SKILL: What we want students to DO. I can count to 100 by 1 s and by 10s (K.CC.1) I can write the numbers 010 (K.CC.3)


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1 TIME FRAME [By Date/Week/ Month] STANDARD OR BENCHMARK CURRICULUM End Product of Learning, What You Teach CONTENT: What we want students to KNOW. SKILL: What we want students to DO. INSTRUCTION Means to the End Product, How You Teach Varied Teaching/Learning Strategies Resources/Comments ASSESSMENT Validation to Revise Curriculum & Instruction Varied Classroom Assessment Strategies Quarter 1 (September October) (1) Write numbers from 020 (3) number of (4a, 4b, 5) (1, 3, 5) Number recognition 15 represent math ideas () Patterning Graphing Basic shape Graphs represent I can count to 100 by 1 s and by 10s (.1) I can write the numbers 010 (.3) I can count by 1 and say the number names in order. (.4a) I know the last number I say is how many I counted. I know the number of is the same no matter how they are counted. (.4b) I can write a number to show how many are in a set of. (.5) I can add and subtract in many ways. (.1) I can show different ways to make a number that is less than or equal Houghton Mifflin Harcourt  Unit 1 (Stories about shapes, numbers, etc.) Number writing centers Differentiated Instruction cards Houghton Mifflin Harcourt Unit 1 test Teacher made first quarter assessment (individual) (September)
2 to 10. (.3) I can add with numbers 05. I can subtract numbers 05. (.5) I can sort and count into groups. (.3) Classify and in each category. (3) I can sort and count into groups. (.3) (2, 3) shapes. (4) I can name shapes. (.2) I can describe shapes as flat or solid. (.3) I can describe how flat and solid shapes look. (.4) Quarter 2 (November to January) number of (4a, 4c, 5) Number recognition 110 represent math ideas Calculators compute math I can count to 100 by 1s and 10s (.1) I can count on from any number (.3) I can write the numbers (.3) I can write a number to show how many are in a set of. (.3) Houghton Mifflin Harcourt  Unit 2 (Stories about shapes, numbers, etc.) Math centers Unit 2 test Teacher made second quarter assessment (individual) (January
3 (1, 2, 3, 5) () Patterning Patterns have variety Patterns can be extended Graphing Basic shape Graphs represent Data can be analyzed I can count by 1 and say the number names in order. (.4a) I know that as I count, the next number is one more. (.4c) I can count up to 20 (.5) I can add and subtract in many ways. (.1) I can use or pictures to show a problem. ( 2) I can show different ways to make a number that is less than or equal to ten. ( 3) I can add with numbers 05. I can subtract numbers 05 ( 5) differentiated instruction cards Calculators K.NBT Work with numbers to gain foundations for place value (1) I can show how the numbers are made up of tens and ones. (K.NBT.1)
4 Describe and compare measurable attributes (1) Classify and in each category (3) I can describe an length/weight. (.1) I can sort and count into groups. (.3) shapes. (4, 5, 6) I can describe where are located. (.1) I can name shapes (.2) I can describe shapes as flat and solid. (.3) I can describe how flat and solid shapes look. (.4) I can model shapes by building or drawing them. (.5) I can put together smaller shapes to make bigger shapes (.6) Quarter 3 (January to March) Number recognition 120 forward from by 10 s to 100 by 5 s to 100 Houghton Mifflin Harcourt  Unit 3 Unit 3 test
5 number of (4, 5) Compare numbers (6) (1, 2, 3, 4, 5) K.NBT Work with numbers to gain foundations for place value (1) Classify and in each category (3) shapes. (4, 5, 6) Ordinals represent math ideas Calculators compute math () Estimation skills instruments Patterns have variety Patterns can be extended Graph construction Concrete can represent addition and subtraction 2 and 3 dimensional shapes Graphs represent Data can be analyzed Match the numeral with sets up to 20 Use, drawings or symbols to solve Create number sentences to match word Explain solutions to math Talk about math Solve mentally Estimate small Measure using Use calculators to add on Demonstrate anunderstanding of more, less and equal Follow a daily schedule Estimate lengths using Sort into groups and tell why Describe attributes Recognize, describe, duplicate and extend patterns Make and explain a graph (comparisons) Use to show addition and subtraction number sentences Identify and name circle, square, triangle, rectangle, oval and rhombus (diamond)  2 and 3 dimensional shapes Demonstrate the meaning of positions (Stories about shapes, numbers, addition, etc.) Math centers differentiated instruction cards Calculators Progress monitoring
6 words such as behind/in front of, between, under/over, etc. Compare information presented on a graph Gather as a class to answer a simple question Analyze on a graph Quarter 4 (April to June) number of (4, 5) Compare numbers (6) (1, 2, 3, 4, 5) K.NBT Work with numbers to gain foundations for place value (1) Classify and in each category Number recognition Ordinals represent math ideas Calculators compute math () Estimation skills instruments Patterns have variety Patterns can be extended Graph construction Concrete can represent addition and subtraction by 1 s, 10 s and 5 s to 100 by 2 s to 20 backwards from 10 Match the numeral with sets up to 20 Use, drawings or symbols to solve Create number sentences to match word Talk about and explain solutions to math Solve mentally Estimate small Measure using Use calculators to add on Demonstrate an understanding of more, less and equal Follow a daily schedule Estimate lengths using Sort into groups and tell why Describe attributes Recognize, describe, Houghton Mifflin Harcourt  Unit 4 (Stories about shapes, numbers, addition, etc.) Math centers differentiated instruction cards Calculators Unit 4 test Teacher made fourth quarter assessment (individual) (May) Progress monitoring
7 shapes. (4, 5, 6) 2 and 3 dimensional shapes Graphs represent Data can be analyzed duplicate and extend patterns Make and explain a graph (comparisons) Use to show addition and subtraction number sentences Identify and name circle, square, triangle, rectangle, oval and rhombus (diamond)  2 and 3 dimensional shapes Demonstrate the meaning of positions words such as behind/in front of, between, under/over, etc. Compare information presented on a graph Gather as a class to answer a simple question Analyze on a graph
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