Math Curriculum Guide Kindergarten€¦ · Math Curriculum Guide . Kindergarten . 2013 – 2014 School Year . Dear Colleague, This curriculum guide includes/provides: Alignment to

Math Curriculum Guide

Kindergarten

2013 – 2014 School Year

Dear Colleague, This curriculum guide includes/provides: Alignment to the New York State Common Core Learning Standards (CCLS)

• A recommended, not strictly required, pace and sequence to follow while utilizing the enVision program. o Adjustments may occur based upon your school’s alternate schedules and your particular students’ needs.

• Additional resources per topic to further develop student fluencies and problem solving ability. o Sprints to develop students number sense, fluencies and mental math skills. o Performance Tasks to provide opportunities for students to think criticially and creatively in non-routine scenarios.

Through discussion and writing, students will enhance their ability to communicate mathematically. Attention to the CCLS Priority Standards

• Standards that are Major priorities are typed in bold and italics, and shaded in green – recommended as 70% of our time. • Standards that are supporting topics are typed in italics only, and shaded in blue – recommended as 20% of our time. • Standards that are additional topics are typed in regular font, and shaded in yellow – recommended as 10% of our time.

Unit/Topic and Lesson Essential Questions

• Share these questions with your students to assist in providing a focus for the lesson and/or unit as a whole. • Post them in your classroom in predominate locations.

Reflection and Revision Opportunities

• A “Teacher Notes” column. o Collegial feedback and considerations are included to more efficiently uncover specific learning objectives. o White space is available to include your own current notes and plans. o Room to indicate when are where the Sprints & Performance Tasks are used.

Guidance for End-Of-Year Instruction

• Time to revisit some of the Major priority standards again. o Consider utilizing center activities, Sprints, Performance Tasks, ExamView or other valuable resources.

• The symbol * has been included in the teacher notes column for each lesson that is included in our end-of-year instruction. • The “Step-Up” resources should only be used as enrichment, or if all grade level concepts are mastered

Have an excellent 2013 – 2014 school year!

http://youtu.be/G_y9gGnd68M

Unit/Topic 1: One to Five How can numbers from 1 to 5 be counted, read and written?

Fluency Development Recommended Sprints: 1 - K.CC.4a K.CC.4b PK.CC.3 Finger Recognition 12 - PK.CC.3 K.CC.4 K.CC.5 Five Frames

Activities:

Problem Solving Development Performance Activities: enVision Enrichment Master Topics and/or enVision Topic Opener Game Topic 1-1

Suggested

Time Frame Day /Date

Lesson Number and Title Common Core State Standard(s) Essential Question(s)

Teacher Notes Indicate Fluency &

Performance Task Used

9/9 1-1 Number counting 1, 2, 3 K.CC.4.a K.CC.5 How does counting tell how many?

9/10 1-2 Counting 1, 2, and 3 in different arrangements

K.CC.4.b K.CC.5

How can you tell just by looking how many objects there are in a group?

9/11 1-3 Reading and Writing 1, 2, and 3

K.CC.3 K.CC.4 K.CC.5

Why is writing the number 1, 2 or 3 important? enVision Enrichment 1-3

9/12 1-4 Counting 4 and % K.CC.4.a K.CC.5

Why is the last number you say important when counting a set of objects?

9/13 1-5 Counting 4 and 5 in Different Arrangements

K.CC.4.b K.CC.5

How can you recognize different arrangements of 4 or 5 objects?

9/16 1-6 Reading and Writing 4 and 5


Why is writing the numbers 4 and 5 important?

9/17 1-7 Problem Solving Use Objects

`K.CC.5 K.CC.4b How can you use objects to solve a problem enVision Enrichment 1-7

9/18-9/19 Review and Assess Topic 1

9/20 Day 1: District-Wide Fall Math Assessment (Multiple Choice) Day 2: District-Wide Fall Math Assessment (Performance Tasks)

Unit/Topic 2: Comparing and ordering 0-5 How can numbers from 0 -5 be compared and ordered?

