Course: Kindergarten 1St Nine Weeks( 43 Days)

Math Pacing Guide for Kindergarten 2012-2013

Course: Kindergarten 3 rd Nine Weeks( 47 days)

Unit/Theme: Counting and Cardinality Estimated Time: 4 weeks CCSS Domains and Cluster Headings Counting and Cardinality  Know number names and the count sequence  Count to tell the number of objects Prerequisite Skills Unit Vocabulary CCSS Standards Formative Explanations and Examples/Activities Resources Assessments K.CC.1 The emphasis of this standard is on the counting enVision Count to 100s by ones and tens. (61- Checklist for each sequence. 100) student Topic 12 When counting by ones, students need to Lessons 6-8 Mathematical Practices: understand that the next number in the sequence MP.7. Look for and make use of structure. is one more. When counting by tens, the next www.k- 5mathteachingreso number in the sequence is “ten more” (or one more urces.com MP.8. Look for and express regularity in group of ten). repeated reasoning. http://www.copac Counting should be reinforced throughout the day, abana- not in isolation. p.schools.nsw.ed Examples: u.au/Get_Smart_P  Count the number of chairs of the students ages/Get_Smart_ who are absent. Maths_s1_Numbe  Count the number of stairs, shoes, etc. r.html#counting1  Counting groups of 10 such as “fingers in n the classroom” (ten fingers per student).

K.CC.2 enVision Count forward beginning from a given The emphasis of this standard is on the counting number within the known sequence Accountable Talk sequence to 100. Students should be able to count Topic 12 (instead of having to begin at 1) (11-20) forward from any number, 1-99. Lessons 6 & 10 Short Answer Mathematical Practices: Illuminations: MP.7. Look for and make use of structure. Let's Count to 20 K.CC.3 Students should be given multiple opportunities to enVision Write numbers from 0-20. Represent a count objects and recognize that a number Topic 12 Lessons 1 Math Pacing Guide for Kindergarten 2012-2013 number of objects with a written Visual Displays of represents a specific quantity. Once this is 1-4 numeral 0-20 (with 0 representing a Information established, students begin to read and write count of no objects). (11-20) numerals (numerals are the symbols for the quantities). The emphasis should first be on Mathematical Practices: quantity and then connecting quantities to the enVision Response Cards MP.2. Reason abstractly and quantitatively. written symbols. Topic 11 Lessons  A sample unit sequence might include: 1-7 MP.7. Look for and make use of structure. 1. Counting up to 20 objects in many settings and situations over several MP.8. Look for and express regularity in weeks. Illuminations: repeated reasoning. 2. Beginning to recognize, identify, and Concentration read the written numerals, and match the numerals to given sets of Illuminations: objects. Grouping and 3. Writing the numerals to represent Grazing counted objects. Since the teen numbers are not written as they are Numera l Writing said, teaching the teen numbers as one group of ten and extra ones is foundational to understanding both the concept and the symbol that represents each teen number. For example, when focusing on the number “14,” students should count out fourteen objects using one-to-one correspondence and then use those objects to make one group of ten and four extra ones. Students should connect the representation to the symbol “14.”

K.CC.4 This standard focuses on one-to-one Understand the relationship between correspondence and how cardinality connects with numbers and quantities; connect quantity. counting to cardinality Think-Pair-Share  For example, when counting three bears, Illuminations: Ten a) When counting objects, say the the student should use the counting Frame Response Cards number names in the standard sequence, “1-2-3,” to count the bears and order, pairing each object with Hand Signals recognize that “three” represents the group one and only one number name of bears, not just the third bear. A student Get Smart Maths and each number name with one may use an interactive whiteboard to count Stage 1 Number and only one object objects, cluster the objects, and state, “This is three”. b) Understand that the last number In order to understand that each successive 2 Math Pacing Guide for Kindergarten 2012-2013

name said tells the numbers of number name refers to a quantity that is one objects is the same regardless of larger, students should have experience counting their arrangement of the order in objects, placing one more object in the group at a which they were counted time.

c) Understand that each successive  For example, using cubes, the student number name refers to a quantity should count the existing group, and then that is one larger place another cube in the set. Some students may need to re-count from one, Mathematical Practices: but the goal is that they would count on MP.2. Reason abstractly and quantitatively. from the existing number of cubes. S/he should continue placing one more cube at a MP.7. Look for and make use of structure. time and identify the total number in order to see that the counting sequence results in a quantity that is one larger each time one more cube is placed in the group. K.CC.5 Students should develop counting strategies to help Count to answer “how many?” them organize the counting process to avoid re- questions about as many as 20 things Think-Pair-Share counting or skipping objects. Illuminations: Ten arranged in a line, a rectangular array, Frame Response Cards or a circle, or as many as 10 things in a Examples: Priory Woods scattered configuration; given a number Hand Signals  If items are placed in a circle, the student School and Arts from 1-20, count out that many objects may mark or identify the starting object. College - Bugz (11-20)  If items are in a scattered configuration, the Mathematical Practices: student may move the objects into an organized pattern. MP.2. Reason abstractly and quantitatively. Get Smart Maths  Some students may choose to use grouping Stage 1 Number MP.7. Look for and make use of structure. strategies such as placing objects in twos, fives, or tens (note: this is not a MP.8. Look for and express regularity in kindergarten expectation). repeated reasoning.  Counting up to 20 objects should be reinforced when collecting data to create

charts and graphs.

