Randolph County Kindergarten Math Curriculum Frameworks

Transcription

1 Randolph County Kindergarten Math Curriculum Frameworks First 9 weeks Aug. 8th Oct. 7th Standard AL COS I Can Statements Vocabulary Go Math Resources Investigations Domain ~ Counting & Cardinality CC.K.1 Count to 100 by ones and by tens. CC.K.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). CC.K.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 20 (with 0 representing a count of no objects). CC.K.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CC.K.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. I can count to 25. I can begin with any number less than 25 and count up to 25. I can write numbers 0 5 I can count objects in order pairing each object with only one number name up 5. I can show that the last number said tells the number of objects counted and the number of objects is the same regardless of arrangement or order they are counted in. (0 5) Zero, One, Two Three, Four, Five Same as(equal) Same number Compare Five Frame Greater than(more) Less than(fewer) Set(s) Object(s) Pair Describe Model Illustrate Count Forward Backward Record (write) Next to(beside) Between Above Below In front of Behind Flat 3 dimensional Chapter 1 Represent, Count, Write Numbers 0 5 Pgs Chapter 2 Compare Numbers to 5 Pgs Chapter 3 ~ Represent, Count, Write Numbers 6 9 Pgs Chapter 4 Represent and Compare Numbers through 10 Pgs Unit 1 Who Is In School Today? Investigation #1 Attendance & Calendar Routines Investigation #2 Counting Jar Investigation #3 Today s Question Routine Counting and Comparing Investigation #1 Counting Investigation #2 Comparing

2 CC.K.4c Understand that each successive number name refers to a quantity that is one larger. CC.K.5 Count to answer "how many'" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. CC.K.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) CC.K.7 Compare two numbers between 1 and 10 presented as written numerals. Geometry K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size. I can show that each successive number name refers to a quantity that is one larger. I can count to answer how many up to 5, regardless of how they are arranged. I can compare the number of objects in one group using greater than, less than, equal to, to the number of objects in another group up to 5. I can compare two numbers between 1 and 5 presented as written numerals. I can describe objects in their environment using names of shapes and positions. I can correctly name shapes regardless of orientation or overall size. (solid) 2 dimensional (plane) Circle, Square Triangle,Rectangle Hexagon, Cube Cone,Cylinder Six, seven, eight, nine, ten, measure, classify, sort, most, least, alike, different, long/length, Short/ shorter, tall/ taller Ten Frame

3 Measurement & Data K.M.D.1 Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. K.M.D.2 Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. K.M.D.3 Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) I can tell how an object can be measured such as length and weight. I can tell several measurable attributes of an object. I can compare how two objects are similar and different. (more of, less of, taller, shorter) I can place objects into categories. Operations & Algebraic Thinking K.O.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. I can find the number that is added to 1 through 9 to make 10. I can use objects or drawings to show my answer. Second 9 weeks Oct. 11th Dec.20th Standard AL COS Domain Counting and Cardinality CC.K.1 Count to 100 by ones and by tens. I Can Statements I can rote count to 50 by ones and continue working toward my goal of counting to 100 by 1 s and 10 s. Vocabulary Add Join Put together Total Sum Resources

4 CC.K.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). I can also count from any given number less than 50 up to 50. Plus Combine Introduce symbols for addition Go Math Chapter 5 Pgs Addition for numbers 1 5 Investigations CC.K.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 20 (with 0 representing a count of no objects). I can write my numerals CC.K.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. I can count objects in order pairing each object with only one number name up 10. CC.K.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. I can show that the last number said tells the number of objects counted and the number of objects is the same regardless of arrangement or order they are counted in. (0 10) CC.K.4c Understand that each successive number name refers to a quantity that is one larger. I can show that each successive number name refers to a quantity that is one larger. CC.K.5 Count to answer "how many'" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. CC.K.6 Identify whether the number of objects in one group is greater than I can count to answer how many up to 10, regardless of how they are arranged. I can compare the number of objects in one group using greater than, less than, equal to, the number of objects in another group up to 10.

5 less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) I can compare two numbers between 1 and 10 presented as written numerals. Operations & Algebraic Thinking CC.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) CC.K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. CC.K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). CC.K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., byusing objects or drawings, and record the answer with a drawing or equation. I can represent addition using objects, my fingers, mental images, drawings, sounds, acting out, verbal explanations, expressions, or equations. I can solve addition word problems within 10 by using objects or drawings. I can decompose numbers less than or equal to 10 into pairs in more than one way, for any number 1 to 9. I can find the number that makes 10 when added to the given number by using objects or drawings, and record the answer using drawings or equations. I can fluently add within 5.

6 CC.K.OA.5 Fluently add and subtract within 5. Third 9 weeks Jan. 5th March 9th. Standard AL COS I Can Statements Vocabulary Domain ~ Counting & Cardinality CC.K.CC.1 Count to 100 by ones and by tens. CC.K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1) CC.K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 20 (with 0 representing a count of no objects). [K CC3] CC.K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CC.K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their I can rote count to 75 by ones and continue working toward my goal of counting to 100 by1 s and 10 s. I can count from any given number less than 75 up to 75. I can write numerals I can match a number of objects with it s written numeral. I can count objects in order pairing each object with only one number name up to 20. I can understand that the last number said tells the number of objects counted and the number of objects is the same regardless of arrangement or order they are counted in. (0 20) Take away Subtract Minus Take from Less Difference, separate Curve, corner, side, vertices, vertex, circle, 2 D shape, square, side of equal length, triangle, rectangle, hexagon, alike different, cone, cube, cylinder, sphere, roll, stack, slide, curved surface, flat surface, 3 D shape Go Math Chapter 6 Subtraction Pgs (spend 2 3 weeks) Resources Chapter 9 and beginning into chapter 10 Identify and Describe 2 D shapes ~ and 3 D shapes (chapter 9 ~ Pgs ) (chapter 10 pgs ) Investigations Unit 5 Make a Shape, Build a Block Pgs Investigation #1 Describe & Make 2 D shapes Investigation #2 Making & Combining 2 D Shapes Investigation #3 Describing, Making, Combining 3 D Shapes **Use Math stories as extra resources, pull various learning games for station activities, Go Math online games to reinforce skills

