**Title:** Lesson 3: Recycle, Recycle, Recycle

**Description:**
This lesson may be taught as part of the Unit Plan - Solutions to Lessen Human Impact on the Environment. In this lesson, students will participate in creating a recycle drive for a classroom project. Students will create the notification for parents for the recycle drive to help collect items to be recycled. Students will decide by voting on which items they will recycle. Students will bring recyclable items to the classroom for the project. Recyclable materials will be sorted, weighed, and graphed to compare the different items.
This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**English Language Arts (K), or Mathematics (K), or Science (K)

**Title:**Lesson 3: Recycle, Recycle, Recycle

**Description:**This lesson may be taught as part of the Unit Plan - Solutions to Lessen Human Impact on the Environment. In this lesson, students will participate in creating a recycle drive for a classroom project. Students will create the notification for parents for the recycle drive to help collect items to be recycled. Students will decide by voting on which items they will recycle. Students will bring recyclable items to the classroom for the project. Recyclable materials will be sorted, weighed, and graphed to compare the different items. This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

**Title:** Stop, Look, and Find Shapes in Our School and Community!

**Description:**
This is a project-based lesson that provides many hands-on opportunities for students to learn about shapes in their environment. Students are challenged to find shapes in our world using everyday technology. Students review the characteristics of basic shapes such as squares, triangles, circles, etc. They will then learn how to use digital cameras to capture shapes in the environment and will create a digital book of their photos.
**Standard(s): **

[MA2015] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words *halves, thirds, half of, a third of*, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3]

**Subject:**Mathematics (K - 2), or Technology Education (K - 2)

**Title:**Stop, Look, and Find Shapes in Our School and Community!

**Description:**This is a project-based lesson that provides many hands-on opportunities for students to learn about shapes in their environment. Students are challenged to find shapes in our world using everyday technology. Students review the characteristics of basic shapes such as squares, triangles, circles, etc. They will then learn how to use digital cameras to capture shapes in the environment and will create a digital book of their photos.

**Title:** "Bursting with Math"

**Description:**
Using "Starburst" jelly beans to sort, graph and add.
**Standard(s): **

[MA2015] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words *halves, thirds, half of, a third of*, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3]

**Subject:**Mathematics (K - 2)

**Title:**"Bursting with Math"

**Description:**Using "Starburst" jelly beans to sort, graph and add.

**Title:** Congruent Figures

**Description:**
This lesson is an introduction to a unit about congruent shapes. Students will begin by listening to a book about shapes. They will then complete several hands-on activities, including sorting shapes, using their bodies to form congruent shapes, and using activities on the Internet to practice forming congruent shapes.
**Standard(s): **

[MA2015] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words *halves, thirds, half of, a third of*, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3]

**Subject:**Mathematics (K - 2), or Technology Education (K - 2)

**Title:**Congruent Figures

**Description:**This lesson is an introduction to a unit about congruent shapes. Students will begin by listening to a book about shapes. They will then complete several hands-on activities, including sorting shapes, using their bodies to form congruent shapes, and using activities on the Internet to practice forming congruent shapes.

**Title:** Counting Backward from Ten

**Description:**
Students will be introduced in this lesson to the concept of orally counting backward from ten using a book, number cards, and the Internet.
**Standard(s): **

[MA2015] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]

**Subject:**Mathematics (K)

**Title:**Counting Backward from Ten

**Description:**Students will be introduced in this lesson to the concept of orally counting backward from ten using a book, number cards, and the Internet.

**Title:** Lucky Charms Graphs

**Description:**
This culminating lesson will use Lucky Charms cereal for review of sorting, counting, tally marks, and graphing. This is a fun and tasty way for students to learn about math.
**Standard(s): **

[MA2015] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words *halves, thirds, half of, a third of*, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2-G3]

**Subject:**Mathematics (K - 2), or Technology Education (K - 2)

**Title:**Lucky Charms Graphs

**Description:**This culminating lesson will use Lucky Charms cereal for review of sorting, counting, tally marks, and graphing. This is a fun and tasty way for students to learn about math.

