1 Kindergarten Math Curriculum Map Introduction The following Curriculum Map has been created by a team of Manchester Township School District elementary teachers. As kindergarten teachers utilize this information to create lesson plans, please remember that the art of differentiation starts with the great awareness that all students can and will learn. Teachers should continue to use differentiated instruction throughout each unit. It is suggested that when planning lessons, teachers use Common Core State Standards, side by side with the Essential Questions and Enduring Understandings as described on the Curriculum Map. The CCSS define what students should understand and be able to do in their study of mathematics ( www.corestandards.org ). Please note that the Common Core State Standards for Math are listed under for each unit. According to an article appearing on www.corestandards.org website, “Students with disabilities must be challenged to excel within the general curriculum and be prepared for success in their post –school lives, including college and/or careers.” As teachers create dynamic lesson plans, they will be mindful that the Common Core State Standards are a central part of instruction, particularly since it is through the CCSS that all students will be ready to achieve in order to be college and career ready. Note that the current elementary math program, My Math, has been aligned and correlated to the district's current special education resource, Math-U-See program. The CCSS focus on clear, concise, and rigorous skills and concepts which are scaffolded throughout the grade levels. The Standards not only provide opportunities to explore and develop College and Career Readiness Skills, but they also encourage students to solve real world problems. The Curriculum Map for Math will highlight the integration of reading, writing, speaking, listening, technology, and science. Please also note problem-based learning units which are imbedded throughout the curriculum. December 2014
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1
Kindergarten
Math Curriculum Map
Introduction
The following Curriculum Map has been created by a team of Manchester Township School District elementary teachers. As kindergarten
teachers utilize this information to create lesson plans, please remember that the art of differentiation starts with the great awareness that all students
can and will learn. Teachers should continue to use differentiated instruction throughout each unit. It is suggested that when planning lessons,
teachers use Common Core State Standards, side by side with the Essential Questions and Enduring Understandings as described on the Curriculum
Map. The CCSS define what students should understand and be able to do in their study of mathematics ( www.corestandards.org ). Please note
that the Common Core State Standards for Math are listed under for each unit.
According to an article appearing on www.corestandards.org website, “Students with disabilities must be challenged to excel within the
general curriculum and be prepared for success in their post –school lives, including college and/or careers.” As teachers create dynamic lesson plans,
they will be mindful that the Common Core State Standards are a central part of instruction, particularly since it is through the CCSS that all students
will be ready to achieve in order to be college and career ready. Note that the current elementary math program, My Math, has been aligned and
correlated to the district's current special education resource, Math-U-See program.
The CCSS focus on clear, concise, and rigorous skills and concepts which are scaffolded throughout the grade levels. The Standards not only
provide opportunities to explore and develop College and Career Readiness Skills, but they also encourage students to solve real world problems.
The Curriculum Map for Math will highlight the integration of reading, writing, speaking, listening, technology, and science. Please also note
problem-based learning units which are imbedded throughout the curriculum.
December 2014
2
Mathematics
UNIT 1
Content Area: Mathematics Grade: Kindergarten Domain: Counting and Cardinality
Chapter 1 Month: September
Essential Question: How do we show how many?
Common Core Standards for Mastery Standard Number
Objectives and descriptions Resources Suggested Activities
Chapter 1 Am I Ready? Pretest Diagnostic test Math at home
letter
Getting Read- Video
Vocabulary cards
My Foldables Chapter Project
K.CC.3 Write numbers from 1 to 20. Represent number of objects with a written numeral 0-20 (with 0 representing a count of no objects.)
Lesson 2: Students will recognize and write the numerals 1, 2, and 3, and represent a number of objects with a written numeral. (K.CC.4, K.CC.4a, K.CC.4c, K.CC.5)
Lesson 4: Students will recognize and write the numerals 4 and 5 and represent a number of objects with a written numeral. (K.CC.4, K.CC.4a, K.CC.4c, K.CC.5)
Lesson 5: Students will recognize and write the numeral 0. (K.CC.5)
My Math Chapter 1 Assessments
Check My Progress
Wrap Up Connected Online Resources
Songs Lesson Videos
My Learning Stations
Activity Card Make a Picture (Lesson 5)
Game Rainbow Crossing (Lesson 8)
3
Games Response
Interventions Problem of the
Day Common Core
Quick Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Study Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs
RWPS Community Helpers (Lesson 10)
Trade books
One, Two, Three How Many Animals Can You See?
