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7/29/2019 Independent School District of Boise
1/10
Independent School District of Boise City
Mathematics - KindergartenDistrict Course #008
Course Description
The elementary mathematics curriculum of the Boise School District will be vibrant,challenging, and child centered. With consideration for children's needs and theirdevelopment, the followings NCTM strands, which are of equal importance, will
comprise the elementary mathematics curriculum: (1) Numbers and Numeration, (2)
Organizing and Interpreting Data, (3) Problem Solving, (4) Measurement, (5) Geometry,(6) Technology, and (7) Algebra - the language of mathematics. However, instruction
will be structured as a spiral of strands to insure that children will experience
mathematics as a unified whole rather than as a set of disjointed, unrelated parts. Inparticular, problem-solving and technology should serve to integrate the curriculum
across the strands and among other disciplines.
Meaning and understanding of mathematics rests upon the foundation of mathematical
concepts developed through experience with concrete manipulatives. It is recommendedthat manipulatives be used as often as possible. Concepts and skills should not be taught
in isolation. Both are built on students' past knowledge through meaningful examples and
experiences, and students should be provided ample opportunities to apply them topractical, real-life situations.
Adopted Materials
Title: Houghton Mifflin Math - Kindergarten
Edition: 2005Publisher: Houghton Mifflin
ISBN: 0-618-38984-9Course Scope
Unit 1 Basic Arithmetic, Estimation, and Accurate Computations Ongoing
Unit 2 Mathematical Reasoning and Problem Solving Ongoing
Unit 3 Concepts and Principles of Measurement Ongoing
Unit 4 Concepts and Language of Algebra Ongoing
Unit 5 Concepts and Principles of Geometry Ongoing
Unit 6 Data Analysis, Probability, and Statistics Ongoing
Unit 7 Functions and Mathematical Models Ongoing
Kindergarten Mathematics District Reference008
Unit 1 Basic Arithmetic, Estimation, and Accurate
Computations
Ongoing
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Instructional Objective008.01 Demonstrate knowledge of our numeration system by counting
forward by ones to at least 31.
Standard ReferenceK.M.1.1.1.
No. Performance Objective Resource Reference Assessment
Correlation
01 Demonstrate knowledge of our numeration systemby counting in a variety of ways.
Rote countOne to one correspondence
Number value/symbol/conservation of number
Chapters 4, 7, 8, 15,16
MTW, MTWSM, BoxIt and Bag It,
Kindergarten
Handbook, Workjobs,Workjobs II
TMA, TO,BKAB,
DMT
Instructional Objective008.02 Show the verbal, symbolic, and physical representations of a
number up to 10.
Standard ReferenceK.M.1.1.2
No. Performance Objective Resource Reference Assessment
Correlation01 Count to at least 30
Recognize numerals to at least 30
Write numerals to 10
Chapters 3, 4, 7, 8,15, 16
*Refer to 008.01
TMA, TO,BKAB,
DMT
Instructional Objective008.03 Identify a penny as a value of money.
Standard ReferenceK.M.1.1.3
No. Performance Objective Resource Reference Assessment
Correlation
01 Identify a penny as a value of money Chapter 10
*Refer to 008.01
TMA, TO,
BKAB,
DMT
Instructional Objective008.04 Explore the concepts of addition and subtraction usingconcrete objects.
Standard ReferenceK.M.1.2.1
No. Performance Objective Resource Reference AssessmentCorrelation
01 Explore the concepts of addition and subtraction
using concrete objects.
Chapters 13, 14
*Refer to 008.01
TMA, TO
Instructional Objective008.05 Use appropriate vocabulary.
Standard ReferenceK.M.1.2.2.
No. Performance Objective Resource Reference AssessmentCorrelation
01 Use appropriate vocabulary. Dailey Routines:
Vocabulary at thebeginning of each
lesson
TMA, TO
Instructional Objective008.06 Use estimation to identify a number of objects.
Standard ReferenceK.M.1.3.1
No. Performance Objective Resource Reference Assessment
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Correlation
01 Use estimation to identify a number of objects Chapters 8, 15
*Refer to 008.01
TMA, TO,
BKAB,
DMT
Instructional Objective
008.07 Use estimation to evaluate the reasonableness of an answer.
Standard Reference
K.M.1.3.2No. Performance Objective Resource Reference Assessment
Correlation
01 Recognize when an estimate for the number of
objects is a reasonable estimate.
Chapters 11, 12
*Refer to 008.01
TMA, TO,
BKAB,
DMT
Instructional Objective008.08 Use estimation to identify a number of objects. Useappropriate vocabulary.