Fluency Development Recommended Sprints: 4 - K.CC.2 K.CC.4b K.CC.4c Count to 3 8 - K.CC.2 K.CC.4b K.CC.4c Count to 5 13 - PK.CC.3 K.CC.4 K.CC.5 Number Recognition (1-5)

Activities:

Problem Solving Development Performance Activities: enVision Enrichment Master Topics and/or enVision Topic Opener Game Topic 2-1

Suggested





9/23 2-1 More, Fewer and Same As K.CC.6 How does using the number one-to-one correspondence help

you compare two sets of objects? *

9/24 2-2 1 and 2 More K.CC.6 How can you tell whether a group has one more or two more? *

9/25 9/26 2-3 1 and 2 Fewer K.CC.6 How can you tell whether a group has one fewer or two

fewer?

* It is strongly suggested to use the Quick Check Master in section 4.

9/27 2-4 The Number 0 K.CC.3 What number would you use to show no objects or none? enVision Enrichment 2-4

9/30 2-5 Reading and Writing 0 K.CC.3 K.CC.4 K.CC.5

What number would you use to show no objects or none?

10/1 2-6 As Many, More, and Fewer K.CC.6

How does matching objects in two groups of objects help you know which group has more, fewer than or as many as

the other group? *

10/2 2-7 Ordering numbers 0 to 5 K.CC.4.c How can you use objects to show the number sequence 0 to 5?

10/3 2-8 Ordinal Numbers Through Fifth

K.CC.4 K.CC.4.c How can you describe the order of five things in a row? enVision Enrichment 2-8

10/4 2-9 Problem Solving: Use Objects

K.CC.6 K.CC.4b K.CC.4c

How can you use connecting cubes to solve a problem? *

10/7 10/8 Review and Assess Topic 2

Unit/Topic 3: Six to Ten How can numbers from 6 to 10 be counted , read and written?

Fluency Development

Recommended Sprints: 16 - K.CC.2 1.OA.5 Count to 6 18 - K.CC.2 1.OA.5 Count to 8 20 - K.CC.2 1.OA.5 Count to 10

Activities:

Problem Solving Development Performance Activities: enVision Enrichment Master Topics and/or enVision Topic Opener Game Topic 3

Suggested





10/9 3-1 Counting 6 and 7 K.CC.4.b K.CC.5 How can you be that you are counting correctly?



Why is writing the number 6 or 7 important? enVision Enrichment 3-2

10/11 3-3 Counting 8 and 9 K.CC.4.b K.CC.5

What does the last number you say when counting a set of objects tell you?



When can you write the number 8 to show how many items are in a group?

10/16 3-5 Counting 10 K.CC.4b K.CC.5 How to use counting to tell how many objects are in a set? enVision Enrichment 3-5

10/17 3-6 Reading and Writing 10 K.CC.3 K.CC.4 K.CC.5

Which number can you use to show there are 10 items in a group and can you use any other number to show 10 items?

10/18 3-7 Problem Solving: Look for

a Pattern

K.CC.4.b K.CC.4a K.CC.4c

How can you predict what comes next in a growing pattern? Vocabulary: growing pattern

10/21 Adding a Row to Finish a Pattern How can you draw a row to finish a pattern?


Unit/Topic 4: Comparing and Ordering Numbers 0 to 10 How can numbers from 0 to 10 be comparred and ordered?

