CCLS Mathematics Grade K Curriculum Guide · CCLS Mathematics Grade K Curriculum Guide THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE GRADE K MATHEMATICS CURRICULUM IN MOUNT VERNON

MOUNT VERNON CITY SCHOOL DISTRICT

CCLS MathematicsGrade K

Curriculum Guide

THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE GRADE KMATHEMATICS CURRICULUM IN MOUNT VERNON.

2015-2016

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Mount Vernon City School District

Board of Education

Adriane SaundersPresident

Serigne GningueVice President

Board TrusteesCharmaine FearonRosemarie Jarosz

Micah J.B. McOwenOmar McDowell

Darcy MillerWanda WhiteLesly Zamor

Superintendent of SchoolsDr. Kenneth Hamilton

Deputy SuperintendentDr. Jeff Gorman

Assistant Superintendent of BusinessKen Silver

Assistant Superintendent of Human ResourcesDenise Gagne-Kurpiewski

Administrator of Mathematics and Science (K-12)Dr. Satish Jagnandan

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TABLE OF CONTENTS

I. COVER …..……………………………………....... 1

II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2

III. TABLE OF CONTENTS …..……………………………………....... 3

IV. IMPORTANT DATES …..……………………………………....... 4

V. VISION STATEMENT …..……………………………………....... 5

VI. PHILOSOPHY OF MATHEMATICS CURRICULUM ……………. 6

VII. NYS GRADE K COMMON CORE LEARNING STANDARDS ……………..7

VIII. MVCSD GRADE K MATHEMATICS PACING GUIDE …………....12

IX. WORD WALL …………... 31

X. SETUP OF A MATHEMATICS CLASSROOM …………... 32

XI. ELEMENTARY GRADING POLICY …………... 33

XII. SAMPLE NOTEBOOK RUBRIC …………... 34

XIII. CLASSROOM AESTHETICS …………... 35

XIV. SYSTEMATIC DESIGN OF A MATHEMATICS LESSON …………... 36

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IMPORTANT DATES 2015-16

REPORT CARD – 10 WEEK PERIOD

MARKINGPERIOD

MARKINGPERIODBEGINS

INTERIMPROGRESSREPORTS

MARKINGPERIOD

ENDS

DURATION REPORT CARDDISTRIBUTION

MP 1 September 8,2015

October 9,2015

November 13,2015

10 weeks Week ofNov. 23, 2015

MP 2 November 16,2015

December 18,2015

January 29,2016

10 weeks Week ofFebruary 8, 2016

MP 3 February 1,2016

March 11,2016

April 15,2016

9 weeks Week ofApril 25, 2016

MP 4 April 18,2016

May 20,2016

June 23,2016

10 weeks Last Day of SchoolJune 23, 2016

The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are

to be notified, in writing, at any time during a grading period when it is apparent -

that the student may fail or is performing unsatisfactorily in any course or grade

level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during

the grading period when it becomes evident that the student's conduct or effort

grades are unsatisfactory.”

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VISION STATEMENT

True success comes from co-accountability and co-responsibility. In a coherentinstructional system, everyone is responsible for student learning and studentachievement. The question we need to constantly ask ourselves is, "How are ourstudents doing?"

The starting point for an accountability system is a set of standards and benchmarksfor student achievement. Standards work best when they are well defined and clearlycommunicated to students, teachers, administrators, and parents. The focus of astandards-based education system is to provide common goals and a shared visionof what it means to be educated. The purposes of a periodic assessment system areto diagnose student learning needs, guide instruction and align professionaldevelopment at all levels of the system.

The primary purpose of this Instructional Guide is to provide teachers andadministrators with a tool for determining what to teach and assess. Morespecifically, the Instructional Guide provides a "road map" and timeline for teachingand assessing the Common Core Learning Standards.

I ask for your support in ensuring that this tool is utilized so students are able tobenefit from a standards-based system where curriculum, instruction, andassessment are aligned. In this system, curriculum, instruction, and assessment aretightly interwoven to support student learning and ensure ALL students have equalaccess to a rigorous curriculum.

We must all accept responsibility for closing the achievement gap and improvingstudent achievement for all of our students.

Dr. Satish Jagnandan

Administrator for Mathematics and Science (K-12)

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PHILOSOPHY OF MATHEMATICS CURRICULUM

The Mount Vernon City School District recognizes that the understanding of mathematics is

necessary for students to compete in today’s technological society. A developmentally appropriate

mathematics curriculum will incorporate a strong conceptual knowledge of mathematics through

the use of concrete experiences. To assist students in the understanding and application of

mathematical concepts, the mathematics curriculum will provide learning experiences which

promote communication, reasoning, and problem solving skills. Students will be better able to

develop an understanding for the power of mathematics in our world today.

Students will only become successful in mathematics if they see mathematics as a whole, not as

isolated skills and facts. As we develop mathematics curriculum based upon the standards,

attention must be given to both content and process strands. Likewise, as teachers develop their

instructional plans and their assessment techniques, they also must give attention to the integration

of process and content. To do otherwise would produce students who have temporary knowledge

and who are unable to apply mathematics in realistic settings. Curriculum, instruction, and

assessment are intricately related and must be designed with this in mind. All three domains must

address conceptual understanding, procedural fluency, and problem solving. If this is

accomplished, school districts will produce students who will

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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New York State P-12 Common Core Learning Standards forMathematics

Mathematics – Kindergarten: Introduction

In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing wholenumbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten shouldbe devoted to number than to other topics.

1. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems,such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; andmodeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 +2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing ofequations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effectivestrategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets ofobjects, counting and producing sets of given sizes, counting the number of objects in combined sets, orcounting the number of objects that remain in a set after some are taken away.

