Kindergarten Math Curriculum Course Description: Unit ... · Kindergarten Math Curriculum . Course Description: This curriculum has been written to align with the revised MO Learning

Board Approved 4/27/17

Kindergarten Math Curriculum

Course Description: This curriculum has been written to align with the revised MO Learning Standards for Math (approved by the state board of education in April of 2016). Pearson’s enVision Math continues to be our primary math resource, and this curriculum has been written as a guide for utilizing this resource to teach the revised MO Learning Standards for Math. Scope and Sequence:

Unit Topics Timeframe 1 Counting and Cardinality

1-6 August - October

2 Geometry 14-16 October - December

3 Operations and Algebraic

Thinking

7-9 January - March

4 Numbers and Operations in

Base Ten

10-11 March - April

5 Measurement and Data 12-13 April - May

0


Unit 1: Counting and Cardinality (Number Sense)

Subject: Math Grade: Kindergarten Name of Unit: Counting and Cardinality (Number Sense) Length of Unit: August-October Overview of Unit: In this unit, students will learn number names and the count sequence, count groups of objects and compare numbers. Routines: Over the course of the school year, the following standards should be covered with daily/weekly classroom routines:

● K.GM.B.3 Demonstrate an understanding of concepts of time and devices that measure time

● K.GM.B.4 Name the days of the week ● K.GM.B.5 Identify pennies, nickels, dimes and quarters ● K.NS.A.3 Count backward from a given number between 10 and 1

Some ideas include but are not limited to:

● Calendar - passage of time (morning/afternoon/evening, yesterday/today/tomorrow, week/month/year, days of the week, etc.)

● Calendar - money (identify the four main coins, expose to monetary value as appropriate) ● Discussion about tools that measure time (clock, calendar, stopwatch, etc.) ● Daily schedule (visual representation of the day) ● Count days of week with craft sticks or counters ● Create a class countdown to an upcoming event (field trip, class party, etc.) ● Concept songs during transition/brain break times (money, time, counting, days of week,

etc.)

Topic 1: One to Five Suggested Length of Time: Approximately 10 days Essential Questions:

● How do you know how many objects are in a set? If the objects are rearranged, how many will there be then?

● How can numbers from one to five be counted, read and written? Enduring Understanding:

● Counting tells how many are in a set, regardless of their arrangement or the order in which they were counted.

● There is a unique symbol that goes with each number word.

1


Standards Addressed: Priority:

● K.NS.A.4 Read and write numerals and represent a number of objects from 0 to 20.

● K.NS.B.8 Recognize, without counting, the quantity of groups up to 5 objects arranged in common patterns.

Supporting: ● K.NS.B.5 Say the number names when counting objects, in the standard order,

pairing each object with one and only one number name and each number name with one and only one object.

● K.NS.B.6 Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.

● K.NS.B.9 Demonstrate that a number can be used to represent “how many” are in a set.

Priority

Standard Unwrapped Concepts

(Students need to know)

Unwrapped Skills (Students need to be

able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.NS.A.4 numerals Read and write Apply 1

K.NS.A.4 a number of objects from 0 to 20

Represent Understand 1

K.NS.B.8 without counting, the quantity of groups up to 5 objects arranged in common patterns

Recognize Remember 1

Topic Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Represent Numeral, number, counting

2


Detailed Description/Instructions:

Standard Lesson Suggested # of Days

Notes

Topic Introduction 1 Pretest, topic opener mat, teach math routines and procedures

K.NS.B.5 1-1 Counting 1, 2 and 3 1

K.NS.B.6 1-2 Counting 1, 2 and 3 in Different Arrangements

1

K.NS.B.4 1-3 Reading and Writing 1, 2 and 3

1

K.NS.A.5 1-4 Counting 4 and 5 1

K.NS.B.6 1-5 Counting 4 and 5 in Different Arrangements

1

K.NS.A.4 1-6 Reading and Writing 4 and 5

1

K.NS.B.9 1-7 Problem Solving: use Objects

1

K.NS.B.8 Subitizing with Quick Images

1 Additional lesson not included in Envision: resources in Schoology. Can also be incorporated into calendar or brain break time.

Post-Test 1 Review before test as needed

Topic 2: Comparing and Ordering 0 to 5 Suggested Length of Time: Approximately 10 days Essential Questions:

● How can numbers from 0 to 5 be compared and ordered? Enduring Understanding:

● If you compare two groups of objects and the number of objects match, the groups have an equal (same) number of objects. If one group has items left over, that group has more. The other group has less (fewer) objects.

