Pre-Kindergarten CURRICULUM...
Transcript of Pre-Kindergarten CURRICULUM...
Result Unknown Change Unknown Start Unknown
Add to
Two bunnies sat on the grass. Three more bunnies hopped there. How
many bunnies are on the grass now?
2 + 3 = ?
Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to
the first two?
2 + ? = 5
Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass
before?
? + 3 = 5
Take from
Five apples were on the table. I ate two apples. How many apples are on
the table now?
5 – 2 = ?
Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?
5 - ? = 3
Some apples were on the table. I ate two apples. Then there were three apples. How many apples
were on the table before?
? – 2 = 3
Total Unknown Addend Unknown Both addends Unknown
Put Together/ Take Apart
Three red apples and two green apples are on the table. How many
apples are on the table?
3 + 2 = ?
Five apples are on the table. Three are red and the rest are green. How
many apples are green?
3 + ? = 5, 5 – 3 = ?
Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 + 4 + 1 5 = 2 + 3, 5 = 3 + 2 Difference Unknown
Bigger Unknown
Smaller Unknown
Difference Unknown Bigger Unknown Smaller Unknown
Compare
(“How many more?” version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (“How many fewer?” version): Lucy has two apples. Julie has five apples. How may fewer apples does Lucy have than Julie? 2 + ? = 5, 5 – 2 = ?
(Version with “more”): Julie has 3 more apples than Lucy. Lucy has two apples. How many
apples does Julie have? (Version with “fewer”):
Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?
2 + 3 = ?, 3 + 2 = ?
Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?
(Version with “fewer”): Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?
5 – 3 = ?, ? + 3 = 5
Addition Strategies Name Clarification Work Sample
Counting All
• Student counts every number • Students are not yet able to add on from either addend, they must mentally build every number
8 + 9 1,2,3,4,5,6,7,8,9,10,11,12,13
Counting On
• Transitional strategy • Student starts with 1 number and counts on from this point
8 + 9 8…9,10,11,12,13,14,15
Doubles/
Near Doubles
• Student recalls sums for many doubles 8 + 9 8 + (8 + 1) (8 + 8) + 1 16 + 1 = 17
Making Tens
• Student uses fluency with ten to add quickly 8 + 9 (7 + 1) + 9 7 + (1 + 9) 7 + 10 = 17
Making Friendly
Numbers/ Landmark Numbers
• Friendly number are number that are easy to use in mental computation • Student adjusts one or all addends by adding or subtracting to make friendly numbers • Student then adjusts the answer to compensate
23 + 48 23 + (48 + 2) 23 + 50 = 73 73 -2 =71
Compensation
• Student manipulates the numbers to make them easier to add • Student removes a specific amount from one addend and gives that exact amount to the other addend
8 + 6 8 -1 =7 6 + 1 = 7 7 + 7 =14
Breaking Each
Number into its Place Value
• Strategy used as soon as students understand place value • Student breaks each addend into its place value (expanded notations) and like place value amounts are
combined • Student works left to right to maintain the magnitude of the numbers
24 + 38 (30 + 4) + (30 + 8) 20 + 30 = 50 4 + 8 = 12 50 + 12 = 62
Adding up in
Chunks
• Follows place value strategy • Student keeps one addend whole and adds the second addend in easy to use chunks • More efficient than place value strategy because student is only breaking apart one addend
45 + 28 45 + ( 20 + 8) 45 + 20 = 65 65 + 8 = 73
Subtraction Strategies Name Clarification Sample
Adding up
• Student adds up from the number being subtracted to the whole • The larger the jumps, the more efficient the strategy • Student uses knowledge of basic facts, doubles, making ten, and counting on
14 – 7 7… 8,9,10,11,12,13,14 (+1 each jump)
7 + 3= 10 10 + 4= 14
Counting Back
• Strategy used by students who primarily view subtraction as taking away • Student starts with the whole and removes the subtracting in parts • Student needs the ability to decompose numbers in east to remove parts
65 – 32 65 – (10 + 10 + 10 + 2) 65, 55, 45, 35, 33 65 – (30 + 2) 65 – 30 = 35 35 – 2 = 33
Place Value
• Student breaks each number into its place value (expanded notation) • Student groups like place values and subtracts
999 – 345 (900 + 90 + 9) – (300 + 40 + 5) 900 – 300 = 600 90 – 40 = 50 9 – 5 = 4 600 + 50 + 4 = 654
Keeping a Constant
Difference
• Student understands that adding or subtracting the same amount from both numbers maintains the distance between the numbers
• Student manipulates the numbers to create friendlier numbers
123 – 59 123 + 1 = 124 59 + 1 = 60 124 – 60 = 64
Adjusting the
Create and Easier Number
• Strategy requires students to adjust only one of the numbers in a subtraction problem
• Student chooses a number to adjust, subtracts, then adjusts the final answer to compensate
• Students must understand part/whole relationships to reason through this strategy
123 – 59 59 + 1 = 60 123 – 60 = 63 I added 1 to make an easier number. 63 + 1 = 64 I have to add 1 to my final answer because I took away 1 too many.
