BRIDGES KINDERGARTEN PUBLISHER S CORRELATIONS TO TENNESSEE MATHEMATICS GRADE LEVEL EXPECTATIONS P1010

Transcription

1 BRIDGES KINDERGARTEN PUBLISHER S CORRELATIONS TO TENNESSEE MATHEMATICS GRADE LEVEL EXPECTATIONS P1010

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3 Key All of the references in these correlations are to essential components of the Bridges in Mathematics curriculum that are necessary to make the program fully functional in the classroom. The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations i Bridges Kindergarten Correlations to Tennessee Mathematics Standards STANDARD 1 MATHEMATICAL PROCESSES GRADE LEVEL EXPECTATIONS Grade Level Expectation Bridges Number Corner Bridges Supplement Assessments GLE Use mathematical language, symbols, and definitions while developing mathematical reasoning. Vol. 1, pp (Continuing to Count on Bugs) Vol. 2, Sessions 73 75, 79, 80, 82, 83, 105, 106, 109, 110 & Subtraction, Activities 1, 4, 5, 6, 7, 8 Bridges Practice Book, pp 43, 54, 58, 59 Bridges, Vol. 2, pp (Day 2: Finishing Up) Bridges, Vol. 2, pp (Instructional Considerations) GLE Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. Vol. 1, Sessions 11, 12, 15, 21, 22, 31, 38, 40, 43 45, 52, 55 94, , 117, 119, 120 Vol. 2, Sessions 59, 61, 68, 72 80, September May Calendar Grid December Our Month in School Number Corner TG, pp January Our Month in School (How Many Candies?) Set C1 Geometry: 3-D Shapes, 58, 59 Bridges Practice Book pp 43, 54, Volume 2, pp (Sea Creature Problems: Finishing Up) Volume 2, pp (Frog Prob- lems, Work Place 20, Instructions & Instructional Considerations) GLE Develop independent reasoning to communicate mathematical ideas and derive algorithms and/or formulas. Vol. 1, Sessions 5, 10 12, 16, 17, 20, Vol. 2, Sessions 57, 59, 64, 65, 68, 35, 36, 44, 49, 53, 54 74, 75, 79, 80, 82, 83, 88, 97, 99, 105, 106, 109, 110, 116, 117 September, April Calendar Grid Our Month in School October, November, March, April February Yearlong Paper Chain February Day 100 Activity 1 January & February Yesterday, Today, Tomorrow March, April, May Bean Clock Set C1 Geometry: 3-D Shapes, Bridges Practice Book, pages 33, 34, Shoo Fly Quilt) Vol. 1, p 71 (Collecting Comments on Vol. 1, pp (Observations collected from Butterfly Quilt) Vol. 1, pp (Observations collected from A Growing Pattern of Ladybugs Chart) * The Kindergarten Yearlong Skills Assessment can be accessed online at An introduction, overview, scoring checklists, and the assessment can be found under the heading Yearlong Skills Assessment.

4 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations ii STANDARD 1 MATHEMATICAL PROCESSES GRADE LEVEL EXPECTATIONS Grade Level Expectation Bridges Number Corner Bridges Supplement Assessments GLE Move flexibly between concrete and abstract representations of mathematical ideas in order to solve problems, model mathematical ideas, and communicate solution strategies. Vol. 2, Sessions 73 75, 79, 80, 82, 83, 105, 106, 109, 110 March May Bean Clock & Subtraction, Activities 1, 3 8 Bridges Practice Book, pp 22 25, 40 44, 46, 53, 56 59, 62, 65 Bridges, Vol. 2, pp (Day 2: Finishing Up) Bridges, Vol. 2, pp (Instructional Considerations) GLE Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve problems and interpret solutions. Vol. 1, Sessions 5, 7, 16, 17, 46 Vol. 2, Session 72 September May Calendar Grid October Our Month in School November Our Month in School Set B1 Algebra: Patterns, Set D8 Measurement: Measuring Tools Calendar Pattern Bridges Practice Book, pp 51, 52 GLE Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely. Vol. 1, Sessions 44 45, 50, 52, 55 Vol. 2, Sessions 58, 61, 64, 65, 74 75, 79, 82 83, 99, 103, , 111, 117 Set A1 Number & Operations: Counting on the Number Line, Activity 1 & Subtraction, Activities 1, 3 8 Set C1 Geometry: 3-D Shapes, Set D7 Measurement: Coins Calendar Pattern Vol. 2, pp 288, 295, 422 (Instructional Considerations) Vol. 2, pages (Sea Creature Problems: Finishing Up) Bridges Practice Book, pp 43, 58, 59 Getting Started, pages 72 & 74 (Interviews 3 & 4) Set D8 Measurement: Measuring Tools Calendar Pattern Bridges Practice Book, pp 43, 45, 58, 59, 61 GLE Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. Vol. 1, Sessions 48, 49, 52 Vol. 1, pp (Bugs Across the Curriculum) Vol. 2, Sessions 89, 90 Vol. 2, pp (Sea Creatures Across the Curriculum) Vol. 2, pp (Frogs and Toads Across the Curriculum) October, November Our Month in School February Our Month in School (see Number Corner Teachers Guide, pp ) March, Set C1 Geometry: 3-D Shapes, Set D1 Measurement: Length, Set D2 Measurement: Weight, Set D5 Measurement: Temperature, Volume 1, pages (Observations collected from A Growing Pattern of Ladybugs chart) Volume 2, Session 90 (Sorting Sea Creatures - A Worksheet)

