kindergarten math curriculum - Bowling Green High School math curriculum.pdf · Combined Curriculum Document ... Mathematics – Primary Kindergarten 2 5s, 10s and 100s, ... 12 •

Bowling Green Independent School District Combined Curriculum Document

Mathematics – Primary Kindergarten

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Big Idea: Number Properties and Operations First Quarter Academic Expectations 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

Student Target Vocabulary Resources

MA-P-NPO-U-1 Students will understand that numbers, ways of representing numbers, relationships between numbers and number systems are means of representing real-world quantities.

MA-P-NPO-S-NS1 Students will read, write, count and model whole numbers 0 -10,000, developing an understanding of place value for ones, tens, hundreds, thousands and ten thousands. MA-P-NPO-S-NS2 Students will apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe and compare whole numbers and fractions (e.g., halves, thirds, fourths) in mathematical and real-world problems. MA-P-NPO-S-NS3 Students will order groups of objects according to quantity. MA-P-NPO-S-NO1 Students will develop an understanding of the concepts of addition and subtraction using physical objects and concrete materials. MA-P-NPO-S-NO2 Students will explore and develop an understanding of the concepts of multiplication and division using physical models. MA-P-NPO-S-PNO1 Students will explore, develop and use the concepts of multiples. MA-P-NPO-S-PNO2 Students will skip-count forwards and backwards by 2s,

MA-EP-1.1.1 Students will: • apply multiple representations (e.g.,drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe whole numbers (0 to 9,999):• apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, symbols) to describe fractions (halves, thirds, fourths);• apply these numbers to represent real-world problems and• explain how the base 10 number system relates to place value. DOK 2 MA-EP-1.1.2 Students will read, write and rename whole numbers (0 to 9,999) and apply to real-world and mathematical problems. MA-EP-1.1.3 Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations). DOK 2 MA-EP-1.3.2 Students will skip-count forward and backward by 2s, 5s, 10s and 100s. MA-EP-1.5.1 Students will identify and provide examples of odd numbers, even numbers and multiples of a number, and will

I can use drawings and manipulatives to describe whole numbers (All year) I can use numbers to represent real world problems (All year) I can read and write whole numbers (All year) I can compare and order whole numbers (All year)

Whole numbers Whole numbers

Mainipulatives Coins Bills Shapes Calendar Days of the week Pattern pieces Number line Clock 3-dimensional shapes Millie’s math house Textbook www.fisherprice.com www.thekidspage.com www.sesameworks.com www.harcourtschool.com www.learningplanet.com www.noggin.com www.playkidsgames.com



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5s, 10s and 100s, using manipulatives, mental math and written and electronic means to communicate understanding. MA-P-NPO-S-PNO3 Students will explore, develop and use the concepts of odd and even numbers. MA-P-NPO-S-PNO4 Students will explore and use of properties of numbers for written and mental computation (e.g., 4 + 7 + 6 could be mentally regrouped as 4 + 6 + 7 using the commutative property of addition).

apply these numbers to solve real-world problems. DOK 2



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Big Idea: Measurement Academic Expectations 2.10 Students understand measurement concepts and use measurements appropriately and accurately. 2.11 Students understand mathematical change concepts and use them appropriately and accurately.





MA-P-M-U-1 Students will understand that measurable attributes of objects and the units, systems and processes of measurement are powerful tools for making sense of the world around them.

MA-P-M-S-MPA2 Students will use nonstandard units to measure and compare the length, weight, area or volume of familiar objects. MA-P-M-S-MPA5 Students will sort/classify or compare and order objects by shape, size and color (e.g., attribute blocks). MA-P-M-S-MPA8 Students will identify, compare and order amounts of money using coins and bills and use correct symbols for money. MA-P-M-S-MPA10 Students will relate time to daily activities, tell time to the hour, half-hour, quarter-hour, five minutes and one minute and determine elapsed time.

MA-EP-2.1.1 Students will apply standard units to measure length (to the nearest half-inch or the nearest centimeter) and to determine: • weight (nearest pound); • time (nearest quarter hour); and • money (identify coins and bills by value) and • temperature (Fahrenheit). DOK 1

I can identify coins (pennies)

Pennies

MA-P-M-U-2 Students will understand that measurements are determined by using appropriate techniques, tools and formulas.