Multiplication Strategies Name Clarification Student Work Sample
Repeated Addition/Skip
Counting
• Beginning strategy for students who are just learning multiplication • Connection to an array model provides an essential visual model
6 × 15 15+15+15+15+15+15 = 90 2 × 15 = 30 2 × 15 = 30 2 × 15 = 30 30 + 30 + 30 = 90
Friendly Numbers/Landmark
Numbers
• Students who are comfortable multiplying by multiples of 10 9 × 15 Add 1 group of 15 10 × 15 = 150 We must now take off 1 group of 15. 150 – 15 = 135
Partial Products
• strategy based on the distributive property and is the precursor for our standard U.S. algorithm
• student must understand that the factors in a multiplication problem can be broken into addends
• student can then u se friendlier numbers to solve more difficult problems
12 × 15 12 × (10 + 5) 12 × 10 = 120 12 × 5 = 60 120 + 60 =180
Breaking Factors into Smaller Factors
• Strategy relies on students’ understand of breaking factors into smaller factors
• Associate property
12 × 25 (3 × 4) × 25 3 × (4 × 25) (4 × 25) + (4 × 25) + (4 × 25) = 300
Doubling and
Halving
• Used by students who have an understanding of the concept of arrays with different dimensions but the same area
• Student can double and halve numbers with ease • Student doubles one factor and halves the other factor
8 × 25 8÷2 = 4 25 × 2 = 50 4 × 50 = 200
Division Strategies Name Clarification Student Work Sample
Repeated Subtraction/Sharing
• Early strategy students use when they are developing multiplicative reasoning
• Repeated subtraction is one of the least efficient division strategies
• Presents opportunities to make connections to multiplication
30 ÷ 5 30 – 5 = 25 25 – 5 = 20 20 = 5 = 15 15 – 5 = 10 10 – 5 = 5 5 – 5 = 0 I took out 6 groups of 5 30 ÷ 5 = 6
Multiplying Up
• Strategy is a natural progression from repeated subtraction • Student uses strength in multiplication to multiply up to reach the
dividend • Students relying on smaller factors and multiples will benefit from
discussions related to choosing more efficient factors
384 ÷ 16 10 × 16 = 160 384 – 160 = 224 10 × 16 = 160 224 – 160 = 64 2 × 16 = 32 64 – 32 = 32 2 × 16 = 32 32 – 32 = 0 10 + 10 + 2 + 2 = 24
Partial Quotients
• Maintains place value • Allows students to work their way toward the quotient by using
friendly numbers such as ten, five, and two • As the student chooses larger numbers, the strategy becomes
more efficient
384 ÷ 16 _____ 16) 384 -160 224 -160 64 -32 32 -32 0
Proportional
Reasoning
• Students who have a strong understand of factors, multiples, and fractional reasoning
• Students’ experiences with doubling and halving to solve multiplication problems can launch an investigation leading to the idea that you can divide the dividend and the divisor by the same number to create a friendlier problem
384 ÷ 16 384 ÷ 16 ÷2 ÷2 192 ÷ 8 ÷2 ÷2 96 ÷ 4 ÷2 ÷2 48 ÷ 2 = 24 384 ÷ 16 = 24
Problem Solving Strategies Focus
By Grade Level
Grade Level Strategies Kindergarten Use Objects First Review Previous Grades
Draw a Picture Use a Number Sentence
Second Review Previous Grades Find a Pattern Make a Table
Third Review Previous Grades Work Backwards Make It Simpler
Fourth Review Previous Grades Make an Organized List Guess and Check
Fifth Review Previous Grades Use Logical Reasoning
Sixth: Students should know all strategies that will be used all year.
