Kindergarten CURRICULUM MAP - School Webmasters

BLACKFORD COUNTY SCHOOLS

KINDERGARTEN

CURRICULUM MAP

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Result Unknown Change Unknown Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How

many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to

the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass

before?

? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on

the table now?

5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 - ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples

were on the table before?

? – 2 = 3

Total Unknown Addend Unknown Both addends Unknown

Put

Together/ Take Apart

Three red apples and two green apples are on the table. How many

apples are on the table?

3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How

many apples are green?

3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 + 4 + 1 5 = 2 + 3, 5 = 3 + 2

Difference Unknown

Bigger Unknown

Smaller Unknown

Difference Unknown Bigger Unknown Smaller Unknown

Compare

(“How many more?” version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (“How many fewer?” version): Lucy has two apples. Julie has five apples. How may fewer apples does Lucy have than Julie? 2 + ? = 5, 5 – 2 = ?

(Version with “more”): Julie has 3 more apples than Lucy. Lucy has two apples. How many

apples does Julie have? (Version with “fewer”):

Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ?, 3 + 2 = ?

Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”): Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 – 3 = ?, ? + 3 = 5

Addition Strategies Name Clarification Work Sample

Counting All

Student counts every number

Students are not yet able to add on from either addend, they must mentally build every number

8 + 9 1,2,3,4,5,6,7,8,9,10,11,12,13

Counting On

Transitional strategy

Student starts with 1 number and counts on from this point

8 + 9 8…9,10,11,12,13,14,15

Doubles/

Near Doubles

Student recalls sums for many doubles 8 + 9 8 + (8 + 1) (8 + 8) + 1 16 + 1 = 17

Making Tens

Student uses fluency with ten to add quickly 8 + 9 (7 + 1) + 9 7 + (1 + 9) 7 + 10 = 17

Making Friendly

Numbers/ Landmark Numbers

Friendly number are number that are easy to use in mental computation

Student adjusts one or all addends by adding or subtracting to make friendly numbers

Student then adjusts the answer to compensate

23 + 48 23 + (48 + 2) 23 + 50 = 73 73 -2 =71

Compensation

Student manipulates the numbers to make them easier to add

Student removes a specific amount from one addend and gives that exact amount to the other addend

8 + 6 8 -1 =7 6 + 1 = 7 7 + 7 =14

Breaking Each

Number into its Place Value

Strategy used as soon as students understand place value

Student breaks each addend into its place value (expanded notations) and like place value amounts are combined

Student works left to right to maintain the magnitude of the numbers

24 + 38 (30 + 4) + (30 + 8) 20 + 30 = 50 4 + 8 = 12 50 + 12 = 62

Adding up in

Chunks

Follows place value strategy

Student keeps one addend whole and adds the second addend in easy to use chunks

More efficient than place value strategy because student is only breaking apart one addend

45 + 28 45 + ( 20 + 8) 45 + 20 = 65 65 + 8 = 73

Subtraction Strategies Name Clarification Sample

Adding up

Student adds up from the number being subtracted to the whole

The larger the jumps, the more efficient the strategy

Student uses knowledge of basic facts, doubles, making ten, and counting on

14 – 7 7… 8,9,10,11,12,13,14 (+1 each jump)

7 + 3= 10 10 + 4= 14

Counting Back

Strategy used by students who primarily view subtraction as taking away

Student starts with the whole and removes the subtracting in parts

Student needs the ability to decompose numbers in east to remove parts

65 – 32 65 – (10 + 10 + 10 + 2) 65, 55, 45, 35, 33 65 – (30 + 2) 65 – 30 = 35

35 – 2 = 33

Place Value

Student breaks each number into its place value (expanded notation)

Student groups like place values and subtracts

999 – 345 (900 + 90 + 9) – (300 + 40 + 5) 900 – 300 = 600 90 – 40 = 50 9 – 5 = 4 600 + 50 + 4 = 654

Keeping a Constant

Difference

Student understands that adding or subtracting the same amount from both numbers maintains the distance between the numbers

Student manipulates the numbers to create friendlier numbers

123 – 59 123 + 1 = 124 59 + 1 = 60 124 – 60 = 64

Adjusting the

Create and Easier Number

Strategy requires students to adjust only one of the numbers in a subtraction problem

Student chooses a number to adjust, subtracts, then adjusts the final answer to compensate

Students must understand part/whole relationships to reason through this strategy

123 – 59 59 + 1 = 60 123 – 60 = 63 I added 1 to make an easier number. 63 + 1 = 64 I have to add 1 to my final answer because I took away 1 too many.

Multiplication Strategies Name Clarification Student Work Sample

Repeated Addition/Skip

Counting

Beginning strategy for students who are just learning multiplication

Connection to an array model provides an essential visual model 6 × 15 15+15+15+15+15+15 = 90 2 × 15 = 30 2 × 15 = 30 2 × 15 = 30 30 + 30 + 30 = 90

Friendly Numbers/Landmark

Numbers

Students who are comfortable multiplying by multiples of 10 9 × 15 Add 1 group of 15 10 × 15 = 150 We must now take off 1 group of 15. 150 – 15 = 135

Partial Products

strategy based on the distributive property and is the precursor for our standard U.S. algorithm

student must understand that the factors in a multiplication problem can be broken into addends

student can then u se friendlier numbers to solve more difficult problems

12 × 15 12 × (10 + 5) 12 × 10 = 120 12 × 5 = 60 120 + 60 =180

Breaking Factors into Smaller Factors

Strategy relies on students’ understand of breaking factors into smaller factors

Associate property

12 × 25 (3 × 4) × 25 3 × (4 × 25) (4 × 25) + (4 × 25) + (4 × 25) = 300

Doubling and

Halving

Used by students who have an understanding of the concept of arrays with different dimensions but the same area

Student can double and halve numbers with ease Student doubles one factor and halves the other factor