3



● K.NS.C.10 Compare two or more sets of objects and identify which set is equal to, more than or less than the other.


Supporting: ● K.NS.B.5 Say the number names when counting objects, in the standard order,

pairing each object with one and only one number name and each number name with one and only one object.

● K.NS.B.6 Demonstrate that the last number name said tells the number of objects counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.

● K.NS.B.7 Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.

Priority

Standard Unwrapped

Concepts (Students need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.NS.C.10 two or more sets of objects

Compare Understand 1

K.NS.C.10 which set is equal to, more than or less than the other

Identify Remember 1

Topic Vocabulary:


Identify, compare Equal to, more than, less than

4




Notes

Topic Introduction 1 Pretest, topic opener mat, teach new math stations

K.NS.C.10 2-1 More, Fewer and Same As

1

K.NS.C.10 2-2 1 and 2 More 1

K.NS.C.10 2-3 1 and 2 Fewer 1

K.NS.A.4 2-4 The Number 0 1

K.NS.A.4 2-5 Reading and Writing 0

1

K.NS.C.10 2-6 As Many, More and Fewer

1

K.NS.B.7 2-7 Ordering Numbers 0 to 5

1

2-8 Ordinal Numbers Through Fifth

This is an optional lesson because the content is not included in the Missouri state standards.

K.NS.C.10 2-9 Problem Solving: Use Objects

1


Topic 3: Six to Ten Suggested Length of Time: Approximately 9 days Essential Questions:

● How can numbers from 6 to 10 be counted, read and written? Enduring Understanding:


● There is a unique symbol that goes with each number word.

5





Supporting: ● K.NS.B.6 Demonstrate that the last number name said tells the number of objects

counted and the number of objects is the same regardless of their arrangement or the order in which they were counted.

● K.NS.B.7 Demonstrate that each successive number name refers to a quantity that is one larger than the previous number.

Priority




able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK




K.NS.B.8 without counting, the quantity of groups up to 5 objects arranged in common patterns


Topic Vocabulary:





Notes


K.NS.B.6 3-1 Counting 6 and 7 1

6



1

K.NS.B.6 3-3 Counting 8 and 9 1


1

K.NS.B.6 3-5 Counting 10 1

K.NS.A.4 3-6 Reading and Writing 10

1

K.NS.B.7 3-7 Problem Solving: Look for a Pattern

1


Topic 4: Comparing and Ordering Numbers 0 to 10 Suggested Length of Time: Approximately 12 days Essential Questions:

● How can numbers from 0 to 10 be compared and ordered? Enduring Understanding:

● In a pair of numbers, the number that shows more is greater. The number that shows fewer is less.

● The numbers 5 and 10 can be used as benchmarks to compare numbers. ● Relationships between numbers can be expressed by saying 1 more, 1 fewer, 2 more, 2

fewer. Standards Addressed: Priority:

● K.NS.C.10 Compare two or more sets of objects and identify which set is equal to, more than or less than the other.

Supporting: ● K.NS.A.2 Count forward beginning from a given number between 1 and 20. ● K.NS.C.11 Compare two numerals, between 1 and 10, and determine which is

more than or less than the other.

7


Priority Standard

Unwrapped Concepts (Students

need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.NS.C.10 two or more sets of objects

Compare Understand 1

K.NS.C.10 which set is equal to, more than or less than the other

Identify Remember 1

Topic Vocabulary:


Compare Identify

Greater than Less than Equal to More than Fewer than The same as



Notes

Topic Introduction 1 Pretest, topic opener math, teach new math stations

K.NS.C.10 4-1 Comparing and Ordering Numbers 0 to 10

1

K.NS.C.10 4-2 Comparing Numbers to 5

1

K.NS.C.10 4-3 Comparing Numbers to 10

1

K.NS.C.10 4-4 1 More 1

K.NS.C.10 4-5 1 Fewer 1

8


K.NS.C.10 4-6 2 More 1

K.NS.C.10 4-7 2 Fewer 1

K.NS.A.2 4-8 Ordering Numbers through 10

1

K.NS.A.2 4-9 Ordering Numbers on a Number Line

1

K.NS.C.11 4-10 Problem Solving: Use Objects

1


Topic 5: Numbers to 20 Suggested Length of Time: Approximately 7 days Essential Questions:

● How do you know how many objects are in a set? If the objects are rearranged, how many will there be then?

