Independent School District of Boise

7/29/2019 Independent School District of Boise

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Independent School District of Boise City

Mathematics - KindergartenDistrict Course #008

Course Description

The elementary mathematics curriculum of the Boise School District will be vibrant,challenging, and child centered. With consideration for children's needs and theirdevelopment, the followings NCTM strands, which are of equal importance, will

comprise the elementary mathematics curriculum: (1) Numbers and Numeration, (2)

Organizing and Interpreting Data, (3) Problem Solving, (4) Measurement, (5) Geometry,(6) Technology, and (7) Algebra - the language of mathematics. However, instruction

will be structured as a spiral of strands to insure that children will experience

mathematics as a unified whole rather than as a set of disjointed, unrelated parts. Inparticular, problem-solving and technology should serve to integrate the curriculum

across the strands and among other disciplines.

Meaning and understanding of mathematics rests upon the foundation of mathematical

concepts developed through experience with concrete manipulatives. It is recommendedthat manipulatives be used as often as possible. Concepts and skills should not be taught

in isolation. Both are built on students' past knowledge through meaningful examples and

experiences, and students should be provided ample opportunities to apply them topractical, real-life situations.

Adopted Materials

Title: Houghton Mifflin Math - Kindergarten

Edition: 2005Publisher: Houghton Mifflin

ISBN: 0-618-38984-9Course Scope

Unit 1 Basic Arithmetic, Estimation, and Accurate Computations Ongoing

Unit 2 Mathematical Reasoning and Problem Solving Ongoing

Unit 3 Concepts and Principles of Measurement Ongoing

Unit 4 Concepts and Language of Algebra Ongoing

Unit 5 Concepts and Principles of Geometry Ongoing

Unit 6 Data Analysis, Probability, and Statistics Ongoing

Unit 7 Functions and Mathematical Models Ongoing

Kindergarten Mathematics District Reference008

Unit 1 Basic Arithmetic, Estimation, and Accurate

Computations

Ongoing


2/10

Instructional Objective008.01 Demonstrate knowledge of our numeration system by counting

forward by ones to at least 31.

Standard ReferenceK.M.1.1.1.

No. Performance Objective Resource Reference Assessment

Correlation

01 Demonstrate knowledge of our numeration systemby counting in a variety of ways.

Rote countOne to one correspondence

Number value/symbol/conservation of number

Chapters 4, 7, 8, 15,16

MTW, MTWSM, BoxIt and Bag It,

Kindergarten

Handbook, Workjobs,Workjobs II

TMA, TO,BKAB,

DMT

Instructional Objective008.02 Show the verbal, symbolic, and physical representations of a

number up to 10.

Standard ReferenceK.M.1.1.2


Correlation01 Count to at least 30

Recognize numerals to at least 30

Write numerals to 10

Chapters 3, 4, 7, 8,15, 16

*Refer to 008.01

TMA, TO,BKAB,

DMT

Instructional Objective008.03 Identify a penny as a value of money.



Correlation

01 Identify a penny as a value of money Chapter 10

*Refer to 008.01

TMA, TO,

BKAB,

DMT

Instructional Objective008.04 Explore the concepts of addition and subtraction usingconcrete objects.


No. Performance Objective Resource Reference AssessmentCorrelation

01 Explore the concepts of addition and subtraction

using concrete objects.

Chapters 13, 14

*Refer to 008.01

TMA, TO

Instructional Objective008.05 Use appropriate vocabulary.

Standard ReferenceK.M.1.2.2.


01 Use appropriate vocabulary. Dailey Routines:

Vocabulary at thebeginning of each

lesson

TMA, TO

Instructional Objective008.06 Use estimation to identify a number of objects.




