarters.
Weekly Graph
Continue the Weekly Graph process. Predict chances of events happening (never, sometimes, always). Include weather or upcoming events on the playground. Sort objects by their attributes. Students bring in winter objects. Place the objects, according to their attributes, in overlapping hula-hoops, thus creating Venn diagrams.

interviews.

Show students a Power of Ten 8 card. Make up stories for the card. Examples: 1) Mary had 10 candies. She ate 2. How many does she have left? (2) Mary had 5 candies. Susan had 3 candies. How many candies do they have altogether? (3) Mary had 5 candies. Sam had 3. How many more does Mary have?
DECEMBER
Power of Ten
Yearly Plan
Section 14
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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations JANUARY Operations and Concepts and Concepts


Continue using the Categories of Addition and Subtraction sheet found in the Appendix (page 26), in order to ensure that you are covering the vocabulary for different types of subtraction (more, less, find the difference, compare, and take-away).
Show the date or days of the school year and focus on including a variety of +, -, x, . Begin asking students to volunteer some of the equations or number stories created in their egg-carton ten frames. Relate this activity to the hundreds chart and use terms like: over, under, beside, near, far, left, right. Use questions like: What happens when? At this point remain open to discussing odd numbers as the calendar is disassembled.
Measure heights, using nonstandard units and cm and record findings. Compare findings to findings from September.
Consider creating a Silly Olympics and measure students scores using standard and non-standard units (e.g. flying a paper airplane). This would be a good activity with older buddies.
Teach counting by tens and start counting by fives. Reinforce tenness by showing numbers like 28, 38, 48, 5898 and so on.
Use non-standard time units such as How many claps to say your name, tie your shoe, write your name? Use a metronome wherever possible for this activity.
Daily Quiz
Flash the Power of Ten large cards in random order. Subtract or add 10 from the examples above and relate this activity to the hundreds chart.
Play the Predict My Shape game (see Spatial Sense section, page 7).
Movement Suggestions and Connections for Next Year:

Reinforce jumping by tens activity. Try to get past 100 and up to 200.
Play Concentration (Games section, pages 6-7), Face Off (Games, page 8), Power of Ten (Games, page 9), and Fish.
Games
JANUARY
Power of Ten
Yearly Plan
Section 14
(14)16
Associate number with money. Play Store (see Games, page 5) using flyers and build the price selected. First have students cut out all the prices in a grocery flyer showing less than $1. Ask older buddies in school or parents at home to assist children with this activity. Use flyers where prices show the cents notation rather than the dollar and decimal notations.
Weekly Graph
Start using survey data collected from different classes during the fall in order to tally, draw graphs, and compare class data. Create questions and problems from the data. Perhaps initiate a new survey by asking students what they would like to know.

How Many Ways
Problems Posed Problem Solving What Do I Know webs Any teacher-made quizzes, interviews.
Evaluation Problem-Solving and Posing

Show students a different Power of Ten card (i.e. 9). Make up stories for the card. Examples: 1) Jim had 9 candies. He ate 4. How many does he have left? (2) Pat had 5 candies. Brad had 4 candies. How many candies do they have altogether? (3) Mark had 5 candies. Sam had 5. How many more does Mark have? Make progress on the interviewing process checking for number sense, seriation and conservation. See the Evaluation chapter for the assessment (pages 17-19). A few students may be ready for addition and subtraction sentences and for making problems. Remember that your goal is always growth over time and valuing diversity.
JANUARY
Power of Ten
Yearly Plan
Section 14
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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations FEBRUARY Operations and Concepts and Concepts


Continue using the Categories of Addition and Subtraction sheet found in the Appendix (page 26), in order to ensure that you are covering the vocabulary for different types of subtraction (more, less, find the difference, compare, and take-away).
Study the date or days of the school year and focus on including a variety of +, -, x, . Focus on groups which yield multiplication: (2 groups of 5; 4 groups of 5; 2 groups of 10). Complete the activities associated with Hundreds Day. Follow up with 101, 102, ...110, 120, using the nested placevalue cards.
Investigate the letters of the alphabet and pattern-block shapes for symmetry.
Introduce standard time to the hour by reading Time To by Bruce MacMillan, and use student clocks to record each time mentioned.
Continue to teach adding and subtracting 10, using Power of Ten cards and egg cartons. Relate this activity to the hundreds chart and the nested place-value cards. Model how the language is written.

Flash the Power of Ten large cards in random order. Subtract or add 10 from the examples above and relate this activity to the hundreds chart.
Play the Predict My Shape game (see Spatial Sense section, page 7) using different shapes from the same bag. Use up to three different shapes (triangle, square, hexagon). Discuss number of sides and vertices. Relate the shapes to road signs.
Daily Quiz
Play More or Less (see Games section, page 27). Continue all the games learned to date. Introduce board games such as Snakes and Ladders.