Mama Cat Has Three Kittens
Five Little Monkeys Sitting in a Tree
A Frog in the Bog
A Place For Zero
More or Less
Big Fat Hen
Bat Jamboree
One Monkey Too Many
At the Edge of the Woods
Counting
4
Wildflowers
Mouse Count
Formative Assessments
Teacher observation
Games Anecdotal
records Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
K.CC.4 Understand the relationship between numbers and quantities; connect
counting to cardinality.
See above See above
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.
Lesson 1: Students will understand the relationship between
See above See above
5
numbers and quantities when using objects and illustrations to count 1, 2, and 3. (K.C 4, K.CC.4b, K.CC.5)
Lesson 3: Students will understand the relationship between numbers and quantities when using objects and illustrations to count 4 and 5. (K.CC.4, K.CC.4b, K.CC.5)
Lesson 11: Students will draw a diagram to solve problems. (K.CC.3, K.CC.4, K.CC.4b, K.CC.5)
KCC.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.
See above See above
K.CC4c Understand that teach successive number name refers to a quantity that is one larger.
Lesson 10: Students will use one-to-one correspondence and counting to compare groups and determine which group is greater than, less than, or whether the groups are equal to each other. (K.CC.3, K.CC.4, K.CC.5)
See above See above
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.
See above See above
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.
Lesson 6: Students will use one-to-one correspondence to determine whether groups are equal to each other. (K.CC.6)
Lesson 7: Students will use one-to-one correspondence to identify that a group that is greater than another group. (K.CC.6)
Lesson 8: Students will use one-to-one correspondence to identify that a group that is less than another group. (K.CC.6)
Lesson 9: Students will use one-to-one correspondence and counting to compare groups and determine which group is
See above See above
6
UNIT 1
Content Area: Mathematics Grade: Kindergarten Domain: Counting and Cardinality
Chapter 2 Month: September/October Essential Question: What do numbers tell me?
greater than, less than, or whether the groups are equal to each other. (K.C.C.7)
Common Core Standards for Mastery Standard Number
Objectives and descriptions Resources Suggested Activities
7
Chapter 2 Am I Ready? Pretest Diagnostic test Math at home letter
Getting Ready – Video Chapter Project My Vocabulary Cards My Foldables
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).
Lesson 3: Students will recognize and write the numerals 6, 7, and 8 and represent a number of objects with a written numeral. ( K.CC.4, K.CC.4a, K.CC.4c, K.CC.5)
Lesson 6: Students will recognize and write the numerals 9 and 10 and represent a number of objects with a written numeral. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.5)
Lesson7: Students will act it out to solve problems. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.5)
My Math Chapter 2 Assessments
Check My Progress Wrap Up
Connected Online Resources
Songs Lesson Videos Games Response
Interventions Problem of the Day Common Core Quick
Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Scholastic Study Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs
My Learning Stations
Game: Surf's Up (Lesson 5) RWPS Reader: Numbers About
Me (Lesson 5) Activity Card: Number Story
(Lesson 7)
Trade Books
Hop Jump
Two Ways to Count to 10
Hopscotch Around the World
Tea for Ten
Ten Black Dots
Ten Little Ducks
Who’s Counting
Anno’s Counting Book
1 Hunter
Henry the Fourth
8
Formative Assessments
Teacher observation Games Anecdotal records Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
K.CC.4 Understand the relationship between numbers
and quantities; connect counting to cardinality. Lesson 1:Students will name, recognize,
and count a quantity of 6 and 7 using concrete objects, illustrations, and drawings. (K.CC.4a, K.CC.4b, K.CC.5)
Lesson 2: Students will name, recognize, and count a quantity of 8 using concrete objects, illustrations, and drawings. (K.CC.4a, K.CC.4b, K.CC.5)
Lesson 4: Students will name, recognize, and count a quantity of 9 using concrete objects and motions. (K.CC.4a, K.CC.4b, K.CC.5)
Lesson 5: Students will name, recognize, and count a quantity of 10 using concrete objects and motions. (K.CC.4a, K.CC.4b, K.CC.5)
See above See above
K.CC.4a When counting objects, say the number names See above See above
9
in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Lesson 10: Use ordinal numbers to fifth to describe the position of an object.
Lesson 11: Students will use ordinal numbers to tenth to describe the position of an object.
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.
See above See above
K.CC.4c Understand that each successive number names refers to a quantity that is one larger.
Lesson 9: Students will use "one more" to identify a number that is one larger using numbers to 10. ( K.CC.3, K.CC.4)
See above See above
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.
See above See above
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.
