Createa summative assessment that will be given at the end of the unit to show progress in meeting your unit goals Consider grade level, reading level, and question variety (concrete to abstract) when designing your assessment Any questions that you use from other resources must be cited in your assessment Use the class examples for a reference Your assessment should also include a measure of mastery, whether it be benchmark score and or rubric An answer key should also be included Counting and quantities This unit is designed to introduce pre kindergarten students to basic counting and number recognition skills through songs, movement, and hands on activities Starting with listening and articulation, students progress from using real objects like blocks to recognizing written numerals Daily routines, art projects, and games reinforce learning in fun and engaging ways Lessons are short, repetitive, and age appropriate to match young attention spans The unit supports all learning styles and includes opportunities for differentiation, parent involvement, and progress celebration, building a strong foundation for future math success Stage 1 Desired Results ESTABLISHED GOALS PK CC A 1 Listen to and say the names of numbers in meaningful contexts and introduce counting through physical objects, helping students listen to and say the names of numbers as they count tangible items PK CC A 3 Students will understand the relationship between numerals and quantities up to 5 helping students understand that numerals correspond to quantities, using numeral cards and object groups PK CC A 4 Understand the relationship between numbers and quantities connect counting to cardinality Transfer Students will be able to independently T1 Listen and articulate numbers 0 5 T2 Recognize and name numerals 0 5 (e g , know what the numeral 2 looks like and say it out loud) T3 tangible objects up to 5 (e g , count 1 2 3 while stacking 4 blocks) T4 numbers 0 5 (e g , line up number cards in the correct order) Meaning UNDERSTANDINGS U Students will understand that U1 Numbers represent quantities and are used to count objects U2 Numerals are symbols that represent numbers and quantities U3 Counting involves ordering numbers in a sequence U4 Physical objects can be used to demonstrate and understand quantities ESSENTIAL QUESTIONS Q EQ1 How do numbers help us in everyday life EQ2 What is the purpose of counting EQ3 Why is it important to know the relationsjip between numbers ad the objects they represent EQ4 How can we use objects to show what a number looks like Acquisition Students will know K K1 Numbers 0 5 and their corresponding representations K2 The connection between a set of objects and the numeral that represents the quantity of that set K3 The basic sequence of counting numbers and their order Students will be skilled at S SK1 Listening to and repeating verbally the names of numbers 0 5 SK2 Recognizing and naming numerals 0 5 when seen SK3 Correctly ordering number cards from 0 5 Stage 2 Evidence Evaluative Criteria Assessment Evidence CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT Performance Task OTHER EVIDENCE OE Observational checkclists Stage 3 Learning Plan Summary of Key Learning Events and Instruction Lesson 1 Using a song and displaying a video using the smart TV, 5 Little Ducks , students are actively participating by singing along to the song while visually learning numerals 0 5 by watching the video of the song Lesson 2 Movement with numbers to explain the relationship of hearing numbers and connecting it to the physical number through movements such as 1 spin, 2 hops, 3 stomps, 4 claps, and 5 jumps while students vocalize counting Lesson 3 Recognition and Fine Motor Skill Development by ncorporate number puzzles and flashcards during playtime Students will recognize and name numbers 0 5 Lesson 4 Connecting Numerals to Quantities by using sensory based play to connect numerals to quantities Lesson 5 Counting with Objects with a visual model during snack time, the teacher will model how to count goldfish crackers and pretzels using a template Lesson 6 Centers for Small Group Instruction to learn counting 0 through 5 i e math center, block center, teacher table and puzzle center Lesson 7 Use number lines and songs to reinforce counting numbers 0 5 forward and backward

Question

Createa summative assessment that will be given at the end of the unit to show progress in meeting your unit goals  Consider grade level, reading level, and question variety (concrete to abstract) when designing your assessment  Any questions that you use from other resources must be cited in your assessment  Use the class examples for a reference  Your assessment should also include a measure of mastery, whether it be benchmark score and or rubric  An answer key should also be included  Counting and quantities This unit is designed to introduce pre kindergarten students to basic counting and number recognition skills through songs, movement, and hands on activities  Starting with listening and articulation, students progress from using real objects like blocks to recognizing written numerals  Daily routines, art projects, and games reinforce learning in fun and engaging ways  Lessons are short, repetitive, and age appropriate to match young attention spans  The unit supports all learning styles and includes opportunities for differentiation, parent involvement, and progress celebration, building a strong foundation for future math success  Stage 1 Desired Results ESTABLISHED GOALS PK CC  A 1   Listen to and say the names of numbers in meaningful contexts and introduce counting through physical objects, helping students listen to and say the names of numbers as they count tangible items  PK CC  A 3   Students will understand the relationship between numerals and quantities up to 5  helping students understand that numerals correspond to quantities, using numeral cards and object groups  PK CC  A 4   Understand the relationship between numbers and quantities  connect counting to cardinality  Transfer Students will be able to independently T1  Listen and articulate numbers 0 5  T2  Recognize and name numerals 0 5 (e g , know what the numeral  2  looks like and say it out loud)  T3  tangible objects up to 5 (e g , count 1 2 3 while stacking 4 blocks) T4  numbers 0 5 (e g , line up number cards in the correct order)  Meaning UNDERSTANDINGS U Students will understand that    U1  Numbers represent quantities and are used to count objects U2  Numerals are symbols that represent numbers and quantities U3  Counting involves ordering numbers in a sequence U4  Physical objects can be used to demonstrate and understand quantities ESSENTIAL QUESTIONS Q EQ1  How do numbers help us in everyday life  EQ2  What is the purpose of counting  EQ3  Why is it important to know the relationsjip between numbers ad the objects they represent  EQ4  How can we use objects to show what a number looks like  Acquisition Students will know    K K1 Numbers 0 5 and their corresponding representations  K2 The connection between a set of objects and the numeral that represents the quantity of that set  K3 The basic sequence of counting numbers and their order  Students will be skilled at    S SK1 Listening to and repeating verbally the names of numbers 0 5 SK2 Recognizing and naming numerals 0 5 when seen SK3 Correctly ordering number cards from 0 5 Stage 2   Evidence Evaluative Criteria Assessment Evidence CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT Performance Task  OTHER EVIDENCE  OE Observational checkclists Stage 3   Learning Plan Summary of Key Learning Events and Instruction Lesson 1  Using a song and displaying a video using the smart TV,  5 Little Ducks , students are actively participating by singing along to the song while visually learning numerals 0 5 by watching the video of the song  Lesson 2  Movement with numbers to explain the relationship of hearing numbers and connecting it to the physical number through movements such as 1 spin, 2 hops, 3 stomps, 4 claps, and 5 jumps while students vocalize counting  Lesson 3  Recognition and Fine Motor Skill Development by ncorporate number puzzles and flashcards during playtime  Students will recognize and name numbers 0 5  Lesson 4  Connecting Numerals to Quantities by using sensory based play to connect numerals to quantities  Lesson 5  Counting with Objects with a visual model during snack time, the teacher will model how to count goldfish crackers and pretzels using a template  Lesson 6  Centers for Small Group Instruction to learn counting 0 through 5 i e  math center, block center, teacher table and puzzle center  Lesson 7  Use number lines and songs to reinforce counting numbers 0 5 forward and backward

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Question: Createa summative assessment that will be given at the end of the unit to show progress in meeting your unit goals. Consider grade-level, reading-level, and

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