MA-P—M-S-MPA1 Students will apply standard units to measure length (inches and centimeters), weight (pounds), time (hours, half-hours, quarter-hours, five- and one-minute intervals), money (coins and bills) and temperature (Fahrenheit and Celsius). MA-P-M-S-MPA3 Students will use standard units of measurement to identify, describe and compare measurable attributes of objects (e.g., length, weight, volume)

MA-EP-2.1.2 Students will use standard units to measure temperature in Fahrenheit and Celsius to the nearest degree. MA-EP-2.1.3 Students will choose and use appropriate tools (e.g., thermometer, scales, balances, clock, ruler) for specific measurement tasks. MA-EP-2.1.4 Students will use nonstandard and standard units of measurement to identify measurable attributes of



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and make estimates using appropriate units of measurement. MA-P-M-S-MPA4 Students will choose and use appropriate tools for specific measurement tasks. MA-P-M-S-MPA7 Students will explore concepts of perimeter and area of rectangles using manipulatives. MA-P-M-S-SM1 Students will determine equivalent U.S. customary measurements. MA-P-M-S-SM2 Students will describe, define, give examples of and use to solve real-world and/or mathematical problems both nonstandard and standard (U.S. Customary, metric) units of measurement to include length, time, money, temperature (Fahrenheit and Celsius) and weight.

an object (length – in, cm; weight – oz, lb) and make an estimate using appropriate units of measurement. MA-EP-2.1.5 Students will use units of measurement to describe and compare attributes of objects to include length (in, cm), width, height, money (cost), temperature (F) and weight (oz, lb), and sort objects and compare attributes by shape, size and color. MA-EP-2.1.6 Students will estimate weight, length, perimeter, area, angle measures and time using appropriate units of measurement. MA-EP-2.2.1 Students will describe, define, give examples of and use to solve real-world and mathematical problems nonstandard and standard (U.S. Customary, metric) units of measurement to include length (in., cm.), time, money, temperature (Fahrenheit) and weight (oz., lb). MA-EP-2.2.3 Students will convert units within the same measurement system including money (dollars, cents), time (minutes, hours, days, weeks, months), weight (ounce, pound) and length (inch, foot).

I can sort and compare objects by shape, size, and color (All year) I can recite the days of the week and the months of the year (All year)

Shape Size Color Monday Tuesday Wednesday Thursday Friday Saturday Sunday January February March April May June July August September October November December



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MA-P-M-U-3 Students will understand that for each situation, there is an appropriate degree of accuracy in measurement.

MA-P-M-S-MPA6 Students will estimate weight, length, perimeter, area, angle and time using appropriate units of measurement. MA-P-M-S-MPA9 Students will combine coins and bills to make a given amount and make change up to a dollar.

MA-EP-2.1.4 Students will use nonstandard and standard units of measurement to identify measurable attributes of an object (length – in, cm; weight – oz, lb) and make an estimate using appropriate units of measurement. MA-EP-2.2.2 Students will determine elapsed time by half hours.



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Big Idea: Geometry Academic Expectation 2.8 Students understand various mathematical procedures and use them appropriately and accurately. 2.9 Students understand space and dimensionality concepts and use them appropriately and accurately.





MA-P-G-U-1 Students will understand that characteristics and properties of two-dimensional figures and three-dimensional objects describe the world and are used to develop mathematical arguments about geometric relationships and to evaluate the arguments of others.

MA-P-G-S-SR1 Students will identify, describe, model, draw, compare and classify two-dimensional figures and three-dimensional objects using elements, attributes and properties. MA-P-G-S-SR2 Students will explore the relationships among two-dimensional figures and three-dimensional objects (e.g., using virtual manipulatives). MA-P-G-S-SR3 Students will identify and describe congruent figures in real-world and/or mathematical situations. MA-P-G-S-SR4 Students will investigate and solve real-world problems using the elements, attributes and properties of basic two-dimensional figures and three-dimensional objects. MA-P-G-S-SR5 Students will identify, draw and represent line segments and angles. MA-P-G-S-SR6 Students will determine if simple shapes are congruent.

