Grade__K_______ Math Pacing GuideInstructional Week ________Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

Each of the 16 Topics has a 2 week allotment provided. Each teacher can use his/her discretion as to which practice, reteaching, enrichment, games, etc. to teach on various days within the two week time period, as long as each of the Common Core Standards are covered. Academic Vocabulary is provided for each topic covering all state vocabulary as well as those within the curriculum.

Grade___K______ Math Pacing GuideInstructional Week ___1-2_____Academic Vocabulary: Sort, Compare, Same, Alike, Different, Classify

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.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 front of, behind, and next to.

I can name shapes around me.I can sort and count objects in groups.

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

I can name flat shapes.

CC.K.G.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 other attributes (e.g., having sides of equal length).

I can count the number of sides and corners in a flat shape.I can count the number of sides and corners in a solid shape.

BrainPOP Jr. PatternsBrainPOP Jr. Plane ShapesBrainPOP Jr. Even and Odd-----------------------------------------------BrainPOP Jr. Inches and FeetBrainPOP Jr. Ounces, Pounds, TonsBrainPOP Jr. Centimeters, Meters, KilometersBrainPOP Jr. Grams and KilogramsBrainPOP Jr. Time to the HourBrainPOP Jr. Parts of a ClockBrainPOP Jr. PerimeterBrainPOP Jr. Time to the Quarter and Half Hour

BOOK RESOURCESPlacement TestsTopic 1-1 Pages 3-4Topic 1-2 Pages 5-6Topic 1-3 Pages 7-8Topic 1-4 Pages 9-10Topic 1-5 Pages 11-12

Staggered EnrollmentAssessment TestingPearson Math Placement Testing

Grade___K______ Math Pacing GuideInstructional Week __1-2 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.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 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 nine ones.

I can add objects to make 19.I can make a group of ten and join some more up to 19.

CC.K.MD.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 and describe one child as taller/shorter.

I can compare objects to see which is longer, taller or shorter than another object.I can order (line up) objects smallest to largest.

Calculating Patterns-Sorting

Powerful Patterns http://illuminations.nctm.org/LessonDetail.aspx?ID=L138

Venn Diagrams http://www.readwritethink.org/classroom-resources/lesson-plans/introducing-venn-diagram-kindergarten-378.html

Grade__K_______ Math Pacing GuideInstructional Week __3______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

Extend topic 1 to fit the needs of individualized groups after staggered enrollment. This week can be used for reteaching, enrichment, testing, etc.Topic 1 Multiple Choice Test Free Response Test Performance and Assessment

Grade__K_______ Math Pacing GuideInstructional Week __4-5______Academic Vocabulary: Inside, outside, top, middle, bottom, left, right, before, after, over, under, on, in, out, position, above, below, in-front-of, location

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.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 front of, behind, and next to.

I can name shapes around me.I can use words to tell the location of objects.

Bear UnitPosition WordsHandy MapCalculating Patterns Position Words

BOOK RESOURCESTopic 2-1 Pages 17-18Topic 2-2 Pages 19-20Topic 2-3 Pages 21-22Topic 2-4 Pages 23-24Topic 2-5 Pages 25-26Topic 2-6 Pages 27-28Topic 2 Multiple Choice Test, Free Response, Test Performance Assessment

Grade___K______ Math Pacing GuideInstructional Week _6-7_______Academic Vocabulary: Pattern, repeat, growing pattern, bigger, smaller, most, least, greater, fewer, color

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

I can count forward.

CC.K.G.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 other attributes (e.g., having sides of equal length).

I can count the number of sides and corners in a flat shape.I can name solid shapes.I can count the number of sides and corners in a solid shape.

CC.K.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 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 nine ones.

I can add objects to make 19.I can make a group of ten and join some more up to 19.

BrainPOP Jr. PatternsBrainPOP Jr. Even and OddBrainPOP Jr. One HundredBrainPOP Jr. DoublesBrainPOP Jr. Adding and Subtracting Tens

BOOK RESOURCESTopic 3-1 Pages 33-34Topic 3-2 Pages 35-36Topic 3-3 Pages 37-38Topic 3-4 Pages 39-40Topic 3-5 Pages 41-42Topic 3-6 Pages 43-44Topic 3-7 Pages 45-46Topic 3 Test, Multiple Choice, Free Response, Test Performance Assessment

Grade___K______ Math Pacing GuideInstructional Week _6-7 (cont.)_______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.MD.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 and describe one child as taller/shorter.

