Kindergarten Mathematics Curriculum Guide

Transcription

1 Department of Teaching & Learning Services Kindergarten Mathematics Curriculum Guide August 2010 Michael F. Rice, Ph.D., Superintendent Barbara Witzak, Assistant Superintendent

2 Curriculum Writing Team Kindergarten Mathematics Dolores Brinker, Team Member Heather Caldwell, Team Member Andrea Glassman, Team Member Jami Skinner, Team Member Sarah Stoll, Team Member Nancy Vader, Team Member Terina Harvey, Ed.D., K-12 Director of Curriculum & Instruction Tina Tribu, K-12 Mathematics Coordinator 2010 Curr Edit 3 Kindergarten Math Curriculum Guide doc

3 Kindergarten Mathematics Curriculum Guide Table of Contents The Process of Curriculum Development...4 Characteristics of Schools in Which all Children Succeed...5 Course Description...6 Content Standards/Expectations...8 Academic Vocabulary...10 Pacing Guide...13 I Can Do Math!...46 Common Assessments...60 Common Assessments Form (K-5)...61 Assessments...62 Math Across the Grades K-8 (MDE)...83 Units of Study Lesson Plan Format Professional Development Appendices Unpacking the Standards Bloom s Taxonomy Parent Checklist Report Card Scott Foresman Summary of Resources...155

4 The Process of Curriculum Development We are currently integrating three major approaches to curriculum work in our development model. This model recognizes that creating curriculum guides alone does not enhance student achievement; it is merely the first step. Curriculum work must funnel down to classroom instruction, assessment, and instructional improvement based on data in order to maximize student achievement. As such, the model is focused on the work of Ainsworth, Marzano, Wiggins, and Tomlinson specifically as related to using standards for curriculum development, unit design, lesson design, instruction, differentiated instruction, and assessment (formative and summative). Our current process is indicated below: Unpack and prioritize Michigan s grade level content standards Unpack expectations using Ainsworth model of identifying verbs, nouns, concepts, skills, big ideas, essential questions, identify level of Bloom s Taxonomy for each expectation, create assessment items aligned to each prioritized standard Prioritize expectations Group expectations to create measurement topics Create end of course assessment Create assessment map Chunk Create course map and common formative assessments* Train team in data analysis Create units of instruction using the Understanding by Design (UbD) model Implement, assess, reflect, modify for improvement *Common formative assessments are defined as periodic or interim assessments, collaboratively designed by grade-level or course teams of teachers and administered to all students in a grade level or course several times during the quarter, semester, trimester, or entire school year (Ainsworth, 2006). Page 4

5 Characteristics of Schools in Which all Children Succeed According to the School Redesign Network (SRN) of Stanford University, the following ten features exist in schools in which all children succeed: Personalization Continuous Relationships High Standards and Performance-Based Assessments Authentic Curriculum Adaptive Pedagogy Multicultural and Anti-Racist Teaching Knowledgeable and Skilled Teachers Collaboration Planning and Professional Development Family and Community Connections Democratic Decision-Making Page 5

6 Course/Grade Level Description The big ideas for kindergarten students are in the area of numbers. Kindergarten expectations emphasize counting, grouping, and ordering numbers. Teachers will emphasize meaning, naming, and patterns. Kindergarten Student Mathematics Expectations (From Strategic Planning Expectations) All kindergarten students will be able to Count, read and write numbers up to 30. Compare and order numbers up to 30. Count orally to 100 by 1; count orally to 30 by 2, 5 and 10. Add and subtract numbers that equal up to 10 using math symbols. Compare measurements of length, area, and weight using words like shorter, taller, longer, smaller, lighter, heavier. Know and use common words referring to time such as morning, afternoon, evening, night, yesterday, today, tomorrow, last week, next month, etc. Know common coins and bills and their values. Page 6

7 Priority Standards Kindergarten Mathematics Michigan Focal Points The following table outlines the Michigan Focal Points for kindergarten. The language in each Michigan Focal Point correlates in many cases to the National Council of Teachers of Mathematics (NCTM) standards. The first column lists each Michigan Focal Point and the second column specifies grade-level topics linked to the corresponding Focal Point. These are the topics from which the core expectations (2 nd 7 th grade) were selected. Grade K Focal Points Representing, comparing, and ordering whole numbers and joining and separating sets Topics Count, write, and order numbers Compose and decompose numbers Add and subtract numbers Explore number patterns Describing shapes and space Create, explore, and describe shapes Explore geometric patterns Ordering objects by measurable attributes Explore other measurement attributes Page 7

8 Michigan Content Standards/Expectations Revised: January 21, 2008 NUMBER AND OPERATIONS Count, Write, and Order Numbers N.ME Count objects in sets up to 30. N.ME Use one-to-one correspondence to compare and order sets of objects to 30 using phrases such as same number, more than, or less than ; use counting and matching. N.ME Compare and order numbers to 30 using phrases such as more than or less than. N.ME Read and write numbers to 30 and connect them to the quantities they represent. N.ME Count orally to 100 by ones. Count to 30 by 2s, 5s, and10s using grouped objects as needed. Compose and Decompose Numbers N.ME Understand the numbers 1 to 30 as having one, or two, or three groups of ten and some ones. Also count by tens with objects in ten-groups to 100. N.MR Compose and decompose numbers from 2 to 10, e.g., 5 = = 2 + 3, with attention to the additive structure of number systems, e.g., 6 is one more than 5, 7 is one more than 6. N.MR Describe and make drawings to represent situations/stories involving putting together and taking apart for totals up to 10; use finger and object counting. Add and Subtract Numbers N.MR Record mathematical thinking by writing simple addition and subtraction sentences, e.g., = 9, 10-8 = 2. Explore Number Patterns N.MR Create, describe, and extend simple number patterns. MEASUREMENT Explore Concepts of Time M.UN Know and use the common words for the parts of the day (morning, afternoon, evening, night) and relative time (yesterday, today, tomorrow, last week, next year). M.TE Identify tools that measure time (clocks measure hours and minutes; calendars measure days, weeks, and months). Page 8

