Download CCRS Standard - Franklin County Schools

Grade K
Mathematics CCRS Standards and Alabama COS
Evidence of
Student
Attainment
Teacher
Vocabulary
CCRS Standard
Standard ID
1. Count to 100 by
ones and by tens.
Counting and
Cardinality
Know number
names and the
count sequence.
K.CC.1
Students:
Students know:
Use the pattern
and regularity in the
counting sequence to
orally count in
sequence from 1 to
100 by ones and
tens. (twenty-ONE,
twenty-TWO…thirtyONE, thirty-TWO or
Ten, Twenty. Thirty,
....).
Number word
sequence.
Counting and
Students:
Students know:
2. Count forward
Franklin County Schools
Knowledge
Skills
Understanding
Students are able Students
to:
understand that:
Count
sequentially.
The number
sequence has an
inherent pattern
which repeats
every decade.
Students are able Students
Resources
AMSTI
Year One Units
Who is in School
Today? Inv. 1, Ses.
1.1-1.4, 1.6, Inv. 2,
Ses. 2.1-2.2, 2.5, Inv.
3, Ses. 3.1-3.2,3.4,
3.6
Counting and
Comparing
Inv. 1, Ses. 1.1, 1.21.0, Inv. 2, Ses. 2.32.12
What Comes Next?
Inv. 1, Ses. 1.3, Inv.
2, Ses. 2.1, 2.9, Inv.
3, Ses. 3.3-3.4
Year Two Units
Measuring and
Counting
Inv. 1, Ses. 1.2, 1.3,
1.5, Inv. 2, Ses. 2.12.3, Inv. 3, Ses. 3.33.7
Make a Shape, Build a
Block
Inv. 2, Ses. 2.4-2.6,
Inv. 3 Ses. 3.2-3.5
How Many Do You
Have?
Inv. 1, Ses. 1.4-1.8,
Inv. 2 Ses. 2.1-2.6,
Inv. 3, Ses. 3.2-3.5
Other Units
Sorting and Surveys
Inv. 1, Ses. 1.1, 1.2,
1.3, 1.4, 1.6, 1.7A,
Inv. 2, Ses. 2.1, 2.3,
2.5, Inv. 3, Ses. 3.1,
3.3, 3.5
AMSTI
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
beginning from a
given number within
the known
sequence (instead
of having to begin
at 1).
Cardinality
Know number
names and the
count sequence.
K.CC.2
3. Write numbers
from 0 to 20.
Represent a number
of objects with a
written numeral 020 (with 0
representing a
count of no objects)
4. Understand the
relationship
between numbers
and quantities;
connect counting to
cardinality.
Evidence of
Student
Attainment
Teacher
Vocabulary
Knowledge
to:
Use the pattern
and regularity in the
counting sequence to
recognize the
position of any
number between 1
and 100 and then
continue counting in
sequence from the
given number.
Number word
sequence.
Counting and
Cardinality
Know number
names and the
count sequence.
K.CC.3
Number
Students:
Given a number
orally or a quantity of Numeral
objects (from 0-20),
Students know:
Write the
corresponding
numeral.
Number/
numeral
correspondence.
Counting and
Cardinality
Count to tell the
number of
objects.
K.CC.4
Students:
Cardinality
Students know:
Strategically use
methods to keep
track of objects in
order to accurately
Quantity
Number word
sequence,
Franklin County Schools
Skills
Number
sequence,
Strategies for
Count
sequentially.
Understanding
Resources
understand that:
Year Two Units
How Many Do You
Have?
The number
Inv. 1, Ses. 1.3A, 1.4,
sequence has an
Inv. 2, Ses. 2.2,
inherent pattern
2.6,Inv. 3, Ses. 3.4,
which repeats
Inv. 4, Ses. 4.1, 4.5,
every decade no
matter where in the Inv. 5. Ses. 5A.1,
counting sequence 5A.2, 5A.3, 5A.4, 5A.5
Other Units
they start.
Sorting and Surveys
Inv. 1, Ses., 1.3,
1.7A, Inv. 2, Ses. 2.1,
2.3, 2.5, Inv. 3, Ses.
3.3, 3.5
Students are able Students
to:
understand that:
AMSTI
Year One Units
Who is in School
Recognize
Quantities can Today? Inv. 3, Ses.
and name
be represented in a 3.1-3.2, 3.4, 3.5, 3.6
Counting and
numerals 0-20, variety of ways
Comparing Inv. 1,
(e.g., number
Ses. 1.1, 1.2-1.0 Inv.
words, objects,
Write
2, Ses. 2.3-2.12
numerals 0-20, symbols).
Year Two Units
Measuring and
Count objects
Counting
with one-to-one
Inv. 2, Ses. 2.1-2.5
correspondence.
Inv. 4, Ses. 4.4 Inv.
3, Ses. 3.3-3.7
How Many Do You
Have?
Inv. 2, Ses 2.1, 2.2,
3.1-3.3, 3.5, 3.7
Students are able Students
to:
understand that:
Count
sequentially,
AMSTI
Year One Units
Who is in School
Numbers name Today? Inv. 1, Ses.
1.1-1.4, 1.6, Inv. 2,
quantities,
Ses. 2.1-2.2, 2.5, Inv.
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
Evidence of
Student
Attainment
Teacher
Vocabulary
determine the
number of items in a
group,
a. When counting
objects, say the
number names in
the standard order,
pairing each object
with one and only
one number name
and each number
name with one and
only one object.
Use connections
between the
counting sequence
and the quantity in a
group to justify
answers to questions
such as "What is one
more?",
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
were counted.
Knowledge
Skills
Understanding
keeping track of
objects that have
already been
counted (e.g.,
crossing out, moving,
organizing objects,
grouping by five).
Strategically
apply methods
for keeping track
of objects while
counting with
one-to-one
correspondence.
The last
number named
when counting tells
the number of
objects counted,
Students are able Students
to:
understand that:
Explain why
there is no need to
recount the objects
after s/he counts a
set of objects and
then the objects are
rearranged.
c. Understand that
each successive
number name refers
to a quantity that is
one larger.
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
configuration; given
Counting and
Cardinality
Count to tell the
number of
objects.
K.CC.5
Franklin County Schools
Students:
Count out
Students know:
Justify answers
to "how many?"
questions by
accurately counting
the quantity of
objects in a variety
Rectangular
array
Number word
sequence,
Strategies for
keeping track of
objects that have
already been
Use one-toone
correspondence
when counting,
Count
Resources
3, Ses. 3.1-3.6
Counting and
Comparing Inv. 1,
Ses. 1.1, 1.2, 1.3,
1.5-1.10, Inv. 2, Ses.
2.3-2.8
The number of What Comes Next
objects is the same Inv. 1, Ses. 1.3, Inv.
regardless if their 2, Ses. 2.1, 2.9, Inv.
3, Ses. 3.2-3.4
arrangement is
Year Two Units
changed or they
Measuring and
are counted in
Counting
different orders
(e.g., count right to Inv. 1, Ses. 1.2-1.3,
1.5 Inv. 2, Ses 2.1,
left, left to right,
2.3, Inv. 3, Ses. 3.1,
top to bottom),
Inv. 4, Ses. 4.8 Make
a Shape, Build a
Each successive
Block,
number name
Inv. 2, Ses. 2.4, 2.5,
refers to a quantity
2.6 Inv. 3, Ses. 3.2,
that is one larger. 3.3, 3.4, 3.5
How Many Do You
Have? Inv. 1, Ses.
1.4-1.8, Inv. 2, Ses.
2.1-2.6 Inv. 3, Ses.
3.2-3.5
Other Units
Sorting and Surveys
Inv. 1, Ses., 1.1, 1.2,
1.4, 1.6
AMSTI
Year One Units
Who is in School
Numbers name Today? Inv. 1, Ses.
1.1-1.4, 1.6, Inv. 2,
quantities,
Ses. 2.1-2.2, 2.5, Inv.
3, Ses. 3.1-3.6
The last
Counting and
number named
Comparing Inv. 1,
when counting tells
Ses. 1.1, 1.2, 1.3,
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
a number from 1–
20, count out that
many objects.
6. 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.1
Evidence of
Student
Attainment
of configurations,
Teacher
Vocabulary
Knowledge
(1 Include groups
with up to ten
objects.)
Franklin County Schools
Students:
Explain and
justify answers to
questions such as
"Which group has
more?" or "Which
group has less?" by
using strategies for
comparing quantities
of physical objects
such as one-to-one
matching,
recognizing without
Understanding
counted.
sequentially,
Students know:
Students are able Students
to:
understand that:
Given any
number from 0 to
20, create
corresponding
physical
representations of
the quantity from a
larger set.
Counting and
Cardinality
Compare
numbers.
K.CC.6
Skills
Resources
the number of
objects counted,
1.5-1.10, Inv. 2, Ses.
2.3-2.8
What Comes Next
Strategically
The number of Inv. 1, Ses. 1.3, Inv.
apply methods
for keeping track objects is the same 2, Ses. 2.1, 2.9, Inv.
of objects while regardless if their 3, Ses. 3.2-3.4
Year Two Units
counting.
arrangement is
Measuring and
changed or they
Counting
are counted in
Inv. 1, Ses. 1.2-1.3,
different orders.
1.5 Inv. 2, Ses 2.1,
2.3, Inv. 3, Ses. 3.1,
Inv. 4, Ses. 4.8 Make
a Shape, Build a
Block,
Inv. 2, Ses. 2.4, 2.5,
2.6 Inv. 3, Ses. 3.2,
3.3, 3.4, 3.5
How Many Do You
Have? Inv. 1, Ses.
1.4-1.8, Inv. 2, Ses.
2.1-2.6 Inv. 3, Ses.
3.2-3.5
Other Units
Sorting and Surveys
Inv. 1, Ses., 1.1, 1.2,
1.4, 1.6
AMSTI
Year One Units
Counting and
Strategies for
Comparing; Inv. 2,
determining whether Strategically Successive
Ses. 2.4-2.14
the number of
apply methods
number names
objects in one group for comparing
refer to quantities Year Two Units
is greater than, less the number of
that are larger than Measuring and
Counting Inv. 3, Ses.
than, or equal to the objects in two or the previous
3. 4- 3.7
number of objects in more groups,
numbers in the
a second group.
counting sequence. How Many Do You
Have? Inv. 3, Ses.
Recognize
3.2-3.4
without counting,
the number of
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
Evidence of
Student
Attainment
Teacher
Vocabulary
Knowledge
counting the number
of objects
(subitizing) in
familiar
arrangements, or
counting. (Include
groups with up to
ten objects).
7. Compare two
numbers between 1
and 10 presented as
written numerals.
8. Represent
addition and
subtraction with
objects, fingers,
mental images,
drawings2, sounds
(e.g., claps), acting
out situations,
verbal explanations,
expressions, or
equations.
Counting and
Cardinality
Compare
numbers.
K.CC.7
Operations and
Algebraic
Thinking
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from.
K.OA.1
(2 Drawings need
Franklin County Schools
Students know:
Justify their
identification of the
larger or smaller of a
pair of numerals
using a variety of
strategies. (e.g.,
referring to their
order in the counting
sequence, modeling
the quantities, using
relational thinking
such as, "I know that
6 is more than 3 and
I know that 10 is
more than 6, so 10
must be more than
3.).
Number word
sequence,
Create and
explain
representations of
the quantities and
the actions in the
Understanding
Resources
objects
(subsidizing) in
familiar
arrangements.
Students:
Students:
Given oral
descriptions of
addition and
subtraction
mathematical
contexts,
Skills
Number numeral
correspondence,
Strategies for
determining whether
one number in
written form is
greater than, less
than, or equal to a
second number.
Expression
Students know:
Equation
Characteristics of
addition and
subtraction contexts
(putting together,
adding to, taking
apart, and taking
from),
Addition and
subtraction
Students are able Students
to:
understand that:
AMSTI
Year One Units
Counting and
Comparing: Inv. 2,
Count
Successive
Ses. 2.4, 2.5, 2.6,
sequentially,
number names
refer to quantities 2.7, 2.8, 2.9, 2.10,
2.11, 2.12, 2.13, 2.14
Strategically that are larger than
apply strategies the previous
numbers in the
for comparing
counting sequence.
numbers.
Students are able Students
to:
understand that:
Represent
quantities and
operations
(addition &
subtraction)
physically,
pictorially, or
symbolically,
AMSTI
Year Two Units
Measuring and
Counting: Inv. 2, Ses.
Both putting
2.2-2.5, Inv. 3, Ses.
together and
3.2-3.7, Inv. 4, Ses.
adding to can be
viewed as addition, 4.2, 4.4, 4.5
How Many Do You
Have? Inv. 1, Ses.
Both taking
1.1, 1.2, 1.3,1.4, Inv.
apart and taking
2, Ses. 2.1-2.2, 2.4,
from can be viewed
Inv. 3, Ses., 3.1-3.7,
as subtraction.
Inv. 4, Ses. 4.1-4.6
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
not show details,
but should show the
mathematics in the
problem. (This
applies wherever
drawings are
mentioned in the
Standards.))
9. Solve addition
and subtraction
word problems, and
add and subtract
within 10, e.g., by
using objects or
drawings to
represent the
problem.
Operations and
Algebraic
Thinking
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from.
K.OA.2
Evidence of
Student
Attainment
Teacher
Vocabulary
Knowledge
Skills
situations using
physical, pictorial, or
symbolic
representations.
strategies.
Use informal
and
mathematical
language to
communicate the
connections
among addition
and subtraction
contexts and
related physical,
pictorial, or
symbolic
representations.
Students:
Given oral addition
and subtraction word
problems within 10,
Students know:
Students are able Students
to:
understand that:
Explain and
justify solutions and
solution paths using
connections among a
variety of
representations (e.g.,
acting out with
objects,
manipulatives,
drawings, etc.).
Characteristics of
addition and
subtraction contexts
(putting together,
adding to, taking
apart, and taking
from),
Addition and
subtraction
strategies.
Represent
quantities and
operations
(addition &
subtraction)
physically,
pictorially, or
symbolically,
Strategically
use a variety of
representations
to solve addition
and subtraction
word problems,
Use informal
and
mathematical
language to
communicate the
connections
among addition
and subtraction
Franklin County Schools
Understanding
Resources
AMSTI
Year Two Units
Measuring and
Counting: Inv. 2, Ses.
Both putting
2.2-2.5, Inv. 3, Ses.
together and
3.2-3.7, Inv. 4, Ses.
adding to can be
viewed as addition, 4.2, 4.5
How Many Do You
Have? Inv. 3, Ses.,
Both taking
3.1, 3.3-3.7
apart and taking
from can be viewed
as subtraction,
Mathematical
problems can be
solved using a
variety of strategies
and
representations.
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
Evidence of
Student
Attainment
Teacher
Vocabulary
Knowledge
Skills
Understanding
Resources
contexts and
related physical,
pictorial, or
symbolic
representations,
Accurately
compute sums
and differences.
10. 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
(e.g., 5 = 2 + 3 and
5 = 4 + 1).
Operations and
Algebraic
Thinking
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from.
K.OA.3
Students:
Given any number
less or equal to 10,
Persist as they
use objects or
drawings to
decompose the given
number into at least
two unique pairs of
smaller numbers,
Decompose
Students know:
Equation
Vocabulary:
equal to and the
concept of equality
meaning the "same
amount as".
Students are able Students
to:
understand that:
Represent
quantities
physically,
pictorially, and
symbolically.
AMSTI
Year Two Units
Measuring and
Quantities may Counting, Inv. 4, Ses.
4.2, 4.4-4.7, 4.9
be named in a
How Many Do You
variety of ways.
Have? Inv. 1, Ses.
1.1, 1.2, 1.3, 1.4 ,1.5,
Inv. 4, Ses. 4.1-4.6
Record their
solutions using
pictures or
equations.
11. For any number
from 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.
Operations and
Algebraic
Thinking
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from.
K.OA.4
Students:
Given any number
from 1 to 9,
Use a variety of
representations and
problem solving
strategies to
determine the
number that when
added to the given
number equals 10,
Orally explain
Franklin County Schools
Students know:
Strategies for
finding missing parts
of numbers when
numbers are being
composed or
decomposed.
Students are able Students
to:
understand that:
Represent
quantities and
operations
physically,
pictorially, or
symbolically,
Two smaller
quantities may be
joined to create a
larger target
quantity,
A quantity may
Strategically be broken into two
use a variety of smaller quantities,
representations
to solve
Mathematical
AMSTI
Year Two Units
How Many Do You
Have? 5A.2, 5A.5
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
Evidence of
Student
Attainment
Teacher
Vocabulary
Knowledge
and justify the
written
representations
(drawing or
equation) of their
solutions.
problems.
12. Fluently add and Operations and
subtract within 5.
Algebraic
Thinking
Understand
addition as
putting together
and adding to,
and understand
subtraction as
taking apart and
taking from.
K.OA.5
Students:
Students know:
Use an efficient
strategy (e.g., recall,
doubles, derived
facts, close to
doubles, counting on
1 or 2, counting back
1 or 2) to accurately
name the sums or
differences within 5.
Strategies for
efficiently
determining sums
and differences
within 5.
13. Compose and
decompose
numbers from 11 to
19 into ten ones
and some further
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
Number &
Operations in
Base Ten
Work with
numbers 11-19 to
gain foundations
for place value.
K.NBT.1
Students:
Given any two-digit
number between 10
and 20,
14. Describe
Measurement & Students:
Franklin County Schools
Skills
Equation
Students know:
Number
sequence to 20,
Attribute
Students know:
Resources
tools and
representations
(e.g., ten frames,
ten fingers) can be
used to solve
problems
efficiently.
Students are able Students
to:
understand that:
AMSTI
Year Two Units
How Many Do You
Use addition Efficient use of Have? 5A.2, 5A.5
strategies
computation
efficiently.
strategies involves
sense-making with
the numbers in the
problem.
Students are able Students
to:
understand that:
Use place
value models
Part-part-whole. (e.g. base ten
blocks, pictorial
models) to
decompose
numbers.
Use a variety of
representations (e.g.,
symbolic: 10+8;
pictorial: one line
and 8 dots; physical:
place value blocks,
bundles of sticks, or
groups of fingers,
etc) to show and
explain the
decomposition of the
number into one
group of 10 and the
correct number of
ones.
Understanding
AMSTI
Year Two Units
How Many Do You
Ten things can Have? 5A.3, 5A.4,
be represented as 5A.5
one ten or as ten
ones.
Students are able Students
AMSTI
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
Evidence of
Student
Attainment
measurable
attributes of objects
such as length or
weight. Describe
several measurable
attributes of a single
object.
Data
Describe and
compare
measurable
attributes.
K.MD.1
Given a variety of 2D
and 3D objects,
15. Directly
compare two
objects, with a
measurable
attribute in
common, to see
which object has
“more of” or “less
of” the attribute,
and describe the
difference.
Example: Directly
compare the heights
of two children, and
describe one child
as taller or shorter.
Measurement &
Data
Describe and
compare
measurable
attributes.
K.MD.2
Students:
16. Classify objects
into given
categories; count
the numbers of
objects in each
category, and sort
the categories by
count.3
Measurement &
Data
Classify objects
and count the
number of objects
in each category.
K.MD.3
Students:
Given a group of
objects,
(3Limit category
counts to be less
than or equal to
Franklin County Schools
Teacher
Vocabulary
Skills
to:
Words for
Describe
describing the
measurable
measurable
attributes of objects. attributes of
objects using
informal
language.
Use informal
language (short, tall,
heavy, light, fat,
skinny, etc.) to
describe measurable
attributes of objects
such as length or
weight.
Understanding
Year One Units
Counting and
Comparing Inv. 2,
objects have
Ses.2.1, 2.2, 2.3.
measurable
attributes that can Year Two Units
Measuring and
be described.
Counting: Inv. 1, Ses.
1.1-1.5
How Many Do You
Have? Inv. 2. Ses.
2.3-2.6
Students know:
Students are able Students
to:
understand that:
Sort
Students know:
Students are able Students
to:
understand that:
Classify
Resources
understand that:
Direct
comparison
Use direct
comparison of
physical objects to
determine and
explain which object
has "more of" or
"less of" the
attribute.
Sort the objects
into teacher
determined
categories (no more
than ten objects in
any category), count
the number of
objects in each
Knowledge
AMSTI
Year One Units
Counting and
Comparison
Comparing
Directly
Objects and
words for
measurable
compare two
geometric figures Inv. 2, Ses. 2.1-2.4,
attributes of
objects to explain have measureable 2.6-2.11, 2.13-2.14
Year Two Units
geometric shapes
which object has attributes that
Measuring and
(e.g., taller, shorter, "more of" or
allow them to be
Counting Inv. 1, Ses.
heavier, lighter,
"less of" the
compared.
1.4, 1.6A,, 1.6B, 1.6C
holds more, holds
attribute in
less).
question.
AMSTI
Year One Units
Who’s in School
Category
Today?
descriptors such as Sort objects, Geometric
Inv. 2. Ses. 2.2-2.4,
triangles, rectangles,
shapes can be
Inv. 3, Ses. 3.1-3.7
round, curved sides, Effectively
grouped into
What Comes Next?
color, etc.
use strategies to classes of shapes
Inv. 1, Ses. 1.2, 1.5,
count groups of that all seem to be
Inv. 2, Ses. 2.3, 2.6,
alike
based
on
their
objects.
Inv. 3. Ses. 3.1, 3.5
visual
characteristics (and Counting and
Comparing Inv. 2,
thereby named).
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
10.)
17. Describe objects
in the environment
using names of
shapes, and
describe the relative
positions of these
objects using terms
such as above,
Evidence of
Student
Attainment
Teacher
Vocabulary
Knowledge
Skills
Understanding
category, and order
the categories by
count.
Geometry
Identify and
describe shapes.
K.G.1
below, beside, in
front of, behind,
and next to.
Franklin County Schools
Students:
Describe objects
in the environment
using names of
shapes (squares,
circles, triangles,
rectangles,
hexagons, cubes,
cones, cylinders, and
spheres), and
describe the relative
positions of these
objects using terms
such as above,
below, beside, in
front of, behind, and
next to.
Resources
Ses. 2.1-2.3
Year Two Units
Measuring and
Counting Inv. 1, Ses.
1.3, 1.6A, Inv. 2, Ses.
2.2, Inv. 3, Ses. 3.1,
3.5, Inv. 4, Ses. 4.2,
4.4, 4.6
How Many Do You
Have?
Inv. 1, Ses. 1.2, 1.6,
Inv. 2, Ses. 2.3, Inv.
3, Ses. 3.1, 3.5, Inv.
4, Ses. 4.2, 4.6
Other Units
Sorting and Surveys
Inv. 1, Ses. 1.1, 1.2,
1.3, 1.4, 1.5, 1.6, Inv.
2, Ses. 2.1, 2.2, 2.3,
2.4, 2.6 Inv. 3, Ses.
3.1, 3.2, 3.3, 3.4 3.5
Students know:
Students are able Students
to:
understand that:
AMSTI
Year One Units
Who’s in School
2D and 3D
Today? Inv. 2. Ses.
Describe
Geometric
shapes (triangle,
square, rectangle,
objects in the
language and ideas 2.2-2.4
What Comes Next?
hexagon, rhombus, environment
can be used to
Inv. 1 Ses. 1.2
circle, cube, pyramid, using names of describe and
Year Two Units
sphere, cone).
shapes,
interpret the
Measuring and
physical world.
Counting Inv. 1, Ses.
Describe the
1.3, 1.6A, Inv. 2, Ses.
relative positions
2.2, Inv. 3, Ses. 3.1,
of objects (e.g.,
3.5, Inv. 4, Ses. 4.2,
above, below,
4.4, 4.6
beside, in front
Make a Shape Build a
of, behind, next
Block Inv. 1, Ses. 1.1to).
1.3, 1.5-1.6, Inv. 2,
Ses. 2.1, Inv. 3, Ses,
3.1, 3.3
How Many Do You
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
Evidence of
Student
Attainment
Teacher
Vocabulary
Knowledge
Skills
Understanding
Resources
Have? Inv. 1, Ses.
1.2, 1.6, Inv. 2, Ses.
2.3, Inv. 3, Ses. 3.1,
3.5, Inv. 4, Ses. 4.2,
4.6
18. Correctly name
shapes regardless of
their orientations or
overall size.
Geometry
Identify and
describe shapes.
K.G.2
Students:
19. Identify shapes
as two-dimensional
(lying in a plane,
“flat”) or threedimensional
(“solid”).
Geometry
Identify and
describe shapes.
K.G.3
Students:
20. Analyze and
compare two- and
three-dimensional
shapes, in different
sizes and
orientations, using
informal language
to describe their
similarities,
differences, parts
(e.g., number of
Geometry
Analyze, compare,
create, and
compose shapes.
K.G.4
Students:
Franklin County Schools
Students know:
Students are able Students
to:
understand that:
AMSTI
Year One Units
Who’s In School
2D and 3D
Today? Inv. 2, Ses.