5 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations iii STANDARD 1 MATHEMATICAL PROCESSES GRADE LEVEL EXPECTATIONS Grade Level Expectation Bridges Number Corner Bridges Supplement Assessments GLE Use technologies/manipulatives appropriately to develop understanding of mathematical algorithms, to facilitate problem solving, and to create accurate and reliable Vol. 1, pp (Integrated Themes, Vol. 1, Sessions 19, 27, 31 Vol. 1, pp (Continuing to Literacy Ties) Count on Bugs) Set D5 Measurement: Temperature, Tools Calendar Pattern Set D8 Measurement: Measuring Bridges Practice Book, pp 47 models of mathematical concepts. Vol. 2, Sessions 72 80, 82, 83, 89, 91, Technology Connections: Quilts & Pattern Block Puzzles Kindergarten Poems & Songs Portfolio CHECKS FOR UNDERSTANDING Check for Understanding Bridges Number Corner Bridges Supplement Assessments Model addition and subtraction (e.g., using a number chart, number line and/or concrete objects). 83, 105, 106, 109, 110 Vol. 2, Sessions 74, 75, 79, 80, 82, tion & Subtraction, Activities 7, 8 Set A4 Number & Operations: Addi- Bridges Practice Book, pp 43, 58, 59 Bridges, Vol. 2, pp (Day 2: Finishing Up) Bridges Practice Book, pp 43, 58, Begin to develop the concept of estimation using concrete Volume 1, Session 4 Volume 2, Sessions 59, 84, 85, 92 February, pages (How Many Candies?) objects Use words to describe time (e.g., day, night, morning, afternoon, yesterday, today, tomorrow). September Calendar Grid Tomorrow January & February Yesterday, Today, Set D9 Measurement: Morning, Noon Bridges Practice Book, pp 51, 52, 64, 66 & Night Calendar Pattern March, April, May Bean Clock Tell time to the hour. March, April, May Bean Clock Set D9 Measurement: Morning, Noon & Night Calendar Pattern Bridges Practice Book, p 55 Bridges Practice Book, p Recognize a calendar as a way of measuring time. September May Calendar Grid Set D8 Measurement: Measuring Tools Calendar Pattern Bridges Practice Book, pp 51, 52

6 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations iv STANDARD 1 MATHEMATICAL PROCESSES CHECKS FOR UNDERSTANDING Check for Understanding Bridges Number Corner Bridges Supplement Assessments Name and identify coins and their values. Vol. 1, Session 50 Vol. 2, Sessions 64, 65, 99, 103 Vol. 2, pp (WP 2H) February Our Month in School Set A1 Number & Operations: Counting on the Number Line, Activity 1 Set D7 Measurement: Coins Calendar Pattern Bridges Practice Book, pp 45, 61 Volume 2, pp 288, 295, 422 (Instructional Considerations) Getting Started, pages 72 & Use words to describe temperature (e.g., hot, warm, cool, Set D5 Measurement: Temperature, Bridges Practice Book, p 47 cold). Bridges Practice Book, p Recognize a thermometer as a way of measuring temperature. Set D5 Measurement: Temperature, Set D8 Measurement: Measuring Tools Calendar Pattern Bridges Practice Book, pp Use age-appropriate books, stories, and videos to convey ideas of mathematics. Volume 1, Sessions 9, 19, 27, 31, 35 Volume 1, pp (Bugs across the Curriculum) Volume 2, Sessions 72 80, 82, 83, 91, , 119, 120 Volume 2, pp (Sea Creatures across the Curriculum) Volume 2, pp (Frogs across the Curriculum) September Calendar Grid February Our Month in School Set B1 Algebra: Patterns, Activity 1 Set C2 Geometry: Locations, Acticities 1, 3