9 M.UN Identify daily landmark times to the nearest hour (lunchtime is 12 o clock; bedtime is 8 o clock). Explore Other Measurement Attributes M.UN Compare two or more objects by length, weight and capacity, e.g., which is shorter, longer, taller? M.PS Compare length and weight of objects by comparing to reference objects, and use terms such as shorter, longer, taller, lighter, heavier. GEOMETRY Create, Explore and Describe Shapes G.GS Relate familiar three-dimensional objects inside and outside the classroom to their geometric name, e.g., ball/sphere, box/cube, soup can/cylinder, ice cream cone/cone, refrigerator/prism. G.GS Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group. Explore Geometric Patterns G.GS Create, describe, and extend simple geometric patterns. Page 9

10 Academic Vocabulary Kindergarten Mathematics Unit 1: Attributes (Chapters 1, 3, 5, 8, 10, and 11) Above Attribute Below Between Bottom Circle Different Does Not Belong Equal parts Flip Halves In Inside Left Matching Middle On On Top Of Out Outside Over Rectangle Right Roll Same (Alike) Slide Sort Sorting Rule Stack Square Top Triangle Turn Under Whole Unit 2: Geometric Shapes (Chapters 2, 5, 8, and 12) Attribute Cube Cylinder Cone Sphere Roll Stack Slide Unit 3: Time (Chapters 5 and 7) After Afternoon Before Between Calendar Clock Date Day Days of the Week Digital Clock Evening Face First Hands Last Less Time Month More Time Morning Next Night O clock Season Today Tomorrow Year Yesterday Page 10

11 Unit 4:Comparison of Measurement (Chapter 6) About the same As Long As (Same Length As) As Short As As tall As Balance Big Bigger Biggest Cent Sign Check Colder Cooler Dime Dollar Dollar Sign Empty Equal Parts Estimate Full Halves Heavier Heavier (Weighs More) Holds Less Holds More Hotter Large Larger Largest Least Unit 4: Comparison of Measurement (cont.) (Chapter 6) Less Lighter Lighter (Weighs Less) Longer Longer Than Longest Matching Parts Measure Medium More Most Nickel Penny Quarter Shorter Shorter Than Shortest Small Smaller Smallest Taller Taller Than Tallest Thermometer Warmer Weigh Cent Weight Whole Unit 5: Simple Addition and Subtraction (Chapters 9, 10, and 11) Add Addition Sentence Altogether Difference Equal Sign Equal Sign Fewer In all Join Left Minus Sign More Number Story One Fewer One More Part Plus Sign Subtract Subtraction Sentence Sum Take Away Two Fewer Two More Whole Page 11

12 Unit 6: Numeration (Chapters 2, 3, 4, 5, 12) 1 fewer 1 more 2 fewer 2 more Add Addition Sentence After Altogether As Many Backward Before Between Compare Count Count by 10s Count by 2s Count by 5s Counting by 10s Difference Eight Eighteen Eighth Eleven Equal Equal Sign Fewer Fewer Than Fewest Fifteen Fifth First Five Forward Four Fourteen Fourth Greater Hundred Chart In All Join Last Unit 6: Numeration (Chapters 2, 3, 5, 12) Left Less Minus Sign More More Than Most Next Nine Nineteen Ninth Number Story Numbers One One Fewer One More Order Part Plus Sign Same Second Seven Seventeen Seventh Six Sixteen Sixth Skip Counting Subtract Subtraction Sentence Sum Take Away Ten Tenth Third Thirteen Three Twelve Twenty Two Whole Zero Unit 7: Geometric/Numeric Patterns, Graphing and Probability (Chapters 2, 5 and 12) Next Pattern Repeat Skip-Counting Count by 2s Count by 5s Count by 10s Equally Likely Less Likely More Likely Most Likely Bar Graph Graph Picture Graph Real Graph Repeat Survey Page 12

13 Pacing Guide Kindergarten In the Resource/Text section, an * next to a lesson denotes a GLCE lesson or an activity that must be completed Week GLCEs I Can Do Math! Teaching Strategy Integration & Focus Question(s) 1 st Marking Period Resource/ Text Optional Activities Academic Vocabulary 1 Readiness for later Michigan GLCEs 2 Readiness for later Michigan GLCEs G.GS Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group. I can find an object by color. I can find an object by shape. I can find an object by size. I can find an object by type. I can put objects in groups by color. I can put objects in groups by size. Distribute Home-School Connection, pg. 1 Incorporate relative position vocabulary in the classroom (e.g., Who is standing between John and Mary? and How many crayons are inside this box? ) Use the practice/enrichment lessons for in class/homework practice. Kindergarten Pre- Assessment located in Common Formative/Summative Assessments tab in curriculum guide (pg. ) Scott Foresman Gr. K T.E. Chapter 1 Position and Sorting Lesson 1-1 (pg. 3) Lesson 1-2 (pg. 5) Scott Foresman Gr. K T.E. Chapter 1 Position and Sorting Lesson 1-3 (pg. 7) Lesson 1-4 (pg. 9) *Lesson 1-5 (pg. 11) *Lesson 1-6 (pg. 13) *Lesson 1-7 (pg. 15) Above Below In Inside On On Top Of Out Outside Over Under Alike Between Bottom Different Does Not Belong Left Middle Right Same Sort Top Page 13