I can compare objects to see which is longer, taller or shorter than another object.

I can order (line up) objects smallest to largest.

Color PatternsCrazy Pattern Game---------------------------------------------BrainPOP Jr. PatternsBrainPOP Jr. Plane ShapesBrainPOP Jr. Even and Odd----------------------------------------------Patterns: Click on what comes next

Grade__K_______ Math Pacing GuideInstructional Week __8-9______Academic Vocabulary: zero, one, two, three, four, five, number, count, set, group, number line, part, whole, more, fewer, equal, same as, 1 more, 2 more, 1 fewer, 2 fewer

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

I can join (add) two groups of objects.I can separate (subtract) a group and find the number that is left.

CC.K.CC.1 Count to 100 by ones and by tens.

I can count to 100 by ones.I can count to 100 by tens.

CC.K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

I can count forward.

CC.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).

I can write numbers 0-20.I can count with objects to 20.I can write the number of objects.

BrainPOP Jr. ArraysBrainPOP Jr. Adding and Subtracting TensBrainPOP Jr. One HundredBrainPOP Jr. Counting OnBrainPOP Jr. Time to the Minute

BOOK RESOURCESTopic 4-1 Pages 51-52Topic 4-2 Pages 53-54Topic 4-3 Pages 55-56Topic 4-4 Pages 57-58Topic 4-5 Pages 59-60Topic 4-6 Pages 61-62Topic 4-7 Pages 63-64Topic 4-8 Pages 65-66Topic 4-9 Pages 67-68Topic 4-10 Pages 69-70Topic 4 Testing

Grade___K______Math Pacing GuideInstructional Week ___8-9 (cont.)_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

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

CC.K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

I can match a number with its name.

CC.K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

I can use numbers to count objects.I understand the last number I say is the total number of counted objects.I understand the last number I say is the total number of counted objects.

CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger.

I can count numbers in order by adding one.

Great Cookie RaceCount on us Fish out of Water Car Race Game---------------------------------------------BrainPOP Jr. Adding and Subtracting TensBrainPOP Jr. One Hundred--------------------------------------------Matching Quantities with Numbers GameLady Bug Fly Home Game-------------------------------------------brain pop jr. comparing numbersFinding Groups of Things-------------------------------------------Finding Groups of Things http://www.kidport.com/GradeK/Math/NumberSense/MathKNumbers.htm----------------------------------------------

BrainPOP Jr. Comparing Numbers

Comparing Numbers

Grade__K_______ Math Pacing GuideInstructional Week __8-9 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.CC.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 many objects.

I can count objects 1-20 and answer “How many?”

CC.K.CC.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. (Include groups with up to ten objects.)

I understand numbers that are the same are equal.I understand the number that shows more is greater.

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

I can count the number of objects and see if there are fewer or more than

Grade___K______ Math Pacing GuideInstructional Week __10-11______Academic Vocabulary: six, seven, eight, nine, ten, order, number line, forward, backward, graph, number, numeral, digit, data, greater, less

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

I can join (add) two groups of objects.I can separate (subtract) a group and find the number that is left.

CC.K.CC.1 Count to 100 by ones and by tens.

I can count to 100 by ones.I can count to 100 by tens.

CC.K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

I can count forward.

CC.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).I can count with objects to 20.I can write numbers 0-20.

BrainPOP Jr. ArraysBrainPOP Jr. Adding and Subtracting TensBrainPOP Jr. One HundredBrainPOP Jr. Counting OnBrainPOP Jr. Time to the Minute

BOOK RESOURCESTopic 5-1 Pages 75-76Topic 5-2 Pages 77-78Topic 5-3 Pages 79-80Topic 5-4 Pages 81-82Topic 5-5 Pages 83-84Topic 5-6 Pages 85-86Topic 5-7 Pages 87-88Topic 5-8 Pages 89-90Topic 5-9 Pages 91-92Topic 5-10 Pages 93-94Topic 5-11 Pages 95-96Topic 5 Testing

Grade___K______ Math Pacing GuideInstructional Week ___10-11 (cont.)_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

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

CC.K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

I can match a number with its name.