2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) andvocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles,rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well asthree-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatialreasoning to model objects in their environment and to construct more complex shapes.

Mathematical Practices

1. Make sense of problems and persevere in solvingthem.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique thereasoning of others.

4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeatedreasoning.

Grade K Overview

Counting and Cardinality• Know number names and the count sequence.• Count to tell the number of objects.• Compare numbers.

Operations and Algebraic Thinking• Understand addition as putting together andadding to, and understand subtraction astaking apart and taking from.

Number and Operations in Base Ten• Work with numbers 11–19 to gain foundationsfor place value.

Measurement and Data• Describe and compare measurable attributes.• Classify objects and count the number ofobjects in categories.

Geometry• Identify and describe shapes.• Analyze, compare, create, and composeshapes.

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Counting & Cardinality K.CC

Know number names and the count sequence.1. Count to 100 by ones and by tens.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a

count of no objects).

Count to tell the number of objects.4. Understand the relationship between numbers and quantities; connect counting to cardinality.

a. When counting objects, say the number names in the standard order, pairing each object with one and onlyone number name and each number name with one and only one object.

b. Understand that the last number name said tells the number of objects counted. The number of objects isthe same regardless of their arrangement or the order in which they were counted.

c. Understand that each successive number name refers to a quantity that is one larger.d. Develop understanding of ordinal numbers (first through tenth) to describe the relative position and

magnitude of whole numbers.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 manyobjects.

Compare numbers.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.1

7. Compare two numbers between 1 and 10 presented as written numerals.

_________________1 Include groups with up to ten objects.

Operations & Algebraic Thinking K.OA

Understand addition as putting together and adding to, and understand subtraction as taking apart andtaking from.1. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting

out situations, verbal explanations, expressions, or equations.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or

drawings to represent the problem.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or

drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using

objects or drawings, and record the answer with a drawing or equation.5. Fluently add and subtract within 5.

_________________1 Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings arementioned in the Standards.)

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Number & Operations in Base Ten K.NBT

Work with numbers 11-19 to gain foundations for place value.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or

drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8);understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nineones.

Measurement & Data K.MD

Describe and compare measurable attributes.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a

single object.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less

of” the attribute, and describe the difference. For example, directly compare the heights of two children anddescribe one child as taller/shorter.

Classify objects and count the number of objects in each category.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by

count.1

_________________1 Limit category counts to be less than or equal to 10.

Geometry K.G

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, andspheres).1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects

using terms such as above, below, beside, in front of, behind, and next to.2. Correctly name shapes regardless of their orientations or overall size.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Analyze, compare, create, and compose shapes.4. Analyze and 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 otherattributes (e.g., having sides of equal length).

5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides

touching to make a rectangle?”

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Grade K Cluster Emphases for Instruction

Cluster Emphases for InstructionCluster Emphasis Recommended Instructional

TimeApproximate Number of Test

PointsMajor 65–75% 70–80%

Supporting 15–25% 10–20%Additional 5–15% 5–10%

CCLS Standard ContentEmphasis

Counting and CardinalityK.CC.1 Count to 100 by ones and by tens. MajorK.CC.2 Count forward beginning from a given number within the known sequence (instead of

having to begin at 1).Major

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Major

K.CC.4 4. Understand the relationship between numbers and quantities; connect counting tocardinality.

a. When counting objects, say the number names in the standard order,pairing each object with one and only one number name and each numbername with one and only one object.

b. Understand that the last number name said tells the number of objectscounted. The number of objects is the same regardless of their arrangementor the order in which they were counted.

c. Understand that each successive number name refers to a quantity that isone larger.

d. Develop understanding of ordinal numbers (first through tenth) to describethe relative position and magnitude of whole numbers.

Major

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in aline, a rectangular array, or a circle, or as many as 10 things in a scatteredconfiguration; given a number from 1–20, count out that many objects

Major

K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equalto the number of objects in another group, e.g., by using matching and countingstrategies.

Major

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. MajorOperations & Algebraic Thinking

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1,sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Major

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g.,by using objects or drawings to represent the problem.

Major

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g.,by using objects or drawings, and record each decomposition by a drawing orequation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Major

K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the givennumber, e.g., by using objects or drawings, and record the answer with a drawing orequation.

Major

K.OA.5 Fluently add and subtract within 5 Major

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CCLS Standard ContentEmphasis

Number & Operations in Base TenK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones,

e.g., by using objects or drawings, and record each composition or decomposition by adrawing or equation (such as 18 = 10 + 8); understand that these numbers arecomposed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Major

Measurement & DataK.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several

measurable attributes of a single objectAdditional

K.MD.2 Directly compare two objects with a measurable attribute in common, to see whichobject has “more of”/“less of” the attribute, and describe the difference. For example,directly compare the heights of two children and describe one child as taller/shorter.

Additional

K.MD.3 Classify objects into given categories; count the numbers of objects in each categoryand sort the categories by count.

Additional

GeometryK.G.1 Describe objects in the environment using names of shapes, and describe the

relative positions of these objects using terms such as above, below, beside, in frontof, behind, and next to

Supporting

K.G.2 Correctly name shapes regardless of their orientations or overall size. Supporting

K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional(“solid”).

Supporting

K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes andorientations, using informal language to describe their similarities, differences, parts(e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sidesof equal length)

Supporting

K.G.5 Model shapes in the world by building shapes from components (e.g., sticks andclay balls) and drawing shapes.

Supporting

K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join thesetwo triangles with full sides touching to make a rectangle?

Supporting

= Standards recommended for greater emphasis

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MATHEMATICS GRADE K PACING GUIDEThis guide using NYS Grade K Mathematics CCLS Modules was created to provide teachers with a time frame to complete the

Grade K New York State Mathematics Curriculum.

