€¦ · Web viewCount from 1-5 using one-to-one correspondence to find the total number of objects and tell how many

Huron School DistrictCore Curriculum Guide Grade Level: Kindergarten Content Area: Math

1ST QUARTER(1st five weeks)Unit Title: Number Sense/Patterning/Shapes/Sorting & Classifying Month(s): August/SeptemberContent Standards:

K.N.1.1 Students are able to read, write, count, and sequence numerals to 20. K.A. 4.1. Students are able to identify, and extend two-part repeating patterns using concrete objects. K.A. 4.2 Students are able to sort and classify objects according to one attribute. K.G. 1.1 Students are able to identify basic two-dimensional (plane) figures. (New common core) CC.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.Essential Questions:

SkillsStudents Will Be Able To… Essential Vocabulary

AssessmentHow will you know if students have

learned?Number Sense:Say the numbers in order from 1 to 5.Count from 1-5 using one-to-one correspondence to find the total number of objects and tell how many.

total, how many, count, numbers, objects, unifex cubes, dot cards, dice

zero, one, two, three, four, and five (introducing vocabulary)

ObservationPerformance assessment through workstations

Algebra:Identify and extend (recognize and continue) two-part repeating patterns using concrete objects.Identify simple patterns of sound and movement.

Sort and classify (separate into groups with like characteristics) objects according to one attribute. (ex. by color, shape, size, kind, or number)

pattern, repeat (introducing vocabulary)

sort, group, alike, not alike, belong, does not belong (introducing vocabulary)

Feedback


Geometry:Recognize and name (identify) a circle and a square when they see one.

Describe and demonstrate the meaning of spatial relationships, such as top, middle, bottom, in and out, below, over, under, and right and left.

circle, square, triangle, rectangle, oval, diamond, rhombus

top, middle, bottom, in, out, above, below, over, under, left, right

Performance assessment (Identify 2 out of 6 shapes)

Feedback

1ST QUARTER


Unit Title: Number Sense/Patterning/Shapes/Sorting & Classifying Month(s): OctoberContent Standards:

K.N. 1.1 Students are able to read, write, count, and sequence numerals to 20. K.A. 4.1 Students are able to identify, and extend two-part repeating patterns using concrete objects. K.A. 4.2 Students are able to sort and classify objects according to one attribute. K.G. 1.1 Students are able to identify basic two-dimensional (plane) figures. (New common core) CC. K.G. 1-Describe objects in the environment using names of shapes, and describe the relative positions of these




learned?Number Sense:Say the numbers in order from 1 to 5.Count from 1-5 using one-to-one correspondence to find the total number of objects and tell how many.

Write the numerals in order from 1-5.

total, how many, count, numbers, objects, unifex cubes, dot cards, dice (reviewing vocabulary)

zero, one, two, three, four, and five(reviewing vocabulary)

ObservationPerformance assessment through workstationsIdentify and write numerals and count sets 0-5.Write numerals in order from 1-5.

Algebra:Identify and extend (recognize and continue) two-part repeating patterns using concrete objects.Identify simple patterns of sound and movement.

Sort and classify (separate into groups with like characteristics) objects according to one attribute. (ex. color, shape, size, kind, or number)

pattern, repeat (reviewing vocabulary)

sort, group, alike, not alike, belong, does not belong(reviewing vocabulary)

Feedback


Geometry:Recognize and name (identify) a circle and a square when they see one.


circle, square, triangle, rectangle, oval, diamond, rhombustop, middle, bottom, in, out, above, below, over, under, left, right


Feedback

2ND QUARTERUnit Title: Number Sense/Patterning/Shapes/Sorting & Classifying/Equal Groups Month(s): October/November


Content Standards: K.N. 1.1 Students are able to read, write, count, and sequence numerals to 20. K.A. 4.1 Students are able to identify, and extend two-part repeating patterns using concrete objects. K.A. 4.2 Students are able to sort and classify objects according to one attribute. K.A. 2.1 Students are able to compare collections of objects to determine more, less, and equal (greater than and less than). K.G. 1.1 Students are able to identify basic two-dimensional (plane) figures. (New common core) CC.K.G.1-Describe objects in the environment using names of shapes, and describe the relative positions of these




learned?Number Sense:Say the numbers in order from 1-10.Count from 1-10 using one-to-one correspondence to find the total number of objects and tell how many.Write the numerals in order from 1-5.

total, how many, count, numbers, objects, unifex cubes (reviewing vocabulary words)

six, seven, eight, nine, and ten(introducing words)two-color counters

ObservationPerformance assessment through workstationsIdentify and write numerals and count sets 0-5 Write the numerals in order from 1-5.

Algebra:Identify, copy, and extend (recognize and continue) two-part repeating patterns using concrete objects.

Sort and classify objects by color, shape, size, and number.Sort objects into groups using their own method and explain why.