Weeks 1-2:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Units: Spiral /Review of Current Curriculum
Weeks 1-2:
Benchmarks to be taught:
Activities
Vocabulary
Standards:
Students will: Teach classroom procedures
AIMS: Internet Resources:
Weeks 3-4:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Units: Spiral /Review of Current Curriculum
Weeks 3:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. Students will: Unit 1 Lessons 1-5:
• Count to 5 • Write numbers 1 to 5 • Read numbers 1 to 5 • Count backwards from 5
**tie in a number line as a strategy**
AIMS: Internet Resources:
Backwards Count Five Four Line Number line One Read Three Two Write
Week 4:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Students will: Unit 1 Lessons 6-10:
• Compare numbers 1-5 • Read the number 0 • Write the number 0 • Order numbers 0-5 • Understand different quantities • Read numbers 0-5 • Write numbers 0-5
AIMS: Internet Resources:
Compare Different Group Number Order Read Same
Weeks 5-6:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Units Spiral/ Review of Current Curriculum
Weeks 5:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.G.2: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). K.NS.7: 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). Students will: Unit 2 lessons 1-5:
• Understand alike and different • Noticing differences • Finding matches • Understand attributes • Sort shapes by attributes • Sort by more than one attribute
AIMS: Internet Resources:
Alike Attribute Corners Different Match Match More than Parts Same Sides Vertices
Week 6:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Students will: Unit 2 lessons 6-10:
• Know same numbers • Understand more than • Understand less than • Identify patterns • Predict patterns
AIMS: Internet Resources:
Attributes Classify Explain Group Identify Number Objects One less One more Pattern Same Shapes Size Sort
Weeks 7-9:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Units Spiral/ Review of Current Curriculum
Week 7:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 7 lessons 1-5:
• Read numbers 0-9 • Write numbers 0-9
AIMS: Internet Resources:
Eight Five Four Nine One Seven Six Ten Three Two
Week 8:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 3 lessons 6-10:
• Read numbers 0-10 • Write numbers 0-10 •
AIMS: Internet Resources:
Eight Five Four Nine One Seven Six Ten Three Two
Week 9:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.7: 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). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.G.2: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Students will: Review units 1-3
AIMS: Internet Resources:
Weeks 10-11:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral /Review of Current Curriculum
Week 10:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 4 lessons 1-5:
• Matching sets to numerals • Compare sets • Understand one more • Understand one less
AIMS: Internet Resources:
All Compare Equal to Greater Least Less Less Many Match More Most None One less One more Pattern Sets Some Value
Week 11:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.10: Separate sets of ten or fewer objects into equal groups. K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). Students will: Unit 4 Lessons 6-10:
• Understand same numbers • Compare numerals • Understand how to determine how many more • Understand how many less • Understand how many in all
AIMS: Internet Resources:
Addition Compare Equal Least More than Most One less One more Sets Subtraction Whole number
Weeks 12-13:
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral /Review of Current Curriculum
Week 12:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.G.2: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. Students will: Unit 5 Lessons 1-5:
• Compare different sizes • Understand length • Compare different lengths of various objects • Order objects by height
AIMS: Internet Resources:
Alike Attributes Capacity Compare length Cooler Corners Different Heavier Length Lighter Longer Order Shapes Shorter Similar Size Taller Temperature Three-dimensional Two-dimensional Vertices Warmer Weight
Week 13:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. Students will: Unit 5 Lessons 6-10:
• Compare weight of objects • Order weight of objects • Compare capacity of objects • Use non-standard length measurement
AIMS: Internet Resources:
Capacity Compare Cooler Heavier Length Lighter Longer Objects Shorter Taller Temperature Warmer Weight
Weeks 14-15:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral/ Review of Current Curriculum
Week 14:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. Students will: Unit 6 Lessons 1-5:
• Understand the number 10 • Count to 10 • Understand the number 11 • Understand the number 12 • Understand the number 13 • Understand the number 14 • Count to 12 • Use objects to show 12 • Make groups of 10
