Unit Plan 36 (PreK Math): Cumulative Synthesis & Exhibition

Focus: Celebrate “Math All Around Us” with integrated counting, shapes, sorting, measurement words, and add/take-away stories; students present and explain their work.

Grade Level: PreK

Subject Area: Mathematics (Comprehensive Spiral)

Total Unit Duration: 5 sessions (one week), 25–35 minutes per session

I. Introduction

This capstone week blends the year’s core ideas—counting and saying how many, comparing and sorting, building and naming shapes, position words, and joining/taking away stories—into joyful, authentic tasks. Children prepare a mini-exhibition to share models, language, and math thinking with classmates.

Essential Questions

• Where do we notice math in our classroom, outdoors, and in stories?
• How can models (ten-frames, blocks, pictures) help us explain our ideas clearly?
• What words show our math thinking (shape names, position words, more/fewer, how many)?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Count sets (arranged to 10; scattered to 5) and tell how many with confidence.
2. Act out and explain simple join/take-away stories within 5 using objects or fingers.
3. Sort items into categories and compare groups using more/fewer/same.
4. Identify, build, and describe common 2D/3D shapes and use position words accurately.
5. Share their work in a short presentation using models, labels, and clear math language.

Standards Alignment — Custom CCSS-style Pre-Kindergarten

• PK.CC — Counting & Cardinality (count to 10; one-to-one; cardinality).
• PK.OA — Operations & Algebraic Thinking (represent join/take-away within 5; decompose/make 5).
• PK.NBT — Number & Operations in Base Ten (experiences with ten as a bundle; teen = ten and some ones).
• PK.MD — Measurement & Data (describe/compare attributes; sort & talk about data).
• PK.G — Geometry (name/compare shapes; position words; build/compose shapes).
• Mathematical Practices: MP.1–MP.6 threaded (perseverance, reasoning, modeling, tools, precision, explanation).

Success Criteria — Student Language

• I can count and tell how many using my finger to touch each object.
• I can show a join or take-away story within 5 with objects or fingers and tell the result.
• I can sort and say which group has more/fewer/same.
• I can name and build shapes and use in/on/under/next to/behind/in front of.
• I can present my work with models, labels, and a clear sentence.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Ten-frames/five-frames, counters, cubes, dot cards, numeral cards 0–10.
• Pattern blocks, 3D solids (cube, sphere, cone, cylinder), clay, craft sticks, glue, crayons.
• Sort tubs (buttons/leaves/caps), trays, clipboards; simple data charts and labels.
• “Exhibition boards” (paper mats) for photos/drawings, labels, and sentence frames.

Preparation

• Anchor charts: How We Count, Add/Take Away, Sort & Compare, Shape Names & Position Words.
• Prep station cards (icon + words) and TAG peer-feedback slips (Tell–Ask–Give).

Common Misconceptions to Surface

• Skipping objects or double-counting; thinking the last number is not the total.
• Mixing more with bigger; comparing size instead of number in sets.
• Calling every 4-sider a square; saying circle has corners; confusing on/next to.

Key Terms (highlighted in lessons) count, how many, more, fewer, same, sort, group, add (join), take away, ten-frame, bundle of ten, circle, square, triangle, rectangle, cube, sphere, cone, cylinder, straight, curved, in, on, under, next to, behind, in front of, explain, label

IV. Lesson Procedure

(Each day: Launch → Explore → Discuss/Consolidate → Reflect. Suggested timing for a 25–35 min block.)

Session 1 — Capstone Launch: Choose Your Math Stations (All domains; MP.1, MP.5)

• Launch (4–5 min): Preview stations (Counting, Stories, Sort & Compare, Shape Build, Position Play). Model how to collect evidence (photo/drawing + label).
• Explore (15–18 min): Children visit 2 stations; adult prompts “Show how many,” “Tell the result.”
• Discuss (6–8 min): Share 2–3 examples; highlight clear models and language.
• Reflect (2–3 min): “Today I showed math when I ___.”

Session 2 — Counting & Data Corner (PK.CC, PK.MD; MP.2, MP.6)

• Launch (4–5 min): Model counting a tray (touch each, last number = total); start a simple class chart.
• Explore (12–15 min): Stations: How Many? (arranged to 10; scattered to 5) and Sort & Count (two categories).
• Discuss (6–8 min): Compare groups: “More red than blue.” Add tallies or stickers to chart.
• Reflect (2–3 min): “I counted __ and said __.”

Session 3 — Stories that Add & Take Away (PK.OA; MP.4)

• Launch (3–4 min): Act out a toy story: “2 bears + 1 bear = 3.” Record with picture + label.
• Explore (15–18 min): Partner story mats within 5; children build, say, and draw the result.
• Discuss (5–7 min): Share one join and one take-away; underline clear result language.
• Reflect (2–3 min): “My story was about _; the answer was ****.”