8 × 25 8÷2 = 4 25 × 2 = 50 4 × 50 = 200

Division Strategies Name Clarification Student Work Sample

Repeated Subtraction/Sharing

Early strategy students use when they are developing multiplicative reasoning

Repeated subtraction is one of the least efficient division strategies

Presents opportunities to make connections to multiplication

30 ÷ 5 30 – 5 = 25 25 – 5 = 20 20 = 5 = 15 15 – 5 = 10 10 – 5 = 5 5 – 5 = 0 I took out 6 groups of 5

30 ÷ 5 = 6

Multiplying Up

Strategy is a natural progression from repeated subtraction

Student uses strength in multiplication to multiply up to reach the dividend

Students relying on smaller factors and multiples will benefit from discussions related to choosing more efficient factors

384 ÷ 16 10 × 16 = 160 384 – 160 = 224 10 × 16 = 160 224 – 160 = 64 2 × 16 = 32 64 – 32 = 32 2 × 16 = 32 32 – 32 = 0

10 + 10 + 2 + 2 = 24

Partial Quotients

Maintains place value

Allows students to work their way toward the quotient by using friendly numbers such as ten, five, and two

As the student chooses larger numbers, the strategy becomes more efficient

384 ÷ 16 _____ 16) 384 -160 224 -160 64 -32 32 -32

0

Proportional

Reasoning

Students who have a strong understand of factors, multiples, and fractional reasoning

Students’ experiences with doubling and halving to solve multiplication problems can launch an investigation leading to the idea that you can divide the dividend and the divisor by the same number to create a friendlier problem

384 ÷ 16 384 ÷ 16 ÷2 ÷2 192 ÷ 8 ÷2 ÷2 96 ÷ 4 ÷2 ÷2 48 ÷ 2 = 24 384 ÷ 16 = 24

Problem Solving Strategies Focus

By Grade Level

Grade Level Strategies Kindergarten Use Objects

First Review Previous Grades

Draw a Picture

Use a Number Sentence

Second Review Previous Grades

Find a Pattern

Make a Table

Third Review Previous Grades

Work Backwards

Make It Simpler

Fourth Review Previous Grades

Make an Organized List

Guess and Check

Fifth Review Previous Grades

Use Logical Reasoning

Sixth: Students should know all strategies that will be used all

year.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2-dimensional 3-dimensional Addition Array Attributes Compose Decompose Edges Equal sign Equation Greater than Least Less Less than Mental images Missing number More Most Number Number line Number word Numeral Object Patterned arrangement Place value Rectangular array Solve Sort Subtraction Symbol Tally marks Vertices Whole number Write

Analog clock Attributes Composite shape Counting on Data Decompose Defining attribute Digit Digital clock Equal sign Equation Equivalent Face Find mentally Fourths/quarters Halves Non-defining Non-standard unit Number pattern Numeral Operations Ordinal number Partition Place Value Properties of Strategy Sum Symbol Unknown number Value Whole number

Analog clock Arrays Associative prop of addition Bar graph Commutative prop of addition Compose Cube Data set Decompose Digit Equation Equivalent Estimate Even Expanded form Extend Face Fluently Fourths Halves Identical wholes Investigate Length Measure Models Number line Odd Ordered set Ordinal numbers Partition Picture graph Place value Plot Predict Prism Reasonable Represent Right rectangular Rule Side Standard form Sum Symbol Thirds Unit Value Vertex Volume Whole number Word form

Analog clock Area Area model Array Attribute Endpoint Equal-sized groups Equivalent Equivalent fraction Expanded form Fluently Frequency table Interval Inverse Line plot

Mass Models Multiplicative identity of 1 Multiplicative property Of 0 Number line Partitioned Perimeter Place value Polygon Property of 0 in division Property of 1 in division Quantity Quotient Scaled bar graph Scaled picture graph Standard from Tools Unit fraction Volume Whole number Word form

Algorithmic approach Area Circle graph Decompose Decompose a fraction Denominator Equivalent Equivalent fraction Expanded form Fluently Fraction Improper fraction Inverse operation Line plot Mass Mixed numbers Model Numerator Parallel line Parallelogram Perimeter Perpendicular line Place value Quadrilateral Quotient Ray Rhombus Standard form Symmetry Trapezoid Triangle Volume Whole number Word form

Acute triangle Algorithmic approach Coordinate plane Coordinates Diameter Equation Equilateral triangle Equivalence Estimate Experiment Expression Fluently Isosceles triangle Mean Median Mode Number line Number sense Observations Obtuse triangle Ordered pairs Origin Percent Place value Polygon Product Quadrant Quotient Radius Right triangle Scalene triangle Solid figure Survey Unit fraction Volume

Absolute value Algorithmic approach Box plots Center Complex shape Composing Composite numbers Constraint Decomposing Dependent variable Distribution Double number line Fluently Greatest common factor Histograms Independent variable Integer number system Interquartile range

Least common multiple Line plot Magnitude Mean Median Net Prime numbers Proportional relationship Quotient Range Rate Ratio Rational number Spread Surface area Tables of equivalent ratio Tape diagrams Unit rate Variability Volume

Weeks 1-4:

Problem Solving: Should be embedded within daily instruction:

Make sense of problems and persevere in

solving them.

PS.1

Reason

abstractly and quantitatively

PS.2

Construct viable arguments and

critique the reasoning of

others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6

Look for and make sure of

structure

PS. 7

Look for and

express regularity in repeated reasoning.

PS.8

DOK (Depth of Knowledge)

Level 1: identify, list, label, illustrate,

measure, state, tell, use, match

Level 2: graph, classify, cause/effect,

estimate, compare, infer, construct, summarize, interpret,

estimate

Level 3: Revise, critique, construct, investigate, cite evidence,

conclusions, assess

Level 4: Design, connect, synthesize, critique,

analyze, create, prove, apply concepts

Unit 1: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20.

Week 1:

Benchmarks to be taught:

Students will: Students will be working on procedures the first week. There are three days during this week.