7 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations v STANDARD 2 NUMBER & OPERATIONS GRADE LEVEL EXPECTATIONS Grade Level Expectation Bridges Number Corner Bridges Supplement Assessments GLE Count objects in a set and use numbers, including written numerals to 25. Vol. 1, Sessions 4, 15, 25 30, 40, 41, 43, 46, 49, 50, 51, 55 Vol. 2, Sessions 57 59, 61, 62, 64, 65, 68, 69, 84, 92, 93, 99, 101 Vol. 2, pp (WP 2H) September Our Month in School December Kid Count January Kid Count January Our Month in School Set A1 Number & Operations: Counting on the Number Line, Activity 2 & Subtraction, Activities 1 8 Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Bridges Practice Book, pp 1 11, 13 16, 18 20, 26 28, 30 32, 35 39, 48 51, 60, 61, 63, 67 Bridges, Vol. 2, pp , Bridges Blacklines 2.3, 2.4, and 2.5) (Observation Checklists; see also, Bridges Practice Book, pp 1 11, 13 16, 18 20, 26 28, 30 32, 35, 37 39, 48 51, 60, 61, 63 Kindergarten Yearlong Skills GLE Create, represent and recognize a set with a given number of objects. Vol. 1, Sessions 4, 23, 26 30, 43, 55 Vol. 1, Sessions 61, 62, 64, 84, 85, 92 Vol. 2, pp , (WP s 2G, 2H) December Kid Count January Kid Count & Subtraction, Activities 1, 2, 4, 6 Bridges Practice Book, pp 1, 3 7, 10, 13 16, 18 20, 21, 31, Bridges, Vol. 2, pp , (Observation Checklists; see also, Bridges Blacklines 2.3, 2.4, and 2.5) Bridges Practice Book, pp 3 7, GLE Recognize, compare and order sets of numerals by using both cardinal and ordinal meanings. Vol. 1, Sessions 16, 17, 23, 28, 29, 40, 41, 50, 51 Vol. 2, Sessions 57, 58, 61, 68, 97 October Calendar Grid November Calendar Grid Set A1 Number & Operations: Counting on the Number Line, Activities 1, 2 & Subtraction, Activities 1 4, 6 Set A6 Number & Operations: One Dot, Many Dots Bridges Practice Book, pp 16, 26 28, 30, 31, 50, 51, 54, 70 Bridges, Vol. 2, pp , (Observation Checklists; see also, Bridges Practice Book, pp 16, 27, 50, 51 Bridges Blacklines 2.3, 2.4, and 2.5) Kindergarten Yearlong Skills Assessment, Tasks 2, 5

8 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations vi STANDARD 2 NUMBER & OPERATIONS GRADE LEVEL EXPECTATIONS Grade Level Expectation Bridges Number Corner Bridges Supplement Assessments GLE Understand addition as putting together and subtraction as breaking apart. Vol. 2, Sessions 73 75, 79, 80, 82, 83, 105, 106, 109, 110 & Subtraction, Activities 1, 3 8 Bridges Practice Book, pp 43, 58, 59 Bridges, Vol. 2, pp (Day 2: Finishing Up) GLE Model the numbers 1 through 10 as sums or differences of different sets of whole numbers (composing and decomposing numbers). Volume 1, Sessions 16, 17, 23, 25, 28, 29, 30, 40, 43, 50, 55 Volume 1, pp (Spider Countdown, Bugs Growing & Shrinking by 1 s) Volume 1, pp 83, , 216 December Our Month in School January Our Month in School February Our Month in School Set A1 Number & Operations: Counting on the Number Line, Activity 3 & Subtraction, Activities 1, 2, Volume 1, p 137 (Instructional Considerations for Beat You to 10) Bridges Practice Book, pp 40, 41, 44, 46, 56, 57, 62, 65, 69, 70, 71 (HC s 3, 8, 11) 3, 7, 8 Volume 2, Sessions 61, 62, 64, 65, Bridges Practice Book, pp 40, 41, 44, Kindergarten Yearlong Skills 68, 74, 85, 97, 101, 105, , 56, 57, 62, 65, 69, 70, 71 Assessment, Tasks 8, 9 Volume 2, pp , (HC s 14, 15) CHECKS FOR UNDERSTANDING Check for Understanding Bridges Number Corner Bridges Supplement Assessments Count objects to 25 using one-to-one correspondence and identify the quantity in the counted group. Vol. 1, Sessions 4, 15, 25 30, 40, 41, 43, 49, 50, 51, 55 Vol. 2, Sessions 57 59, 61, 62, 64, 65, 69, 84, 92, 99, 101 Vol. 2, pp (WP 2H) December Kid Count January Kid Count January Our Month in School Set A1 Number & Operations: Counting on the Number Line, Activity 2 & Subtraction, Activities 1 8 Set A6 Number & Operations: One Dot, Many Dots Calendar Pattern Bridges Practice Book, pp 28, 30 32, 36, 39, 61, 63, 67 Bridges, Vol. 2, pp , (Observation Checklists; see also, Bridges Blacklines 2.3, 2.4, and 2.5) Bridges Practice Book, pp 28, 30 32, 36, 39, 61, 63, 67 Tasks 3, Match quantities to 25 with numerals and written words. Vol. 1, Sessions 23, 26 30, 43, 55 Vol. 1, Sessions 61, 62 Vol. 2, pp (WP 2G) December Kid Count January Kid Count & Subtraction, Activities 2, 4 Bridges Practice Book, pp 3 7, 13 16, 18 20, 39 Bridges, Vol. 2, pp , (Observation Checklists; see also, Bridges Blacklines 2.3, 2.4, and 2.5)