MA-EP-3.1.1 Students will describe and provide examples of basic geometric elements and terms (sides, edges, faces, bases, vertices, angles) and will apply these elements to solve real-world and mathematical problems. DOK 2 MA-EP-3.1.2 Students will describe and provide examples of basic two-dimensional shapes (circles, triangles, squares, rectangles, trapezoids, rhombuses, hexagons) and will apply these shapes to solve real-world and mathematical problems. DOK 2 MA-EP-3.1.3 Students will describe and provide examples of basic three-dimensional objects (spheres, cones, cylinders, pyramids, cubes) and will apply the attributes to solve real-world and mathematical problems. DOK 1 MA-EP-3.1.5 Students will identify and describe congruent figures in real-world and mathematical problems.

I can find examples of circles, triangles, squares, and rectangles (All year)

Circle Triangle Square Rectangle



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Big Idea: Data Analysis and Probability Academic Expectations 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately. 2.13 Students understand and appropriately use statistics and probability.





MA-P-DAP-U-1 Students will understand that quantitative literacy is a necessary tool to be an intelligent consumer and citizen.

MA-P-DAP-S-DR6 Students will analyze and make inferences from data displays (drawings, tables/charts, tally tables, pictographs, bar graphs, circle graphs, line plots, two-circle Venn diagrams).

MA-P-DAP-U-2 Students will understand that the collection, organization, interpretation and display of data can be used to answer questions.

MA-P-DAP-S-DR1 Students will makea graph using concrete manipulatives and read data displayed on a concrete graph. MA-P-DAP-S-DR2 Students will display, read and compare data on student-invented graphs. MA-P-DAP-S-DR5 Students will display data in line plots. MA-P-DAP-S-ES3 Students will use tools (including technology when appropriate) to organize and display student-collected data.

MA-EP-4.1.1 Students will analyze and make inferences from data displays (drawings, tables/charts, tally tables, pictographs, bar graphs, circle graphs with two or three sectors, line plots, two-circle Venn diagrams). DOK 3 MA-EP-4.1.2 Students will collect data. MA-EP-4.1.3 Students will organize and display data.

I can read drawings, tables/charts, tally tables, pictographs, bar graphs, two-circle Venn diagrams) (All year) I can help find information (All year)

Tally marks Pictograph Bar graph Venn diagram Data



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MA-P-DAP-U-3 Students will understand that the choice of data display can affect the visual message communicated.

MA-P-DAP-S-DR3 Students will read, display, compare and interpret student-collected data. MA-P-DAP-S-DR4 Students will display, read and compare data on a pictograph and bar graph. MA-P-DAP-S-DR5 Students will display data in line plots. MA-P-DAP-S-DR1 Students will use technology to organize and display data collected from student investigations. MA-P-DAP-S-ES3 Students will use tools (including technology when appropriate) to organize and display student-collected data.



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MA-P-DAP-U-4 Students will understand that inferences and predictions from data are used to make critical and informed decisions.

MA-P-DAP-S-DR6 Students will analyze and make inferences from data displays (drawings, tables/charts, tally tables, pictographs, bar graphs, circle graphs, line plots, two-circle Venn diagrams). MA-P-DAP-S-ES1 Students will pose questions to generate data. MA-P-DAP-S-ES2 Students will use data from student investigations to make predictions or draw simple conclusion. MA-P-DAP-S-P1 Students will explore chance through games and events. MA-P-DAP-S-P2 Students will compare likely and unlikely outcomes.

MA-EP-4.2.1 Students will determine the mode (of a set o fdata with no more than one mode) and the range of a set of data. MA-EP-4.3.1 Students will pose questions that can be answered by collecting data.

I can ask questions that can be answered by using a graph (All year)

Data

MA-P-DAP-U-5 Students will understand that probability can be used to make decisions or predictions or to draw conclusions.

MA-P-DAP-S-P1 Students will explore chance through games and events. MA-P-DAP-S-P2 Students will compare likely and unlikely outcomes. MA-P-DAP-S-P3 Students will explore basic concepts of probability through simple experiments.

MA-EP-4.4.3 Students will describe and give examples of the probability of an unlikely event (near zero) and a likely event (near one).



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Big Idea: Idea: Algebraic Thinking Academic Expectations 2.8 Students understand various mathematical procedures and use them appropriately and accurately. 2.11 Students understand mathematical change concepts and use them appropriately and accurately. 2.12 Students understand mathematical structure concepts including the properties and logic of various mathematical systems.