Resources:

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj9lbHV_9raAhWHiOAKHVAXBOgQjRx6BAgAEAU&url=https://www.mycutegraphics.com/graphics/school/schoolhouse/school-kids-at-school.html&psig=AOvVaw0ZLSIP26idRP0gAf2NNmFm&ust=1524937134826415

Week 2:

Benchmarks to be taught: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20.

Unit 1: lessons 1-4 Students will:

Color squares to match number given in order to make a number train

Count group of objects

Count objects and write number to match the amount of objects (1:1)

Make a number trains to match numbers

Make number train to match number presented

Practice writing numbers 1-10

Solve story problems

Write number to match objects

Write numbers to match a given ten frame

Resources:

Compose Count Match Number Solve Whole Number Write

Week 3

Benchmarks to be taught: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20.

Unit 1: lessons 5-9 Students will:

Count objects and write number to match

Count random objects and write number

Fill in missing numbers to 10

Make a number train to match given number

Make a ten frame to match given number


Solve story problems

Use given number and fill in ten frame

Write numbers to match a ten frame

Resources: Compose Count Match Number Object Solve Whole Number Write

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjq_N672LfaAhWN2VMKHS8vBEEQjRx6BAgAEAU&url=http://slideplayer.com/slide/9839468/&psig=AOvVaw2aZuAdDcR_NXGvFyh146u9&ust=1523723979152434

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiHlt7V2LfaAhXM2VMKHTzVDjoQjRx6BAgAEAU&url=https://aboutlink.info/t/ten-frame-clipart-black-and-white.html&psig=AOvVaw2aZuAdDcR_NXGvFyh146u9&ust=1523723979152434

Week 4:

Benchmarks to be taught: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Unit 1 assessment Unit 2: Lesson 1-3 Students will:

Count the group of objects and write the number

Fill in missing numbers 1-10

Make a number train to match number given

Make ten frame to match number given


Solve story problem

Use tally marks, number word, ten frame, dice to match given number

Write missing numbers from 1-10

Write number to match objects in ten frame

Resources:

Compose Count Group Match Missing Number Number words Objects Solve Symbol Tally marks Whole Number Write

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjSm9-u2bfaAhWG7FMKHYS_AjkQjRx6BAgAEAU&url=http://www.mathcaptain.com/statistics/tally-marks.html&psig=AOvVaw10Z2b-BU6da4TSuRqgPTwk&ust=1523724237563420

Weeks 5-8:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used.

Week 5:

Benchmarks to be taught: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Unit 2: Lessons 4-7 Students will:

Solve story problem

Make a number sentence to make the number 2

Different ways to make 2

Write number ten frame represents

Write missing numbers 1-10

Count objects and write number

Represent the number 2 by: 1. tally marks 2. dice 3. word form 4. ten frame

Make a number sentence to make 2

Make a number train by coloring squares to match number that is given

Write number to match objects in ten frame

Resources:

Array Compose Count Decompose Group Match Mental Images Missing Number Object Place value Rectangular Array Solve Tally marks Whole Number Write

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwie7cHD2bfaAhUCsFMKHQyWBT0QjRx6BAgAEAU&url=http://clipart-library.com/clipart/8Txngxekc.htm&psig=AOvVaw2aZuAdDcR_NXGvFyh146u9&ust=1523723979152434

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj-1bKA3LfaAhXH3FMKHXoYAzYQjRx6BAgAEAU&url=https://www.pinterest.com/pstohrhu/writingrepresenting-numbers/&psig=AOvVaw0HQkNstL7KOSGPdHJxsWy1&ust=1523724512988230

Week 6:

Benchmarks to be taught: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Unit 2: Lessons 8 and 9 Unit 3: Lessons 1, 2 Students will:

Use ways to represent the number three: 1. word form 2. tally marks 3. dice 4. ten frame

Fill in missing numbers


Make an equation to make the number 3


Write numbers to match objects in ten frame

Sort shapes by color: 1. triangle 2. rectangle 3. circle 4. square

Count objects and write number to match

Resources:

Array Attributes Circle Compose Count Decompose Group Match Mental Images Missing Number Number word Object Place value Rectangle Rectangular Array Represent Shape Solve Sort Square Tally marks Triangle Whole Number Write 2-dimensional

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjTzKv33LfaAhXQ0VMKHeb-CDUQjRx6BAgAEAU&url=http://www.kidsunder7.com/2014/02/colorful-number-puzzle.html&psig=AOvVaw3cQLePsPKipwrnwV_bJ_7j&ust=1523724377144042

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj0kbic3LfaAhUBn1MKHWopBjMQjRx6BAgAEAU&url=http://www.terrapatria.org/19/blog/24457/tally-chart-clipart&psig=AOvVaw03Y-F3_aDVMqqjOdsS5FYj&ust=1523725018932237

Week 7:

Benchmarks to be taught: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used.

Unit 3: Lessons 3-7 Students will:

Solve story problem

Sort shapes by size and name 1. triangle 2. rectangle 3. square 4. circle

Count number of objects and write number to match

Make ten frame to match number given


Color in objects to match the number given

Write numbers 1-10

Represent the number 2 and 4 by using: 1. tally marks 2. number words 3. dice 4. ten frame

Different ways to make the number 2 by using equations

Different combinations to make the number 3 and 4 using an equation

Resources:

2- dimensional Attributes Circle Combination

Compose Count Decompose Equal Sign Equation Greater than Group Least Match Mental images Missing Number Number words Object Place value Rectangle Represent Shape Size Solve Sort Square Symbol Tally marks Whole Number Write

Week 8:

Benchmarks to be taught: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 3: Lessons 8-9, Unit 3: Assessment Students will:

Solve story problem

Different ways to make 3 and 4 using an equation

Color in objects to match number that is given


Sort shapes: 1. square 2. triangle 3. rectangle 4. star

Represent the number 4: 1. tally marks 2. number word 3. dice 4. ten frame

Resources:

2-dimensional Array Attribute Compose Count Decompose Equal Sign Equation Group Match Missing Number Number words Object

Place value Rectangle Represent Shape Solve Sort Square

Star Symbol Tally marks Triangle Whole Number Write

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjtl5_F3LfaAhVE2FMKHW98CUEQjRx6BAgAEAU&url=http://etc.usf.edu/clipart/42100/42161/die_04_42161.htm&psig=AOvVaw2jlLCXgqoPpr91jTYwtt1E&ust=1523725112239712

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwja6LTE3bfaAhXG6lMKHXjIDj8QjRx6BAgAEAU&url=http://queenofthereddoublewide.com/learning-numbers-1-12-worksheets-and-flah-cards/&psig=AOvVaw1tglRDB_Ua_d-KNl7tVcCv&ust=1523725369511587

Weeks 9-11:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.

