shelby county schools’ mathematics instructional maps are web view · 2017-02-14in...

Major Content Supporting Content Additional Content

Curriculum and Instruction – Mathematics Quarter: 4 Grade: Kindergarten

Shelby County Schools 2016/2017Revised 11/7/16

1 of 102



Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity


2 of 102



In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


3 of 102

Focus

The Standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, the Standards require us to significantly narrow and deepen the way time and energy is spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. For grades K–8, each grade's time spent in instruction must meet or exceed the following percentages for the major work of the grade. 85% or more time spent in instruction in each grade Kindergarten, 1, and 2 align exclusively to the major work of the grade. 75% or more time spent in instruction in each grade 3, 4, and 5 align exclusively to the major work of the grade. Supporting Content - informaiont that supports the understanding and implementation of the major work of the grade.Additional Content - content that does not explicitly connect to the major work of the grade yet it is required for proficiency.

Coherence

Thinking across grades:The Standards are designed around coherent progressions from grade to grade. Learning is carefully connected across grades so that students can build new understanding on to foundations built in previous years. Each standard is not a new event, but an extension of previous learning. Linking to major topics:Instead of allowing additional or supporting topics to detract from the focus of the grade, these concepts serve the grade level focus. For example, instead of data displays as an end in themselves, they are an opportunity to do grade-level word problems.

Rigor

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives so that they are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Students are given opportunities to practice core functions such as single-digit multiplication so that they have access to more complex concepts and procedures.Application: The Standards call for students to use math flexibly for applications in problem-solving contexts. In content areas outside of math, particularly science, students are given the opportunity to use math to make meaning of and access content.

It is important to understand that the shifts require us to pursue each component of rigor with EQUAL intensity.




4 of 102




5 of 102



The TN Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-standards

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready


6 of 102

https://www.tn.gov/education/article/mathematics-standards



learning at reach respective grade level.Mathematical Practice Standards

Mathematical Practice Standardshttps://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view

Teachers can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.

The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with


7 of 102

https://drive.google.com/file/d/0B926oAMrdzI4RUpMd1pGdEJTYkE/view



longstanding importance in mathematics education. Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts.


8 of 102



Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:


9 of 102




10 of 102



Purpose of Mathematics Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers


11 of 102



will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective


12 of 102



instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council


13 of 102



of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials. The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., EngageNY), have been evaluated by district staff to ensure that they meet the IMET criteria.


14 of 102



How to Use the Maps

OverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work.


15 of 102



Tennessee State StandardsTN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

Content


16 of 102



Teachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, performance in the major work of the grade). Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.

Instructional ResourcesShelby County Schools 2016/2017

Revised 11/7/1617 of 102



District and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

Vocabulary and FluencyThe inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons.


18 of 102



In order to aid your planning, we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)

Grade: K Quarter 4 OverviewTopics addressed in Quarter 3Module 4: Number Pairs, Addition and Subtraction to 10 (Continued from Quarter 3)


19 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-4



Module 5: Numbers 10-20 and Counting to 100Module 6: Analyzing, Comparing, and Composing Shapes

Overview

Topics E, F, and G parallel the first half of the module with the numbers 9 and 10. Topic E explores composition, decomposition, and number pairs using the number bond model


20 of 102





(K.OA.3). It is essential that students build deep understanding and skill with identifying the number pairs of 6 through 10 because this is foundational to Grade 1’s fluency with sums and differences within 10, as well as Grade 2’s fluency with sums and differences to 20. Topics F and G deal with addition and subtraction, respectively. Students are refocused on representing larger numbers by drawing the 5 + n pattern to bridge efficiently from seeing the embedded five to representing that as addition.

After addition and subtraction have been introduced, Topic H explores the behavior of zero: the additive identity. Students learn that adding or subtracting zero does not change the original quantity. Students also begin to see patterns when adding 1 more and the inverse relationship between addition and subtraction (8 + 2 = 10 and 10 – 2 = 8). Finally, students begin to formally study and explore partners to 10 (K.OA.4), though this essential work has been supported throughout


21 of 102



Module 4 during Fluency Practice.

The culminating task of this module asks students to demonstrate their understanding of addition as putting together, or adding to, and subtraction as taking apart, or taking from. Students use mathematical models and equations to teach a small group of students, administrators, family members, or community partners about a decomposition of 10.

Students have worked intensively within 10 and have often counted to 30 using the Rekenrek during Fluency Practice. This sets the stage for Module 5, where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100. In Topic A, students start at the concrete level, counting 10 straws.


22 of 102



T: Count straws with me into piles of ten. S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 1, 2, 3, …, 8, 9, 10. 1, 2, 3, …, 8, 9, 10.T: Let’s count the piles!S: 1 pile, 2 piles, 3 piles, 4 piles.