MA-P-AT-U-1 Students will understand that patterns, relations and functions are tools that help explain or predict real-world phenomena.

MA-P-AT-S-PRF1 Students will identify and describe patterns in real life and in numerical and geometric situations. MA-P-AT-S-PRF2 Students will reproduce and extend patterns using manipulatives. MA-P-AT-S-PRF3 Students will use pictures or words to create, reproduce, extend and explain patterns of shapes, objects, movements, sounds and numbers. MA-P-AT-S-PRF4 Students will recognize and extend simple number patterns.

MA-EP-5.1.1 Students will extend simple patterns (e.g., 2,4,6,8, …; ◊ Δ ◊ Δ …). DOK 2

I can extend a simple pattern

Patterns



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Big Idea: Number Properties and Operations Second Quarter Academic Expectations 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately.






MA-P-NPO-S-NS1 Students will read, write, count and model whole numbers 0 -10,000, developing an understanding of place value for ones, tens, hundreds, thousands and ten thousands. MA-P-NPO-S-NS2 Students will apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe and compare whole numbers and fractions (e.g., halves, thirds, fourths) in mathematical and real-world problems. MA-P-NPO-S-NS3 Students will order groups of objects according to quantity. MA-P-NPO-S-NO1 Students will develop an understanding of the concepts of addition and subtraction using physical objects and concrete materials. MA-P-NPO-S-NO2 Students will explore and develop an understanding of the concepts of multiplication and division using physical models. MA-P-NPO-S-PNO1 Students will explore, develop and use the concepts of multiples. MA-P-NPO-S-PNO2 Students will skip-count

MA-EP-1.1.1 Students will: • apply multiple representations (e.g.,drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe whole numbers (0 to 9,999):• apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, symbols) to describe fractions (halves, thirds, fourths);• apply these numbers to represent real-world problems and• explain how the base 10 number system relates to place value. DOK 2 MA-EP-1.1.2 Students will read, write and rename whole numbers (0 to 9,999) and apply to real-world and mathematical problems. MA-EP-1.1.3 Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations). DOK 2 MA-EP-1.3.2 Students will skip-count forward and backward by 2s, 5s, 10s and 100s. MA-EP-1.5.1 Students will identify and provide examples of odd numbers, even numbers and

I can use drawings and manipulatives to describe whole numbers (All year) I can use numbers to represent real world problems (All year) I can read and write whole numbers (All year) I can compare and order whole numbers (All year) I can skip count by 10’s I can identify odd and even numbers

Whole numbers Whole numbers Greater than Less than Skip counting Odd numbers Even numbers




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forwards and backwards by 2s, 5s, 10s and 100s, using manipulatives, mental math and written and electronic means to communicate understanding. MA-P-NPO-S-PNO3 Students will explore, develop and use the concepts of odd and even numbers. MA-P-NPO-S-PNO4 Students will explore and use of properties of numbers for written and mental computation (e.g., 4 + 7 + 6 could be mentally regrouped as 4 + 6 + 7 using the commutative property of addition).

multiples of a number, and will apply these numbers to solve real-world problems. DOK 2

MA-P-NPO-U-2 Students will understand that meanings of and relationships among operations provide tools necessary to solve realistic problems encountered in everyday life.

MA-P-NPO-S-NS4 Students will order, compare and understand the relative magnitude of numbers from 0-10,000, using the symbols <, >, =, including the use of physical and visual models for smaller numbers.

MA-EP-1.3.1 Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve real-world problems with the following constraints: add and subtract whole numbers with three digits or less; • multiply whole numbers of 10 or less; add and subtract fractions with like denominators less than or equal to four and• add and subtract decimals related to money. DOK 2

I can add and subtract whole numbers to 10

Add Subtract Whole numbers

MA-U-P-M-3 Students will understand that computing fluently and making reasonable estimates increases the ability to solve realistic problems encountered in everyday life.