K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted.

K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20.

K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than.

K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10.

K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.]

K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used.

Week 9:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 4: Lessons 1-4 Students will:

Solve story problem

Use number line to find one more than a given number

Different ways to make four using an equation

Represent the number 4: 1. tally marks 2. dice 3. number word 4. ten frame

Complete a ten frame to match given number

Complete missing numbers 1-10

Sort shapes by size (little, big): 1. triangle 2. square 3. circle 4. square

Ways to make number 4 using equations

Color in objects to match the number that is given

Count on from a given number

Resources: 2-dimensional

Array Attribute Circle Combination

Compose Decompose Equal Sign Equation Group Match Missing number More Most Number Number words Object Place value Rectangle Rectangular Array Represent Shape Size Solve Square Symbol Tally marks Triangle Whole Number Write

Week 10:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 4: lessons 5-9 Students will:

Solve story problem

Make a number train by coloring squares to match number given

Write number to match ten frame

Sort shapes by identification: 1. circle 2. square 3. rectangle

Represent the number 5: 1. tally marks 2. number word 3. dice 4. ten frame

Fill in missing numbers 1-10 with number line

Ways to make the number 4 by using equations

Use number line to count on from a given number

Represent the number 5: 1. by tally marks 2. number word 3. dice 4. ten frame

Color in objects to represent number given

Make the number 5 different ways using equations

Sort shapes 1. square 2. triangle 3. rectangle 4. star

Resources:

2-dimensional Attribute Circle Combination Compose Count Decompose Different Equal Sign Equation Group Missing numbers Number Number words Object Place value Rectangle Represent Shape Size Solve Square Star Symbol Tally marks Triangle Whole Number Word form Write

Week 11:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem).

Unit 4 Assessment Unit 5: Lesson 1-4 Students will:

Solve story problem

Represent number 6: 1. tally marks 2. number word 3. ten frame 4. dice

Fill in number line with missing numbers using a number line


Make ten frame to match given number

Make the number 6 different ways using an equation


Color circles to match number that is given

Resources:

Addition Attribute Combination Compose Decompose Different Equal Sign Equation Match Mental images Number Number words Object Represent Solve Symbol Tally marks Vertices Whole Number Word form Write 2-Dimensional

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjZ4vTC4LfaAhVD21MKHWHLAywQjRx6BAgAEAU&url=https://www.pinterest.com/pin/159385274289967606/&psig=AOvVaw0_5ZAjLKLqJkH6WF1NorLU&ust=1523726175688651

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjYhsyp3rfaAhUCz1MKHeV7DisQjRx6BAgAEAU&url=http://www.recipeforteaching.com/2015/11/&psig=AOvVaw1viuyo7wTbTqtPgHCm96i1&ust=1523725557717391

Weeks 12-14:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess




K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted.


K.NS.7: 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).


K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem).

K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.]


K.G.2: 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).

K.G.4: Compose simple geometric shapes to form larger shapes (e.g., create a rectangle composed of two triangles).

Week 12:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 5: Lessons 4-8 Students will:

Solve story problem

Sort shapes by vertices and edges 1. triangle 2. pentagon 3. rectangle 4. parallelogram

Fill in number line for missing numbers

Make a color train using the number that is given

Fill in the circles to match the number that is given

Make a ten frame to match story problem

Count vertices of a triangle

Count edges of a triangle

Write number to match ten frame

Sort shape by size (little, big) : 1. triangle 2. rectangle 3. circle 4. square

Represent the number 4 and 6: 1. tally marks 2. number words 3. dice 4. ten frame


Different ways to make the number 5 using an equation

Identify all triangles


Make a ten frame to match each number

Draw a picture to represent equation

Resources: Addition Array

Attribute Circle Combination Compose

Different Edges Equal Sign Equation Mental images Number Number words Object Place value Rectangle Rectangular Array Represent Shapes Size Solve Square Symbol Tally marks Triangle Vertices Whole Number Word form Write 2-dimensional

Week 13:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.G.2: 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).

Unit 4: Lessons 9 Unit 4 assessment Unit 6: Lessons 1-4 Students will:

Draw a picture to match addition equation

Identify the number of edges of a triangle

Identify the number of vertices of a triangle

Make a number sentence to represent a story problem

Make a picture to match addition sentence

Make a ten frame to match a given number

Solve story problem


Represent the numbers 4 and 7: 1. tally 2. number word 3. dice 4. ten frame

Color in objects to match given number

Fill in missing numbers 1-10 on a number line

Fill in missing numbers on a number line

Identify all triangles

Identify shapes by the number of vertices

Identify the shapes by the number of edges

Identify which group is the least

Write an addition sentence to match story problem


Write an addition sentence to match ten frame

Resources:

Addition Array Combination Compose Decompose Different Edges Equal Sign Equation Group Least Mental images Number Number line Number words Object Place value Rectangular Array Represent Shape Size Solve Square Sum Symbol Tally marks Vertices Whole Number Word form Write

Week 14:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.]