9 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations vii STANDARD 2 NUMBER & OPERATIONS CHECKS FOR UNDERSTANDING Check for Understanding Bridges Number Corner Bridges Supplement Assessments Count backward from 10 to 1. Vol. 1, Sessions 25, 31, 32 Vol. 1, pp (The Spider Countdown) Set A1 Number & Operations: Counting Set A4 Number & Operations: Addi- on the Number Line, Activity 1 tion & Subtraction, Activity Count to 20 by twos. Volume 1, Sessions 48, 49, 52 Set A1 Number & Operations: Counting on the Number Line, Activity 1 Bridges Practice Book, p Create a set with a given number of objects. Volume 1, Sessions 25, 28, 29 Volume 1, Work Place 1J Volume 2, Session 57 Volume 2, Work Place 2A Home Connections 11, 16, 23 Set A1, Number & Operations: Counting on the Number Line, Activity 3 Set A4, Number & Operations: Addition & Subtraction, Act 1, 5 8 Set A6, Number & Operations: One Dot, Many Dots Calendar Pattern (Extension 4) Bridges Practice Book, pp 7, 15, 36, 54, Quickly recognize the Volume 1, Sessions 23, 25, 43, 55 number of objects in a small set. & Subtraction, Activities 1, 3, Recognize zero (0) as a Volume 1, Sessions 23, 28, 29, 30, 43 set with no objects. Volume 2, pp (WP 2H) Compare sets of ten or Volume 1, Sessions 5, 7, 16 18, 20, Mar/Apr Our Month in School Set A4, Number & Operations: Addition fewer objects and identify which 28, 29, 40, 41, 50, 51 May Here s When We Were Born & Subtraction, Activities 3, 6 are equal to, more than, or less Volume 1, Work Places 1F, 1J, 1M, 1P Set A6, Number & Operations: One than others. Volume 2, Sessions 57, 58, 63, 64, Dot, Many Dots Calendar Pattern 68, 80, 84, 85, 92, 97 Bridges Practice Book, pp 26, 28, Volume 2, Work Places 2A, 2D, 2H, 30, 31, 54, 67 2I, 2J, 2L Home Connections 4, 8, 18, Order the numbers Vol. 1, Session 23 December Kid Count Set A1 Number & Operations: Counting through 25 using numerals and words. Vol. 2, Sessions 61, 68 January Kid Count on the Number Line, Activity 2 Bridges Practice Book, pp 16, 27, 50, 51 S70 & 71 Observational Checklist: Beat You to 20 (Bridges Blackline 2.3) Task 3 (Spring) S70 & S71 Observational Checklist: Beat You to 20 (Bridges Blackline 2.3) S70 & 71 Observational Checklist: Sock Boxes & Coins: Beat You to 20 (Bridges Blackline 2.5) Getting Started: Assessment Worksheet 4 (Comparing More & Less) Task 5 Bridges Practice Book, pp 16, 27, 50, 51 Task 2