14 Week GLCEs I Can Do Math! 2 I can put objects in groups by shape. I can put objects in groups by type. 3 G.GS Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group. I can tell when an object does not belong in a group. I can find an object by color. I can find an object by shape. I can find an object by size. I can find an object by type. I can put objects in groups by color. I can put objects in groups by size. I can put objects in groups by shape. I can put objects in groups by type. I can tell when an object does not belong in a group. Teaching Strategy Integration & Focus Question(s) Ask students How can objects be described? and In what ways can objects be sorted? Use Lesson 1-10 if students need additional practice or distribute Lesson 1-10 for homework/practice. Use Reteaching activities if necessary. Page 14 Resource/ Text Scott Foresman Gr. K T.E. Chapter 1 Position and Sorting *Lesson 1-8 (pg. 17) *Lesson 1-9 (pg. 19) *Lesson 1-10 (pg. 21) Scott Foresman Chapter 1 Assessment (pgs ) Optional Activities Academic Vocabulary Sorting Rule

15 Week GLCEs I Can Do Math! 4 Readiness for future Michigan GLCEs N.ME Use one-to-one correspondence to compare and order sets of objects to 30 using phrases such as same number, more than, or less than ; use counting and matching. I can tell if two groups have the same number of objects. I can tell if one group has more than another group. I can tell if one group has less than another group. I can make my own pattern. I can describe a pattern. 5 Readiness for future Michigan GLCEs I can tell what comes next in a pattern. I can make my own pattern. G.GS Create, describe, and extend simple geometric patterns. I can describe a pattern. I can tell what comes next in a pattern. Teaching Strategy Integration & Focus Question(s) Distribute Home-School Connection, pg. 25 Ask students questions, to create graphs, Are there more boys or more girls in our class? and How do you know? Graph the information. One-to-one correspondence is an important concept in mathematics. The idea of equivalence is developed from this important mathematical idea. Look for opportunities in the classroom with repeating patterns (e.g., black and red numbers on calendar). Ask students if they recognize the pattern. Have students line up in a pattern, i.e. BBGBBG. Ask students What is a pattern? and Where are patterns found? Page 15 Resource/ Text Scott Foresman Gr. K T.E. Chapter 2 Graphing and Patterns *Lesson 2-1 (pg. 27) *Lesson 2-2 (pg. 29) Lesson 2-3 (pg. 31) Lesson 2-4 (pg. 33) Lesson 2-5 (pg. 35) Scott Foresman Gr. K T.E. Chapter 2 Graphing and Patterns Lesson 2-6 (pg. 37) *Lesson 2-7 (pg. 39) Lesson 2-8 (pg. 41) Lesson 2-9 (pg. 43) Optional Activities Investigations Unit 3 Classroom Routine pg. 90 Patterns on the Pocket Chart Activity pg. 101 Playing Add On (Game) Activity pg. 125 Introducing How Many Cars (Game) Unit 7 Classroom Routines pg. 31 Today s Question Activity pg. 89 Introducing the Lunch Food Data Generating Lunch Food Data Academic Vocabulary As Many Bar Graph Equal Fewer Graph More Pattern Picture Graph Real Graph Repeat Survey

16 Week GLCEs I Can Do Math! 6 Readiness for future Michigan GLCEs I can make my own pattern. G.GS Create, describe, and extend simple geometric patterns. N.ME Count objects in sets up to 30. I can describe a pattern. I can tell what comes next in a pattern. I can count objects up to 5. Teaching Strategy Integration & Focus Question(s) Patterning is a critical mathematical concept. It is the foundation of mathematics. Kindergartners typically have experiences with repeating patterns. Use the practice/enrichment lessons class/homework practice. Use Fruit Loops to make patterned necklaces. Distribute Home-School Connection, pg. 51 Ask students Why are numbers necessary? and How can quantities be shown? Page 16 Resource/ Text Scott Foresman Gr. K T.E. Chapter 2 Graphing and Patterns *Lesson 2-10 (pg. 45) Lesson 2-11 (pg. 47) Scott Foresman Chapter 2 Assessment (pgs Scott Foresman Gr. K T.E. Chapter 3 Numbers Through 5 *Lesson 3-1 (pg. 53) Optional Activities Discussion pg. 92 Sorting Favorite Lunch Food Data (Must be used with activities pg. 89) Activity pg 101 Introducing Do You Like? Surveys Academic Vocabulary Count One Three Two

17 Week GLCEs I Can Do Math! 7 N.ME Count objects in sets up to 30. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can count objects up to 5. I can read numbers up to 5. I can write numbers up to 5. I can match a number to a set of objects up to 5. Teaching Strategy Integration & Focus Question(s) Include other multisensory experiences in helping students form numbers such as making numbers from modeling clay and tracing them in sand. Show sets of objects. Develop a variety of representations so students can see the different arrangements of quantities. (Number doesn t change even though the arrangement does.) After counting the different arrangements, write the number word and matching symbol represented by the arrangements. Page 17 Resource/ Text Scott Foresman Gr. K T.E. Chapter 3 Numbers Through 5 *Lesson 3-2 (pg. 55) *Lesson 3-3 (pg. 57) *Lesson 3-4 (pg. 59) *Lesson 3-5 (pg. 61) Optional Activities Investigations Unit 2 Activity pg. 34 Introducing Grab and Count (Game) Activity pg. 40 Introducing Counting Chart Activity pg. 44 Introducing Roll and Record (Game) Activity pg. 56 Introducing Build It Activity pg. 66 Introducing Inventories Activity pg. 68 Inventory Bags Activity pg. 95 Introducing Grab and Count Compare (Game) Academic Vocabulary Five Four Number Zero

