Grade Level: Kindergarten
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Grade Level: Kindergarten
Subject: Math Revised Date: 03/08/2012
Quarter # 4
Strand / Domain Number & Operations in Base Ten Work with numbers 11-19 to gain foundations for place value. K.NBT.1. Compose and decompose numbers from 11 to 19 into Standard(s) ten ones and some further ones, e.g., by using objects or (one or more drawings, and record each composition or decomposition by a standards/indicators; can drawing or equation (such as 18 = 10 + 8); understand that these be clustered) numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Teen numbers can be decomposed into place value parts and Big Idea(s) represented in multiple ways.
How can I show (teen numbers) using tens and ones?
Essential Question(s) How can I use drawings to show the teens numbers in ones and tens?
Academic Vocabulary Teen number names (11-19) (what students need to Tens know in order to Ones complete the task) Do a daily stick count for a given calendar month to count the days Sample Activities of school Envisions Math (Please list unit, topic, activity, and/or teacher edition page that meets District Adopted this standard(s).) Core Curriculum Topic 12 Larger Numbers Lessons 1-10 (TE 211E-234)
Additional Resource(s) None needed
Curriculum Maps 1Our Mission: All students will be equipped with the skills for lifelong learning and graduate as responsible adults prepared for college or career.
District-wide Progress Monitoring Assessments Formative Curriculum In-Program Assessments Assessment(s) Pre/Post Assessments that relate to CCSS
Summative District-Wide Benchmark Assessments Assessment(s) SMARTER Balanced Assessment that relate to CCSS
Curriculum Maps 2Our Mission: All students will be equipped with the skills for lifelong learning and graduate as responsible adults prepared for college or career.
Grade Level: Kindergarten
Subject: Math Revised Date: 03/08/2012
Quarter # 4
Strand / Domain Measurement & Data Standard(s) Classify objects and count the number of objects in each category. (one or more standards/indicators; can K.MD.3. Classify objects into given categories; count the numbers be clustered) of objects in each category and sort the categories by count.
Big Idea(s) Objects can be sorted/classified by their attributes. • Objects can be described and compared by their attributes
Essential Question(s) When do we compare objects?
As many Same as Academic Vocabulary More (what students need to Fewer know in order to complete the task) Least Most Equal Sample Activities Do a daily weather graph for a given month. Envisions Math (Please list unit, topic, activity, and/or teacher edition page that meets this standard(s).) District Adopted Core Curriculum Topic 16 Graphing Lessons 1-7 (TE 287E-304)
Additional Resource(s) None needed
District-wide Progress Monitoring Assessments Formative Curriculum In-Program Assessments Assessment(s) Pre/Post Assessments that relate to CCSS
Summative District-Wide Benchmark Assessments Curriculum Maps 3Our Mission: All students will be equipped with the skills for lifelong learning and graduate as responsible adults prepared for college or career.
Assessment(s) SMARTER Balanced Assessment that relate to CCSS
Curriculum Maps 4Our Mission: All students will be equipped with the skills for lifelong learning and graduate as responsible adults prepared for college or career.