pre-kindergarten curriculum...

BLACKFORD COUNTY SCHOOLS

PRE-KINDERGARTEN CURRICULUM MAP

http://www.bcs.k12.in.us/Home

Result Unknown Change Unknown Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How

many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to

the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass

before?

? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on

the table now?

5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 - ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples

were on the table before?

? – 2 = 3

Total Unknown Addend Unknown Both addends Unknown

Put Together/ Take Apart

Three red apples and two green apples are on the table. How many

apples are on the table?

3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How

many apples are green?

3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 + 4 + 1 5 = 2 + 3, 5 = 3 + 2 Difference Unknown

Bigger Unknown

Smaller Unknown

Difference Unknown Bigger Unknown Smaller Unknown

Compare

(“How many more?” version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (“How many fewer?” version): Lucy has two apples. Julie has five apples. How may fewer apples does Lucy have than Julie? 2 + ? = 5, 5 – 2 = ?

(Version with “more”): Julie has 3 more apples than Lucy. Lucy has two apples. How many

apples does Julie have? (Version with “fewer”):

Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ?, 3 + 2 = ?

Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”): Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 – 3 = ?, ? + 3 = 5

Addition Strategies Name Clarification Work Sample

Counting All

• Student counts every number • Students are not yet able to add on from either addend, they must mentally build every number

8 + 9 1,2,3,4,5,6,7,8,9,10,11,12,13

Counting On

• Transitional strategy • Student starts with 1 number and counts on from this point

8 + 9 8…9,10,11,12,13,14,15

Doubles/

Near Doubles

• Student recalls sums for many doubles 8 + 9 8 + (8 + 1) (8 + 8) + 1 16 + 1 = 17

Making Tens

• Student uses fluency with ten to add quickly 8 + 9 (7 + 1) + 9 7 + (1 + 9) 7 + 10 = 17

Making Friendly

Numbers/ Landmark Numbers

• Friendly number are number that are easy to use in mental computation • Student adjusts one or all addends by adding or subtracting to make friendly numbers • Student then adjusts the answer to compensate

23 + 48 23 + (48 + 2) 23 + 50 = 73 73 -2 =71

Compensation

• Student manipulates the numbers to make them easier to add • Student removes a specific amount from one addend and gives that exact amount to the other addend

8 + 6 8 -1 =7 6 + 1 = 7 7 + 7 =14

Breaking Each

Number into its Place Value

• Strategy used as soon as students understand place value • Student breaks each addend into its place value (expanded notations) and like place value amounts are

combined • Student works left to right to maintain the magnitude of the numbers

24 + 38 (30 + 4) + (30 + 8) 20 + 30 = 50 4 + 8 = 12 50 + 12 = 62

Adding up in

Chunks

• Follows place value strategy • Student keeps one addend whole and adds the second addend in easy to use chunks • More efficient than place value strategy because student is only breaking apart one addend

45 + 28 45 + ( 20 + 8) 45 + 20 = 65 65 + 8 = 73

Subtraction Strategies Name Clarification Sample

Adding up

• Student adds up from the number being subtracted to the whole • The larger the jumps, the more efficient the strategy • Student uses knowledge of basic facts, doubles, making ten, and counting on

14 – 7 7… 8,9,10,11,12,13,14 (+1 each jump)

7 + 3= 10 10 + 4= 14

Counting Back

• Strategy used by students who primarily view subtraction as taking away • Student starts with the whole and removes the subtracting in parts • Student needs the ability to decompose numbers in east to remove parts

65 – 32 65 – (10 + 10 + 10 + 2) 65, 55, 45, 35, 33 65 – (30 + 2) 65 – 30 = 35 35 – 2 = 33

Place Value

• Student breaks each number into its place value (expanded notation) • Student groups like place values and subtracts

999 – 345 (900 + 90 + 9) – (300 + 40 + 5) 900 – 300 = 600 90 – 40 = 50 9 – 5 = 4 600 + 50 + 4 = 654

Keeping a Constant

Difference

• Student understands that adding or subtracting the same amount from both numbers maintains the distance between the numbers

• Student manipulates the numbers to create friendlier numbers

123 – 59 123 + 1 = 124 59 + 1 = 60 124 – 60 = 64

Adjusting the

Create and Easier Number

• Strategy requires students to adjust only one of the numbers in a subtraction problem

• Student chooses a number to adjust, subtracts, then adjusts the final answer to compensate

• Students must understand part/whole relationships to reason through this strategy

123 – 59 59 + 1 = 60 123 – 60 = 63 I added 1 to make an easier number. 63 + 1 = 64 I have to add 1 to my final answer because I took away 1 too many.