18 Week GLCEs I Can Do Math! 8 Readiness for future Michigan GLCEs N.ME Count objects in sets up to 30. N.ME Use one-to-one correspondence to compare and order sets of objects to 30 using phrases such as same number, more than, or less than ; use counting and matching. N.ME Compare and order numbers to 30 using phrases such as more than or less than. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can tell if one number is more than another number up to 5. I can tell if one number is less than another number up to 5. I can tell if two groups have the same number of objects. I can tell if one group of objects has more than another group. I can tell if one group of objects has less than another group. I can put groups of objects in order from most to least. I can put groups of objects in order from least to most. Teaching Strategy Integration & Focus Question(s) Ask students questions such as, Do we have less girls with long hair than short hair? How do you know? Ask students How can sets and numbers be compared and ordered? and What are ways quantities can be made? Encourage students to incorporate the word fewer into their vocabulary. When students identify a group as having more, ask Which group has fewer? Make a line of 5 students. Ask questions such as Who is second in line? and Who is fourth in line? Use the practice/enrichment lessons for in class/homework practice. Page 18 Resource/ Text Scott Foresman Gr. K T.E. Chapter 3 Numbers Through 5 *Lesson 3-6 (pg. 63) *Lesson 3-7 (pg. 65) *Lesson 3-8 (pg. 67) Lesson 3-9 (pg. 69) Optional Activities Discussion pg. 108 Comparing Two Inventory Bags Activity pg. 129 Introducing Grab and Count Ordering (Game) Activity pg. 134 Introducing Ordering Names Activity pg. 139 Introducing Ordering Cards (Game) Academic Vocabulary Equal Fewer Fewer Fifth First Fourth Less More Most Order Same Second Third

19 Week GLCEs I Can Do Math! 9 N.ME Count objects in sets up to 30. N.ME Compare and order numbers to 30 using phrases such as more than or less than. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can find an object by color. I can find an object by shape. I can find an object by size. I can find an object by type. I can put objects into groups by color. I can put objects into groups by shape. G.GS Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group. I can put objects into groups by size. I can put objects into groups by type. I can tell when an object does not belong in a group. I can count objects up to 10. I can match a number to a set of objects up to 10. Teaching Strategy Integration & Focus Question(s) Use the practice/enrichment lessons for in class/homework practice. Distribute Home-School Connection, pg. 75 When working with counters and a tenframe, observe how students change the tenframe to show a new number. Some students may remove all counters and begin again. Others may recognize that counters can be added or removed to show a new number. Before they change their tenframes ask questions such as, Seven counters are on your ten-frame. How many counters could you add to show 9? How many counters could you remove to show 4? Page 19 Resource/ Text Scott Foresman Gr. K T.E. Chapter 3 Numbers Through 5 *Lesson 3-10 (pg. 71) Scott Foresman Chapter 3 Assessment (pgs ) Scott Foresman Gr. K T.E. Chapter 4 Numbers Through 10 *Lesson 4-1 (pg. 77) *Lesson 4-2 (pg. 79) Optional Activities Academic Vocabulary Eight One Fewer One More Seven Six

20 Week GLCEs I Can Do Math! 10 N.ME Count objects in sets up to 30. N.ME Use one-to-one correspondence to compare and order sets of objects to 30 using phrases such as same number, more than, or less than ; use counting and matching. N.ME Compare and order numbers to 30 using phrases such as more than or less than. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can count objects up to 10. I can read numbers up to 10. I can write numbers up to 10. I can match a number to a set of objects up to 10. I can tell if one number is more than another number up to 10. I can tell if one number is less than another number up to 10. I can tell if two groups of objects have the same number. I can tell if one group of objects has more than another group. I can tell if one group of objects has less than another group. Teaching Strategy Integration & Focus Question(s) 2 nd Marking Period Page 20 Resource/ Text Scott Foresman Gr. K T.E. Chapter 4 Numbers Through 10 *Lesson 4-3 (pg. 81) *Lesson 4-4 (pg. 83) *Lesson 4-5 (pg 85) *Lesson 4-6 (pg. 87) *Lesson 4-7 (pg. 89) Optional Activities Investigations Unit 2 Activity pg. 34 Introducing Grab and Count (Game) Activity pg. 44 Introducing Roll and Record (Game) Activity pg. 56 Introducing Build It Activity pg. 95 Introducing Grab and Count Compare (Game) Discussion pg. 108 Comparing Two Inventory Bags Academic Vocabulary Backward Fewer Than Forward Greater Less More Than Nine Ten

21 Week GLCEs I Can Do Math! 11 Readiness for future Michigan GLCEs I can count objects up to 10. N.ME Compare and order numbers to 30 using phrases such as more than or less than. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can read numbers up to 10. I can write numbers up to 10. I can match a number to a set of objects up to 10 I can tell if one number is more than another number up to 10. I can tell if one number is less than another number up to 10. I can tell if two groups of objects have the same number. I can tell if one group of objects has more than another group. I can tell if one group of objects has less than another group. Teaching Strategy Integration & Focus Question(s) Emphasize patterns in the environment. Encourage children to describe patterns they see in and out of the classroom. Page 21 Resource/ Text Scott Foresman Gr. K T.E. Chapter 4 Numbers Through 10 *Lesson 4-8 (pg. 91) Lesson 4-9 (pg. 93) Lesson 4-10 (pg. 95) Optional Activities Activity pg. 139 Introducing Ordering Cards (Game) Unit 4 Activity pg. 59 Introducing Grab and Count: Two Hands Full (Game) Activity pg. 66 Introducing Collect 10 Together (Game) Activity pg. 72 Introducing Build On (Game) Activity pg. 77 Introducing Roll and Record 2 (Game) Activity pg. 83 Collect 15 Together (Game) Academic Vocabulary After Before Eighth Growing Pattern Ninth Seventh Sixth Tenth

22 Week GLCEs I Can Do Math! 12 N.ME Count objects in sets up to 30. N.ME Compare and order numbers to 30 using phrases such as more than or less than. I can count objects up to 10. I can read numbers up to 10. I can write numbers up to 10. I can match a number to a set of objects up to 10. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can tell if one number is more than another number up to 10. I can tell if one number is less than another number up to 10. I can tell if two groups of objects have the same number. I can tell if one group of objects has more than another group. I can tell if one group of objects has less than another group. Teaching Strategy Integration & Focus Question(s) Use the practice/enrichment lessons for in class/homework practice Page 22 Resource/ Text Scott Foresman Gr. K T.E. Chapter 4 Numbers Through 10 *Lesson 4-11 (pg. 97) Scott Foresman Chapter 4 Assessment (pgs ) Optional Activities Academic Vocabulary

