Kindergarten Math - Cicero Public School District 99 · Student Math Handbook Flip Chart 4-10,20...

Session Essential QuestionsContent

StandardsPractices Assessments

Sample

Lessons/ActivitiesVocabulary Resources

Interdisciplinary

Connections

Prior

Knowledge

1.1 The Attendance Routine: How Many

Are We?

Can the students count the number

of students in the class? Can the

students explore math

manipulatives and their attributes?

Can the students develop language

to describe shapes, position, and

quantity?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.G.1

MP1: Make sense of

problems and persevere

in solving them.

MP2: Reason abstractly

and quantitatively.

MP5: Use appropriate

tools strategically.

Ongoing Assessment:

Observe student at work

pg. 28, pg. 29,and 30

taking attendance Student Math

Handbook Flip Chart

17,18

1.2 Attendance: Counting Around the

Circle Can the students count the

number of students in the class?

Can the students explore math


Can students describe shapes,

position, and quantity?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

MP1: Make sense of


in solving them.


and quantitatively.



double-checking Family Letter

Resource master M1-

M2

1.3 The Calendar Routine

Can the students use the calendar

as a tool for keeping track of time

and events? Can the students use

the calendar to count days? Can the

students connect number name,

numerals, and quantities? Can the



K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively.



Student Math

Handbook Flip Chart

15

Kindergarten Math

Unit 1: Who Is In School Today?Investigation 1: The Attendance & Calendar Routine

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math

Unit 1: Who Is In School Today?Investigation 1: The Attendance & Calendar Routine1.4 Calendar: Adding Special Days?

Can the students use the calendar

as a tool for keeping track of time

and events? Can the students

connect number names, numerals,

and quantities? Can the students

explore math manipulatives and

their attributes?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively.



Student Math

Handbook Flip Chart

15,16

1.5 Comparing Materials



K.CC.1

K.CC.4.b

MP4: Model with

mathematics.



Student activity book

pg. 1

1.6 Making an Attendance Stick Can

the students count the number of

students in the class? Can the

students establish one-to-one

correspondence between equal

groups (e.g., students and cubes)?



Can the students develop language

to describe shapes, positions, and

quantity?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.G.1


and quantitatively.

MP4: Model with

mathematics.


tool strategically

MP7: Look for and make

use of structure.

Ongoing Assessment:


pg. 50, 51

Student Math

Handbook Flip Chart

17,18

2.1 The Counting Jar Can the students

develop strategies for accurately

counting and keeping track of

quantities up to 10? Can the

students create an equivalent set?



K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

MP1: Make sense of


in solving them.

MP3: Construct viable

arguments and critique

the reasoning of others.

MP4: Model with

mathematics.

Ongoing Assessment:


pg. 61

Student Math

Handbook Flip Chart

20

M5, Assessment

Checklist: Counting

Investigation 2: The Counting Jar

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math

Unit 1: Who Is In School Today?Investigation 1: The Attendance & Calendar Routine2.2 Describing Buttons Can the

students develop strategies for

accurately counting and keeping

track of quantities up to the number

of students in the class? Can the

students establish one-to-one

correspondence between equal

groups (e.g., students and cubes)?

Can the students identify attributes

(e.g., color, size, and shape ) and

developing language to describe

them?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.G.1


and quantitatively.

MP4: Model with

mathematics.


use of structure.

Student Math

Handbook Flip Chart

20,47

2.3 Button Match-Up Can the student

identify attributes (e.g., color, size,

and shape) and develop language to

describe them? Can the students

compare how objects are the same

and different? Can the student find

objects that share one attribute?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.G.1


and quantitatively.



the reasoning of others


use of structure.

Ongoing Assessment:


pg. 73


pg. 2

2.4 Attribute Block Match-Up Can the

students identify attributes (e.g.,

color, size, shape) and develop

language to describe them? Can

the students compare how objects

are the same and different? Can

the students find objects that

share one attribute?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.G.1

K.G.2


and quantitatively.





use of structure.

Ongoing Assessment:


pg. 79

attribute Student Math

Handbook Flip Chart

47

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math

Unit 1: Who Is In School Today?Investigation 1: The Attendance & Calendar Routine2.5 Counting jar: How Many Did You

Find? Can the students develop

strategies for accurately counting

and keeping track of quantities up

to 10? Can the students create an

equivalent set? Can the students


and different?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively.




MP4:Model with

mathematics.


use of structure.


pg.3

M3-M4, Family Letter

3.1 Today's Question Can the students

collect and keep track of survey

data? Can the students describe

and compare the number of pieces

of data in each category? Can the

students interpret results of a data

investigation?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3


and quantitatively.





use of structure.

Ongoing Assessment:


pg. 96

Student Math

Handbook Flip Chart

44

3.2 Counting Jar: Recording Can the

students develop strategies for


track of quantities up to 10? Can the

students create an equivalent set?

Can the students represent

quantities with pictures, numbers,

and/or words?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

MP1:Make sense of


in solving them.

MP4:Model with

mathematics.


use of structure.

Ongoing Assessment:


pg. 103

Student Math

Handbook Flip Chart

4-10,20

M6-M11, Pattern

Block Cut-outs

3.3 Sorting People Can the students

find objects that share at least one

attribute? Can the students explore

math manipulatives and their

attributes? Can the students count,

create, and representing quantities?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3

MP1:Make sense of


in solving them.


and quantitatively.


use of structure.

Student Math

Handbook Flip Chart

20, 47, 48

Investigation 3: The Today's Question Routine

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math

Unit 1: Who Is In School Today?Investigation 1: The Attendance & Calendar Routine3.4 Sorting Attribute Blocks Can the

students use attributes to sort a

group of objects? Can the students

identify attributes (e.g., color, size,

and shape) and develop language to

describe them? Can the students,

create, and represent quantities?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3

K.G.1

K.G.2


and quantitatively.

MP4:Model with

mathematics.

Ongoing Assessment:


pg. 112

Student Math

Handbook Flip Chart

20, 47, 49

M12, Attribute Cards

3.5 Today's Question: What Did We

Find Out? Can the students find

objects that share at least one

attribute? Can the students

describe and compare the number

of pieces of data in each category?

Can the students interpret results of

data investigation?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3


and quantitatively.





use of structure.

Student Math

Handbook Flip Chart

44, 47

3.6 Counting Jar: How Did You record?

Can the students find objects that

share at least one attribute? Can

the students develop strategies for


track of quantities up to 10? Can

students represent quantities with

pictures, numbers, objects, and/or

words?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3

MP4:Model with

mathematics.


use of structure.

Student Activity Book

pg.4

3.7 What Did You Make? Can the

students find objects that share at

least one attributes? Can the



K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.MD.3


and quantitatively.


use of structure.

Student Math

Handbook Flip Chart

49

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledge

1.1 A Counting Book

Can the students develop strategies

for accurately counting and keeping

track of quantities up to 6?

Can the students connect number

words, numerals, and quantities?

Can the students create and

equivalent set?

Can the students represent

quantities with pictures and /or

numbers?

K.CC1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

MP4: Model with

mathematics.

MP6: Attend to

precision.

MP8: Look for and

express regularity in

repeated reasoning.

Ongoing Assessment:


pg. 30

count

zero

Student Math

Handbook Flip Chart:

4-10

M3: Assessment

Checklist

M1-M2: Family Letter

M-M11: Counting

Book

1.2 Grab and Count

Can the students develop strategies

for accurately counting and keeping


Can students represent quantities

up to 12 with pictures, numbers,

and/or words?

Can students create equivalent

sets?

K.CC.1

K.CC.3

K.CC4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.G.1


and quantitatively.

MP4: Model with

mathematics.

MP6: Attend to

precision.

Ongoing Assessment:


pg. 35

Handful Student activity book:

5

Student Math

Handbook Flipchart:

19

M13-M18: Counting

Book

1.3 Counting Jar

Can students develop strategies for



Can students create and equivalent

set? Can students represent


and/or words?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3

MP6: Attend to

precision.


use of structure.

Ongoing Assessment:


pg. 41

Student Math

Handbook Flipchart:

20

M12: Grab and Count

Kindergarten Math

Unit 2: Counting & Comparing

Investigation 1: Counting

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Counting1.4 Roll and Record

Can students develop visual images

for quantities up to 6?