Standard ReferenceK.M.1.3.1K.M.1.3.3
No. Performance Objective Resource Reference Assessment
Correlation
01 Use estimation and appropriate vocabulary toidentify a number of objects
Chapter 2Dailey Routines:Vocabulary at the
beginning of each
lesson*Refer to 008.01
TMA, TO,BKAB,DMT
Kindergarten Mathematics District Reference008
Unit 2 Mathematical Reasoning and Problem Solving Ongoing
Instructional Objective008.09 Select strategies appropriate for solving a problem.
Standard ReferenceK.M.1.1.4
No. Performance Objective Resource Reference Assessment
Correlation
01 Guess and check.
Act it out.Draw a picture.
Build a model.
All Chapters
*Refer to 008.01
TMA, TO,
BKAB,DMT
Instructional Objective008.10 Use concrete objects to identify and show a solution to
problems.
Standard ReferenceK.M.3.1.1
No. Performance Objective Resource Reference AssessmentCorrelation
01 Use concrete objects to identify and show a
solution to problems.
Chapter 2
*Refer to 008.01
TMA, TO,
BKAB,
DMT
Instructional Objective008.11 Select appropriate models to represent mathematical ideas.
Standard Reference
No. Performance Objective Resource Reference Assessment
7/29/2019 Independent School District of Boise
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Correlation
01 Select appropriate models to represent
mathematical ideas.
Chapters 7, 8
*Refer to 008.01
TMA, TO,
BKAB,
DMT
Instructional Objective
008.12 Use appropriate vocabulary to communicate mathematicalinformation.
Standard Reference
K.M.1.1.5
No. Performance Objective Resource Reference Assessment
Correlation
01 Use vocabulary terms: more, less, same, number. Chapters 3, 6, 8
Daily Routines:Vocabulary at the
beginning of each
lesson*Refer to 008.01
TMA, TO,
BKAB,DMT
Kindergarten Mathematics District Reference008
Unit 3 Concepts and Principles of Measurement Ongoing
Instructional Objective008.13 Compare the lengths or sizes of objects (e.g., longer, shorter,
larger, smaller).
Standard ReferenceK.M.2.1.1
No. Performance Objective Resource Reference AssessmentCorrelation
01 Explore the use of standard and non-standard toolsfor measuring time, length, volume, weight,
temperature and interpreting calendars.
Chapters 9, 11, 12Daily Routines
*Refer to 008.01
TMA, TO
Instructional Objective008.14 Estimate measurement using concrete objects.
Standard ReferenceK.M.2.1.2
No. Performance Objective Resource Reference AssessmentCorrelation
01 Apply estimation of measurement to real-worldand content problems, using actual measuring
devices.
Chapters 11,12*Refer to 008.01
TMA, TO
Instructional Objective008.15 Use appropriate vocabulary.
Standard ReferenceK.M.2.1.4
No. Performance Objective Resource Reference Assessment
Correlation01 Use appropriate vocabulary Chapter 9, 11, 12
Daily Routines:
Vocabulary at the
beginning of eachlesson
TMA, TO
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Kindergarten Mathematics District Reference008
Unit 4 Concepts and Language of Algebra Ongoing
Instructional Objective
008.16 Compare sets of objects using vocabulary (less than, greaterthan, same as).
Standard Reference
K.M.3.1.2
No. Performance Objective Resource Reference Assessment
Correlation
01 Compare sets of objects using vocabulary (lessthan, greater than, same as).
Chapters 3, 8*Refer to 008.01
TMA, TO,BKAB,
DMT
Instructional Objective008.17 Explore the relationship between addition and subtraction.
Standard Reference
No. Performance Objective Resource Reference Assessment
Correlation
01 Explore the relationship between addition andsubtraction
Chapter 14*Refer to 008.01
TMA, TO
Kindergarten Mathematics District Reference008
Unit 5 Concepts and Principles of Geometry Ongoing
Instructional Objective008.18 Recognize, name, compare, and sort two and three-dimensional shapes (triangle, rectangle, square, circle, cone, cube).
Standard ReferenceK.M.4.1.1K.M.4.1.2
No. Performance Objective Resource Reference Assessment
Correlation01 Identify and classify geometric figures (square,
circle, rectangle, and triangle).
Chapters 5, 6
*Refer to 008.01
TMA, TO,
BKAB,
DMT
Instructional Objective008.19 Recognize and create shapes that have symmetry.
Standard Reference
No. Performance Objective Resource Reference Assessment
Correlation
01 Name the shape of a pictured figure as a square,
circle, rectangle, and triangle.