Module Unit Title Standards Days Month i-Ready Lessons

1 Numbers to 10K.CC.3, K.CC.4, K.CC.5, K.OA.3,

K.MD.343 Sept. 8 – Nov. 12

Topic A – 28; Topic B – 1;Topic C – 2, 3, 4; Topic D – 2,

3, 4; Topic E – 7, 9;Topic F – 11; Topic G – 5, 12;

Topic H – 5, 12

2Two-Dimensional and Three-

Dimensional ShapesK.MD.3, K.G.1, K.G.2, K.G.3, K.G.4 12 Nov. 13 – Dec. 2 Topic A – 29, 30; Topic B – 29,

30; Topic C – 31

3Comparison of Length, Weight,

Capacity, and Numbers to 10K.CC.6, K.CC.7, K.MD.1, K.MD.2 38 Dec. 3 – Feb. 4

Topic A – 26; Topic B – 26;Topic C – 27; Topic E – 5;

Topic F – 12; Topic G – 5, 12;Topic H – 26, 27

4Number Pairs, Addition and

Subtraction to 10K.OA.1, K.OA.2, K.OA.3, K.OA.4,

K.OA.547 Feb. 5 – Apr. 26

Topic A – 6, 14, 15; Topic B –8, 10; Topic C – 18; Topic D –16, 17, 18; Topic E – 10, 13;Topic F – 18; Topic G – 19;

Topic H – 13

5Numbers 10–20 and Counting to

100K.CC.1, K.CC.2, K.CC.3, K.CC.4,

K.CC.5, K.NBT.130 Apr. 28 – Jun. 9

Topic A – 21; Topic B – 23;Topic C – 22; Topic D – 24, 25;

Topic E – 23

6Analyzing, Comparing, and

Composing ShapesK.CC.4, K.G.4, K.G.5, K.G.6 10 Jun. 10 – Jun 23 Topic A – 32; Topic B – 32

Red – End of Module Assessment PeriodGreen – Priority Standards

Note that the curriculum assumes that each school day includes 70-75 minutes of math: one hour on the day’s Session, and 10-15 minuteson Fluency activities. Designed to fit within the calendar of a typical school year, kindergarten includes a total of 152 lessons. Thisprovides some leeway for going further with particular ideas and/or accommodating local circumstances. Although pacing will varysomewhat in response to variations in school calendars, needs of students, your school's years of experience with the curriculum, andother local factors, following the suggested pacing and sequence will ensure that students benefit from the way mathematical ideas areintroduced, developed, and revisited across the year.

Required Fluency: K.OA.5 Add and subtract within 5.

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Module Unit Title Standards Days Month

1 Numbers to 10 K.CC.3, K.CC.4, K.CC.5, K.OA.3, K.MD.3 43 Sept. 8 – Nov. 12

In this module, daily fluency activities involving large amounts of counting (K.CC.4ab, K.CC.5) are integrated throughout the conceptualdevelopment: “I counted 6 beans in a row. I counted 6 beans in a circle and then squished them together and counted again. There were still 6!”“I can make my 6 beans into rows and there are no extras.” Students complete units of 5 using the fingers of their left hand and “5-groups.” Thenumbers 6, 7, 8, and 9 are introduced relative to 5: “Five fingers and ____ more.” Students also explore numbers 5 to 9 in relation to 10, or 2complete fives: “9 is missing 1 to be ten or 2 fives.” (K.OA.4) As students start to master writing numbers to 10, they practice with paper andpencil. This is a critical daily fluency that may work well to close lessons, since management of young students is generally harder towards the endof math time. The paper and pencil work is calming, though energized.

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Standards Topics and Objectives Days

K.MD.3 A Attributes of Two Related ObjectsLesson 1: Analyze to find two objects that are exactly the same or not exactly the same.Lesson 2: Analyze to find two similar objects—these are the same but….Lesson 3: Classify to find two objects that share a visual pattern, color, and use.

3

K.CC.4aK.CC.4bK.MD.3

B Classify to Make Categories and CountLesson 4: Classify items into two pre-determined categories.Lesson 5: Classify items into three categories, determine the count in each, and reason about

how the last number named determines the total.Lesson 6: Sort categories by count. Identify categories with two, three, and four within a

given scenario.

3

K.CC.4aK.CC.4bK.CC.5K.OA.3K.MD.3

C Numerals to 5 in Different Configurations, Math Drawings, and ExpressionsLesson 7: Sort by count in vertical columns and horizontal rows (linear configurations to 5).

Match to numerals on cards.Lesson 8: Answer how many questions to 5 in linear configurations (5-group), with 4 in an

array configuration. Compare ways to count 5 fingers.Lesson 9: Within linear and array dot configurations of numbers 3, 4, and 5 find hidden

partners.Lesson 10: Within circular and scattered dot configurations of numbers 3, 4, and 5 find hidden

partners.Lesson 11: Model decompositions of 3 with materials, drawings, and expressions. Represent

the decomposition as 1 + 2 and 2 + 1.

5

K.CC.3K.CC.4aK.CC.4bK.CC.5

D The Concept of Zero and Working with Numbers 0–5Lesson 12: Understand the meaning of zero. Write the numeral 0.Lesson 13: Order and write numerals 0–3 to answer how many questions.Lesson 14: Writer numerals 1–3. Represent decompositions with materials, drawings, and

equations, 3 = 2 + 1 and 3 = 1 + 2.Lesson 15: Order and write numerals 4 and 5 to answer how many questions in categories; sort

by count.Lesson 16: Write numerals 1–5 in order. Answer and make drawings of decompositions with

5

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totals of 4 and 5 without equations.