Tell or show (determine) when two groups have the same number of objects. Tell or show (determine) which group of things contains more objects.Tell or show (determine) which group of things contains fewer objects.

pattern, repeat (reviewing vocabulary words)

sort, group, alike, not alike, belong, does not belong, size, kind, number, same, different

(introducing vocabulary): same as, equal, more, one more, more than, fewer, one less, less than

FeedbackPerformance assessment

Observation/Performance assessment/Feedback

Geometry:Recognize and name (identify) a triangle when they see one.

Describe and demonstrate the meaning of spatial relationships, such as top, middle, bottom, in and out, below over, under, and right and left.

circle, square, triangle, rectangle, oval, rhombus



Feedback


Unit Title: Number Sense/Shapes/Sorting & Classifying/Equal Groups Month(s): DecemberContent Standards:

K.N. 1.1 Students are able to read, write, count, and sequence numerals to 20. K.A. 2.1 Students are able to compare collections of objects to determine more, less, and equal (greater than and less than). K.A. 4.2 Students are able to sort and classify objects according to one attribute. K.G. 1.1 Students are able to identify basic two-dimensional (plane) figures.


(New common core) CC. 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.

Essential Questions:



learned?Number Sense:Say the numbers in order from 1-10.Count from 1-10 using one-to-one correspondence to find the total number of objects and tell how many.


(reviewing vocabulary words) zero, one, two, three, four, five, six, seven, eight, nine, and ten

ObservationPerformance assessment through workstationsIdentify and write numerals and count sets 0-10.Write the numerals in order from 1-10.

Algebra:Tell or show (determine) when two groups have the same number of objects.Tell or show (determine) which group of things contains more objects.Tell or show (determine) which group of things contains fewer objects.

Sort and classify objects by varied attributes (shape, roll, stack, slide)

(reviewing vocabulary words): same as, equal, more, one more, more than, fewer, one less, less than

(introducing vocabulary words): roll, stack, slide

FeedbackPerformance assessment

Observation/Performance assessment/FeedbackGeometry:Recognize and name a two-dimensional shape when they see one.


circle, square, triangle, rectangle, oval, rhombus



Feedback

Unit Title: Number Sense/Shapes/Equal Groups/Addition Month(s): January Content Standards:

K.N. 1.1 Students are able to read, write, count, and sequence numerals to 20. K.N. 3.1 Students are able to solve addition and subtraction problems up to 10 in context. K.A. 3.1 Students are able to use concrete objects to model the meaning of the “+” and “-“ symbols. K.A. 2.1 Students are able to compare collections of objects to determine more, less, and equal (greater than and less than). K.G. 1.1 Students are able to identify basic two-dimensional (plane) figures.


(New common core) CC.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, beside, in front of, behind, and next to.






Show and tell how to solve a word problem for addition up to 10 in context.

eleven, twelve, thirteen, fourteen, fifteen(introducing vocabulary words)

add, word problem (introducing vocabulary word)

ObservationPerformance assessment through workstationsIdentify and write numerals and count sets 0-15.Write numerals in order from 1-15.

Performance assessmentFeedbackObservation

Algebra:Use concrete objects to model (demonstrate by acting out) the meaning of the “+” and “-“ symbols.

Tell or show (determine) when two groups have the same number of objects.Tell or show (determine) which group of things contains more objects.Tell or show (determine) which group of things contains fewer objects.

(reviewing vocabulary): same as, equal, more, one more, more than, fewer, one less, less than

ObservationPerformance assessmentFeedback

Geometry:Recognize and name (identify) a circle, square, triangle, and rectangle when they see one.




Measurement:


Unit Title: Number Sense/Shapes/Addition/Ordinal Numbers/Money/Counting by 5’s and 10’s Month(s): FebruaryContent Standards:

K.N. 1.1Students are able to read, write, count, and sequence numerals to 20. K.N. 3.1 Students are able to solve addition and subtraction problems up to 10 in context. K.A. 3.1 Students are able to use concrete objects to model the meaning of the “+” and “-“ symbols. K.G. 1.1 Students are able to identify basic two-dimensional (plane) figures. (New common core) CC. 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. (New common core) CC.K.CC.1-Count to 100 by ones and by tens. K.M. 1.3 Students are able to identify pennies, nickels, dimes, and quarters using money models.





learned?Number Sense:Say the numbers in order from 1-15.Count from 1-15 using one-to-one correspondence to find the total number of objects and tell how many.Write the numerals in order from 1-15.

Count orally to 100.Count orally by tens to 100.

Identify ordinal positions using an ordered set of objects, 1st through 10th.


(review vocabulary words): eleven, twelve, thirteen, fourteen, fifteen

hundred chart (introducing vocabulary word)

ordinal numbers: first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth

(review vocabulary words): adding, putting together

Performance assessment through workstationsIdentify and write numerals and count sets 0-15.Write numerals in order from 1-15.