Can students connect number


Can students use numerals to

represent quantities?

K.CC.1

K.CC.3

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively.

MP4: Model with

mathematics.

MP8:Look for and


repeated reasoning.

Ongoing Assessment:


pg. 45

Student activity book:

6

Student Math

Handbook Flipchart: 4-

10, 11-14

M19: Roll and record

recording sheet.

1.5 How Did I Count?







with pictures, numbers, and/or

words?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

MP1: Make sense of


in solving them.


and quantitatively.




Student Math

Handbook Flipchart:

19

1.6 Does Order Matter When You

Count?





words? Can students consider

whether order matters when you

count?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3


and quantitatively





use of structure

Student Math

Handbook Flipchart:

17

1.7 Build It



Can students create an equivalent

set?

Can students create a ten frame to

develop visual images of quantities

up to 10?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively

MP4: Model with

Mathematics


tool strategically

Ongoing Assessment:


pg. 58

Ten Frame Student activity book

7

Student Math

Handbook Flipchart:

11

M20-M23 Primary

Number Cards

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Counting1.8 Counting Jar





set?



words?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively





use of structure

Student Math

Handbook Flipchart:

18, 20

1.9 Inventories






words?

K.C.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3

MP1:Make sense of


in solving them.




MP6: Attend to

precision. MP7: Look

for and make use of

structure

Ongoing Assessment:


pg. 68

Inventory

Double Check

Student activity book:

8

Student Math

Handbook Flipchart:17-

19

M24, My inventory

bags

1.10 Strategies for Accurate Counting






words?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

MP1:Make sense of


in solving them.

MP4: Model with

mathematics.

MP6:Attend to

precision.


9

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Counting2.1 Measurement Towers

Can students compare two objects

to determine which is longer?

Can students sort objects into two

categories according to length?

Can students develop language to

describe and compare lengths?

K.CC1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.MD.1

K.MD.2

K.MD.3


and quantitatively.




MP6:Attend to

precision.

Ongoing Assessment:


pg. 85

Compare

Taller

Measure

Longer

Shorter


10

Student Math

Handbook Flipchart:

37

M25, Longer or

shorter

2.2 How did You Measure? Can

students compare two objects to

determine which is longer?



Can students use language to

describe and compare lengths?

K.MD.1

K.MD.2

K.MD.3


and quantitatively.

MP6:Attend to

precision.


use of structure.

Student Math

Handbook :37

2.3 Counting Backwards






Can students count backwards?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.1

K.MD.2

K.MD.3


and quantitatively.

MP4: Model with

mathematics.

MP6:Attend to

precision.

Counting

backwards

Double check

Student Math

Handbook Flipchart:

11, 37

Investigation 2: Comparing

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Counting2.4 Grab and Count: Compare



track of quantities of up to 12?

Can students compare two

quantities to determine which is

more?

Can students develop language for

comparing quantities?

Can students directly compare two

objects to determine which is

longer?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.MD.2


and quantitatively.

MP5: Use appropriately

tool strategically.

MP6:Attend to

precision

Ongoing Assessment:


pg. 97

More

Fewer

Student Math

Handbook Flipchart:

21-23

2.5 The Game of Compare



track of quantities up to 12? Can

students compare two quantities to

determine which is more? Can

students develop language for


K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

K.MD.3


and quantitatively.

MP6: Attend to

precision.


use of structure.

Ongoing Assessment:


pg. 102

Student Math

Handbook Flipchart:

21-23

M27, Cube strips

M28, Assessment

Checklist

2.6 Comparing Two Inventory Bags






more?

Can students compare two objects

to determine which is longer?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

K.MD.2


and quantitatively.

MP4: Model with

mathematics.


tool strategically.

Ongoing Assessment:


pg. 107

Student Math

Handbook Flipchart:

21-23

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Counting2.7 Letters in Our Names





set? Can students compare two

lengths to see which is longer?

K. CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

K.MD.2


and quantitatively.

MP4: Model with

mathematics.

Ongoing Assessment:


pg. 114

Student Activity Book:

11

2.8 Counting Jar





set? Can students represent


and/or words?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

K.MD.2

K.MD.3

MP4: Model with

mathematics.

MP6:Attend to

precision.


use of structure.

Ongoing Assessment:


pg. 119

Student Math

Handbook Flipchart:

20-23

2.9 Comparing Names

Can students compare two lengths

to see which is longer?


comparing lengths and quantities?


set?

K.CC.6

K.CC.7

K.MD.2


and quantitatively.




MP4: Model with

mathematics.

Ongoing Assessment:


pg. 124

Same

Longer than

Shorter than


12

Student Math

Handbook Flipchart:

21, 22, 23, 37

2.10 Grab and Count: Ordering

Can students compare two lengths

to see which is longer?


comparing lengths and quantities?


set?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.6

K.CC.7

K.MD.2

MP1:Make sense of


in solving them.


and quantitatively.

Ongoing Assessment:


pg. 130

Most

Equal

Fewest

In Order

Smallest

Biggest

Shortest

Longest


12, 13

Student Math

Handbook Flipchart:

24

M27, Cube strips

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Counting2.11 Ordering Names Can students

compare two quantities to

determine which is more?

Can students order quantities from

least to most?



K.CC.6

K.CC.7

K.MD.2

K.MD.3

MP1:Make sense of


in solving them.




MP6:Attend to

precision.


use of structure.

Ongoing Assessment:


pg. 136


15

Student Math

Handbook Flipchart:

24

2.12 Ordering Cards



more?


least to most?



K.CC.6

K.CC.7

MP1:Make sense of


in solving them.




MP4: Model with

mathematics.

Ongoing Assessment:


pg. 140


16

Student Math

Handbook Flipchart:

24

2.13 End of Unit Assessment and

Ordering. Can students compare

two quantities to determine which

is more? Can students order

quantities from least to most? Can

students develop language for


K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

K.MD.2


and quantitatively.

MP6:Attend to

precision.


17


Ordering Our Names



more?


least to most?



K.CC.6

K.CC.7

K.MD.2

K.MD.3

MP1:Make sense of


in solving them.

MP6:Attend to

precision.


use of structure.

Student Math

Handbook Flipchart:

21,22,23,24

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Observation Walk

Do the students notice observe and

describe their environment?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively.

Ongoing Assessment:


pg. 28

observe M1, Family Letter

1.2 What's missing? Can students use

information to figure out what is

missing? Can the students find

objects that share one attribute?

Can the students use attributes to

sort a group of objects?

K.MD.3

K.G.1

K.G.2

MP1: Make sense of


in solving them.


and quantitatively.

MP4: Model with

mathematics.

MP6: Attend to

precision.

MP7: Look for and

make use of structure.

Ongoing Assessment:


pg. 32, 33


p. 18

What's missing?

game boards

What's missing?

Collections

M2 attribute cards

1.3 Can you do what I do?

Can the students copy a repeating

pattern? Can the students

determine what comes next in a

repeating pattern? Can the

students count, create and

represent quantities? Can the

students compare how objects are

the same and different?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively.

MP4: Model with

mathematics.

MP7: Look for and


Ongoing Assessment:


pg. 37

pattern

same

different

Student Math

Handbook Flip Chart

39, 48

Kindergarten Math

Unit 3: What Comes Next?

Investigation 1: What Do You Notice?

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: What Do You Notice?1.4 Two Kinds of Cube Trains Can

students copy a repeating pattern?

Can students determine what

comes next in a repeating pattern?

Can students compare repeating

and non-repeating arrangements?

K.CC.1

K.CC.4.a

K.cc.4.b

K.CC.4.c


and quantitatively




MP7: Look for and


Ongoing Assessment:


p. 42

pattern Student Math

Handbook Flip Chart

40

1.5 Cube Train Patterns Can students?

Can the students copy and construct

repeating patterns? Can the

students determine what comes

next in a repeating pattern? Can

the students compare repeating

patterns?

K.MD.3 MP1: Make sense of


in solving them.


and quantitatively.




MP6: Attend to

precision.