Multiplication Strategies Name Clarification Student Work Sample

Repeated Addition/Skip

Counting

• Beginning strategy for students who are just learning multiplication • Connection to an array model provides an essential visual model

6 × 15 15+15+15+15+15+15 = 90 2 × 15 = 30 2 × 15 = 30 2 × 15 = 30 30 + 30 + 30 = 90

Friendly Numbers/Landmark

Numbers

• Students who are comfortable multiplying by multiples of 10 9 × 15 Add 1 group of 15 10 × 15 = 150 We must now take off 1 group of 15. 150 – 15 = 135

Partial Products

• strategy based on the distributive property and is the precursor for our standard U.S. algorithm

• student must understand that the factors in a multiplication problem can be broken into addends

• student can then u se friendlier numbers to solve more difficult problems

12 × 15 12 × (10 + 5) 12 × 10 = 120 12 × 5 = 60 120 + 60 =180

Breaking Factors into Smaller Factors

• Strategy relies on students’ understand of breaking factors into smaller factors

• Associate property

12 × 25 (3 × 4) × 25 3 × (4 × 25) (4 × 25) + (4 × 25) + (4 × 25) = 300

Doubling and

Halving

• Used by students who have an understanding of the concept of arrays with different dimensions but the same area

• Student can double and halve numbers with ease • Student doubles one factor and halves the other factor

8 × 25 8÷2 = 4 25 × 2 = 50 4 × 50 = 200

Division Strategies Name Clarification Student Work Sample

Repeated Subtraction/Sharing

• Early strategy students use when they are developing multiplicative reasoning

• Repeated subtraction is one of the least efficient division strategies

• Presents opportunities to make connections to multiplication

30 ÷ 5 30 – 5 = 25 25 – 5 = 20 20 = 5 = 15 15 – 5 = 10 10 – 5 = 5 5 – 5 = 0 I took out 6 groups of 5 30 ÷ 5 = 6

Multiplying Up

• Strategy is a natural progression from repeated subtraction • Student uses strength in multiplication to multiply up to reach the

dividend • Students relying on smaller factors and multiples will benefit from

discussions related to choosing more efficient factors

384 ÷ 16 10 × 16 = 160 384 – 160 = 224 10 × 16 = 160 224 – 160 = 64 2 × 16 = 32 64 – 32 = 32 2 × 16 = 32 32 – 32 = 0 10 + 10 + 2 + 2 = 24

Partial Quotients

• Maintains place value • Allows students to work their way toward the quotient by using

friendly numbers such as ten, five, and two • As the student chooses larger numbers, the strategy becomes

more efficient

384 ÷ 16 _____ 16) 384 -160 224 -160 64 -32 32 -32 0

Proportional

Reasoning

• Students who have a strong understand of factors, multiples, and fractional reasoning

• Students’ experiences with doubling and halving to solve multiplication problems can launch an investigation leading to the idea that you can divide the dividend and the divisor by the same number to create a friendlier problem

384 ÷ 16 384 ÷ 16 ÷2 ÷2 192 ÷ 8 ÷2 ÷2 96 ÷ 4 ÷2 ÷2 48 ÷ 2 = 24 384 ÷ 16 = 24

Problem Solving Strategies Focus

By Grade Level

Grade Level Strategies Kindergarten Use Objects First Review Previous Grades

Draw a Picture Use a Number Sentence

Second Review Previous Grades Find a Pattern Make a Table

Third Review Previous Grades Work Backwards Make It Simpler

Fourth Review Previous Grades Make an Organized List Guess and Check

Fifth Review Previous Grades Use Logical Reasoning

Sixth: Students should know all strategies that will be used all year.

Weeks 1-2:

Problem Solving: Should be embedded within daily instruction:

Make sense of problems and persevere in

solving them.

PS.1

Reason

abstractly and quantitatively

PS.2

Construct viable arguments and

critique the reasoning of

others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6

Look for and make sure of

structure

PS. 7

Look for and

express regularity in repeated reasoning.

