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MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE UNIT 1: UNDERSTAND NUMBERS 1-­‐10 Resources: Math Expressions Estimated Timeframe: 8-­‐10 weeks Algebra & Functions: ● Solve story problems using manipulatives such as unifix cubes, magnetic boards, counting bears, and tiles. (Lesson 24) ● Describe data using concepts of largest, smallest, most often, least often. (Lessons: 9, 11, 16, 22, 24) Calculus: ● Order a given set of numbers 0-­‐20 from least to greatest. (Lessons: 2, 4, 5, 7, 11, 21, 22) Computation & Estimation: ● Represent addition and subtraction problems with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. (Lessons: 7) Geometry: ● Identify shapes by name -­‐ square, triangle, circle, oval, rectangle, hexagon, cube, cone, cylinder, sphere. (Lessons: 2, 5, 7, 12, 13, 16, 17, 19, 21, 22, 24) ● Draw the following shapes -­‐ square, triangle, circle, oval, rectangle. (Lessons: 2, 5, 12, 13, 16, 17, 19, 22) ● Identify common shapes in the environment. (Lessons: 12, 16, 21) ● Describe similarities and differences among shapes (number of sides, number of corners, sides of equal length). (Lessons: 7, 12, 13, 16, 17, 19, 21, 25) Number, Number Systems, and Number Relationships: ● Count by 1’s and 10’s to 100. (All Lessons) ● Count up to 20 objects with 1-­‐1 correspondence. (Lessons: 1-­‐7, 9, 10, 11, 14, 15, 17-­‐21, 25) ● Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group with quantities up to 20. (Lessons: 9, 10, 14-­‐16, 18, 20, 22) ● Represent equivalent forms of the same number up to 20 with objects or pictures. (Lessons: 2-­‐7, 8, 9,11,13-­‐
19, 22, 23) ● Write numerals from 0 to 20 without a model and out of sequence. (Lessons: 8, 13, 17, 19) ● Represent a number of objects with a written numeral 0-­‐20 (with 0 representing a count of no objects).(Lessons: 8, 13, 17, 19) ● Identify numerals from 0 to 20 without a model and out of sequence. (Lessons: 8, 11, 13, 17, 19) ● Solve simple story problems through 10. (Lesson 24) Probability and Predictions: ● Answer questions about data using concepts of largest, smallest, most often, least often with assistance. (Lessons: 9, 11, 16, 22, 24) Problem Solving and Communication: ● Use vocabulary such as, add, subtract, more than, less than, unit, pattern, set, equal, sort, difference, sum. MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE (Lessons: 9, 11, 16, 22, 24) Reasoning and Connections: ● Use appropriate mathematical vocabulary (all, or, every, none, some, or most) to explain ideas about a model such as a graph. (Lessons: 9, 11, 16, 22, 24) Statistics & Data Analysis: ● Gather data from surveys, daily questions, etc. and represent data using concrete materials, pictures, labels, words, or numbers. (Lessons: 9, 11, 16, 22, 24) ● Sort a collection of objects into two categories in multiple ways. (Lessons: 10, 12, 17) ● Answer questions based on data shown on graphs or charts. (Lessons: 9, 11, 16, 22, 24) ● Describe and compare data (less, least, more, most, same, equal). (Lessons: 9, 11, 16, 22, 24) ● Read and interpret a graph to draw conclusions about the data. (e.g., There were eight sunny days in October.) (Lessons: 9, 11, 16, 22, 24) Supplemental Investigations Activities: -­‐ Story Problems, Unit 4 pg. 95 (Algebra and Functions) -­‐ Pattern Block Puzzles, Unit 5 pg. 54 (Geometry) -­‐Circles and Rectangles, Unit 5 pg. 28 (Geometry) -­‐ Compare, Unit 2 pg. 100 (Number, Number Systems, and Number Relationships) -­‐ Roll and Record, Unit 2 pg. 43 (N, NS, and NR) -­‐ Grab and Count, Unit 2 pg. 33 (N, NS, and NR) -­‐ Counting Jar, Unit 1 (N, NS, and NR) -­‐ Inventory Bags, Unit 2 pg. 65 (N, NS, and NR) -­‐ How Many Are We?, Unit 7 pg. 24 (Statistics and Data Analysis) -­‐ How Many Eyes?, Unit 7 pg. 37 (S and DA) MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE UNIT 2: EXPLORE 5-­‐GROUPS Resources: Math Expressions Estimated Timeframe: 6-­‐8 weeks Algebra & Functions: ● Solve story problems using manipulatives such as unifix cubes, magnetic boards, counting bears, and tiles. (Lessons: 3, 5, 8, 13, 16, 20) ● Identify, construct, and extend simple repeating patterns (e.g., ABAB, AAB, ABC, etc.). (Lessons: 6, 14, 15, 18, 24) ● Show math solutions using manipulatives. (Lessons: 2-­‐4, 8, 9, 16, 17, 19, 21, 23) ● Describe data using concepts of largest, smallest, most often, least often. (Lessons: 2, 6, 9, 11, 15) Calculus: ● Order a given set of numbers 0-­‐20 from least to greatest. (Lessons: 8,10, 13, 22, 23) Computation & Estimation: ● Represent addition and subtraction problems with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. (Lessons: 2, 3, 5, 8, 13, 16, 17, 20, 21, 23) ● Estimate the number of objects in a set up to 20. Discuss the reasonableness of those estimates with assistance. (Lesson 15) Geometry: ● Identify shapes by name -­‐ square, triangle, circle, oval, rectangle, hexagon, cube, cone, cylinder, sphere. (Lessons: 10, 14, 18, 22, 24) ● Draw the following shapes -­‐ square, triangle, circle, oval, rectangle. (Lessons: 10, 12, 18, 22) ● Identify common shapes in the environment. (Lessons: 12) ● Describe similarities and differences among shapes (number of sides, number of corners, sides of equal length). ● (Lessons: 14) Number, Number Systems, and Number Relationships: ● Count by 1’s and 10’s to 100. (All Lessons) ● Count on from a given number (other than 1) within the known sequence to 100. (Lessons: 13-­‐24) ● Count up to 20 objects with 1-­‐1 correspondence. (All Lessons) ● Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group with quantities up to 20. (Lesson 9) ● Represent equivalent forms of the same number up to 20 with objects or pictures. (Lessons: 2,4) ● Write numerals from 0 to 20 without a model and out of sequence. (Lessons: 8, 11, 15, 22, 23) ● Represent a number of objects with a written numeral 0-­‐20 (with 0 representing a count of no objects). (Lessons: 9, 11, 17, 19, 21, 24) ● Identify and state the value of a penny, nickel, and dime. (Lessons: 4, 9) MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE ● Show various combinations of a given amount up to 10¢ using pennies, nickels, and dimes. (Lessons: 4, 9) ● Identify numerals from 0 to 20 without a model and out of sequence. (Lessons: 2, 4, 6, 9, 11, 15) ● Break apart numbers from 11 to 19 into groups of tens and ones using objects or drawings with assistance. (Lesson 13) ● Solve simple story problems through 10. (Lessons: 3, 5, 8, 13, 16, 20) Probability and Predictions: ● Answer questions about data using concepts of largest, smallest, most often, least often with assistance. (Lessons: 2, 6, 9, 11, 15) Problem Solving and Communication: ● Solve addition and subtraction word problems, and add and subtract up to 10. (Lessons: 3, 5, 8, 13, 16, 20) ● Use objects or drawings to represent a problem. (Lessons: 2, 3, 5, 8, 13, 16, 17, 20, 21, 23) ● Use vocabulary such as, add, subtract, more than, less than, unit, pattern, set, equal, sort, difference, sum. Reasoning and Connections: ● Use appropriate mathematical vocabulary (all, or, every, none, some, or most) to explain ideas about a model such as a graph. (Lessons: 2, 6, 9, 11, 15) Statistics & Data Analysis: ● Gather data from surveys, daily questions, etc. and represent data using concrete materials, pictures, labels, words, or numbers. (Lessons: 2, 6, 9, 11, 15) ● Answer questions based on data shown on graphs or charts. (Lessons: 2, 6, 9, 11, 15) ● Describe and compare data (less, least, more, most, same, equal). (Lessons: 2, 6, 9, 11, 15) ● Read and interpret a graph to draw conclusions about the data. (e.g., There were eight sunny days in October.) (Lessons: 2, 6, 9, 11, 15) Supplemental Investigations Activities: -­‐ Pattern Block Snakes, Unit 2 pg. 75 (Algebra and Functions) -­‐ What Comes Next?, Unit 2 pg. 85 (Algebra and Functions) -­‐ Add On, Unit 2 pg. 99 (Algebra and Functions) -­‐ One More, One Fewer, Unit 4 pg. 100 (Computation and Estimation) -­‐ Shape Hunt, Unit 5 pg. 92 (Geometry) -­‐ Build On, Unit 4 pg. 71 (Number, Number Systems, and Number Relationships) -­‐ Roll and Record, Unit 4 pg. 76 (N, NS, and NR) -­‐ Six Tiles in All, Unit 6 pg. 28 (Problem Solving and Communication) -­‐ Toss the Chips, Unit 6 (Problem Solving and Communication) MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE UNIT 3: TEEN NUMBERS AS TENS AND ONES Resources: Math Expressions Estimated Timeframe: 6-­‐8 weeks Algebra & Functions: ● Solve story problems using manipulatives such as unifix cubes, magnetic boards, counting bears, and tiles. (Lessons: 1, 4, 7, 10, 11, 17, 18, 20, 24, 25) ● Identify, construct, and extend simple repeating patterns (e.g., ABAB, AAB, ABC, etc.). (Lessons: 4, 6, 10) ● Use concrete objects to determine a missing addend in a number sentence in which the sum is 10 or less. ● Show math solutions using manipulatives. (Lessons: 1, 3,4, 6, 7, 8, 9, 11,17, 18, 20, 24, 25) ● Describe data using concepts of largest, smallest, most often, least often. (Lessons: 8, 12, 16, 20, 21) Calculus: ● Order a given set of numbers 0-­‐20 from least to greatest. (Lessons: 2) Computation & Estimation: ● Represent addition and subtraction problems with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. (Lessons: 1,3, 4, 5, 6, 8, 9, 13, 17, 18, 19, 25) ● Estimate the number of objects in a set up to 20. Discuss the reasonableness of those estimates with assistance. (Lessons: 19) Geometry: ● Identify shapes by name -­‐ square, triangle, circle, oval, rectangle, hexagon, cube, cone, cylinder, sphere. (Lessons: 9, 18, 24) ● Describe similarities and differences among shapes (number of sides, number of corners, sides of equal length). (Lessons: 9, 10, 12, 14, 22, 25) Measurement and Estimation: ● Weigh objects using non-­‐standard units such as counting bears, cubes, and marbles. (Lessons: 8) Number, Number Systems, and Number Relationships: ● Count by 1’s and 10’s to 100. (Lessons: 3, 12, 16, 18, 23) ● Count on from a given number (other than 1) within the known sequence to 100. (Lessons: 3, 7, 11) ● Count up to 20 objects with 1-­‐1 correspondence. (Lessons: 2, 8, 11, 12, 14, 22) ● Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group with quantities up to 20. (Lessons: 12, 14, 16, 22) ● Represent equivalent forms of the same number up to 20 with objects or pictures. (Lessons: 10, 11, 22) ● Write numerals from 0 to 20 without a model and out of sequence. (Lessons: 6, 10) ● Represent a number of objects with a written numeral 0-­‐20 (with 0 representing a count of no objects). (Lessons: 4, 6, 10, 11) ● Identify and state the value of a penny, nickel, and dime. (Lessons: 2, 5, 6) ● Show various combinations of a given amount up to 10¢ using pennies, nickels, and dimes. (Lessons: 2, 5) MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE ● Count and group objects into sets of 10 using diagrams, drawings and models. (Lessons: 2, 5, 13, 15, 19, 21, 23) ● Divide whole objects into equal parts. (Lessons: 25) ● Identify numerals from 0 to 20 without a model and out of sequence. (Lessons: 3, 11) ● Break apart numbers from 11 to 19 into groups of tens and ones using objects or drawings with assistance. (Lessons: 2, 3, 5, 6, 8, 13, 15, 19, 21, 23) ● Solve simple story problems through 10. (Lessons: 1, 4, 7, 10, 11, 17, 20, 24, 25) ● Use manipulatives to solve addition and subtraction equations horizontally through 10. (Lessons: 1,3, 4, 5, 6, 8, 9, 13, 17, 18, 19) Problem Solving and Communication: ● Solve addition and subtraction word problems, and add and subtract up to 10. (Lessons: 1, 4, 7, 10, 11, 17, 20, 24, 25) ● Use objects or drawings to represent a problem. (Lessons: 1, 3, 4, 6, 8, 9, 11, 17) ● Use vocabulary such