10 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations viii STANDARD 2 NUMBER & OPERATIONS CHECKS FOR UNDERSTANDING Check for Understanding Bridges Number Corner Bridges Supplement Assessments Recognize 6 through 10 as five and some ones. Volume 1, Sessions 23, 25, 28 29, 30, 40, 43, 50, 55 Volume 1, page 83 (HC 3) Volume 2, Sessions 64 65, 85, 115 December Our Month in School January Our Month in School February Our Month in School Set A1 Number & Operations: Counting on the Number Line, Activity 3 Bridges Practice Book, pp 1, 3, 4, 10, 13, 57 Volume 1, p 172 (Instructional Considerations) Volume 2, pp and Recognize and use ordinal numbers (e.g., first, fourth, last). October Calendar Grid November Calendar Grid Set A1 Number & Operations: Counting on the Number Line, Activities 1, 2 Bridges Practice Book, p. 70 & Subtraction, Activities 2, 4 Set A6 Number & Operations: One Dot, Many Dots Bridges Practice Book, p Model simple joining and separating situations with objects. Volume 1, Sessions 25, 28 29, 31, 40, 49 Volume 1, pages (Continuing to Count on Bugs) Volume 2, Sessions 57 58, 73 75, 80, 82 83, , , Set A4, Number & Operations: Addition & Subtraction, Activities 3 8 Bridges Practice Book, pp 22, 23, 24, 25, 40, 41, 42, 43, 44, 46, 53, 54, 56, 57, 58, 62, 65, 69, 70, 71 Volume 2, pp (Sea Creature Problems: Finishing Up) Volume 2, pp (Instructional Considerations for Frog Problems) Add and subtract single-digit numbers whose total or difference is between 0 and 10. Volume 1, Sessions 16, 17 Volume 1, Work Place 1F Volume 2, Sessions 74 80, 82, 83, Mar/Apr Our Month in School Set A4, Number & Operations: Addition & Subtraction, Activities 3 8 Bridges Practice Book, pp 22, 23, 24, Task , 106, Volume 2, Work Place 2O Home Connection 6 25, 40, 41, 42, 43, 44, 46, 53, 54, 56, 57, 58, 62, 65, 69, 70, Understand add as put together or count on and solve addition problems with sums less than 20. Volume 2, Sessions 72 80, 82, 83, , 115, 116 Set A4, Number & Operations: Addition & Subtraction, Activities 3 8 Bridges Practice Book, pp 22, 24, 40, 41, 42, 44, 46, 56, 57, 62, 65, 69, 70 Bridges Practice Book, pp 22, 24, 40, 41, 42, 44, 46, 56, 57, 62, 65, 69, 70

11 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations ix STANDARD 2 NUMBER & OPERATIONS CHECKS FOR UNDERSTANDING Check for Understanding Bridges Number Corner Bridges Supplement Assessments Understand subtraction as break apart or take away and solve subtraction problems Volume 2, Sessions 72 80, 82, 83, , 115, 116 Set A4, Number & Operations: Addition & Subtraction, Activities 3 8 Bridges Practice Book, pp 23, 25, Bridges Practice Book, pp 23, 25, 56, 62, 65, 71 using numbers 1 through , 62, 65, Model, demonstrate, and solve story problems that illustrate addition and subtraction. Vol. 2, Sessions 74, 75, 79, 80, 82, 83, 105, 106, 109, 110 & Subtraction, Activities 7, 8 Bridges Practice Book, pp 43, 58, 59 Bridges, Vol. 2, pp (Day 2: Finishing Up) Understand that numbers can be represented by different groupings. Volume 1, Sessions 16, 17, 23, 25, 28, 29, 30, 40, 43, 50, 55 Volume 1, pp 83, , 216 (HC s 3, 8, 11) Volume 2, Sessions 61, 62, 64, 65, 68, 74, 85, 97, 101, 105, 115 Volume 2, pp , (HC s 14, 15) December Our Month in School January Our Month in School February Our Month in School Set A1 Number & Operations: Counting on the Number Line, Activity 3 & Subtraction, Activities 1, 2, 3, 7, 8 Bridges Practice Book, pp 40, 41, 44, 46, 56, 57, 62, 65, 69, 70, 71 Volume 1, p 137 (Instructional Considerations for Beat You to 10) Bridges Practice Book, pp 40, 41, 44, 46, 56, 57, 62, 65, 69, 70, 71 Tasks 8, 9 STANDARD 3 ALGEBRA GRADE LEVEL EXPECTATIONS Grade Level Expectation Bridges Number Corner Bridges Supplement Assessments GLE Identify, duplicate, and extend simple number patterns and Vol. 1, Sessions 15, 21, 22, 39, 52 Vol. 2, Session 103 September Calendar Grid Set B1 Algebra: Patterns, Sets A6, C3, C4, C5, C6, D7, D8, D9: Bridges Practice Book, pp 12, 17, 52 sequential and growing patterns. Vol. 2, p 399 (Quilt Observations) Calendar Patterns Bridges Practice Book, pp 12, 17, 52 Kindergarten Yearlong Skills GLE Recognize attributes (such as color, shape, size) and patterns (such as repeated pairs, bilateral symmetry). Vol. 1, Sessions 1, 5, 7, 9, 11, 12, 18, 20, 53, 54 Vol. 1, pp (Ladybugs, Spiders & Ants: A Sorting Worksheet) Vol. 2, Sessions September Calendar Grid Set B1 Algebra: Patterns, Sets A6, C3, C4, C5, C6, D7, D8, D9: Calendar Patterns Bridges Practice Book, pp 12, 17, 52