● How can numbers from one to five be counted, read and written? Enduring Understanding:


● There is a unique symbol that goes with each number word. Standards Addressed: Priority:



Supporting:

● K.NS.A.2 Count forward beginning from a given number between 1 and 20.

9


Priority Standard

Unwrapped Concepts (Students need to

know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK




K.NS.B.8 without counting, the quantity of groups up to 5 objects arranged in common patterns.


Topic Vocabulary:





Notes


K.NS.A.4 5-1 Counting, Reading, and Writing 11 and 12.

1

K.NS.A.4 5-2 Counting, Reading, and Writing 13, 14, and 15.

1

K.NS.A.4 5-3 Counting, Reading, and Writing 16 and 17.

1

K.NS.A.4 5-4 Counting, Reading and Writing 18, 19, and 20.

1

10


K.NS.A.2 5-5 Problem Solving 1


Topic 6: Numbers to 100 Suggested Length of Time: Approximately 7 days Essential Questions:

● How can numbers to 100 be counted using the hundred chart? Enduring Understanding:

● Numbers are counted and written in a specific sequence on a hundred chart. ● The decade numbers are built on groups of ten. The oral names (thirty) are similar to, but

not the same as, the number of tens counted (3 groups of 10). Standards Addressed: Priority:

● K.NS.A.1 Count to 100 by ones and tens. Supporting:

● K.NS.B.9 Demonstrate that a number can be used to represent “how many” are in a set.

Priority




able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.NS.A.1 to 100 by ones and tens.

Count Remember 1

Topic Vocabulary:


Demonstrate Represent

Count How many Set/group

11




Notes


K.NS.A.1 K.NS.A.2 K.NS.B.6

6-1 Counting to 30 1

K.NS.B.9 6-2 About How Many?

1

K.NS.A.1 6-3 Counting to 100 1

K.NS.A.1 6-4 Counting Groups of Ten

1

K.NS.A.1 6-5 Patterns on a Hundred Chart

1


12


Unit 2: Geometry (Geometry and Measurement)

Subject: Math Grade: Kindergarten Name of Unit: Geometry (Geometry and Measurement) Length of Unit: October-December Overview of Unit: In this unit, students will learn to identify and describe shape attributes, describe the relative position of objects and compose shapes to form larger shapes. Routines: Over the course of the school year, the following standards should be covered with daily/weekly classroom routines:






etc.)

Topic 14: Identifying and Describing Shapes Suggested Length of Time: Approximately 10-11 days Essential Questions:

● What characteristics make a shape two-dimensional? ● What 2D and 3D shapes do you see in the environment? ● How do you use mathematical language to describe 2D and 3D shapes?

Enduring Understanding: ● 2D and 3D shapes have specific names regardless of their orientation and size. ● 2D shapes are flat, 3D shapes are solid.

13



● K.GM.C.6 Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size.

Supporting: ● K.GM.C.8 Identify and describe the attributes of shapes, and use the attributes to

sort a collection of shapes. ● K.GM.C.9 Draw or model simple two-dimensional shapes.

Priority

Standard Unwrapped



able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.GM.C.6 shapes in the environment using names of shapes

Identify Remember 1

K.GM.C.6 objects in the environment using names of shapes

Describe Understand 1

K.GM.C.6 the name stays the same regardless of orientation or size


Topic Vocabulary:


Describe Recognize Compose Identify

2-dimensional shapes (Rectangle, Square, Circle, Triangle, Hexagon, Rhombus) Solid Figures (Cube, Sphere, Cone, Cylinder) Flat Surface Size Side Angle

14




Notes


K.GM.C.6 14-1 Rectangles 1 Start a shape chart to fill in information regarding each shape in the topic (number of sides, number of angles, vertices, etc.). Give kids time to explore shape manipulatives hands-on.

K.GM.C.6 14-2 Squares 1

K.GM.C.6 14-3 Circles 1

K.GM.C.6 14-4 Triangles 1

K.GM.C.6 14-5 Hexagons 1

K.GM.C.8 14-6 Solid Figures 1 May choose to extend this lesson an additional day to give students more opportunities to explore and create three-dimensional shapes, (i.e. build 3-D shapes from play-doh, clay, etc.)