Thus, Kindergarten students learn to comfortably talk about 10 ones, setting the foundation for the critical Grade 1 step of understanding 1 ten. They next separate 10 objects from within concrete and pictorial counts up to 20, analyzing the total as 10 ones and no ones or 10 ones and some ones (K.CC.1, K.NBT.1). They see two distinct sets which are then counted the Say Ten way: ten 1, ten 2, ten 3, ten 4, ten 5, ten 6, ten 7, ten 8, ten 9, 2 tens. Students hear the separation of the 10


23 of 102



ones and some ones as they count, solidifying their understanding as they also return to regular counting: eleven, twelve, thirteen, …, etc. (K.CC.5)

In Topic B, the two distinct sets of ones are composed, or brought together, through the use of the Hide Zero cards (pictured below) and number bonds. Students represent the whole number numerically while continuing to separate the count of 10 ones from the count of the remaining ones with drawings and materials (K.NBT.1). Emerging from Topic B, students should be able to model and write a teen number without forgetting that the 1 in 13 represents 10 ones (K.CC.3).


24 of 102




25 of 102



Topic C opens with students making a simple Rekenrek to 20 (pictured below) and modeling numbers thereon. The tens can be seen both as two lines with a color change at the five or two parallel unicolor fives.


26 of 102



In Topic C, the focus is now on the decomposition of the total teen quantity so that one part is ten ones. This is what makes Topic C a step forward from Topics A and B. Previously, the ten and ones were always separated when modeled pictorially or with materials. Now, the entire teen number is a whole quantity represented


27 of 102



both concretely and pictorially in different configurations: towers or linear configurations, arrays (including the 10-frame or 5-groups), and circles. Students decompose the total into 10 ones and some ones. Through their experiences with the different configurations, students have practice both separating 10 ones within teen numbers and counting or conservation as they count quantities arranged in different ways and, as always, use math talk to share their observations ( K.CC.5). They also come to know each successive teen number as one larger than the previous number (K.CC.4a).


28 of 102

I have 10 ones and 2 ones.

Towers Arrays Circles




29 of 102

I have 10 ones and 2 ones.



In Topic D, students extend their understanding of counting teen numbers to numbers from 21 to 100. hey first count by tens both the Say Ten way—1 ten, 2 tens, 3 tens, 4 tens, etc.—and the regular way: twenty, thirty, forty, etc. They then count by ones to 100, first within a decade and finally across the decade (K.CC.1, K.CC.2). Topic D involves the Grade 1 standard 1.NBT.1 because students also write their numbers from 21 to 100.

The writing of larger numbers has been included because of the range of activities they make possible. The writing of these numbers is not assessed nor emphasized, however. Topic D closes with an optional exploration of numbers on the Rekenrek, bringing together


30 of 102



counting with decomposition and finding embedded numbers within larger numbers. This lesson is optional because it does not directly address a particular Kindergarten standard.

In Topic E, students apply their skill with the decomposition and composition of teen numbers. In Lesson 20, they represent both compositions and decompositions as addition statements (K.NBT.1). In Lesson 21, they model teen quantities with materials in a number bond and hide one part. The hidden part is represented as an addition sentence with a hidden part (e.g., 10 + ___ = 13 or 13 = ___ + 3). The missing addend aligns Lesson 21 to the Grade 1 standard 1.OA.8. In Lesson 22, students apply their skill with decomposition into 10 ones and some ones to compare the some ones of two numbers and thus to compare the teen numbers. They stand on the structure of the 10 ones and use


31 of 102



what they know of numbers 1–9 (MP.7). Comparison of numbers 1–9 is a Kindergarten standard (K.CC.6, K.CC.7).

In Lesson 23, students reason about situations to determine whether they are decomposing a teen number (as 10 ones and some ones) or composing 10 ones and some ones to find a teen number. They analyze their number sentences that represent each situation to determine if they started with the total or the parts and if they composed or decomposed, for example, 13 = 10 + 3 or 10 + 3 = 13 (K.NBT.1). Throughout the lesson, students draw the number of objects presented in the situation (K.CC.5).

The module closes with a culminating task, wherein students integrate all the methods they have used up until now to show decomposition. For example, they are instructed, “Open your mystery bag. Show the number of objects in your bag in different ways using the materials you choose” (MP.5). This experience also serves


32 of 102



as a part of the End-of-Module Assessment, allowing students to demonstrate skill and understanding using all they have learned throughout the module.

The Kindergarten chapter of A Story of Units comes to a close with another opportunity for students to explore geometry. Throughout the year, students have built an intuitive understanding of two- and three-dimensional figures by examining exemplars, variants, and non-examples. They have used geometry as a context for exploring numerals as well as comparing attributes and quantities. To wrap up the year, students further develop their spatial reasoning skills and begin laying the groundwork for an understanding of area through composition of geometric figures.


33 of 102



Topic A begins with students applying their knowledge of attributes to analyze two- and three-dimensional shapes from the real world and to construct models using straws and clay (K.G.5). “Let’s use the straws to make the sides of the rectangle, and we’ll stick the straws together at each corner using clay!” Students use their understanding of ordination to thirds to share and communicate the systematic construction of flats and solids. “First, I cut four straws to be the same length. Second, I made a square by placing the four straws so they look like a frame. Third, I connected the sides at the corners with four little clay balls” (K.CC.4d).