Fluency Development Recommended Sprints: 11 - K.CC.7 Circle the Smallest Number 10 - K.CC.7 Circle the Biggest Number

Activities:

Problem Solving Development Performance Activities: enVision Enrichment Master Topics and/or enVision Topic Opener Game Topic 4

Suggested Time

Frame Day /Date




10/24 4-1 Comparing numbers to 10 K.CC.6 K.CC.7

How do you know which number is greater than another? *

10/25 4-2 Comparing numbers to 5 K.CC.6 K.CC.7 How can you use 5 as a benchmark to compare numbers? * enVision Enrichment 4-2

10/28 Introduce 10 frame

10/29 4-3 Comparing numbers to 10 K.CC.6 K.CC.7 How can you tell if a number is less than 10? *

10/30 4-4 1 More K.CC.6 K.CC7 K.OA.1

How can you find the number that is one more than another number? *

10/31 4-5 1 Fewer K.CC.6 K.CC7 K.OA.1

How can you find a number that is one fewer than another number? *

11/1 4-6 2 More K.CC.6 K.CC7 K.OA.1

How can you find the number that is two more than another number? *

11/2 4-7 2 Fewer K.CC.6 K.CC7 K.OA.1

How can you find a number that is 2 fewer than another number? *

11/3 4-8

Ordering Numbers Through 10

K.CC.2 K.CC.4.c Which numbers do you that come after 5? *

11/4 4-9 Ordering numbers on the Number Line K.CC.2 How can you use a number line to help count from 0 to 10? *

11/5 4-10 Problem Solving Use Objects K.CC.7 How do you use counters to solve a problem? * enVision Enrichment 4-10

11/6 11/7 11/8

Day 1 and Day 2: Review and assess Topics 1-4 (Topic 4 Test is optional) Day 3: enVision Benchmark Topics 1-4

Unit/Topic 5: Numbers to 20 How can numbers to 20 be read and written?

Fluency Development

Recommended Sprints: 33 - K.CC2 1.NBT.1 Fill in the Missing Number

Activities:

Problem Solving Development In preparation for individual student work on the upcoming district-wide Performance Benchmark, this Performance Task is highly recommended: Inside Mathematics (Kindergarten) The Wheel Shop

Suggested Time

Frame Day /Date




11/12 5-1 Counting, Reading and Writing 11 &12

K.CC.4.b K.CC.3

When should you write the number 11 to tell about a set of objects? The number 12?

11/13 5-2 Counting, Reading and Writing 13, 14 and 15

K.CC.4.b K.CC.3

When should you write the number 13 to tell about a set of objects? The number 14? The number 15?

11/14 5-3 Counting, Reading and Writing 16 and 17

K.CC.4.b K.CC.3

What do the numbers 16 and 17 tell you about sets of objects?

11/15 5-4 Counting, Reading and Writing 18, 19 and 20

K.CC.4.b K.CC.3

When can you use the number 18 to tell about a set of objects? Can you use the number words Nineteen or twenty

to tell about the same set of objects?

11/18 11/19 5-5 Problem Solving: Use

Logical Reasoning K.CC.2 How can you use logical reasoning to solve a problem? *


Unit/Topic 6: Numbers to 100 How can numbers to 100 be counted using a 100 chart?

Fluency Development Recommended Sprints: 38 - 1.NBT.4 1.NBT.5 1.NBT.6 Skip Count by 10s

Activities:

Problem Solving Development Recommended Performance Tasks: Exemplars K.CC.1-100TH Birthday Celebration

Activities: Inside Mathematics (Kindergarten) Through The Grapevine

Suggested Time

Frame Day /Date




11/21-11/27 Review numbers to 30.

Informally assess before beginning Topic 6.

Utilize 3 -4 days before continuing to counting to 30.

12/2 6-1 Counting to 30 K.CC.1 K.CC.2

K.CC.4b When will you count to 30 to find out about a set of objects? *

12/3 12/4 6-2 About How Many? K.CC.5 How can you estimate how many objects are in a group?

12/5 12/6 12/9

6-3 Counting to 100 K.CC.1 What numbers are repeated in each column as you count?

12/10 12/11 6-4 Counting Groups of Ten K.CC.1 How can you count objects that are in groups of ten?

12/12 12/13 6-5 Patterns on a Hundred

Chart K.CC.1 When you count by 2s and 10s on a hundred chart, what patterns do you see?