as, add, subtract, more than, less than, unit, pattern, set, equal, sort, difference, sum. (Lessons: 1, 3,4, 6, 8, 9, 11, 16, 17, 18, 22) Reasoning and Connections: ● Explain thinking when solving a problem using words, pictures, and/or numbers. (Lessons: 25) ● Use appropriate mathematical vocabulary (all, or, every, none, some, or most) to explain ideas about a model such as a graph. (Lessons: 8) Statistics & Data Analysis: ● Gather data from surveys, daily questions, etc. and represent data using concrete materials, pictures, labels, words, or numbers. (Lessons: 8, 16, 20, 21) ● Sort a collection of objects into two categories in multiple ways. (Lessons: 10, 12, 14) ● Answer questions based on data shown on graphs or charts. (Lessons: 8, 16, 20, 21) ● Describe and compare data (less, least, more, most, same, equal). (Lessons: 8, 16, 20, 21) ● Read and interpret a graph to draw conclusions about the data. (e.g., There were eight sunny days in October.) (Lessons: 8) Supplemental Investigations Activities: -­‐ Break the Train, Unit 3 pg. 114 (Algebra and Functions) -­‐ 12 Chips, Unit 3 pg. 134 (Algebra and Functions) -­‐ Arrangements of 5 to 10 Tiles, Unit 4 pg. 138 (Computation and Estimation) -­‐ Fill the Hexagon, Unit 5 pg. 69 (Geometry) -­‐ Collect 15 Together, Unit 6 pg. 68 (Number, Number Systems, and Number Relationships) -­‐ Inventory Bags, Unit 6 pg. 74 (N, NS, and NR) -­‐ How Many Balls?, Unit 6 pg. 119 (Problem Solving and Communication) -­‐ How Do You Show That One is Gone?, Unit 6 pg. 123 (Problem Solving and Communication) MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE UNIT 4: PARTNERS, PROBLEM DRAWINGS, AND TENS Resources: Math Expressions Estimated Timeframe: Algebra & Functions: ● Solve story problems using manipulatives such as unifix cubes, magnetic boards, counting bears, and tiles. (Lessons: 1, 2, 4, 7, 12, 17, 21) ● Identify, construct, and extend simple repeating patterns (e.g., ABAB, AAB, ABC, etc.). (Lessons: 4, 6, 9, 13) ● Use concrete objects to determine a missing addend in a number sentence in which the sum is 10 or less. (Lessons: 2, 8, 10) ● Show math solutions using manipulatives. (Lessons: 4, 6, 7, 12) ● Describe data using concepts of largest, smallest, most often, least often. (Lessons: 19, 22) Calculus: ● Order a given set of numbers 0-­‐20 from least to greatest. (Lessons: 11) Computation & Estimation: ● Represent addition and subtraction problems with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. (Lessons: 2-­‐8, 10, 14-­‐22) ● Find the missing addend in combinations up to 10. (Lessons: 2, 5, 8, 10) Geometry: ● Identify shapes by name -­‐ square, triangle, circle, oval, rectangle, hexagon, cube, cone, cylinder, and sphere. (Lessons: 18, 24) ● Describe similarities and differences among shapes (number of sides, number of corners, sides of equal length). (Lessons: 18, 24) Number, Number Systems, and Number Relationships: ● Count by 1’s and 10’s to 100. (Lessons: 3) ● Count up to 20 objects with 1-­‐1 correspondence. (Lessons: 7, 9) ● Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group with quantities up to 20. (Lessons: 7, 9, 12, 13, 23) ● Represent equivalent forms of the same number up to 20 with objects or pictures. (Lessons: 9, 12) ● Represent a number of objects with a written numeral 0-­‐20 (with 0 representing a count of no objects). (Lessons: 7, 9, 12, 13) ● Count and group objects into sets of 10 using diagrams, drawings and models. (Lessons: 3, 5, 8, 11, 15, 23) ● Break apart numbers from 11 to 19 into groups of tens and ones using objects or drawings with assistance. (Lessons: 3, 5, 8, 11, 15, 23) ● Solve simple story problems through 10. (Lessons: 1, 2, 4, 7, 12, 17, 21) ● Use manipulatives to solve addition and subtraction equations horizontally through 10. (Lessons: 2, 3, 5, 6, 10, 14, 15, 16, 17, 19, 20, 22) Probability and Predictions: MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE ● Answer questions about data using concepts of largest, smallest, most often, least often with assistance. (Lessons: 19, 22) Problem Solving and Communication: ● Solve addition and subtraction word problems, and add and subtract up to 10. (Lessons: 1, 4, 7, 12, 17, 21) ● Use objects or drawings to represent a problem. (Lessons: 2-­‐8, 10, 14-­‐22) ● Use vocabulary such as, add, subtract, more than, less than, unit, pattern, set, equal, sort, difference, sum. (Lessons: 1-­‐8, 10, 12, 14-­‐22) Reasoning and Connections: ● Use appropriate mathematical vocabulary (all, or, every, none, some, or most) to explain ideas about a model such as a graph (Lessons: 19, 22) Statistics & Data Analysis: ● Gather data from surveys, daily questions, etc. and represent data using concrete materials, pictures, labels, words, or numbers. (Lessons: 19, 22) ● Answer questions based on data shown on graphs or charts. (Lessons: 19, 22) ● Describe and compare data (less, least, more, most, same, equal). (Lessons: 19, 22) ● Read and interpret a graph to draw conclusions about the data. (e.g., There were eight sunny days in October.) (Lessons: 19, 22) Supplemental Investigations Activities: -­‐Modeling Story Problems, Unit 6 pg. 110 (Algebra and Functions) -­‐ Double Compare, Unit 4 p. 104 (Computation and Estimation) -­‐ Build a Block, Unit 5 pg. 121 (Geometry) -­‐ Five Crayons in All, Unit 6 pg. 138 (Problem Solving and Communication) -­‐ Build It/ Change It, Unit 4 pg. 113 (Problem Solving and Communication) -­‐ Do You Like...? Surveys, Unit 7 pg. 100 (Statistics and Data Analysis) -­‐ Collecting Data, Unit 7 pg. 106 (Statistics and Data Analysis) -­‐ Sharing Do You Like...? Surveys, Unit 7 pg. 111 (Statistics and Data Analysis) MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE UNIT 5: CONSOLIDATION OF CONCEPTS Resources: Math Expressions Estimated Timeframe: 6-­‐8 weeks Algebra & Functions: ● Use manipulatives to create sets that are equal and not equal. (Lessons: 17, 18, 22, 23) ● Solve story problems using manipulatives such as unifix cubes, magnetic boards, counting bears, and tiles. (Lessons: 1, 4, 7, 11, 17, 21) ● Identify, construct, and extend simple repeating patterns (e.g., ABAB, AAB, ABC, etc.). (Lessons: 2, 6, 14, 20) ● Use concrete objects to determine a missing addend in a number sentence in which the sum is 10 or less. (Lessons: 3, 5, 8, 9, 10, 16, 23) Computation & Estimation: ● Represent addition and subtraction problems with objects, fingers, mental images, drawings, sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations. (Lessons: 1, 3, 4, 6-­‐17, 20-­‐23) ● Find the missing addend in combinations up to 10. (Lessons: 3, 5, 8, 9, 10, 16, 23) ● Estimate the number of objects in a set up to 20. Discuss the reasonableness of those estimates with assistance. (Lessons: 2, 5) Geometry: ● Identify shapes by name -­‐ square, triangle, circle, oval, rectangle, hexagon, cube, cone, cylinder, sphere. (Lessons: 6, 25) ● Describe similarities and differences among shapes (number of sides, number of corners, sides of equal length). (Lessons: 2, 6, 14, 20) ● Draw lines of symmetry in simple shapes such as circle, square and rectangle. (Lessons: 25) ● Identify objects that are symmetrical. (Lessons: 25) Number, Number Systems, and Number Relationships: ● Count by 1’s and 10’s to 100. (Lessons: 3, 8, 14) ● Count up to 20 objects with 1-­‐1 correspondence. (Lessons: 5, 10, 16, 25) ● Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group with quantities up to 20. (Lessons: 8, 15, 16, 17, 18, 22, 23) ● Write numerals from 0 to 20 without a model and out of sequence. (Lessons: 5, 6, 7, 15) ● Represent a number of objects with a written numeral 0-­‐20 (with 0 representing a count of no objects). (Lessons: 6) ● Identify and state the value of a penny, nickel, and dime. (Lessons: 7, 12) ● Show various combinations of a given