K.GM.C.8 14-7 Flat Surfaces of Solid Figures

1

K.GM.C.6 14-8 Use Objects 1


Topic 15: Position and Location of Shapes Suggested Length of Time: Approximately 7 days Essential Questions:

● What words can be used to describe position and location? ● Why are positional words important in math?

Enduring Understanding: ● The position of objects can be determined in relation to surrounding objects and

described using words.

15



● K.GM.C.7 Describe the relative positions of objects in space. Supporting:

● K.GM.C.6 Identify shapes and describe objects in the environment using names of shapes, recognizing the name stays the same regardless of orientation or size.

Priority

Standard Unwrapped



able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.GM.C.7 The relative positions of objects in space

Describe Understand 1

Topic Vocabulary:


Describe In relation to

Shape Size Inside/outside Above/below/on In front of/behind Left/right



Notes


K.GM.C.8 15-1 Inside and Outside

1

K.GM.C.6 K.GM.C.7

15-2 Above, Below, and On

1

K.GM.C.6 K.GM.C.7

15-3 In Front Of and Behind

1

16


K.GM.C.6K.GM.C.7

15-4 Left and Right 1 Continue to build this concept all year.

K.GM.C.6K.GM.C.7

15-5 Problem Solving: Act It Out

1


Topic 16: Analyzing, Comparing, and Composing Shapes Suggested Length of Time: Approximately 7 days Essential Questions:

● How can you describe the similarities and differences between shapes and objects? ● How can shapes be put together to make new shapes? ● How can solid figures be put together to make other solid figures?

Enduring Understanding: ● Attributes are used to compare and analyze shapes. ● Shapes can be combined to make other shapes. ● Solid figures can be combined to make other solid figures.


● K.GM.C.10 Compose simple shapes to form larger shapes using manipulatives.

Supporting:

● K.GM.C.9 Draw or model simple two-dimensional shapes. ● K.GM.C.8 Identify and describe the attributes of shapes, and use the attributes to

sort a collection of shapes. ● K.GM.C.6 Identify shapes and describe objects in the environment using names

of shapes, recognizing the name stays the same regardless of orientation or size.

Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.GM.C.10 simple shapes to form larger shapes using manipulatives.

Compose Create 1

17


Topic Vocabulary:


compose combine compare

same shape same size roll stack slide flat surfaces (faces) vertices (corners) solid figures



Notes


K.GM.C.8 K.GM.C.6

16-1 Same Size, Same Shape

1

K.GM.C.10 K.GM.C.8

16-2 Making Shapes from Other Shapes

1

K.GM.C.8 K.GM.C.6

16-3 Comparing Solid Figures

1

K.GM.C.9 K.GM.C.6

16-4 Building with Solid Figures

1

K.GM.C.8 16-5 Use Logical Reasoning

1


18


Unit 3: Operations and Algebraic Thinking (Relations and Algebraic Thinking)

Subject: Math Grade: Kindergarten Name of Unit: Operations and Algebraic Thinking (Relations and Algebraic Thinking) Length of Unit: January-March Overview of Unit: In this unit, students will gain fluency for addition and subtraction within 5, learn to represent addition and subtraction problems within 10 and decompose numbers less than or equal to 10 in more than one way. Routines: Over the course of the school year, the following standards should be covered with daily/weekly classroom routines:






etc.)

Topic 7: Understanding Addition Suggested Length of Time: Approximately 9 days Essential Questions:

● What is addition? ● How can we use objects, images, and other representations to show addition?

Enduring Understanding: ● Joining parts to make a whole is one interpretation of addition. ● Joining groups can be shown in an addition expression that uses the plus sign (+) ● Addition number sentences using + and = can be used to show parts of a whole.

19



● K.RA.A.2 Demonstrate fluency for addition and subtraction within 5. ● K.RA.A.1 Represent (and solve) addition and subtraction (problems) within

10. Supporting: (none)

Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.RA.A.2 fluency for addition and subtraction within 5.

demonstrate Apply 1

K.RA.A.1 addition and subtraction within 10.

represent Understand 1

Topic Vocabulary:


demonstrate represent

addition subtraction number story join in all part whole all together add plus sign equal sign sum addition sentence



Notes

Topic Introduction 1 Pretest, topic opener mat, teach new math stations.

K.RA.A.1 7-1 Stories About 1

20


Joining

K.RA.A.1 7-2 More Joining 1

K.RA.A.1 7-3 Joining Groups 1

K.RA.A.1 7-4 Using the Plus Sign

1 For students who are ready, spend extra time mixing addition and subtraction problems together as well as introducing word problems so students have more experience looking for vocabulary words (difference, sum, in all, total, altogether, etc.) and deciding which operation to use. This will help prepare them for first grade math expectations.