Continue the jumping by tens. Consider jumping by fives to fifty.
Games
FEBRUARY
Power of Ten
Yearly Plan
Section 14
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Journal
Discuss all the different ways we use numbers in the school and community (pizza day, time, room numbers, date, clock, birth dates, page numbers, age, etc.) Ask students to express an understanding of number by drawing pictures or writing. Have students make a collage or booklet of pictures or writing. Share Valentine hearts and relate this activity to division. Find the line of symmetry on a Valentine heart.
Weekly Graph
Continue the Weekly Graph process using Valentines Day as a focus. Predict chances of events happening (never, sometimes, always). Discuss the likelihood of students purchasing black or red Valentine candy and predict likely events.

interviews.
Evaluation
Continue the evaluation process, interviewing students during Games Day. Remember that your goal is growth over time. Where students are now able to write numbers and add, have them try an All the Facts sheet for addition. Cut an All the Facts sheet into four strips or use those on pages 23-24 in the Evaluation chapter. Start focusing on geometric-shape recognition.

Orally investigate story problems for individual Power of Ten cards. Example: Look at the 8 card. 1) Jessie had 10 candies and ate 2 (10 - 2 = 8). 2) Mary had 2 candies. Her brother had 8. How many candies did they have altogether? (2 + 8 = 10). Note: Many adding problems can be flipped or reversed. (i.e., 8 + 2 or 2 + 8, 3 + 5 or 5 + 3, 10 - 8 or 10 - 2) 1) Jessie had 10 candies and ate 8 (10 - 8 = 2). 2) Mary had 8 candies. Her brother had 2. How many candies did they have altogether? (8 + 2 = 10). 3) Mary had 3 candies and her brother had 5 candies. How many more does her brother have? (5 - 3 = 2) This could be related to a teacher-made What Do I Know web.
FEBRUARY
Power of Ten
Yearly Plan
Section 14
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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations MARCH Operations and Concepts and Concepts


Continue using the Categories of Addition and Subtraction sheet found in the Appendix, page 26, in order to ensure that you are covering the vocabulary for different types of subtraction (more, less, find the difference, compare and take-away).
Show the date or days of the school year and focus on including a variety of +, -, x, . Look for groups and related division equations. Start counting and clapping by twos and show the count using ten frames. Start to note different colors in the ten frames (e.g. on the 30th note someone with 23 + 7, or 5 + 5 + 10 + 7 + 3 (5 red, 5 blue, 10 black, 7 green, 3 yellow). Have students work in small groups to record their sentences. Where a substantial number of students are now able to write numbers, have them work at the blackboard with you. (Use buddies as recorders.)
Study time to the hour when the clocks are moved ahead. Study getting up, going to bed, starting and ending school, and going for lunch. Students use clocks to show the time.
Review the geometric shapes and construct a collage from magazines cutouts. Focus on expressions like: big, little, or shaped like a can etc.
Flash the Power of Ten large cards in random order. Subtract or add 10 from the examples above and relate this activity to the hundreds chart and place-value cards.
Play the Predict My Shape game (see Spatial Sense section, page 7) using different shapes drawn from one bag. Introduce the trapezoid. Discuss number of sides and vertices. Discuss the different properties of the shapes. Talk about the line of symmetry if such exists.
Daily Quiz
Review place value (tenness) using Power of Ten cards, place-value cards and the hundreds chart.

Continue jumping by fives and tens to 50 and 100. Play Concentration (Games section, pages 6-7), Face Off (Games, page 8), Power of Ten (Games, page 9), Fish and some board games. Some students may be able to play Power of Nine.
Games
MARCH
Power of Ten
Yearly Plan
Section 14
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Journal (Verbal)
Ask: Why is it important to know about shapes? How are shapes used in life?
Using School Data Collected in the Fall

Sort objects by attribute. Students bring in spring-related objects and place them, according to their attributes, in overlapping hula-hoops, thus creating Venn diagrams.