23 Week GLCEs I Can Do Math! 13 N.ME Count objects in sets up to 30. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can count objects up to 20. I can match a number to a set of objects up to 20. N.ME Understand the numbers 1 to 30 as having one, or two, or three groups of ten and some ones. Also count by tens with objects in ten-groups to 100. Teaching Strategy Integration & Focus Question(s) Distribute Home-School Connection, pg. 101 When students are provided with two tenframes and asked to show a teen number such as 14, some may fill the first frame with 10 and place the remainder of counters in the second frame, while others may distribute the counters randomly between the two frames. Discuss with students how they think counters could be placed on the ten-frames so it is easy to see how many there are. Filling the first frame with 10, and placing the extras in the second frame helps students develop the understanding that ten and some more is a teen amount. Page 23 Resource/ Text Scott Foresman Gr. K T.E. Chapter 5 Numbers Through 31 *Lesson 5-1 (pg. 103) *Lesson 5-2 (pg. 105) *Lesson 5-3 (pg. 107) *Lesson 5-4 (pg. 109) Optional Activities Investigations Unit 2 Activity pg. 101 Introducing Compare (Game) Activity pg. 102 Playing Compare (Game) Unit 4 Activity pg. 83 Counting Jar Collect 15 Together (Game) Academic Vocabulary Eighteen Eleven Fifteen Fourteen Nineteen Seventeen Sixteen Thirteen Twelve Twenty

24 Week GLCEs I Can Do Math! 14 N.ME Count objects in sets up to 30. N.ME Read and write numbers to 30 and connect them to the quantities they represent. N.ME Count orally to 100 by ones. Count to 30 by 2s, 5s and10s using grouped objects as needed. N.ME Understand the numbers 1 to 30 as having one, or two, or three groups of ten and some ones. Also count by tens with objects in ten-groups to 100. I can count objects up to 31. I can read numbers up to 20. I can read numbers up to 31. I can write numbers up to 20. I can write numbers up to 31. I can match a number to a set of objects up to 31. I can describe a pattern of numbers. I can tell what comes next in a pattern of numbers. N.MR Create, describe, and extend simple number patterns. I can make a pattern with numbers. I can count by 1s to 31. I can count by 2s to 30. Teaching Strategy Integration & Focus Question(s) Page 24 Resource/ Text Scott Foresman Gr. K T.E. Chapter 5 Numbers Through 31 *Lesson 5-5 (pg. 111) *Lesson 5-6 (pg. 113) *Lesson 5-7 (pg. 115) *Lesson 5-8 (pg. 117) Optional Activities Academic Vocabulary Skip Counting

25 Week GLCEs I Can Do Math! 14 I can use objects if needed. I can count by 5s to 30. I can use objects if needed. I can count by 10s to Readiness for future Michigan GLCEs N.ME Count objects in sets up to 30. N.ME Compare and order numbers to 30 using phrases such as more than or less than. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can use objects if needed. I can tell if one number is more than another up to 20. I can tell if one number is more than another up to 31. I can tell if one number is less than another up to 20. I can tell if one number is less than another number up to 31. I can tell why a calendar is used. I can find numbers on the calendar. Teaching Strategy Integration & Focus Question(s) When comparing two numbers, the one that comes first in the counting sequence is less and the one that comes second is more. Emphasize that clocks, calculators, rulers, tape measures, thermometers, vending machines, and other things we see every day use numbers. To help students build estimation skills, estimate quantities during typical classroom routines. For example: estimate, then count the Page 25 Resource/ Text Scott Foresman Gr. K T.E. Chapter 5 Numbers Through 31 Lesson 5-9 (pg. 119) *Lesson 5-10 (pg. 121) *Lesson 5-11 (pg. 123) Lesson 5-12 (pg. 125) Optional Activities Academic Vocabulary About After Before Between Equally Likely Greater Less Less Likely More Likely Most Likely

26 Week GLCEs I Can Do Math! 15 M.TE Identify tools that measure time (clocks measure hours and minutes; calendars measure days, weeks, and months). 16 N.ME Count objects in sets up to 30. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can find the number pattern on the calendar. I can sort colors. I can find groups of objects that belong together. I can find groups of objects that do not belong together. G.GS Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group. M.UN Know and use the common words for the parts of the day (morning, afternoon, evening, night) and relative time (yesterday, today, tomorrow, last week, next year). I can use a calendar to tell about the months of the year. I can tell what the word yesterday means. I can tell what the word today means. I can tell what the word tomorrow means. Teaching Strategy Integration & Focus Question(s) number of students in line, the number of blocks in a pile, or the number of pieces of student work hanging on the bulletin board. Use the practice/enrichment for in class/homework practice. Distribute Home-School Connection, pg. 159 At the start of the week, remind students that the first day of the school week is Monday. Ask them what they did yesterday and the name of the day. Ask students What is time? and How does time change? Ask students What if time stood still? and How can tools be used to measure time? Page 26 Resource/ Text Scott Foresman Gr. K T.E. Chapter 5 Numbers Through 31 Lesson 5-13 (pg. 127) Scott Foresman Chapter 5 Assessment (pg. 129) Scott Foresman Gr. K T.E. Chapter 7 Time and Money *Lesson 7-1 (pg. 161) *Lesson 7-2 (pg. 163) *Lesson 7-3 (pg. 165) Optional Activities Investigations Unit 3 Classroom Routine pg. 35 Calendar: Days of the Week Classroom Routine pg. 58 Calendar: Days of the Week Academic Vocabulary Days of the Week Month Season Today Tomorrow Year Yesterday