Lesson 8: Students will use one-to-one correspondence and counting to compare groups and determine which group is greater than, less than, or whether the groups are equal to each other. (K.CC.7)
See above See above
10
UNIT 1
Content Area: Mathematics Grade: Kindergarten Domain: Counting and Cardinality
Chapter 3 Month: November/December
11
Essential Question: How can I show numbers beyond 10?
Common Core Standards for Mastery Standard Number
Objectives and descriptions Resources Suggested Activities
Chapter 3 Am I Ready? Pretest Diagnostic Test Math at home letter
Getting Ready Video
Chapter project My Vocabulary
cards My Foldables
K.CC.1 Count to 100 by ones and by tens. Lesson 8: Students will count and recognize
numerals to 50. (K.CC.2, K.CC.3) Lesson 9: Students will count to 100 by ones.
(K.CC.2, K.CC.3) Lesson 10: Students will count by tens to 100.
(K.CC.2, K.CC.3)
Assessments Check My Progress Wrap Up
Connected Online Resources
Songs Lesson Animations Games Response Interventions Problem of the Day Common Core Quick
Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Scholastic Study Jams Abcya.com Starfall.com
Teacher observation Games Anecdotal records Pair & share Exit cards Response
Cards
Line up Quizzes
13
Quick check
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).
Lesson 1: Students will name, recognize, count and write the numerals 11 and 12 using concrete objects and illustrations. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)
Lesson 2: Students will name, recognize, count and write the numerals 13 and 14 using concrete objects and illustrations. )K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)
Lesson 3: Students will name, recognize, count and write the numeral 15 using concrete objects and illustrations. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)
Lesson 4: Students will name, recognize, count and write the numerals 16 and 17 using concrete objects and illustrations. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)
Lesson 5: Students will name, recognize, count and write the numerals 18 and 19 using concrete objects and illustrations. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)
Lesson 6: Students will name, recognize, count and write the numeral 20 using concrete objects and illustrations. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)
Lesson 7: Students will draw a diagram to solve problems. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c,
See above See above
14
UNIT 2
Content Area: Mathematics Grade: Kindergarten Domain: Operations and Algebraic Thinking
Chapter 4 Month: December/January
Essential Question: How can we show a number in other ways?
K.CC.5)
Common Core Standards for Mastery Standard Number
Objectives and descriptions Resources Suggested Activities
Chapter 4 Am I Ready? Pretest Diagnostic Test At home letter
Getting Ready Video Chapter Project Vocabulary Cards My Foldables
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Lesson 1: Students will show ways to compose or make 4 and 5 using concrete objects, drawings, and numbers.
Lesson 3: Students will show ways to compose or make 6 and 7 using concrete objects, drawings, and numbers.
Lesson 5: Students will act it out to solve problems.
My Math Chapter4 Assessments
Check My Progress Wrap Up
Connected Online Resources
Songs Lesson Animations Games Response
Interventions Problem of the Day Common Core Quick
My Learning Stations
Graphic Novel: Bowling Fun (Lesson 8)
Game: Five in a Row (Lesson 8)
Activity Card: Number Rainbow (Lesson 8)
Trade Books
The Hungry Caterpillar
15
Lesson 6: Students will show ways to compose or make 8 and 9 using concrete objects, drawings, and numbers.
Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Scholastic Study Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs
One Gorrila
Six-Dinner Sid
6 Sticks
10 Red Apple
10 Apples on Top
1,2,3 Go!
Count the Ways, Little Brown Bear
My Baby Brother Has 10 Tiny Toes
Ten, Nine, Eight
Formative Assessments
Teacher observation Games Anecdotal records Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
16
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).
Lesson 2: Students will show ways to decompose or take apart 4 and 5 using concrete objects, drawings, and numbers. (K.OA.1)
Lesson 4: Students will show ways to decompose or take apart 6 and 7 using concrete objects, drawings, and numbers. (K.OA.1)
Lesson 7: Students will show ways to decompose or take apart 8 and 9 using concrete objects, drawings, and numbers.
Lesson 9: Students will show ways to decompose or take apart 10 using concrete objects, drawings, and numbers. (K.OA.1)
See above See above
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.
Lesson 8: Students will show ways to compose or make 10 using concrete objects, drawings, and numbers. (K.OA.1)
See above See above
17
UNIT 2 Content Area: Mathematics Grade: Kindergarten
Domain: Operations and Algebraic Thinking Chapter 5
Month: January
Essential Question: How can I use objects to add?
