Download Grade K5 Mathematics Pacing Chart 2006-2007

Kindergarten (K5)
2006–2007 Mathematics Pacing Guides
Wisconsin
Mathematics
Standard
Throughout The Year
A.
Mathematical
Processes
MPS
Learning Target
(Kindergarten)
Note: Mathematical processes
need to be embedded in all
mathematical strands
throughout the school year.
Math processes are assessed on
the WKCE-CRT and reported
as a separate proficiency area.
For example, students are
asked to provide written
justifications and explanations,
pose problems, and represent
concepts.
Wisconsin Assessment
Descriptors for Mathematics
(For Beginning of Grade 1)
1) Reasoning: Use reasoning and logic to:
• Perceive patterns • Identify relationships
• Formulate questions • Pose problems
• Make conjectures • Justify strategies
• Test reasonableness of results
2) Communication: Communicate mathematical ideas and reasoning using
the vocabulary of mathematics in a variety of ways (e.g., using words,
numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
3) Connections: Connect mathematics to the real world as well as within
mathematics.
4) Representations: Create and use representations to organize, record, and
communicate mathematical ideas.
5) Problem Solving: Solve and analyze routine and non-routine problems.
Throughout The Year
Calendar
Activities
Note: These
descriptors
should be
reinforced
throughout the
year during
calendar time.
B. Number Operations and
Relationships
Learning Target #1:
Connect number words and
numerals, as well as coins, to
the quantities they represent,
and order numbers up to 20.
D. Measurement
Learning Target #6:
Describe measurable attributes
of objects, time, and
temperature, and use nonstandard units to estimate and
measure objects (e.g., length,
weight, height, mass, capacity).
Kindergarten (K5) Pacing Guide — 9/5/06
A. Number Operations and Relationships
1) Connect number words and numerals to the quantities they represent using
various physical models and representations.
4) Demonstrate understanding of the relative position and magnitude of whole
numbers by comparing and ordering whole numbers from 0 to 20 using the
number line and physical models.
5) Identify the value of pennies, nickels, and dimes in cents (e.g., 1 nickel has
the same value as 5 cents or 5 pennies).
D. Measurement
2) Demonstrate understanding of the concept of time as the duration of an
event and describe units for measuring time (minute, hour, day, week, month,
season.
3) Describe and compare attributes of temperature (hot, warm, colder, coldest).
E. Statistics and Probability
2) Collect and organize data (e.g., grouping and sorting).
Curriculum
Kindergarten (K5)
2006–2007 Mathematics Pacing Chart
E. Statistics and Probability
Learning Target #7:
Collect, organize, represent,
and describe data to answer
questions and identify the
likelihood of events.
F. Algebraic Relationships
Learning Target #8:
Copy, extend, and generalize
attribute and geometric
patterns, and describe the core
repeating unit.
Kindergarten (K5) Pacing Guide — 9/5/06
3) Represent and display data (e.g., pictures, charts, tally marks).
4) Using the context of the data, read and report results and answer questions.
F. Algebraic Relationships
1) Recognize and describe the core unit that repeats in a pattern for both
attribute (e.g., color) and geometric patterns.
2) Copy, extend, compare, and generalize patterns (e.g., blue-white-blue-white
is an AB pattern).
C. Geometry
Learning Target #4
Sort, classify, and describe
characteristics of twodimensional and threedimensional shapes and realworld objects.
Sub-skill: C.a: Describing figures
1) Identify and explain examples and non-examples of two-dimensional
figures (e.g., triangle, rectangle, circle) and three-dimensional figures (e.g.,
cubes, cylinders, prisms).
2) Describe, sort, and classify shapes and everyday objects using beginning
ideas of geometric properties (e.g., rolls, slides, straight sides, three corners).
F.
Algebraic
Relationships
Learning Target #8
Copy, extend, and generalize
attribute and geometric
patterns, and describe the core
repeating unit.
Sub-skill: F.a: Patterns, relations, and functions
1) Recognize and describe the core unit that repeats in a pattern for both
attribute (e.g., color) and geometric patterns.
2) Copy, extend, compare, and generalize patterns (e.g., blue-white-blue-white
is an AB pattern).
B.
Number
Operations
and
Relationships
Learning Target #1
Connect number words and
numerals, as well as coins, to
the quantities they represent,
and order numbers up to 20.
Sub-skill B.a: Concepts
1) Connect number words and numerals to the quantities they represent using
various physical models and representations.
3) Demonstrate how to count with understanding and recognize “how many”
in sets of objects (e.g., use one-to-one correspondence to count).
Learning Target #2
Use strategies for counting and
keeping track of quantities to
20 (e.g., counting all in a set,
counting all in two sets,
counting on) in situations with
and without word problem
contexts.
October
September
Kindergarten (K5)
2006–2007 Mathematics Pacing Chart
F.
Algebraic
Relationships
Learning Target # 9
Use informal language to
explain equality of number
combinations and adding zero,
and write number sentences for
simple addition word problems.
Kindergarten (K5) Pacing Guide — 9/5/06
Sub-skill F.b: Expressions, equations, and inequalities
3) Demonstrate an understanding of equality by finding combinations that
make a specific number (e.g., find all the ways to make six).
Kindergarten (K5)
2006–2007 Mathematics Pacing Chart
February
January
November/December
D.