27 Week GLCEs I Can Do Math! 16 M.TE Identify tools that measure time (clocks measure hours and minutes; calendars measure days, weeks, and months). 17 Readiness for future Michigan GLCEs I can tell what the word morning means. N.ME Compare and order numbers to 30 using phrases such as more than or less than. N.ME Read and write numbers to 30 and connect them to the quantities they represent. M.TE Identify tools that measure time (clocks measure hours and minutes; calendars measure days, weeks, and months). M.UN Know and use the common words for the parts of the day (morning, afternoon, evening, I can tell what the word afternoon means. I can tell what the word evening means. I can tell what the word night means. I can tell what the word day means. I can use a calendar to tell about the days of a week. I can use the calendar to tell the date. I can tell why a clock is used. I can put numbers in order from 1 to 30. Teaching Strategy Integration & Focus Question(s) Point out that the morning, afternoon, and evening times coincide with the movement of the sun across the sky. Have students identify an activity usually done in the morning, afternoon, and evening. Page 27 Resource/ Text Scott Foresman Gr. K T.E. Chapter 7 Time and Money *Lesson 7-4 (pg. 167) *Lesson 7-5 (pg. 169) *Lesson 7-6 (pg. 171) *Lesson 7-7 (pg. 173) Optional Activities Academic Vocabulary After Afternoon Before Calendar Clock Date Day Day Evening Face First Hands Last Morning Next Night O clock

28 Week GLCEs I Can Do Math! 17 night) and relative time (yesterday, today, tomorrow, last week, next year). 18 Readiness for future Michigan GLCEs I can read numbers 1 to 30. I can write numbers 1 to 30. I can find objects that are like a cube. G.GS Relate familiar threedimensional objects inside and outside the classroom to their geometric name, e.g., ball/sphere, box/cube, soup can/cylinder, ice cream cone/cone, refrigerator/prism. G.GS Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group. I can find objects that are like a cylinder. I can find objects that are like a cone. I can find objects that are like a sphere. I can find objects that roll. I can find objects that slide. I can find objects that stack. I can sort objects that roll. I can sort objects that slide. I can sort objects that stack. I can find shapes that do not belong in a group. Teaching Strategy Integration & Focus Question(s) Distribute Home-School Connection, pg. 195 Point out the different tools that can be used to tell time and to measure the passing of time (e.g., watches, computers, clocks, kitchen timers, and hour glasses). After seeing many examples of the solid shapes and noticing important attributes such as corners and shapes of flat surfaces, give students modeling clay and other materials to build their own models of 3- dimensional shapes. Ask students Where are shapes found in the world? Page 28 Resource/ Text Scott Foresman Gr. K T.E. Chapter 7 Time and Money Lesson 7-8 pg. 175 Lesson 7-9 pg. 177 *Chapter 7 Part 1 Assessment- See Scott Foresman Assessment Sourcebook Form D (pgs ) Scott Foresman Gr. K T.E. Chapter 8 Geometry and Fractions *Lesson 8-1 (pg. 197) Lesson 8-2 (pg. 199) Lesson 8-3 (pg. 201) Optional Activities Academic Vocabulary Cone Cube Cylinder Digital Clock Flat Surface Less Time More Time Roll Slide Sphere Stack

29 Week GLCEs I Can Do Math! 19 Readiness for future Michigan GLCEs I can find squares. I can find rectangles. I can find triangles. I can find circles. I can sort squares. I can sort rectangles. I can sort triangles. I can sort circles. 20 Readiness for future Michigan GLCEs I can find shapes that do not belong in a group. Teaching Strategy Integration & Focus Question(s) 3 rd Marking Period After seeing many examples of squares, triangles, rectangles, and circles, students can use blocks, toothpicks, and paper and pencil to build or draw their own examples of plane shapes. Ask students In what ways can objects be sorted? The development of fractional parts is directly related to the concept of sharing. Pose simple sharing problems whose results will form fractional parts. For example, if 4 students share 8 toy cars, they will get 2 cars each. Page 29 Resource/ Text Scott Foresman Gr. K T.E. Chapter 8 Geometry and Fractions Lesson 8-4 (pg. 203) Lesson 8-5 (pg. 205) Lesson 8-6 (pg. 207) Lesson 8-7 (pg. 209) Scott Foresman Gr. K T.E. Chapter 8 Geometry and Fractions Lesson 8-8 (pg. 211) Lesson 8-9 (pg. 213) Lesson 8-10 (pg. 215) Lesson 8-11 (pg. 217) Optional Activities Investigations Unit 5 Activity pg. 23 Looking at 2D Shapes Activity pg. 41 Making Clay Shapes (also Discussion pg. 42) Activity pg. 93 Looking at 3D Shapes Academic Vocabulary Circle Flip Rectangle Slide Square Triangle Turn Equal Parts Halves Matching Parts Whole

30 Week GLCEs I Can Do Math! 21 Readiness for future Michigan GLCEs. I can count objects up to 30. N.ME Count objects in sets up to 30. N.ME Read and write numbers to 30 and connect them to the quantities they represent. N.MR Compose and decompose numbers from 2 to 10, e.g., 5 = = 2 + 3, with attention to the additive structure of number systems, e.g., 6 is one more than 5, 7 is one more than 6. I can read numbers up to 30. I can show how numbers are put together to make another number. I can show how a number can be taken apart into other numbers. Teaching Strategy Integration & Focus Question(s) Use the practice/enrichment lessons for in class/homework practice. Distribute Home-School Connection, pg. 223 Ask questions, such as the following, about a part-part mat to prepare students for later work with addition and subtraction and their strategies. If I have 6 counters and I put 2 counters on this part of the mat, how many counters will go on the other part of the mat? Can you show 6 with 2 parts that are the same? Ask students How can quantities be shown? and What are some ways quantities can be made? Page 30 Resource/ Text Scott Foresman Gr. K T.E. Chapter 8 Geometry and Fractions Lesson 8-12 (pg. 219) Chapter 8 Assessment- See Scott Foresman Assessment Sourcebook Chapter 8 Performance Assessment (pgs ) Scott Foresman Gr. K T.E. Chapter 9 Readiness for Addition and Subtraction *Lesson 9-1 (pg. 225) *Lesson 9-2 (pg. 227) Optional Activities Academic Vocabulary Part Whole

