###### Hawaii

######

###### Saturday

###### Level 2

## Ms. Joan

### Target 1

###### Lesson Type:

Review

Number Operation

:

mumberSystem

2.NO.NS.3

###### Supporting targets:

###### 1:

Identify the correct number before or after a given number without having to review the entire count sequence.

###### 2:

Given 2 numbers, determine all the numbers that come in-between.

###### 3:

###### 4:

###### 5:

###### Grade:

Kindergarden

###### Vocabulary:

before, after

Activities:

- Students were asked to fill out the number charts.
- Students were asked to fined out what comes before and after a number.

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

### Target 2

###### Lesson Type:

###### Continuation

###### Number Operation

###### Number Reltionships

###### Compare numbers to determine which is more, less, or equal up to 50.

:

###### Supporting targets:

###### 1:

Compare quantities that can be counting to determine more, less, or equal.

###### 2:

Compare numerals to determine more, less, or equal.

###### 3:

Use place-value understandings to help determine if numbers are more, less, or equal.

###### 4:

Use manipulatives to determine more, less, or equal by equating quantity to length (i.e. Which is bigger 20 or 32? Line up 20 blocks end-to-end and 32 blocks end-to-end. Which is longer?).

###### 5:

###### Grade:

Kindergarden

###### Vocabulary:

more, less, equal

Activities:

- Given a set of blocks, students were asked to show place value of 2 set of 2 digit numbers
- Students identified which number is more, less or equal using the symbols

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

### Target 3

###### Lesson Type:

###### Continuation

###### Number Operation

###### Integer Composition

###### Use place-value understandings to round whole numbers to the nearest 10.

:

###### Supporting targets:

###### 1:

Identify which digits in the ones’ place signal to round up to the nearest ten.

###### 2:

Understand that the ones’ place is the key digit to evaluate to determine whether to round up or down.

###### 3:

###### 4:

###### 5:

###### Grade:

Kindergarden

###### Vocabulary:

ones, tens, equal, round up, round down

Activities:

- Students were given 2 digit numbers and asked whether to round up or down
- After identifying which is in ones, and tens place, students were given popsicle sticks numbered from 1-50 to place it in the cup that is labeled (0,10,20,30,40,50).

### Home Exploration

Identify to round down or up to the nearest 10 the following numbers:

- 34 (30 or 40?)
- 22 (20 or 30?)
- 46 (40 or 50?)
- 21 (20 or 30?)
- 29 (20 or 30?)

Four-years-olds were little, so 4's got rounded down. And that 5-years-olds really want to be big so 5's and above get rounded up.

In other words, 0,1,2,3,4 round down/goes to the number to the left. And then 5,6,7,8,9 round up/goes to the number to the right.

1. 30

2. 20

3. 50

4. 20

5. 30