Session 4 — Shapes & Position Museum (PK.G; MP.3, MP.5)

• Launch (4–5 min): Quick review of shape names and position words with a toy and box.
• Explore (12–15 min): Build a shape picture and label positions: “Triangle on rectangle; circle next to square.”
• Discuss (6–8 min): Gallery walk; peers name shapes and position words they notice.
• Reflect (2–3 min): “I used the word __ to tell where my __ is.”

Session 5 — Exhibition & Celebration (All domains; MP.1–MP.6)

• Task (15–18 min): Children arrange their evidence (photos/drawings/labels) on an Exhibition Board and practice a 10–20-second share.
• Peer Review (TAG, 5–7 min): Tell a strength, Ask a question, Give a suggestion.
• Discuss (5–7 min): Celebrate 2–3 examples of clear models and language.
• Reflect (2–3 min): “One way I showed math all around us was ___.”

V. Differentiation and Accommodations

Advanced Learners

• Create a class map labeling shapes and positions; add a simple data table (how many circles/squares).
• Compose pictures under constraints (use exactly 2 triangles and 3 rectangles; tell why).
• Count two sets and compare using > / < arrows or colored connectors (teacher-made visuals).

Targeted Support

• Limit set sizes (to 5); provide counting paths (dots to touch) and hand-over-hand modeling.
• Use two-choice sorts with large, high-contrast items; pre-sorted trays to finish.
• Provide picture-sentence frames with icons: “There are __,” “More __ than __.”

Multilingual Learners

• Dual-language word/visual cards for key terms; choral practice of core phrases.
• Frames with symbols: “__ is on __,” “I counted __,” “More __ than __.”
• Encourage home-language sharing during exhibition; add labels in both languages.

IEP/504 & Accessibility

• Offer tactile shapes, larger manipulatives, and Velcro position mats; reduce visual clutter.
• Allow point-and-tell or recorded audio shares; adult/peer scribe for labels.
• Use timed work–break supports and quiet corners; provide alternative seating/tools.

VI. Assessment and Evaluation

Formative Checks (daily)

• S1: Chooses stations and produces at least one labeled model.
• S2: Counts accurately (touch-count), states the total, and places it on a chart.
• S3: Acts out a join/take-away story within 5 and tells the result.
• S4: Names shapes/uses position words correctly in a build.
• S5: Shares thinking with a clear sentence and model.

Summative (end of week; 0–2 per criterion, total 10)

1. Counting & Cardinality (PK.CC)

• 2: Counts sets reliably (arranged to 10; scattered to 5) and states total.
• 1: Counts with minor prompts or small errors self-corrected.
• 0: Frequent errors; does not state total.

2. Operations Stories (PK.OA)

• 2: Correctly shows and tells a join or take-away within 5 with a clear result.
• 1: Partially correct or needs prompts to show/tell result.
• 0: Story not shown or result unclear.

3. Data & Sorting (PK.MD)

• 2: Sorts into categories and makes a more/fewer/same statement from the groups/chart.
• 1: Sorts but comparison statement needs support.
• 0: Limited sorting; no comparison.

4. Geometry & Position (PK.G)

• 2: Names common shapes and uses position words accurately in a model.
• 1: Names some shapes or uses 1–2 position words with prompts.
• 0: Labels inaccurate or missing.

5. Communication & Exhibition (MP.3, MP.6)

• 2: Speaks clearly with model/label; answers a peer question appropriately.
• 1: Brief share with some support; limited clarity.
• 0: Minimal participation or unclear explanation.

Feedback Protocol (Share & Celebrate)

• Read & Point (1 min): Peer restates the math idea and points to the model/label.
• TAG (2–3 min): Tell a strength; Ask one question; Give a suggestion.
• Evidence Check (1 min): Identify the part that proves the claim (count, label, position).
• Author Response (1–2 min): Add or fix one label/model and say why it helps.

VII. Reflection and Extension

Reflection Prompts

• Where did you see math all around us this week?
• Which tool helped you explain best (ten-frame, blocks, picture, words)?
• What math word did you use today and why?

Extensions

• Family Math Hunt: Find and draw or photograph shapes at home; label one with a position word.
• Story Corner: Record a short join/take-away audio with a picture of your model.
• Class Book: Compile pages from each child’s exhibition board into a “Math All Around Us” book.

Standards Trace — When Each Standard Is Addressed

• PK.CC — Sessions 1–3, 5 (counting stations, charts, exhibition labels).
• PK.OA — Sessions 1, 3, 5 (join/take-away stories; presentations).
• PK.NBT — Sessions 1, 2, 5 (references to ten bundles/teen models in displays).
• PK.MD — Sessions 1–2, 5 (sort, count, compare; simple class charts).
• PK.G — Sessions 1, 4, 5 (shape names, builds, position words).
• MP.1–MP.6 — Threaded daily (persevere at stations, reason/explain, model with tools, precise labels).