Mid-Module Assessment: Topics A–D (Interview style assessment: 3 days) 3

K.CC.3K.CC.4aK.CC.4bK.CC.5K.MD.3

E Working with Numbers 6–8 in Different ConfigurationsLesson 17: Count 4–6 objects in vertical and horizontal linear configurations and array (i.e., 3

and 3, 3 twos) configurations. Match 6 objects to the numeral 6.Lesson 18: Count 4–6 objects in circular and scattered configurations. Count 6 items out of a

larger set. Writer numerals 1–6 in order.Lesson 19: Count 5–7 linking cubes in linear configurations. Match with numeral 7. Count on

fingers from 1 to 7 and connect to 5-group images.Lesson 20: Reason about sets of 7 varied objects in circular and scattered configurations. Find

a path through the scattered configuration. Writer numeral 7. Ask, “How is yourseven different than mine?”

Lesson 21: Compare counts of 8. For example, 8 cubes or 8 cotton balls in linear and array(i.e., 4 and 4 or 4 twos) configurations. Match with numeral 8.

Lesson 22: Arrange and strategize to count 8 beans in circular (around a cup) and scatteredconfigurations. Write numeral 8. Find a path through the scatter set and comparepaths with a partner.

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K.CC.3K.CC.4aK.CC.4bK.CC.5

F Working with Numbers 9–10 in Different ConfigurationsLesson 23: Organize and count 9 varied geometric objects in linear and array (3 threes)

configurations. Place objects on 5-group dot mat. Match with numeral 9.Lesson 24: Strategize to count 9 objects in circular (around a paper plate) and scattered

configurations printed on paper. Write numeral 9. Represent a path through thescatter count with a pencil. Number each object.

Lesson 25–26: Count 10 objects in linear and array configurations (5 and 5). Match with numeral10. Place on the 5-group dot mat. Dialogue about 9 and 10 on the mat. Writenumeral 10.

Lesson 27: Count 10 objects and move between all configurations.Lesson 28: Act out result unknown story problems without equations.

6

K.CC.4aK.CC.4b

G One More Than with Numbers 0–10Lesson 29: Order and match numeral and dot cards from 1 to 10. State 1 more than a given

4

16

K.CC.4cK.CC.2K.CC.5

number.Lesson 30: Exploration: Make math stairs from 1 to 10 in cooperative groups.Lesson 31: Arrange, analyze, and draw 1 more up to 10 in configurations other than towers.Lesson 32: Arrange, analyze, and draw sequences of quantities of 1 more, beginning with

numbers other than 1.

K.CC.4aK.CC.4bK.CC.4cK.CC.5

H One Less Than with Numbers 0–10Lesson 33: Order quantities from 10 to 1 and match numerals.Lesson 34: Count down from 10 to 1 and state 1 less than a given number.Lesson 35: Arrange number towers in order from 10 to 1 and describe the pattern.Lesson 36: Arrange, analyze, and draw sequences of quantities that are 1 less in configurations

other than towers.Lesson 37: Culminating task—(Materials for this task include 5-group cards from 0–10.)

“Decide how to classify the objects in your bag into two groups. Count the numberof objects in each group. Represent the greater number in various ways. Next,remove the card from your pack that shows the number of objects in the smallergroup. Put your remaining cards in order from smallest to greatest. Your friendswill have to figure out what card is missing when they visit your station!”

5

End-of-Module Assessment: Topics E–H (Interview style assessment: 3 days) 3

Total Number of Instructional Days 43

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2Two-Dimensional and Three-Dimensional

ShapesK.MD.3, K.G.1, K.G.2, K.G.3, K.G.4 12 Nov. 13 – Dec. 2

The fluency components in the lessons of Module 1 included activities wherein students used a variety of triangles and rectangles topractice their decompositions of 3 and 4. Flats and solids will continue to be included in fluency activities all through the year so thatstudents have repeated experiences with shapes, their attributes, and their names. Daily number fluency practice in this new module iscritical. There are two main goals of consistent fluency practice: (1) to solidify the numbers of Module 1 and (2) to anticipate thenumbers of Modules 3, 4, and 5. Therefore, students continue to work extensively with numbers to 10 and fluency with addition andsubtraction to 5.

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K.G.1K.G.2K.G.4

K.MD.3

A Two-Dimensional Flat ShapesLesson 1: Find and describe flat triangles, squares, rectangles, hexagons, and circles using informal

language without naming.Lesson 2: Explain decisions about classifications of triangles into categories using variants and non-

examples. Identify shapes as triangles.Lesson 3: Explain decisions about classifications of rectangles into categories using variants and non-

examples. Identify shapes as rectangles.Lesson 4: Explain decisions about classifications of hexagons and circles and identify them by name.

Make observations using variants and non-examples.Lesson 5: Describe and communicate positions of all flat shapes using the words above, below,

beside, in front of, next to, and behind.

5

K.G.1K.G.2K.G.4

K.MD.3

B Three-Dimensional Solid ShapesLesson 6: Find and describe solid shapes using informal language without naming.Lesson 7: Explain decisions about classification of solid shapes into categories. Name the solid

shapes.Lesson 8: Describe and communicate positions of all solid shapes using the words above, below,

beside, in front of, next to, and behind.

3

K.MD.3K.G.3K.G.4K.G.1K.G.2

C Two-Dimensional and Three-Dimensional ShapesLesson 9: Identify and sort shapes as two-dimensional or three-dimensional and recognize two-

dimensional and three-dimensional shapes in different orientations and sizes.Lesson 10: Culminating task—collaborative groups create displays of different flat shapes with

examples, non-examples, and a corresponding solid shape.