CC.K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

I can use numbers to count objects.I understand the last number I say is the total number of counted objects.

CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger.

I can count numbers in order by adding one.

Great Cookie RaceCount on us Fish out of Water Car Race Game--------------------------------------------------BrainPOP Jr. Adding and Subtracting TensBrainPOP Jr. One Hundred--------------------------------------------------Matching Quantities with Numbers GameLady Bug Fly Home Game------------------------------------------------brain pop jr. comparing numbersFinding Groups of Things-------------------------------------------------Finding Groups of Things http://www.kidport.com/GradeK/Math/NumberSense/MathKNumbers.htm--------------------------------------------------

BrainPOP Jr. Comparing Numbers

Comparing Numbers

Grade___K______ Math Pacing GuideInstructional Week __10-11 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.CC.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 many objects.

I can count objects 1-20 and answer “How many?”

CC.K.CC.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. (Include groups with up to ten objects.)

I understand numbers that are the same are equal.

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

I can count the number of objects and see if there are fewer or more than

Grade___K______ Math Pacing GuideInstructional Week __12-13______Academic Vocabulary: Greater, Greater Than, Less, Less Than, More

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.CC.1 Count to 100 by ones and by tens.

I can count to 100 by ones.

CC.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).

I can write numbers 0-20.

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

CC.K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

I can match a number with its name.

CC.K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

I can use numbers to count objects.I understand the last number I say is the total number of counted objects.

BrainPOP Jr. Comparing Numbers

---------------------------------------------

Comparing Numbers

--------------------------------------------

DEA Video: Math Monsters EstimationMeasuring with the Gingerbread Man

BOOK RESOURCESTopic 6-1 Pages 101-102Topic 6-2 Pages 103-104Topic 6-3 Pages 105-106Topic 6-4 Pages 107-108Topic 6-5 Pages 109-110Topic 6 Testing

Grade__K_______ Math Pacing GuideInstructional Week _12-13 (cont.)_______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger.

I can count numbers in order by adding one.

CC.K.CC.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 many objects.

I can count objects 1-20 and answer “How many?”

CC.K.CC.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. (Include groups with up to ten objects.)

I understand numbers that are the same are equal.I understand the number that shows more is greater.I understand the number that shows less is smaller.

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

I can count the number of objects and see if there are fewer or more than

Grade___K______ Math Pacing GuideInstructional Week __12-13 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.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.

I can add (join) groups in story problems.

I can separate (subtract) a group in story problems.

CC.K.OA.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.

I can add (join) objects to make 10.

CC.K.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 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 nine ones.

I can add objects to make 19.

Grade___K______ Math Pacing GuideInstructional Week ___12-13 (cont.)_____Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.MD.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 and describe one child as taller/shorter.

I can compare objects to see which is longer, taller or shorter than another object.

I can order (line up) objects smallest to largest.

CC.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

I can sort and count objects in groups.

Grade___K______ Math Pacing GuideInstructional Week __12-13 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.K.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 front of, behind, and next to.

I can name shapes around me.I can use words to tell the location of objects.

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

I can name shapes of all sizes.

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

I can name flat shapes.I can name solid shapes.

CC.K.G.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 other attributes (e.g., having sides of equal length).

I can count the number of sides and corners in a flat shape.I can count the number of sides and corners in a solid shape.

Grade___K______ Math Pacing GuideInstructional Week __14-15______Academic Vocabulary: shapes, solid figure, sphere, rectangle, rectangular, prism, cylinder, cone, cube, plane figure, square, circle, turn, triangle, symmetry, same size

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.K.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 front of, behind, and next to.

I can name shapes around me.

I can use words to tell the location of objects.

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

I can name shapes of all sizes.

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

I can name flat shapes.I can name solid shapes.

CC.K.G.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 other attributes (e.g., having sides of equal length).

I can count the number of sides and corners in a flat shape.I can count the number of sides and corners in a solid shape.