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Unit/Theme: Comparing Numbers Estimated Time: 2 weeks CCSS Domains and Cluster Headings Counting and Cardinality  Compare Numbers Prerequisite Skills Unit Vocabulary Compare, Equal To, Greater Than, Less Than CCSS Standards Formative Resources Explanations and Examples/Activities Assessments K.CC.6 Students should develop a strong sense of the Identify whether the number of objects relationship between quantities & numerals before enVision in one group is greater than, less than, Think-Pair-Share they begin comparing numbers. or equal to the number of objects in Other strategies: Topic 4: Lessons another group, e.g., by using matching Response Cards  Matching: Students use 1-to-1 7-9 and counting strategies correspondence, repeatedly matching 1 Hand Signals object from 1 set with 1 object from the enVision Mathematical Practices: Visual Displays of other set to determine which set has more Topic 6:Lessons MP.2. Reason abstractly and quantitatively. Information objects.  Counting: Students count the objects in 1-5 MP.7. Look for and make use of structure. each set, & then identify which set has enVision more, less, or an equal # of objects. MP.8. Look for and express regularity in repeated  Observation: Students may use observation reasoning. Topic 16:Lessons to compare two quantities (e.g., by looking 1 at two sets of objects, they may be able to tell which set has more or less without www.k- counting). 5mathteachingreso  Benchmark Numbers: This would be the urces.com appropriate time to introduce the use of 0, 5 and 10 as benchmark numbers to help Illuminations: students further develop their sense of Island Inequality quantity as well as their ability to compare Mat numbers. Students state whether the number of objects in a set is more, less, or equal to a set that has 0, 5, or 10 objects. K.CC.7 Response Cards Given two numerals, students should determine Cynthia Lanius' Compare two numbers between 1 and which is greater or less than the other. Lessons: Let's 10 presented as written numerals. Accountable Talk Count! Activities

Mathematical Practices: Illuminations: MP.2. Reason abstractly and quantitatively. Electronic Abacus5 Unit/Theme: Composing/Decomposing Numbers & Solving Estimated Time: 3 weeks & 2 days Word Problems Math Pacing Guide for Kindergarten 2012-2013 CCSS Domains and Cluster Headings Operations and Algebraic Thinking  Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from Number and Operations in Base Ten  Work with numbers 11-19 to gain foundation for place value

Prerequisite Skills Unit Vocabulary Addend, Compose, Decompose, Difference, Equation, Expression, Ones, Place Value, Sum, and Tens CCSS Standards Formative Resources Explanations and Examples/Activities Assessments K.OA.2 Using a word problem context allows students to Solve addition and subtraction word develop their understanding about what it means enVision problems, and add and subtract within Socratic Method to add and subtract. Addition is putting together 10 e.g., by using objects or drawings to and adding to. Subtraction is taking apart and Topic 10 Lessons represent the problems Think-Pair-Share taking from. Kindergarteners develop the concept 1-7 of addition/subtraction by modeling the actions in Mathematical Practices: Response Cards word problem using objects, fingers, mental enVision MP.1. Make sense of problems and persevere in images, drawings, sounds, acting out situations, Hand Signals solving them. and/or verbal explanations. Students may use Topic 11 Lessons 1-7 Visual Displays of different representations based on their MP.2. Reason abstractly and quantitatively. experiences, preferences, etc. They may connect Information www.k- their conceptual representations of the situation 5mathteachingreso MP.3. Construct viable arguments and critique the using symbols, expressions, and/or equations. reasoning of others. urces.com Students should experience the following addition and subtraction problem types (see Table 1). MP.4. Model with mathematics. Illuminations: Frogs on a Log MP.5. Use appropriate tools strategically.  Add To word problems, such as, “Mia had 3 apples. Her friend gave her 2 more. How Make Math many does she have now?” "Bear"-able o A student’s “think aloud” of this problem might be, “I know that Mia Addition Lesson has some apples and she’s getting Plan: Kindergarten some more. So she’s going to end Math Games up with more apples than she One Guinea Pig is started with.” Not Enough by Kate Duke  Take From problems such as: o José had 8 markers and he gave 2 away. How many does he have now? When modeled, a student would begin with 8 objects and remove two to get the result. 6  Put Together/Take Apart problems with Total Unknown gives students opportunities to work with addition in another context