MP7: Look for and

make use of structure

Ongoing Assessment:


pg. 47

repeats Student Math

Handbook Flip Chart

41

M3, Assessment

Checklist

2.1 Making Patterns Can the students

copy and construct repeating

patterns? Can the students




represent quantities?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively

MP4: Model with

mathematics.




use of structure

Ongoing Assessment:


pg. 61, 62


p. 19

M4, Pattern Paths

Investigation 2: Constructing Patterns

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: What Do You Notice?2.2 Patterns on the Pocket Chart Can

the students describe repeating




students construct repeating

patterns?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6


and quantitatively.

MP4: Model with

mathematics.


tool strategically


use of structure

Ongoing Assessment:


pg. 68

pattern Student Math

Handbook Flip Chart

41

M5, Question Mark

Cards

2.3 Recording Cube Train Patterns Can

the students describe repeating




students construct and record

repeating patterns?

K.CC.4.a

K.CC.4.b

K.MD.3


and quantitatively.





tool strategically


use of structure

Ongoing Assessment:


pg. 73

Student Math

Handbook Flip Chart

40, 41

M6, Cube Strips

2.4 Pattern Block Snakes Can the

students describe repeating





repeating patterns?

K.CC.4.a MP3: Construct viable



MP4: Model with

mathematics.


tools strategically


use of structure

Ongoing Assessment:


pg. 78

Student Math

Handbook Flip Chart

41

M7-M12 Pattern Block

Cutouts

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: What Do You Notice?2.5 One-Two Patterns Can the

students determine what comes


the students construct repeating

patterns? Can the students record

repeating patterns?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively.




MP4: Model with

mathematics.


tool strategically


use of structure

Ongoing Assessment:


pg. 83

same

different

M13, Family Letter

2.6 What Comes Next? Can the



students copy repeating patterns?

Can the students determine what

comes next in a repeating pattern?

K.CC.4.a

K.CC.4.b

K.MD.3


and quantitatively.







use of structure

Ongoing Assessment:


pg. 87

pattern Student activity book

21

2.7 Is It a Pattern? Can the students

construct and record repeating




students distinguish between

patterns and non-patterns?




MP4: Model with

mathematics.




use of structure

Ongoing Assessment:


pg. 92

Student Math

Handbook Flip Chart

41, 42

M14, Two-Color

Counter Strips

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: What Do You Notice?2.8 Arrow Patterns Can the students

describe repeating patterns? Can

the students determine what comes


the students construct and record

repeating patterns?

MP1:Make sense of


in solving them MP4:

Model with

mathematics.




use of structure

Ongoing Assessment:


pg. 97

Student Math

Handbook Flip Chart

41, 42

M15, Arrow cards for

the Pocket Chart

M16, Arrow Cards

2.9 Add On Can the students



students construct repeating

patterns? Can the students count to

12 objects?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

MP1:Make sense of


in solving them

MP4: Model with

mathematics.




use of structure

Ongoing Assessment:


pg. 101

Student Math

Handbook Flip Chart

40, 41

2.10 Sharing Patterns Can the students

construct repeating patterns? Can

the students determine what comes


the students record repeating

patterns?

K.CC.1

K.CC.2

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively




MP4: Model with

mathematics.



MP7: Look for and


Student Math

Handbook Flip Chart

41, 42

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: What Do You Notice?3.1 Break the Train Can the students

identify the unit of a repeating

pattern? Can the students construct


students count the number of units

in a repeating pattern?

K.MD.3 MP2:Reason abstractly

and quantitatively.


arguments and critiques





use of structure

Ongoing Assessment:


pg. 117

repeat Student Activity Book

p. 22

Student Math

Handbook Flip Chart

43

M17 Assessment

Checklist

M18 Break the Train

Recording Sheet

3.2 Recording Break the Train Can the


represent quantities? Can the

students identify the unit of a




K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

MP1:Make sense of


in solving them

MP4: Model with

mathematics.



MP7: Look for and


Ongoing Assessment:


pg. 120, 121


p. 22

Student Math

Handbook Flip Chart

43

M6 Cube Strips

3.3 How Many Cars? Can the students

count, create and represent

quantities? Can the students


pattern? Can the students count

the number of units in a repeating

pattern?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively.

MP4: Model with

mathematics.




use of structure

Ongoing Assessment:


pg. 127


p. 22

Student Math

Handbook Flip Chart

43

M19 Car Cards

Investigation 3: What's the Unit?

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: What Do You Notice?3.4 Break the Train with Other

Materials Can the students count,

create and represent quantities?

Can the students identify the unit of

a repeating pattern? Can the

students extend a repeating pattern

by adding on units to the pattern?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5


and quantitatively

MP4: Model with

mathematics.




use of structure

Ongoing Assessment:


pg. 131

unit Student activity book

p. 22, 23

3.5 12 Chips Can the students

construct a variety of patterns using

the same elements? Can the





K.MD.3 MP2: Reason abstractly

and quantitatively.







use of structure

Ongoing Assessment:


pg. 136


p. 24

Student Math

Handbook Flip Chart

43

M20, 12 Chips

Recording Sheet

Red and yellow paper

circles

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: What Do You Notice?3.6 End-of-Unit Assessment and

Comparing Patterns Can the



students extend a repeating pattern

by adding on units to the pattern?

Can the students compare different

kinds of patterns?

MP1:Make sense of


in solving them


and quantitatively.







use of structure


p. 25 M3,

M17 Assessment

Checklists

3.7 End-of-Unit Assessment and the

Pattern Display Can the students


pattern? Can the students count

the number of units in a repeating

patterns? Can the students extend

a repeating pattern by adding on

units to the pattern? Can the

students compare different kinds of

patterns?

MP1:Make sense of


in solving them


and quantitatively.




MP4: Model with

mathematics.




use of structure.

Student Math

Handbook Flip Chart

39, 43

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledge

1.1 Measuring Our Shoes

Do the students understand what

length is? Can students identify the

longest dimension of an object?

Can students use repeating,

multiple nonstandard units to

quantify length? Do students

develop strategies for measuring

the length of an object?

K.CC.1

K.CC.4a

K.CC.4.b

K.CC.4.c

K.MD.1


and quantitatively.



MP6: Attend to

precision.

Ongoing Assessment:


pg. 30

long

length

measure

M3, Assessment

Checklist

M1-M2, Family letter

1.2 Measuring Different Shoe Lengths

Can students use multiple,

repeating nonstandard units to

quantity length? Do students


the length of an object? Can the

students record measurements with

pictures, numbers, and/or words?

Can students count a set of objects

and create an equivalent set?

K.CC.1

K.CC.4.a

K.CC4.b

K.CC.4.c

K.CC.5

K.MD.1

MP4: Model with

mathematics



MP6: Attend to

precision.

Ongoing Assessment:


pg. 36

longest

shortest

Student Math

Handbook Flip Chart

36, 38


27

M4, Measuring Shoes

traced edges of at

least 4 shoes

1.3 Measuring with Sticks

Can the students use repeating,

nonstandard units to quantify

length? Can students record

measurements with pictures,

numbers, and/or words? Can

students count a set of objects and

create an equivalent set?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.1

K.MD.3



MP6: Attend to

precision.

MP7: Look for and


Ongoing Assessment:


pg. 41-42

Student Math

Handbook Flip Chart

36, 38


27

M5, Measuring sticks

Kindergarten Math

Unit 4: Measuring & Counting

Investigation 1: Measuring & Counting

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Measuring & Counting1.4 Comparing Lengths of Shoes

Can students use repeating multiple


length? Can students record

measurements with pictures,

numbers and/or words? Can

students compare lengths of

different objects?

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.MD.1

K.MD.2


and quantitatively



MP6: Attend to

precision.

MP7: Look for and


Student Math

Handbook Flip Chart

36, 38

1.5 Measuring with Cubes Can

students use repeating nonstandard

units to quantify length? Can


create an equivalent set? Can the


pictures, numbers and/or words?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.1


and quantitatively.




MP4: Model with

mathematics.



MP6: Attend to

precision.

Ongoing Assessment:


pg. 50


28, 29

M8, Measuring with

cubes

2-3 Measurement

collections

1.6A Weight: Heavier or Lighter? (see

Investigations and the Common

Core State Standards) Can students

understand what weight is? Can

students compare weights of

different objects? Can students

record measurements with pictures,

numbers and/or words? Can



K.CC.4.a

K.CC.4.b

K.CC.5

K.MD.1

K.MD.2



MP6: Attend to

precision.