31 Week GLCEs I Can Do Math! 22 N.ME Count objects in sets up to 30. N.ME Read and write numbers to 30 and connect them to the quantities they represent. N.MR Compose and decompose numbers from 2 to 10, e.g., 5 = = 2 + 3, with attention to the additive structure of number systems, e.g., 6 is one more than 5, 7 is one more than 6. I can count objects up to 30. I can read numbers up to 30. I can write numbers up to 30. I can show how numbers are put together to make another number. I can show how a number can be taken apart into other numbers. I can show 1 more than a number. I can show 2 more than a number. Teaching Strategy Integration & Focus Question(s) Provide students with time to use whatever counting procedures they need to determine 1 or 2 more or fewer than a given number. 4 and 2 more is what number? Page 31 Resource/ Text Scott Foresman Gr. K T.E. Chapter 9 Readiness for Addition and Subtraction *Lesson 9-3 (pg. 229) *Lesson 9-4 (pg. 231) *Lesson 9-5 (pg. 233) *Lesson 9-6 (pg. 235) Optional Activities Investigations Unit 4 Activity pg. 91 Introducing Racing Bears (Game) Activity pg. 101 Introducing One More-One Fewer (Game) Activity pg. 105 Introducing Double Compare (Game) Discussion pg. 119 Who Has More? Academic Vocabulary 1 More 2 More

32 Week GLCEs I Can Do Math! 23 N.ME Count objects in sets up to 30. N.ME Use one-to-one correspondence to compare and order sets of objects to 30 using phrases such as same number, more than, or less than ; use counting and matching. N.ME Compare and order numbers to 30 using phrases such as more than or less than. N.ME Read and write numbers to 30 and connect them to the quantities they represent. N.MR Compose and decompose numbers from 2 to 10, e.g., 5 = I can show 1 fewer than a number. I can show 2 fewer than a number. I can tell if two groups have the same number of objects. I can tell if one group of objects has more than another group. I can tell if one group of objects has less than another group. I can count objects up to 30. I can read numbers up to 30. I can write numbers up to 30. I can show how numbers are put together to make another number. Teaching Strategy Integration & Focus Question(s) Provide students with a variety of ways to engage physically with number relationships. For example, as students talk about how many times they jumped rope, ask them to tell when they jumped a greater number of times and when they jumped a fewer number of times. Use the practice/enrichment lessons for in class/homework practice. Distribute Home-School Connection, pg. 243 Ask students, How can counting strategies be used to compare and combine numbers? Page 32 Resource/ Text Scott Foresman Gr. K T.E. Chapter 9 Readiness for Addition and Subtraction *Lesson 9-7 (pg. 237) *Lesson 9-8 (pg. 239) Scott Foresman Chapter 9 Assessment (pgs ) Scott Foresman Gr. K T.E. Chapter 10 Understanding Addition *Lesson 10-1 (pg. 45) Optional Activities Academic Vocabulary 1 Fewer 2 Fewer In All Join Number Story

33 Week GLCEs I Can Do Math! = 2 + 3, with attention to the additive structure of number systems, e.g., 6 is one more than 5, 7 is one more than 6. I can show how a number can be taken apart into other numbers. N.MR Describe and make drawings to represent situations/stories involving putting together and taking apart for totals up to 10; use finger and object counting. 24 N.ME Count objects in sets up to 30. N.ME Read and write numbers to 30 and connect them to the quantities they represent. N.MR Compose and decompose numbers from 2 to 10, e.g., 5 = = 2 + 3, with attention to the I can count objects up to 30. I can read numbers up to 30. I can write numbers up to 30. I can show how numbers are put together to make another number. I can show how a number can be taken Teaching Strategy Integration & Focus Question(s) During daily routines, ask joining questions such as If two people can use the art center before recess and two more people can use the art center after recess, how many people can use the art center today? Emphasize the connection between joining two groups and the plus sign. First have students form two groups and write the Page 33 Resource/ Text Scott Foresman Gr. K T.E. Chapter 10 Understanding Addition *Lesson 10-2 (pg. 247) *Lesson 10-3 (pg. 249) *Lesson 10-4 (pg. 251) *Lesson 10-5 (pg. 253) Optional Activities Investigations Unit 4 Activity pg. 96 Three Story Problems Activity pg. 114 Introducing Build It/Change It (Game) Activity pg. 144 Introducing Toss the Chips (Game) Academic Vocabulary Add Add Altogether Equals Sign Plus Sign Sum

34 Week GLCEs I Can Do Math! 24 additive structure of number systems, e.g., 6 is one more than 5, 7 is one more than 6. N.MR Describe and make drawings to represent situations/stories involving putting together and taking apart for totals up to 10; use finger and object counting. apart into other numbers. I can use objects to show putting together. I can make a drawing to show putting together. I can write an addition sentence. N.MR Record mathematical thinking by writing simple addition and subtraction sentences, e.g., = 9, 10-8 = 2. Teaching Strategy Integration & Focus Question(s) number in each group. Then have students join the groups and write the plus sign between the numbers as a representation of joining the two groups. (Optional: Use the calculator for this.) (When writing addition sentences for students, alternate between these forms: 3+1=4 and 4=3+1.) Page 34 Resource/ Text Optional Activities Unit 6 Activity pg. 31 Introducing Six Tiles in All Activity pg. 42 Introducing Arrangements of Five Through Ten Tiles Discussion pg. 47 More Tile Arrangements Activity pg. 92 Introducing the Counting Jar Activity pg. 101 Introducing Roll and Record 3 (Game) Discussion pg. 113 Counting Jar Activity pg. 147 Introducing Total of Six (Game) Academic Vocabulary