K.RA.A.1 7-5 Finding Sums 1

K.RA.A.2 7-6 Addition Sentences

1

K.RA.A.1 7-7 Problem Solving: Draw a Picture

1


Topic 8: Understanding Subtraction Suggested Length of Time: Approximately 9 days Essential Questions:

● What is subtraction? ● How can we use objects, images, and other representations to show subtraction?

Enduring Understanding: ● Separating parts from a whole is one interpretation of subtraction. ● Taking part of a group away is one interpretation of subtraction. ● Comparing two quantities to find how much more/less one quantity is than the other is

one interpretation of subtraction.

21



● K.RA.A.2 Demonstrate fluency for addition and subtraction within 5. ● K.RA.A.1 Represent (and solve) addition and subtraction (problems) within

10. Supporting: (none)

Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.RA.A.2 fluency for addition and subtraction within 5.

demonstrate Apply 1

K.RA.A.1 addition and subtraction within 10.

represent Understand 1

Topic Vocabulary:


fluency represent demonstrate quantity

left (remaining) separate take away subtract subtraction sentence minus sign difference



Notes


K.RA.A.1

8-1 Stories About Separating

1

K.RA.A.1 8-2 Stories About 1

22


K.RA.A.2 Take Away

K.RA.A.1 K.RA.A.2

8-3 Stories About Comparing

1

K.RA.A.1 K.RA.A.2

8-4 Problem Solving: Act It Out

1

K.RA.A.1 K.RA.A.2

8-5 Using the Minus Sign

1

K.RA.A.1 K.RA.A.2

8-6 Finding Differences

1

K.RA.A.1 K.RA.A.2

8-7 Subtraction Sentences

1


Topic 9: Composing and Decomposing Numbers to 10 Suggested Length of Time: Approximately 11 days Essential Questions:

● What are the different ways to make a number? Enduring Understanding:

● There is more than one way to show a number. ● Addition number sentences using + and = can be used to show a number.


● K.RA.A.3 Decompose numbers less than or equal to 10 in more than one way.

Supporting: ● K.RA.A.4 Make ten for any number from 1 to 9. ● K.DS.A.1 Classify objects into given categories; count the number of objects in

each category. ● K.DS.A.2 Compare category counts using appropriate language.

23


Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.RA.A.3 numbers less than or equal to 10 in more than one way.

Decompose Create 1

Topic Vocabulary:


pairs

whole part graph join



Notes


K.RR.A.3 9-1 Making 4 and 5 1

K.RA.A.3 9-2 Writing Number Sentences for 4 and 5

1

K.RA.A.3 9-3 Making 6 and 7 1


1

K.RA.A.3 9-5 Making 8 and 9 1


1

K.RA.A.4 9-7 Making 10 1

K.RA.A.3 9-8 Writing Number Sentences for 10

1

24


K.DS.A.1 K.DS.A.2

9-9 Problem Solving Make a Graph

1


Unit 4: Numbers and Operations in Base Ten Subject: Math Grade: Kindergarten Name of Unit: Numbers and Operations in Base Ten Length of Unit: March-April Overview of Unit: In this unit, students will learn to compose and decompose numbers into sets of tens and additional ones. Routines: Over the course of the school year, the following standards should be covered with daily/weekly classroom routines:






etc.)

Topic 10: Composing Numbers 11 to 19 Suggested Length of Time: Approximately 6 days Essential Questions:

● How can you put together 1 ten and some ones to make the numbers 11 to 19? Enduring Understanding:

● Numbers from 11-19 can be represented as the sum of 10 and some more ones.

25



● K.NBT.A.1 Compose and decompose numbers from 11 to 19 into sets of tens with additional ones.

Supporting: (none)

Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.NBT.A.1 numbers from 11 to 19 into sets of 10 with additional ones.

Compose create 1

Topic Vocabulary:


represent

tens ones how many more sum ten-frame double ten-frame



Notes

Topic Introduction

1 Pretest, topic opener mat, teach new math stations

K.NBT.A.1 10-1 Making 11, 12 and 13

1


1


1

K.NBT.A.1 10-4 Problem Solving: Look for a

1

26


Pattern


Topic 11: Decomposing Numbers 11 to 19 Suggested Length of Time: Approximately 7 days Essential Questions:

● How can we break the numbers 11-19 into parts? Enduring Understanding:

● There is more than one way to show a number. ● Teen numbers can be decomposed as the sum of ten and some ones. ● Number sentences can be written to represent the decomposition of numbers.