PS.8

DOK (Depth of Knowledge) Level 1:

identify, list, label, illustrate, measure, state, tell, use, match

Level 2: graph, classify, cause/effect,

estimate, compare, infer, construct, summarize, interpret,

estimate

Level 3: Revise, critique, construct, investigate, cite evidence,

conclusions, assess

Level 4: Design, connect, synthesize, critique,

analyze, create, prove, apply concepts

Units: Spiral /Review of Current Curriculum

Weeks 1-2:

Benchmarks to be taught:

Activities

Vocabulary

Standards:

Students will: Teach classroom procedures

AIMS: Internet Resources:

Weeks 3-4:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess



Units: Spiral /Review of Current Curriculum

Weeks 3:


Activities

Vocabulary

Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. Students will: Unit 1 Lessons 1-5:

• Count to 5 • Write numbers 1 to 5 • Read numbers 1 to 5 • Count backwards from 5

**tie in a number line as a strategy**


Backwards Count Five Four Line Number line One Read Three Two Write

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi0_vG0nZnOAhVn4YMKHY-OBSoQjRwIBw&url=http://excelmathmike.blogspot.com/2012/05/using-number-lines-to-add-and-subtract.html&psig=AFQjCNGHdmb1aBioQmoY2k9TZMxkdYLdcw&ust=1469900803871041

Week 4:


Activities

Vocabulary

Standards: K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Students will: Unit 1 Lessons 6-10:

• Compare numbers 1-5 • Read the number 0 • Write the number 0 • Order numbers 0-5 • Understand different quantities • Read numbers 0-5 • Write numbers 0-5


Compare Different Group Number Order Read Same

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiZ45nInZnOAhUh4IMKHXMLBPEQjRwIBw&url=http://mathiseasy.jimdo.com/number-system/definition-whole-number/&bvm=bv.128617741,d.amc&psig=AFQjCNH1HwDs32y0gYYIDn6j1GA5_1rQaQ&ust=1469900861139250

Weeks 5-6:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess



Units Spiral/ Review of Current Curriculum

Weeks 5:


Activities

Vocabulary

Standards: K.G.2: 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/"corners") and other attributes (e.g., having sides of equal length). K.NS.7: 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). Students will: Unit 2 lessons 1-5:

• Understand alike and different • Noticing differences • Finding matches • Understand attributes • Sort shapes by attributes • Sort by more than one attribute


Alike Attribute Corners Different Match Match More than Parts Same Sides Vertices

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjr5M7ZnZnOAhWsy4MKHfRYDXUQjRwIBw&url=http://www.kindergartenworks.com/common-core-standards/dimensional/&bvm=bv.128617741,d.amc&psig=AFQjCNHBtFksnTg2YLdaAVky03tm24eBVA&ust=1469900891266401

Week 6:


Activities

Vocabulary

Standards: K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Students will: Unit 2 lessons 6-10:

• Know same numbers • Understand more than • Understand less than • Identify patterns • Predict patterns


Attributes Classify Explain Group Identify Number Objects One less One more Pattern Same Shapes Size Sort

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj9o8SLnpnOAhXH4IMKHV50Ac4QjRwIBw&url=http://vorhaus.com/press/downloads/&bvm=bv.128617741,d.amc&psig=AFQjCNGGAPX3wBKsD4C-HmjsbYlZ9klPfQ&ust=1469900961838760

Weeks 7-9:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Week 7:


Activities

Vocabulary

Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 7 lessons 1-5:

• Read numbers 0-9 • Write numbers 0-9


Eight Five Four Nine One Seven Six Ten Three Two

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi606yknpnOAhXi5oMKHULxD9kQjRwIBw&url=http://twominuteteacher.com/media-gallery/1st-grade-math/1st-grade-examples.html&bvm=bv.128617741,d.amc&psig=AFQjCNGsC_NlUZc9-AnirUCmhvWK37H6Pg&ust=1469901047770865

Week 8:


Activities

Vocabulary

Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 3 lessons 6-10:

• Read numbers 0-10 • Write numbers 0-10 •


Eight Five Four Nine One Seven Six Ten Three Two

Week 9:


Activities

Vocabulary

Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.7: 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). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.G.2: 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/"corners") and other attributes (e.g., having sides of equal length). K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. Students will: Review units 1-3


Weeks 10-11:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess



Unit Spiral /Review of Current Curriculum

Week 10:


Activities

Vocabulary

Standards: K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 4 lessons 1-5:

