Title: Math Grade Level: Kindergarten

Transcription

1 Title: Math Grade Level: Kindergarten Title: Numbers and Operations/Number, Number Systems and Number Relationships Why do we have numbers? 1. Students will count to 100 by ones and tens. 2. Students will write numbers Students will count 0-20 objects. 4. Student will represent equivalent names for a number. 5. Students will understand that digits in a number are made up of tens and ones. 6. Students will recognize odd and even number patterns. 7. Students will use manipulatives to add up to PKA 2.1K.A CC.2.1.PreK.A.1,2,3 CC2.1.K.A.1,2,3 Count and Compare Numbers Ways to represent numbers Relationship among numbers Number systems Count to 100 by ones and by tens. Count forward beginning from a given number (instead of having to begin at 1). Write numbers from Represent a number of objects with a written numeral Apply one-to-one correspondence to count the number of objects Understand that the last number name said tells the number of objects counted. Understand that each successive number name refers to a quantity that is one larger. Count 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration.

2 Compare numbers that are less than, greater than or equal. Compare two numbers between 1 and 10 presented as written numerals. 2.1K.B Represent Numbers in Equivalent forms Represent equivalent forms of the same number through the use of pictures and concrete objects (including penny, nickel, and dime), up to K.C CC.2.1.K.B.1 Concepts of Numbers and Relationships Use concrete objects to demonstrate groups of tens. 2.1.K.D C.C.2.1.K.B.1 Place Value Use place value to compose and decompose numbers from 11 to 19 into ten ones and some further ones. 2.1.K.E Number Theory Recognize even and odd number patterns. 2.1.K.F CC.2.2.K.A.1 Concepts and Applications of Operations Represent and solve addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations within 10. 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 drawing or equation (e.g., 5=2+3 and 5=4+1). 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.

3 Title: Computation and Estimation How can knowing how to add and subtract help us? 1. Students will add 2 numbers within Students will subtract 2 numbers within Students will estimate the number of objects up to 20 and check to see if answer makes sense. 2.2.K.B Computation Fluently add and subtract within 10. CC.2.2.K.A K.D Numerical Estimation Estimate how many objects are in a set/group up to and beyond twenty objects and conclude the reasonableness of those estimates.

4 Title: Measurement and Estimation How do we measure things? 1. Students will describe and compare measurable attributes of objects. 2. Students will measure using standard and nonstandard objects. 3. Students will sequence three events. 4. Students will tell time to the hour on digital and analog clocks. 5. Students will identify penny, nickel, dime and quarter and the value of each coin. 2.3.K.A CC.2.4.K.A.1 Concept of Measurement Describe and compare measurable attributes of objects, such as length, area, weight and capacity of everyday objects. Describe several measurable attributes of a single object. 2.3.K.B Units and Tools of Measurement Use concrete objects as nonstandard units to estimate and measure. Use a variety of measuring tools to review the measuring techniques of marking off measures with a definite unit length. 2.3.PK.C C Calculations Compare and measure length and height. Order up to three events based on time. Tell time to the hour on a digital and analog clock. Introduce the idea of the duration of one minute.

5 2.3.K.F CC.2.4.K.A.1 Measurement Estimation Identify times of the day and night with order or daily events. Identify penny, nickel, dime and quarter and the value of each. 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. Measure with standard and nonstandard units of measurement. Compare and experiment with objects to find length, volume, and weight.

6 Title: Mathematical Reasoning and Connections Why is it important to think about how we solve problems? 1. Students will draw conclusions and describe their thought process to solve problems. 2. Students will make connections using terms of logic. 2.4.K.A Reasoning Draw conclusions and describe thought process (es) (e.g., think aloud) related to problem solving situations. 2.4.K.B Connections Use terms of logic to describe models (e.g., all, or, every, none, some, or many)

7 Title: Mathematical Problem Solving and Communication Essential Questions: How do we use information given to check if an answer makes sense? 1. Students will solve and problem and explain how it was solved. 2. Students will use mathematical vocabulary to explain how to solve a problem. 2.5.K.A Problem Solving Solve a problem and explain how it was solved in grade appropriate contexts. 2.5.K.B Communication Use appropriate mathematical vocabulary when explaining how to solve a problem.