As in Module 2, students explore the relationship between flats and solids, this time using flats to build solids. “I made my square into a cube. First, I made another square the same size. Second, I attached the two squares with four straws the same length.” They also apply their knowledge of ordinal numbers to describe the relative position of shapes within a set (K.CC.4d). “The yellow circle is first, and the red square is tenth.”


34 of 102



The lessons of Topic B focus on composition and decomposition of flat shapes (K.G.6). Students begin by using flats to compose geometric shapes. “I put two triangles together to make a square.” They then decompose shapes by covering part of a larger shape with a smaller shape and analyzing the remaining space. “When I cover part of my square with this triangle, I can see another triangle in the


35 of 102



empty space.”1

As they build competence in combining and composing shapes, students build toward more complex pictures and designs. Students progress through stages as they build competence in combining shapes to form pictures, beginning with trial and error and gradually considering the systematic combination of components. “This square fits here because the corners match the puzzle.” The culminating task of this module is set up as a Math Olympics, a celebration of student learning from the whole year. Students complete tasks related to number, measurement, operations, and geometry.

Composition and decomposition of geometric figures reinforce the idea that smaller units can combine to form larger units. This concept, central to A Story of Units, underlies not only area concepts but also the base ten number system. Students leave this module and the kindergarten year prepared to tackle the mathematical


36 of 102



concepts of Grade 1 and beyond.

Overview recap

Focus Grade Level Standard Type of Rigor Foundational Standards


37 of 102



K.OA.1 Conceptual Understanding Introductory

K.OA.2 Procedural Skill and Fluency K.OA.1

K.OA.3 Conceptual Understanding K.OA.1, K.OA.2

1 Shelby County Schools 2016/2017Revised 11/7/16

38 of 102



K.OA.4 Conceptual Understanding K.OA.2, K.OA.3

K.CC.1 Procedural Skill and Fluency Introductory

K.CC.2 Procedural Skill and Fluency Introductory


39 of 102



K.CC.3 Conceptual Understanding Introductory

K.CC.4 Conceptual Understanding Introductory

K.CC.5 Procedural Skill and Fluency K.CC.1, K.CC.2, K.CC.4


40 of 102



K.NBT.1 Conceptual Understanding K.OA.2, K.OA.3

K.G.5 Conceptual Understanding K.G.1, K.G.2, K.G.3

K.G.6 Conceptual Understanding K.G.1, K.G.2, K.G.3


41 of 102



Fluency NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used


42 of 102



procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.

Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.


43 of 102



The fluency standard for Kindergarten listed below should be incorporated throughout your instruction over the course of the school year. The engage ny lessons include fluency exercises that can be used in conjunction with building conceptual understanding.

K.OA.A.5 Fluently add and subtract within 5.

Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum.

References: Shelby County Schools 2016/2017

Revised 11/7/1644 of 102

http://www.corestandards.org/

https://www.engageny.org/

http://www.corestandards.org/Math/Content/K/OA/A/5/



https://www.engageny.org/ http://www.corestandards.org/ http://www.nctm.org/ http://achievethecore.org/


45 of 102

http://achievethecore.org/

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY

Module 4: Number Pairs, Addition and Subtraction to 10 (Allow 3 weeks for instruction, review and assessment)

Suggestions for Consolidation or Omissions:If pacing is a challenge and there is no additional adult support, consider consolidating within Lessons 29, 30, 35, and 36 if students have developed automaticity in drawing and counting in 5-group formation.


46 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-f



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYDomain: Operations and Algebraic ThinkingCluster: Understand addition as putting together, and adding to and understand subtraction as taking apart and taking from

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out

Enduring Understandings1. In a pair of numbers, the number

that shows more is greater. The number that shows fewer is less.

2. 1 more, 2 more, 1 fewer, 2 fewer express relationships between two

3. Joining parts to make a whole is one

Topic F: Addition with Totals of 9 and 10 Vocabulary- Module 4Addition, Addition and Subtraction Sentences, make 10, Minus, Number Bond, Number Pairs or Partners, Part, Put Together, Subtraction, take apart, Take Away, Whole

Familiar Terms and Symbols


47 of 102




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYsituations, 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

interpretation of addition4. Joining groups can be shown in

addition expression that uses the plus sign.

5. Separating parts from a whole is one interpretation of subtraction

6. Taking part of a group away is one

5-group, Equals, Hidden partners, Number Sentence, Number Story, Numbers, Plus


48 of 102




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY10, 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

interpretation of subtraction numbersEssential Questions

1. How do you know which number is greater than another?

2. How can you find the number that is 1 or 2 more or fewer than another


49 of 102





TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY(e.g., 5=2+3 and 5= 4+1)

K.OA.4 For any number 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.

number?3. How does moving two groups of

objects together help you know how many objects are there in all?