Shape GameShapes Puzzle Find the ShapeFinding Shapes in the Environment

BOOK RESOURCESTopic 7-1 Pages 115-116Topic 7-2 Pages 117-118Topic 7-3 Pages 119-120Topic 7-4 Pages 121-122Topic 7-5 Pages 123-124Topic 7-6 Pages 125-126Topic 7-7 Pages 127-128Topic 7-8 Pages 129-130Topic 7-9 Pages 131-132Topic 7 Testing

Grade___K______ Math Pacing GuideInstructional Week __14-15 (cont.)______Academic Vocabulary: same shape, matching parts, cone, corner, edge side, roll, stack, slide, flip, flat surface, two dimensional, three dimensional

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

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

I can build shapes.

CC.K.G.6 Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?”

I can make shapes from other shapes.

CC.K.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 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 nine ones.

I can add objects to make 19.I can make a group of ten and join some more up to 19.

Solid Shapes

--------------------------------------------------

BrainPOP Jr. Inches and FeetBrainPOP Jr. Ounces, Pounds, TonsBrainPOP Jr. Centimeters, Meters, KilometersBrainPOP Jr. Grams and KilogramsBrainPOP Jr. Time to the HourBrainPOP Jr. Parts of a ClockBrainPOP Jr. PerimeterBrainPOP Jr. Time to the Quarter and Half Hour

----------------------------------------

Grade__K_______ Math Pacing GuideInstructional Week __14-15 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.MD.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 and describe one child as taller/shorter.

I can compare objects to see which is longer, taller or shorter than another object.I can order (line up) objects smallest to largest.

Grade___K______ Math Pacing GuideInstructional Week __16-17______Academic Vocabulary: fourths, one-half, one-fourth, cardinal numbers, equal parts, half, halves, ordinal number, first, second, third, fourth, fifth, sixth, seventh, eighth

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

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

CC.K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

I can use numbers to count objects.I understand the last number I say is the total number of counted objects.

I understand the last number I say is the total number of counted objects.

CC.K.CC.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 many objects.

I can count objects 1-20 and answer “How many?”

BrainPOP Jr. Comparing Numbers

BOOK RESOURCESTopic 8-1 Pages 137-138Topic 8-2 Pages 139-140Topic 8-3 Pages 141-142Topic 8-4 Pages 143-144Topic 8-5 Pages 145-146Topic 8-6 Pages 147-148Topic 8 Testing

Grade___K______ Math Pacing GuideInstructional Week __18-19______Academic Vocabulary: empty, full, longest, measure, size, as long as, tallest, shortest, large, larger, largest, small, smaller, smallest, medium, big, bigger, biggest

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.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 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 nine ones.

I can add objects to make 19.

I can make a group of ten and join some more up to 19.

CC.K.MD.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 and describe one child as taller/shorter.

I can compare objects to see which is longer, taller or shorter than another object.I can order (line up) objects smallest to largest.

BrainPOP Jr. Inches and FeetBrainPOP Jr. Ounces, Pounds, TonsBrainPOP Jr. Centimeters, Meters, KilometersBrainPOP Jr. Grams and KilogramsBrainPOP Jr. Time to the HourBrainPOP Jr. Parts of a ClockBrainPOP Jr. PerimeterBrainPOP Jr. Time to the Quarter and Half Hour

BOOK RESOURCESTopic 9-1 Pages 153-154Topic 9-2 Pages 155-156Topic 9-3 Pages 157-158Topic 9-4 Pages 159-160Topic 9-5 Pages 161-162Topic 9-6 Pages 163-164Topic 9-7 Pages 165-166Topic 9-8 Pages 167-168Topic 9-9 Pages 169-170Topic 9-10 Pages 171-172Topic 9 Testing

Grade__K_______ Math Pacing GuideInstructional Week ___18-19 (cont.)_____weighs more, weighs less, most, least, heavy, light

Academic Vocabulary: as short as, as tall as, longer than, shorter thank, taller than, estimate, check, holds more, holds less, about the same, heavier, lighter, balance, weigh

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

I can measure how long an object is.I can measure how wide an object is.I can weigh objects.