**Title:** It's Your Birthday, Dr. Seuss!

**Description:**
This lesson plan is intended to be used during the month of March when the class is preparing to celebrate Dr. Seuss Day. After listening to and reading different stories by Dr. Seuss, the students have opportunities to compare and contrast story elements through critical thinking and Venn diagrams.
**Standard(s): **

[ELA2015] (3) 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL.3.3]

**Subject:**Character Education (K - 12), or English Language Arts (1 - 3), or Mathematics (K - 2), or Technology Education (K - 5)

**Title:**It's Your Birthday, Dr. Seuss!

**Description:**This lesson plan is intended to be used during the month of March when the class is preparing to celebrate Dr. Seuss Day. After listening to and reading different stories by Dr. Seuss, the students have opportunities to compare and contrast story elements through critical thinking and Venn diagrams.

**Title:** Fishy Addition!

**Description:**
In this lesson, students will use manipulatives to act out and solve simple addition problems.
**Standard(s): **

[MA2015] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]

**Subject:**Mathematics (K)

**Title:**Fishy Addition!

**Description:**In this lesson, students will use manipulatives to act out and solve simple addition problems.

**Title:** Toy Store Money

**Description:**
During this lesson students will have the opportunity to use real coins to purchase items in a class department store. Students will work to determine which coins they need to purchase an object. They will also practice counting skills on the Internet before the big shopping day.
**Standard(s): **

[MA2015] (2) 7: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. [2-NBT3]

**Subject:**Mathematics (K - 2), or Technology Education (K - 2)

**Title:**Toy Store Money

**Description:**During this lesson students will have the opportunity to use real coins to purchase items in a class department store. Students will work to determine which coins they need to purchase an object. They will also practice counting skills on the Internet before the big shopping day.

**Title:** There's Magic In Green Eggs and Ham

**Description:**
As a part of a unit about Dr. Suess, students will learn about sequential order. Student understanding will be aided by the use of hands-on preparation of green eggs and ham, dictation, flannel board, sentence strips, and a living center.
**Standard(s): **

[MA2015] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [K-MD2]

**Subject:**English Language Arts (K), or Mathematics (K)

**Title:**There's Magic In Green Eggs and Ham

**Description:**As a part of a unit about Dr. Suess, students will learn about sequential order. Student understanding will be aided by the use of hands-on preparation of green eggs and ham, dictation, flannel board, sentence strips, and a living center.

**Title:** Counting Zero to Five

**Description:**
Students will be introduced in this lesson to the numerals zero through five. Students will associate the numeral with the correct number of objects. Students will demonstrate their understanding of the quantities zero through five showing "How many?" by counting their fingers or using a closed fist for zero.
**Standard(s): **

[MA2015] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]

**Subject:**Mathematics (K), or Technology Education (K - 2)

**Title:**Counting Zero to Five

**Description:**Students will be introduced in this lesson to the numerals zero through five. Students will associate the numeral with the correct number of objects. Students will demonstrate their understanding of the quantities zero through five showing "How many?" by counting their fingers or using a closed fist for zero.

**Title:** Begin with Buttons: Looking Back and Moving Forward

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students review the work of the previous lessons through a variety of activity stations, one of which involves using an interactive Web site. Students model with buttons and record addition and subtraction.
**Standard(s): **

[MA2015] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1-OA5]

**Subject:**Mathematics

**Title:**Begin with Buttons: Looking Back and Moving Forward

**Description:**In this lesson, one of a multi-part unit from Illuminations, students review the work of the previous lessons through a variety of activity stations, one of which involves using an interactive Web site. Students model with buttons and record addition and subtraction.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Calculating Patterns: Looking Back and Moving Forward

**Description:**
This lesson, one of a multi-part unit from Illuminations, is designed as a summative assessment of students understanding of patterns. It measures their ability to create, extend, and interpret patterns in multiple ways.
**Standard(s): **

[MA2015] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4]

**Subject:**Mathematics

**Title:**Calculating Patterns: Looking Back and Moving Forward

**Description:**This lesson, one of a multi-part unit from Illuminations, is designed as a summative assessment of students understanding of patterns. It measures their ability to create, extend, and interpret patterns in multiple ways.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Who's in the Fact Family?