12/16 12/17 6-6 Problem Solving K.CC.1

K.CC.2 How can you find a pattern to solve a problem? *

12/18 Review counting to 100 using 100 chart, and number order before proceeding to Topic 7


Unit/Topic 7: Understanding Addition How can numbers from 0 to 20 be counted, read and written?

Fluency Development Recommended Sprints: 7 - K.CC.2 K.OA.2 K.OA.5 1.OA.6 Make 4 9 - K.CC.2 K.OA.2 K.OA.5 1.OA.6 Make 5

Activities:

Problem Solving Development Recommended Performance Tasks: Exemplars K.OA.1-Canoe Trip

Activities: Inside Mathematics (Kindergarten) Pick A Pocket

Suggested Time

Frame Day /Date




1/2 7-1 Stories About Joining K.OA.1 K.OA.2 K.OA.5

How does moving two groups of objects together help you know how many objects there in all? *

1/3 7-2 More Joining K.OA.1 K.OA.2 K.OA.5

What can you tell by looking at pictures of two groups that have a circle around them? *

1/6 7-3 Joining Groups K.OA.1 K.OA.2 K.OA.5

What do you find out when you join two groups, or two parts of a whole? *

1/7 7-4 Using the Plus Sign K.OA.1 K.OA.2 K.OA.5

What symbol can write to show joining two groups? *

1/8 7-5 Finding Sums K.OA.1 K.OA.2 K.OA.5

What symbols can you write to show adding two groups and finding the sum? *

1/9 7-6 Addition Sentences K.OA.1 K.OA.2 K.OA.5

What information does an addition sentence tell you? *

1/10 7-7 Problem Solving: Draw a Picture

K.OA.1 K.OA.2 K.OA.5

What do you draw to solve a problem about joining groups? *


Unit/Topic 8: Understanding Subtraction What types of situations involve subtraction?

Fluency Development Recommended Sprints: 31 - K.OA.2 K.OA.5 1.OA.6 Subtract by Crossing Out

Activities:

Problem Solving Development Activities: enVision Enrichment Master Topics Inside Mathematics (Kindergarten) Party Time and Surrounded and Covered Exemplars K.OA.5 Fishing

Suggested Time

Frame Day /Date




1/15 8-1 Stories About Separating K.OA.1 K.OA.2 K.OA.5

How does moving an object, or objects, to the side of a group of objects help you know many objects are left? *

1/16 8-2 Stories About Take Away K.OA.1 K.OA.2 K.OA.5

How can you act out a number story about things taken away? *

1/17 8-3 Stories About Comparing K.OA.1 K.OA.2 K.OA.5

How does matching one object in one group with another object in another group help you find out about two groups? *

1/21 8-4 Problem Solving: Act It Out

K.OA.1 K.OA.2 K.OA.5

What do you to act out to solve a problem about taking away part of a group? *

1/22 8-5 Using the Minus Sign K.OA.1 K.OA.2 K.OA.5

What symbol can you write to show separating a part of a group from the whole group? *

1/23 8-6 Finding Differences K.OA.1 K.OA.2 K.OA.5

What symbol can you write in a number sentence between a number being subtracted and a number that tells how many

objects are left? *

1/24 8-7 Subtraction Sentences K.OA.1 K.OA.2 K.OA.5

What information does a subtraction sentence tell us? *

1/27 8-8 Problem Solving K.OA.1 K.OA.2

How can you use counters to solve a problem? *

1/28 1/29 1/30

Day 1: Review Topics 5-8 (Topic 8 test is optional) Day 2: REVIEW- Benchmark Practice Topics 5-8

Day 3: enVision Benchmark Assessment 5-8 and Exemplar K.NBT.1 - Clay Pots

Unit/Topic 9: More Addition & Subtraction What are different ways to make a number?