amount up to 10¢ using pennies, nickels, and dimes. (Lessons: 7, 12) ● Divide whole objects into equal parts. (Lessons: 24) ● Break apart numbers from 11 to 19 into groups of tens and ones using objects or drawings with assistance. (Lessons: 1, 3, 4 , 5, 7, 8, 10-­‐12, 14, 18, 19, 21) ● Solve simple story problems through 10. (Lessons: 1, 4, 7, 11, 17) ● Count and group objects into sets of 10 using diagrams, drawings and models. (Lessons: 1, 3, 4, 5, 8, 10-­‐12, MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE 14, 18, 19, 21) ● Use manipulatives to solve addition and subtraction equations horizontally through 10. (Lessons: 3, 4, 6-­‐17, 20-­‐23) Problem Solving and Communication: ● Solve addition and subtraction word problems, and add and subtract up to 10. (Lessons: 1, 4, 7, 8, 10-­‐17, 20-­‐
23) ● Use objects or drawings to represent a problem. (Lessons: 3, 4, 7, 8, 10-­‐17, 20-­‐23) ● Use vocabulary such as, add, subtract, more than, less than, unit, pattern, set, equal, sort, difference, sum. (Lessons: 4, 6, 7, 8, 10-­‐17, 20-­‐23) Mathematical Reasoning & Connections: ● Explain thinking when solving a problem using words, pictures and/or numbers. (Lessons: 1, 5, 7-­‐23, 25, 26) ● Use appropriate mathematical vocabulary (all, or, every, none, some or most) to explain ideas about a model such as a graph. (Lessons: 19, 22) Statistics and Data Analysis: ● Answer questions based on data shown on graphs or charts. (Lessons: 19, 22) ● Describe & compare data (less, least. more, most, same, equal). (Lessons: 11, 15-­‐23) ● Read & interpret a graph to draw conclusions about the data. (e.g. There were eight sunny days in October.) (Lessons: 19) Supplemental Investigations Activities: -­‐ Build and Remove, Unit 6 pg. 115 (Problem Solving and Communication) -­‐ Total of Six, Unit 6 pg. 146 (Problem Solving and Communication) -­‐ 6 Crayons in All, Unit 6 pg. 151 (Mathematical Reasoning and Connections) MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE UNIT 6: MONEY, TIME, MEASUREMENT, AND NUMBERS Resources: Math Expressions Estimated Timeframe: 2-­‐4 weeks Measurement and Estimation: **Chapter 8 is Intro to Measurement by estimation & in inches, but does not meet any particular standard in this category. ● Count to 100 by 1’s and 10’s. (Lessons: 13) ● Identify yesterday, today and tomorrow’s days. (Lessons: 3) ● Name & order the days of the week. (Lesson: 7) ● Compare given objects as longer/shorter, heavier/lighter. Order objects by weight or length. (Lessons: 10, 11) ● Identify 2,4,6,8,10 as even numbers and 1,3,5,7 as odd numbers. (Lesson 15) Number, Number Systems, and Number Relationships: ● Identify & state the value of a penny, nickel and dime. (Lessons: 1,2) ● Show various combinations of a amount up to 10 cents using pennies, nickels and dimes. (Lessons 1,2) Supplemental Investigations Activities: -­‐ Measuring Our Shoes, Unit 4 pg. 28 (Measurement and Estimation) -­‐ Comparing Lengths of Shoes, Unit 4 pg. 45 (Measurement and Estimation) -­‐ Measuring Ourselves, Unit 6 pg. 79 (Measurement and Estimation) Extension Chapter:(after Unit 6) *Lesson 1: pg. 723-­‐728: Includes activities to teach & practice standards in the Standards and Data Analysis domain. *Lesson 2: pg. 729-­‐732: Includes activities to teach and practice standards in the Probability and Predictions domain. Possible Math Talk Starting Points (Investigations Resource) -­‐ Counting Jar, Unit 2 pg. 39 -­‐ Inventory Bags, Unit 2 pg. 65 -­‐ What’s Missing, Unit 3 pg. 29 -­‐ Sharing Patterns, Unit 3 pg. 106 -­‐ Quick Images, Unit 4 pg. 80 -­‐ Story Problems, Unit 4 pg. 95 -­‐ Fill the Hexagons, Unit 5 pg. 69 -­‐ A Close Look at Geoblocks, Unit 5 pg. 100 -­‐ How Did You Count?, Unit 6 pg. 87 -­‐ How Did You Record?, Unit 6 pg. 122 MATH EXPRESSIONS KINDERGARTEN – SCOPE AND SEQUENCE -­‐ Enough Chairs for the Class, Unit 7 pg. 54 -­‐ Same and Different, Unit 7 pg. 82