12 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations x STANDARD 3 ALGEBRA GRADE LEVEL EXPECTATIONS Grade Level Expectation Bridges Number Corner Bridges Supplement Assessments GLE Describe qualitative change. Vol. 1, Sessions 27, 31, 35, 36, 49 Vol. 1, pp 89 90, 92 93, September May Here s When We Were Born Chart Set D9 Measurement: Morning, Noon & Night Calendar Pattern (Eyes-On Experiences, Guided Writing, Continuing to Count on Bugs) Vol. 2, pp (Eggs, Tadpoles & Frogs) January & February Yesterday, Today, Tomorrow March, April, May Bean Clock CHECKS FOR UNDERSTANDINGS Check for Understanding Bridges Number Corner Bridges Supplement Assessments Use a variety of manipulatives (such as connecting cubes, number cards, shapes) to create Vol. 1, Sessions 15, 21, 22, 39 Vol. 2, Session 103 September Calendar Grid Set B1 Algebra: Patterns, Task 6 patterns Name, copy, and extend patterns. Vol. 1, Sessions 15, 21, 22 September Calendar Grid Set B1 Algebra: Patterns, Sets C3, C4, C6, D8, D9 Calendar Patterns Bridges Practice Book, pp 12, 17, 52 Bridges Practice Book, pp 12, 17, 52 Kindergarten Yearlong Skills Assess Translate simple patterns into rules. September Calendar Grid Set B1 Algebra: Patterns, Sets C3, C4, C6, D8, D9 Calendar Patterns Sort, order and classify objects by attribute and identify objects that do not belong in a particular group. Volume 1, Sessions 1, 3, 5, 7, 9 12, 14, 24, 33, 35 36, 44 45, Volume 1, pp (Work Places 1B and 1C) Volume 1, pp (HC 2) Volume 1, pp 46, 69, 149, and 181 (Technology Connections 1, 2, 3, and 4) Volume 2, Sessions Volume 2, pp (HC 22) September Calendar Grid Set C1 Geometry: 3-D Shapes, Activities 1, 2 and 3 Bridges Practice Book, pp 7, 8, 9, 33, 34, 72 Instructional Considerations: Volume 1, p 155 Volume 2, p 501 Bridges Practice Book, pp 7, 8, 9, 33, 34, 72 Getting Started, pp and (Interviews 1 & 3) Getting Started, pp (Assessment Worksheet 1)

13 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations xi STANDARD 3 ALGEBRA CHECKS FOR UNDERSTANDINGS Check for Understanding Bridges Number Corner Bridges Supplement Assessments Describe change in attributes according to qualitative criteria such as longer/shorter, colder/warmer, heavier/lighter. Set D1 Measurement: Length, Set D2 Measurement: Weight, Set D5 Measurement: Temperature, Set D8 Measurement: Measuring Tools Calendar Pattern STANDARD 4 GEOMETRY & MEASUREMENT Assessment, Task 4 GRADE LEVEL EXPECTATIONS Grade Level Expectation Bridges Number Corner Bridges Supplement Assessments GLE Interpret and describe the physical world with geometric ideas and vocabulary. Vol. 1, Sessions 14, 33, 35, 36, 38, 39, 44, 45 Volume 1, pp (Work Places 1B and 1C) Vol. 2, Sessions 117, 119, 120 Set C1 Geometry: 3-D Shapes, Set C5 Geometry: Growing Shapes Calendar Pattern Set C6 Geometry: 3-D Shapes in the World Calendar Pattern Instructional Considerations: Volume 1, pp 148, 155, 185 Volume 2, pp 497, 510 Kindergarten Yearlong Skills GLE Use positional terms to specify locations with simple relationships. Set C2 Geometry: Locations, Set C3 Geometry: Flying Butterflies Calendar Pattern Set C4 Geometry: Teddy Bear & Box Calendar Pattern GLE Compare and order measurable attributes of objects directly (by comparing them with each other) and indirectly (by comparing both with a third object). Vol. 2, Sessions 94, 95, 113, 114 Set D1 Measurement: Length, Set D2 Measurement: Weight, Set D5 Measurement: Temperature, Set D8 Measurement: Measuring Tools Calendar Pattern Bridges Practice Book, pp 29, 30, 67