3/10

Correlation

01 Use estimation to identify a number of objects Chapters 8, 15

*Refer to 008.01

TMA, TO,

BKAB,

DMT

Instructional Objective

008.07 Use estimation to evaluate the reasonableness of an answer.

Standard Reference

K.M.1.3.2No. Performance Objective Resource Reference Assessment

Correlation

01 Recognize when an estimate for the number of

objects is a reasonable estimate.

Chapters 11, 12

*Refer to 008.01

TMA, TO,

BKAB,

DMT

Instructional Objective008.08 Use estimation to identify a number of objects. Useappropriate vocabulary.

Standard ReferenceK.M.1.3.1K.M.1.3.3


Correlation

01 Use estimation and appropriate vocabulary toidentify a number of objects

Chapter 2Dailey Routines:Vocabulary at the

beginning of each

lesson*Refer to 008.01

TMA, TO,BKAB,DMT


Unit 2 Mathematical Reasoning and Problem Solving Ongoing

Instructional Objective008.09 Select strategies appropriate for solving a problem.



Correlation

01 Guess and check.

Act it out.Draw a picture.

Build a model.

All Chapters

*Refer to 008.01

TMA, TO,

BKAB,DMT

Instructional Objective008.10 Use concrete objects to identify and show a solution to

problems.



01 Use concrete objects to identify and show a

solution to problems.

Chapter 2

*Refer to 008.01

TMA, TO,

BKAB,

DMT

Instructional Objective008.11 Select appropriate models to represent mathematical ideas.

Standard Reference



4/10

Correlation

01 Select appropriate models to represent

mathematical ideas.

Chapters 7, 8

*Refer to 008.01

TMA, TO,

BKAB,

DMT


008.12 Use appropriate vocabulary to communicate mathematicalinformation.

Standard Reference

K.M.1.1.5


Correlation

01 Use vocabulary terms: more, less, same, number. Chapters 3, 6, 8

Daily Routines:Vocabulary at the

beginning of each

lesson*Refer to 008.01

TMA, TO,

BKAB,DMT


Unit 3 Concepts and Principles of Measurement Ongoing

Instructional Objective008.13 Compare the lengths or sizes of objects (e.g., longer, shorter,

larger, smaller).



01 Explore the use of standard and non-standard toolsfor measuring time, length, volume, weight,

temperature and interpreting calendars.

Chapters 9, 11, 12Daily Routines

*Refer to 008.01

TMA, TO

Instructional Objective008.14 Estimate measurement using concrete objects.



01 Apply estimation of measurement to real-worldand content problems, using actual measuring

devices.

Chapters 11,12*Refer to 008.01

TMA, TO

Instructional Objective008.15 Use appropriate vocabulary.



Correlation01 Use appropriate vocabulary Chapter 9, 11, 12

Daily Routines:

Vocabulary at the

beginning of eachlesson

TMA, TO


5/10


Unit 4 Concepts and Language of Algebra Ongoing


008.16 Compare sets of objects using vocabulary (less than, greaterthan, same as).

Standard Reference

K.M.3.1.2


Correlation

01 Compare sets of objects using vocabulary (lessthan, greater than, same as).

Chapters 3, 8*Refer to 008.01

TMA, TO,BKAB,

DMT

Instructional Objective008.17 Explore the relationship between addition and subtraction.

Standard Reference


Correlation

01 Explore the relationship between addition andsubtraction

Chapter 14*Refer to 008.01

TMA, TO


Unit 5 Concepts and Principles of Geometry Ongoing

Instructional Objective008.18 Recognize, name, compare, and sort two and three-dimensional shapes (triangle, rectangle, square, circle, cone, cube).

Standard ReferenceK.M.4.1.1K.M.4.1.2


Correlation01 Identify and classify geometric figures (square,

circle, rectangle, and triangle).

Chapters 5, 6

*Refer to 008.01

TMA, TO,

BKAB,

DMT

Instructional Objective008.19 Recognize and create shapes that have symmetry.

Standard Reference


Correlation

01 Name the shape of a pictured figure as a square,

circle, rectangle, and triangle.