MP7: Look for and


On-going Assessment:

Observe student at work,

p. CC18

weigh

heavy/light

weight

heavier/lighter

pan balance

C4, Comparing

Weights

2-3 collections of 10-

12 small objects

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Measuring & Counting1.6B Measuring and Comparing Weights

(see Investigations and the Common

Core State Standards) Can students


the weight of an object? Can


pictures, numbers and words? Can

students compare weights of

different objects?

Can students count a set of objects

and create an equivalent set?

K.CC.4.a

K.CC.4.b

K.CC.5

K.MD.1

K.MD.2

K.MD.3



MP6: Attend to

precision.

MP7: Look for and


On-going Assessment:

Observe student at work,

p. CC22

same

1.6C More Measuring and Comparing

Weights


measuring the weight of an object?

Can students record measurements

with pictures, numbers and/or

words? Can students compare

weights of different objects? Can



K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.MD1

K.MD2


and quantitatively.



MP6: Attend to

precision.

2.1 Revisiting Counting Can the

students connect number words,

numerals and quantities? Can

students count a set of up to 20

objects? Can students combine

two amounts?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

MP4: Model with

mathematics.



MP6: Attend to

precision.

Ongoing Assessment:


pg. 61, 62

Student Math

Handbook Flip Chart

11-14, 19


30, 31

M9-M12 Primary

Number Cards

M13, Ten-frame

M14, Grab and Count:

Two Handfuls

M15, Assessment

Checklist

Investigation 2: Counting Some, Counting More

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Measuring & Counting2.2 Collect 10 Together Can the

students count a set of objects?

Can students keep track of a

growing set of objects? Can

students find the total after a small

amount (1, 2, 3) is added up to a set

of 7?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.OA.1

K.OA.2

K.MD.3





use of structure

Ongoing Assessment:


pg. 68

penny

more

less

Student Math

Handbook Flip Chart

11


30

M13, Ten-frame

dot cubes and stick-on

dots

2.3 Build On Can the students connect

number words, numerals and

quantities? Can students count a

set of objects? Can students find

the total after a small amount (1, 2,

3) is added to a set of up to 7?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.OA.1

K.OA.2





use of structure

Ongoing Assessment:


pg. 74


30, 32

M13, Ten-frame

Primary Number

Cards

2.4 Role and Record 2 Can the

students find the total after a small

amount (1, 2, 3) is added up to a set

of 6? Can students connect words,

numerals and quantities? Can

students use numbers to represent

quantities?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.OA.1

K.OA.2

MP1: Make sense of


in solving them.


and quantitatively.




Ongoing Assessment:


pg. 78

Student Math

Handbook Flip Chart

11


33

M16, Roll and Record

2

M7-M12 Pattern Block

Cutouts

2.5 Quick Images: Ten-Frames Can the

students use a ten-frame to develop

visual images of quantities up to 10?

Can students find the total after a

small amount (1, 2, 3) is added up to

a set of 7?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.OA.1

K.OA.2


and quantitatively.

MP4: Model with

mathematics.


tool strategically

Ongoing Assessment:


pg. 83

image(s) Student Math

Handbook Flip Chart

11, 12

M13, Ten-frame

M17, Quick images:

Ten-frame

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Measuring & Counting

3.1 Racing Bears Can the students

count spaces and move on a game

board? Can students think

strategically about moves on a game

board?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3

MP1: Make sense of


in solving them.


and quantitatively.


use of structure

Ongoing Assessment:


pg. 93


34

M19-M20, Family

Letter

M18, Racing Bears

Game board

3.2 Story Problems Can the students

model the action of combining and

separating situations? Can students

combine 2 amounts? Can students

separate one amount from another?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.OA.1

K.OA.2

MP1:Make sense of


in solving them


and quantitatively.




MP7: Look for and


Student Math

Handbook Flip Chart

31-34

3.3 One More, One Fewer Can the

students develop an understanding

of more than or fewer than? Can

the students add or subtract one

to/from numbers up to 10? Can the

students model the action of

combining and separating

situations?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.OA.1

K.OA.2

MP1: Make sense of


in solving them.


and quantitatively.



Ongoing Assessment:


pg. 102

more

fewer

plus

minus

add

remove

Student Math

Handbook Flip Chart

25, 26, 31-34


35

M13, Ten-Frame

M21, One More, One

Fewer

M22, Assessment

Checklist: One More,

One Fewer

Investigation 3: Changing Quantities - How Many Now?

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Measuring & Counting3.4 Double Compare Can the students

combine two amounts? Can the


determine which is more? Can the

students use a ten-frame to develop

visual images of quantities up to 10?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

K.OA.1


and quantitatively




MP4: Model with

mathematics.



Ongoing Assessment:


pg. 106

compare

larger

total


36

M13, Ten-frame

3.5 More or Less at the End? Can the


determine which is more? Can

students add or subtract one

to/from numbers up to 10? Can

students model the action of

combining and separating

situations?

K.CC.6

K.CC.7

K.OA.1

K.OA.2

K.MD.3





use of structure

MP8: Look for and


repeated reasoning.

combining

removing

Student Math

Handbook Flip Chart

21, 22, 31-34

3.6 Build It/Change It Can the

students create a set of a given size?

Can students add to or subtract

from one quantity to make another

quantity? Can students compare


is more?

K.CC.6

K.CC.7

K.OA.1


and quantitatively.

MP4: Model with

mathematics.



Ongoing Assessment:


pg. 115

Student Math

Handbook Flip Chart

21, 22


30

M13, Ten-frame

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Measuring & Counting3.7 Who Has More? Can the students

use a ten-frame to develop visual

images of quantities up to 10? Can

students add to or subtract from

one quantity to make another

quantity? Can students compare


is more?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.6

K.CC.7

K.OA.1

K.OA.2


and quantitatively.




MP8: Look for and


repeated reasoning.

Student Math

Handbook Flip Chart

21, 22, 25, 26

M13, Ten-Frame

4.1 Six Tiles in All Can students develop

and analyze visual images for

quantities up to 10? Can students

create a set of a given size? Can

students record an arrangement of

a quantity?

K.OA.3

K.G.1

MP4: Model with

mathematics.



MP8: Look for and


repeated reasoning.

Ongoing Assessment:


pg. 131-132

arrangement Student Activity Book

37, 38

M23, Inch Grid paper

4.2 Quick Images: Square Tiles Can

the students develop visual and

analyze for quantities up to 10? Can

students decompose numbers in

different ways? Can students model

the action of combining and

separating situations?

K.CC.1

K.OA.1

K.OA.2

K.OA.3

K.MD.3







use of structure

MP8: Look for and


repeated reasoning.

Student Math

Handbook Flip Chart

20 ,27, 28, 31-34

Investigation 4: Ways to Make Numbers

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Measuring & Counting4.3 Arrangements of 5 to 10 Tiles Can

students create a set of a given size?

Can students develop and analyze

visual images for quantities up to

10? Can students decompose

numbers in different ways? Can

students record and arrangement of

a quantity?

K.OA.3

K.G.4

MP4: Model with

mathematics.



MP7: Look for and


MP8: Look for and


repeated reasoning.

Ongoing Assessment:


pg. 140-141

Student Math

Handbook Flip Chart

20, 27

4.4 Toss the Chips Can students

decompose numbers in different

ways? Can students use numbers to

record how many? Can students

develop and analyze visual images


K.CC.3

K.OA.1

K.OA.3

K.OA.4

K.MD.3


and quantitatively.

MP4: Model with

mathematics.

MP7: Look for and


Ongoing Assessment:


pg. 145

Student Math

Handbook Flip Chart

27, 28


39

M24, Toss the Chips

4.5 Quick Images in Pairs Can develop




ways? Can students model the

action of combining and separating

situations?

K.OA.1

K.OA.2

K.OA.3

K.OA.4




MP4: Model with

mathematics.

MP7: Look for and


Ongoing Assessment:


pg. 151

Student Math

Handbook Flip Chart

27, 28, 31-34

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledge

Kindergarten Math


Investigation 1: Measuring & Counting4.6 Combinations of Six Can develop




ways? Can students explore

combinations of a number (e.g. 6 is

3 and 3 and also 5 and 1)

K.CC.1

K.OA.3

K.OA.4

K.MD.3

MP4: Model with

mathematics.


tools strategically,

MP7: Look for and


MP8: Look for and


repeated reasoning.

