Kindergarten Math Curriculum Course Description and Philosophy Text Reference:


 Helena Greer
 4 years ago
 Views:
Transcription
1 Kindergarten Math Curriculum Course Description and Philosophy How do numbers and math affect our daily lives? What types of problems can be solved by understanding numbers and math concepts? Through inquiry, discussion, and experiences found in the Kindergarten Math curriculum, students will begin to construct the knowledge needed to develop a strong foundation for mathematical concepts that they will use throughout their lives. In the Kindergarten curriculum, students make discoveries about math in the world around them and the role that numbers play in many of our daily activities. Through, stories, art projects, and handson experiences, students develop their number sense. Learning to recognize and write numbers to 100 is taught in many of the daily, which are supported by handson activities, number stories, computer activities, and Smartboard. Children are encouraged to explore and expand on the basic concept of numbers to 100, through applicable skills, such as reading a calendar, measuring, counting the days of school, and various other counting experiences. In addition, the children are recognizing, comparing, and ordering numbers 0 to 100, understanding addition and subtraction, as well as, composing and decomposing numbers. They then delve into exploring measurement, sorting, classifying, counting, and categorizing data. Lastly, they will discover how to describe the position and location of shapes, as well as analyzing, comparing, identifying, and composing of shapes. The Envisions Kindergarten Math Program covers a sequential development of skills by providing many practical experiences that can be found in various math centers, group, projects, and Smartboard activities, which help students make reallife connections to mathematical concepts. Using a variety of teacher tools and techniques, we evaluate our students based on the Envisions Kindergarten Math Program. Observation of student participation in projects, learning centers, and written tests provide feedback about the understanding and conceptual development that takes place within the classroom. The students demonstrate their mathematical understanding through interactive Smartboard with corresponding activities that require manipulatives and critical thinking skills. They also use Quick Check assessments for each lesson, practice and enrichment worksheets, topic tests, as well as, standardized testing. The series also offers support through a math diagnosis system for at risk learners. The journey through the Envisions Kindergarten Math program helps to develop the concepts needed to transition learners from the concrete to the symbolic level, which helps to build a strong foundation for mathematical understanding. Text Reference: Pearson Education Inc., Envision Math Common Core, 2012, Saddle River, NJ/USA Murphy, Stuart J., MathStart series, HarperCollins publishers, 2005, New York, NY / USA Khan Academy s Common Core Mapping for Kindergarten Written 2013
2 Unit I: Counting and Cardinality Essential Question: What are some ways that numbers and counting affect our daily lives? Objectives: Students will be able to: Number Uses, Classification, and Representation: Numbers are used for different purposes, and numbers can be classified and represented in different ways. Use manipulatives to represent, count, order, and compare numbers 0 to 100 Recognize number names and count the sequence. Write numbers 0 to 100. Identify the number of objects in a group regardless of their arrangement Identify each unique symbol that goes with each number word Numbers and the Number Line: The set of real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line. Use number line to locate numbers Identify numbers by locating its unique point on the number line. Recognize that the distance between any two consecutive whole numbers on a given number line is always the same The BaseTen Numeration System: The baseten numeration system is a scheme for recording numbers using digits 09, groups of ten, and place value. Use 5 and 10 frames to represent numbers Find patterns on a hundreds chart Identify missing numbers on a hundreds chart (numbers are written in a specific sequence on a hundreds chart Build decade numbers by counting in groups of ten Comparison and Relationships: Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways. Use manipulatives to discover relationships between numbers, as well as compare numbers to one another Compare groups of objects to discover whether the groups have the same, more, or less than one another Use counting to identify numbers that are 1 more, 1 fewer, 2 more, and 2 fewer Use the number 5 and 10 as a benchmark to compare numbers Pattern, Relations, and Functions: Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways. For some relationships, mathematical expressions and equations can be used to describe how members of one set are related to members of a second set. Use a hundred chart to recognize patterns when counting by 2s, 5s, and 10s Use benchmarks to estimate quantities of groups Practices, Processes, and Proficiencies: Mathematics content and practices can be applied to solve problems.