• Matching sets to numerals • Compare sets • Understand one more • Understand one less


All Compare Equal to Greater Least Less Less Many Match More Most None One less One more Pattern Sets Some Value

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiju6rHnpnOAhWqyoMKHdi-BLIQjRwIBw&url=https://www.pinterest.com/pin/23714335515212991/&bvm=bv.128617741,d.amc&psig=AFQjCNHWa2gNXRb7F_4Qnb-9LwE00g2lYg&ust=1469901118425978

Week 11:


Activities

Vocabulary

Standards: K.NS.10: Separate sets of ten or fewer objects into equal groups. K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). Students will: Unit 4 Lessons 6-10:

• Understand same numbers • Compare numerals • Understand how to determine how many more • Understand how many less • Understand how many in all


Addition Compare Equal Least More than Most One less One more Sets Subtraction Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjv3saOn5nOAhWDyoMKHe4JBH0QjRwIBw&url=http://www.classroomfreebiestoo.com/2012/07/lets-compare-numbers.html&bvm=bv.128617741,d.amc&psig=AFQjCNEex9MrqPu5Uf1hbodv6hlroKLGKg&ust=1469901264919257

Weeks 12-13:





estimate


conclusions, assess




Week 12:


Activities

Vocabulary

Standards: K.G.2: 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/"corners") and other attributes (e.g., having sides of equal length). K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. Students will: Unit 5 Lessons 1-5:

• Compare different sizes • Understand length • Compare different lengths of various objects • Order objects by height


Alike Attributes Capacity Compare length Cooler Corners Different Heavier Length Lighter Longer Order Shapes Shorter Similar Size Taller Temperature Three-dimensional Two-dimensional Vertices Warmer Weight

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiHtPW9n5nOAhVkxoMKHesfDYEQjRwIBw&url=https://www.pinterest.com/explore/measurement-kindergarten/&bvm=bv.128617741,d.amc&psig=AFQjCNExqXLZYDB-zNj_CkRduxj5QZ1YxA&ust=1469901350793716

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi25PHHn5nOAhVh_4MKHWqgB9QQjRwIBw&url=http://www.mathworksheets4kids.com/tall-short.php&bvm=bv.128617741,d.amc&psig=AFQjCNFmOm1kEKTWOXtm2Y-TOAyi7Zo-cQ&ust=1469901395711309

Week 13:


Activities

Vocabulary

Standards: K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. Students will: Unit 5 Lessons 6-10:

• Compare weight of objects • Order weight of objects • Compare capacity of objects • Use non-standard length measurement


Capacity Compare Cooler Heavier Length Lighter Longer Objects Shorter Taller Temperature Warmer Weight

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi2p-7fn5nOAhUk6YMKHRqvDw0QjRwIBw&url=http://www.kindergartenkindergarten.com/2012/06/problem-solving-measurement.html&bvm=bv.128617741,d.amc&psig=AFQjCNEc606LdKkn5qRUSCEx18Ge_qRsfg&ust=1469901442520084

Weeks 14-15:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess



Unit Spiral/ Review of Current Curriculum

Week 14:


Activities

Vocabulary

Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. Students will: Unit 6 Lessons 1-5:

• Understand the number 10 • Count to 10 • Understand the number 11 • Understand the number 12 • Understand the number 13 • Understand the number 14 • Count to 12 • Use objects to show 12 • Make groups of 10


Groups Represent Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwidzfacoJnOAhVI34MKHU0pB4QQjRwIBw&url=https://www.pinterest.com/explore/tens-and-ones/&bvm=bv.128617741,d.amc&psig=AFQjCNFCOU046CbHUXqqRfW184IM-X9huA&ust=1469901484235756

Week 15:


Activities

Vocabulary

Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Students will: Unit 6 Lessons 6-10:

• Understand the number 15 • Understand the number 16 • Understand the number 17 • Understand the number 18 • Understand the number 19 • Show numbers using concrete phase • Draw teen numbers • Order numbers in the teens • Counting one more to any number to 19


Count Order Recognize Represent Show Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwirtcmwoJnOAhVi7oMKHQMeCuAQjRwIBw&url=http://littlemissglamourgoestokindergarten.blogspot.com/2013/05/composing-decomposing-cc-knbt1.html&bvm=bv.128617741,d.amc&psig=AFQjCNHuIoJKTY9zTkZOHJvCByoUHjHPwA&ust=1469901614794103