Student Math

Handbook Flip Chart

27, 28

4.7 Arrangements of 6 Can students


for quantities up to 10? Can


different ways? Can students

record an arrangement of a

quantity?

K.OA.3

K.OA.4




MP4: Model with

mathematics.

MP7: Look for and


MP8: Look for and


repeated reasoning.

Ongoing Assessment:


pg. 160

Student Math

Handbook Flip Chart

27, 28


40

M25, My Favorite

Arrangement

4.8 End-of-Unit Assessment and

Arrangements of Numbers Can


different ways? Can students



K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.OA.3

MP4: Model with

mathematics.

MP6: Attend to

precision.


41

M13, Ten-Frame

4.9 End-of-Unit Assessment and

Arrangements of 7 Can students


ways? Can students develop and

analyze visual images for quantities

up to 10?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.OA.3

K.OA.4


and quantitatively.




Student Math

Handbook Flip Chart

27, 28

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Shape Picture

Can the students develop

language to describe and

compare 2-D shape and their

attributes? Can the students

relating 2-D shapes to real-

world object?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.G.1

K.G.3

K.G.4

MP1: Make sense of

problems and

persevere in solving

them.

MP2: Reason

abstractly and

quantitatively.

MP6: Attend to

precision.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 24, and 26

rectangle

square

Student Math

Handbook Flip

Chart 50

Family Letter

Resource master

M1-M3

1.2 Circles and Rectangles Can the

students explore materials? Can

the students relate 2-D shape to

real-world objects? Can the

students describe the attributes

of circles and rectangles?

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.MD.3

K.G.1

K.G.2

K.G.3

K.G.4

K.G.5

MP1: Make sense of

problems and


them.

MP5: Use

appropriate tools

strategically.

MP6: Attend to

precision.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 29, and 30

circle

curved

straight

sides

round

corners

rectangle

Student Math

Handbook Flip

Chart 55-56

Family Letter

Resource master

M5-M6

1.3 Triangles and Squares

Can the students explore

materials? Can the students

relate 2-D shapes to real-world

objects? Can the students

describe the attributes of

triangles and squares?

K.CC.2

K.G.1

K.G.2

K.G.3

K.G.4

K.G.5

MP4: Model with

mathematics.

MP5: Use

appropriate tools

strategically.

MP6: Attend to

precision.

Ongoing Assessment:

Observe student at

work pg. 35, 36, and 37

points

corners

triangles

square

Student Math

Handbook Flip

Chart 53-54

Kindergarten Math

Unit 5: Make a Shape, Build a Block

Investigation 1: Describing & Making 2D Shapes

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Describing & Making 2D Shapes1.4 Clay Shapes Can the students

construct 2-D shapes? Can the

students develop language to

describe and compare 2-D

shape and their attributes?

K.G.2

K.G.3

K.G.4

K.G.5

MP6: Attend to

precision.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 41

Student Math

Handbook Flip

Chart 52,53 - 56

M10, Assessment

Checklist: Counting

1.5 Shapes on the Geoboard Can

the students construct 2-D

shapes? Can the students

develop language to describe

and compare 2-D shapes and

their attributes? Can the

students relating 2-D shapes to

real-world objects?

K.CC.1

K.CC.4a

K.CC.4.b

K.CC.4.c

K.G.2

K.G.3

K.G.4

K.G.5

MP2: Reason

abstractly and

quantitatively.

MP5: Use

appropriate tools

strategically.

MP6: Attend to

precision.

Ongoing Assessment:

Observe student at

work pg. 47

Geoboard Student Math

Handbook Flip

Chart 52,53 - 56

Family Letter

Resource master

M11-M13

M14-M19,

Assessment

Checklist: Counting 1.6 Our Book of Shapes Can the

students relate 2-D shapes to

real-world objects? Can the

students construct 2-D shapes?

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.MD.3

K.G.1

K.G.3

K.G.5

MP6: Attend to

precision.

MP7: Look for and

make use of

structure.

Student activity

book pg.42

2.1 Shape Manual Can the

students relate 2-D shapes to

real-world objects? Are the

students developing language to

describe 2-D shapes and their


construct 2-D shapes?

K.CC.4.c

K.G.1

K.G.3

K.G.4

K.G.5

MP4: Model with

mathematics.

MP5: Use

appropriate tools

strategically.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 61 and 62

Student Math

Handbook Flip

Chart 50,51

Investigation 2: Making & Combining 2D Shapes

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Describing & Making 2D Shapes2.2 Pattern Block Puzzles Can the

students find combinations of

shapes that fill an area? Can the

students develop combinations

of shapes that fill an area? Can

the students develop language

to describe 2-D shapes and their


explore relationships among

pattern block shapes?

K.G.3

K.G.4

K.G.6

MP5: Use

appropriate tools

strategically.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 66 and 67

Student Math

Handbook Flip

Chart 57,58

M30 Assessment

Checklist: Counting

2.3 Fill the Hexagons Can the



students explore relationships

among patterns block shapes?

K.CC.1

K.CC.4.a

K.CC.4.c

K.CC.6

K.G.1

K.G.4

K.G.6

MP2: Reason

abstractly and

quantitatively.

MP5: Use

appropriate tools

strategically.

Ongoing Assessment:

Observe student at

work pg. 71

hexagon

rhombus

trapezoid

Student activity

book pg. 43

Student Math

Handbook Flip

Chart 57

2.4 Combining Shapes Can the








K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3

K.G.3

K.G.4

K.G.6

MP5: Use

appropriate tools

strategically. MP7:

Look for and make

use of structure.

Ongoing Assessment:

Observe student at

work pg. 74

Student activity

book pg. 44

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Describing & Making 2D Shapes2.5 Our shape Manual Can the








K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.G.3

K.G.4

K.G.5

K.G.6

MP4:Model with

mathematics.

MP5: Use

appropriate tools

strategically.

Student Math

Handbook Flip

Chart 50, 52

2.6 Ways to Make a Hexagon Can

the students find combination

of shapes that fill an area? Can


to describe 2-D shapes and their




K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.G.3

K.G.4

K.G.6

MP2: Reason

abstractly and

quantitatively.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 82

Family Letter

Resource master

M43-M44

3.1 Shape Hunt Can the students

relate 3-D shapes to real-world

objects? Can the students

develop language to describe

and compare 2-D and 3-D

shapes and their attributes?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.G.1

K.G.3

K.G.4

MP2: Reason

abstractly and

quantitatively

MP5: Use

appropriate tools

strategically.

Ongoing Assessment:

Observe student at

work pg. 96

sphere

cone

Student activity

book pg. 45, 46, 47,

48

Investigation 3: Describing, Making, & Combining 3D Shapes

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Describing & Making 2D Shapes3.2 A Close Look at Geoblocks Can

the students explore Geoblocks

and their attributes? Can the


describe and compare 2-D and 3-

D shapes and their attributes?

Can the students compare the

faces of different 3-D shapes

and the faces of a single 3-D

shape?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3

K.G.3

K.G.4

MP3: Construct

viable arguments and

critique the

reasoning of others.

MP5: Use

appropriate tools

strategically.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 99 and 100

same

different

face

side

matching

Student Math

Handbook Flip

Chart 59, 60 - 63

3.3 Copying Cubes and Matching

Faces Can the students

construct 3-D shapes? Can the

students compare the faces of

different 3-D shapes and the

faces of a single 3-D shape? Can

the students relate 2-D and 3-D

shape to real-world object? Can


to describe and compare 2-D

and 3-D shape and their

attributes?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.G.1

K.G.3

K.G.4

MP2: Reason

abstractly and

quantitatively.

MP4:Model with

mathematics.

MP5: Use

appropriate tools

strategically.

Ongoing Assessment:

Observe student at

work pp. 106 and 107

cylinder

cube

Student Math

Handbook Flip

Chart 60-63, 64

3.4 More Clay Shapes? Can the

students construct 3-D shapes?

Can the students compare the

faces of different3-D shapes and

the faces of single 3-D shape?

Can the students develop

language to describe and

compare 2-D and 3-D shapes

and their attributes?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.G.3

K.G.4

K.G.5

MP2: Reason

abstractly and

quantitatively.