3 Use reallife experiences and physical materials to construct meanings for numbers, as well as solve problems Solve problems by using objects to act out the actions in the problem Solve problems by identifying elements that repeat in a predictable way Solve problems by reasoning about conditions in the problem Topic/Content Skills Topic 1: #s 15 Topic 2: Comparing and Ordering 0 to 5 Topic 3: #s 610 Topic 4: Comparing and Ordering Numbers 0 to 10 Topic 5: Numbers to 20 Topic 6: Numbers to 100 Assessment Resources Instructional Method Quick Check for Topic Activity Whole Class each specific Pages (Problem lesson and lesson Based Learning and discussion Topic Tests Visual Learning) Topic Activity Electronic Quick Check Pages with (SmartBoard) Assessments corresponding Quizzes, Review EnVisions online Smartboard lesson & Enrichment lesson materials and manipulatives Weekly homework Math workbooks Small group Inclass Daily Common Core review and assignment Review Pages assistance Math Center Kits Math Centers Direct observation HandsOn Class Participation Math Start Books Activities Math center ReadAlouds participation and Tech Infusion Interactive Math Story Animated Introduction to each ProblemBased Interactive Learning Activities on Smartboard (used with manipulatives) Visual Learning Activities on Smartboard Starfall.com Math Games ABCya.com Math Activities Computer Lab Activities and Projects Common Core K.CC.2 K.CC.3 K.CC.4 K.CC.4.a K.CC.4.b K.CC.4.c K.CC.5 K.CC.6 K.CC.7 K.OA.1 Differentiated Learning Activities Students work at their own level to complete various handson activities such as centers, interactive, projects, and worksheets. Literaturebased units allow students to listen, interact, and contribute to class discussions and develop math skills individually. Math Centers are used to allow for individualized growth. Math games provide opportunities for students to learn from one another, at their own pace, and in an exciting format. A great example of a game is Mingle & Count: A Game of Number Sense. CCSS Math.K.CC.B.4b Teaching Channel video Let's Count! Learning Numbers in Multiple Ways illustrates how one can teach about counting and ordering numbers in multiple ways. CCSS: Math.K.CC.B.4b 21 st Century Skills/Critical Thinking Each Topic provides one or two problem solving that deal with reallife situations and ask the students to problem solve by using real examples and skills that they face in their own lives. The variety of technological aspects in the program prepares students for the future by teaching them how to use technology in an academic setting, as well as for a purpose.
4 Unit II: Operations and Algebraic Thinking Essential Question: Why is it important to be able to add, subtract, compose, and decompose numbers? What areas of my life would this assist me in? Objectives: Students will be able to: Equivalence: Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value. Show a number in more than one way through various combinations of other numbers Operation Meanings and Relationships: There are multiple interpretations of addition, subtraction, multiplication, and division of rational numbers, and each operation is related to other operations. Join parts to make a whole Use the addition expression that uses the plus sign (+) as well as the word and Read, understand, write, and create number sentences using + and = to show parts of a whole Separate parts from a whole and take parts of a group away to represent subtraction Compare two quantities to find how much more/less one quantity is than the other Represent a subtraction sentence using the minus sign () by separating, taking away, and using comparison situations Read, understand, write, and create number sentences using and = to show subtraction situations Practices, Processes, and Proficiencies: Mathematics content and practices can be applied to solve problems. Depict information from a problem by using a picture or diagram to understand and solve the problem Solve subtraction problems by using objects to act out the actions in the problem Solve problems by making, reading, and analyzing a graph Topic/Content Skills Topic 7: Understanding Addition Topic 8: Understanding Subtraction Topic 9: Composing and Decomposing Numbers to 10 Assessment Resources Instructional Method Quick Check for Topic Activity Whole Class each specific Pages (Problem lesson and lesson Based Learning and discussion Topic Tests Visual Learning) Topic Activity Electronic Quick Check Pages with (SmartBoard) Assessments corresponding Lesson Quizzes, EnVisions online Smartboard lesson Review, and lesson materials and manipulatives Enrichment work Math workbooks Small group Weekly homework Daily Common Core review and Inclass Review Pages assistance assignment Math Center Kits Math Centers HandsOn Direct observation Math Start Books Activities Tech Infusion Interactive Math Story Animated Introduction to each ProblemBased Interactive Learning Activities on Smartboard (used with manipulatives) Visual Learning Activities on Smartboard Starfall.com Math Games ABCya.com Math Activities Computer Lab Activities and Projects Common Core K.OA.1 K.OA.2 K.OA.3 K.OA.4 K.OA.5 K.MD.3
5 Participation in Math center participation and ReadAlouds Differentiated Learning Activities Students work at their own level to complete various handson activities such as centers, interactive, projects, and worksheets. Literaturebased units allow students to listen, interact, and contribute to class discussions and develop math skills individually. Math Centers are used to allow for individualized growth. Math games provide opportunities for students to learn from one another, at their own pace, and in an exciting format. One example is the Teaching Channel video Quick Images: Visualizing Number Combinations which helps students use quick images to identify combinations of 8. CCSS: Math.K.OA.A.1 Math.K.OA.A.3 Ethical Decision Making/Character Education Student participation in discussions, readalouds, and interactive teach students to converse in a polite manner, wait for their turn, as well as share their thoughts and opinions with their classmates in an accepting learning environment. Math Centers and Games help students develop sharing, turntaking, and sportsman ship qualities. In addition, they learn how to work with one another for the common interest of learning mathematic concepts and assisting one another in their learning, Sustainability Students will learn that addition and subtraction skills help students understand reallife situations where they can contribute to sustainability in their environment. They will be able to gage how much or little of supplies, food items, toys, etc that they need for various reallife situations. Once students understand how to add, subtract, and estimate numbers, they will be able to make more educated decisions on their necessities in life in order to reduce waste. Unit III: Number and Operations in Base Ten Essential Question: Why is it important to work with numbers and gain and understanding of foundations and place value? How does learning these skills help us problem solve in our daily lives? Objectives: Students will be able to: Represent 11, 12, and 13 as the composition of 10 plus 1, 2, and 3. Write number sentences the represent the above composition. Use manipulative counters and a tenframe to represent 11, 12, and 13. Represent 14, 15, and 16 as the composition of 10, plus 4, 5, and 6. Write number sentences that will represent the above composition. Use manipulative counters and a tenframe to represent 14, 15, and 16. Represent 17, 18, and 19 as the composition of 10, plus 7, 8, and 9.