4. How can you act out a number story about things taken away?


50 of 102







K.OA.5 Fluently add and subtract within 5. Learning Targets/Objectives

Topic F

Lesson 29: I can represent pictorial decomposition and composition addition stories to 9 with 5-group drawings and equations with no unknown. (K.OA.2)

Topic F: Addition with Totals of 9 and 10

Lesson 29Lesson 30Lesson 31

Fluency Practice:Please see engageny full module download for suggested fluency pacing and activities.

Lesson 29- Grade K Core Fluency, Differentiated Practice Sets, 1, 2, 3, Sit on 10


51 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-f-lesson-29







Lesson 30: I can represent pictorial decomposition and composition addition stories to 10 with 5-group drawings and equations with no unknown. (K.OA.2)

Lesson 31: I can solve add to with total unknown and put together with total unknown problems with totals of 9 and

Lesson 32

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)10-1-Stories about Joining10-2- More Joining

and 20, 5-Group Flashes

Lesson 30- Grade K Core Fluency, Differentiated Practice Sets, Spill the Beans, Flash Five

Lesson 31- Sprint: Core Fluency, Ready, Set, Add!


52 of 102




10. (K.OA.2) Lesson 32: I can solve both addends

unknown word problems with totals of 9 and 10 using 5-group drawings. (K.OA.2)

103- Joining Groups10-4- Using the Plus Sign10-5- Finding Sums10-6- Addition Sentences10-7- Problem Solving: Draw a Picture

Lesson 32- Counting to 30 by Ones with the Rekenrek, Break Apart Numbers, 5-Group Puzzles

Topic G Topic G: Subtraction from 9 and 10 Fluency Practice:Shelby County Schools 2016/2017

Revised 11/7/1653 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-g-lesson-34


https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-g




Lesson 33: I can solve take from equations with no unknown using numbers to 10. (K.OA.1, K.OA.2, K.OA.3)

Lesson 34: I can represent subtraction story problems by breaking off, crossing out, and hiding a part. (K.OA.1, K.OA.2,

Lesson 33Lesson 34Lesson 35Lesson 36

Lesson 33- Grade K Core Fluency, Differentiated Practice Sets, 1, 2,3 Sit on 10, 20 and 30, Hide 1

Lesson 34- Hide 2, What is Less? Snap

Lesson 35- Grade K Core Fluency,


54 of 102






K.OA.3) Lesson 35: I can decompose the number

9 using 5-group drawings, and record each decomposition with a subtraction equation. (K.OA.1, K.OA.2, K.OA.3)

Lesson 36: I can decompose the number 10 using 5-group drawings, and record

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)11-1- Stories about Separating11-2- Stories about Take Away11-3- Stories about comparing

Differentiated Practice Sets, Spill the Beans, Happy Counting

Lesson 36- Sprint: Core Fluency, Counting to 30 by Ones with the Rekenrek


55 of 102




each decomposition with a subtraction equation. (K.OA.1, K.OA.2, K.OA.3)

11-4- Using the Minus Sign

11-5- Finding Differences11-6- Subtraction Sentences

Topic H Topic H: Patterns with Adding 0 and 1 and Making 10

Fluency Practice:


56 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-h-lesson-38


https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-h




Lesson 37: I can add or subtract 0 to get the same number and relate to word problems wherein the same quantity that joins a set, separates. (K.OA.1, K.OA.2, K.OA.4)

Lesson 38: I can add 1 to numbers 1–9 to see the pattern of the next number

Lesson 37Lesson 38Lesson 39Lesson 40Lesson 41

Lesson 37- Imagine More to Add to 5,Hide 1, Cross Out 2 to Subtract Within 5

Lesson 38- Differentiated Practice Sets, Imagine 1 More, Building 1 More and 1 Less Towers

Lesson 39- Grade K Core Fluency, Differentiated Practice Sets, Growing Apples


57 of 102







using 5-group drawings and equations. (K.OA.1, K.OA.2, K.OA.4)

Lesson 39: I can find the number that makes 10 for numbers 1–9, and record each with a 5-group drawing. (K.OA.1, K.OA.2, K.OA.4)

Lesson 40: I can find the number that

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)6-4 1 and 2 More or Fewer10-1-Stories about Joining

to 10, 5-Group Peek-a-boo

Lesson 40- Ready, Set, Add, Beep Number, Draw More to Make 10

Lesson 41- Sprint: Core Fluency


58 of 102




makes 10 for numbers 1–9, and record each with an addition equation. (K.OA.1, K.OA.2, K.OA.4)

Lesson 41: I can complete a culminating task—choose tools strategically to model and represent a stick of 10 cubes broken into two parts. (K.OA.1, K.OA.2, K.OA.4)

10-2- More Joining103- Joining Groups10-4- Using the Plus Sign10-5- Finding Sums10-6- Addition Sentences10-7- Problem Solving: Draw a Picture


59 of 102




11-1- Stories about Separating11-2- Stories about Take Away11-3- Stories about comparing11-4- Using the Minus Sign11-5- Finding Differences11-6- Subtraction Sentences