Weeks 16-17:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Week 16:


Activities

Vocabulary

Standards: K.G.2: 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/"corners") and other attributes (e.g., having sides of equal length). K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. K.G.1: Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. Students will: Unit 7 Lessons 1-5:

• Know solid shapes • Compare solid shapes • Construct solid shapes • Understand flat shapes • Identify flat shapes • Identify solid shapes • Identify circles • Identify triangles • Identify squares • Identify rectangles • Use positional words correctly


Above Behind Below Between Circle Compose Down Far In front of Inside Left of Near Next to Outside Over Rectangle Right of Shape Solid Square Three-dimensional Triangle Two-dimensional Under Up

http://www.guruparents.com/shapes-worksheets/

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwip5M7ZoJnOAhUl5IMKHccaCxYQjRwIBw&url=http://www.kindergartenworks.com/common-core-standards/dimensional/&bvm=bv.128617741,d.amc&psig=AFQjCNF0PgtfBqJ_ghZYKgwFAcBIyY9Krg&ust=1469901650850296

Week 17:


Activities

Vocabulary

Standards: K.G.1: Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. K.G.2: 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/"corners") and other attributes (e.g., having sides of equal length). K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. K.G.4: Compose simple geometric shapes to form larger shapes (e.g., create a rectangle composed of two triangles). Students will: Unit 7 Lessons 6-10:

• Identify flat shapes • Identify hexagon • Draw a hexagon • Use flat shapes in the real world • Identify flat shapes in the real world • Construct simple shapes • Compare solid shapes • Compare flat shapes • Compare flat and solid shapes • Use positional words


Above Alike Behind Below Between Compare Different Down Far Flat shapes Hexagon In front of Inside Left of Near Next to Outside Over Right of Three-dimensional Two-dimensional Under Up

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjhsfz0oJnOAhVnyoMKHafuBKgQjRwIBw&url=http://www.education.com/games/kindergarten/reading/&bvm=bv.128617741,d.amc&psig=AFQjCNE9F8pDPpIof6oKYZUXzhXyiu5MGg&ust=1469901754103375

Week 18:


Activities

Vocabulary

Standards: K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.NS.10: Separate sets of ten or fewer objects into equal groups. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.G.2: 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/"corners") and other attributes (e.g., having sides of equal length). K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. K.G.1: Describe the positions of objects and geometric shapes in space using the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. Students will: Review 4-7


Weeks 19-20:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Weeks 19:


Activities

Vocabulary

Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. Students will: Unit 8 Lessons 1-5:

• Count by 2’s • Count by 5’s • Count by 10’s


http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj7u9SIoZnOAhVD0oMKHeoECmcQjRwIBw&url=http://www.parenttoolkit.com/index.cfm?objectid%3D723B3800-98AB-11E3-88950050569A5318&bvm=bv.128617741,d.amc&psig=AFQjCNE22RlRa8Hql_IvjC1vXwKr9hIqkg&ust=1469901797655812

Weeks 20:


Activities

Vocabulary

Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. Students will: Unit 8 Lessons 6-10:

• Count from 20-29 • Read numbers 20-29 • Write numbers 20-29 • Count from 30-49 • Read numbers 30-49 • Write numbers 30-49 • Count from 50-79 • Count from 80-100 • Count 1-100


Hundred chart

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiawYyloZnOAhXK5oMKHYTkAlIQjRwIBw&url=https://denisegaskins.com/2008/09/22/things-to-do-hundred-chart/&bvm=bv.128617741,d.amc&psig=AFQjCNGeg3NGtuS_jVJP-Apff0e6F6-eMA&ust=1469901830248130

Weeks 21-22:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Weeks 21:


Activities

Vocabulary

Standards: K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. Students will: Unit 9 Lessons 1-5:

• Compare different items • Compare numbers up to 10 • Break down numbers 11-20 • Make groups of 10 • Compare extra in numbers 11-20 • Compare numbers 11-20


Array Circle Compare Equal to Less than Line Matching More than Objects Pattern Values

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwig1d_noZnOAhWEpYMKHftzBlQQjRwIBw&url=https://www.pinterest.com/pin/148970700145594365/&bvm=bv.128617741,d.amc&psig=AFQjCNE3_m6dRV1Uulb5bilEv7QE_WtFNA&ust=1469901950761428

Weeks 22:


Activities

Vocabulary

Standards: K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. Students will: Unit 9 Lessons 6-10:

• Use one more to compare • Use one less to compare • Find differences in sets up to 10 • Find differences in sets up to 20 • Combining sets up to 10 • Combining sets up to 20 • Make groups of 10


Combining Compare Different Groups One less One more Represent Sets Solve Value

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwimi42kopnOAhVC7YMKHVeoDxwQjRwIBw&url=http://www.helpingwithmath.com/by_subject/division/div_teaching_division.htm&bvm=bv.128617741,d.amc&psig=AFQjCNFtgN9jcz8_H-B7cnqW-W_Lfyjcsw&ust=1469902117189158

Weeks 23-24:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Week 23:


Activities

Vocabulary

Standards: K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 10 Lessons 1-5:

• Make combinations to 5 • Make combinations to 6 • Make combinations to 7 • Make combinations to 8


Array Circle Create Line Objects Order Pairing Pattern Repeat Scattered Shapes

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiitri8opnOAhUC2IMKHc6PCFEQjRwIBw&url=https://www.pinterest.com/pin/132293307780179924/&bvm=bv.128617741,d.amc&psig=AFQjCNEiPQ3s6XkuaA2e4BvojXxWQSACKw&ust=1469902172386565

Week 24:


Activities

Vocabulary

Standards: K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. Students will: Unit 10 Lessons 6-10:

• Make combinations of 9 • Add 0 and 1 • Make combinations to 10


Array Circle Combinations Create Line Order Pattern Rule Scattered Shape

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjslL7OopnOAhWj8YMKHZscC_UQjRwIBw&url=https://www.pinterest.com/pin/45176802487739342/&bvm=bv.128617741,d.amc&psig=AFQjCNFwHJ9qB7gJiNONq-Ou5SbISB6LDg&ust=1469902213570212

Weeks 25-26:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Week 25:


Activities

Vocabulary

Standards: K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will: Unit 11 Lessons 1-5:

• Use objects to add numbers • Use fingers to add numbers (**please do not stress using fingers!) • Use a number path to add • Understand the addition sign • Understand the equal sign


Addition Compose Decompose Difference Draw Equal Equal sign Equation Objects Subtraction Sum

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjZ453jopnOAhWr7YMKHYc3DXYQjRwIBw&url=https://www.pinterest.com/lynn_meade2/first-grade-specific/&bvm=bv.128617741,d.amc&psig=AFQjCNE88PY7YLODhdNmwGqwFXU1Mji7Ug&ust=1469902250065334

Week 26:


Activities

Vocabulary

Standards: K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). Students will: Unit 11 Lessons 6-10:

• Solve addition stories • Write addition stories • Solve addition word problems with unknown information • Solve addition sums to 10


Addition Difference Object Represent Solve Subtraction Sum Write

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjgo9L8n5nOAhUh0YMKHd7zApIQjRwIBw&url=https://www.pinterest.com/explore/kindergarten-math-worksheets/&bvm=bv.128617741,d.amc&psig=AFQjCNFCOU046CbHUXqqRfW184IM-X9huA&ust=1469901484235756

Week 27:


Activities

Vocabulary

Standards: K.NS.1: Count to at least 100 by ones and tens and count on by one from any number. K.NS.7: 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). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will: Review Units 8-11


Weeks 28-29:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Week 28:


Activities

Vocabulary

Standards: K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will: Unit 12 Lessons 1-5:

• Understand subtraction • Understand taking away • Use objects to show subtraction • Use fingers to subtract (**Do not stress this strategy!) • Use a picture to subtract (****STRESS THIS STRATEGY!) • Understand the subtraction symbol • Solve subtraction story problems


Addition Compose Decompose Difference Drawings Equal sign Equation Objects Pairs Represent Subtraction Sum

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwil6ND7opnOAhWl6oMKHW4qAbsQjRwIBw&url=https://www.youtube.com/watch?v%3DRRexxt_QEK8&bvm=bv.128617741,d.amc&psig=AFQjCNEJr_FwQhypq2z9XAvWvonPgCC4jA&ust=1469902305803927

Week 29:


Activities

Vocabulary

Standards: K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). Students will: Unit 12 Lessons 6-10:

• Solve subtraction stories • Find unknown information when subtracting • Solve problems by subtracting one • Understand subtracting one is counting backward • Find differences to 10


Addition Backward Difference Find Solve Subtraction Sum Unknown number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj8iZyOo5nOAhUJ6YMKHfMIArQQjRwIBw&url=https://www.youtube.com/watch?v%3DRnw5ixvU074&bvm=bv.128617741,d.amc&psig=AFQjCNE7Q_M1dA90qOQNcMtS8XV5xvsjtA&ust=1469902339975740

Weeks 30-31:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Week 30:


Activities

Vocabulary

Standards: K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings.