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore the relation of addition to subtraction. Students use problem-solving skills to find fact families, including those in which one addend is zero or in which the addends are alike.
**Standard(s): **

[MA2015] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1-OA8]

**Subject:**Mathematics

**Title:**Who's in the Fact Family?

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore the relation of addition to subtraction. Students use problem-solving skills to find fact families, including those in which one addend is zero or in which the addends are alike.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Calculating Patterns

**Description:**
In this eight lesson unit, from Illuminations, students represent patterns in different ways. They solve problems; make, explain, and defend conjectures; make generalizations; and extend and clarify their knowledge.
**Standard(s): **

[MA2015] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]

**Subject:**Mathematics

**Title:**Calculating Patterns

**Description:**In this eight lesson unit, from Illuminations, students represent patterns in different ways. They solve problems; make, explain, and defend conjectures; make generalizations; and extend and clarify their knowledge.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Sampling Rocks

**Description:**
The purpose of this lesson, from Science NetLinks, is for students to learn about sampling through an investigation of rocks found in the schoolyard. In this lesson, students collect and analyze a sampling of rocks from the schoolyard. They sort the collected rocks by characteristics such as size, weight, and color, to see if any generalizations can be made about the types of rocks that can be found in the schoolyard.
**Standard(s): **

[MA2015] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1-G1]

**Subject:**Mathematics, Science

**Title:**Sampling Rocks

**Description:**The purpose of this lesson, from Science NetLinks, is for students to learn about sampling through an investigation of rocks found in the schoolyard. In this lesson, students collect and analyze a sampling of rocks from the schoolyard. They sort the collected rocks by characteristics such as size, weight, and color, to see if any generalizations can be made about the types of rocks that can be found in the schoolyard.

**Thinkfinity Partner:**Science NetLinks

**Grade Span:**K,1,2

**Title:** Sorting

**Description:**
The purpose of this lesson, from Science NetLinks, is to develop the idea that information can be more easily managed and retrieved if it is logically sorted and stored, using the example of books in a library. The activities in this lesson focus on sorting and ordering things so that they can be easily retrieved at a later date.
**Standard(s): **

[MA2015] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]

**Subject:**Mathematics

**Title:**Sorting

**Description:**The purpose of this lesson, from Science NetLinks, is to develop the idea that information can be more easily managed and retrieved if it is logically sorted and stored, using the example of books in a library. The activities in this lesson focus on sorting and ordering things so that they can be easily retrieved at a later date.

**Thinkfinity Partner:**Science NetLinks

**Grade Span:**1,2,3

**Title:** More and More Buttons

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students use buttons to create, model, and record addition sentences. They also explore commutativity in addition contexts.
**Standard(s): **

[MA2015] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]

**Subject:**Mathematics

**Title:**More and More Buttons

**Description:**In this lesson, one of a multi-part unit from Illuminations, students use buttons to create, model, and record addition sentences. They also explore commutativity in addition contexts.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Fact Families

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students use books and connecting cubes to explore the relationship of addition to subtraction. Students search for related addition and subtraction facts for a given number using a virtual or actual calculator to find differences. They also investigate fact families when one addend is 0 as well as when the addends are the same. Several pieces of literature appropriate for use with this lesson are suggested.
**Standard(s): **

[MA2015] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1-OA8]

**Subject:**Language Arts,Mathematics

**Title:**Fact Families

**Description:**In this lesson, one of a multi-part unit from Illuminations, students use books and connecting cubes to explore the relationship of addition to subtraction. Students search for related addition and subtraction facts for a given number using a virtual or actual calculator to find differences. They also investigate fact families when one addend is 0 as well as when the addends are the same. Several pieces of literature appropriate for use with this lesson are suggested.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** How Many Buttons?