6 Write number sentences that will represent the above composition. Use manipulative counters that will represent 17, 18, and 19. Use drawings and number sentences to identify patterns on the first two rows of the hundreds chart. Compose and decompose numbers by writing an equation or drawing, displaying understanding. Use objects to create sets to 19. Use manipulatives to show many ways to create sets of 19. By using ten frames, children visualize the relationships between ten and teen numbers, thus understanding that a teen number is 10 plus some more. Represent the decomposition of 11, 12 and 13 as ten ones and additional ones. Create drawings and write equations that represent the decomposition of 11, 12, and 13 as ten ones and some additional ones. Use manipulatives and/or counters with the ten frames to record representation. Represent the decomposition of 14, 15, and 16 as one ten and four, five or six ones. Create drawings and write equations that represent the decomposition of 14, 15, and 16 as one ten and four, five or six ones. Use manipulatives and /or counters with the ten frames to record representation. Make drawings and write number sentences that represent the decomposition of 17, 18 and 19 into ten and 7, 8, or 9 ones. Create drawings and write equations that represent the decomposition of 17, 18, and 19 into ten and 7, 8, and 9 ones. Use manipulatives and/or counters with the ten frames to record representation. Topic/Content Skills Topic 101: Making 11, 12 & 13 Topic 102: Making 14, 15 & 16 Topic 103: Making 17, 18 & 19 Topic 104: Look for a pattern Topic 111: Creating sets to 19 Topic 112: Parts of 11, 12 & 13 Topic 113: Parts of 14, 15 & 16 Assessment Resources Instructional Method Quick Check for Topic Activity Whole Class each specific Pages (Problem lesson and lesson Based Learning and discussion Topic Tests Visual Learning) Topic Activity Electronic Quick Check Pages with (SmartBoard) Assessments corresponding Lesson Quizzes, EnVisions online Smartboard lesson Review, and lesson materials and manipulatives Enrichment work Math workbooks Small group Weekly homework Daily Common Core review and Inclass Review Pages assistance assignment Math Center Kits Math Centers HandsOn Direct observation Math Start Books Activities Participation in ReadAlouds Math center participation and Tech Infusion Interactive Math Story Animated Introduction to each ProblemBased Interactive Learning Activities on Smartboard (used with manipulatives) Visual Learning Activities on Smartboard Starfall.com Math Games ABCya.com Math Activities Computer Lab Activities and Projects NJCCCS K.NBT.1 Topic 114:
7 Parts of 17, 18 &19 Topic 115: Look for a pattern Differentiated Learning Activities There are many opportunities to differentiate instruction for all learners. This can be done using learning centers and games to extend learning. These centers are geared to the topics covered and can be simplified or intensified depending on the ability of the learner. Math journal activities can also be used to individualize instruction as well as being used as a way to see progression of skills, thus driving instruction for that particular learner. For learners who may struggle, you may want to number counters as a way of understanding the order in a more concrete way. Benchmarks such as these will help the child move toward using counters that are not numbered. Ethical Decision Making/Character Education Discuss with students about sharing ideas and that it is important to learn to problem solve in all areas of life. Also discuss concepts such as the importance of structure and using tools to help you in your daily lives. Development of social skills are continuously in progress as students work together in math centers and completing projects using math materials 21 st Century Skills Critical Thinking After viewing the Teaching Channel video, Beyond Fingers: Place Value & the Numbers 1119, the teacher will help students Understand the numbers as 10 ones and some further one. In this activity, students compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones Unit IV: Measurement and Data Essential Question: Some questions can be answered by collecting, analyzing and measuring objects and data. How can we then take this information we have gathered and apply it to solving problems in our daily lives and in what form will this data be presented and analyzed? Objectives: Students will be able to: Recognize and describe measurable attributes of objects Children will uses objects in the classroom to compare and contrasted their differences and similarities These comparisons can be recorded in a variety of forms ( i.e. pictures, words, graphs or pictograph) Children will learn the vocabulary that accompanies this topic Directly compare objects by length and height Children will use objects in the classroom to compare and order them by length and height These comparisons can be recorded in a variety of forms (i.e. pictures, words, graphs or pictograph) Children will learn the vocabulary that accompanies this topic Compare objects by capacity and weight