Fluency Development Recommended Sprints: 32 - 1.OA.6 Add and Subtract 30 - K.OA.2 1.OA.6 Add With Sums of 10 and Under

Activities:

Problem Solving Development Recommended Performance Tasks: Activities: enVision Enrichment Master Topics

Suggested


Lesson Number and Title Common Core

State Standard(s)

Essential Question(s) Teacher Notes

Indicate Fluency & Performance Task Used

1/31 9-1 Making 4 & 5 K.OA.3

Why can you show the same number of objects in different ways? *

2/3 9-2 Writing Number Sentences for 4 & 5

K.OA.3

How can number sentences represent part-part-whole relationships? * enVision Enrichment 9-2

2/4 9-3 Making 6 &7 K.OA.3

How can you show a whole group of objects in a different way? *


K.OA.3

How can the parts of a number be written as a number sentence? *

2/6 9-5 Making 8 & 9 K.OA.3

How can you show the same number of objects in different ways? *


K.OA.3


2/10 9-7 Making Ten K.OA.3 How can you show the same number in different ways? * enVision Enrichment 9-7

2/11 9-8 Writing Number Sentences For 10

K.OA.3


2/12 9-9 Problem Solving: Make a Graph

K.MD.3 How do you use a graph to solve a problem?


* 100TH DAY CELEBRATION - Use this day wherever it falls

Unit/Topic 10: Composing Numbers 11 to 19 How can you add 1 ten and some ones to make the numbers 11 to 19?

Fluency Development Recommended Sprints: 26 - K.NBT.1 1.NBT.2b Place Value Counting to 20

Activities:

Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Birthday Gift Shopping

Activities: enVision Enrichment Master Topics

Suggested Time Frame

Day /Date Lesson Number and Title Common Core

State Standard(s) Essential Question(s) Teacher Notes


2/24 10-1 Making 11, 12 & 13 K.NBT.1 How can the parts of a number be represented as a number sentence? * nVision Enrichment 10-1

2/25 10-2 Making 14, 15 & 16 K.NBT.1 How can the parts of a number be represented as a number sentence? * nVision Enrichment 10-2

2/27 10-3 Making 17, 18 & 19 K.NBT.1 How can the parts of a number be represented as a drawing or as a number sentence with 10 as one of the parts? *enVision Enrichment 10-3

2/28 10-4 Problem Solving: Look For a Pattern K.NBT.1 What patterns are there on the first two rows of the hundred

chart, and how can the patterns be represented? *enVision Enrichment 10-4


Unit/Topic 11: Decomposing Numbers 11 to 19 How can we break the numbers into parts?

Fluency Development Recommended Sprints: 30 - 1.OA.6 2.OA.2 Sums Between 10 and 20 (9) 13 - K.OA.3 K.OA.4 1.OA.6 Ten Frames

Activities:

Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Bowls of Apples






3/5 11-1 Creating Sets to 19 K.NBT.1 What strategies can you use to find the number of objects in a set greater than 10? *

3/6 11-2 Parts of 11, 12 & 13 K.NBT.1 How can 11, 12 & 13 be broken into ten ones and some more ones using a drawing and a number sentence? *enVision Enrichment 11-2

3/7 11-3 Parts of 14, 15 & 16 K.NBT.1 How can 14, 15 & 16 be broken into ten ones and some more ones using a drawing and a number sentence? *enVision Enrichment 10-3

3/10 11-4 Parts of 17, 18 & 19 K.NBT.1 How can 17, 18 & 19 be broken into ten ones and some more ones using a drawing and a number sentence? *

3/11 3/12 11-5 Problem Solving: Look for

a Pattern K.NBT.1 What patterns can be identified and extended to decompose numbers11 to 19 into ten and ones? *


Unit/Topic 12: Measurement How can objects be compared and ordered by length, height and weight?

Fluency Development Recommended Sprints: 24 - PK.MD.1 K.MD.1 Measurement 25 - PK.MD.1 K.MD.1 Length

Activities:

Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Hot Chocolate

Activities: enVision Enrichment Master Topics Inside Mathematics (Kindergarten) Digging Dinosaurs

Suggested Time

Frame Day /Date




3/17 12-1 Describing Objects by More Than One Attribute K.MD.1 How can you describe the attributes of an object?