MP3: Construct


critique the


MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 113

rectangular

prism

Student Math

Handbook Flip

Chart 60-63, 64

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Describing & Making 2D Shapes3.5 Geoblock Match-Up Can the

students match a 3-D block to a

2-D outline of one of the block

faces? Can the students

compare the faces of different 3-

D shapes and the faces of a

single 3-D shape? Can the


describe and compare 2-D and 3-

D shape and their attributes?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.G.3

K.G.4

MP2: Reason

abstractly and

quantitatively.

MP5: Use

appropriate tools

strategically.

MP6: Attend to

precision.

Ongoing Assessment:

Observe student at

work pg. 119

Student Math

Handbook Flip

Chart 60-63, 64

3.6 Build a Block Can the students

combine 3-D shapes to make a

given 3-D shape? Can the

student compare the faces of

different 3-D shapes and the


the students match a 3-D block

to a 2-D outline of one of the

block faces?

K.MD.3

K.G.3

K.G.4

K.G.6

MP2: Reason

abstractly and

quantitatively.

MP5: Use

appropriate tools

strategically.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 123

Student activity

book pg. 49

Student Math

Handbook Flip

Chart 65

3.7 End-of Unit Assessment Can

the students combine 3-D

shapes to make a given 3-D

shape? Can the students

compare the faces of different 3-

D shapes and the faces of a

single 3-D shape? Can the

students match a 3-D block to a

2-D outline of one of the block

faces?

K.G.3

K.G.4

K.G.5

K.G.6

MP3: Construct


critique the


MP4:Model with

mathematics.

MP5: Use

appropriate tools

strategically.

Student activity

book pp. 50, 51

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Describing & Making 2D Shapes3.8 End-of-Unit Assessment and

Comparing 3-D Shapes Can the

students combine 3-D shapes to

make a given 3-D shape? Can

the students compare the faces

of different 3-D shapes and the


the students match a 3-D block

to a 2-D outline of one of the

block faces? Can the students

developing language to describe

and compare 2-D and 3-D

shapes and their attributes?

K.G.3

K.G.4

MP5: Use

appropriate tools

strategically.

MP7: Look for and

make use of

structure.

cone

triangle prism

Student Math

Handbook Flip

Chart 60-63, 65

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Six Tiles in All

Can the students develop and

analyze visual images for

quantities up to 10?

Can the students use number,

and/or addition notation, to

describe arrangements of

objects? Can students

decompose numbers in

different ways?

K.CC1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.OA.1

K.OA.3

K.OA.5

MP2: Reason

abstractly and

quantitatively

MP4: Model with

mathematics

MP7: Look for and

make use of

structure

Ongoing Assessment:

Observe student at

work pg. 32

Student Math

Handbook Flip

Chart: 27-28

Student Activity

Book: 52

M1: inch Grid Paper

1.2 Toss the Chips

Can students decompose

numbers in different ways?

Can the students use numbers,



objects and to record how

many?

K.CC.3

K.OA.1

K.OA.3

K.OA.5

K.MD.3

MP2: Reason

abstractly and

quantitatively

MP4: Model with

mathematics

MP5: Use

appropriate tool

strategically

MP7: Look for and

make use of

structure

Ongoing Assessment:

Observe student at

work pg. 37

Student activity

book: 53

M2, Toss the Chips

M3-M4, Family

Letter

Kindergarten Math

Unit 6: How Many Do You Have?

Investigation 1: Number of Tiles

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles1.3A Counting on the Number

Line(in investigations and the

common core state standards

book)

Can students count sequence

from 1 to 30?

Can students use the number

line as a tool for counting?



Can students use numbers

and/or addition notation to



many?

K.CC.1

K.CC.2

MP4: Model with

mathematics.

MP7: Look for and

make use of

structure

Student Math

Handbook

Flipchart: 27-28

Class Number Line

1.3 Arrangements of Five Through

Ten Tiles



Can students develop and



Can students use numbers,




many?

K.OA.1

K.OA.3

K.OA.4

K.OA.5

MP2: Reason

abstractly and

quantitatively

MP4: Model with

mathematics

MP5: Use

appropriate tool

strategically

Ongoing Assessment:

Observe student at

work pg. 43

Student Math

Handbook

Flipchart: 27, 28

M5, Assessment

Checklist

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles1.4 Counting Jar





many?

Can students develop strategies

for accurately counting and

keeping track of quantities up to

20?

Can students create an

equivalent set?

K.CC.1

K.CC.2

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.OA.1

K.OA.3

K.OA.4

K.OA.5

MP2: Reason

abstractly and

quantitatively

MP4: Model with

mathematics.

MP7: Look for and

make use of

structure

Ongoing Assessment:

Observe student at

work pg. 48

Student Math

Handbook Flip

Chart: 20, 27, 28

M6, Assessment

Checklist

1.5 Racing Bears

Can students count spaces and

move on a game board?

Can students think strategically

about moves on a game board?



K.CC.1

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.5

K.OA.3

K.OA.4

MP2: Reason

abstractly and

quantitatively.

MP7: Look for and

make use of

structure

Ongoing Assessment:

Observe student at

work pg. 53

Student Activity

Book: 54, 55

M8, Racing Bears

Game board

1.6 Arranging Five Tiles




and/or addition notation, or



many?

Can students develop and



K.CC.1

K.Cc.4a

K.Cc.4b

K.Cc.4c

K.CC.5

K.OA.3

K.OA.4

K.OA.5

K.MD.3

MP2: Reason

abstractly and

quantitatively

MP4: Model with

Mathematics

MP7: Look for and

make use of

structure

Student Math

Handbook

Flipchart: 27, 28

Ways to Make

Numbers Class

Book

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles1.7 Arranging Eight Tiles





describe arrangements and to

record how many? Can students

develop and analyze visual

images for quantities up to 10?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.OA.3

K.OA.4

K.OA.5

MP2: Reason

abstractly and

quantitatively

MP4: Model with

Mathematics

Student Math

Handbook Flipchart:

27, 28

Ways to Make

Numbers Class Book

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles2.1 Collect 15 Together




20?

Can students find the total after

1, 2, or 3 is added to, or

subtracted from a set?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.OA.1

MP1:Make sense of

problems and


them.

MP2: Reason

abstractly and

quantitatively.

MP3: Construct


critique the


MP7: Look for and

make use of

structure

Ongoing Assessment:

Observe student at

work pg. 70

Eleven

Twelve

Thirteen

Fourteen

Fifteen

Sixteen

Seventeen

Eighteen

Nineteen

Twenty

Student Math

Handbook

Flipchart:12, 19

M9: Fifteen Frame

2.2 Inventory Bags

Can students use subsets to

count a set of objects? Can

students use numbers, pictures,

and/or words to represent a

quantity? Can students find the

total after 1, 2, or 3 is added to,

or subtracted from a set?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.OA.1

MP1:Make sense of

problems and


them.

MP2: Reason

abstractly and

quantitatively

MP4: Model with

Mathematics

Ongoing Assessment:

Observe student at

work pg. 76

Inventory

Double Check

Student activity

book: 56

Student Math

Handbook Flipchart:

12, 13, 19

M10, Inventory Bag

M11, Ten Frame

Investigation 2: Counting & Measuring

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles2.3 Measuring Ourselves

Can students repeat multiple


length? Can students use

numbers, pictures, and/or

words to represent a quantity

or measurement?




20?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.1

K.MD.3

MP1:Make sense of

problems and


them.

MP5: Use

appropriate tool

strategically

MP6:Attend to

precision.

MP7: Look for and

make use of

structure

Ongoing Assessment:

Observe student at

work pg. 81

Length

Measure

How Long

Student activity

book 57

Student Math

Handbook Flipchart:

19, 38

2.4 Do We Have to Count Them

All?




20?


1, 2, or 3 is added to, or


Can student repeat multiple


them?

K.CC.1

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.5

K.OA.1

K.MD.1

MP3: Construct


critique the


MP4: Model with

mathematics.

MP8:Look for and


repeated reasoning.

Student Math

Handbook

Flipchart: 12, 13, 19

2.5 How Did You Count?

Can students use subsets to

count a set of objects? Can

students repeat multiple


length? Can students develop

strategies for accurately

counting and keeping track of


K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.1

MP3: Construct


critique the


MP7: Look for and

make use of

structure.