Unit 6: Lessons 5-9 Unit 6 assessment Students will:

Color in objects to match number that is given

Count edges of a rectangle and square

Count vertices of a rectangle and square

Different ways to make 6

Draw a picture to represent number sentence


Identify all rectangles and triangles

Identify which group has the least amount

Identify which groups is more

Make a number train to represent the number given


Represent the number 7: by tally, word, dice, ten frame

Use a number line to count on from any number

Write a math sentence using dice

Write a number sentence to match the story problem

Write an addition sentence to match dice

Write an addition sentence to match ten frame

Write in missing numbers 1-10

Resources:

2-dimensional Addition Array Attribute Combination Compose Decompose Different Edges Equal Sign Equation Greater than Group Least Less Less than Number Number line Number words Object Place value Rectangle Rectangular Array Represent Shape Solve Square Symbol Tally marks Vertices Whole Number Word form Write

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiQ6sLP47faAhWJ2lMKHejHDzoQjRx6BAgAEAU&url=http://www.superteachertools.us/speedmatch/speedmatchfromj.php?gamefile%3D1286025&psig=AOvVaw2IhXQUKhc2Ia7lCf1wrEkz&ust=1523725472633430

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjQ-f2837faAhWCtVMKHV1SBDkQjRx6BAgAEAU&url=https://homeschoolclipart.com/math/free-ten-frame-clipart/&psig=AOvVaw1kzgGZRh4MpYuycJPgd_9j&ust=1523725281766925

Weeks 15-17:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess












K.G.4: Compose simple geometric shapes to form larger shapes (e.g., create a rectangle composed of two triangles).

Week 15:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.G.2: 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).


Color the objects to match the number given

Count edges in a triangle

Count vertices in a triangle

Draw a picture to represent the addition problem

Identify all edges of shapes

Identify all rectangles, circles, and triangles

Identify all vertices of shapes

Identify which set of objects has the least amount

Make a ten frame to represent the story problem

Make ten frame to represent a number that is given

Represent the numbers 7 and 8: 1. Tally marks 2. Word form 3. dice 4. ten frame

Solve addition problems

Sort triangles, rectangles, circles, and square by identifying the shape

Use a number line and fill in missing numbers 1-10

Use a number line to count on from any number

Use dice to represent an addition sentence


Write a number sentence to represent ten frame

Resources

2-dimensional Addition Array Attribute Circle Compose Count Decompose Different Edges Equal Sign Equation Number Number line Number words Object Rectangle Rectangular Array Represent Shape Size Solve Square Sum Symbol Tally marks Triangle Vertices Whole Number Word form Write

Week 16:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.]

Unit 7: Lessons 6-9 Unit 7 assessment Students will:

Color circles to match given number

Count edges of a circle, rectangle, and square

Count how many vertices are in a particular shape: circles, rectangles, and squares

Different ways to make the number 3 using equation

Different ways to make the number 8


Identify circles, rectangles, and triangles

Identify which group has the least in a set

Make a number train representing number that is given

Make a ten frame to represent story problem

Make an addition sentence to match numbers on dice

Make an addition sentence to match ten frame

Represent the number 5 and 8: 1. tally marks 2. word from 3. dice 4. ten frame

Solve addition story problems

Write a number sentence to match ten frame

Resources:

2-dimensional Addition Array Attribute Circle Combination Compose Count Decompose Different Edges Equal Sign Equation Group Match Number Number line Number words Object Rectangle Rectangular Array Represent Shape Size Solve Square Sum Symbol Tally marks Vertices Whole Number Word form Write

Week 17:

Review

Resources:

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjfgtupjNvaAhUHT98KHR0XBVkQjRx6BAgAEAU&url=http://www.clker.com/clipart-review-notes-3.html&psig=AOvVaw3ifZhJpA5R5e2teOvsPss1&ust=1524940489567321

Weeks 18-21:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess











K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation.


Week 18:

Resources:

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjRy6jNjNvaAhWOVN8KHfmwBLQQjRx6BAgAEAU&url=https://clipartxtras.com/categories/view/63a19b41fe32d35bfde4beb1f17a30b393e606d4/lets-review-clipart.html&psig=AOvVaw3ifZhJpA5R5e2teOvsPss1&ust=1524940489567321

Week 19:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used.


Color objects to represent number that is given


Count the number of edges in a hexagon

Count the number of vertices in a hexagon

Fill in missing numbers on a number line

Identify circles, rectangles

Identify shapes with four vertices

Identify which set is the least

Make a number sentence to match ten frame


Make a ten frame to match number sentence that is given


Represent the number 9: 1. tally marks 2. word form 3. dice 4. ten frame


Write in missing numbers


Write a number sentence to represent ten frames

Resources: 2-dimensional Addition Array Attribute Circle Compose Count Decompose Different Edges Equal Sign Equation Group Hexagon Least Match Number Number line Number words Object Place value Rectangle Rectangular Array Represent Shape Solve Square Sum Symbol Tally marks Triangle Vertices Whole Number Word form Write

Week 20:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 8: Lessons 6-9 Unit 8 assessment Students will:

Color objects to match given number

Count edges in a hexagon, rectangle, circle


Count the number of vertices in a circle, hexagon, rectangle

Draw a ten frame to match given addition problem

Identify hexagon, rectangles, and triangles

Identify how many more to make ten using a ten frame

Identify which set has the least

Make a number sentence using dice

Make a number train by using the number that is given

Make a ten frame to represent addition problems

Make the number 8 in different ways using an equation

Represent the number 10: 1. tally 2. word form 3. dice 4. ten frame


Use a number line and fill in missing numbers


Write numbers from 1-10

Resources:

Addition Attribute Array Circle Compose Count Decompose Different Edges Equal Sign Equation Group Hexagon Least Match Number Number line Number words Object Place value Sum 2-dimensional Rectangle Rectangular Array Represent Shape Solve Square Symbol Tally marks Vertices Whole Number Word form Write

Week 21:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used.