8 Title: Statistics and Data Analysis Essential Questions: How do graphs help us to understand and make comparisons in real life? 1. Students will gather data to answer a question. 2. Students will use and count tally marks. 3. Students will answer questions based on data from a graph. 4. Students will draw conclusions about information on a graph. 2.6.K.A Collection of Data Gather data in response to questions posed to learners. 2.6.K.B Organization and Display of Data Uses and counts tally marks. Organize and display objects by one or more attributes. 2.6.K.C Numerical Summaries Answer questions based on data shown on graphs or charts. 2.6.K.D Statistical Comparisons Answer comparative questions based on representations of data. 2.6.K.E Interpretation of Data Draw conclusions about information shown on a graph or chart.

9 Title: Probability and Predictions What is the probability of an event occurring? 1. Students will determine the probability of an event occurring. 2. Students will create a bar graph, pictograph, or Venn diagram. 3. Students will answer questions about predictions and outcomes. 2.7.K.A Calculation of Probabilities Determine the probability of an event occurring 2.7.K.B Prediction of Outcomes Predict outcomes of events 2.7.K.D Display Simple Spaces Creates a bar graph, pictograph, Venn diagram, and discuss outcomes. List or graph the possible results of an experiment, with adult assistance. 2.7.K.E Compare Theoretical and Experimental Probabilities Answer questions about predictions and actual outcomes based on data.

10 Title: Algebra and Functions Essential Questions: How are patterns and shapes used in our world? 1. Students will use concrete objects to demonstrate equal and not equal. 2. Students will copy, create and extend a pattern (AB, ABB, ABC). 3. Students will use concrete objects to find a missing value. 4. Students will use concrete objects to represent mathematical situations. 5. Students will describe data from classroom graphs and charts. 2.8.K.A Algebraic Properties Use concrete objects to demonstrate understanding of equal and not equal. 2.8.K.B Algebraic Manipulations Recreate and explain simple story problems using manipulatives. 2.8.K.C Patterns Recognize, describe, extend, replicate and transfer number and geometric patterns (AB, ABB, ABC). Identify/describe the rule for a pattern shown (AB, ABB, ABC) 2.8.K.D Functions Use a rule represented by concrete objects to find a missing value. 2.8.K.E Modeling Use concrete objects to represent mathematical situations. 2.8.K.F Interpret Results of Modeling Describe data from classroom graphs and charts.

11 Title: Geometry How do we identify and describe two and three dimensional shapes? Objective: 1. Students will name basic shapes (circle, square, rectangle, rhombus, triangle, oval, heart and star). 2. Students will name three dimensional shapes cube, sphere and cone. 3. Students will identify and draw lines of symmetry in a 2 dimensional figure. 2.9.K.A CC.2.4.K.A.4 Definitions, Properties and Relations Characteristics and properties of two and three dimensional geometric shapes Recognize and reproduce basic shapes (circle, square, rectangle, rhombus, triangle, oval, heart, and star). Explore three dimensional shapes (cube, sphere, and cone). 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). CC.2.3.K.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Correctly name shapes regardless of their orientations or overall size.

12 Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). 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). CC.2.3.K.A.2 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, can you join these two triangles with full sides touching to make a rectangle? 2.9.K.B Transformations and Symmetry Identify and draw lines of symmetry in a 2-dimensional figure. Identify symmetrical 2-dimensional shapes

13 Title: Concepts of Calculus How do we demonstrate the relationship between numbers, quantities and place value for whole numbers? 1. Students will order whole numbers K.A Extreme Values Order whole numbers, 0 to 20, with least to greatest value.