MP8:Look for and


repeated reasoning.

Student Math

Handbook

Flipchart: 19, 38

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles2.6 Representing an Inventory




20?

Can students repeat multiple


length? Can students use



or measurement?

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.1

MP2: Reason

abstractly and

quantitatively.

MP3: Construct


critique the


MP5: Use

appropriate tools

strategically.

MP6:Attend to

precision.

Ongoing Assessment:

Observe student at

work pg. 92

Student Activity

Book: 58

M12: Assessment

Checklist: Addition

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles3.1 Roll and Record 3

Can student combine two single

digit numbers, with totals to

10?

Can students use numbers to

record how many?

Can students model the action

of combining and separating

situations?

Can students separate one

amount from another?

K.CC.3

K.OA.1

K.OA.2

K.OA.5

K.MD.3

MP2: Reason

abstractly and

quantitatively.

MP6:Attend to

precision

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 102

Student Activity

Book: 59, 60

M13, Roll and

Record 3

3.2 Double Compare

Can students combine two

single digit numbers with totals

to 12?


record how many?

Can students count and

compare quantities to 12 to


K.CC.1

K.C.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

K.OA.1

K.OA.5

MP2: Reason

abstractly and

quantitatively.

MP6: Attend to

precision.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Observe student at

work pg. 107

Student Math

Handbook

Flipchart: 12,12,21

M15-M18: Primary

Number Cards

Investigation 3: How Many in All?

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles3.3 Modeling Story Problems



situations?






to 20?

Can students use numbers


record how many and to

represent an addition situation?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.6

K.CC.7

K.OA.1

K.OA.2

K.OA.5

MP4: Model with

mathematics.

MP6: Attend to

precision

add

plus

plus sign

combined

equal sign

equals

joined

Student Activity

Book: 61

3.4 Build and Remove


1, 2, or 3 is subtracted from a

set?





record how many?

K.CC.1

K.CC, 2

K.CC.4.a

K.CC.4.b

K.CC.4c

K.CC.5

K.CC.7

K.OA.1

K.OA.2

K.OA.5

MP2: Reason

abstractly and

quantitatively.

MP4: Model with

mathematics.

Ongoing Assessment:

Observe student at

work pg. 117

remove

minus

Student Activity

Book: 62

Student Math

Handbook

Flipchart: 26, 31-34

M11, Ten Frame

M21, Build and

Remove

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles3.5 How Many Balls?



situations?


for solving addition and

subtraction story problems?


pictures, and/or words to

represent a solution to a

problem?

K.CC.1

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.CC.7

K.OA.1

K.OA.2

K.OA.5

K.MD.3

MP4: Model with

mathematics.

MP7: Look for and

make use of

structure.

MP8:Look for and


repeated reasoning.

Ongoing Assessment:

Observe student at

work pg. 121

Student Activity

Book: 63

Student Math

Handbook

Flipchart: 30, 31,

32, 33, 34

M19-M20: Family

Letter

3.6 How Do You Show the One

That Is Gone?

Can the students model the

action of combining and

separating situations?

Can develop strategies for

solving addition and subtraction

story problems?

Can the students use numbers,

picture, and/or words to

represent a solution to a

problem?

K.CC.7

K.OA.1

K.OA.2

K.OA.5

MP3: Construct


critique the


MP4: Model with

mathematics.

MP8:Look for and


repeated reasoning.

Ongoing Assessment:

Observe student at

work pg. 125

Student Activity

Book: 64

Student Math

Handbook flipchart:

31, 32, 33, 34

3.7 How Many Blocks?



situations? Can students

develop strategies for solving

addition and subtraction story

problems? Can students use


words to represent a solution to

a problem?

K.CC.3

K.CC.7

K.OA.1

K.OA.2

K.OA.5

MP4: Model with

mathematics.

MP7: Look for and

make use of

structure.

MP8:Look for and


repeated reasoning.

Ongoing Assessment:

Observe student at

work pg. 130

Student Activity

Book: 65

Student Math

Handbook

Flipchart: 31, 32,

33, 34

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles4.1 Five Crayons in All

Can students find combinations

of five? Can students use


words to represent a solution to

a problem?

Can students begin to recognize

that some problems have more

than one solution?

K.CC.1

K.CC.2

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.OA.1

K.OA.2

K.OA.3

K.OA.5

MP2: Reason

abstractly and

quantitatively.

MP3: Construct


critique the


MP4: Model with

mathematics.

Ongoing Assessment:

Observe student at

work pg. 139

Student Activity

Book: 66

4.2 Combinations of Six


numbers in different ways? Can

students use numbers to record

how many? Can students

consider combinations of a

number?

K.OAA.1

K.OA.3

K.OA.4

K.OA.5

K.MD.3

MP2: Reason

abstractly and

quantitatively.

MP3: Construct


critique the


MP7: Look for and

make use of

structure.

Student Math

Handbook

Flipchart: 28,29

4.3 Total of Six


of six? Can students combine

two single digit numbers with

totals to 6? Can student use

numbers, and/or addition

notation to record how many

and to represent an addition

situation?

K.OA.1

K.OA.3

K.OA.4

K.OA.5

MP3: Construct


critique the


MP4: Model with

mathematics.

Ongoing Assessment:

Observe student at

work pg. 149

equation

combination

Student Activity

Book: 67

Student Math

Handbook

Flipchart: 28, 29

M22, Total of Six

Game board

Investigation 4: How Many of Each?

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles4.4 Six Crayons in All


of six? Can students use



or a solution to a problem?

Can students consider

combinations of a number?

K.OA.1

K.OA.2

K.OA.3

K.OA.4

K.OA.5

MP2: Reason

abstractly and

quantitatively.

MP3: Construct


critique the


MP4: Model with

mathematics.

MP7: Look for and

make use of

structure.

Student Activity

Book: 68

Student Math

Handbook

Flipchart: 28, 29

M22: Total of Six

Game board

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles4.5 More Combinations of Six and

End of Unit Assessment


of six? Can students combine

two single digit numbers with

totals to 6? Can students

consider combinations of a

number?

K.CC.1

K.CC.2

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.OA.1

K.OA.2

K.OA.3

K.OA.4

K.OA.5

MP2: Reason

abstractly and

quantitatively.

MP3: Construct


critique the


Student Activity

Book: 69

M13, Roll and

Record 3

Primary Number

Cards


Combinations of Six



to 6? Can students consider

combinations of a number? Can


6?

K.OA.1

K.OA.3

K.OA.4

K.OA.5

K.MD.3

MP2: Reason

abstractly and

quantitatively.

MP3: Construct


critique the


MP4: Model with

mathematics.

MP7: Look for and

make use of

structure.

Student Math

Handbook flipchart:

28, 29

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles5.A.1 Teddy Bear Picnic

(see investigations and the


book) Can students add and

subtract within 5?

Can students find how many

are left after 1, 2, or 3 is



record how many?

K.CC.1

K.CC.2

K.OA.5

MP2: Reason

abstractly and

quantitatively.

MP7: Look for and

make use of

structure.

Ongoing Assessment:

Assessment Checklist,

C12

Student Activity

Book: 70B or

C13: How Many

Cars?

C11: Teddy Bear

Picnic Game board

C10: Teddy Bear

Picnic Cards

C12: Assessment

Checklist

5.A.2 How Many to 10?

Ongoing Assessment:



book) Can students decompose


Can students solve a problem in

which the total (10) and one

part are known?

Can students use addition

notation to record?

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.OA.1

K.OA.3

K.OA.4

MP1:Make sense of

problems and


them.

MP2: Reason

abstractly and

quantitatively.

Student Math

Handbook Flipchart:

10-11

Student Activity

Book: 70C or

C15, How Many to

10?

C14, Ten Frame

Cards

Investigation 5A: Teen Numbers

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: Number of Tiles5.A.3 The Teen Numbers



book) Can students compose

and decompose the teen

numbers into one ten and some

number of ones?

Can students use addition

notation to record each

composition and

decomposition?

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.OA.3

K.OA.4

K.NBT.1

MP1:Make sense of

problems and


them.

MP2: Reason

abstractly and

quantitatively.