Measurement
Learning Target # 6
Describe measurable attributes
of objects, time, and
temperature, and use nonstandard units to estimate and
measure objects (e.g., length,
weight, height, mass, capacity).
Sub-skill D.a: Measurable attributes
1) Describe measurable attributes (e.g., length, weight, height, mass) of objects
using non-standard units of measure (e.g., cubes, paper clips).
2) Demonstrate understanding of the concept of time as the duration of an
event and describe units for measuring time (minute, hour, day, week, month,
season).
Sub-skill D.b: Direct measurement
3) Describe and compare attributes of temperature (hot, warm, colder,
coldest).
4) Use non-standard units to quantify measurable attributes of objects.
Sub-skill D.c: Indirect measurement
5) Estimate length and mass of objects using non-standard units (e.g., steps,
cubes) and known referents (e.g., compare a train of 5 cubes to the height of
the chair).
E.
Statistics and
Probability
Learning Target #7
Collect, organize, represent,
and describe data to answer
questions and identify the
likelihood of events.
Sub-skill E.a: Data analysis and statistics
1) Pose questions about themselves and their surroundings which can be
answered by collecting numerical and categorical data.
2) Collect and organize data (e.g., grouping and sorting).
3) Represent and display data (e.g., pictures, charts, tally marks).
4) Using the context of the data, read and report results and answer questions.
C.
Geometry
Learning Target # 5
Describe the results of putting
together and taking apart twodimensional shapes and
describe the location of objects
using spatial relationships.
Sub-skill: C.b: Spatial relationships and transformations
3) Create two-dimensional shapes by combining and decomposing other
shapes (e.g., using pattern blocks to make a hexagon with six triangles, cut a
square into two triangles).
4) Match three-dimensional figures to two-dimensional patterns of their faces.
Kindergarten (K5) Pacing Guide — 9/5/06
Sub-skill C.c: Coordinate Systems
5) Use informal language to describe location of objects in the classroom or on
a simple map (e.g., near to, far away from, on the side by the window).
Kindergarten (K5)
2006–2007 Mathematics Pacing Chart
March
B.
Number
Operations
and
Relationships
May
April
F.
Algebraic
Relationships
Learning Target #1
Connect number words and
numerals, as well as coins, to
the quantities they represent,
and order numbers up to 20.
Learning Target #2
Use strategies for counting and
keeping track of quantities to
20 (e.g., counting all in a set,
counting all in two sets,
counting on) in situations with
and without word problem
contexts.
Learning Target # 9
Use informal language to
explain equality of number
combinations and adding zero,
and write number sentences for
simple addition word problems.
Sub-skill B.a: Concepts
2) Recognize zero as a whole number (e.g., describe a set with an absence of
objects) and identify zero on the number line.
4) Demonstrate understanding of the relative position and magnitude of whole
numbers by comparing and ordering whole numbers from 0 to 20 using the
number line and physical models.
Sub-skill B.b: Computation
6) Use direct modeling and role-playing to solve simple addition and
subtraction word problems.
Sub-skill F.b: Expressions, equations, and inequalities
4) Use notation to write number sentences for simple addition word problems.
Sub-skill F.c: Properties
5) Demonstrate an understanding that adding zero objects to a set of objects
does not change its value.
B.
Number
Operations
and
Relationships
Learning Target # 1
Connect number words and
numerals, as well as coins, to
the quantities they represent,
and order numbers up to 20.
Sub-skill B.b: Computation
5) Identify the value of pennies, nickels, and dimes in cents (e.g., 1 nickel has
the same value as 5 cents or 5 pennies).
E.
Statistics and
Probability
Learning Target #7
Collect, organize, represent,
and describe data to answer
questions and identify the
likelihood of events.
Learning Target # 3
Uses strategies to find
combinations of numbers with
sums to 10 in real-world
situations or with objects (e.g.,
dots on dominoes).
Learning Target #9
Use informal language to
explain equality of number
Sub-skill E.b: Probability
5) Describe the likelihood (e.g., possible, impossible, likely) of events.
B.
Number
Operations
and
Relationships
F.
Algebraic
Relationships
Kindergarten (K5) Pacing Guide — 9/5/06
Sub-skill B.b: Computation
5) Identify the value of pennies, nickels, and dimes in cents (e.g., 1 nickel has
the same value as 5 cents or 5 pennies).
7) Decompose numbers less than 10 into parts using objects and record the
combinations (e.g., 6 buttons can be decomposed into 2 and 4, 5 and 1, 6 and
0, 3 and 3).
Sub-skill F.b: Expressions, equations, and inequalities
3) Demonstrate an understanding of equality by finding combinations that
make a specific number (e.g., find all the ways to make six).
June
Kindergarten (K5)
2006–2007 Mathematics Pacing Chart
B.
Number
Operations
and
Relationships
combinations and adding zero,
and write number sentences for
simple addition word problems.
Learning Target #3
Uses strategies to find
combinations of numbers with
sums to 10 in real-world
situations or with objects (e.g.,
dots on dominoes).
Kindergarten (K5) Pacing Guide — 9/5/06
4) Use notation to write number sentences for simple addition word problems.
Sub-skill B.b: Computation
6) Use direct modeling and role-playing to solve simple addition and
subtraction word problems.
7) Decompose numbers less than 10 into parts using objects and record the
combinations (e.g., 6 buttons can be decomposed into 2 and 4, 5 and 1, 6 and
0, 3 and 3).