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students review classification, make sets of a given number, explore relationships between numbers, and find numbers that are one more and one less than a given number. They apply their knowledge of classification as they play a game similar to bingo. Several pieces of literature appropriate for use with this lesson are suggested.
**Standard(s): **

[MA2015] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1-G1]

**Subject:**Language Arts,Mathematics

**Title:**How Many Buttons?

**Description:**In this lesson, one of a multi-part unit from Illuminations, students review classification, make sets of a given number, explore relationships between numbers, and find numbers that are one more and one less than a given number. They apply their knowledge of classification as they play a game similar to bingo. Several pieces of literature appropriate for use with this lesson are suggested.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Three in a Set

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students construct sets of three, compare them with sets of two, and write the numeral 3. They also show a set of three on their recording chart.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**Mathematics

**Title:**Three in a Set

**Description:**In this lesson, one of a multi-part unit from Illuminations, students construct sets of three, compare them with sets of two, and write the numeral 3. They also show a set of three on their recording chart.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Pyramid Power

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students make sets of a given number, explore relationships between numbers, and write numbers that enumerate how many elements are in a group. They make and record sets of one more and one less than a given number. They have the opportunity to apply their reasoning and communication skills in this lesson.
**Standard(s): **

[MA2015] (2) 23: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10]

**Subject:**Health,Mathematics

**Title:**Pyramid Power

**Description:**In this lesson, one of a multi-part unit from Illuminations, students make sets of a given number, explore relationships between numbers, and write numbers that enumerate how many elements are in a group. They make and record sets of one more and one less than a given number. They have the opportunity to apply their reasoning and communication skills in this lesson.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Button Trains

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students describe order by using vocabulary such as before, after, and between. They also review and use both cardinal and ordinal numbers.
**Standard(s): **

[MA2015] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [K-CC6]

**Subject:**Mathematics

**Title:**Button Trains

**Description:**In this lesson, one of a multi-part unit from Illuminations, students describe order by using vocabulary such as before, after, and between. They also review and use both cardinal and ordinal numbers.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Practice Makes Perfect

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students focus on differences of numbers from 10. Students use a real or virtual calculator and play a concentration game.
**Standard(s): **

[MA2015] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]

**Subject:**Mathematics

**Title:**Practice Makes Perfect

**Description:**In this lesson, one of a multi-part unit from Illuminations, students focus on differences of numbers from 10. Students use a real or virtual calculator and play a concentration game.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Get the Picture--Get the Story

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore the connections between mathematics and football. Students examine four pictures of things typically found at a football game--players, a scoreboard, a crowd, and a concession stand. They then create problem situations that correspond to their interpretation of each of the pictures.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**Mathematics

**Title:**Get the Picture--Get the Story

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore the connections between mathematics and football. Students examine four pictures of things typically found at a football game--players, a scoreboard, a crowd, and a concession stand. They then create problem situations that correspond to their interpretation of each of the pictures.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2,3,4,5

**Title:** Building Sets of Six

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students construct sets of six, compare them with sets of a size up to six objects, and write the numeral 6. They also show a set of six on a 10 Frame and on a recording chart. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**Mathematics

**Title:**Building Sets of Six

**Description:**In this lesson, one of a multi-part unit from Illuminations, students construct sets of six, compare them with sets of a size up to six objects, and write the numeral 6. They also show a set of six on a 10 Frame and on a recording chart. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Building Numbers to Five

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students make groups of zero to five objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number.
**Standard(s): **

[MA2015] (0) 12: Fluently add and subtract within 5. [K-OA5]

**Subject:**Mathematics

**Title:**Building Numbers to Five

**Description:**In this lesson, one of a multi-part unit from Illuminations, students make groups of zero to five objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** How Many More?

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students write subtraction problems, model them with sets of fish-shaped crackers, and communicate their findings in words and pictures. They record differences in words and symbols. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested.
**Standard(s): **

[MA2015] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1-OA8]

**Subject:**Mathematics

**Title:**How Many More?

**Description:**In this lesson, one of a multi-part unit from Illuminations, students write subtraction problems, model them with sets of fish-shaped crackers, and communicate their findings in words and pictures. They record differences in words and symbols. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** What's My Rule for Sorting?