Grade___K______ Math Pacing GuideInstructional Week __20-21______Academic Vocabulary: number story, join, in all, altogether, addition sentence, add, plus, plus sign, equal, equal sign, sum, join, count on

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

I can join (add) two groups of objects.I can separate (subtract) a group and find the number that is left.

CC.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.

I can add (join) groups in story problems.I can separate (subtract) a group in story problems.

CC.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 or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). I can separate up to 10 objects into groups in different ways.

BrainPOP Jr. Adding and Subtracting TensBrainPOP Jr. Basic AdditionBrainPOP Jr. Basic SubtractionBrainPOP Jr. Counting On

BOOK RESOURCESTopic 10-1 Pages 177-178Topic 10-2 Pages 179-180Topic 10-3 Pages 181-182Topic 10-4 Pages 183-184Topic 10-5 Pages 185-186Topic 10-6 Pages 187-188Topic 10-7 Pages 189-190Topic 10 Testing

Grade___K______ Math Pacing GuideInstructional Week __20-21(cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.K.OA.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.

I can add (join) objects to make 10.

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

I can add and subtract numbers to 5.

CC.K.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 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 nine ones.

I can add objects to make 19.I can make a group of ten and join some more up to 19.

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

Addition FunData GamesFish Out of Water Game------------------------------------------------BrainPOP Jr. Place ValueBrainPOP Jr. Comparing NumbersBrainPOP Jr. One HundredBrainPOP Jr. Adding and Subtracting Tens--------------------------------------------------BrainPOP Jr. Basic AdditionBrainPOP Jr. Basic Subtraction--------------------------------------------------Face Off Game--------------------------------------------------BrainPOP Jr. ArraysBrainPOP Jr. Basic AdditionBrainPOP Jr. Basic Subtraction--------------------------------------------------

Grade___K______ Math Pacing GuideInstructional Week _20-21 (cont.)_______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger.

I can count numbers in order by adding one.

CC.K.CC.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 many objects.

I can count objects 1-20 and answer “How many?”

CC.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

I can sort and count objects in groups.

CC.K.G.6 Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?”

I can make shapes from other shapes.

Grade___K______ Math Pacing GuideInstructional Week __20-21 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.K.G.2 Correctly name shapes regardless of their orientations or overall size.

I can name shapes of all sizes.

Grade____K_____ Math Pacing GuideInstructional Week __22-23______Academic Vocabulary: subtract, subtraction sentence, take away, minus, minus sign, separate, left, difference

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger.

I can count numbers in order by adding one.

CC.K.CC.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 many objects.

I can count objects 1-20 and answer “How many?”

CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

I can join (add) two groups of objects.I can separate (subtract) a group and find the number that is left.

BrainPOP Jr. Adding and Subtracting TensBrainPOP Jr. Basic AdditionBrainPOP Jr. Basic SubtractionBrainPOP Jr. Counting On---------------------------------------------------Addition FunData GamesFish Out of Water Game

BOOK RESOURCESTopic 11-1 Pages 195-196Topic 11-2 Pages 197-198Topic 11-3 Pages 199-200Topic 11-4 Pages 201-202Topic 11-5 Pages 203-204Topic 11-6 Pages 205-206Topic 11-7 Pages 207-208Topic 11 Testing

Grade___K______ Math Pacing GuideInstructional Week __22-23 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.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.

I can add (join) groups in story problems.I can separate (subtract) a group in story problems.

CC.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 or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

I can separate up to 10 objects into groups in different ways.

CC.K.OA.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.

I can add (join) objects to make 10.

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

I can add and subtract numbers to 5.

Subtraction Madness – PowerPointFree The Animals GameBrain Pop Jr. Basic Subtraction---------------------------------------------------BrainPOP Jr. Place ValueBrainPOP Jr. Comparing NumbersBrainPOP Jr. One HundredBrainPOP Jr. Adding and Subtracting Tens---------------------------------------------------Face Off Game---------------------------------------------------BrainPOP Jr. ArraysBrainPOP Jr. Basic AdditionBrainPOP Jr. Basic Subtraction----------------------------------------------------

Grade____K_____ Math Pacing GuideInstructional Week __22-23 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

I can sort and count objects in groups.

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

I can name shapes of all sizes.

CC.K.G.6 Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?”

I can make shapes from other shapes.