35 Week GLCEs I Can Do Math! Week 25 Readiness for future Michigan GLCEs I can count objects up to 30. N.ME Count objects in sets up to 30. N.ME Read and write numbers to 30 and connect them to the quantities they represent. N.MR Compose and decompose numbers from 2 to 10, e.g., 5 = = 2 + 3, with attention to the additive structure of number systems, e.g., 6 is one more than 5, 7 is one more than 6. N.MR Describe and make drawings to represent situations/stories involving putting together and taking apart for totals up to 10; use finger and object counting. I can read numbers up to 30. I can write numbers up to 30. I can write an addition sentence. I can sort objects. I can find objects that do not belong in a group. I can find objects that are all the same. I can use objects to show taking apart. Teaching Strategy Integration & Focus Question(s) Use the practice/enrichment lessons for in class/homework practice. Distribute Home-School Connection, pg. 263 Page 35 Resource/ Text Scott Foresman Gr. K T.E. Chapter 10 Understanding Addition *Lesson 10-6 (pg. 255) Lesson 10-7 (pg. 257) *Lesson 10-8 (pg. 259) Scott Foresman Chapter 10 Assessment (pgs ) Scott Foresman Gr. K T.E. Chapter 11 Understanding Subtraction *Lesson 11-1 (pg. 265) Optional Activities Academic Vocabulary Addition Sentence Equals Sign Left

36 Week GLCEs I Can Do Math! 25 N.MR Record mathematical thinking by writing simple addition and subtraction sentences, e.g., = 9, 10-8 = 2. G.GS Identify, sort, and classify objects by attribute and identify objects that do not belong in a particular group. 26 N.ME Count objects in sets up to 30. N.ME Use one-to-one correspondence to compare and order sets of objects to 30 using phrases such as same number, more than, or less than ; use counting and matching. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can count objects up to 30. I can read numbers up to 30. I can write numbers up to 30. I can use objects to show taking apart. I can make a drawing to show taking apart. I can write a subtraction sentence. Teaching Strategy Integration & Focus Question(s) Resource/ Text Ask separating and comparing questions during daily routines such as How many more girls than boys are there at the center? How do you know? If two girls leave the center, how many girls will be left? Emphasize the connection between separating a group into two groups and the minus sign. First have students identify the whole and write the number representing the whole. Then have students take away two counters and write the Scott Foresman Gr. K T.E. Chapter 11 Understanding Subtraction *Lesson 11-2 (pg. 267) *Lesson 11-3 (pg. 269) *Lesson 11-4 (pg. 271) *Lesson 11-5 (pg. 273) *Lesson 11-6 (pg. 275) Page 36 Optional Activities Investigations Unit 4 Activity pg. 114 Introducing Build It/Change It (Game) Unit 6 Activity pg. 103 Acting Out Story Problems Activity pg. 111 Modeling Story Problems Activity pg. 116 Introducing Academic Vocabulary Difference Equal Sign Equals Sign Fewer Minus Sign More Subtract Subtract Subtraction Sentence Take Away

37 Week GLCEs I Can Do Math! 26 N.MR Describe and make drawings to represent situations/stories involving putting together and taking apart for totals up to 10; use finger and object counting. N.MR Record mathematical thinking by writing simple addition and subtraction sentences, e.g., = 9, 10-8 = Readiness for future Michigan GLCEs I can count objects up to 30. N.ME Count objects in sets up to 30. N.ME Read and write numbers to 30 and connect them to the quantities they represent. I can read numbers up to 30. I can write numbers up to 30. I can use objects to show taking apart. I can write a subtraction sentence. Teaching Strategy Integration & Focus Question(s) minus sign between the numbers as a representation of removing two counters from the group of five. (When writing subtraction sentences, as with addition, alternate between these two forms: 5-3=2 and 2=5-3.). Have students create subtraction stories and explain for each situation why subtraction is the appropriate mathematical representation. Use the practice/enrichment lessons for in class/homework practice. Page 37 Resource/ Text Scott Foresman Gr. K T.E. Chapter 11 Understanding Subtraction Lesson 11-7 (pg. 277) *Lesson 11-8 (pg. 279) *Lesson 11-9 (pg. 281) Scott Foresman Chapter 11 Assessment (pg ) Optional Activities Build and Remove (Game) Academic Vocabulary

38 Week GLCEs I Can Do Math! 27 N.MR Describe and make drawings to represent situations/stories involving putting together and taking apart for totals up to 10; use finger and object counting. I can find more than one way to sort objects. I can find objects that do not belong in a group. I can find objects that are all the same. N.MR Record mathematical thinking by writing simple addition and subtraction sentences, e.g., = 9, 10-8 = 2. I can use objects to show taking apart. I can use objects to show putting together. I can make a drawing to show putting together. I can make a drawing to show taking apart. Teaching Strategy Integration & Focus Question(s) Page 38 Resource/ Text Optional Activities Academic Vocabulary

39 Week GLCEs I Can Do Math! 28 Readiness for future Michigan GLCEs I can count groups of objects by 10. N.ME Count orally to 100 by ones. Count to 30 by 2s, 5s and10s using grouped objects as needed. I can count to 100 by 1s. I can count to 30 by 2s. I can count to 30 by 5s. N.ME Understand the numbers 1 to 30 as having one, or two, or three groups of ten and some ones. Also count by tens with objects in ten-groups to 100. I can count to 30 by 10s. I can continue a pattern of numbers by 2s. I can continue a pattern of numbers by 5s. I can continue a pattern of numbers by 10s. Teaching Strategy Integration & Focus Question(s) 4 th Marking Period Distribute Home-School Connection, pg. 285 Use the hundreds chart to reinforce counting. Count along with students in order to appeal to auditory learners. Find opportunities to count/make groups of ten. Emphasize, for example, that the number 40 is 4 groups of ten. Page 39 Resource/ Text Scott Foresman Gr. K T.E. Chapter 12 Counting and Number Patterns to 100 *Lesson 12-1 (pg. 287) *Lesson 12-2 (pg. 289) Lesson 12-3 (pg. 291) Lesson 12-4 (pg. 293) Optional Activities Academic Vocabulary Count by 2s Count by 5s Count by 10s Hundred Chart