● K.NBT.A.1 Compose and decompose numbers from 11 to 19 into sets of tens with additional ones.

Supporting: (none)

Priority Standard


know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.NBT.A.1 numbers from 11 to 19 into sets of tens with additional ones

decompose create 1

Topic Vocabulary:


represent double ten-frame set part whole

27




Notes

Topic Introduction

1 Pretest, topic opener mat, teach new math stations

K.NBT.A.1 11-1 Creating Sets to 19

1

K.NBT.A.1 11-2 Parts of 11, 12 and 13

1


1


1

K.NBT.A.1 11-5 Problem Solving: Look for a Pattern

1


28


Unit 5: Measurement and Data Subject: Math Grade: Kindergarten Name of Unit: Measurement and Data Length of Unit: April-May Overview of Unit: In this unit, students will learn to compare measurable attributes, classify objects into categories and count/compare categories. Routines: Over the course of the school year, the following standards should be covered with daily/weekly classroom routines:






etc.)

Topic 12: Measurement Suggested Length of Time: Approximately 10 days Essential Questions:

● How can objects be compared and ordered by length, height and weight? Enduring Understanding:

● Objects have measureable attributes that can be recognized and described. ● Objects can be compared and ordered by length and weight.


● K.GM.A.2 Compare the measurable attributes of two objects. Supporting:

● K.GM.A.1 Describe several measurable attributes of objects.

29


Priority Standard


need to know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.GM.A.2 the measurable attributes of two objects.

compare understand 1

Topic Vocabulary:


capacity compare measure attribute describe order

longer than/shorter than as tall as taller than length height weight tallest/longest/shortest/heaviest holds more/less empty/full most/least heavier/lighter than weighs less/more about the same balance scale



Notes


K.GM.A.1 12-1 Describing Objects by More Than One Attribute

1

K.GM.A.2K.GM.A.1

12-2 Comparing by Length

1

K.GM.A.2K.GM.A.1

12-3 More Comparing Objects by Length

1

30


K.GM.A.2K.GM.A.1

12-4 Problem Solving: Try, Check and Revise

1

K.GM.A.2K.GM.A.1

12-5 Comparing by Height

1

K.GM.A.2K.GM.A.1

12-6 More Comparing by Height

1

K.GM.A.2K.GM.A.1

12-7 Comparing Capacities

1

K.GM.A.2K.GM.A.1

12-8 Comparing by Weight

1


Topic 13: Sorting, Classifying, Counting, and Categorizing Data

Suggested Length of Time: Approximately 9 days Essential Questions:

● What are different ways objects can be grouped? Enduring Understanding:

● Attributes can be used to compare and sort objects. ● Attributes such as color, shape, or size can be used to sort the same set of objects in

different ways. ● A set of objects can be sorted according to a combination of attributes.


● K.DS.A.1 Classify objects into given categories; count the number of objects in each category.

● K.DS.A.2 Compare category counts using appropriate language. Supporting: (none)

31


Priority Standard


know)


able to do)

Bloom’s Taxonomy

Levels

Webb’s DOK

K.DS.A.1 objects into given categories; count the number of objects in each category

classify understand 1

K.DS.A.2 category counts using appropriate language

compare understand 1

Topic Vocabulary:


same/different does not belong set sort attribute group graph picture graph count compare



Notes


K.DS.A.1 K.DS.A.2

13-1 Same and Different

1

K.DS.A.1 K.DS.A.2

13-2 Sorting by One Attribute

1

K.DS.A.1K.DS.A.2

13-3 Sorting the Same Set in Different Ways

1

32


K.DS.A.1K.DS.A.2

13-4 Sorting by More Than One Attribute

1

K.DS.A.1K.DS.A.2

13-5 Problem Solving: Use Logical Reasoning

1

K.DS.A.1K.DS.A.2

13-6 Real Graphs 1

K.DS.A.1K.DS.A.2

13-7 Picture Graphs 1


33

Documents

Kindergarten Math Curriculum Course Description: Unit ... · Kindergarten Math Curriculum . Course Description: This curriculum has been written to align with the revised MO Learning