AIMS: Internet Resources:
Groups Represent Whole number
Week 15:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Students will: Unit 6 Lessons 6-10:
• Understand the number 15 • Understand the number 16 • Understand the number 17 • Understand the number 18 • Understand the number 19 • Show numbers using concrete phase • Draw teen numbers • Order numbers in the teens • Counting one more to any number to 19
AIMS: Internet Resources:
Count Order Recognize Represent Show Whole number
Weeks 16-17:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral/ Review of Current Curriculum
Week 16:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.G.2: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. K.G.1: Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. Students will: Unit 7 Lessons 1-5:
• Know solid shapes • Compare solid shapes • Construct solid shapes • Understand flat shapes • Identify flat shapes • Identify solid shapes • Identify circles • Identify triangles • Identify squares • Identify rectangles • Use positional words correctly
AIMS: Internet Resources:
Above Behind Below Between Circle Compose Down Far In front of Inside Left of Near Next to Outside Over Rectangle Right of Shape Solid Square Three-dimensional Triangle Two-dimensional Under Up
Week 17:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.G.1: Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. K.G.2: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. K.G.4: Compose simple geometric shapes to form larger shapes (e.g., create a rectangle composed of two triangles). Students will: Unit 7 Lessons 6-10:
• Identify flat shapes • Identify hexagon • Draw a hexagon • Use flat shapes in the real world • Identify flat shapes in the real world • Construct simple shapes • Compare solid shapes • Compare flat shapes • Compare flat and solid shapes • Use positional words
AIMS: Internet Resources:
Above Alike Behind Below Between Compare Different Down Far Flat shapes Hexagon In front of Inside Left of Near Next to Outside Over Right of Three-dimensional Two-dimensional Under Up
Week 18:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.NS.10: Separate sets of ten or fewer objects into equal groups. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.G.2: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. K.G.1: Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. Students will: Review 4-7
AIMS: Internet Resources:
Weeks 19-20:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral /Review of Current Curriculum
Weeks 19:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. Students will: Unit 8 Lessons 1-5:
• Count by 2’s • Count by 5’s • Count by 10’s
AIMS: Internet Resources:
Weeks 20:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. Students will: Unit 8 Lessons 6-10:
• Count from 20-29 • Read numbers 20-29 • Write numbers 20-29 • Count from 30-49 • Read numbers 30-49 • Write numbers 30-49 • Count from 50-79 • Count from 80-100 • Count 1-100
AIMS: Internet Resources:
Hundred chart
Weeks 21-22:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral /Review of Current Curriculum
Weeks 21:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. Students will: Unit 9 Lessons 1-5:
• Compare different items • Compare numbers up to 10 • Break down numbers 11-20 • Make groups of 10 • Compare extra in numbers 11-20 • Compare numbers 11-20
AIMS: Internet Resources:
Array Circle Compare Equal to Less than Line Matching More than Objects Pattern Values
Weeks 22:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. Students will: Unit 9 Lessons 6-10:
• Use one more to compare • Use one less to compare • Find differences in sets up to 10 • Find differences in sets up to 20 • Combining sets up to 10 • Combining sets up to 20 • Make groups of 10
AIMS: Internet Resources:
Combining Compare Different Groups One less One more Represent Sets Solve Value
Weeks 23-24:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral/ Review of Current Curriculum
Week 23:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 10 Lessons 1-5:
• Make combinations to 5 • Make combinations to 6 • Make combinations to 7 • Make combinations to 8
AIMS: Internet Resources:
Array Circle Create Line Objects Order Pairing Pattern Repeat Scattered Shapes
Week 24:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 10 Lessons 6-10:
• Make combinations of 9 • Add 0 and 1 • Make combinations to 10
AIMS: Internet Resources:
Array Circle Combinations Create Line Order Pattern Rule Scattered Shape
Weeks 25-26:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Units Spiral/ Review of Current Curriculum
Week 25:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will: Unit 11 Lessons 1-5:
• Use objects to add numbers • Use fingers to add numbers (**please do not stress using fingers!) • Use a number path to add • Understand the addition sign • Understand the equal sign