MA-P-NPO-S-NS7 Students will be introduced to and use decimals to represent money. MA-P-NPO-S-E1 Students will explore appropriate estimation procedures for different situations. MA-P-NPO-S-E2

MA-EP-1.2.1 Students will apply and describe appropriate strategies for estimating quantities of objects and computational results (limited to addition and subtraction). DOK 2

I can guess how many objects

Estimation Quantities



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Students will apply and describe appropriate strategies for estimating quantities of objects and computational results. MA-P-NPO-S-NO11 Students will use mental math, pencil-and-paper methods, calculators and/or computers to explore mathematical concepts and to assist with computation in problem solving situations.



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I can identify coins (pennies, dimes)

Pennies Dimes






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I can sort and compare objects by shape, size, and color I can recite the days of the week and the months of the year. (All year)




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I can find examples of circles, triangles, squares, and rectangles




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I can read drawings, tables/charts, tally tables, pictographs, bar graphs, two-circle Venn diagrams) I can help find information




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I can ask questions that can be answered by using a graph

Data






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Big Idea: Number Properties and Operations Third Quarter Academic Expectations 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately.






MA-P-NPO-S-NS1 Students will read, write, count and model whole numbers 0 -10,000, developing an understanding of place value for ones, tens, hundreds, thousands and ten thousands. MA-P-NPO-S-NS2 Students will apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe and compare whole numbers and fractions (e.g., halves, thirds, fourths) in mathematical and real-world problems. MA-P-NPO-S-NS3 Students will order groups of objects according to quantity. MA-P-NPO-S-NO1 Students will develop an understanding of the concepts of addition and subtraction using physical objects and concrete materials. MA-P-NPO-S-NO2 Students will explore and develop an understanding of the concepts of multiplication and division using physical models. MA-P-NPO-S-PNO1 Students will explore, develop and use the concepts of multiples. MA-P-NPO-S-PNO2

MA-EP-1.1.1 Students will: • apply multiple representations (e.g.,drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe whole numbers (0 to 9,999):• apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, symbols) to describe fractions (halves, thirds, fourths);• apply these numbers to represent real-world problems and• explain how the base 10 number system relates to place value. DOK 2 MA-EP-1.1.2 Students will read, write and rename whole numbers (0 to 9,999) and apply to real-world and mathematical problems. MA-EP-1.1.3 Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations). DOK 2 MA-EP-1.3.2 Students will skip-count forward and backward by 2s, 5s, 10s and 100s. MA-EP-1.5.1 Students will identify and provide examples of odd

I can use drawings and manipulatives to describe whole numbers (All year) I can use drawings and manipulatives to describe fractions I can use numbers to represent real world problems (All year) I can read and write whole numbers (All year) I can compare and order whole numbers (All year) I can skip count by 2’s, 5’s and 10’s

Whole numbers Fractions Whole numbers Greater than Less than Skip counting Odd numbers Even numbers




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Students will skip-count forwards and backwards by 2s, 5s, 10s and 100s, using manipulatives, mental math and written and electronic means to communicate understanding. MA-P-NPO-S-PNO3 Students will explore, develop and use the concepts of odd and even numbers. MA-P-NPO-S-PNO4 Students will explore and use of properties of numbers for written and mental computation (e.g., 4 + 7 + 6 could be mentally regrouped as 4 + 6 + 7 using the commutative property of addition).

numbers, even numbers and multiples of a number, and will apply these numbers to solve real-world problems. DOK 2

MA-P-NPO-U-2 Students will understand that meanings of and relationships among operations provide tools necessary to solve realistic problems encountered in everyday life.

MA-P-NPO-S-NS4 Students will order, compare and understand the relative magnitude of numbers from 0-10,000, using the symbols <, >, =, including the use of physical and visual models for smaller numbers. MA-P-NPO-S-NS5 Students will develop beginning fractional concepts (e.g., dividing an object into equal parts and naming the equal parts [e.g., halves, thirds, fourths]). MA-P-NPO-S-NS6 Students will expand fraction concepts (e.g., whole to part and part to whole; one-half is larger than one-fourth). MA-P-NPO-S-NS7 Students will be introduced to and use decimals to represent money. MA-P-NPO-S-NO3 Students will develop part-whole

MA-EP-1.3.1 Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve real-world problems with the following constraints: add and subtract whole numbers with three digits or less; • multiply whole numbers of 10 or less; add and subtract fractions with like denominators less than or equal to four and• add and subtract decimals related to money. DOK 2 MA-EP-1.3.3 Students will divide two digit numbers by single digit divisors (with or without remainders) in real-world and mathematical problems. MA-EP-1.3.3 Students will divide two digit numbers by single digit divisors (with or without remainders) in real-world and mathematical