Common Core Standards for Mastery Standard Number
Objectives and descriptions Resources Suggested Activities
Chapter 5 Am I Ready? Pretest Diagnostic Test Math at home letter
Getting Ready Video Chapter project My Vocabulary Cards My Foldables
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Lesson 1: Students will model addition by putting groups together and adding to groups. (K.OA.2)
Lesson 2: Students will use concrete objects to
My Math Chapter 5 Assessments
Check My Progress Wrap Up
Connected Online Resources
My Learning Stations
Graphic Novel: Hold on Tight (Lesson 2)
Activity Card: Musical Mystery (Lesson 2)
Game: How Many in All?
18
represent and solve addition problems. (K.OA.2) Lesson 3: Students will use the plus symbol (+)
to show addition. ( K.OA.2, K.OA.5) Lesson 4: Students will use the equals symbol
(=) in addition sentences. (K.OA.2, K.OA.5) Lesson 5: Students will use concrete objects to
show how many in all. ( K.OA.2, K.OA.5) Lesson 6: Students will write a number sentence
to solve addition problems. ( K.OA.2, K.OA.5)
Songs Lesson Video Games Response
Interventions Problem of the Day Common Core Quick
Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Study Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs
(Lesson 5) RWPS Reader: Animals on
the Farm (Lesson 7)
Trade Books
Splash!
Domino Addition
Quack and Count
The Mission of Addition
Mission Addition
1 Guinea Pig is Not Enough
Ten Puppies
Formative Assessments
Teacher observation Games Anecdotal records Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
19
UNIT 2 Content Area: Mathematics Grade: Kindergarten
Domain: Operations and Algebraic Thinking Chapter 6
Month: January/February
Essential Question: How can I use objects to subtract?
Common Core Standards for Mastery Standard Number
Objectives and descriptions Resources Suggested Activities
Chapter 6 Am I Ready? Pretest Diagnostic test Math at home letter
Getting Ready Video Chapter Project My Vocabulary Cards My Foldables
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
My Math Chapter 6 Assessments
Check My Progress
My Learning Stations
RWPS Reader: Pets
20
Lesson 1: Students will model subtraction as taking away from or separating groups of objects. (K.OA.2)
Lesson 2: Students will use concrete objects to solve subtraction problems. (K.OA.2)
Lesson 3: Students will use the minus symbol to show subtraction. (K.OA.2, K.OA.5)
Lesson 4: Students will use the symbol (=) in subtraction. (K.OA.2, K.OA.5)
Lesson 5: Students will use concrete objects to show how many are left. (K.OA.2, K.OA.5)
Lesson 6: Students will write a number sentence to solve problems. (K.OA.2, K.OA.5)
Wrap Up Connected Online Resources
Songs Lesson Animations Games Response
Interventions Problem of the Day Common Core Quick
Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Study Jams Starfall.com Dr. Jean songs Hap Palmer songs
Find a Home (Lesson 2)
Activity Card: Take Away Story Book (Lesson 5)
Game: How Many Are Left? (Lesson 5)
Trade Books
5 Little Ducks
5 Little Monkeys Jumping on the Bed
The Action of Subraction
Monster Musical Chairs
Ten Sly Piranhas
Ten Flashing Fireflies
One Moose, Twenty Mice
My Singing Book of Numbers
Candy 1 to 20
If Mom Had Three Arms
Formative Assessments
Teacher observation Games Anecdotal records
21
UNIT 3 Content Area: Mathematics Grade: Kindergarten
Domain: Number and Operations in Base Ten Chapter 7
Month: February Essential Question: How do we show numbers 11 to 19 in another way?
Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
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).
Lesson 7: Students will take apart 10 by subtracting.
Common Core Standards for Mastery Standard Number
Objectives and descriptions Resources Suggested Activities
Chapter 7 Am I Ready? Pretest Diagnostic test Math at home letter
Getting Ready video
Chapter project Vocabulary cards
22
My Foldables K.NBT.1 Compose and decompose numbers from 11 to 19 into tens and
ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two , three, four, five, six, seven, eight, or nine ones.
Lesson 1: Students will compose numbers 11 to 15 using concrete objects and drawings to show a group of 10 and some more.
Lesson 2: Students will decompose numbers 11 to 15 using concrete objects and drawings to show a group of 10 and some more.
Lesson 3: Students will make a table to solve problems.
Lesson 4: Students will compose numbers 16 to 19 using concrete objects and drawings to show a group of 10 and some more.