3/18 12-2 Comparing by Length K.MD.1 K.MD.2 What words tell how long objects are? enVision Enrichment 12-2

3/19 12-3 More Comparing Objects by Length

K.MD.1 K.MD.2 How can you compare the lengths of three objects?

3/20 12-4 Problem Solving: Try , Check, and Revise

K.MD.1 K.MD.2 How can you make a good guess to try to solve a problem?

3/21 12-5 Comparing by Height K.MD.1 K.MD.2 What words tell how tall objects are? enVision Enrichment 12-5

3/24 12-6 More Comparing objects by Height

K.MD.1 K.MD.2 How can you compare the height of three objects?

3/25 12-7 Comparing Capacities K.MD.1 K.MD.2

How can you tell if a container holds the same, more, or less than another?

3/26 12-8 Comparing Weight K.MD.1 K.MD.2 How can you compare the weights of two objects?

3/27 3/28 3/31

Day 1- Review Topics 9-12 (Topic 12 test is optional) Day 2: REVIEW- Benchmark Practice Topics 9-12

Day 3: enVision Benchmark Assessment 9-12 & Exemplars K-2 Math Practices - Octopus

Unit/Topic 13: Sorting, Classifying, Counting and Categorizing Data What are the different ways objects can be grouped?

Fluency Development

Recommended Sprints: 23 - PK.OA.2 Patterns

Activities:

Problem Solving Development Recommended Performance Tasks: Exemplars K-2 Math Practices - Flags Activities: enVision Enrichment Master Topics Inside Mathematics (Kindergarten) Measuring Mammals

Suggested Time

Frame Day /Date




4/1 13-1 Same & Different K.MD.3 What does looking at the color, shape and size of objects help you know about them?

4/2 13-2 Sorting by One Attribute K.MD.3 What are some ways you can sort objects?

4/3 13-3 Sorting the Same Set in Different Ways K.MD.3 How does looking at the color and shapes of objects in a set

help you sort them n two ways?

4/4 13-4 Sorting by More Than One Attribute K.MD.3 In order to make a group of objects that are exactly alike in

two ways, what should you notice about the objects?

4/7 13-5 Problem Solving: Use Logical Reasoning

K.MD.3 K.G.1 How can you use what you know to solve a problem? enVision Enrichment 13-5

4/8 13-6 Real Graphs K.MD.3 How does making and reading a real graph help you answer questions?

4/9 13-7 Picture Graphs K.MD.3 How does making a graph with pictures help you answer questions?


Unit/Topic 14: Identifying and Describing Shapes How can shapes be names and described?

Fluency Development Recommended Sprints: 2 - PK.MD.1 Same

Activities:

Problem Solving Development Recommended Performance Tasks: Exemplars K.G.5 - Pig Pens

Activities: enVision Enrichment Master Topics Inside Mathematics (Kindergarten) Between the Lines

Suggested Time

Frame Day /Date




4/24 14-1 Rectangles K.G.2 How can you tell if a shape is a rectangle?

4/25 14-2 Squares K.G.2 How can you tell if a shape is a square?

4/28 14-3 Circles K.G.2 How can you tell if a shape is a circle?

4/29 14-4 Triangles K.G.2 How can you tell if a shape is a triangle? enVision Enrichment 14-4

4/30 14-5 Hexagons K.G.2 How can you tell if a shape is a hexagon?

5/1 14-6 Solid Figures K.G.2 K.G.3 What do you look for when you describe and match shapes?

5/2 14-7 Flat Surfaces of Solid Figures

K.G.2 K.G.3 How can you describe the flat surfaces of solids?

5/5 14-8 Problem Solving: Use Objects

K.G.2 How can you use objects to solve a problem?

5/6 5/7 Hands on Lessons using

Solid Figures


Unit/Topic 15: Position and Location of Shapes What words can be used to describe the position and location of shapes?