60 of 102

https://www.zearn.org/k




Additional Resources:Ze arn Embarc.online.com

Tasks:


61 of 102

https://www.illustrativemathematics.org/content-standards/K/OA/A/2/tasks/70



http://embarc.online/course/view.php?id=10




Dice Addition 1Ten Frame AdditionWhat’s Missing?Bobbie Bear’s ButtonsShake and Spill


62 of 102






Coordinating I-Ready Lessons:Addition Number SentencesCounting on to Solve Addition ProblemsAddition Facts: DoublesSubtraction Concepts: SeparationSubtraction concepts: Part-Part-whole


63 of 102




Subtraction Concepts: ComparisonCounting Back to Subtract 1, 2, or 3Using length to Represent SubtractionAdding Three NumbersComposing and Decomposing with 5 as a Benchmark


64 of 102




Module 5: Numbers 10-20 and Counting to 100 (Allow 5 week for instruction, review and assessment)

If pacing is a challenge, consider the following modifications and omissions. Consider collaborating with a specialist teacher to have students build the Rekenrek from Lesson 10 (e.g., make a Rekenrek in art, practice counting in foreign language class), or plan an event to engage families in math activities such as these. If writing numbers 21–100 overwhelms students, omit the Problem Sets in Lessons 15, 16, and 17. Instead, complete the verbal counting activities in the lessons that prepare them for numeral writing to 100 as required in Grade 1. This allows for the completion of these three lessons in just one or two days. Lesson 19 is exploratory in nature and addresses some standards beyond the level of Kindergarten. It works well as an extension lesson if students are advancing quickly, but if pacing is a challenge, it could be omitted.


65 of 102




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYDomain: Counting and CardinalityCluster: Know number names and the count sequence

K.CC.1 Count to 100 by ones and by tens

K.CC.2 Count forward beginning from a given number within the known sequence

Enduring Understandings1. Some whole numbers can be divided into equal parts (even), other numbers cannot (odd).2. Numbers are counted and written in a specific sequence on a hundred chart.3. Counting patterns (numerical and visual)

Module 5: Numbers 10-20 and Counting to 100

Topic A: Count 10 Ones and Some Ones

Lesson 1

Vocabulary- Module 510 and, 10 ones and some ones, 10 plus, hide zero cards, regular counting by ones from 11to 20, regular counting by tens to 100, say ten counting by tens to 100, teen numbers

Familiar Terms and Symbols


66 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-lesson-4




https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic

http://www.corestandards.org/Math/Content/K/CC/A/3/





TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCY(instead of having to begin at 1).

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).Domain: Counting and CardinalityCluster: Count to tell the number of objects

can be seen on a hundred chart.4. You can use patterns to count some groups of objects more easily.5. You can use 10 as a benchmark to compare numbers.Essential Questions1. How can you count by tens to make a


enVision Resource: (enVision may be used

10-frame, 5-group, circle 10 ones, circular count, count 10 ones, dot path, empty path, number path, linear count, number bond, number tower, part, whole, total, say ten counting, scatter count

Fluency Practice:Please see engageny full module download for


67 of 102



http://www.corestandards.org/Math/Content/K/CC/B/4/




K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.B. 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

greater number?2. How can you use 10 as a benchmark to compare numbers?

Learning Targets/ ObjectivesTopic A

to support the needs of your students but should not be used independently.)

12-6 Counting to 10012-7 Counting Groups of 1012-8 Patterns on a Hundred Chart

suggested fluency pacing and activities.

Lesson 1- Finger Counting from Left to Right, 5-Frame Flashes, Ten-Frame Flashes

Lesson 2- How Many is One More, Show One More on Fingers, Count Piles of Ten

Lesson 3- Hide 1, How Many Do You See?


68 of 102



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYwere counted.C. Understand that each successive number name refers to a quantity that is one larger.

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

Lesson 1: I can count straws into piles of ten; count the piles as 10 ones. (K.CC.1, K.NBT.1, K.CC.2, K.CC.4, K.CC.5)

Lesson 2: I can count 10 objects within counts of 10 to 20 objects, and describe as 10 ones and ___ ones. (K.CC.1, K.NBT.1, K.CC.2, K.CC.4, K.CC.5)

Grouping 10 Objects

Lesson 4- Varied dot cards of six, Number Pairs of Six, Circling 10 Objects

Lesson 5- Dot Cards of Seven, Number Pairs of Seven, Circling 10 Ones


69 of 102




TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYconfiguration; given a number from 1-20, count out that many objects

Domain: Number and Operations in Base TenCluster: Work with numbers 11-19 to gain foundations for place value

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some

Topic B

Lesson 6: I can model with objects and represent numbers 10 to 20 with place value or Hide Zero cards. (K.CC.4, K.NBT.1, K.CC.1 K.CC.2, K.CC.5)

Lesson 7: I can model and write

Topic B: Compose Numbers 11-20 from 10 Ones and Some Ones; Represent and Write Teen Numbers