ObservationPerformance AssessmentsFeedback

Algebra:Use concrete objects to model (demonstrate by acting out) the meaning of “+” and “-“ symbols.

(review vocabulary words): ??? ObservationPerformance AssessmentsFeedback

Geometry:Recognize and name (identify) a circle, square, triangle, rectangle, and oval when they see one.





Feedback

Measurement:Point and name the penny, nickel, dime, and quarter using money models. penny, nickel, dime, quarter, coin Performance assessment

Feedback


4th QUARTERUnit Title: Number Sense/Shapes/Addition/Money/Telling Time/Measurement Month(s): MarchContent Standards:

K.N. 1.1 Students are able to read, write, count, and sequence numerals to 20. K.N. 3.1 Students are able to solve addition and subtraction problems up to 10 in context. K.A. 3.1 Students are able to use concrete objects to model the meaning of the “+” and “-“ symbols. K.M. 1.3 Students are able to identify pennies, nickels, dimes, and quarters using money models. K.M. 1.1 Students are able to tell time to the nearest hour using digital and analog clocks. K.M. 1.4 Students are able to estimate length using non-standard units of measure.








Identify ordinal positions, using an ordered set of objects, 1st through 10th.


Say the forward number word sequence to 20 and the backward number sequence from 10.

Say the number before and after a given number in the range 0-20.

sixteen, seventeen, eighteen, nineteen, twenty(introducing vocabulary)

hundred chart (review vocabulary word)

ordinal numbers: first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth

adding, putting together (review vocabulary words)

forward, backward (introducing????)

before, after (introducing????)

Performance assessments through workstationsIdentify and write numerals and count sets 0-20.Write numerals in order from 1-20.

ObservationsPerformance assessmentsFeedback


Algebra:Use concrete objects to modoel (demonstrate by acting out) the meaning of the “+” and “-“ symbols.


Geometry:Recognize and name (identify) a circle, square, triangle, rectangle, oval, and diamond/rhombus when they see one.


circle, square, triangle, rectangle, oval, diamond/rhombus

top, middle, bottom, in and out, above, below, over, under, left, right


Feedback

Measurement:Point and name the penny, nickel, dime, and quarter using money models.

Tell time to the nearest hour using digital and analog clocks.

penny, nickel, dime, quarter

clock, o’clock, hour, minute, digital, analog (introducing vocabulary words)

Performance assessmentFeedback



Unit Title: Number Sense/Addition/Measurement/Graphs/Subtraction Month(s): AprilContent Standards:

K.N. 1.1 Students are able to read, write, count, and sequence numerals to 20. K.N. 3.1-Students are able to solve addition and subtraction problems up to 10 in context. K.A. 3.1 Students are able to use concrete objects to model the meaning of the “+” and “-“ symbols. K.M. 1.4 Students are able to estimate length using non-standard units of measure. K.M. 1.5 Students are able to compare and order concrete objects by length, height, and weight. K.S. 1.1 Students are able to describe data represented in simple graphs (using real objects) and pictographs.









Show and tell how to solve a word problem for subtraction up to 10 in context.


Say the number before and after a given number in the range of 0-20.

sixteen, seventeen, eighteen, nineteen, twenty(reviewing vocabulary words)

hundred chart (reviewing vocabulary word)

adding, putting together (reviewing vocabulary words)

subtracting, taking apart/away (introducing vocabulary words)

forward, backward (reviewing vocabulary words)

before, after (reviewing vocabulary words)










Feedback




clock, o’clock, hour, minute, digital, analog(reviewing vocabulary)


Performance assessmentFeedbackObservations


Unit Title: Number Sense/Addition/Measurement/Graphs/Subtraction Month(s): MayContent Standards:

K.N. 1.1 Students are able to read, write, count, and sequence numerals to 20. K.N. 3.1-Students are able to solve addition and subtraction problems up to 10 in context. K.M. 1.5 Students are able to compare and order concrete objects by length, height, and weight. K.S. 1.1 Students are able to describe data represented in simple graphs (using real objects) and pictographs.









Show and tell how to solve a word problem for subtraction up to 10 in context.


Say the number before and after a given number in the range of 0-20.

sixteen, seventeen, eighteen, nineteen, twenty(reviewing vocabulary words)

hundred chart (reviewing vocabulary word)

adding, putting together (reviewing vocabulary words)

subtracting, taking apart/away (introducing vocabulary words)

forward, backward (reviewing vocabulary words)

before, after (reviewing vocabulary words)










Feedback




clock, o’clock, hour, minute, digital, analog(reviewing vocabulary)


Performance assessmentFeedbackObservations


Documents

€¦ · Web viewCount from 1-5 using one-to-one correspondence to find the total number of objects and tell how many