Teen

Teen numbers

Student Activity

Book: 70E or

C20, Build It

C18, Teen Number

Cards

C19, Build It: Teen

Numbers Game

board

5.A.4 Roll and Record: Teen Numbers



book)

Can students compose and

decompose the teen numbers

into one ten and some number

of ones?

Can students use numbers and

addition notation to record?

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.NBT.1

MP1:Make sense of

problems and


them.

MP2: Reason

abstractly and

quantitatively.

MP5: Use

appropriately tool

strategically.

Student Math

Handbook

Flipchart: 11-12

C21-C22: Roll and

Record: Teen

Numbers Recording

Sheet

5.A.5 Teen Numbers



book)

Can students compose and

decompose the teen numbers

into one ten and some number

of ones?

Can students add and subtract

in which the total (10) and one

part are known?

Can students use numbers and

addition notation to record?

K.CC.1

K.CC.2

K.CC.3

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.OA.3

K.OA.4

K.OA.5

K.NBT.1

MP1:Make sense of

problems and


them.

MP2: Reason

abstractly and

quantitatively.

MP5: Use

appropriate tools

strategically.

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 How Many Are We?

Can the students count and keep

track of quantities? Can the

students make a representation of a

set of data? Can the students see

the one-to-one correspondence

between a set of data and a

representation of this data set?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3

MP1: Make sense of


in solving them.


and quantitatively.




Ongoing Assessment:


pg. 28

Student Math

Handbook Flip Chart

18

M3, Assessment

Checklist

M1-M2, Family Letter

1.2 How many noses? Can the

students match sets with one-to-

one correspondence? Can the

students count and keep track of

quantities? Can the students make

a representation of a set of data?

K.CC.1

K.CC.4.a

K.CC4.b

K.CC.4.c

K.CCC.5

K.MD.3


and quantitatively.

MP7: Look for and


MP8: Look for and


repeated reasoning.

MP8: Look for and


repeated reasoning.

Ongoing Assessment:


pg. 35-36

count Student Math

Handbook Flip Chart

19, 20

M5, Pattern Block

Grab

traced edges of at

least 4 shoes

1.3 How Many Eyes?

Can the students work with two-to-

one correspondence? Can the

students count by groups of 2? Can

the students count and keep track

of quantities? Can the students

make a representation of a set of

data?

K.CC.1

K.CC.2

K.MD.3

MP4: Model with

mathematics.

MP7: Look for and


MP8: Look for and


repeated reasoning.

Ongoing Assessment:


pg. 42

count

Kindergarten Math

Unit 7: Sorting & Surveys

Investigation 1: How Many Noses? How Many Eyes?

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: How Many Noses? How Many Eyes?1.4 Counting Chairs Can the students

count and keep track of quantities?

Can the students use data to solve a

problem? Can the students

compare two quantities to


K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3


and quantitatively

MP7: Look for and


MP8: Look for and


repeated reasoning.

Ongoing Assessment:


pg. 45-46

Student Math

Handbook Flip Chart

20, 21, 22

M4, Assessment

Checklist

1.5 Eyes at Home Can the students

count and keep track of quantities?

Can students work with two-to-one

correspondence? Can the students

count by groups of 2? Can the

students make a representation of a

set of data?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.MD.3


and quantitatively.

MP4: Model with

mathematics.

MP7: Look for and


MP8: Look for and


repeated reasoning.

Ongoing Assessment:


pg. 50

1.6 Enough Chairs for the Class? Can

the students count and keep track

of quantities? Can the students

work with two-to-one

correspondence? Can the students

count by groups of 2? Can the

students use data to solve a

problem?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.5

K.MD.3


and arguments and

critique the reasoning

of others.

MP7: Look for and


MP8: Model with

mathematics.

Student Math

Handbook Flip Chart

19, 20, 21, 22

1.7A Counting Fingers

Can the students count and keep

track of quantities?

Can the students count by groups

of 10?

K.CC.1

K.CC.2

K.CC.4.a

K.CC.4.b

K.CC.4.c


and quantitatively.

MP4: Model with

mathematics.

MP8: Look for and


repeated reasoning.

counting by 10s Student Activity Book

75A or Resource

Master C24

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: How Many Noses? How Many Eyes?2.1 Self-Portraits Can the students


and different? Can the students use

attributes to sort a set of objects?

Can the students sort a set of

objects or data in different ways?

K.CC.1

K.CC.2

K.MD.3


and quantitatively.

MP4: Model with

mathematics.

MP7: Look for and


Ongoing Assessment:


pg. 65, 67.

Student Math

Handbook Flip Chart

49

2.2 Attribute Match-up Can the

students identify the attributes of

an object? Can the students identify

an attribute that is common to

several objects? Can the students


and different?


and quantitatively.

MP4: Model with

mathematics.


use of structure

Ongoing Assessment:


pg. 72, 73.

attributes Student Math

Handbook Flip Chart

47

M8, Assessment

Checklist: Sorting

2.3 Boxes, Bottles and Cans Can the

students identify the attributes of

an object? Can the students use


Can the students compare how

objects are the same and different?

K.CC.1

K.CC.2

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.MD.3


and quantitatively.

MP4: Model with

mathematics.

Ongoing Assessment:


pg. 77

comparing

same

different

Student Math

Handbook Flip Chart

48

M8, Assessment

Checklist

2.4 Same and Different Can the


the same and different? Can the

students use attributes to sort a set

of objects? Can the students sort a

set of objects or data in different

ways?


and quantitatively.




MP4: Model with

mathematics.

MP7: Look for and


describe Student Math

Handbook Flip Chart

48

M9-M10, Family

Letter

Investigation 2: How Are They the Same? How Are They Different?

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: How Many Noses? How Many Eyes?2.5 Attribute Dominoes Can the


the same and different? Can the

students use attributes to sort a set

of objects? Can the students sort a

set of objects or data in different

ways?

K.CC.1

K.CC.2


and quantitatively.

MP4: Model with

mathematics.

Ongoing Assessment:


pg. 86

Student Math

Handbook Flip Chart

47, 48, 49

2.6 Favorite Lunch Foods Can the

students group data into categories

based on similar attributes? Can the

students sort a set of objects or data

in different ways? Can the students

interpret results of a data

investigation?

K.CC.5

K.CC.6

K.MD.3


and quantitatively




MP4: Model with

mathematics.

MP7: Look for and


3.1 "Do You Like…?" Surveys Can the

students choose a survey question

with two possible responses? Can

the students collect and keep track

of survey data?

K.CC.1

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.CC.MD.3

MP1: Make sense of


in solving them.


and quantitatively.





use of structure

Ongoing Assessment:


pg. 104

survey

data

Student Math

Handbook Flip Chart

45, 46

Investigation 3: Data Projects

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

Kindergarten Math


Investigation 1: How Many Noses? How Many Eyes?3.2 Collecting Data Can the students

collect and keep track of survey

data? Can the students use


K.MD.3 MP1:Make sense of


in solving them


and quantitatively.





use of structure

Ongoing Assessment:


pg. 107, 108.

response Student Math

Handbook Flip Chart

20, 45, 46, 47

3.3 Sharing "Do You Like…?" Surveys

Can the students collect and keep

track of data? Can the students


investigation?

K.CC.1

K.CC.2.

K.MD.3

MP1: Make sense of


in solving them.




MP4: Model with

mathematics.

Student Math

Handbook Flip Chart

20, 45, 46, 47

3.4 End-of-Unit Assessment: Solving a

Problem Using Attendance Data

Can the students make a

representation of a set of data? Can

the students use data to solve a

problem? Can the students


investigation?

K.MD.3 MP1: Make sense of


in solving them.




MP7: Look for and


Ongoing Assessment:


pg. 117

Student Math

Handbook Flip Chart

45, 46

3.5 End-of-Unit Assessment and How

Did You Solve the Problem? Can

the students make a representation

of a set of data? Can the students

use data to solve a problem?

K.CC.1

K.CC.2

K.CC.4.a

K.CC.4.b

K.CC.4.c

K.MD.3


and quantitatively.


and arguments and

critique the reasoning

of others.

Unit 7

Kindergarten Math - Cicero Public School District 99 · Student Math Handbook Flip Chart 4-10,20...

Documents

Transcript of Kindergarten Math - Cicero Public School District 99 · Student Math Handbook Flip Chart 4-10,20...