2

End-of-Module Assessment: Topics A–C (Interview style assessment: 2 days) 2


19


3Comparison of Length, Weight, Capacity,

and Numbers to 10K.CC.6, K.CC.7, K.MD.1, K.MD.2 38 Dec. 3 – Feb. 4

The module supports students’ understanding of amounts and their developing number sense. For example, counting how many small cups of rice are containedwithin a larger quantity provides a foundational concept of place value: Within a larger amount are smaller equal units, which together make up the whole. “4cups of rice is the same as 1 mug of rice.” Compare that statement to “10 ones is the same as 1 ten” ( 1.NBT.2a). As students become confident directly comparingthe length of a pencil and a crayon with statements like, “The pencil is longer than the crayon” (K.MD.2), they will be ready in later grades to indirectly compareusing length units with statements like, “The pencil is longer than the crayon because 7 cubes is more than 4 cubes” ( 1. MD.2).

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K.MD.1K.MD.2

A Comparison of Length and HeightLesson 1: Compare lengths using taller than and shorter than with aligned and non-aligned

endpoints.Lesson 2: Compare length measurements with string.Lesson 3: Make series of longer than and shorter than comparisons.

3

K.MD.1K.MD.2K.CC.4cK.CC.5K.CC.6

B Comparison of Length and Height of Linking Cube Sticks Within 10Lesson 4: Compare the length of linking cube sticks to a 5-stick.Lesson 5: Determine which linking cube stick is taller than or shorter than the other.Lesson 6: Compare the length of linking cube sticks to various objects.Lesson 7: Compare objects using the same as.

4

K.MD.1K.MD.2

C Comparison of WeightLesson 8: Compare using heavier than and lighter than with classroom objects.Lesson 9: Compare objects using heavier than, lighter than, and the same as with balance scales.Lesson 10: Compare the weight of an object to a set of unit weights on a balance scale.Lesson 11: Observe conservation of weight on the balance scale.Lesson 12: Compare the weight of an object with sets of different objects on a balance scale.

5

K.MD.1K.MD.2

D Comparison of VolumeLesson 13: Compare volume using more than, less than, and the same as by pouring.Lesson 14: Explore conservation of volume by pouring.Lesson 15: Compare using the same as with units.

3

Mid Module Assessment: Topics A–D (Interview style assessment: 3 days) 3

K.CC.6 E Is There Enough?Lesson 16: Make informal comparison of area.Lesson 17: Compare to find if there is enough.Lesson 18: Compare using more than and the same as.Lesson 19: Compare using fewer than and the same as.

4

21


K.CC.6K.CC.7K.CC.4cK.MD.2

F Comparison of Sets Within 10Lesson 20: Relate more and less to length.Lesson 21: Compare sets informally using more, less, and fewer.Lesson 22: Identify and create a set that has the same number of objects.Lesson 23: Reason to identify and make a set that has 1 more.Lesson 24: Reason to identify and make a set that has 1 less.

5

K.CC.6K.CC.7K.CC.4c

G Comparison of NumeralsLesson 25: Match and count to compare a number of objects. State which quantity is more.Lesson 26: Match and count to compare two sets of objects. State which quantity is less.Lesson 27: Strategize to compare two sets.Lesson 28: Visualize quantities to compare two numerals.

4

K.MD.1K.MD.2K.CC.6K.CC.7

H Clarification of Measurable AttributesLesson 29: Observe cups of colored water of equal volume poured into a variety of container shapes.Lesson 30: Use balls of clay of equal weights to make sculptures.Lesson 31: Use benchmarks to create and compare rectangles of different lengths to make a city.Lesson 32: Culminating task—describe measurable attributes of single objects.

4

End-of-Module Assessment: Topics E–H (Interview style assessment: 3 days) 3


22


4Number Pairs, Addition and Subtraction to

10K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.OA.5 47 Dec. 3 – Feb. 4

Module 4 marks the next exciting step in math for kindergartners, addition and subtraction! They begin to harness their practicedcounting abilities, knowledge of the value of numbers, and work with embedded numbers to reason about and solve addition andsubtraction expressions and equations (K.OA.1, K.OA.2).

23


K.OA.1K.OA.3

A Compositions and Decompositions of 2, 3, 4, and 5Lesson 1: Model composition and decomposition of numbers to 5 using actions, objects, and

drawings.Lesson 2: Model composition and decomposition of numbers to 5 using fingers and linking cube

sticks.Lesson 3: Represent composition story situations with drawings using numeric number bonds.Lesson 4: Represent decomposition story situations with drawings using numeric number bonds.Lesson 5: Represent composition and decomposition of numbers to 5 using pictorial and numeric

number bonds.Lesson 6: Represent number bonds with composition and decomposition story situations.

6

K.OA.3K.OA.1K.OA.4

B Decompositions of 6, 7, and 8 into Number PairsLesson 7: Model decompositions of 6 using a story situation, objects, and number bonds.Lesson 8: Model decompositions of 7 using a story situation, sets, and number bonds.Lesson 9: Model decompositions of 8 using a story situation, arrays, and number bonds.Lesson 10: Model decompositions of 6–8 using linking cube sticks to see patterns.Lesson 11: Represent decompositions for 6–8 using horizontal and vertical number bonds.Lesson 12: Use 5-groups to represent the 5 + n pattern to 8.

6

K.OA.1K.OA.2K.OA.3K.OA.4

C Addition with Totals of 6, 7, and 8Lesson 13: Represent decomposition and composition addition stories to 6 with drawings and

equations with no unknown.Lesson 14: Represent decomposition and composition addition stories to 7 with drawings and

equations with no unknown.Lesson 15: Represent decomposition and composition addition stories to 8 with drawings and

equations with no unknown.Lesson 16: Solve add to with result unknown word problems to 8 with equations. Box the unknown.Lesson 17: Solve put together with total unknown word problems to 8 using objects and drawings.Lesson 18: Solve both addends unknown word problems to 8 to find addition patterns in number

pairs.