8 Children will compare containers in the classroom by their capacity and weight Children will use their estimation skills to reason and deduce both capacity and weight Children will learn the vocabulary that accompanies this topic Attributes can be used to identify same and different. Children will identify same and different by the attributes of color, shape, size and kind Objects can be sorted by one or many attributes in the same or different ways Children will sort objects by one attribute such as color, shape, size or kind Children will sort the same set in different ways Children will use more than one attribute to sort a set of objects using logical reasoning skills Data can be collected and represented using different types of graphs Children will make and read a real graph Children will make and read a pictograph Children will be able to interpret the findings of such graphs and make observations Children will be able to verbalize and explain the findings of such graphs Topic/Content Skills Topic: 121 Describing objects with more than one attribute Topic: 122 Comparing objects by length and height Topic: 123 Comparing capacities and comparing by weight Topic: 131 Same and Different Topic: 132 Sorting Assessment Resources Instructional Method Quick Check for Topic Activity Whole Class each specific Pages (Problem lesson and lesson Based Learning and discussion Topic Tests Visual Learning) Topic Activity Electronic Quick Check Pages with (SmartBoard) Assessments corresponding Lesson Quizzes, EnVisions online Smartboard lesson Review, and lesson materials and manipulatives Enrichment work Math workbooks Small group Weekly homework Daily Common Core review and Inclass Review Pages assistance assignment Math Center Kits Math Centers HandsOn Direct observation Math Start Books Activities Participation in ReadAlouds Math center Graphing and table participation and making projects Tech Infusion Interactive Math Story Animated Introduction to each ProblemBased Interactive Learning Activities on Smartboard (used with manipulatives) Visual Learning Activities on Smartboard Starfall.com Math Games ABCya.com Math Activities Computer Lab Activities and Projects Common Core K.MD.A.1 K.MD.A.2 K.MD.B.3
9 by one or more than one attribute in the same or different ways Topic: 133 Graphing Differentiated Learning Activities This topic lends itself to many types of learners. It is easy to differentiate by using graphs and tables to demonstrate comparisons. Learners who need more concrete examples can use pictographs to explain findings as well as using actual objects. There are also opportunities to pair up learners or engage in small group activities to work cooperatively in a group to solve problems in this area. Ethical Decision Making/Character Education  Student participation in discussions, readalouds, and interactive teach students to converse in a polite manner, wait for their turn, as well as share their thoughts and opinions with their classmates in an accepting learning environment. Math Centers and Games help students develop sharing, turntaking, and sportsman ship qualities. In addition, they learn how to work with one another for the common interest of learning mathematic concepts and assisting one another in their learning, 21 st Century Skills Critical Thinking  When children write equations, they are forming abstract sentences that they can apply to limitless situations. For children to use this mathematical power, they must be able to take situations and problems from their world and connect them to symbols and numbers in mathematical terms. To mathematize situations, young children must have many experiences and guidance in reasoning abstractly and quantitatively. Sustainability This area of mathematics is an area that all learners will encounter their whole lives. Comparing lengths and weights, graphing, looking at different attributes of objects is a part of our daily lives whether it be in school, work or a home setting. As students grow and move into the work force they may be using graphing as an opportunity to explain changes, growth or decline of products or some other work related explanations they will need to make. They will then have to use these demonstrations to prove points they will need to make. Unit V: Geometry Essential Question: How can children create opportunities to explore the geometric world in which they live, to make observations and construct relationships about shape and space, and to solve problems in a special context? Objectives: Students will be able to: Identify rectangles, squares, circles, triangles, and hexagons Children will identify and describe listed shapes Children will be able to replicate listed shapes Children will solve problems by using objects Identify solid and threedimensional figures
10 Children will identify cones, cylinders, and spheres and relate them to reallife objects Identify flat surfaces of solid figures Children will identify threedimensional figures and describe the shape of flat surfaces Children will examine, trace, and describe flat surfaces of solid figures Children will solve problems by using objects Position and Location of shapes Children will describe an object as inside or outside of a given place Children will describe an object as above, below, or on a given object Children will place shapes over, under and on a surface Children will describe an object as in front of, behind, next to and beside Children will use their positional vocabulary to act our and solve problems Left and Right Children will describe an object as left and right of a given object Children will distinguish between their right and left hand Children will use their positional vocabulary to act out and solve problems Same size and same shape Children will recognize that shapes can be combined to make other shapes Children will identify solid figures that roll, stack and/or slide on a flat surface Children will identify figures that are the same size and the same shape Comparing and building with solid figures Children will identify solid figures that roll, stack and/or slide on a flat surface Children will make shapes by combining 2 solid figures Children will build threedimensional shapes using solid figures Children will use logical reasoning to solve problems Topic/Content Skills Topic 141 Recognizing Rectangles, Squares, Circles, Triangles, and Hexagons Topic 142 Assessment Resources Instructional Method Quick Check for Topic Activity Whole Class each specific Pages (Problem lesson and lesson Based Learning and discussion Topic Tests Visual Learning) Topic Activity Electronic Quick Check Pages with (SmartBoard) Assessments corresponding Lesson Quizzes, EnVisions online Smartboard lesson Review, and lesson materials and manipulatives Tech Infusion Interactive Math Story Animated Introduction to each ProblemBased Interactive Learning Activities on Smartboard (used with manipulatives) Visual Learning Activities on Smartboard Common Core K.G.A.1 K.G.A.2 K.G.A.3 K.G.B.4 K.G.B.5 K.G.B.6