Chapter 5

*Refer to 008.01

TMA, TO,

BKAB,

DMT

Instructional Objective008.20 Explore slides, flips, and turns.

Standard Reference


Correlation

01 Locate a specified geometric figure in simple

pictures containing several geometric figures.

Chapters 5, 6

*Refer to 008.01

TMA, TO,

BKAB,

DMT


6/10

Instructional Objective008.21 Apply appropriate vocabulary for position and size.

Standard Reference

K.M.4.1.3

K.M.4.3.1


01 Use appropriate vocabulary: above, below, up,down, over, under, inside, outside, top, bottom,

between, middle, before, after.

Chapter 2Daily Routines:

Vocabulary at thebeginning of eachlesson

TMA, TO,BKAB,

DMT

Instructional Objective008.22 Apply graphing in two dimensions. Apply ideas about

direction and distance.

Standard Reference


01 Apply graphing in two dimensions. Apply ideas

about direction and distance.

Chapter 6

*Refer to 008.01

TMA, TO,

BKAB,DMT


Unit 6 Data Analysis, Probability, and Statistics Ongoing

Instructional Objective008.23 Interpret information from real objects graphs and simplepictographs.



Correlation01 Provide a simple graph such as how many girls

and how many boys and determine most, least, and

same.

Chapters 3, 4

*Refer to 008.01

TMA, TO,

BKAB,

DMT

Instructional Objective008.24 Understand and use appropriate vocabulary,



Correlation

01 Use appropriate vocabulary: graph, same,

different, least, most, sort, predict, and tally.

Chapters 3, 4

Daily Routines

TMA, TO,

BKAB,

DMT

Instructional Objective008.25 Create a graph using real objects or pictorial representations.



Correlation

01 Create a graph using real objects or pictorial

representations.

Chapters 3, 4

Daily Routines

*Refer to 008.01

TMA, TO,

BKAB,

DMT


7/10

Instructional Objective008.26 Predict and perform results of simple probability experiments.

Standard Reference


Correlation

01 Predict and perform results of simple probability

experiments.

Chapter 5

Daily Routines*Refer to 008.01

TMA, TO,

BKAB,DMT

Instructional Objective008.27 Make predictions or decisions based on probable results orpast experiences.

Standard Reference


01 Make predictions or decisions based on probableresults or past experiences. Given a series of

pictures depicting a story, the student will arrange

the pictures in a given sequence (e.g., left-to-right,

top-to-bottom).


TMA, TO,BKAB,

DMT


Unit 7 Functions and Mathematical Models Ongoing

Instructional Objective008.28 Replicate and extend simple patterns and use appropriate

vocabulary.


K.M.3.4.2


01 Copy, describe or extend a pattern using classroomitems.

Chapters 2, 7*Refer to 008.01

TMA, TO,BKAB,

DMT

Instructional Objective008.29 Sort and classify objects by attributes.



01 Sort by shape, color, size, and other attributesusing classroom items.


TMA, TO,BKAB,

DMT


008.30 Understand and use appropriate vocabulary.

Standard Reference

K.M.3.4.2No. Performance Objective Resource Reference Assessment

Correlation

01 Use appropriate vocabulary: sort, pattern, andcount.

Chapters 1, 2 TMA, TO


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Idaho Achievement Standards/Kindergarten/Mathematics/2-1-06 Page 1

INDEPENDENT SCHOOL DISTRICT OF BOISE CITYIDAHO ACHIEVEMENT STANDARDS

KINDERGARTENMATHEMATICS

Mathematical reasoning and problem solving processes should be incorporated throughout allmathematics standards. Students should use a variety of methods, such as words, numbers, symbols,charts, graphs, tables, diagrams, and models to communicate mathematical information and to explainmathematical reasoning and concepts.