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students build on prior knowledge of sorting and classifying when they recognize sorts and name rules for sorting. They identify common properties in the classroom environment and then make, explain, and defend conjectures to extend their knowledge.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**Mathematics

**Title:**What's My Rule for Sorting?

**Description:**In this lesson, one of a multi-part unit from Illuminations, students build on prior knowledge of sorting and classifying when they recognize sorts and name rules for sorting. They identify common properties in the classroom environment and then make, explain, and defend conjectures to extend their knowledge.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Sing and Show Patterns

**Description:**
This lesson, one of a multi-part unit from Illuminations, accommodates multiple learning styles by engaging students in creating patterns with movement and translating the patterns into other forms.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**Arts,Mathematics

**Title:**Sing and Show Patterns

**Description:**This lesson, one of a multi-part unit from Illuminations, accommodates multiple learning styles by engaging students in creating patterns with movement and translating the patterns into other forms.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Using the Number Line to Compare

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students determine differences using the number line to compare lengths. Because this model is based on linear measurement, it is a distinctly different representation from the models presented in the first two lessons of this unit. At the end of this lesson, children are encouraged to predict differences and answer puzzles involving subtraction.
**Standard(s): **

[MA2015] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2-MD2]

**Subject:**Mathematics

**Title:**Using the Number Line to Compare

**Description:**In this lesson, one of a multi-part unit from Illuminations, students determine differences using the number line to compare lengths. Because this model is based on linear measurement, it is a distinctly different representation from the models presented in the first two lessons of this unit. At the end of this lesson, children are encouraged to predict differences and answer puzzles involving subtraction.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Building Sets of Seven

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students construct and identify sets of seven objects. They compare sets of up to seven items and record a set of seven in chart form.
**Standard(s): **

[MA2015] (1) 9: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. [1-NBT1]

**Subject:**Mathematics

**Title:**Building Sets of Seven

**Description:**In this lesson, one of a multi-part unit from Illuminations, students construct and identify sets of seven objects. They compare sets of up to seven items and record a set of seven in chart form.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Building Sets of 11 and 12

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore sets of 11 and 12. They use bean sticks, connecting cubes, and ten frames to construct sets of 11 and 12. Then, they record and compare them the sets.
**Standard(s): **

[MA2015] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. [K-CC5]

**Subject:**Mathematics

**Title:**Building Sets of 11 and 12

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore sets of 11 and 12. They use bean sticks, connecting cubes, and ten frames to construct sets of 11 and 12. Then, they record and compare them the sets.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Finding Fact Families

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore the relation of addition to subtraction. Then the children search for related addition and subtraction facts for a given number. They also investigate fact families, including those where one addend is 0 and where the addends are alike. Several pieces of literature appropriate for use with this lesson are suggested.
**Standard(s): **

[MA2015] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1-OA7]

**Subject:**Mathematics

**Title:**Finding Fact Families

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore the relation of addition to subtraction. Then the children search for related addition and subtraction facts for a given number. They also investigate fact families, including those where one addend is 0 and where the addends are alike. Several pieces of literature appropriate for use with this lesson are suggested.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Connecting Numbers and Patterns

**Description:**
This lesson, one of a multi-part unit from Illuminations, accommodates multiple learning styles by having students create patterns using different forms. For example, students use body movement or kinesthetic experiences to create and copy patterns. Students use knowledge and skills in new situations to develop a solid understanding of the process for creating patterns, recognizing pattern sequences, and representing patterns in different ways.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**Mathematics

**Title:**Connecting Numbers and Patterns

**Description:**This lesson, one of a multi-part unit from Illuminations, accommodates multiple learning styles by having students create patterns using different forms. For example, students use body movement or kinesthetic experiences to create and copy patterns. Students use knowledge and skills in new situations to develop a solid understanding of the process for creating patterns, recognizing pattern sequences, and representing patterns in different ways.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Building Sets of 19 and 20

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore sets of 19 and 20. They count up to 20, construct and decompose sets up to 20, and record the decompositions.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**Mathematics

**Title:**Building Sets of 19 and 20

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore sets of 19 and 20. They count up to 20, construct and decompose sets up to 20, and record the decompositions.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Create a House Number: Grades 1-2

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students look for all the possible solution sets for a mathematics problem involving a three-digit house number. They experiment with numbers to find all possible ways to add three different digits to obtain the given sum of six and explore the ways three digits can be placed together to form different three-digit numbers.
**Standard(s): **

[MA2015] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [K-OA2]