Fluency Practice:

Lesson 6- How Many More to Make 10? Dot Cards of Eight, Counting Straws the Say Ten Way

Lesson 7- Dot Cards of Eight, Counting, Decompose Teen Numbers, Hide Zero cards


70 of 102

http://www.corestandards.org/Math/Content/K/NBT/



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYfurther ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

numbers 10 to 20 as number bonds. (K.CC.4, K.NBT.1, K.CC.1 K.CC.2, K.CC.5)

Lesson 8: I can model teen numbers with materials from abstract to concrete. (K.CC.4, K.NBT.1, K.CC.1 K.CC.2, K.CC.5)

Lesson 9

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)12-1 Counting, Reading, and Writing 11 and 12

Lesson 8- Number Bonds of Eight,Dot cards of eight, Separating Ten Ones Inside Teen Numbers, Teen Number Bonds

Lesson 9- Dot Cards of Nine, How Many is One More? Grouping Teen Numbers into 10 Ones


71 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-b-lesson-6

https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-b




.

Lesson 9: I can draw teen numbers from abstract to pictorial. (K.CC.4, K.NBT.1, K.CC.1 K.CC.2, K.CC.5)

12-2 Counting, Reading, and Writing 13, 14, 1512-3 Counting, Reading, and Writing 16 and 1712-4 Counting, Reading, and Writing 18, 19, 20


72 of 102







Topic C

Lesson 10: I can build a Rekenrek to 20. (K.CC.4, K.CC.5, K.NBT.1, K.CC.3)

Lesson 11: I can show, count, and write numbers 11 to 20 in tower configurations

Topic C: Decompose Numbers 11-20, and Count to Answer “How Many?” Questions in Varied Configurations

Lesson 10

Fluency Practice:

Lesson 10- Writing Teen Numbers,Showing Numbers with Hands, Counting

Lesson 11- Counting on a Rekenrek,


73 of 102




increasing by 1—a pattern of 1 larger. (K.CC.4, K.CC.5, K.NBT.1, K.CC.3)

Lesson 12: I can represent numbers 20 to 11 in tower configurations decreasing by 1—a pattern of 1 smaller. (K.CC.4, K.CC.5, K.NBT.1, K.CC.3)

Lesson 13: I can show, count, and write


enVision Resource: (enVision may be used

One More, Saying Teen Numbers the Say Ten way

Lesson 12- Write Teen Numbers, Show Teen Numbers, Count the Say Ten way

Lesson 13- Count the Say Ten way,Show Teen Numbers, Write Teen Numbers with Tower Configurations


74 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-c-lesson-10

https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-c




to answer how many questions in linear and array configurations. (K.CC.4, K.CC.5, K.NBT.1, K.CC.3)

Lesson 14: I can show, count, and write to answer how many questions with up to 20 objects in circular configurations. (K.CC.4, K.CC.5, K.NBT.1, K.CC.3)

to support the needs of your students but should not be used independently.)12-1 Counting, Reading, and Writing 11 and 1212-2 Counting, Reading, and Writing 13, 14, 1512-3 Counting, Reading, and Writing 16 and

Lesson 14- Write Teen Numbers with Arrays, Hide Zero for Teen Numbers,Teen Counting Array Template


75 of 102








1712-4 Counting, Reading, and Writing 18, 19, 20

Topic D Topic D: Extend the Say Ten and Regular Count Sequence to 100

Fluency Practice:


76 of 102




Lesson 15: I can count up and down by tens to 100 with Say Ten and regular counting. (K.CC.1, K.CC.2, K.CC.3, K.CC.4, K.CC.5, K.NBT.1)

Lesson 16: I can count within tens by ones. (K.CC.1, K.CC.2, K.CC.3, K.CC.4, K.CC.5, K.NBT.1)

Lesson 15Lesson 16Lesson 17Lesson 18Lesson 19

Lesson 15- Write Teen Numbers with Circular Configurations, Teen Circular-Counting, Hide Zero for Teen Numbers, Hide Zero cards

Lesson 16- Hide Zero for Teen Numbers, Count by Tens the Say Ten Way, Count with Ten-Frame Cards,(S) Ten-frame cards


77 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-d




Lesson 17: I can count across tens when counting by ones through 40. (K.CC.1, K.CC.2, K.CC.3, K.CC.4, K.CC.5, K.NBT.1)

Lesson 18: I can count across tens by ones to 100 with and without objects. (K.CC.1, K.CC.2, K.CC.3, K.CC.4,

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)12-6 Counting to 10012-7 Counting Groups of 10

Lesson 17-5-Frame Flashes K.OA.5(T) Large 5-Frame cards, Count Out Teen Numbers, Count within TensLesson 18- Ten-Frame Flashes, (T) Ten-frame cards, Teen Number Bonds, Count on the Rekenrek

Lesson 19- Number Bonds of 7, Count to 100


78 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-d-lesson-19








K.CC.5, K.NBT.1) Lesson 19: I can explore numbers on the

Rekenrek. (Optional) (K.CC.1, K.CC.2, K.CC.3, K.CC.4, K.CC.5, K.NBT.1)