Grade___K______ Math Pacing GuideInstructional Week _24-25_______Academic Vocabulary: counting by fives, counting by tens, even, odd, hundreds chart, row, column, skip counting, counting by twos, eleven, twelve, thirteen, fourteen, fifteen

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.CC.1 Count to 100 by ones and by tens.

I can count to 100 by ones.I can count to 100 by tens.

CC.K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

I can count forward.

CC.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).

I can write numbers 0-20.I can count with objects to 20.I can write the number of objects.

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

BrainPOP Jr. ArraysBrainPOP Jr. Adding and Subtracting TensBrainPOP Jr. One HundredBrainPOP Jr. Counting OnBrainPOP Jr. Time to the Minute--------------------------------------------------

BOOK RESOURCESTopic 12-1 Pages 213-214Topic 12-2 Pages 215-216Topic 12-3 Pages 217-218Topic 12-4 Pages 219-220Topic 12-5 Pages 221-222Topic 12-6 Pages 223-224Topic 12-7 Pages 225-226Topic 12-8 Pages 227-228Topic 12-9 Pages 229-230Topic 12-10 Pages 231-232Topic 12 Testing

Grade__K_______ Math Pacing GuideInstructional Week ___24-25 (cont.)_____Academic Vocabulary: sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

I can match a number with its name.

CC.K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

I can use numbers to count objects.I understand the last number I say is the total number of counted objects.I understand the last number I say is the total number of counted objects.

CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger.

I can count numbers in order by adding one.

CC.K.CC.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 many objects.

I can count objects 1-20 and answer “How many?”

Great Cookie RaceCount on usFish out of WaterCar Race Game---------------------------------------------BrainPOP Jr. Adding and Subtracting TensBrainPOP Jr. One Hundred---------------------------------------------Matching Quantities with Numbers Game Lady Bug Fly Home Game--------------------------------------------- Saucer Sorter Game---------------------------------------------brain pop jr. comparing numbers Finding Groups of Things---------------------------------------------BrainPOP Jr. PatternsBrainPOP Jr. Plane ShapesBrainPOP Jr. Even and Odd----------------------------------------------

Grade___K______ Math Pacing GuideInstructional Week __24-25 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

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

I can count the number of objects and see if there are fewer or more than

CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

I can join (add) two groups of objects.I can separate (subtract) a group and find the number that is left.

CC.K.G.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 other attributes (e.g., having sides of equal length).

I can count the number of sides and corners in a flat shape.I can count the number of sides and corners in a solid shape.

Grade___K______ Math Pacing GuideInstructional Week ___26-27_____Academic Vocabulary: penny, nickel, dime, quarter, dollar, cent, cent sign, value

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.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 front of, behind, and next to.

I can name shapes around me.I can use words to tell the location of objects.

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

I can build shapes.

CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

I can join (add) two groups of objects.I can separate (subtract) a group and find the number that is left.

BrainPOP Jr. One HundredBrainPOP Jr. Comparing NumbersBrainPOP Jr. Cups, Pints, Quarts, Gallons------------------------------------------------------Brian Pop Jr. MoneyDEA Video: Money Resources

BOOK RESOURCESTopic 13-1 Pages 237-238Topic 13-2 Pages 239-240Topic 13-3 Pages 241-242Topic 13-4 Pages 243-244Topic 13-5 Pages 245-246Topic 13-6 Pages 247-248Topic 13 Testing

Grade___K______ Math Pacing GuideInstructional Week _26-27 (cont.)_______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.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 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 nine ones.

I can add objects to make 19.I can make a group of ten and join some more up to 19.

Grade___K______ Math Pacing GuideInstructional Week __28-29______Academic Vocabulary: face, evening, last, night, more time, less time, morning, afternoon, day, first, next, before, after, clock, hands, o’clock

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.CC.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 many objects.

I can count objects 1-20 and answer “How many?”

CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

I can join (add) two groups of objects.I can separate (subtract) a group and find the number that is left.

CC.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 or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

I can separate up to 10 objects into groups in different ways.