Lesson 5: Students will decompose numbers 16 to 19 using concrete objects and drawings to show a group of 10 and some more.
My Math Chapter 7 Assessments
Check My Progress Wrap Up
Connected Online Resources
Songs Lesson Animations Games Response
Interventions Problem of the Day Common Core Quick
Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Study Jams Starfall.com
My Learning Stations
Activity Card: Bag It (Lesson 5)
Activity Card:
Investigation Item (Lesson 5)
Trade Books
One Moose, Twenty Mice
My Singing Book of Numbers
Candy 1 to 20
If Mom Had Three Arms
Twenty is Too Many
Formative Assessments
Teacher observation
Games Anecdotal
records Pair & share
23
UNIT 4 Content Area: Mathematics Grade: Kindergarten
Domain: Measurement and Data Chapter 8
Month: March
Essential Question: How do I describe and compare objects by length, height, and weight?
Exit cards Response
Cards
Line up Quizzes Quick check
24
Common Core Standards for Mastery Chapter 8 Standard Number
Objectives and descriptions Resources Am I Ready? Pretest Diagnostic test Math at home letter
Suggested Activities Getting ready video Chapter project My Vocabulary cards My Foldables
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Lesson 5: Students will describe measureable attributes of a single object. (K.MD.2)
My Math Chapter 8 Assessments
Check My Progress Wrap Up
Connected Online Resources
Songs Lesson Animations Games Response
Interventions Problem of the Day Common Core Quick
Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Study Jams Abcya.com Starfall.com
My Learning Stations
Game: Building a Snake (Lesson 2)
Activity Card: Comparing Snacks (Lesson 4)
RWPS Reader: BIGGER or Smaller? (Lesson 5)
Trade Books
Length
How Groundhog’s Garden Grew
The Long and Short of It
Just a Little Bit
A House For Birdie
Who Sank the Boat
Formative Assessments
Teacher observation
25
UNIT 4 Content Area: Mathematics Grade: Kindergarten
Domain: Measurement and Data Chapter 9
Month: March
Games Anecdotal records Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
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.
Lesson 1: Students will use direct comparison to compare the lengths of objects. (K.MD.1)
Lesson 2: Students will use direct comparison to compare the heights of objects. (K.MD.1)
Lesson 3: Students will guess, check, and revise to solve problems. (K.MD.1)
Lesson 4: Students will use direct comparison to compare objects by weight. (K.MD.1)
Lesson 6: Students will compare the capacity of two objects to determine holds more and holds less. (K.MD.1)
See above See above
26
Essential Question: How do I classify objects?
Common Core Standards for Mastery
Standard Number
Objectives and descriptions Resources Suggested Activities
Chapter 9 Am I ready? Pretest Diagnostic
test Math at home
letter
Getting ready video
Chapter project My Vocabulary
cards My Foldables
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Lesson 1: Students will identify objects that are alike and objects that are different.
Lesson 2: Students will use logical reasoning to solve problems.
Lesson 3: Students will sort objects into groups by size.
Lesson 4: Students will sort objects into groups by shape.
Lesson 5: Students will sort objects into groups by count.
My Math Chapter 9 Assessments
Check My Progress Wrap Up
Connected Online Resources
Songs Lesson Animations Games Response Interventions Problem of the Day Common Core Quick Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Study Jams
Activities: File folder games Various
manipulatives Sorting trays
Trade Books
A Pair of Socks Is Your Mama A Llama? The Button Box Shapes, Shapes, Shapes Fish Eyes
Formative Assessments
Teacher observation
Games
27
Starfall.com
Anecdotal records
Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
28
UNIT 5 Content Area: Mathematics Grade: Kindergarten
Domain: Geometry Chapters 10 through 12
Month: April/May
Essential Question: How do I identify positions? (chapter 10) Essential Question: How can I compare shapes? (chapter 11) Essential Question: How do I identify and compare three-dimensional shapes?(chapter 12)
Common Core Standards for Mastery
Standard Number
Objectives and descriptions Resources Suggested Activities
Chapter 10 Am I Ready? Pretest Diagnostic test Math at home letter
Getting ready video Chapter project My Vocabulary cards My Foldables
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.
Lesson 1: Students will use the words above and below to describe or place an object with respect to another object.
Lesson 2: Students will use the words in front of and behind to describe or place an object with respect to another object.
Lesson 3: Students will use the words next to and beside to describe or place an object with respect to another object.