12-8 Patterns on a Hundred Chart by Ones, Hide Zero for Numbers to 100

Topic E

Lesson 20: I can represent teen number

Topic E: Represent and apply compositions and decompositions of teen

Fluency Practice:

Lesson 20- Dot Cards of Seven,Shelby County Schools 2016/2017

Revised 11/7/1679 of 102




compositions and decompositions as addition sentences. (K.CC.5, K.NBT.1, K.CC.1, K.CC.2, K.CC.3, K.CC.4, K.CC.6)

Lesson 21: I can represent teen number decompositions as 10 ones and some ones, and find a hidden part. (K.CC.5,

numbers


Count Crossing Tens, Group Tens and Ones

Lesson 21- Number Bonds of Seven,Four Rekenreks, Count Teen Numbers

Lesson 22- Dot Cards of Eight, Count


80 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-e




K.NBT.1, K.CC.1, K.CC.2,K.CC.3,K.CC.4,K.CC.6

Lesson 22: I can decompose teen numbers as 10 ones and some ones; compare some ones to compare the teen numbers. (K.CC.5, K.NBT.1, K.CC.1, K.CC.2,K.CC.3,K.CC.4,K.CC.6)

Lesson 24

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)12-1 Counting, Reading, and Writing 11 and

Teen Numbers, Teen Numbers on the Rekenrek

Lesson 23- Number Bonds of Eight, Matching Dot and Number Cards

Lesson 24- Help the Frog Catch the Fly, Number Bond Hopping Card


81 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-5-topic-e-lesson-24








Lesson 23: I can reason about and represent situations, decomposing teen numbers into 10 ones and some ones and composing 10 ones and some ones into a teen number. (K.CC.5, K.NBT.1, K.CC.1, K.CC.2,K.CC.3,K.CC.4,K.CC.6)

Lesson 24: I can complete the

1212-2 Counting, Reading, and Writing 13, 14, 1512-3 Counting, Reading, and Writing 16 and 1712-4 Counting, Reading, and Writing 18, 19,

Games


82 of 102




Culminating Task by representing teen number decompositions in various ways. (K.CC.5, K.NBT.1, K.CC.1, K.CC.2,K.CC.3,K.CC.4,K.CC.6)

20

Additional Resources:ZearnEmbarc.online.com


83 of 102




Tasks:Choral CountingCounting by 10’sNumber after Bingo 1-15What Makes a Teen?


84 of 102

https://www.illustrativemathematics.org/content-standards/K/CC/A/1/tasks/360






Coordinating I-Ready Lessons:Numerals and Counting to 10Counting with One-to-One CorrespondenceCounting Objects in a SetCounting OnCounting and Ordering to 20


85 of 102






Counting and Ordering to 30Counting and Ordering to 100


86 of 102





87 of 102




Module 6: Analyzing, Comparing, and Composing ShapesUsing ordinal words to describe a procedure is included in Lesson 1 and parts of Lesson 5, as well as the Application Problems in Lessons 4, 5, and 6. Consider omitting pertinent lessons partly or


88 of 102



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYentirely. The fluency activity “If You’re Happy and You Know It” in Lesson 1 might be omitted as well, since it prepares students to work with that content. Another aspect of the standard asks students to use ordinal numbers to describe relative position. If pacing is a challenge and the standard is not required, consider omitting Lesson 4 and the fluency activity “Finish Line” from Lesson 5.

(Allow 1 week for instruction, review and assessment)Domain: Count and CardinalityCluster: Count to Tell the Number of Objects

K.CC.4 Understand the relationship

Enduring Understandings

Essential Questions

Module 6- Analyzing, Comparing, and Composing Shapes

Vocabulary- Module 6Ordinal Numbers


89 of 102



TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYbetween numbers and quantities; connect counting to cardinality.

Domain: GeometryCluster: Analyze, Compare, Create, and Compose Shapes

K.G.5 Model shapes in the world by

Learning Targets/Objectives

Topic A Lesson 1: I can describe the systematic

construction of flat shapes using ordinal numbers. (K.CC.4d, K.G.5)

Topic A- Building and Drawing Flat and Solid Shapes


Familiar Terms and SymbolsPosition Words, Circle, Cone, Cube, Cylinder, Face, Flat, Hexagon

Fluency Practice:Please see engageny full module download for suggested fluency pacing and activities.


90 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-6-topic





TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT VOCABULARY/FLUENCYbuilding shapes from components (e.g., sticks and clay balls) and drawing shapes.