BrainPOP Jr. ArraysBrainPOP Jr. Basic AdditionBrainPOP Jr. Basic Subtraction-------------------------------------------------Tell Time   . Tell Time Worksheet Tell Time Worksheet 2

BOOK RESOURCESTopic 14-1 Pages 253-254Topic 14-2 Pages 255-256Topic 14-3 Pages 257-258Topic 14-4 Pages 259-260Topic 14-5 Pages 261-262Topic 14-6 Pages 263-264Topic 14-7 Pages 265-266Topic 14 Testing

Grade___K______ Math Pacing GuideInstructional Week __28-29 (cont.)______Academic Vocabulary: hour, minute, seconds, analog, digital

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.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 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 nine ones.

I can add objects to make 19.I can make a group of ten and join some more up to 19.

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

I can name shapes of all sizes.

Bats Around the Clock http://www.mathwire.com/themes/themebat.html#math

Parts of a Clock http://www.brainpopjr.com/math/time/partsofaclock/preview.weml

Time to the Hour http://www.brainpopjr.com/math/time/timetothehour/preview.weml

-------------------------------------------------------

Calendar http://www.brainpopjr.com/math/time/calendaranddates/preview.weml

DEA Video: Learning to use a calendar

Date and Weather Chart

Grade__K_______ Math Pacing GuideInstructional Week __30-31______Academic Vocabulary: Months of the Year: January-December, warm, cool, thermometer, spring, summer, fall, winter, calendar, month, day, week, date, season, year

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.K.CC.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 many objects.

I can count objects 1-20 and answer “How many?”

CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

I can join (add) two groups of objects.I can separate (subtract) a group and find the number that is left.

CC.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 or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

I can separate up to 10 objects into groups in different ways.

BrainPOP Jr. ArraysBrainPOP Jr. Basic AdditionBrainPOP Jr. Basic Subtraction---------------------------------------------------BrainPOP Jr. One HundredBrainPOP Jr. Comparing NumbersBrainPOP Jr. Cups, Pints, Quarts, Gallons---------------------------------------------------

BOOK RESOURCESTopic 15-1 Pages 271-272Topic 15-2 Pages 273-274Topic 15-3 Pages 275-276Topic 15-4 Pages 277-278Topic 15-5 Pages 279-280Topic 15-6 Pages 281-282Topic 15-7 Pages 283-284Topic 15 Testing

Grade___K______ Math Pacing GuideInstructional Week __30-31 (cont.)______Academic Vocabulary: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, yesterday, today, tomorrow, temperature, hot, cold

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.K.OA.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.

I can add (join) objects to make 10.

CC.K.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 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 nine ones.

I can add objects to make 19.I can make a group of ten and join some more up to 19.

CC.K.MD.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 and describe one child as taller/shorter.

I can compare objects to see which is longer, taller or shorter than another object.I can order (line up) objects smallest to largest.

Calendar http://www.brainpopjr.com/math/time/calendaranddates/preview.weml

DEA Video: Learning to use a calendar

Date and Weather Chart

------------------------------------------------------

Grade__K_______ Math Pacing GuideInstructional Week __30-31 (cont.)______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources CC.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

I can sort and count objects in groups.

CC.K.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 front of, behind, and next to.

I can name shapes around me.I can use words to tell the location of objects.

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

I can name shapes of all sizes.

CC.K.G.6 Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?”

I can make shapes from other shapes.

Grade___K______ Math Pacing GuideInstructional Week __32-33______Academic Vocabulary: fewest, survey, picture graph, real graph, as many, bar graph, more likely, less likely, always, maybe never, tally marks

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

CC.K.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 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 nine ones.

I can add objects to make 19.I can make a group of ten and join some more up to 19.

CC.K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

I can sort and count objects in groups.

Bats around the clockGingerbread Man MathBrain Pop Jr. GraphingBear Unit

BOOK RESOURCESTopic 16-1 Pages 289-290Topic 16-2 Pages 291-292Topic 16-3 Pages 293-294Topic 16-4 Pages 295-296Topic 16-5 Pages 297-298Topic 16-6 Pages 299-300Topic 16-7 Pages 301-302Topic 16 Testing

Grade___K______ Math Pacing GuideInstructional Week _34-36_______Academic Vocabulary:

Grade Level Expectations/Checks For Understanding/State Performance Indicators Resources

Review and Reteach