**Subject:**Mathematics

**Title:**Create a House Number: Grades 1-2

**Description:**In this lesson, one of a multi-part unit from Illuminations, students look for all the possible solution sets for a mathematics problem involving a three-digit house number. They experiment with numbers to find all possible ways to add three different digits to obtain the given sum of six and explore the ways three digits can be placed together to form different three-digit numbers.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Count to 10: Looking Back and Moving Forward

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students review this unit by creating, decomposing, and comparing sets of zero to ten objects and by writing the cardinal number for each set.
**Standard(s): **

[MA2015] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [K-CC6]

**Subject:**Mathematics

**Title:**Count to 10: Looking Back and Moving Forward

**Description:**In this lesson, one of a multi-part unit from Illuminations, students review this unit by creating, decomposing, and comparing sets of zero to ten objects and by writing the cardinal number for each set.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Writing Numerals to Five

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students construct groups of a given size, recognize the number in the group, and record that number in numerals. By doing this, they learn the number words through five in order (namely, to rote count) and develop the ability to count rationally. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**Mathematics

**Title:**Writing Numerals to Five

**Description:**In this lesson, one of a multi-part unit from Illuminations, students construct groups of a given size, recognize the number in the group, and record that number in numerals. By doing this, they learn the number words through five in order (namely, to rote count) and develop the ability to count rationally. Visual, auditory, and kinesthetic activities are used to help students begin to acquire a sense of number.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** One, Two, Three--Go

**Description:**
In this lesson, one of a multi-part unit from Illuminations, after reviewing the numbers two and three, students construct and identify sets of one. They compare sets of one, two, and three objects, and then they record a set of three in chart form.
**Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

**Subject:**Mathematics

**Title:**One, Two, Three--Go

**Description:**In this lesson, one of a multi-part unit from Illuminations, after reviewing the numbers two and three, students construct and identify sets of one. They compare sets of one, two, and three objects, and then they record a set of three in chart form.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Finding Four

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore the number four. They make sets of four, write the numeral 4, and compare sets of four to sets of one, two, and three.
**Standard(s): **

[MA2015] (0) 12: Fluently add and subtract within 5. [K-OA5]

**Subject:**Mathematics

**Title:**Finding Four

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore the number four. They make sets of four, write the numeral 4, and compare sets of four to sets of one, two, and three.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Preschool Counting Practice

**Digital Tool:**
Counting Cookies - Learn to Count Numbers 1234 **Web Address URL:**
http://www.youtube.com/watch?v=j_PT5Qm2K04 **Standard(s): **

[MA2015] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]**Digital Tool Description:** This video will be another tool to help Kindergarten and Preschool students who are beginning to learn to count. The first video emphasizes counting 1-4 with a cookie theme. It has lots of repetition and clearly shows 1 to 1 correspondence. The second video graphically represents counting 1-5 with turtles swimming under water.

**Title:**Preschool Counting Practice

**Digital Tool:**Counting Cookies - Learn to Count Numbers 1234

**Digital Tool Description:**This video will be another tool to help Kindergarten and Preschool students who are beginning to learn to count. The first video emphasizes counting 1-4 with a cookie theme. It has lots of repetition and clearly shows 1 to 1 correspondence. The second video graphically represents counting 1-5 with turtles swimming under water.

**Title:** Marble Math

**Digital Tool:**
website **Web Address URL:**
http://www.abcya.com/addition.htm **Standard(s): **

[MA2015] (0) 12: Fluently add and subtract within 5. [K-OA5]**Digital Tool Description:** Marble Math is a game on www.abcya.com that allows students to practice addition with manipulatives. Students can use the tool to practice addition. The game tracks the students progress and shows students which answers are correct and incorrect. Students can use virtual manipulatives to assist them in correctly adding a number sentence. As students progress to the next level the problems get more difficult.

**Title:**Marble Math

**Digital Tool:**website

**Digital Tool Description:**Marble Math is a game on www.abcya.com that allows students to practice addition with manipulatives. Students can use the tool to practice addition. The game tracks the students progress and shows students which answers are correct and incorrect. Students can use virtual manipulatives to assist them in correctly adding a number sentence. As students progress to the next level the problems get more difficult.