Lesson 4: Students will act it out to solve
My Math Chapter 10 Assessments
Check My Progress Wrap Up
Connected Online Resources
Songs Lesson Animations Games Response
Interventions Problem of the Day
My Learning Stations
Game: Look Out Below (Lesson 1)
Graphic Novel: Making a Splash (Lesson 3)
Activity Card: Where Is It? (Lesson 4)
Trade Books
Over, Under and Through
29
problems. Common Core Quick Check
Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Scholastic Study
Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs
The Greatest Gymnast of All
Parade
All About Where
Formative Assessments
Teacher observation Games Anecdotal records Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
Chapter 11 Assessments
Check My Progress Wrap Up
Connected Online Resources
Songs Lesson Animations Games Response
Interventions
My Learning Stations
Game: Finding Shapes (Lesson 4)
RWPS Reader: Playground Shapes (Lesson 4)
Activity Card: Shape Super Hero (Lesson 4)
Trade Books
30
Problem of the Day Common Core Quick
Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Scholastic Study
Jams Abcya.com
Shapes, Shapes, Shapes
The Greedy Triangle
Color Zoo
When a Line Bends…A Shape Begins
Shape
A Circle Here, A Square There My Shapes Book
Perfect Square
Mouse Shapes
Formative Assessments
Teacher observation Games Anecdotal records Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
K.G.1 Describe objects in the environment using names of
shapes, and describe the relative positions of these Chapter 11
31
objects using terms such as above, below, beside, in front of, behind, and next to.
Lesson 6: Describe objects using the names of shapes and their relative position. (K.G.2, K.G.5)
K.G. 2 Correctly name shapes regardless of their orientations or overall size.
Lesson 1: Students will identify, name, and describe squares and rectangles. (K.G.3, K.G.4, K.G.5)
Lesson 2: Students will identify, name, and describe circles and triangles. (K.G.3, K.G.4, K.G.5)
Lesson 4: Students will identify, name, and describe hexagons. (K.G.3, K.G.4, K.G.5)
Chapter 11
K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
Chapter 11
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).
Lesson 3: Students will identify, name, and describe squares, triangles, circles and rectangles. (K.G.2, K.G.3, K.G.5)
Lesson 5: Students will compare shapes to understand patterns. (K.G.2, K.G.5)
Chapter 11
K.G. 5 Model shapes in the world by building shapes form components (e.g., sticks and clay balls) and drawing shapes.
Lesson 8: Students will use logical reasoning to solve problems. (K.G.2, K.G.6)
Lesson 9: Students will identify shapes in objects and use shapes to create new objects. (K.G.2)
Chapter 11
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K.G. 6 Compose simple shapes to form larger shapes. Lesson 7: Students will put shapes together to
form new shapes. (K.G.2, K.G.5)
Chapter 11
Chapter 12 Assessments Check My Progress Wrap Up
Connected Online Resources
Songs Lesson Animations Games Response
Interventions Problem of the Day Common Core Quick
Check Fluency Practice
Helpful Websites
Weekly Interactive Brainpopjr.com Scholastic Study
Jams Abcya.com Starfall.com Dr. Jean’s songs Hap Palmer songs
My Learning Stations
Activity Card: Shapes in Our World (Lesson 5)
Trade Books
Captain Invincible and the Space Shapes
Cubes, Cones, Cylinders and Spheres
On the Go
Round is a Mooncake
Formative Assessments
Teacher observation Games Anecdotal records Pair & share Exit cards Response
Cards
Line up Quizzes Quick check
K.G.1 Describe objects in the environment using names of Chapter 12
33
Unit 1 Teacher Reflections
Unit 2 Teacher Reflections Unit 3 Teacher Reflections
shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Lesson 5: Students will identify, name, and describe solid shapes in the physical world. (K.G.2, K.G.3, K.G.4, K.G.5)
K.G.2 Correctly name shapes regardless of their orientations or overall size.
Lesson 1: Students will identify, name, and describe cubes and spheres. (K.G.3, K.G.4, K.G.5)
Lesson 2: Students will identify, name, and describe cylinders and cones. (K.G.3, K.G.4, K.G.5)
Chapter 12
K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
Chapter 12
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).
Lesson 3: Students will analyze and compare solid shapes.(K.G.5)
Lesson 4: Students will act it out to solve problems. (K.G.2)
Chapter 12
K.G.5 Model shapes in the world by building shapes form components (e.g., sticks and clay balls) and drawing shapes.
Chapter 12
34
Unit 4 Teacher Reflections
Unit 5 Teacher Reflections
Created by: K. Jenssen, D. Johnson, M. Peschock December 2014