Chapter 5
*Refer to 008.01
TMA, TO,
BKAB,
DMT
Instructional Objective008.20 Explore slides, flips, and turns.
Standard Reference
No. Performance Objective Resource Reference Assessment
Correlation
01 Locate a specified geometric figure in simple
pictures containing several geometric figures.
Chapters 5, 6
*Refer to 008.01
TMA, TO,
BKAB,
DMT
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Instructional Objective008.21 Apply appropriate vocabulary for position and size.
Standard Reference
K.M.4.1.3
K.M.4.3.1
No. Performance Objective Resource Reference AssessmentCorrelation
01 Use appropriate vocabulary: above, below, up,down, over, under, inside, outside, top, bottom,
between, middle, before, after.
Chapter 2Daily Routines:
Vocabulary at thebeginning of eachlesson
TMA, TO,BKAB,
DMT
Instructional Objective008.22 Apply graphing in two dimensions. Apply ideas about
direction and distance.
Standard Reference
No. Performance Objective Resource Reference AssessmentCorrelation
01 Apply graphing in two dimensions. Apply ideas
about direction and distance.
Chapter 6
*Refer to 008.01
TMA, TO,
BKAB,DMT
Kindergarten Mathematics District Reference008
Unit 6 Data Analysis, Probability, and Statistics Ongoing
Instructional Objective008.23 Interpret information from real objects graphs and simplepictographs.
Standard ReferenceK.M.5.1.1
No. Performance Objective Resource Reference Assessment
Correlation01 Provide a simple graph such as how many girls
and how many boys and determine most, least, and
same.
Chapters 3, 4
*Refer to 008.01
TMA, TO,
BKAB,
DMT
Instructional Objective008.24 Understand and use appropriate vocabulary,
Standard ReferenceK.M.5.1.2
No. Performance Objective Resource Reference Assessment
Correlation
01 Use appropriate vocabulary: graph, same,
different, least, most, sort, predict, and tally.
Chapters 3, 4
Daily Routines
TMA, TO,
BKAB,
DMT
Instructional Objective008.25 Create a graph using real objects or pictorial representations.
Standard ReferenceK.M.5.2.1
No. Performance Objective Resource Reference Assessment
Correlation
01 Create a graph using real objects or pictorial
representations.
Chapters 3, 4
Daily Routines
*Refer to 008.01
TMA, TO,
BKAB,
DMT
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Instructional Objective008.26 Predict and perform results of simple probability experiments.
Standard Reference
No. Performance Objective Resource Reference Assessment
Correlation
01 Predict and perform results of simple probability
experiments.
Chapter 5
Daily Routines*Refer to 008.01
TMA, TO,
BKAB,DMT
Instructional Objective008.27 Make predictions or decisions based on probable results orpast experiences.
Standard Reference
No. Performance Objective Resource Reference AssessmentCorrelation
01 Make predictions or decisions based on probableresults or past experiences. Given a series of
pictures depicting a story, the student will arrange
the pictures in a given sequence (e.g., left-to-right,
top-to-bottom).
Chapter 5*Refer to 008.01
TMA, TO,BKAB,
DMT
Kindergarten Mathematics District Reference008
Unit 7 Functions and Mathematical Models Ongoing
Instructional Objective008.28 Replicate and extend simple patterns and use appropriate
vocabulary.
Standard ReferenceK.M.3.4.1
K.M.3.4.2
No. Performance Objective Resource Reference AssessmentCorrelation
01 Copy, describe or extend a pattern using classroomitems.
Chapters 2, 7*Refer to 008.01
TMA, TO,BKAB,
DMT
Instructional Objective008.29 Sort and classify objects by attributes.
Standard ReferenceK.M.4.1.2
No. Performance Objective Resource Reference AssessmentCorrelation
01 Sort by shape, color, size, and other attributesusing classroom items.
Chapter 1*Refer to 008.01
TMA, TO,BKAB,
DMT
Instructional Objective
008.30 Understand and use appropriate vocabulary.
Standard Reference
K.M.3.4.2No. Performance Objective Resource Reference Assessment
Correlation
01 Use appropriate vocabulary: sort, pattern, andcount.
Chapters 1, 2 TMA, TO
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Idaho Achievement Standards/Kindergarten/Mathematics/2-1-06 Page 1
INDEPENDENT SCHOOL DISTRICT OF BOISE CITYIDAHO ACHIEVEMENT STANDARDS
KINDERGARTENMATHEMATICS
Mathematical reasoning and problem solving processes should be incorporated throughout allmathematics standards. Students should use a variety of methods, such as words, numbers, symbols,charts, graphs, tables, diagrams, and models to communicate mathematical information and to explainmathematical reasoning and concepts.