6

K.OA.1 D Subtraction from Numbers to 8 6

24


K.OA.2K.OA.3K.OA.5

Lesson 19: Use objects and drawings to find how many are left.Lesson 20: Solve take from with result unknown expressions and equations using the minus sign with

no unknown.Lesson 21: Represent subtraction story problems using objects, drawings, expressions, and equations.Lesson 22: Decompose the number 6 using 5-group drawings by breaking off or removing a part, and

record each decomposition with a drawing and subtraction equation.Lesson 23: Decompose the number 7 using 5-group drawings by hiding a part, and record each

decomposition with a drawing and subtraction equation.Lesson 24: Decompose the number 8 using 5-group drawings and crossing off a part, and record each

decomposition with a drawing and subtraction equation.

Mid-Module Assessment: Topics A–D 3

K.OA.3 E Decompositions of 9 and 10 into Number PairsLesson 25: Model decompositions of 9 using a story situation, objects, and number bonds.Lesson 26: Model decompositions of 9 using fingers, linking cubes, and number bonds.Lesson 27: Model decompositions of 10 using a story situation, objects, and number bonds.Lesson 28: Model decompositions of 10 using fingers, sets, linking cubes, and number bonds.

4

K.OA.2 F Addition with Totals of 9 and 10Lesson 29: Represent pictorial decomposition and composition addition stories to 9 with 5-group

drawings and equations with no unknown.Lesson 30: Represent pictorial decomposition and composition addition stories to 10 with 5-group

drawings and equations with no unknown.Lesson 31: Solve add to with total unknown and put together with total unknown problems with totals

of 9 and 10.Lesson 32: Solve both addends unknown word problems with totals of 9 and 10 using 5-group

drawings.

4

K.OA.1K.OA.2K.OA.3

G Subtraction from 9 and 10Lesson 33: Solve take from equations with no unknown using numbers to 10.Lesson 34: Represent subtraction story problems by breaking off, crossing out, and hiding a part.Lesson 35: Decompose the number 9 using 5-group drawings, and record each decomposition with a

4

25


subtraction equation.Lesson 36: Decompose the number 10 using 5-group drawings, and record each decomposition with a

subtraction equation.

K.OA.1K.OA.2K.OA.4

H Patterns with Adding 0 and 1 and Making 10Lesson 37: Add or subtract 0 to get the same number and relate to word problems wherein the same

quantity that joins a set, separates.Lesson 38: Add 1 to numbers 1–9 to see the pattern of the next number using 5-group drawings and

equations.Lesson 39: Find the number that makes 10 for numbers 1–9, and record each with a 5-group drawing.Lesson 40: Find the number that makes 10 for numbers 1–9, and record each with an addition

equation.Lesson 41: Culminating task—choose tools strategically to model and represent a stick of 10 cubes

broken into two parts.

5

End-of-Module Assessment: Topics E–H 3


26


5 Numbers 10–20 and Counting to 100K.CC.1, K.CC.2, K.CC.3, K.CC.4, K.CC.5,

K.NBT.130 Apr. 28 – Jun. 9

Students have worked intensively within 10 and have often counted to 30 during fluency practice. This sets the stage for Module 5,where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.

27


K.CC.1K.NBT.1K.CC.2K.CC.4aK.CC.4bK.CC.4cK.CC.5

A Count 10 Ones and Some OnesLesson 1: Count straws into piles of ten; count the piles as 10 ones.Lesson 2: Count 10 objects within counts of 10 to 20 objects, and describe as 10 ones and ___

ones.Lesson 3: Count and circle 10 objects within images of 10 to 20 objects, and describe as 10 ones

and ___ ones.Lesson 4: Count straws the Say Ten way to 19; make a pile for each ten.Lesson 5: Count straws the Say Ten way to 20; make a pile for each ten.

5

K.CC.3K.NBT.1K.CC.1K.CC.2K.CC.4aK.CC.4bK.CC.4cK.CC.5

B Compose Numbers 11–20 from 10 Ones and Some Ones; Represent and Write Teen NumbersLesson 6: Model with objects and represent numbers 10 to 20 with place value or Hide Zero

cards.Lesson 7: Model and write numbers 10 to 20 as number bonds.Lesson 8: Model teen numbers with materials from abstract to concrete.Lesson 9: Draw teen numbers from abstract to pictorial.

4

K.CC.4bK.CC.4cK.CC.5

K.NBT.1K.CC.3K.CC.4a

C Decompose Numbers 11–20, and Count to Answer “How Many?” Questions in VariedConfigurationsLesson 10: Build a Rekenrek to 20.Lesson 11: Show, count, and write numbers 11 to 20 in tower configurations increasing by 1—a

pattern of 1 larger.Lesson 12: Represent numbers 20 to 11 in tower configurations decreasing by 1—a pattern of 1

smaller.Lesson 13: Show, count, and write to answer how many questions in linear and array

configurationsLesson 14: Show, count, and write to answer how many questions with up to 20 objects in circular

configurations.

5

Mid-Module Assessment: Topics A–C (interview style assessment) 3

K.CC.1 D Extend the Say Ten and Regular Count Sequence to 100 5

28


K.CC.2K.CC.3K.CC.4cK.CC.5

K.NBT.11.NBT.11

Lesson 15: Count up and down by tens to 100 with Say Ten and regular counting.Lesson 16: Count within tens by ones.Lesson 17: Count across tens when counting by ones through 40.Lesson 18: Count across tens by ones to 100 with and without objects.Lesson 19: Explore numbers on the Rekenrek. (Optional.)

