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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