CPSD MATHEMATICS PACING GUIDE. Kindergarten

Transcription

1 CPSD MATHEMATICS PACING GUIDE Kindergarten p. 1

2 Canton Public School District Pacing Guides Frequently Asked Questions and Guidance Frequently Asked Questions 1. Where are the district s pacing guides located? What is their purpose? Pacing guides for the school year can be found on Canton Public School District s website under Teacher Resources. Pacing guides have been developed for grades K-12 in English Language Arts, Mathematics, Science, and Social Studies. The district s pacing guides: ensure that instruction addresses all of the Mississippi College and Career Readiness Standards for English Language Arts and Mathematics and the Curriculum Frameworks for Social Studies and Science; provide consistency district-wide for the pace, rigor, and equity of standards; and, address student mobility and the need for uniformity of instruction. 2. How were the pacing guides developed and by whom? What if I would like to suggest a change to the pacing guides? The pacing guides were developed by teams of teachers with feedback from the district s content staff and administrators. District staff and teachers considered state standards and objectives, state assessment blueprints, and the district s calendar when developing the pacing guides. ELA and Mathematics content staff will consider changes to the pacing guides twice yearly (at the end of the first semester and at the end of the second semester of each school year). Administrators should compile their teachers suggestions and submit them to the district s content staff during the week prior to Thanksgiving Break during the first semester and the week prior to p. 2

3 the end of the school year during the second semester. Revisions will only be considered during these windows. If warranted, changes will be made to the pacing guides prior to the next semester. 3. How are these pacing guides different from other pacing guides that we have used in the district? These pacing guides are different because the standards are paced by term rather than by day or week. This gives teachers more flexibility in deciding how and when to teach standards. This format also emphasizes the best practice of recognizing that many standards are ongoing and should be taught throughout the year. 4. What is the best way to interpret the pacing guides? The pacing guides were developed to be easily understood. Quick explanations for English Language Arts and Mathematics are found below: English Language Arts Many of the standards in the College and Career Readiness Standards for English Language Arts are ongoing; in fact, most of them are. With that fact considered, the pacing guides for ELA indicate at what point during the year standards should be introduced (I), practiced (P), assessed (A), and mastered (M). Some standards may be assessed during the year to determine students progress even though they may not be expected to master the standard until later. This reinforces the concept that we should frequently conduct formative assessments to inform instruction and determine which students are in need of intervention. Teachers should use the Scaffolding Document to assist in planning lessons and interventions. Mathematics The mathematics pacing guides are composed of the standards set forth by the state of Mississippi s College and Career Readiness Standards. Several of these standards are presented during a nine week period for mastery. The district will assess these standards for mastery at the end of the nine week period. District assessments will be comprehensive; therefore, these standards will also be assessed within future district assessments. The Pacing Guides give teachers a list of standards to be covered within a nine week period. The guides do not dictate the order or cluster of how the standards will be taught. Teachers should also use the Scaffolding Document to assist in p. 3

4 planning lessons. Please note that there are several new standards added to the MS CCRS for Mathematics this year. These standards may not be found in your textbooks; therefore, these standards will be integrated within the curriculum with other standards that can be clustered together. 5. Are the pacing guides stand-alone documents? No. The pacing guides are part of a collection of instructional documents to assist teachers in planning instruction and assessments. The other documents that should be used throughout the school year are the Pacing Planning Tool, Quick Calendar, the College and Career Readiness Standards (or frameworks for subjects other than ELA and mathematics), and MDE s scaffolding documents for ELA and mathematics. The Pacing Planning tool helps teachers make the broad vision of the standards more specific. The Quick Calendar provides teachers with a quick glance of what standards will be covered on any given day in a month. MDE s scaffolding documents for ELA and mathematics provide teachers with guidance on prerequisites for standard mastery, key concepts within standards, and examples of evidence of student mastery. These tools are excellent resources for planning lessons, developing assessments, and identifying points of intervention for struggling students. The College and Career Readiness Standards and Curriculum Frameworks include the standards or objectives for each grade level as well as the standards or objectives for proceeding and following grade levels. The ELA and Mathematics College and Career Readiness Standards both contain glossaries of terms that are beneficial for teachers. If you find that you need support in narrowing the focus of the pacing guides, please contact your principal. They have tools that can assist you in making the broad range of the term-based pacing guides more specific. 6. Will the district s assessments be aligned to the standards in the pacing guides? Our district assessments are designed to provide a snapshot of the learning process throughout the school year. The district s assessments are aligned with the timing and content of the pacing guides. Standards will be assessed according to their p. 4

5 appearance within the term indicated on the pacing guide. Ongoing standards will be assessed at multiple points throughout the year. 7. Whom should I contact if I need assistance with planning lessons using the pacing guides and supporting documents? Teachers have several options for instructional support within the district. Building principals, instructional specialists, assistant principals, and district content coordinators are available to assist you with instructional planning. p. 5

6 Canton Public Schools' Suggested Kindergarten Math Pacing Guide, Domain Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Geometry Abbreviation CC OA NBT MD G 1 st 9 Weeks Counting and Cardinality(CC) Standard Standard Description Envision Topic K.CC.2 K.CC.3 K.CC.4 K.CC.5 Know number names and the count sequence Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 20 (with 0 representing a count of no objects). Count to tell the number of objects Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. T4,T5 T1, T2,T3, T4, T5 T1, T2, T3, T5 T1,T2, T3 K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. 1 T2, T4 K.CC.7 Compare two numbers between 1 and 20 presented as written numerals. T4 p. 6

7 Operations and Algebraic Thinking (OA) Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from Represent addition and subtraction, in which all parts and whole of the problem are within 10, K.OA.1 with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. T4 Envision Math Chapters (Topics) 1-5 p. 7

8 2 nd 9 Weeks Counting and Cardinality(CC) Standard Standard Description Envision Topic Know number names and the count sequence K.CC.1 Count to 100 by ones and by tens. T6 K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). T6 Count to tell the number of objects K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. c. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. d. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. T6 K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. Operations and Algebraic Thinking (OA) Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from Represent addition and subtraction, in which all parts and whole of the problem are within 10, K.OA.1 with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, T7, T8 verbal explanations, expressions, or equations. K.OA.2 Solve addition and subtraction word problems within 10 involving situations of adding to, taking from, putting together and taking apart with unknowns in all positions by using objects T7, T8 or drawings to represent the problem. K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = T9 and 5 = 4 + 1). K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation T9 K.OA.5 Fluently add and subtract within 5. T7, T8 T6 p. 8

9 Measurement and Data (MD) Classify objects and count the number of objects in each category Classify objects into given categories; count the numbers of objects in each category and sort K.MD.3 the categories by count. 3 Envision Math Chapters (Topics) 6-9 T9 p. 9

10 3 rd 9 Weeks Number and Operations in Base Ten(NBT) Standard Standard Description Envision Topic K.NBT.1 K.MD.1 K.MD.2 K.MD.3 Work with numbers to gain foundations for place value Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ). Measurement and Data (MD) Describe and compare measurable attributes Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Classify objects and count the number of objects in each category Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 3 Geometry(G) T10, T11 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) Describe objects in the environment using names of shapes, and describe the relative K.G.1 positions of these objects using terms such as above, below, beside, in front of, behind, and T13 next to. K.G.2 Correctly name shapes regardless of their orientations or overall size. T14 K.G.3 Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). T14 Envision Math Chapters (Topics) T12 T12 T13 p. 10

11 4 th 9 Weeks Geometry(G) Standard Standard Description Envision Topic Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) Describe objects in the environment using names of shapes, and describe the relative K.G.1 positions of these objects using terms such as above, below, beside, in front of, behind, and next to. T15, K.G.2 Correctly name shapes regardless of their orientations or overall size. T15, T16 K.G.3 Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). T16 Analyze, compare, create, and compose shapes K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). K.G.5 Model objects in the world by drawing two-dimensional shapes and building three dimensional shapes. K.G.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Envision Math Chapters (Topics) T16 T16 T16 p. 11

12 Table 1 Result Unknown Change Unknown Start Unknown Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now? Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many Add To =? bunnies hopped over to the first two? bunnies were on the grass before? 2 +? = 5? + 3 = 5 Take From (K) Five apples were on the table. I ate two apples. How many apples are on the table now? 5 2 =? (1 st ) Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat? 5? = 3 One-Step Problem (2 nd ) 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 Put Together/Take Apart (K) (1 st ) One-Step Problem (2 nd ) Total Unknown Addend Unknown Both Addends Unknown Five apples are on the table. Three are red and the rest are green. How many apples are green? 3 +? = 5 or 5 3 =? Three red apples and two green apples are on the table. How many apples are on the table? =? Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = = 1 + 4, 5 = = 2 + 3, 5 = (K) (1 st ) (K t ) Difference Unknown Bigger Unknown Smaller Unknown (Version with more ): Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have? ( How many more? version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (Version with more ): Julie has 3 more apples than Lucy. Julie has five apples. How many apples does Lucy have? 5 3 =? or? + 3 = 5 Compare (1 st ) ( How many fewer? version): Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie? 2 +? = 5 or 5 2 =? One-Step Problem (1 st ) (Version with fewer ): Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have? =? or =? One-Step Problem (2 nd ) (Version with fewer ): Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have? 5 3 =?,? + 3 = 5 (1 st ) One-Step Problem (2 nd ) One-Step Problem (1 st ) K: Problem types to be mastered by the end of the Kindergarten year. 1st: Problem types to be mastered by the end of the First Grade year, including problem types from the previous year. However, First Grade students should have experiences with all 12 problem types. 2nd: Problem types to be mastered by the end of the Second Grade year, including problem types from the previous years. p. 12