K.CC.5K.NBT.1K.CC.1K.CC.2K.CC.3K.CC.4cK.CC.61.OA.82

1.NBT.33

E Represent and Apply Compositions and Decompositions of Teen NumbersLesson 20: Represent teen number compositions and decompositions as addition sentences.Lesson 21: Represent teen number decompositions as 10 ones and some ones and find a hidden

part.Lesson 22: Decompose teen numbers as 10 ones and some ones; compare some ones to compare

the teen numbers.Lesson 23: Reason about and represent situations, decomposing teen numbers into 10 ones and

some ones and composing 10 ones and some ones into a teen number.Lesson 24: Culminating Task—Represent teen number decompositions in various ways.

5

End-of-Module Assessment: Topics D–E (Interview style assessment) 3


1 Students write numbers 21–100, aligned to Grade 1 standard 1.NBT.1.2 While using concrete materials, a hidden part is related to 10 + ___. Missing addends are aligned to 1.OA.8.3 Kindergarten standards K.CC.6 and K.CC.7 compare numbers to 10. Grade 1’s standard 1.NBT.3 compares numbers greater than 10.

29


6Analyzing, Comparing, and Composing

ShapesK.CC.4, K.G.4, K.G.5, K.G.6 10 Jun. 10 – Jun 23

The kindergarten chapter of A Story of Units comes to a close with another opportunity for students to explore geometry. Throughoutthe year, students have built an intuitive understanding of two- and three-dimensional figures by examining exemplars, variants, andnon-examples. They have used geometry as a context for exploring numerals as well as comparing attributes and quantities. To wrapup the year, students further develop their spatial reasoning skills and begin laying the groundwork for an understanding of area throughcomposition of geometric figures.

30


K.CC.4dK.G.5K.G.2K.G.4

A Building and Drawing Flat and Solid ShapesLesson 1: Describe the systematic construction of flat shapes using ordinal numbers.Lesson 2: Build flat shapes with varying side lengths and record with drawings.Lesson 3: Compose solids using flat shapes as a foundation.Lesson 4: Describe the relative position of shapes using ordinal numbers.

4

K.G.6K.G.1K.G.4

B Composing and Decomposing ShapesLesson 5: Compose flat shapes using pattern blocks and drawings.Lesson 6: Decompose flat shapes into two or more shapes.Lesson 7: Compose simple shapes to form a larger shape described by an outline.Lesson 8: Culminating task—review selected topics to create a cumulative year-end project.

4

End-of-Module Assessment: Topics A–B 2


31

WORD WALLS ARE DESIGNED …

to promote group learning support the teaching of important general principles about words and how they work Foster reading and writing in content area Provide reference support for children during their reading and writing Promote independence on the part of young students as they work with words Provide a visual map to help children remember connections between words

and the characteristics that will help them form categories Develop a growing core of words that become part of their vocabulary

Important Notice A Mathematics Word Wall must be present in every mathematics classroom.

32

SETUP OF THE MATHEMATICS CLASSROOM

I. Prerequisites for a Mathematics Classroom Teacher Schedule Class List Seating Chart Code of Conduct / Discipline Grade Level Common Core Learning Standards (CCLS) Updated Mathematics Student Work Mathematics Grading Policy Mathematics Diagrams, Charts, Posters, etc. Grade Level Number Line Grade Level Mathematics Word Wall Mathematics Portfolios Mathematics Center with Manipulatives (Grades K - 12)

II. Updated Student WorkA section of the classroom must display recent student work. This can be of anytype of assessment, graphic organizer, and writing activity. Teacher feedback mustbe included on student’s work.

III. Board Set-UpEvery day, teachers must display the Lesson # and Title, Objective(s), CommonCore Learning Standard(s), Opening Exercise and Homework. At the start ofthe class, students are to copy this information and immediately begin on theFluency Activity or Opening Exercise.

IV. Spiraling HomeworkHomework is used to reinforce daily learning objectives. The secondary purpose ofhomework is to reinforce objectives learned earlier in the year. The assessments arecumulative, spiraling homework requires students to review courseworkthroughout the year.

Student’s Name: School:

Teacher’s Name: Date:

Lesson # and Title:

Objective(s)

CCLS:

Opening Exercise:

33

ELEMENTARY MATHEMATICS GRADING POLICY

This course of study includes different components, each of which are assigned the followingpercentages to comprise a final grade. I want you--the student--to understand that your gradesare not something that I give you, but rather, a reflection of the work that you give to me.

COMPONENTS OF OVERALL GRADE

LEVEL 1 (0-54%), LEVEL 2 (55-74%), LEVEL 3 (75-89%) AND LEVEL 4 (90-100%)

1. End of Module Assessments → 35%

2. Mid Module Assessments → 15%

3. Homework → 20%

4. Notebook and/or Journal → 15%

5. Classwork / Class Participation → 15%

o Class participation will play a significant part in the determination of your grade.Class participation will include the following: attendance, punctuality to class,contributions to the instructional process, effort, contributions during small groupactivities and attentiveness in class.

PERFORMANCE LEVEL DESCRIPTORS

Level 4 Student demonstrates an in-depth understanding of concepts, skills and processestaught in this reporting period and exceeds the required performance

Level 3 Student consistently demonstrates an understanding of concepts, skills and processestaught in this reporting period

Level 2 Student is beginning to demonstrate an understanding of concepts, skills andprocesses taught during this reporting period

Level 1 Student does not yet demonstrate an understanding of concepts, skills and processestaught in this reporting period and needs consistent support

NE Not evaluated at this time

IMPORTANT NOTICE

As per MVCSD Board Resolution 06-71, the Parent Notification Policy states “Parent(s) /guardian(s) or adult students are to be notified, in writing, at any time during a grading periodwhen it is apparent - that the student may fail or is performing unsatisfactorily in any course orgrade level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during the gradingperiod when it becomes evident that the student's conduct or effort grades are unsatisfactory.”

34

SAMPLE NOTEBOOK SCORING RUBRIC

Student Name:______________________________________________

Teacher Name:___________________________________________

Criteria 4 3 2 1 Points

Completion ofRequired Sections

All requiredsections arecomplete.