K.G.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"

Lesson 2: I can build flat shapes with varying side lengths and record with drawings. (K.CC.4d, K.G.5)

Lesson 3: I can compose solids using flat shapes as a foundation. (K.CC.4d, K.G.5)

Lesson 4Lesson 1- Count to 100 by Ones, if you’re Happy and you Know It

Lesson 2- Sprint: Core Fluency, Compose Teen Numbers, Hide Zero

Lesson 3- Color by Answer Addition, Color by Shelby County Schools 2016/2017

Revised 11/7/1691 of 102






http://www.corestandards.org/Math/Content/K/G/B/5/




Lesson 4: I can describe the relative position of shapes using ordinal numbers. (K.CC.4d, K.G.5)

Answer Subtraction

Lesson 4- 100-bead Rekenrek, Make a Shape to Find Hidden Numbers in 4, Make a Shape to Find Hidden Numbers in 5

Topic B Topic B- Composing and Decomposing Fluency Practice:


92 of 102

http://www.corestandards.org/Math/Content/K/G/B/6/




Lesson 5: I can compose flat shapes using pattern blocks and drawings. (K.G.6)

Lesson 6: I can decompose flat shapes into two or more shapes. (K.G.6)

Shapes


Lesson 5- Sprint: Core Fluency from Lesson 2, Finish Line

Lesson 6- Sprint: Make Ten

Lesson 7- Getting Ready for First Grade!


93 of 102

https://www.engageny.org/resource/kindergarten-mathematics-module-6-topic-b




Lesson 7: I can compose simple shapes to form a larger shape described by an outline. (K.G.6)

Lesson 8: I can complete a culminating task—review selected topics to create a cumulative year

End-of Module Assessment

Additional Resources:Zearn

Lesson 8- My Favorite Fluency


94 of 102









end project. (K.G.6) Embarc.online.com

enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)


95 of 102






7-3 Making Shapes from Other Shapes7-4a Same Size, Same Shape

Tasks:Counting MatGoody Bags


96 of 101




Napping House

Coordinating I-Ready Lessons:One LessIdentifying Two-Dimensional ShapesIdentifying Two-Dimensional Shapes


97 of 101

https://www.illustrativemathematics.org/content-standards/K/CC/B/4/tasks/1209






RESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to

modules taught within this quarter. Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.NWEA MAP Resources: https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum)


98 of 101



https://support.nwea.org/khanrit - These Khan Academy lessons are aligned to RIT scores.

Textbook ResourcesEngage NY/Eureka Math Teacher SupportEngageny- KindergartenenVision MathenVision Common Core Addendum Lessons

TN Core/CCSSTN Math StandardsAchieve the CoreTN Edutoolbox

VideosTeaching Math: A Video Library K-4SEDL: CCSS Online Video SeriesNCTM Common Core Videos


99 of 101

http://www.nctm.org/standards-and-positions/common-core-state-standards/teaching-and-learning-mathematics-with-the-common-core/

http://secc.sedl.org/common_core_videos/grade.php?grade=K&category=Mathematics

http://www.learner.org/resources/series32.html

http://www.edutoolbox.org/tntools

http://achievethecore.org/

http://tn.gov/education/article/mathematics-standards

https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true

https://www.engageny.org/resource/kindergarten-mathematics

http://greatminds.net/support/teachers

https://support.nwea.org/khanrit

https://teach.mapnwea.org/assist/help_map/ApplicationHelp.htm#UsingTestResults/MAPReportsFinder.htm



OtherUse this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)Teachers Mathematics ToolkitParent Roadmap: Supporting Your Child in Kindergarten Mathematics

Interactive ManipulativesLibrary of Virtual ManipulativesMath PlaygroundThink CentralLearnzillionZearn

Additional SitesKindergarten KoveKindergarten Math ActivitiesIllustrative Mathematics KMathematical Practices PostersZearnEmbarc.online


100 of 101

http://elemmath.jordandistrict.org/mathematical-practices-by-standard/

https://www.illustrativemathematics.org/content-standards/K

http://www.k-5mathteachingresources.com/kindergarten-math-activities.html

http://www.scsk12.org/SCS/subject-areas/Kindergarten-Kove/Math_Activities.html

https://learnzillion.com/resources/73932

http://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/gr3-5/itools_intermediate_9780547274058_/launch.html

http://www.mathplayground.com/math_manipulatives.html

http://nlvm.usu.edu/en/nav/grade_g_1.html

https://greatminds.org/math/blog/eureka/post/111

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/GK/enVisionMATH_GK.html



Children’s LiteratureMarilyn Burns Math Literature List Kindergarten


101 of 101

http://embarc.online/course/index.php?categoryid=2


http://www.zearn.org/

http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=292&ViewID=7B97F7ED-8E5E-4120-848F-A8B4987D588F&RenderLoc=0&FlexDataID=454&PageID=244

http://www.cgcs.org/site/default.aspx?PageType=3&ModuleInstanceID=292&ViewID=7B97F7ED-8E5E-4120-848F-A8B4987D588F&RenderLoc=0&FlexDataID=454&PageID=244

http://www.readtennessee.org/math/teachers/teachers_mathematics_toolkit.aspx

http://teacher.scholastic.com/products/classroombooks/browse_K2.asp

shelby county schools’ mathematics instructional maps are web view · 2017-02-14in...

Documents