ND Curriculum Initiative

Subject & Standards

Understandings & Goals

Enduring Understanding:
Students will develop math counting concepts and logical cognitive development for early addition & subtraction concepts.
Goal(s):
Students will identify “one”, “two”, and “three” items. Students will compare “one”, “two”, and “three” items using touch to count skills. Students will combine “one”, “two”, and “three” items to understand “more” concept. Students will combine “one”, “two”, and “three” items to understand “less” concept. Students will manipulate items using adaptive keyboard or mouse on internet math site.

Questions Answered

Essential questions:
What do the students need to identify “one”, “two”, and “three” items?
What do the students need to combine “one”, “two”, and “three” items?
What do the students need to create new logical math relationships between “one”, “two”, and “three” items?
What do the students need to develop a cognitive understanding of “more”?
What do the students need to develop a cognitive understanding of “less”?
Objectives:
Students will touch “one”, “two”, and “three” items as presented to each child. Students will pick up “one”, “two”, and “three” items from a group of items on the table. Students will place in a bucket “one”, “two”, and “three” items from anywhere in the classroom setting. Students will string “one”, “two”, and “three” beads to add one more bead to the string. Students will build “one”, “two”, and “three” blocks to add two more blocks. Students will remove “one”, “two”, and “three” items from a group of items on the table. Students will manipulate “one, “two, “three” items to “touch count” using adaptive keyboard or mouse on internet math site. Students will manipulate “one, “two, “three” items “to demonstrate more & less math concepts” using adaptive keyboard or mouse on internet math site.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding?
  Observational checklists, verbal & nonverbal response charting, touch to count gesturing charted, manipulation of items on internet and using computer software programs via adaptive keyboard or mouse and the responese noted from the students.

What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding?
  Demonstrations from the teacher, prompting (verbal & physical) how to preform the tasks, redirection when the student is unsure of preforming the task, and reinforcements to ensure completing of tasks.

What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding?
  The students will demonstrate a generalization of these skill tasks by preforming the same skills in a variety of settings, circumstances, and presentations.

What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect?
  The data collected through checklists and charting will be placed on graphing paper to be shared with parents. Children will receive continued reinforcements to acheive greater cognitive understanding of the mathematical / logical sequence of skills.

Instructional Strategies

The inquiry-based strategy will be utilized though presentation / memorization of facts (identify “one, “two, “three” items), develop the cognitive understanding necessary to produce deeper learning (touch counting technique using “one”, “two”, “three” items) to greatly incresase the recall of skills, and develop prediction / investigation techniques (understanding “more” & “less” math - logic concepts). In the real world these cognitive math - logic developing process can be applied to the student’s every day life to add or remove items from a group of items (clothing, toys, food, etc.) to complete daily routines and new routines in their daily experiences at home, school, and day care settings to ultimately develop greater independence as they develop cognitive math - logic skills.