11 Solid Figures Topic 143 Flat Surfaces and Solid Figures Topic 151 Inside and Out Above, Below and On Topic 152 In Front of and Behind Enrichment work Weekly homework Inclass assignment Direct observation Participation in Math center participation and End of year standardized testing Math workbooks Daily Common Core Review Pages Math Center Kits Math Start Books Small group review and assistance Math Centers HandsOn Activities ReadAlouds Starfall.com Math Games ABCya.com Math Activities Computer Lab Activities and Projects Topic 152 Left and Right Topic 161 Same Size, Same Shape, Making Shapes and other Shapes Topic 162 Comparing and Building Solid Figures Differentiated Learning Activities  There are many opportunities to differentiate instruction for all learners. This can be done using learning centers and games to extend learning. These centers are geared to the topics covered and can be simplified or intensified depending on the ability of the learner. Math journal activities can also be used to individualize instruction as well as being used as a way to see progression of skills, thus driving instruction for that particular learner. For learners who may struggle, you may want to use actual shapes as a way of understanding and connecting to the concept in a more concrete way. Benchmarks such as these will help the child move toward using counters that are not numbered. Ethical Decision Making/Character Education  This concept lends itself to pairing children together to find shapes, draw shapes and discuss shapes in and out of the classroom. Children can work on cooperative learning skills in all classes. 21 st Century Skills Critical Thinking After viewing the Teaching Channel video, Counting Objects and Ordering Numbers, the teacher will foster critical thinking with his or her Kindergarteners by having them count and order numbers with and without a number line. CCSS: Math.K.CC.A.3
Grades K6. Correlated to the Common Core State Standards
Grades K6 Correlated to the Common Core State Standards Kindergarten Standards for Mathematical Practice Common Core State Standards Standards for Mathematical Practice Kindergarten The Standards for
More informationPocantico Hills School District Grade 1 Math Curriculum Draft
Pocantico Hills School District Grade 1 Math Curriculum Draft Patterns /Number Sense/Statistics Content Strands: Performance Indicators 1.A.1 Determine and discuss patterns in arithmetic (what comes next
More informationMinnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationAnalysis of California Mathematics standards to Common Core standards Kindergarten
Analysis of California Mathematics standards to Common Core standards Kindergarten Strand CA Math Standard Domain Common Core Standard (CCS) Alignment Comments in reference to CCS Strand Number Sense
More information1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.
1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: counting, reading, and writing whole numbers
More informationOverview. Essential Questions. Grade 8 Mathematics, Quarter 4, Unit 4.3 Finding Volume of Cones, Cylinders, and Spheres
Cylinders, and Spheres Number of instruction days: 6 8 Overview Content to Be Learned Evaluate the cube root of small perfect cubes. Simplify problems using the formulas for the volumes of cones, cylinders,
More informationMath at a Glance for April
Audience: School Leaders, Regional Teams Math at a Glance for April The Math at a Glance tool has been developed to support school leaders and region teams as they look for evidence of alignment to Common
More informationModeling in Geometry
Modeling in Geometry Overview Number of instruction days: 810 (1 day = 53 minutes) Content to Be Learned Mathematical Practices to Be Integrated Use geometric shapes and their components to represent
More informationSKILL: 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)
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
More informationSTRAND: Number and Operations Algebra Geometry Measurement Data Analysis and Probability STANDARD:
how August/September Demonstrate an understanding of the placevalue structure of the baseten number system by; (a) counting with understanding and recognizing how many in sets of objects up to 50, (b)
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationProblem of the Month: Cutting a Cube
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationNumbers Plus Preschool Mathematics Curriculum: Teacher s Manual
Number and operations involves understanding whole numbers and realizing that numbers represent quantity. It includes learning number words and symbols, counting, comparing and ordering quantities, composing
More informationUnit 1: Family Letter
Name Date Time HOME LINK Unit 1: Family Letter Introduction to Third Grade Everyday Mathematics Welcome to Third Grade Everyday Mathematics. It is part of an elementary school mathematics curriculum developed
More informationFIRST GRADE MATH Summer 2011
Standards Summer 2011 1 OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in
More informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More informationCCSSM Critical Areas: Kindergarten
CCSSM Critical Areas: Kindergarten Critical Area 1: Represent and compare whole numbers Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such
More informationMath vocabulary can be taught with what Montessorians call the Three Period Lesson.