Continue making stories for individual Power of Ten cards. Model the stories in ten frame egg cartons. Example: 8 red candies and 2 white candies (use red and white cubes) is 8 + 2 = 10.
interviews.
Evaluation
Continue the evaluation process, interviewing students during Games Day. Remember that growth over time is the goal. Where students are now able to write numbers and add, have them try the modified All the Facts sheets for addition. See the Evaluation chapter, pages 23-24. Continue to focus on geometric-shape recognition.
MARCH
Power of Ten
Yearly Plan
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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations APRIL Operations and Concepts and Concepts

Meaning
Choice Building Trust Valuing Diversity Learning Over Time
Show the date or days of the school year and focus on including a variety of +, -, x, . Look for groups and related division equations. Count by twos, fives and tens and relate this activity to clapping, ten frames, hundreds charts, and the number line. Continue to note different colors in the ten frames (see March for example).
Use non-standard units and cm to measure objects and record findings. Associate growth in measurement with spring and new growth. Use all the pattern block shapes to create patterns. Have students explain their patterns. Have students do a pattern walk with their hands behind their backs so that they cannot change another students pattern. Ask how they might continue the pattern.
Focus on place value through recognition of tenness and adding and subtracting 10. (Use place-value cards, the number line and the hundreds chart.)
Daily Quiz
Time to the hour.
Movement
Continue jumping by fives and tens to 50 and 100.
Play Concentration (Games section, pages 6-7), Face Off (Games, page 8), Power of Ten (Games, page 9), Fish and Power of Nine (only for those students who are ready for this game), and board games.
Games
APRIL
Yearly Plan Kindergarten Plan Kinder indergarten
Power of Ten
Yearly Plan
Section 14
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Tackle problems associated with both previous and current data.
Weekly Graph
Ask any students involved in Little League to record statistics and then create graphs from their stats as part of the Weekly Graph process. Create two mystery bags of red and blue colored chips (15 blue/5 red, and 5 blue/15 red). Have a student draw a chip from one bag and then tell which bag he thinks he drew from (the bag with the most blue or the bag with the most red). Ask a few students per day to predict which bag you are using and to tell why. Replace the chip and draw again. Many trials will occur before students are able to make accurate predictions.


Continue making stories for individual Power of Ten cards. Example: 1) Sally had 5 red candies. Jack had 4 red candies. How many candies did they have altogether? (5 + 4 = 9) (2) How many more does Sally have? (5 - 4 = 1)
interviews.
Evaluation
Continue the evaluation process, interviewing students during Games Day. Remember that growth over time is the ultimate goal. Where students are now able to write numbers and add, have them try the modified All the Facts sheets for addition. A few students may be ready for modified All the Facts subtraction sheets at this point. See the Evaluation chapter, pages 23-24. Continue to focus on geometric-shape recognition.
APRIL
Power of Ten
Yearly Plan
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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations MAY Operations and Concepts and Concepts

Conduct several measurement experiments as a whole class or at centres. Ask students to predict how many of one object (stacked upright) will equal one other object, or how many of one container will be needed to fill another container. (Note: You are covering volume, capacity, mass, and length.)
Focus on place value through recognition of tenness and adding and subtracting 10. (Use place-value cards, the number line and the hundreds chart.)
Play the Predict My Shape game (see Spatial Sense section, page 7) using different shapes drawn from one bag. Discuss number of sides and vertices.
Daily Quiz
Focus on the friendly facts associated with each Power of Ten card (e.g. 6 + 4, 4 + 6, 10 - 6, 10 - 4).
Read The Grouchy Ladybug by Eric Carle in order to review time.
Movement
Continue jumping by fives and tens to 50 and 100. Play Concentration (Games section, pages 6-7), Face Off (Games, page 8), Power of Ten (Games, page 9), Fish and board games.
Games
Include Power of Nine and Friendly Concentration (see Games section, page 7) where students are ready for these games.
MAY
Power of Ten
Yearly Plan
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Journal (oral)
Ask: How would you teach your younger sister or friend to measure something? Have students create oral problems associated with the graphing process. Near the end of the month have students compare their heights to several other students heights. Compare findings with heights from the beginning of the year and heights recorded in January. Have students create oral problems.

Use data already collected to make comparisons between how students vote in May compared to how they voted in September or October. Discuss why the votes are different.

interviews.
Evaluation
Continue the evaluation process, interviewing students during Games Day. Remember that growth over time is the ultimate goal. Start to focus on recognizing number sentences and related problems, as a few students may soon be able to perform this activity independently.