Standard 1: Number and Operation

Students in Kindergartendemonstrate knowledge of our numeration system by counting forward by onesto at least 31. Students show the verbal, symbolic, and physical representations of a number up to 10.

Goal 1.1: Understand and use numbers.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.1.1.1 Demonstrate knowledge of our numeration system by counting forward by ones to at

least 31.K.M.1.1.2 Show the verbal, symbolic, and physical representations of a number up to 10.K.M.1.1.3 Identify a penny as a value of money.K.M.1.1.4 Select strategies appropriate for solving a problem.K.M.1.1.5 Use appropriate vocabulary.

Goal 1.2: Perform computations accurately.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.1.2.1 Use concrete objects to illustrate the concepts of addition and subtraction.K.M.1.2.2 Use appropriate vocabulary.

Goal 1.3: Estimate and judge reasonableness of results.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.1.3.1 Use estimation to identify a number of objects.K.M.1.3.2 Use estimation to evaluate the reasonableness of an answer.K.M.1.3.3 Use appropriate vocabulary.

Standard 2: Concepts and Principles of Measurement

Students in Kindergarten use appropriate vocabulary.

Goal 2.1: Understand and use U.S. customary and metric measurements.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.2.1.1 Compare the lengths or sizes of objects (e.g., longer, shorter, larger, smaller).

K.M.2.1.2 Estimate measurement using concrete objects.K.M.2.1.3 Name the day of the week and the days date using a calendar.K.M.2.1.4 Use appropriate vocabulary.

Goal 2.2: Apply the concepts of rates, ratios, and proportions.

No objectives at this grade level.

Goal 2.3: Apply dimensional analysis.


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Standard 3: Concepts and Language of Algebra and Functions

Students in Kindergarten compare sets of objects using the vocabulary words/phrases of less than,greater than, and same as. Students replicate and extend simple repeating patterns.

Goal 3.1: Use algebraic symbolism as a tool to represent mathematical relationships.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.3.1.1 Use concrete objects to identify and show a solution to problems.K.M.3.1.2 Compare sets of objects using vocabulary (less than, greater than, and same as).

Goal 3.2: Evaluate algebraic expressions.


Goal 3.3: Solve algebraic equations and inequalities.


Goal 3.4: Understand the concept of functions.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.3.4.1 Replicate and extend simple repeating patterns (e.g., ABAB).K.M.3.4.2 Use appropriate vocabulary.

Goal 3.5: Represent equations, inequalities and functions in a variety of formats.


Goal 3.6: Apply functions to a variety of problems.



10/10


Standard 4: Concepts and Principles of Geometry

Students in Kindergarten recognize, name, compare, and sort the two- and three- dimensional shapes oftriangles, squares, circles, cones, and cubes. Students apply appropriate vocabulary for position and size.

Goal 4.1: Apply concepts of size, shape, and spatial relationships.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.4.1.1 Recognize, name, compare, and sort two- and three- dimensional shapes (triangle,

rectangle, square, circle, cone, cube).K.M.4.1.2 Sort and classify objects.K.M.4.1.3 Apply appropriate vocabulary.

Goal 4.2: Apply the geometry of right triangles.


Goal 4.3: Apply graphing in two dimensions.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.4.3.1 Describe the location of an object relative to another (e.g., next to, under, over,

behind).

Standard 5: Data Analysis, Probability, and Statistics

Students in Kindergarten interpret information from real object graphs and simple pictographs.

Goal 5.1: Understand data analysis.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.5.1.1 Interpret information from real object graphs and simple pictographs.K.M.5.1.2 Use appropriate vocabulary.

Goal 5.2: Collect, organize, and display data.

Objective(s): By the end of Kindergarten, the student will be able to:K.M.5.2.1 Create a graph using real objects or pictorial representations.

Goal 5.3: Apply simple statistical measurements.


Goal 5.4: Understand basic concepts of probability.


Goal 5.5: Make predictions or decisions based on data.


Independent School District of Boise

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