Full Transcript of: Montessori Mathematics Materials Presentations Introduction to Montessori Math Demonstrations ( Disclaimer) This program is intended to give the viewers a general understanding of the
More information MartensdaleSt. Marys Community School Math Curriculum
 MartensdaleSt. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationPrentice Hall: Middle School Math, Course 1 2002 Correlated to: New York Mathematics Learning Standards (Intermediate)
New York Mathematics Learning Standards (Intermediate) Mathematical Reasoning Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct
More informationProgressions for the Common Core State Standards in Mathematics (draft)
Progressions for the Common Core State Standards in Mathematics (draft) c The Common Core Standards Writing Team 29 May 2011 1 K, Counting and Cardinality; K 5, Operations and Algebraic Thinking Counting
More informationMATHEMATICS GRADE 2 Extension Projects
MATHEMATICS GRADE 2 Extension Projects WITH INVESTIGATIONS 2009 These projects are optional and are meant to be a springboard for ideas to enhance the Investigations curriculum. Use them to help your students
More informationCommutative Property Grade One
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
More informationDecomposing Numbers (Operations and Algebraic Thinking)
Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Fieldtested by Kentucky
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationFirst Grade Exploring TwoDigit Numbers
First Grade Exploring TwoDigit Numbers http://focusonmath.files.wordpress.com/2011/02/screenshot20110217at31019pm.png North Carolina Department of Public Instruction www.ncdpi.wikispaces.net
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationGlencoe. correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 33, 58 84, 87 16, 49
Glencoe correlated to SOUTH CAROLINA MATH CURRICULUM STANDARDS GRADE 6 STANDARDS 68 Number and Operations (NO) Standard I. Understand numbers, ways of representing numbers, relationships among numbers,
More informationWashington Grade Level Content Expectations EALR s Grades K5
A Correlation of to the Washington Grade Level Content Expectations EALR s Grades K5 M/M112 INTRODUCTION This document demonstrates how well Investigations in Number, Data, and Space integrates with
More informationLesson 18: Introduction to Algebra: Expressions and Variables
LESSON 18: Algebra Expressions and Variables Weekly Focus: expressions Weekly Skill: write and evaluate Lesson Summary: For the Warm Up, students will solve a problem about movie tickets sold. In Activity
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationG C.3 Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
Performance Assessment Task Circle and Squares Grade 10 This task challenges a student to analyze characteristics of 2 dimensional shapes to develop mathematical arguments about geometric relationships.
More informationSCOPE & SEQUENCE. Kindergarten, First Grade, and Second Grade. Skills and Activities
SCOPE & SEQUENCE Kindergarten, First Grade, and Second Grade Skills and Activities INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were first published in 1975. Innovative Learning
More informationN Q.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Performance Assessment Task Swimming Pool Grade 9 The task challenges a student to demonstrate understanding of the concept of quantities. A student must understand the attributes of trapezoids, how to
More informationPerformance Assessment Task Which Shape? Grade 3. Common Core State Standards Math  Content Standards
Performance Assessment Task Which Shape? Grade 3 This task challenges a student to use knowledge of geometrical attributes (such as angle size, number of angles, number of sides, and parallel sides) to
More informationAlaska Mathematics Standards Math Tasks Grade K Going on a Shape Hunt Naming and Identifying Shapes
Alaska Mathematics Standards Math Tasks Grade K Going on a Shape Hunt Naming and Identifying Shapes Content Standard K.G.1. Describe objects in the environment using names of shapes and describe their
More informationProblem of the Month: William s Polygons
Problem of the Month: William s Polygons The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 4, Unit 4.1 Dividing Whole Numbers With Remainders
Dividing Whole Numbers With Remainders Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Solve for wholenumber quotients with remainders of up to fourdigit dividends
More informationA Concrete Introduction. to the Abstract Concepts. of Integers and Algebra using Algebra Tiles
A Concrete Introduction to the Abstract Concepts of Integers and Algebra using Algebra Tiles Table of Contents Introduction... 1 page Integers 1: Introduction to Integers... 3 2: Working with Algebra Tiles...