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relations using numbers (e.g., 3 + 2 = 5, 1 + 4 = 5). MA-P-NPO-S-NO4 Students will explore and solve two-digit addition and subtraction problems through the use of manipulatives. MA-P-NPO-S-NO5 Students will explore and develop factor-factor-product (e.g., 2 x 3 = 6) using manipulatives. (e.g., hundreds charts, base-10 blocks, arrays). MA-P-NPO-S-NO6 Students will multiply whole numbers through 10 x 10. MA-P-NPO-S-NO7 Students will relate division facts to multiplication facts (e.g., using factor-factor-product). MA-P-NPO-S-NO8 Students will solve multi-digit addition and subtraction problems that contain numerals and symbols. MA-P-NPO-S-NO9 Students will add common fractions with like denominators using manipulatives. MA-P-NPO-S-NO10 Students will add and subtract decimals using money. MA-P-NPO-S-PNO4 Students will explore and use of properties of numbers for written and mental computation (e.g., 4 + 7 + 6 could be mentally regrouped as 4 + 6 + 7 using the commutative property of addition).

problems. MA-EP-1.5.1 Students will identify and provide examples of odd numbers, even numbers and multiples of a number, and will apply these numbers to solve real-world problems.

DOK 2

MA-EP-1.5.2 Students will use the commutative properties of addition and multiplication, the identity properties of addition and multiplication and the zero property of multiplication in written and mental computation.



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MA-U-P-M-3 Students will understand that computing fluently and making reasonable estimates increases the ability to solve realistic problems encountered in everyday life.

MA-P-NPO-S-NS7 Students will be introduced to and use decimals to represent money. MA-P-NPO-S-E1 Students will explore appropriate estimation procedures for different situations. MA-P-NPO-S-E2 Students will apply and describe appropriate strategies for estimating quantities of objects and computational results. MA-P-NPO-S-NO11 Students will use mental math, pencil-and-paper methods, calculators and/or computers to explore mathematical concepts and to assist with computation in problem solving situations.

MA-EP-1.2.1 Students will apply and describe appropriate strategies for estimating quantities of objects and computational results (limited to addition and subtraction). DOK 2

I can guess how many objects

Estimation Quantities



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I can identify coins (pennies, nickels, dimes)

Pennies Nickels Dimes




I can use the clock to tell time (hour)

Hour \



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I can sort and compare objects by shape, size, and color I can recite the days of the week and the months of the year




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I can find examples of circles, triangles, squares, and rectangles I can describe and find examples of basic three-dimensional objects (spheres, cones, cylinders, cubes)

Circle Triangle Square Rectangle 3-dimensional Sphere Cone Cylinder cube



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Data






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MA-P-AT-U-2 Students will understand that numerical patterns can be written as rules that generate the pattern.

MA-P-AT-S-PRF6 Students will use calculators to explore how constant addition produces a pattern and can be expressed as a rule for a pattern.


MA-P-AT-U-3 Students will understand that algebra represents mathematical situations and structures for analysis and problem solving (e.g., finding the missing value in open sentences).

MA-P-AT-S-VEO1 Students will explore unknowns and open sentences to express relationships. MA-P-AT-S-EI1 Students will solve simple equations (e.g., 1 + 1 = [ ]; [ ] - 2 = 7).

MA-EP-5.3.1 Students will model real-world and mathematical problems with simple number sentences (equations and inequalities) with a missing value (e.g., 2 + ? = 7, ___< 6) and apply simple number sentences to solve mathematical and real-world problems. DOK 2

I can write and solve simple number sentences

Number sentence



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MA-P-AT-S-EI2 Students will solve simple inequalities (e.g., [ ] < 6). MA-P-AT-S-EI3 Students will solve for unknowns in simple open sentences. MA-P-AT-S-EI5 Students will use manipulatives, numbers and/or symbols to model real-world situations with simple number sentences.



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Big Idea: Number Properties and Operations Fourth Quarter Academic Expectations 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately.