Standard 1: Number and Operation
Students in Kindergartendemonstrate knowledge of our numeration system by counting forward by onesto at least 31. Students show the verbal, symbolic, and physical representations of a number up to 10.
Goal 1.1: Understand and use numbers.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.1.1.1 Demonstrate knowledge of our numeration system by counting forward by ones to at
least 31.K.M.1.1.2 Show the verbal, symbolic, and physical representations of a number up to 10.K.M.1.1.3 Identify a penny as a value of money.K.M.1.1.4 Select strategies appropriate for solving a problem.K.M.1.1.5 Use appropriate vocabulary.
Goal 1.2: Perform computations accurately.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.1.2.1 Use concrete objects to illustrate the concepts of addition and subtraction.K.M.1.2.2 Use appropriate vocabulary.
Goal 1.3: Estimate and judge reasonableness of results.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.1.3.1 Use estimation to identify a number of objects.K.M.1.3.2 Use estimation to evaluate the reasonableness of an answer.K.M.1.3.3 Use appropriate vocabulary.
Standard 2: Concepts and Principles of Measurement
Students in Kindergarten use appropriate vocabulary.
Goal 2.1: Understand and use U.S. customary and metric measurements.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.2.1.1 Compare the lengths or sizes of objects (e.g., longer, shorter, larger, smaller).
K.M.2.1.2 Estimate measurement using concrete objects.K.M.2.1.3 Name the day of the week and the days date using a calendar.K.M.2.1.4 Use appropriate vocabulary.
Goal 2.2: Apply the concepts of rates, ratios, and proportions.
No objectives at this grade level.
Goal 2.3: Apply dimensional analysis.
7/29/2019 Independent School District of Boise
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Idaho Achievement Standards/Kindergarten/Mathematics/2-1-06 Page 2
No objectives at this grade level.
Standard 3: Concepts and Language of Algebra and Functions
Students in Kindergarten compare sets of objects using the vocabulary words/phrases of less than,greater than, and same as. Students replicate and extend simple repeating patterns.
Goal 3.1: Use algebraic symbolism as a tool to represent mathematical relationships.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.3.1.1 Use concrete objects to identify and show a solution to problems.K.M.3.1.2 Compare sets of objects using vocabulary (less than, greater than, and same as).
Goal 3.2: Evaluate algebraic expressions.
No objectives at this grade level.
Goal 3.3: Solve algebraic equations and inequalities.
No objectives at this grade level.
Goal 3.4: Understand the concept of functions.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.3.4.1 Replicate and extend simple repeating patterns (e.g., ABAB).K.M.3.4.2 Use appropriate vocabulary.
Goal 3.5: Represent equations, inequalities and functions in a variety of formats.
No objectives at this grade level.
Goal 3.6: Apply functions to a variety of problems.
No objectives at this grade level.
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Idaho Achievement Standards/Kindergarten/Mathematics/2-1-06 Page 3
Standard 4: Concepts and Principles of Geometry
Students in Kindergarten recognize, name, compare, and sort the two- and three- dimensional shapes oftriangles, squares, circles, cones, and cubes. Students apply appropriate vocabulary for position and size.
Goal 4.1: Apply concepts of size, shape, and spatial relationships.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.4.1.1 Recognize, name, compare, and sort two- and three- dimensional shapes (triangle,
rectangle, square, circle, cone, cube).K.M.4.1.2 Sort and classify objects.K.M.4.1.3 Apply appropriate vocabulary.
Goal 4.2: Apply the geometry of right triangles.
No objectives at this grade level.
Goal 4.3: Apply graphing in two dimensions.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.4.3.1 Describe the location of an object relative to another (e.g., next to, under, over,
behind).
Standard 5: Data Analysis, Probability, and Statistics
Students in Kindergarten interpret information from real object graphs and simple pictographs.
Goal 5.1: Understand data analysis.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.5.1.1 Interpret information from real object graphs and simple pictographs.K.M.5.1.2 Use appropriate vocabulary.
Goal 5.2: Collect, organize, and display data.
Objective(s): By the end of Kindergarten, the student will be able to:K.M.5.2.1 Create a graph using real objects or pictorial representations.
Goal 5.3: Apply simple statistical measurements.
No objectives at this grade level.
Goal 5.4: Understand basic concepts of probability.
No objectives at this grade level.
Goal 5.5: Make predictions or decisions based on data.
No objectives at this grade level.