Students will:

• Use words for comparison • Understand the operation symbols of addition and subtractions • Understand ones • Understand tens • Understand place value of ones and tens • Make groups of ten •


All Compare Equal to Groups Least Less Less than Many More More than Most None One One Place value Some Ten Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiEie74oZnOAhUB6YMKHau8D_QQjRwIBw&url=http://doyourhomeworkarizona.org/kindergarten/math/numbers-and-operations-in-base-ten&bvm=bv.128617741,d.amc&psig=AFQjCNHXBCdkrsMoxaYCapS8O74CuvDxuw&ust=1469902033567326

Week 31:


Activities

Vocabulary

Standards: K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will:

• Use objects to show that are equal • Compose numbers • Decompose numbers • Add numbers together to 10 • Subtract numbers to 10


Addition Decompose Decomposition Difference Equal to Equation Less than Pairs Subtraction Sum

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjViLuho5nOAhUD64MKHQMGCq0QjRwIBw&url=http://adventuresincommoncore.blogspot.com/2015_04_01_archive.html&bvm=bv.128617741,d.amc&psig=AFQjCNFFtlFrq97iHSVaaw0HCHUaH0bVVA&ust=1469902383487207

Weeks 32-33:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Week 32:


Activities

Vocabulary

Standards: K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. Students will:

• Make the number 10 • Make the number ten with unknown number • Write an equation to represent a problem


Equation Represent Unknown number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjY9Lqyo5nOAhUpxYMKHbjlCvQQjRwIBw&url=http://cuddlebugsteaching.blogspot.com/2013_01_01_archive.html&bvm=bv.128617741,d.amc&psig=AFQjCNHav6l6OAfbEHJJ-HnJzMRVTalBVg&ust=1469902426342933

Week 33:


Activities

Vocabulary

Standards: K.CA.2: Solve real-world problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] Students will:

• Solve addition problems within 10 • Solve subtraction problems within 10 • Use objects to demonstrate addition • Use objects to demonstrate subtraction • Use pictures to demonstrate addition • Use pictures to demonstrate subtraction • Make pairs to 10 (begin to introduce odd and even)


Addition Compose Decompose Difference Equal to Equation Even Odd Pairs Represent Solve Subtraction Sum

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjkzqiMpJnOAhXLpYMKHSrmD98QjRwIBw&url=http://littlemindsatwork.blogspot.com/2013/04/teaching-subtraction-to-common-core-in.html&bvm=bv.128617741,d.amc&psig=AFQjCNHXJb0aWTG1cG6YCseJn6-soDNPsg&ust=1469902588714566

Week 34-36:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess




Week 34:


Activities

Vocabulary

Standards: K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Students will:

• Write numbers 0-20 • Recognize number words 0-10 • Represent numbers to 20 using objects • Understand how to pair numbers using objects


Objects Order Pair Represent Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi7lLiepJnOAhXH34MKHWTxCngQjRwIBw&url=https://www.pinterest.com/pin/494059021593351028/&bvm=bv.128617741,d.amc&psig=AFQjCNGkCp-AIz3uhhCkjl4y33fi8p3mKw&ust=1469902649946260

Weeks 35:


Activities

Vocabulary

Standards: K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. K.NS.11: Develop initial understandings of place value and the base 10 number system by showing equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. Students will:

• Recognize sets of 1-10 objects • Make patterned arrangements • Tell how many without counting • Understand place value • Make equivalent forms of whole numbers 10-20 • Make groups of 10


Equivalent Groups Pattern Place value Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwigttGypJnOAhVE64MKHbjwCeAQjRwIBw&url=http://www.kindergartenkindergarten.com/patterns/&bvm=bv.128617741,d.amc&psig=AFQjCNFOfUQT9zeyhcRt7Pao7oocQKkhFw&ust=1469902689217954

Weeks 36:


Activities

Vocabulary

Standards: Review!! Students will:


pre-kindergarten curriculum...

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