Use
Geometric
shapes (triangle,
2.4, Inv. 3, Ses. 3.4
square, rectangle,
geometric
shapes can be
What Comes Next,
hexagon, rhombus, reasoning and
grouped into
circle, cube, pyramid, visual
classes of shapes Inv. 1, Ses. 1.2
sphere, cone).
characteristics of that all seem to be Year Two Units
shapes to name alike based on their Make a Shape Build a
Block Inv. 1, Ses. 1.2shapes in a
visual
variety of sizes characteristics (and 1.5
and orientations. thereby named).
Twodimensional plane
Students know:
Students are able Students
to:
understand that:
Informal
language
Students know:
Students are able Students
to:
understand that:
Use visual
characteristics of
shapes to orally
justify naming 2D
and 3D shapes in a
variety of sizes and
orientations.
Use visual
characteristics of
shapes (e.g., flat,
fat, sticking out,
solid, etc.) to justify
categorizing shapes
as 2D or 3D.
Use informal
language to describe,
compare, and
contrast a variety of
2D and 3D shapes.
AMSTI
Year Two Units
Make a Shape Build a
Characteristics of
Block: Inv. 1, Ses.
ThreeUse
Geometric
2D and 3D shapes
1.1, 1.2, 1.3,1.6, Inv.
dimensional space using either formal
geometric
shapes can be
2, Ses. 2.1,-2.6 Inv.
geometric or
reasoning and
grouped into
informal language
visual
classes of 2D or 3D 3, Ses, 3.1-3.6
descriptors.
characteristics of shapes based on
shapes to
their visual
designate shapes characteristics (and
as 2D or 3D.
thereby named).
AMSTI
Year Two Units
Make a Shape Build a
Shape
Block:
Decompose Geometric
components (e.g.,
Inv. 1, Ses. 1.1, 1.2,
sides, corners,
shapes into
shapes can be
1.3, 1.4 1.5, Inv. 2,
vertices, faces,
component parts, grouped into
edges, etc.),
classes of shapes Ses. 2.1,-2.6 Inv. 3,
that all seem to be Ses,3.1-3.8
Use
alike based on their
Informal
geometric
visual
language to describe reasoning and
characteristics (and
these components. attributes to
Grade K
CCRS Standard
Mathematics CCRS Standards and Alabama COS
Standard ID
Evidence of
Student
Attainment
Teacher
Vocabulary
Knowledge
sides and vertices or
“corners”) and other
attributes (e.g.,
having sides of
equal length).
Understanding
Resources
compare and
thereby named).
contrast a variety
of shapes.
21. Model shapes in
the world by
building shapes
from components
(e.g., sticks and clay
balls) and drawing
shapes.
Geometry
Analyze, compare,
create, and
compose shapes.
K.G.5
Students:
22. Compose simple
shapes to form
larger shapes.
Example: “Can you
Geometry
Analyze, compare,
create, and
compose shapes.
K.G.6
Students:
Given simple shapes,
join these two
triangles with full
sides touching to
make a rectangle?”
Skills
Franklin County Schools
Model shapes in
the world by building
shapes from
components (e.g.,
sticks and clay balls)
and drawing shapes.
Construct
designated larger
shapes.
Students know:
Students are able Students
to:
understand that:
AMSTI
Year Two Units
Make a Shape Build a
2D and 3D
Block
Compose
Geometric
shapes (triangle,
Inv. 1, Ses. 1.2, 1.3,
square, rectangle,
shapes from
shapes can be
1.4, 1.5, 1.6, Inv. 2,
hexagon, rhombus, materials that
constructed and
circle, cube, pyramid, represent the
represented using a Ses. 2.1, 2.5, Inv. 3,
sphere, cone).
component parts variety of physical Ses, 3.4, 3.7
of the shape
materials.
(e.g., pipe
cleaners as sides
of a triangle).
Students know:
Students are able Students
to:
understand that:
2D and 3D
Use simple
shapes (triangle,
square, rectangle,
shapes to form
hexagon, rhombus, larger shapes.
circle, cube, pyramid,
sphere, cone).
Geometric
shapes can be
composed of and
decomposed into
smaller shapes.
AMSTI
Year Two Units
Make a Shape Build a
Block Inv. 2, Ses 2.2,
2.3, 2.4, 2.5, 2.6, Inv.
3, Ses. 3.6- 3.7