Download Kindergarten Math Pacing Guide 2016-2017

2016-2017 Washington County School District Pacing Guide - [Kindergarten Math]
Dates
8/22/169/9/16
(13 days)
Enduring
Skills/Understandings
Reason abstractly and
quantitatively
Chapter 1: Represent,
Count and Write
Numbers 0-5
Standards
Essential Vocabulary
K.C.C.3: Write numbers from 0 to 5 (0-20) and One, two, match, three,
represent a number of objects with a written four, five
numeral 0 to 5 (0-20).
Model with mathematics
K.C.C.4: Understand the relationships between
numbers and quantities; connect counting to
cardinality.
Use appropriate tools
strategically
Attend to precision
Reason abstractly and
quantitatively
9/12/169/20/16
(7 days)
Unit Topic
Chapter 2: Compare
Numbers to 5
Construct viable arguments
and critique the reasoning
of others
K.C.C.6: Identify whether the number of objects Same number, compare,
in one group is greater than, less than, or equal greater, less, more, fewer
to the number of the objects in another group.
E.G. by using matching and counting strategies.
Model with mathematics
Attend to precision
Reason abstractly and
quantitatively
Chapter 3: Represent,
Count, and Write
Numbers 6 to 9
K.C.C.3: Write numbers from 0 to 9 (0-20) and Six, seven, eight, nine
represent a number of objects with a written
numeral 0 to 5 (0-20).
Model with mathematics
Use appropriate tools
strategically
9/21/1610/21/16
(17 days)
Attend to precision
Look for and make use of
structure
Construct viable arguments
and critique the reasoning
of others
Page 1 of 2
K.C.C.5: Count to answer “how mnay?”
questions abouy as many as 9 (20) things
arranged in a line, rectangle array, circle, or as
many as 9 (10) things in a scattered
configurations; given a number from 1 to 9 (20),
count out that many objects.
K.C.C.6: Identify whether the number of objects
in one group is greater than, less than, or equal
to the number of the objects in another group.
E.G. by using matching and counting strategies.
2014-2015
2016-2017 Washington County School District Pacing Guide - [Kindergarten Math]
Attend to precision
Look for and make use of
structure
Chapter 4: Represent
and Compare
Numbers to 10
Ten, pairs
K.C.C.3: Write numbers from 0 to 9 (0-20) and
represent a number of objects with a written
numeral 0 to 10 (0-20).
Reason abstractly and
quantitatively
Model with mathematics
K.C.C.5: Count to answer “how mnay?”
questions abouy as many as 10 (20) things
arranged in a line, rectangle array, circle, or as
many as 10 things in a scattered configurations;
given a number from 1 to 9 (20), count out that
many objects.
Use appropriate tools
strategically
10/24/1611/18/16
(19 days)
K.C.C.2: Count forward beginning from a given
number within the known equence (instead of
having to begin at 1).
Construct viable arguments
and critique the reasoning
of others
K.C.C.6: Identify whether the number of objects
in one group is greater than, less than, or equal
to the number of the objects in another group.
E.G. by using matching and counting strategies.
K.C.C.7: Compare 2 numbers between 1 and 10
presented as written numbers.
K.OA.4: 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
11/21/1611/22/16
( 2 days)
11/29/1612/20/16
(16 days)
Enduring Skills taught to
this point.
Review Numbers 0-10
(Identiying, Writing,
Comparing)
Standards taught to this point.
Reason abstractly and
quantitatively
Chapter 7: Represent,
Count and Write 11 to
19
K.C.C.3: Write numbers from 0 to 10 (0-20) and
represent a number of objects with a written
numeral 0 to 10 (0-20).
Model with mathematics
Use appropriate tools
strategically
Attend to precision
Page 2 of 2
Eleven, twelve, ones,
thirteen, fourteen, fifteen,
sixteen, seventeen,
eighteen, nineteen
K.NBT.1: Compose and decompose numbers
from 11 to 19 into 10 ones and some further 1’s,
e.g., by using objecsts or drawing and record
each composition or each decomposition by a
drawing or equation (e.g. 18=10+8) ; understand
2014-2015
2016-2017 Washington County School District Pacing Guide - [Kindergarten Math]
Look for and make use of
structure
Model with mathematics
that these numbers are composed of 10 ones
and 1 to 9 ones.
Chapter 5: Addition
Make sense of problems
and persevere in solving
them
K.OA.1: Represent addition and subtraction with
objects, fingers, mental images, drawings,
sounds (e.g. claps), acting out situations, verbal
explanations, expressions, or equations.
Add, plus, is equal to
K.OA.2: Solve addition and subtraction word
problems, and add and subtract within 10, e.g.,
by using objects or drawings to represent the
problem.