Draw a picture to match the given addition sent

Identify 3D shapes: 1. sphere 2. cone 3. pyramid

Identify all circles, rectangles, and triangles

Identify number of edges in a hexagon, rectangle, triangle

Identify number of vertices in hexagon, rectangle, triangle

Identify which group has the most



Make a ten frame to represent addition problem

Make a ten frame to represent the number that is given

Make the number 4 in different ways using an equation



Use a number line to count on from a given number

Use a number line to fill in missing numbers 1-10

Use pictures of dice to make addition number sentences


Write number to match the number of objects

Resources:

2-dimensional 3-dimensional Addition Attribute Circle Combination Compose Cone Decompose Different Edges Equal Sign Equation Group Match Number Number line Number words Object Place value Rectangle Represent Shape Solve Sum Symbol Tally marks Triangle Vertices Whole Number Word form Write

Weeks 22-24



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess







K.NS.7: 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). K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings.

K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem).


K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation.


Week 22:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. K.G.2: 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).

Unit 9: Lessons 6 Unit 9 assessment Students will:



Identify 3D shapes 1. cone 2. cylinder 3. cube 4. rectangular prism

Identify the amount of edges in a circle, rectangle, square, triangle

Identify the amount of vertices in a circle, rectangle, square, triangle

Identify the group with the least

Insert missing numbers 1-10

Make 10 different ways 1. tally marks 2. words 3. dice 4. ten frame

Make the number 6 in different ways in an addition sentence


Solve addition problems using a number line

Sort shapes 1. rectangle 2. square 3. circle

Use a number line to fill in missing numbers

Use a number line to solve addition problems

Use ten frames to write the addition sentence it represents to solve


Write addition problems using dice

Resources:

2-dimensional 3-dimensional Addition Attribute Circle Combination Compose Cone Cube Decompose Different Edges Equal Sign Equation Match Number Number line Number words Object Place value Rectangle Rectangular prism Represent Shape Solve Square Star Sum Symbol Tally marks Triangle Vertices Whole Number Word form Write

Week 23: **begin teen numbers**

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.]


Color objects to represent the number that is given

Identify the following 3-dimensional shapes: 1. cone 2. rectangular prism 3. pyramid 4. sphere 5. cube 6. pyramid

Identify the number of edges of a circle, hexagon, rectangle, triangle

Identify the number of vertices of a circle, hexagon, rectangle, triangle

Identify which set is the least

Make 5 in different ways using a number train

Make a color train using the number that is given

Make a ten frame to match the given teen number






Use dice to represent addition problems

Write a math sentence for ten frames

Write a number sentence to represent the story problem


Write number that matches object in ten frame

Resources:

Addition 2-dimensional 3-dimensional Array Attribute Circle Combination Compose Cone Count Cube Cylinder Decompose Different Edges Equal Sign Equation Group Least Match Missing number Number line Number words Object Pyramid Rectangle Rectangular Array Rectangular prism Represent Shape Solve Sphere Sum Symbol Tally marks Triangle Vertices Whole Number Word form Write

Week 24:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Unit 10: Lessons 7-9 Unit 10 assessment Students will:


Identify: 1. cube 2. cone 3. sphere

Identify the set with the least

Make a number train by using the number that is given



Sort 2D and 3D shapes

Use ten frame to represent objects

Use a number line to fill in missing numbers



Write number that matches object in ten frame

Resources:

2-dimensional 3-dimensional Addition Attribute Circle Combination Compose Cone Count Cube Decompose Different Edges Equal Sign Equation Group Least Match Missing number Number line Number words Object Place value Rectangular Array Rectangular prism Represent Shape Solve Sphere Square Sum Symbol Tally marks Triangle Vertices Whole Number Word form Write

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwivnL7h4bfaAhWGzlMKHYlMBjEQjRx6BAgAEAU&url=http://clipground.com/three-dimensional-shape-clipart.html&psig=AOvVaw0AbADfdAngdenR90SXOMQb&ust=1523726485699591

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjUsLj24bfaAhWL71MKHSCoCTMQjRx6BAgAEAU&url=https://www.pinterest.com/pin/112660428149523021/&psig=AOvVaw3Iapw7EAOSwyBaqmXnBIM0&ust=1523726562199316

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwixtZKC4rfaAhUI2lMKHY7lDEIQjRx6BAgAEAU&url=https://www.teacherspayteachers.com/Product/Numbers-1-20-Go-Fish-Game-1247103&psig=AOvVaw3Iapw7EAOSwyBaqmXnBIM0&ust=1523726562199316

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi3-eHzgNvaAhVPON8KHZkiBEMQjRx6BAgAEAU&url=http://littlemissglamourgoestokindergarten.blogspot.com/2013/05/composing-decomposing-cc-knbt1.html&psig=AOvVaw2i2b7_xeaMwMRrQsBegYt7&ust=1524936324358556

Weeks 25-28:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess







K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings.

K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more.

K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem).

Week 25:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Unit 11: Lessons 1-4 Students will:


Identify 3D shapes: 1. cube 2. pyramid 3. cylinder 4. rectangular prism 5. cone

Identify the set with the least

Make a number bond to represent the missing number

Make a number train to represent the number 13


Make an addition number sentence using dice

Represent the number 10 by tally, words, dice, ten frame


Use a number line to count on




Resources:

2-dimensional 3-dimensional Addition Array Attribute Combination Compose Cone Count Cube Cylinder Decompose Different Edges Equal Sign Equation Group Least Match Number Number line Number words Object Place value Pyramid Rectangle Rectangular Array Rectangular prism Represent Shape Solve Symbol Sum Tally marks Vertices Whole Number Word form Write

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjyivyY5LfaAhXPulMKHV3RADoQjRx6BAgAEAU&url=http://www.mathcoachscorner.com/2013/07/teaching-number-bonds/&psig=AOvVaw1cH6VJjzMsatk8sgOm2EMX&ust=1523727164841860