AIMS: Internet Resources:
Addition Compose Decompose Difference Draw Equal Equal sign Equation Objects Subtraction Sum
Week 26:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). Students will: Unit 11 Lessons 6-10:
• Solve addition stories • Write addition stories • Solve addition word problems with unknown information • Solve addition sums to 10
AIMS: Internet Resources:
Addition Difference Object Represent Solve Subtraction Sum Write
Week 27:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will: Review Units 8-11
AIMS: Internet Resources:
Weeks 28-29:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral/ Review of Current Curriculum
Week 28:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will: Unit 12 Lessons 1-5:
• Understand subtraction • Understand taking away • Use objects to show subtraction • Use fingers to subtract (**Do not stress this strategy!) • Use a picture to subtract (****STRESS THIS STRATEGY!) • Understand the subtraction symbol • Solve subtraction story problems
AIMS: Internet Resources:
Addition Compose Decompose Difference Drawings Equal sign Equation Objects Pairs Represent Subtraction Sum
Week 29:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). Students will: Unit 12 Lessons 6-10:
• Solve subtraction stories • Find unknown information when subtracting • Solve problems by subtracting one • Understand subtracting one is counting backward • Find differences to 10
AIMS: Internet Resources:
Addition Backward Difference Find Solve Subtraction Sum Unknown number
Weeks 30-31:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral/ Review of Current Curriculum
Week 30:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings.
Students will:
• Use words for comparison • Understand the operation symbols of addition and subtractions • Understand ones • Understand tens • Understand place value of ones and tens • Make groups of ten •
AIMS: Internet Resources:
All Compare Equal to Groups Least Less Less than Many More More than Most None One One Place value Some Ten Whole number
Week 31:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will:
• Use objects to show that are equal • Compose numbers • Decompose numbers • Add numbers together to 10 • Subtract numbers to 10
AIMS: Internet Resources:
Addition Decompose Decomposition Difference Equal to Equation Less than Pairs Subtraction Sum
Weeks 32-33:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral/ Review of Current Curriculum
Week 32:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. Students will:
• Make the number 10 • Make the number ten with unknown number • Write an equation to represent a problem
AIMS: Internet Resources:
Equation Represent Unknown number
Week 33:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will:
• Solve addition problems within 10 • Solve subtraction problems within 10 • Use objects to demonstrate addition • Use objects to demonstrate subtraction • Use pictures to demonstrate addition • Use pictures to demonstrate subtraction • Make pairs to 10 (begin to introduce odd and even)
AIMS: Internet Resources:
Addition Compose Decompose Difference Equal to Equation Even Odd Pairs Represent Solve Subtraction Sum
Week 34-36:
Problem Solving: Should be embedded within daily instruction:
Make sense of problems and persevere in
solving them.
PS.1
Reason
abstractly and quantitatively
PS.2
Construct viable arguments and
critique the reasoning of
others PS.3
Model with
Mathematics
PS.4
Use appropriate
tools strategically
PS.5
Attend to precision
PS.6
Look for and make sure of
structure
PS. 7
Look for and
express regularity in repeated reasoning.
PS.8
DOK (Depth of Knowledge) Level 1:
identify, list, label, illustrate, measure, state, tell, use, match
Level 2: graph, classify, cause/effect,
estimate, compare, infer, construct, summarize, interpret,
estimate
Level 3: Revise, critique, construct, investigate, cite evidence,
conclusions, assess
Level 4: Design, connect, synthesize, critique,
analyze, create, prove, apply concepts
Unit Spiral/ Review of Current Curriculum
Week 34:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Students will:
• Write numbers 0-20 • Recognize number words 0-10 • Represent numbers to 20 using objects • Understand how to pair numbers using objects
AIMS: Internet Resources:
Objects Order Pair Represent Whole number
Weeks 35:
Benchmarks to be taught:
Activities
Vocabulary
Standards: K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. Students will:
• Recognize sets of 1-10 objects • Make patterned arrangements • Tell how many without counting • Understand place value • Make equivalent forms of whole numbers 10-20 • Make groups of 10
AIMS: Internet Resources:
Equivalent Groups Pattern Place value Whole number
Weeks 36:
Benchmarks to be taught:
Activities
Vocabulary
Standards: Review!! Students will:
AIMS: Internet Resources: