CCSS Mathematics Implementation Guide Kindergarten (Draft) First Nine Weeks

Transcription

1 CCSS Mathematics Implementation Guide Kindergarten (Draft) First Nine Weeks What shapes can we find in the environment? How are shapes related? Shapes are the things that we see. Shapes are all around us. Shapes are alike and different from each other.. Italicized and Bolded KG1 Describe objects in the environment using the names of shapes, and describe the relative position of these objects using terms such as above, below, beside, in front of, behind, and next to. KG2 Correctly name shapes regardless of their orientations or overall size. KG3 Identify shapes as 2-dimensional (lying in a plane, flat ) or three-dimensional ( solid ) KG4 Analyze and compare two-and threedimensional 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). KG5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. SMP 6 Envision: 1-5, 2-1, 2-3, 2-4, 2-5, 2-6, 7-1, 7-2, 7-6, 7-7, 7-7, A: Making shapes from other shapes Student Pages Teacher Pages Teacher Resource Masters 7-7A: Building with Solid Figures Student Pages Teacher Pages Teacher Resource Masters Additional : SC State Department of Education Page1

2 Why do we need to know how to count? Why do we have to understand numbers? Why is writing numbers 0-5 important? Why do we need to count each object to find out how many we have? How can we count to 100 by ones? How do you write the number to match the given number of objects? How are numbers and objects related? How can we tell if one group is greater than, less than, or equal to the other group? The last number said when counting tells the total number of objects counted. Numerals are the symbols we read and write to communicate quantities (numbers). We have to understand numbers so that we can count and talk about numbers with other people. Every number has its own value (amount). Counting tells how many there are in a group regardless of the order in which the objects are counted We can count and match to compare two groups of objects to see if they are more than, less than, or the same as another group. CCSS Mathematics Implementation Guide Kindergarten (Draft). Italicized and Bolded standards indicate support standards. KCC1 Count to 100 by ones and tens. KCC2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). KCC3 Write numbers from Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). KCC4 Understand the relationship between numbers and quantities; connect counting to cardinality. KCC4a 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. KCC4b 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. KCC4c Understand that each successive number name refers to a quantity that is one larger. KCC5 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. KCC6 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. Envision: 3-6, 4-1, 4-2, 4-3, 4-4, 4-5, 4-10, 5-3, 5-4, 5-6, 5-7, 5-9, 5-10, 12-2, 12-3, 12-4, 12-6, 12-7, 12-8, A: Counting 1, 2, & 3 in Different Arrangements Student Pages Teacher Pages Teacher Resource Masters 4-4A: Counting 4&5 in Different Arrangements Student Pages Teacher Pages Teacher Resource Masters Additional : Page2

3 How can objects be sorted? Objects need to be sorted in order to make sets. CCSS Mathematics Implementation Guide Kindergarten (Draft) Standard. Italicized and Bolded standards indicate support standards. KMD3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10). Envision: 1-1, 1-2, 1-3, 1-4, 1-5, 5-11, 16-3, 16-4, 16-5, 16-7 Second Nine Weeks What words can we use to tell where they are? Shapes are the things that we see. Shapes are all around us. Standard. Italicized and Bolded KG1 Describe objects in the environment using the names of shapes, and described the relative position of these objects using terms such as above, below, beside, in front of, behind, and next to. KG3 Identify shapes as 2-dimensional (lying in a plane, flat ) or three-dimensional ( solid ) Envision: 1-5, 2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 7-1, 7-2, 7-6, 7-8 Page3

4 CCSS Mathematics Implementation Guide Kindergarten (Draft) Why do we need to know how to count? Why do we have to understand numbers? Why is writing numbers important? Why do we need to count each object to find out how many we have? How can we count to 100 by ones? How do you write the number to match the given number of objects? How are numbers and objects related? How can we tell if one group is greater than, less than, or equal to the other group? The last number said when counting tells the total number of objects counted. Numerals are the symbols we read and write to communicate quantities (numbers). We have to understand numbers so that we can count and talk about numbers with other people. Every number has its own value (amount). Counting tells how many there are in a group regardless of the order in which the objects are counted We can count and match to compare two groups of objects to see if they are more than, less than, or the same as another group.. Italicized and Bolded KCC1 Count to 100 by ones and tens. KCC2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). KCC3 Write numbers from Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). KCC4 Understand the relationship between numbers and quantities; connect counting to cardinality. KCC4a 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. KCC4b 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. KCC4c Understand that each successive number name refers to a quantity that is one larger. KCC5 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. KCC6 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. Envision: 3-6, 4-1, 4-2, 4-3, 4-4, 4-5, 4-10, 5-3, 5-4, 5-6, 5-7, 5-9, 5-10, 12-2, 12-3, 12-4, 12-6, 12-7, 12-8, Page4

5 Page5 CCSS Mathematics Implementation Guide Kindergarten (Draft). Italicized and Bolded How can we use measurement to describe and compare objects? How can objects be sorted? We need to be able to measure objects in order to compare them. Objects need to be sorted in order to make sets. KMD1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. KMD2 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. KMD3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count (limit category counts to be less than or equal to 10). SMP 6 Envision: 1-1, 1-2, 1-3, 1-4, 1-5, 5-11, 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7, 9-8, 9-9, 9-10, 16-3, 16-4, 16-5, 16-7

6 CCSS Mathematics Implementation Guide Kindergarten (Draft) Third Nine Weeks How can we tell if one group is greater than, less than, or equal to the other group? We can count and match to compare two groups of objects to see if they are more than, less than, or the same as another group.. Italicized and Bolded standards indicate support standards. KCC6 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. KCC7 Compare two numbers between 1 and 10 presented as written numerals. Envision: 4-7, 4-8, 4-9, 6-1, 6-2, 6-3, 6-4, 6-5, 16-1 How can we use objects, images, or other representations to show addition? How can we use objects and drawings to solve word problems? How can we use objects and drawings to show how to take a larger number apart and make two smaller numbers? Why do we need to fluently add? Addition is putting numbers and objects together. A word problem tells a story using words and numbers. To solve a word problem you have to start with what you know and figure out what you don t know. Then, you have to use objects or drawings to find the answer. We have to understand how to take apart numbers in order to add. You need to fluently add so that we can advance in problem solving. KCC2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). KOA1 Represent addition and subtraction with objects, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. KOA2 Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem. KOA3 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 = and 5 = 4 + 1). KOA4 For any number from 1 to 9, find the number that 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. KOA5 Fluently add and subtract within 5. SMP 1 SMP 3 SMP 4 SMP 5 Envision: 2-6, 4-6, 5-2, 5-5, 5-8, 5-10, 6-4, 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7, 11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7, 12-6, CC-3 Counting 1, 2, & 3 in Different Arrangements CC-4 Writing Number Sentences for 6 and 7 CC-5 Writing Number Sentences for 8 and 9 Page6

7 Page7 CCSS Mathematics Implementation Guide Kindergarten (Draft). Italicized and Bolded What shapes can we find in the environment and what words can we use to tell where they are? How are shapes related? Shapes are the things that we see. Shapes are all around us. Shapes are alike and different from each other. KG1 Describe objects in the environment using the names of shapes, and described the relative position of these objects using terms such as above, below, beside, in front of, behind, and next to. KG2 Correctly name shapes regardless of their orientations or overall size. KG3 Identify shapes as 2-dimensional (lying in a plane, flat ) or three-dimensional ( solid ) KG4 Analyze and compare two-and threedimensional 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). KG5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. KG6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? SMP 6 Envision: 1-5, 2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 7-1, 7-2, 7-3, 7-4, 7-6, 7-7, 7-8 CC-7 More Making Shapes from Other Shapes CC-8 Building with Solid Figures

8 CCSS Mathematics Implementation Guide Kindergarten (Draft). Italicized and Bolded How can we group numbers to see how many we have? Numbers can be put together and taken apart into ten ones and remaining ones. KNBT1 Compose and decompose numbers from into 10 ones and some further ones and record each composition or decomposition by a drawing or equation; understand that these numbers are composed of 10 ones and 1, 2, 3, 4, 5, 6, 7, 8, 9 ones (only counting ones, not counting tens). SMP 1 SMP 4 Envision: CC-9, CC-10, CC-11 CC-12, CC- 13, CC-14, CC-15 CC-9 Making 11, 12, and 13 CC-10 Making 14, 15 and 16 CC-11 Making 17, 18, and 19 CC-12 Creating Sets to 19 CC-13 Parts of 11, 12, and 13 CC-14 Parts of 14, 15, and 16 CC-15 Parts of 17, 18, and 19 Page8

9 CCSS Mathematics Implementation Guide Kindergarten (Draft) Fourth Nine Weeks. Italicized and Bolded standards indicate support standards. How can we use objects, images, or other representations to show subtraction? How can we use objects and drawings to solve word problems? How can we use objects and drawings to show how to take a larger number apart and make two smaller numbers? Why do we need to fluently subtract? KCC2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). KOA1 Represent addition and subtraction with objects, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. SMP 1 SMP 4 SMP 5 Envision: 2-6, 5-10, 6-4, 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7, 11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7, 12-6, Subtraction is taking numbers and objects apart. A word problem tells a story using words and numbers. To solve a word problem you have to start with what you know and figure out what you don t know. Then, you have to use objects or drawings to find the answer. We have to understand how to take apart numbers in order to subtract. You need to fluently subtract so that we can advance in problem solving. KOA2 Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem. KOA3 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 = and 5 = 4 + 1). KOA4 For any number from 1 to 9, find the number that 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. KOA5 Fluently add and subtract within 5. SMP 1 SMP 3 SMP 4 SMP 5 Envision: 2-6, 4-6, 5-2, 5-5, 5-8, 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7, 11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7 CC-3 Writing Number Sentences for 4 and 5 CC-4 Writing Number Sentences for 6 and 7 CC-5 Writing Number Sentences for 8 and 9 CC-6 Writing Number Sentences for 10 Page9

10 Page10 CCSS Mathematics Implementation Guide Kindergarten (Draft). Italicized and Bolded How can we use objects and drawings to solve word problems? Why do we need to add and subtract fluently within 5? KOA2 Solve addition and subtraction word problems, and add and subtract within 10, e.g. by using objects or drawings to represent the problem. KOA5 Fluently add and subtract within 5. SMP 1 SMP 3 Envision: 2-6, 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7, 11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7 A word problem tells a story using words and numbers. Start with what you know and figure out what you don t know. Use objects or drawings to find the answer. Fluency is critical to advance in problem solving skills. SMP 4 SMP 5