Show students a Power of Ten 8 card. Make up stories for the card. Example: 1) Connor had 10 candies. He ate 2. How many did he have left? 2) Sharon had 5 candies. Ellen had 3 candies. How many candies did they have altogether? 3) Greg had 5 candies. Dave had 3 candies. How many more did Greg have?
Evaluate whole-class progress regarding how many equations students are able to create. Use the criteria found on page 21 of the How Many Ways chapter.
MAY
Power of Ten
Yearly Plan
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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations JUNE Operations and Concepts and Concepts

Use all the pattern block shapes to create patterns. Have students explain their patterns. Have students try a pattern walk with their hands behind their backs so that they cannot change another students pattern. Ask students how they might continue the pattern.
Compare current heights and weights to those measured in September. Focus on place value through recognition of tenness and adding and subtracting 10. (Use place-value cards, the number line and the hundreds chart.) Play with Tangrams.
Daily Quiz
Movement
Continue jumping by fives and tens to 50 and 100.
Play Concentration (Games section, pages 6-7), Face Off (Games, page 8), Power of Ten (Games, page 9), Fish and board games. A few students may be ready for Power of Nine or Friendly Facts 10.
Games
JUNE
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Journal
Ask: What did you learn in math this year? What was easy and what was hard? This may be accomplished orally, pictorially or with an activity sheet. Be sure to reflect on whole-class learning throughout the year also.

Use data already collected to make comparisons between how students vote in June compared to how they voted in November through February.

How Many Ways
Reflect on the characteristics of the class that were investigated over the year.
Problems Posed Problem Solving What Do I Know webs Any teacher-made quizzes, interviews.

Show students a Power of Ten 7 card. Make up stories for the card. Example: 1) Mohammed had 5 candies. Sophia has 2 red candies. How many do they have altogether? (5 + 2 = 7) 2) How many more does Mohammed have? (5 - 2 = 3) 3) Jerry had 10 candies and ate 3. How many does he have left? (10 - 3 = 7)
Evaluation
Evaluate the class as a whole regarding how many equations students can create for 10. Use the criteria on page 21 of the How Many Ways chapter.
Finish the evaluation process ensuring that each student has been assessed for all the criteria established. Remember your goal is growth over time. Start to focus on recognition of number sentences and related problems, as a few students may soon be able to perform this activity independently.
JUNE
Power of Ten
Yearly Plan
Section 14
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Yearly Plan Kindergarten

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Yearly Plan Kindergarten

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Implementing the Teachable Moment - Daily and Weekly Plans Tools / Strategies for Number Number Operations SEPTEMBER

Operations and Concepts and Concepts

Shape and Space: Measurement

Focus on the big ideas:

Number Sense and How Many Ways

Power of Ten Shapes and Nested Place Value Cards

Suggestions and Connections for Next Year:

Plan Kinder indergarten Yearly Plan Kindergarten

Evaluation and Assessment

Collect verbal data monthly for each child using:

See the Evaluation chapter for assessment (pages 17-19).

Plan Kinder indergarten Yearly Plan Kindergarten

Shape and Space: Measurement

Focus on the big ideas:

Number Sense and How Many Ways

Power of Ten Shapes and Nested Place Value Cards

Suggestions and Connections for Next Year: Games

Plan Kinder indergarten Yearly Plan Kindergarten

Evaluation and Assessment

Collect verbal data monthly for each child using:

Problem-Solving and Posing

Remediation and Assessment

Plan Kinder indergarten Yearly Plan Kindergarten

Shape and Space: Measurement

Focus on the big ideas:

Number Sense and How Many Ways

Use shapes (square, triangle) to create AABBAABBAA patterns on the calendar.

Power of Ten Shapes and Nested Place Value Cards

Suggestions and Connections for Next Year:

Plan Kinder indergarten Yearly Plan Kindergarten

Evaluation and Assessment

Collect verbal data monthly for each child using:

Problem-Solving and Posing

Plan Kinder indergarten Yearly Plan Kindergarten

Shape and Space: Measurement

Focus on the big ideas:

Number Sense and How Many Ways

Power of Ten Shapes and Nested Place Value Cards

Also use Dice and Domino Shapes

Suggestions and Connections for Next Year:

Plan Kinder indergarten Yearly Plan Kindergarten

Evaluation and Assessment

Collect verbal data monthly for each child using:

Problem-Solving and Posing

Plan Kinder indergarten Yearly Plan Kindergarten

Shape and Space: Measurement

Focus on the big ideas:

Number Sense and How Many Ways

Power of Ten Shapes and Nested Place Value Cards

Also use Dice and Domino Shapes

Movement Suggestions and Connections for Next Year:

Plan Kinder indergarten Yearly Plan Kindergarten

Evaluation and Assessment

Collect verbal data monthly for each child using:

Evaluation Problem-Solving and Posing

Plan Kinder indergarten Yearly Plan Kindergarten

Shape and Space: Measurement

Focus on the big ideas:

Number Sense and How Many Ways

Power of Ten Shapes and Nested Place Value Cards

Also use Dice and Domino Shapes

Movement Suggestions and Connections for Next Year:

Plan Kinder indergarten Yearly Plan Kindergarten

Evaluation and Assessment