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi_zOmL5bfaAhURslMKHVB4ADAQjRx6BAgAEAU&url=http://kumander.com/free-missing-addend-worksheets&psig=AOvVaw2XNi9lzZ4xdLJTc6Zm3E17&ust=1523727364578566

Week 26:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Unit 11: Lessons 5-9 Students will:

Identify: 1. cube 2. cone 3. sphere

Identify edges in a hexagon

Identify edges in a square

Identify the differences of cube and square

Identify vertices in a hexagon and square




Represent the number 5: 1. tally 2. word form 3. dice 4. ten frames





Use ten frames to determine the amount of ones and tens

Use ten frames to write the number it represents



Write the number of objects in a ten frame

Resources: 2-dimensional 3-dimensional Addition Array Attribute Circle Combination Compose Cone Count Cube Cylinder Decompose Different Edges Equal Sign Equation Group Least Match Number Number line Number words Object Parallelogram Pentagon Place value Pyramid Rectangle Rectangular Array Rectangular prism Represent Shape Solve Sphere Square Symbol Tally marks Vertices Whole Number Word form Write

Week 27:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem).


Color amount of objects to represent given number

Identify 3-dimensional shapes: 1. cube 2. cone 3. sphere

Identify how many edges are in a circle and rectangle

Identify how many vertices are in a circle and rectangle


Make a number train to represent 15

Make a ten frame to represent given number




Use a ten frame to write the number that is represented

Use dice to solve addition problems




Resources:

2-dimensional 3-dimensional Addition Circle Combination Compose Cone Count Cube Decompose Different Edges Equal Sign Equation Group Least Number Number line Number words Object Ones Place value Place value Rectangle Rectangular prism Represent Shape Solve Sphere Sum Symbol Tally marks Tens Vertices Whole Number Word form Write

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi95aei5bfaAhVP2VMKHTmRBD0QjRx6BAgAEAU&url=https://www.pinterest.com/pin/242209286186695246/&psig=AOvVaw2XNi9lzZ4xdLJTc6Zm3E17&ust=1523727364578566

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjtmem65bfaAhUIv1MKHfQ-DzoQjRx6BAgAEAU&url=https://www.pinterest.com/pin/65935582015349729/&psig=AOvVaw2XNi9lzZ4xdLJTc6Zm3E17&ust=1523727364578566

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjajJ_G5bfaAhXPtlMKHcKwBTMQjRx6BAgAEAU&url=https://www.teacherspayteachers.com/Browse/Search:missing addend with ten frame&psig=AOvVaw2XNi9lzZ4xdLJTc6Zm3E17&ust=1523727364578566

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjXwcfP5bfaAhXKtVMKHST3CjUQjRx6BAgAEAU&url=https://www.teacherspayteachers.com/Product/Story-Problems-Add-To-Change-Unknown-Missing-Addend-to-10-2772115&psig=AOvVaw2XNi9lzZ4xdLJTc6Zm3E17&ust=1523727364578566

Week 28:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). Unit 12: 4-8 Students will:

Count the number of objects and write the number it represents

Identify 3D shapes: 1. cone 2. pyramid 3. rectangular prism 4. cylinder

Identify how many edges are in a hexagon, triangle, hexagon, triangle

Identify nonstandard measurement tools

Identify: 1. circle 2. rectangle 3. triangle

Make a number bond to represent the missing and given number


Make the numbers 8: 1. tally marks 2. word form 3. dice 4. ten frame

Solve addition problems using a number train



Use number trains to make 4 in different ways


Write a number sentence to match the ten frame that is given



Resources:

2-dimensional 3-dimensional Addition Attribute Circle Combination Compose Cone Count Cube Decompose Different Edges Equal Sign Equation Group Least Number Number line Number words Object Ones Place value Place value Pyramid Rectangle Rectangular prism Represent Shape Solve Sphere Square Sum Symbol Tally marks Tens Triangle Vertices Whole Number Word form Write

Weeks 29-32:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess






K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings.

K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more.


Week 29:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). Unit 12: Lesson 9 Unit 12 assessment Students will:



Make a number train to represent the given number





Resources:

Addition Array Combination Compose Count Decompose Different Equal Sign Equation Group Number Number line Number words Object Ones Place value Rectangular Array Represent Shape Solve Symbol Tens Whole Number Word form Write

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjSmsnp5bfaAhUIrFMKHe_hAj4QjRx6BAgAEAU&url=https://www.eduplace.com/math/mw/background/1/10/te_1_10_overview.html&psig=AOvVaw0x8vK0vRskXo8ow_RHfvrt&ust=1523727587319235

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjS55r_5bfaAhXM21MKHS-VCDoQjRx6BAgAEAU&url=https://www.iknowit.com/first-grade.html&psig=AOvVaw0x8vK0vRskXo8ow_RHfvrt&ust=1523727587319235

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj_tvuf5rfaAhUQslMKHVdBDTQQjRx6BAgAEAU&url=http://moziru.com/explore/Squares clipart ten/&psig=AOvVaw1YY7S8PXWDxLg3e7IdI4Ua&ust=1523727684935473

Week 30:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used.