**Title:** What Would You Pack For a Trip To Outer Space?

**Description:**
Building your own private spaceship can be a lot of fun, but what travels with you can be just as important as what the outside looks like. Have you ever thought about what's on an astronaut's packing list?
**Standard(s): **

[MA2015] (6) 1: Understand the concept of a ratio, and use ratio language to describe a ratio relationship between two quantities. [6-RP1]

**Subject:**Cross-Disciplinary - Informal Education , Cross-Disciplinary - Technology , Mathematics - Applied Mathematics , Physical Education - Adventure and Risk Challenge Activities , Science - Biological and Life Sciences , Science - Earth science , Science - General Science , Science - Natural History , Science - Space Sciences , Science - Zoology , Vocational Education - Technical , Adult & Family Literacy - Lifeskills , Informal Education - Academic Enrichment , Informal Education - Arts and Crafts , Informal Education - Business/Entrepreneurship training , Informal Education - Community service/Leadership/Team-building , Informal Education - Drama and Puppets , Informal Education - Environmental Education , Informal Education - Health/Wellness/Nutrition/Cooking , Informal Education - Homework Help/Tutoring , Informal Education - Movement and Music , Informal Education - Photography/Digital Arts , Informal Education - School to Career Experience , Informal Education - Sports/Fitness/Recreation , Informal Education - Technology Training , Informal Education - Zoo/Aquarium/Nature Center Education

**Title:**What Would You Pack For a Trip To Outer Space?

**Description:**Building your own private spaceship can be a lot of fun, but what travels with you can be just as important as what the outside looks like. Have you ever thought about what's on an astronaut's packing list?

**Thinkfinity Partner:**Wonderopolis

**Grade Span:**K,PreK,1,2,3,4,5

**Title:** Number and Operations Web Links

**Description:**
This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.
**Standard(s): **

[MA2015] (5) 26: Classify two-dimensional figures in a hierarchy based on properties. [5-G4]

**Subject:**Mathematics

**Title:**Number and Operations Web Links

**Description:**This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,1,2,3,4,5,6,7,8,9,10,11,12

**Title:** What Would You Pack For a Trip To Outer Space?

**Description:**
Building your own private spaceship can be a lot of fun, but what travels with you can be just as important as what the outside looks like. Have you ever thought about what's on an astronaut's packing list?
**Standard(s): **

[MA2015] (6) 1: Understand the concept of a ratio, and use ratio language to describe a ratio relationship between two quantities. [6-RP1]

**Subject:**Cross-Disciplinary - Informal Education , Cross-Disciplinary - Technology , Mathematics - Applied Mathematics , Physical Education - Adventure and Risk Challenge Activities , Science - Biological and Life Sciences , Science - Earth science , Science - General Science , Science - Natural History , Science - Space Sciences , Science - Zoology , Vocational Education - Technical , Adult & Family Literacy - Lifeskills , Informal Education - Academic Enrichment , Informal Education - Arts and Crafts , Informal Education - Business/Entrepreneurship training , Informal Education - Community service/Leadership/Team-building , Informal Education - Drama and Puppets , Informal Education - Environmental Education , Informal Education - Health/Wellness/Nutrition/Cooking , Informal Education - Homework Help/Tutoring , Informal Education - Movement and Music , Informal Education - Photography/Digital Arts , Informal Education - School to Career Experience , Informal Education - Sports/Fitness/Recreation , Informal Education - Technology Training , Informal Education - Zoo/Aquarium/Nature Center Education

**Title:**What Would You Pack For a Trip To Outer Space?

**Description:**Building your own private spaceship can be a lot of fun, but what travels with you can be just as important as what the outside looks like. Have you ever thought about what's on an astronaut's packing list?

**Thinkfinity Partner:**Wonderopolis

**Grade Span:**K,PreK,1,2,3,4,5

**Title:** Celebrate the 100th day of school!

**Description:**
As a class, students work in small groups to create a '' 100th Day'' book.
**Standard(s): **

[MA2015] (5) 5: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. [5-NBT2]

**Subject:**Language Arts

**Title:**Celebrate the 100th day of school!

**Description:**As a class, students work in small groups to create a '' 100th Day'' book.

**Thinkfinity Partner:**ReadWriteThink

**Grade Span:**K,1,2,3,4,5,6,7,8,9,10,11,12