14 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations xii STANDARD 4 GEOMETRY & MEASUREMENT CHECKS FOR UNDERSTANDING Check for Understanding Bridges Number Corner Bridges Supplement Assessments Identify, name, and describe a variety of shapes (i.e. circles, squares, triangles, rectangles, hexagons, trapezoids) shown in various positions Identify, name, and describe three-dimensional shapes (such as sphere, cube, cone, cylinder) Sort plane figures into groups, name and describe the attributes of the shapes (such as number of sides and corners (vertices) Sort solid figures into groups, name and describe the attributes of the shapes Use basic shapes and spatial reasoning to model objects and construct more complex shapes Identify positions (such as beside, inside, outside, above, below, between, on, over, under, near, far, forward, backward, top, middle, bottom, left, right) using models, illustrations, and stories Make direct and indirect comparisons between objects (such as recognize which is shorter, longer, taller, lighter, heavier, or holds more). Vol. 1, Sessions 1 3, 5, 7, 9, 11, 12, 14, 33, 35, 36, 53, 54 Vol. 2, Sessions 118, 119, 120 September Calendar Grid Set C5 Geometry: Growing Shapes Calendar Pattern Task 4 Volume 1, p 34 (WP 1C) Set C1 Geometry: 3-D Shapes, Volume 2, Session 117 Activities 1, 2, and 3 Bridges Practice Book, p 47 Volume 2, pp (HC 22) Set C6 Geometry: 3-D Shapes Around Us Calendar Pattern Bridges Practice Book, p 47 Volume 1, Sessions 1, 5, 7, 10 12, September Calendar Grid Set C5 Geometry: Growing Shapes 53, 54 Calendar Pattern Set C1 Geometry: 3-D Shapes, Activities 1, 2, and 3 Set C6 Geometry: 3-D Shapes Around Us Calendar Pattern Vol. 1, Sessions 2, 3, 14, 23, 35, 36, Set C5 Geometry: Growing Shapes 44, 45 Calendar Pattern Vol. 2, Sessions 117, 118 Set C2 Geometry: Locations, Activities 1 3 Set C3 Geometry: Flying Butterflies Calendar Pattern Set C4 Geometry: Teddy Bear & Box Calendar Pattern Set D1 Measurement: Length, Bridges Practice Book, pp 28, 29, 30, 67 Set D2 Measurement: Weight, Bridges Practice Book, pp 28, 29, 30, 67

15 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations xiii STANDARD 5 DATA, PROBABILITY & STATISTICS GRADE LEVEL EXPECTATIONS Grade Level Expectation Bridges Number Corner Bridges Supplement Assessments GLE Sort objects and use one or more attributes to solve problems. Volume 1, Sessions 1, 3, 5, 7, 9 12, 14, 20, 24, 33, 35 36, 44, 45, 53, 54 Volume 1, pages (HC 2) Volume 1, pages (Sorting Worksheet) Volume 2, Sessions 88 91, 116 Volume 2, pages 278, , 473 (HC s 13, 22, 25) September Calendar Grid Set C1 Geometry: 3-D Shapes, Activities 1, 2, and 3 Bridges Practice Book, pages 33, 34, 72 Bridges Practice Book, pages 33, 34, 72 Task 7 Getting Started, pages (Assessment Worksheet 1) GLE Re-sort objects using new attributes. Volume 1, Sessions 1, 11, 12, 53, 54 Volume 1, pages 59, (HC s 1 & 2) Set C1 Geometry: 3-D Shapes, Activities 1 & 2 Task 7 Volume 2, Sessions 88 91, 116 Volume 2, page 278 (HC 13) CHECKS FOR UNDERSTANDING Check for Understanding Bridges Number Corner Bridges Supplement Assessments Sort objects into sets and describe how the objects were sorted. Volume 1, Sessions 1, 5, 7, 10, 11, 18, 20 Volume 2, Session 72 Volume 2, Work Place 2B Oct/Nov Our Month in School Mar/ May Here s When We Were Born Set C1 Geometry: 3-D Shapes, Activities 2, 3 Bridges Practice Book, p 47 Task 7 Home Connection Sort objects in different ways. Volume 1, Sessions 1, 11, 12, 53, 54 Volume 1, pages 59, (HC s 1 & 2) Set C1 Geometry: 3-D Shapes, Activities 1 & 2 Task 7 Volume 2, Sessions 88 91, 116 Volume 2, page 278 (HC 13) Collect and count data. Vol. 1, Sessions 5, 7, 16, 17, 46 Vol. 2, Session 72 October Our Month in School November Our Month in School Bridges Practice Book, pp 54

