Click here to download the lesson plan: One Is A Snail.

Thank you to Margaret for sharing. We met because she was teaching workshops on the book. She’s so creative as an educator. I’m her fan and it’s because of her math enthusiasm that I attended my first NCTM conference earlier this year. Love the vibe of the math education world. Just zaps my brain cells and makes me think, smile, and create.

WOW!

(Why every Kindergarten, 1st grade, and 2nd grade teacher in Indiana needs her/his own copy ONE IS A SNAIL, TEN IS A CRAB.)    

ONE IS A SNAIL, TEN IS A CRAB provides a fun and creative way to fulfill the standards below. For ideas on how to extend the book to fulfill standards, particularly problem solving, see the projects used by others in the educator’s section. Worksheets of related math problems are also available in the educator’s section.

KINDERGARTEN

Standard 1: Number Sense
Students understand the relationship between numbers and quantities up to 10, and that a set of objects has the same number in all situations regardless of the position or arrangement of the objects.
K.1.1 Match sets of objects one-to-one.
K.1.2 Compare sets of up to ten objects and identify whether one set is equal to, more than, or less than another.
K.1.3 Know that larger numbers describe sets with more objects in them than sets described by smaller numbers.
K.1.6 Count, recognize, represent, name, and order a number of objects (up to 10).
K.1.7 Find the number that is one more than or one less than any whole number up to 10.
K.1.9 Record and organize information using objects and pictures.

Standard 2: Computation
Students understand and describe simple additions and subtractions.
K.2.1 Model addition by joining sets of objects (for any two sets with fewer than 10 objects when joined).
K.2.3 Describe addition and subtraction situations (for numbers less than 10).

Standard 3: Algebra and Functions
Students sort and classify objects.
K.3.1 Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group.
K.3.2 Identify, copy, and make simple patterns with numbers and shapes.

Standard 6: Problem Solving
Students make decisions about how to set up a problem.
K.6.1 Choose the approach, materials, and strategies to use in solving problems.
K.6.2 Use tools such as objects or drawings to model problems.
K.6.3 Explain the reasoning used with concrete objects and pictures.
K.6.4 Make precise calculations and check the validity of the results in the context of the problem.
1st GRADE

Standard 1: Number Sense
1.1.1 Count, read, and write whole numbers up to 100.
1.1.2 Count and group objects in ones and tens.
1.1.3 Identify the number of tens and ones in numbers less than 100.
1.1.4 Name the number that is one more than or one less than any number up to 100.
1.1.5 Compare whole numbers up to 10 and arrange them in numerical order.
1.1.10 Represent, compare, and interpret data using pictures and picture graphs.

Standard 2: Computation
Students demonstrate the meaning of addition and subtraction and use these operations to solve problems.
1.2.1 Show the meaning of addition (putting together, increasing) using objects.
1.2.3 Show equivalent forms of the same number (up to 20) using objects, diagrams, and numbers.
1.2.4 Demonstrate mastery of the addition facts (for totals up to 20) and the corresponding subtraction facts.

Standard 3: Algebra and Functions
Students use number sentences with the symbols +, ˆ , and = to solve problems.
1.3.1 Write and solve number sentences from problem situations involving addition and subtraction.
1.3.2 Create word problems that match given number sentences involving addition and subtraction.
1.3.3 Recognize and use the relationship between addition and subtraction.
1.3.4 Create and extend number patterns using addition.

2nd GRADE

Standard 1: Number Sense
Students understand the relationships among numbers, quantities, and place value in whole numbers up to 100. They understand that fractions may refer to parts of a set and parts of a whole.
2.1.1 Count by ones, twos, fives, and tens to 100.
2.1.2 Identify the pattern of numbers in each group of ten, from tens through nineties.
2.1.3 Identify numbers up to 100 in various combinations of tens and ones.
2.1.4 Name the number that is ten more or ten less than any number 10 through 90.
2.1.5 Compare whole numbers up to 100 and arrange them in numerical order.
2.1.7Identify odd and even numbers up to 100.
2.1.11 Collect and record numerical data in systematic ways.

Standard 2: Computation
Students solve simple problems involving addition and subtraction of numbers up to 100.
2.2.1 Model addition of numbers less than 100 with objects and pictures.
2.2.2 Add two whole numbers less than 100 with and without regrouping.
2.2.6 Use mental arithmetic to add or subtract 0, 1, 2, 3, 4, 5, or 10 with numbers less than 100.

Standard 3: Algebra and Functions
Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction.
2.3.1Relate problem situations to number sentences involving addition and subtraction.
2.3.2Use the commutative and associative properties for addition to simplify mental calculations and to check results.
2.3.4 Create, describe, and extend number patterns using addition and subtraction.

Standard 6: Problem Solving 
Students make decisions about how to set up a problem.
2.6.1
Choose the approach, materials, and strategies to use in solving problems.
2.6.2 Use tools such as objects or drawings to model problems.
2.6.3 Explain the reasoning used and justify the procedures selected in solving a problem.
2.6.4 Make precise calculations and check the validity of the results in the context of the problem.
2.6.5 Understand and use connections between two problems.

Understanding Standards

Standards are created nationally. For example. in the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. Then, each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.