More informationGrade 1. M3: Ordering and Expressing Length Measurements as Numbers
Grade 1 Key Areas of Focus for Grades K2: Addition and subtractionconcepts, skills and problem solving Expected Fluency: Add and Subtract within 10 Module M1: Addition and Subtraction of Numbers to 10
More informationPrevious Letterland at Tweetsie Railroad Motivation and reward Letterland at Tweetsie Curriculum Guides
Previous Letterland at Tweetsie Railroad Each May since 2007, children from all over North Carolina (and Texas and Georgia) have come to Letterland at Tweetsie Railroad, where we have transformed our theme
More informationOverview. Essential Questions. Precalculus, Quarter 4, Unit 4.5 Build Arithmetic and Geometric Sequences and Series
Sequences and Series Overview Number of instruction days: 4 6 (1 day = 53 minutes) Content to Be Learned Write arithmetic and geometric sequences both recursively and with an explicit formula, use them
More informationAcademic Standards for Mathematics
Academic Standards for Grades Pre K High School Pennsylvania Department of Education INTRODUCTION The Pennsylvania Core Standards in in grades PreK 5 lay a solid foundation in whole numbers, addition,
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More informationProblem of the Month: Digging Dinosaurs
: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of
More informationK12 Louisiana Student Standards for Mathematics: Table of Contents
K12 Louisiana Student Standards for Mathematics: Table of Contents Introduction Development of K12 Louisiana Student Standards for Mathematics... 2 The Role of Standards in Establishing Key Student Skills
More informationNatural Disaster Recovery and Quadrilaterals
Natural Disaster Recovery and Quadrilaterals I. UNIT OVERVIEW & PURPOSE: In this unit, students will apply their knowledge of quadrilaterals to solve mathematics problems concerning a tornado that struck
More informationGrade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge:
Grade 1 Geometric Shapes Conceptual Lessons Unit Outline Type of Knowledge & SBAC Claim Prerequisite Knowledge: Standards: Lesson Title and Objective/Description Shape names: square, rectangle, triangle,
More informationGrade 7 Mathematics. Unit 2. Integers. Estimated Time: 15 Hours
Grade 7 Mathematics Integers Estimated Time: 15 Hours [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] Problem Solving [R] Reasoning [T] Technology [V] Visualization Grade
More informationProblem of the Month: Double Down
Problem of the Month: Double Down The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More informationCurriculum Alignment Project
Curriculum Alignment Project Math Unit Date: Unit Details Title: Solving Linear Equations Level: Developmental Algebra Team Members: Michael Guy Mathematics, Queensborough Community College, CUNY Jonathan
More informationa. Look under the menu item Introduction to see how the standards are organized by Standards, Clusters and Domains.
Chapter One Section 1.1 1. Go to the Common Core State Standards website (http://www.corestandards.org/math). This is the main site for further questions about the Common Core Standards for Mathematics.
More information1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I?
Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.
More informationHistory of Development of CCSS
Implications of the Common Core State Standards for Mathematics Jere Confrey Joseph D. Moore University Distinguished Professor of Mathematics Education Friday Institute for Educational Innovation, College
More informationIntensive Intervention
Fit Your Framework. No matter how you frame it, it fits. focusmath provides the essential elements of Response to Intervention (RtI) in a validated instructional design for accelerating math achievement.
More informationQuarter One: AugustOctober
Quarter One: AugustOctober (Chapters 1 3, 56, 10) August  December Quarterly Addition facts with sums through 20 General Math Content 1. Write sums through 20. 1. Choose and enter the appropriate answer.
More informationNew York State. P12 Common Core. Learning Standards for. Mathematics
New York State P12 Common Core Learning Standards for Mathematics This document includes all of the Common Core State Standards in Mathematics plus the New York recommended additions. All of the New York
More informationInteger Operations. Overview. Grade 7 Mathematics, Quarter 1, Unit 1.1. Number of Instructional Days: 15 (1 day = 45 minutes) Essential Questions
Grade 7 Mathematics, Quarter 1, Unit 1.1 Integer Operations Overview Number of Instructional Days: 15 (1 day = 45 minutes) Content to Be Learned Describe situations in which opposites combine to make zero.
More informationIllinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More informationNumber Sense and Operations
Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents
More informationKindergarten Math Content 1
Kindergarten Math Content 1 Number and Operations: Whole Numbers Counting and the Number System A main focus in Kindergarten is counting, which is the basis for understanding the number system and for
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve realworld and mathematical
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationFun with Fractions: A Unit on Developing the Set Model: Unit Overview www.illuminations.nctm.org
Fun with Fractions: A Unit on Developing the Set Model: Unit Overview www.illuminations.nctm.org Number of Lessons: 7 Grades: 35 Number & Operations In this unit plan, students explore relationships among
More informationBuilding a Bridge to Academic Vocabulary in Mathematics
Building a Bridge to Academic Vocabulary in Mathematics AISD Elementary Mathematics Department How Students Develop a Repertoire of Academic English in Mathematics Developed and researched by the AISD
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationPerimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview
Perimeter, Area and Volume What Do Units Tell You About What Is Being Measured? Overview Summary of Lessons: This set of lessons was designed to develop conceptual understanding of the unique attributes