7 arrangement or the order in which they were counted. CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger CC.K.CC.5 Count to answer "how many'" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. CC.K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects. CC.K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Geometry K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to K.G.2 Correctly name shapes regardless of their orientations or overall size. I can show that each successive number name refers to a quantity that is one larger. I can count to answer how many up to 20, regardless of how they are arranged. I can compare the number of objects in one group using greater than, less than, equal to, the number of objects in another group up to 20. I can compare two numbers between 1 and 10 presented as written numerals. I can find shapes around me using positional words. I can name shapes regardless of how they are arranged or size.

8 K.G.3 Identify shapes as two dimensional (lying in a plane, "flat") or three dimensional ("solid"). K.G.4 Analyze and compare two and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6 Compose simple shapes to form larger shapes. Operations & Algebraic Thinking K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards. K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. I can name 2 D and 3 D shapes. I can name and compare 2 D and 3 D shapes. I can make shapes using materials like sticks and clay. I can use simple shapes to make larger shapes. I can represent addition and subtraction with objects, my fingers, mental images, drawings, sounds, acting out, verbal explanations, expressions, or equations. I can solve additions and subtraction word problems within 10 by using objects or drawings. I can decompose numbers less than or equal to 10 into pairs in more than one way for any number 1 to 9.

9 K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. I can find the number that makes 10 when added to the given number by using objects or drawings, and record the answer using drawings or equations. I can fluently and subtract within 5. K.OA.5 Fluently add and subtract within 5. Standard AL COS Domain ~ Counting & Cardinality CC.K.CC.1 Count to 100 by ones and by tens. CC.K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1) CC.K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a Fourth 9 weeks March 10th May 18th I can count to 100 to mastery. I Can Statements Vocabulary I can count forward beginning with another number other than 1. NEW VOCABULARY Ten frame Eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, ones, Resources Go Math Chapter 11 on Measurement and Data Chapters 7 & 8 ~ Represent, Count, and Write Numbers 20 and beyond. Pgs Investigations Unit 4 Measuring and Counting Investigation #1 Measuring & Counting Investigation #2 Counting Some and Counting More

10 written numeral 0 20 (with 0 representing a count of no objects). [K CC3] CC.K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. I can count and write numbers 0 to 20. I can write the numeral that matches a number of objects 0 to 20. I can match each object with a number when counting. Fifty, one hundred, tens, measure, heavy, light, weigh(t), pan balance, teen numbers Use Math stories as extra resources; pull various learning games for station activities, Go Math online games to reinforce skills... Investigations #3 Changing Quantities: How Many Now? Investigations #4 Ways to Make Numbers CC.K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. I can tell how many objects are in a group. CC.K.CC.4c Understand that each successive number name refers to a quantity that is one larger I can tell how many objects are in a group. CC.K.CC.5 Count to answer "how many'" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. I can count up to 20 objects that are arranged differently. I can count objects to match numbers from 1 to 20. CC.K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects. I can describe equal to, greater than, less than. I can identify if a group of objects is greater than, less than or equal to another group. I can tell if a numeral is greater than, less than, or equal to another number.

11 CC.K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Number and Operations in Base Ten N.B.T.1 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 (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Geometry K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to K.G.2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify shapes as two dimensional (lying in a plane, "flat") or three dimensional ("solid"). K.G.4 Analyze and compare two and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, I can compare two numbers between 1 and 10. I can make a number using a group of ten and ones. I can tell how many tens and ones are in a number. I can describe positions such as above, below, beside, in front of, behind, and next to. I can determine the position of objects. I can name shapes. I can identify 2 and 3 dimensional shapes. I can describe two and three dimensional shapes. I can compare and contrast two and three dimensional shapes.

12 differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6 Compose simple shapes to form larger shapes. Operations & Algebraic Thinking K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards. K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). I can make shapes using materials like sticks and clay. I can use more than one shape to make a larger shape. I can show that adding is putting groups together. I can show that subtraction is taking apart or taking away. I can identify the symbols for plus, minus and equal. I can show addition and subtraction in different ways. I can understand the concept of putting together = add and taking apart = subtract. I can add and subtract numbers within 10 (0 10). I can solve addition and subtraction word problems. I can show numbers to 10 with different groups. I can add two numbers to make 10.

13 K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. K.OA.5 Fluently add and subtract within 5. Measurement & Data K.M.D.1 Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. K.M.D.2 Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. K.M.D.3 Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) I can find a missing number to make 10. I can add and subtract. I can describe objects using length and width. I can describe objects using height and weight. I can compare two objects and describe them. I can recognize attributes of size, shape and color. I can count, classify, and sort objects into categories.. I can put categories in order by number.