One requiredsection ismissing.

Two or threerequired sections

are missing.

More than threerequired sections

are missing.

Missing SectionsNo sections of

the notebook aremissing.

One sections ofthe notebook is

missing.

Two sections of thenotebook are

missing.

Three or moresections of thenotebook are

missing.

Headers / Footers

No requiredheader(s) and/or

footer(s) aremissing within

notebook.

One or tworequired

header(s) and/orfooter(s) are

missing withinnotebook.

Three or fourrequired header(s)and/or footer(s) are


More than fourrequired header(s)and/or footer(s) are


Organization

All assignmentand/or notes arekept in a logical

or numericalsequence.

One or twoassignments

and/or notes arenot in a logicalor numerical

sequence.

Three or Fourassignments and/ornotes are not in a

logical ornumericalsequence.

More than fourassignments and/ornotes are not in a

logical ornumericalsequence.

NeatnessOverall

notebook is keptvery neat.

Overallnotebook is keptin a satisfactory

condition.

Overall notebook iskept in a below

satisfactorycondition.

Overall notebook isunkept and very

disorganized.

Total

Teacher’s Comments:

35

CLASSROOM AESTHETICS

“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING

TEACHER NAME: _________________________________________________________

COURSE / PERIOD: _________________________________________________________

ROOM: _________________________________________________________

CHECKLISTYES NO

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grade Level Mathematics CCLS

Mathematics Grading Policy

Mathematics Diagrams, Posters, Displays, etc.

Grade Level Number Line

Updated Student Work (Projects, Assessments, Writing, etc.)

Updated Student Portfolios

Updated Grade Level Mathematics Word-Wall

Mathematics Centers with Manipulatives

Organization of Materials

Cleanliness

Principal Signature: _________________________________________ Date: ____________

Asst. Pri. Signature: _________________________________________ Date: ____________

36

SYSTEMATIC DESIGN OF A MATHEMATICS LESSON

What are the components of an Elementary Mathematics Block?

ComponentFluency Practice Information processing theory supports the view that automaticity in math facts is

fundamental to success in many areas of higher mathematics. Without the ability to retrievefacts directly or automatically, students are likely to experience a high cognitive load as theyperform a range of complex tasks. The added processing demands resulting from inefficientmethods such as counting (vs. direct retrieval) often lead to declarative and proceduralerrors. Accurate and efficient retrieval of basic math facts is critical to a student’s success inmathematics.

Opening Exercise - Whole Group This can be considered the motivation or Do Now of the lesson It should set the stage for the day's lesson Introduction of a new concept, built on prior knowledge Open-ended problemsConceptual Development - Whole Group (Teacher Directed, Student Centered) Inform students of what they are going to do. Refer to Objectives. Refer to the Key Words

(Word Wall) Define the expectations for the work to be done Provide various demonstrations using modeling and multiple representations (i.e. model a

strategy and your thinking for problem solving, model how to use a ruler to measure items,model how to use inch graph paper to find the perimeter of a polygon,)

Relate to previous work Provide logical sequence and clear explanations Provide medial summaryApplication Problems - Cooperative Groups, Pairs, Individuals, (Student Interaction &Engagement, Teacher Facilitated) Students try out the skill or concept learned in the conceptual development Teachers circulate the room, conferences with the students and assesses student work (i.e.

teacher asks questions to raise the level of student thinking) Students construct knowledge around the key idea or content standard through the use of

problem solving strategies, manipulatives, accountable/quality talk, writing, modeling,technology applied learning

Student Debrief - Whole Group (Teacher Directed, Student Centered) Students discuss their work and explain their thinking Teacher asks questions to help students draw conclusions and make references Determine if objective(s) were achieved Students summarize what was learned Allow students to reflect, share (i.e. read from journal)Homework/Enrichment - Whole Group (Teacher Directed, Student Centered) Homework is a follow-up to the lesson which may involve skill practice, problem solving

and writing

37

Homework, projects or enrichment activities should be assigned on a daily basis. SPIRALLING OF HOMEWORK - Teacher will also assign problems / questions pertaining

to lessons taught in the past

Remember: Assessments are on-going based on students’ responses.Assessment: Independent Practice (It is on-going! Provide formal assessment whennecessary / appropriate) Always write, use and allow students to generate Effective Questions for optimal learning Based on assessment(s), Re-teach the skill, concept or content using alternative strategies

and approaches

Important Notice

All lessons must be numbered with corresponding homework. For example, lesson #1 will

corresponded to homework #1 and so on.

Writing assignments at the end of the lesson (closure) bring great benefits. Not only do they

enhance students' general writing ability, but they also increase both the understanding of

content while learning the specific vocabulary of the disciplines.

Spiraling Homework

o Homework is used to reinforce daily learning objectives. The secondary purpose of

homework is to reinforce objectives learned earlier in the year. The assessments are

cumulative, spiraling homework requires students to review coursework throughout the

year.

Manipulative must be incorporated in all lessons. With students actively involved in

manipulating materials, interest in mathematics will be aroused. Using manipulative

materials in teaching mathematics will help students learn:

a. to relate real world situations to mathematics symbolism.

b. to work together cooperatively in solving problems.

c. to discuss mathematical ideas and concepts.

d. to verbalize their mathematics thinking.

e. to make presentations in front of a large group.

f. that there are many different ways to solve problems.

g. that mathematics problems can be symbolized in many different ways.

h. that they can solve mathematics problems without just following teachers' directions.

Documents

CCLS Mathematics Grade K Curriculum Guide · CCLS Mathematics Grade K Curriculum Guide THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE GRADE K MATHEMATICS CURRICULUM IN MOUNT VERNON