More information5 th Grade Common Core State Standards. Flip Book
5 th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
More informationCHILD S NAME INSERT CHILD S PHOTO HERE
RECORD OF F DEVELOPMENT T A AND N PROGRESS AT KINDERGARTEN RT LEVEL CHILD S NAME INSERT CHILD S PHOTO HERE GUIDELINES for Kindergarten Assistants: Every Kindergarten Assistant (KGA) must know if each child
More informationCurriculum Overview Standards & Skills
Curriculum Overview Standards & Skills You CAN Do The Rubik's Cube Instructional Curriculum Curriculum Overview / Skills & Standards How to Solve The Rubik's Cube Part 1  Curriculum Overview Part 2 
More informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
More informationStandards for Mathematical Practice: Commentary and Elaborations for 6 8
Standards for Mathematical Practice: Commentary and Elaborations for 6 8 c Illustrative Mathematics 6 May 2014 Suggested citation: Illustrative Mathematics. (2014, May 6). Standards for Mathematical Practice:
More informationInvestigating Quadrilaterals Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark A Provide rationale for groupings and comparisons of twodimensional figures and threedimensional objects. Indicator 3 Identify similarities
More informationProblem of the Month The Wheel Shop
Problem of the Month The Wheel Shop The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core
More informationGeorgia Standards of Excellence Mathematics
Georgia Standards of Excellence Mathematics Standards Kindergarten Fifth Grade K12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development
More informationCommon Core State Standards for. Mathematics
Common Core State Standards for Mathematics Table of Contents Introduction 3 Standards for Mathematical Practice 6 Standards for Mathematical Content Kindergarten 9 Grade 1 13 Grade 2 17 Grade 3 21 Grade
More informationSample Fraction Addition and Subtraction Concepts Activities 1 3
Sample Fraction Addition and Subtraction Concepts Activities 1 3 College and CareerReady Standard Addressed: Build fractions from unit fractions by applying and extending previous understandings of operations
More informationPrentice Hall Mathematics Courses 13 Common Core Edition 2013
A Correlation of Prentice Hall Mathematics Courses 13 Common Core Edition 2013 to the Topics & Lessons of Pearson A Correlation of Courses 1, 2 and 3, Common Core Introduction This document demonstrates
More informationGeometric Transformations Grade Four
Ohio Standards Connection Geometry and Spatial Sense Benchmark I Describe, identify and model reflections, rotations and translations, using physical materials. Indicator 7 Identify, describe and use reflections
More information2nd Grade Math Common Core Curriculum
Quarter 1 I. Number 2.1.2.B.1 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum
More informationVolume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationWarning! Construction Zone: Building Solids from Nets
Brief Overview: Warning! Construction Zone: Building Solids from Nets In this unit the students will be examining and defining attributes of solids and their nets. The students will be expected to have
More informationCommon Core State Standards for Mathematics for California Public Schools Kindergarten Through Grade Twelve
Common Core State Standards for Mathematics for California Public Schools Kindergarten Through Grade Twelve Adopted by the California State Board of Education August 2010 Updated January 2013 Prepublication
More informationEveryday Mathematics. and the Common Core State Standards 100% About Everyday Mathematics. A ResearchBased Program. A Design That Works
and the Common Core State Standards About was developed by the University of Chicago School Mathematics Project (UCSMP) to help all children learn more mathematics and become lifelong mathematical thinkers
More informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More informationIndicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
More informationGrade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills
Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate
More informationGeometry Shapes and Patterns Janine Vis First Grade Math 10 days
Geometry Shapes and Patterns Janine Vis First Grade Math 10 days Thematic Statement: Geometry skills are important for students as they learn to discern the Godgiven beauty of patterns and relationships
More informationMathematics Curriculum Guide Precalculus 201516. Page 1 of 12
Mathematics Curriculum Guide Precalculus 201516 Page 1 of 12 Paramount Unified School District High School Math Curriculum Guides 2015 16 In 2015 16, PUSD will continue to implement the Standards by providing
More informationAlgebra Unit Plans. Grade 7. April 2012. Created By: Danielle Brown; Rosanna Gaudio; Lori Marano; Melissa Pino; Beth Orlando & Sherri Viotto
Algebra Unit Plans Grade 7 April 2012 Created By: Danielle Brown; Rosanna Gaudio; Lori Marano; Melissa Pino; Beth Orlando & Sherri Viotto Unit Planning Sheet for Algebra Big Ideas for Algebra (Dr. Small)
More informationSenior Phase Grade 8 Today Planning Pack MATHEMATICS
M780636110236 Senior Phase Grade 8 Today Planning Pack MATHEMATICS Contents: Work Schedule: Page Grade 8 2 Lesson Plans: Grade 8 4 Rubrics: Rubric 1: Recognising, classifying and representing numbers...22
More informationBig Ideas in Mathematics
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More informationSouth Carolina College and CareerReady Standards for Mathematics
South Carolina College and CareerReady Standards for Mathematics South Carolina Department of Education Columbia, South Carolina 2015 State Board of Education Approved First Reading on February 11, 2015
More informationThird Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons
Third Grade Shapes Up! Grade Level: Third Grade Written by: Jill Pisman, St. Mary s School East Moline, Illinois Length of Unit: Eight Lessons I. ABSTRACT This unit contains lessons that focus on geometric
More information