Color circles to match number that is given

Create a number bond to represent missing number

Fill in the missing numbers counting by 10 from 10-100

Identify edges in a triangle


Identify vertices in triangle

Make a ten frame to represent number that is given


Solve subtraction problems

Use a number train to represent a given number

Use a number train to represent the number 15

Use a ten frame to determine how many more make 10

Use dice to subtract equations




Resources:

Addition Array Compose Decompose Difference Different Equal sign Equation Least Measurement Missing number Number Number line Number words Object Ones Place value Rectangular array Represent Shape Solve Subtraction Sum Symbol Tally marks Tens Triangle Whole number Word form Write

Week 31:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 13: Lessons 6-9 Unit 13 assessment Students will:


Identify 3D shapes 1. sphere 2. cube 3. rectangular prism


Make a number train to represent the given number


Use a number line to solve subtraction problems

Use a ten frame to determine how many more to make 10

Use dice to represent subtraction problems

Use ten frames to determine the amount of ones

Use ten frames to determine the amount of tens

Use ten frames to represent a number

Use ten frames to represent addition problems



Resources: 2-dimensional 3-dimensional Addition Array Attribute Circle Compose Cube Decompose Difference Different Equal Sign Equation Measurement Missing numbers More Number Number line Number words Object Ones Place value Place value Rectangular Array Rectangular prism Represent Shape Solve Sphere Square Subtraction Sum

Symbol Tally marks Vertices Whole Number Word form Write

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiXt8Cf57faAhUItlMKHSrYBDYQjRx6BAgAEAU&url=http://diysolarpanelsv.com/ten-frame-clipart-black-and-white.html&psig=AOvVaw1YY7S8PXWDxLg3e7IdI4Ua&ust=1523727684935473

Week 32:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 14: Lessons 1-8 Students will:

Color circles to match the numbers that are given

Count by 10’s to skip count to 100

Determine how many edges are in a hexagon and square

Determine how many vertices in a hexagon and square


Identify 3D shapes: 1. cube 2. cone 3. sphere 4. pyramid 5. rectangular prism

Make a number train to represent 8 in different ways

Make a ten frame to represent a given number



Use a number bond to determine missing number

Use a number line to count on from a number (one more)


Use a ten frame to write the number that it represents

Use comparison signs to determine equal to, less than, and greater than

Use ten frame to determine how many more to make 10


Use ten frames to write an addition problem


Resources:

3-dimensional Array Attribute Compose Cone Cube Decompose Difference Edges Equal Sign Equal to Equation Greater than Hexagon Least Less than Measurement Missing number Nonstandard Number Number line Number words Object Ones Place value Place value Rectangular Array Rectangular prism Shape Solve Sphere Subtraction Symbol Tally marks Tens Vertices Whole Number Word form Write

Weeks 33-36



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess



Units




K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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).

K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals.

K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more.

K.M.2: Understand concepts of time, including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time.


Week 33:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 14: Lessons 9 Unit 14 assessment Unit 15 Lessons 1-4 Students will:


Make a number bond to determine the missing number

Make a number train by using the given number



Represent the number 8 and 10: 1. tally marks 2. number words 3. dice 4. ten frame


Use comparison signs to determine less than

Use a number bond to determine the missing number

Use a number line to determine the next number (counting on)

Use a number line to represent subtraction


Use a ten frame to solve how many more to make 10

Use base ten blocks to determine the amount of ones and tens

Use ten frame to determine the number it represents



Resources:

Addition Array Combination Compose Cone Count Decompose Difference Different Edges Equal Sign Equation Least Match Measurement Missing number Nonstandard Number Number line Number words Ones Place value Place value Rectangular Array Represent Shape Size Solve Subtraction Sum Symbol Tally marks Tens Vertices Whole Number Word form Write

Week 34:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 15 5-9 Unit 15 assessment Students will:



Identify 3D shapes cylinder, pyramid, rectangular prism

Identify amount of edges in a rectangle and triangle

Identify amount of vertices in a rectangle and triangle

Identify cube, cylinder, pyramid

Identify the amount of edges in a circle and square

Identify the amount of vertices in a circle and square

Make a number bond to find the missing number

Make a number train to represent given number


Solve addition and subtraction problems

Sort cubes and squares

Use a number line to determine one more (count on)



Use comparison signs to determine equal to, greater than, less than

Use ten frames to write an addition problem



Resources:

2-dimensional 3-dimensional Attribute Circle Combination Compose Cylinder Decompose Difference Different Edges Equal Sign Equation Greater than Least Less than Measurement Missing number Nonstandard Number Number line Number words Object Ones Place value Pyramid Rectangle Rectangular Array Rectangular prism Represent Shape Solve Square Subtraction Sum Symbol Tally marks Tens Triangle Vertices Whole Number Word form Write

Week 35:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 16: lessons 1-5 Students will:



Identify 3D shapes: 1. cone 2. pyramid 3. rectangular prism

Identify set with the least amount

Identify shapes with 3 and 4 vertices


Make a number train to show various ways to make 5


Solve addition and subtraction problems

Use comparison signs to determine less than, greater than, equal to


Use a number train to make different ways to make 7


Use ten frame to know how many more to make 10

Use ten frame to represent addition problems



Resources:

2-dimensional 3-dimensional Attribute Combination Compose Cone Decompose Difference Different Edges Equal sign Equation Least Measurement Missing number Number Number line Number words Objects Ones Place value Place value Rectangular array Rectangular prism Represent Shape Solve Subtraction Sum Tally marks Tens Vertices Whole number Word form Write

Week 36:

Benchmarks to be taught: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Unit 16: Lessons 6-9 Students will:


Identify 3D shapes: 1. cube 2. pyramid 3. cylinder 4. sphere 5. rectangular prism

Identify how many edges in a circle

Identify how many edges in a rectangle

Identify how many edges in a square

Identify how many vertices in a circle

Identify how many vertices in a rectangle

Identify how many vertices in a square


Make a number train to represent a given number

Represent 6 by tally dice word ten frame

Use comparison signs to determine less than

Use a number bond to determine the missing number

Use base ten blocks to determine the amount of ones

Use base ten blocks to determine the amount of tens

Use comparison signs to determine equal to

Use comparison signs to determine greater than

Use number line to subtract problems

Use ten frame to solve addition problems



Resources:

2-dimensional 3-dimensional Attribute Circle Compose Cube Cylinder Decompose Difference

Edges Equal Sign Equal to Equation Greater than Least Less than Measurement Missing number Number Number line Number words Object Ones Place value Pyramid Rectangle Rectangular prism Shape Solve Sphere Square Subtraction Sum Symbol Tally marks Tens Vertices Whole Number Word form Write

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