16 The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations xiv

17 Bridges Kindergarten Correlations to Tennessee Mathematics Grade Level Expectations, Narrative Orientation to the Program Bridges in Mathematics enables teachers to implement the Tennessee Mathematics Standards with fidelity. Designed for use in diverse settings, the curriculum helps teachers adapt to the needs, strengths, and interests of individual students to ensure that they all meet grade level expectations. Each grade level of the curriculum provides a year s worth of lessons with an emphasis on problem solving. Major concepts spiral within and across grade levels, allowing students to apply skills at a more sophisticated level and in different contexts, make new connections, and deepen their understandings. Program Design & Pedagogy Kindergarten Bridges includes the following resources, which enable teachers to implement the curriculum successfully while also refining their own practice to better serve students. Getting Started Teachers need support to implement a new curriculum and meet new standards. The Getting Started guide provides that support with planning resources, organizational tools, guidance about effective pedagogy, and information about grade-level expectations. Review the table of contents for a detailed outline of the information contained in the guide. Teachers Guides The Teachers Guides include material needed to implement daily lessons, activities, and homework assignments. Clusters of 40-minute sessions address a specific mathematical topic, or related topics, and many are based on themes (e.g., butterflies) or projects (e.g., creating a paper class quilt) of special interest to young children. Many sessions feature partner games called Work Places, in which students practice the skills they are learning in an engaging and age-appropriate way. The table below guides you to examples of some key features included in each Teachers Guide. KEY FEATURE PAGE IN TEACHERS GUIDE, VOL. 1 Volume Introduction, Assessment Information 8 9 Volume Introduction, Mathematical Background Information 9 11 Volume Introduction, Technology Connections Volume Introduction, Thematic & Literacy Connections Volume Introduction, Monthly Planning Guides Session, Work Places (partner games) Session, Home Connection (homework) 83 Integrated Theme: Bugs Across the Curriculum Tennessee Supplement Binder The Tennessee supplement includes the lesson plans and associated masters required to address every Kindergarten Tennessee mathematics standard. The supplement includes an introduction and alternative monthly planners that help teachers replace existing Bridges sessions with supplement lessons. In this way, teachers can be confident they are addressing every state standard, without spending more time teaching additional material. The supplement includes correlations that show how the Tennessee Kindergarten Math Standards are addressed in Kindergarten Bridges. The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations xv

18 Number Corner Teachers Guide Number Corner is the skill-building component of the Bridges curriculum. The Number Corner Teachers Guide contains a collection of daily routines, each of which takes approximately 10 minutes. The routines are done separately from the sessions discussed above. Many revolve around the calendar, and all are designed to help students solidify key skills and concepts through regular practice and repeated exposure in different contexts. Children s Literature, Poems & Songs The Bridges kit includes two read-aloud books, as well as a portfolio of original poems and songs. Stories, poems, and songs are tried-and-true ways to engage young students and help them make connections between different mathematical topics, as well as between mathematics and the world around them. Activity & Game Materials The Kindergarten Bridges kit comes with manufactured cards, spinners, and game boards used in partner games called Work Places. These games make learning enjoyable and allow frequent opportunities for teachers to work with individuals and small groups, providing differentiated learning opportunities for all students. Many whole-group activities also utilize a variety of sturdy, manufactured materials, including picture problem cards and sorting cards. Manipulatives The Kindergarten Bridges kit comes with enough manipulatives to equip a class of 30 students. Manipulatives and other visual models are used in an age-appropriate manner to support students as they progress from concrete experiences to more abstract and generalized understandings and problem-solving strategies. Relevant Research Bridges in Mathematics draws upon classic theories of learning from Piaget and Vygotsky, and the instructional techniques and strategies employed in the curriculum are informed by current learning theory based on brain research. Writers relied especially heavily on current research regarding effective teaching practices for ELL students, differentiated instruction, and assessment. Works by Tom Carpenter, Catherine Twomey Fosnot, Maarten Dolk, Carol Ann Tomlinson, and many others have influenced the Bridges approach. A complete annotated bibliography is available for download at: Bridges was developed with input from teachers, curriculum specialists, math educators, and mathematicians. The curriculum was field-tested in a variety of classroom settings, and data from the field was used to revise the material prior to publication. The Math Learning Center has collected achievement data from sites using Bridges. Case studies featuring these sites show that students using Bridges have performed well across a range of classroom settings and demographic profiles. Case studies are available for download at: Assessment Bridges in Mathematics offers a variety of assessment tools that provide timely information about what students know and can do. Pages in Getting Started include detailed discussions of, and instructions for, all of the assessments for Kindergarten Bridges. xvi Bridges in Mathematics Kindergarten Tennessee Correlations The Math Learning Center, Salem, OR

19 Teacher-conducted assessment in Bridges takes the form of informal observations and formal individual interviews with forms for documenting student responses. Written assessments include work samples and worksheets on which students document their own thinking using a combination of pictures, numbers, and words. All assessment tools may be used either as formative or summative assessments, depending upon when and how the teacher chooses to use them. In fact, many assessments may be used more than once to first inform instruction and then measure growth over time. As a collection, the observation notes, interview sheets, worksheets, and work samples for a particular student all of which may have been used as formative assessments to inform instruction create a detailed picture of that student s growth over time and mastery of key skills. Like the Tennessee standards, Bridges holds high expectations for all students, and it provides the tools teachers need first to discern how students are performing relative to those expectations and then to help students with diverse abilities and needs meet the standards. The Math Learning Center, Salem, OR Bridges in Mathematics Kindergarten Tennessee Correlations xvii

20 xviii Bridges in Mathematics Kindergarten Tennessee Correlations The Math Learning Center, Salem, OR