Fluency Development Recommended Sprints: 3 - PK.MD.1

Activities:

Problem Solving Development Recommended Performance Tasks: Exemplars K.G.4 - Geometry

Activities: enVision Enrichment Master Topics Inside Mathematics (Kindergarten) The Shape of Things





5/12 15-1 Inside and Outside K.G.1

How can you describe where something is using the words inside and outside?

5/13 15-2 Above, Below and On K.G.1

How can you describe where something is using the words above, below, or on?

enVision Enrichment 15-3

5/14 15-3 In Front Of and Behind K.G.1 How can you describe where something is using the words In front of, behind, next to, or beside?

enVision Enrichment 15-4

5/15 15-4 Left and Right K.G.1 How can you use the words left and right to describe where something is?

5/16 15-5 Problem Solving: Act it Out K.G.1 How can acting out a problem help you solve it?


Unit/Topic 16: Analyzing, Comparing, and Composing Shapes How can shapes be named, described, compared, and composed?

Fluency Development Recommended Sprints: 29 - K.OA.2 1.OA.6 Find the Whole

Activities:

Problem Solving Development Recommended Performance Tasks: Exemplars K.G.2 - Paleontologist






5/21 16-1 Same Size, Same Shape K.G.4 K.G.2 How do you know when shapes are exactly the same?

5/22 16-2 Making Shapes from Other Shapes?

K.G.6 K.G.4 How can you use smaller shapes to make a lager shape?

5/23 16-3 Comparing Solid Figures K.G.4 K.G.2 How are the sphere, cube, cylinder, and cone alike?

5/28 16-4 Building with Solid Figures

K.G.5 K.G.2

What three-dimensional shapes can you make using solid figures?

enVisions Enrichment 16-4

5/29 16-5 Problem Solving: Use Logical Reasoning

K.G.4 K.G.3

How can you identify a shape based on clues about its attributes?

5/30 6/3 6/4 6/5 6/6

Day 1, Day 2, and Day 3: Review Topics 13-16 (Topic 16 test & Benchmark Assessment 13-16 are optional)

Day 4 and Day 5: District-Wide Spring Math Assessment

Grade Level Priorities For Review

Fluency Development Recommended Sprints:

Activities:

Problem Solving Development Recommended Performance Tasks:

Activities:

Day /Date Lessons Common Core State Standard(s) Essential Understandings



6/9 4-8, 4-9, 5-5, 6-1, 6-6 K.CC.2

Counting forward from a given number within the known sequence.

6/10 2-1, 2-2, 2-3, 2-6, 2-9, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7 K.CC.6

Identify whether the number of objects in one group is greater than, less than, or equal to the number of the objects in another group, e.g., by using matching and

counting strategies.

6/11 4-1, 4-2, 4-3, 4-5, 4-6, 4-7, 4-10 K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

6/12 7-1, 7-2, 7-3, 7-4, 7-5 7-6, 7-7, 8-1, 8-2, 8-3, 8-4, 8-

5, 8-6, 8-7, 8-8 K.OA.2 Solve addition and subtraction word problems, and add and subtract within 1-, e.g.,

by using objects or drawings to represent the problem.

6/13 9-1, 9-2, 9-3, 9-4,9-5, 9-6,9-8 K.OA.3

Decompose number less than or equal to 10 into pairs in more than one way, e.g., by using or drawings and record each decomposition by a drawing or equation

(5=2=3 and 5=4+1)

6/16 9-7 K.OA.4 For any number from 1to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawing, and record that answer with the drawing

or equation.

6/17 10-1, 10-2, 10-3, 10-4, 11-1, 11-2,11-3,11-4,11-5 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.

6/18-6/27 Use Step Up To First Grade ONLY as Enrichment and/or After All Kindergarten Concepts Are Mastered

Documents

Math Curriculum Guide Kindergarten€¦ · Math Curriculum Guide . Kindergarten . 2013 – 2014 School Year . Dear Colleague, This curriculum guide includes/provides: Alignment to