MA-P-NPO-S-NS1 Students will read, write, count and model whole numbers 0 -10,000, developing an understanding of place value for ones, tens, hundreds, thousands and ten thousands. MA-P-NPO-S-NS2 Students will apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe and compare whole numbers and fractions (e.g., halves, thirds, fourths) in mathematical and real-world problems. MA-P-NPO-S-NS3 Students will order groups of objects according to quantity. MA-P-NPO-S-NO1 Students will develop an understanding of the concepts of addition and subtraction using physical objects and concrete materials. MA-P-NPO-S-NO2 Students will explore and develop an understanding of the concepts of multiplication and division using physical models. MA-P-NPO-S-PNO1 Students will explore, develop and use the concepts of multiples. MA-P-NPO-S-PNO2 Students will skip-count

MA-EP-1.1.1 Students will: • apply multiple representations (e.g.,drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe whole numbers (0 to 9,999):• apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, symbols) to describe fractions (halves, thirds, fourths);• apply these numbers to represent real-world problems and• explain how the base 10 number system relates to place value. DOK 2 MA-EP-1.1.2 Students will read, write and rename whole numbers (0 to 9,999) and apply to real-world and mathematical problems. MA-EP-1.1.3 Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations). DOK 2 MA-EP-1.3.2 Students will skip-count forward and backward by 2s, 5s, 10s and 100s. MA-EP-1.5.1 Students will identify and provide examples of odd numbers, even numbers and

I can use drawings and manipulatives to describe whole numbers (All year) I can use numbers to represent real world problems I can explain how the base 10 number system relates to place value I can read and write whole numbers (All year) I can compare and order whole numbers (All year) I can skip count by 2’s, 5’s and 10’s

Whole numbers Place value Whole numbers Skip counting Odd numbers Even numbers




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forwards and backwards by 2s, 5s, 10s and 100s, using manipulatives, mental math and written and electronic means to communicate understanding. MA-P-NPO-S-PNO3 Students will explore, develop and use the concepts of odd and even numbers. MA-P-NPO-S-PNO4 Students will explore and use of properties of numbers for written and mental computation (e.g., 4 + 7 + 6 could be mentally regrouped as 4 + 6 + 7 using the commutative property of addition).

multiples of a number, and will apply these numbers to solve real-world problems. DOK 2



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I can identify coins (pennies, nickels, dimes, and quarters) and bills ($1) I can identify a ruler, thermometer, scale, and clock

Pennies Nickels Dimes Quarters Dollar Ruler Thermometer Scale Clock




I can use the clock to tell time (hour and half hour)

Hour Half hour \



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I can sort and compare objects by shape, size, and color I can recite the days of the week and the months of the year




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I can find examples of circles, triangles, squares, and rectangles




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Tally marks Pictograph Bar graph Venn diagram data



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I can read information on a pictograph and bar graph I can make a graph on a computer



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Data






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MA-P-AT-U-2 Students will understand that numerical patterns can be written as rules that generate the pattern.

MA-P-AT-S-PRF6 Students will use calculators to explore how constant addition produces a pattern and can be expressed as a rule for a pattern.


MA-P-AT-U-3 Students will understand that algebra represents mathematical situations and structures for analysis and problem solving (e.g., finding the missing value in open sentences).

MA-P-AT-S-VEO1 Students will explore unknowns and open sentences to express relationships. MA-P-AT-S-EI1 Students will solve simple equations (e.g., 1 + 1 = [ ]; [ ] - 2 = 7).

MA-EP-5.3.1 Students will model real-world and mathematical problems with simple number sentences (equations and inequalities) with a missing value (e.g., 2 + ? = 7, ___< 6) and apply simple number sentences to solve mathematical and real-world problems. DOK 2

I can write and solve simple number sentences

Number sentence



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MA-P-AT-S-EI2 Students will solve simple inequalities (e.g., [ ] < 6). MA-P-AT-S-EI3 Students will solve for unknowns in simple open sentences. MA-P-AT-S-EI5 Students will use manipulatives, numbers and/or symbols to model real-world situations with simple number sentences.

Documents

kindergarten math curriculum - Bowling Green High School math curriculum.pdf · Combined Curriculum Document ... Mathematics – Primary Kindergarten 2 5s, 10s and 100s, ... 12 •