Reason abstractly and
quantitatively
Attend to precision
K.OA.3: Decompose numbers less than or equal
to 10 into pairs in more htan one way, e.g., by
using objects or drawings, and record each
decompositions by a drawing or equation.
1/3/172/3/17
(23 days)
K.OA.4: 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.
K.OA.5: Fluently add and subtract within 5.
Attend to precision
Construct vialbe arguments
and critique the reasoning
of others
2/6/172/17/17
(10 days)
Look for and make use of
structure
Chapter 9 & 12
Identify and Describe
Two-Dimensional
Shapes/Classify and
Sort Data
K.G.2: Correctly name shapes regardless of their
orientation or overall size.
K.G.4: Analyze and compare two-and threedimensional shapes, in different sizes and
orientations, using informational language to
describe their similarities, differences, parts (e.g.,
number of sides and vertices/”corners”) and other
attributs (e.g., having sides of equal length)
Model with mathematics
Make sense of problems
and persevere in solving
them
Page 3 of 2
K.G.6: Compose simple shapes to form larger
shapes
Circle, 2-dimensional
shapes, curve, corners,
sides, square, vertex,
vertices, sides of equal
length, triangle, rectangle,
hexagon, alike, different
Blue, category, classify,
color, green, red, yellow,
shape, big, size, small,
graph
K.MD.3: Classify objects into given categories;
count the number of objects in each category and
2014-2015
2016-2017 Washington County School District Pacing Guide - [Kindergarten Math]
Model with mathematics
Chapter 6: Subtraction
Make sense of problems
and persevere in solving
them
2/21/173/17/17
(19 days)
sort the categories by count.
K.OA.1: Represent addition and subtraction with
objects, fingers, mental images, drawings,
sounds (e.g. claps), acting out situations, verbal
explanations, expressions, or equations.
Subtract, minus
K.OA.2: Solve addition and subtraction word
problems, and add and subtract within 10, e.g.,
by using objects or drawings to represent the
problem.
Attend to precision
K.OA.5: Fluently add and subtract within 5.
Attend to precision
Look for and make use of
structure
Chapter 8: Represent,
Count, and Write 20
and Beyond
Reason abstractly and
quantitatively
Model with mathematics
3/20/173/30/17
(9 days)
K.CC.1: Count to 100 by ones and tens.
Twenty, fifty, one-hundred,
tens
K.C.C.2: Count forward beginning from a given
number within the known equence (instead of
having to begin at 1). K.C.C.3: Write numbers
from 0 to 9 (0-20) and represent a number of
objects with a written numeral 0 to 10 (0-20).
K.C.C.5: Count to answer “how mnay?”
questions abouy as many as (20) things
arranged in a line, rectangle array, circle, or as
many as 10 things in a scattered configurations;
given a number from 1 to 20, count out that
many objects.
Construct viable arguments
and critique the reasoning
of others
K.C.C.6: Identify whether the number of objects
in one group is greater than, less than, or equal
to the number of the objects in another group.
E.G. by using matching and counting strategies.
4/10/174/21/17
(10 days)
Model with mathematics
Reason abstractly and
quantitatively
Chapter 11:
Measurement
K.MD.1: Describe measureable attributes of
objects such as length or weight. Describe
several measurealbe attributes of a single
object.
Longer, same length,
shorter, same height, taller,
heavier, lighter, same
weight
K.MD.2: Directly compare 2 objects with a
Page 4 of 2
2014-2015
2016-2017 Washington County School District Pacing Guide - [Kindergarten Math]
measureable attribute in common, to see which
object has “more of”/ “less of” the attribute, and
describe the difference.
Make sense of problems
and persevere in solving
them
4/24/175/5/17
(10 days)
5/8/175/18/17
(9 days)
Page 5 of 2
Chapter 10: Identify
and Describe ThreeDimensional Shapes
Construct viable arguments
and critique the reasoning
of others
K.G.1: Describe objects in the envireonment
using names of shapes, and describe the relative
positions of the objects using terms such as
above, below, beside, in front of, behind and next
to.
K.G.2: Correctly name shapes regardless of their
orientation or overall size.
Flat surface, curved
suface, roll, stack, slide,
sphere, 3-dimensional
shapes, cube, cylinder,
cone, flat, solid, above,
below, beside, next to, in
front of, behind
Model with mathematics
Attend to precision
K.G.3: Identify shapes as 2-dimensional 9lying in
a plane “flat”) or 3-dimensional (“solid”).
Look for and make use of
structure
K.G.4: Analyze and compare two
Enduring Skills previously
taught
Review
Standards Previously Taught
2014-2015