ࡱ > MC bjbj A } } p9 8 | 7 1 1 G G G { { { 7 7 7 7 7 7 7 9 N< 7 { { { { { 7 G G 4 7 { F G G 7 { 7 , . G e% v - 7 7 0 7 - 6 < 7 < , . . ^ < +2 \ { { { { { { { 7 7 { { { 7 { { { { < { { { { { { { { { : K.CC.A.1
Count to 100 by ones and by tens.
(Mastered)I can demonstrate counting to 100 by ones.
I can demonstrate counting to
100 by tens.
Go Math Chapter 7
Go Math Chapter 8
100 Number Chart Level 2 Recognizing numbers to 100
Orally Counting numbers to 100
Number Names ESGI Orally Counting to 100
Count by ones in sequential order from 1 to 100.
Count by tens in order to 100.Count
Ones
Tens
Order
Number names K.CC.A.2
Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11."). (Mastered)I can demonstrate counting forward from any number up to 20.Go Math Chapter 7
Go Math Chapter 8
Level 2Oral counting
Sequencing
Number namesOral counting (ESGI)
Observation
Count
Number names
Counting on
Order
Before
After
In all
How many
K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20 (with 0 representing a count of no objects). (Mastered)I can demonstrate writing numbers 0 to 20.
I can demonstrate writing a number for a group of 0 to 20 objects.Go Math Chapter 7
Go Math Chapter 8
Level 2Oral counting
Sequencing
Number names
Write numbers 0-20Oral counting (ESGI)
Observation
Set
Numeral
Number
Number names
Zero to Twenty
Quantity
Order
K.CC.B.4
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object (one to one correspondence). (Mastered)I can identify the number for each thing in a group as I count them.Go Math Chapter 7
Go Math Chapter 8
Level 2 Oral counting
Sequencing
Number names
Counting test (ESGI)
Performance Task
Chapter Review/Task
ObservationSet
Numeral
Number
Number names
Zero to Twenty
Quantity
K.CC.B.4
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted (cardinality). (Mastered)
I can understand that the last thing I count tells the number of things in a group.
I can understand that things in a group can be moved around and the total number will be the same.Go Math Chapter 7
Go Math Chapter 8
Level 2 Oral counting
Sequencing
Number names
Count to tell the number of objects
Chapter Review/Task
ObservationNumber
Count
Arrangement
Equal
Group
Alike
K.CC.B.4
c. Understand that each successive number name refers to a quantity that is one larger (hierarchical inclusion).
(Mastered)I can demonstrate adding an object to a group will make the total number one bigger.Go Math Chapter 7
Go Math Chapter 8
Level 2Oral counting
Number names
Count to tell the number of objects
Count group of objectsChapter Review/Task
Observation
Count
Number
Group
One more than
Greater than
Less than
Same
Equal K.CC.B.5
Count to answer questions about How many? when 20 or fewer objects are arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 to 20, count out that many objects.
(Mastered)
I can demonstrate counting objects to tell how many.
I can demonstrate counting out a number of objects between 1 and 20. Go Math Chapter 7
Go Math Chapter 8
Level 2 Oral counting
Number names
Count to tell the number of objects
Count group of objectsCounting Objects (ESGI)
Performance Task
Chapter Review/Task
Observation
Count
Set
Objects
Array
Number line
Scattered
How many
Order
K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (Include groups with up to ten objects.)
(Mastered)
Students will understand that a group with more is bigger than a group with less.
Student will understand that groups with the same number are equal.
Students will understand more than, greater than,
less than, fewer, and equal.Go Math Chapter 7
Go Math Chapter 8
Level 2 Concept of number for numerals
Count one to one correspondence
Relationship of numbers to quantities
Cardinality of a group of objects
Counting Objects (ESGI)
Performance Task
Chapter Review/Task
Observation
More
Less
Fewer
Same
Equal
Greater than
Less than
Most
Least K.CC.C.7
Compare two numbers between 0 and 10 presented as written numerals.
(Mastered)
I can understand that two numerals between 1 and 10 represent quantities that can be compared. Go Math Chapter 7
Go Math Chapter 8
Level 2Concept of number for numerals
Count one to one correspondence
Relationship of numbers to quantities
Cardinality of a group of objects
Compare numbers
Chapter Review/Task
Observation
Numeral
Identify
More
Less
Compare
Sets
Greater than
Less than
More
LessK.OA.A1
Represent addition and subtraction concretely.
(Introduced)
I can use objects, fingers and pictures to help me show addition
I can use objects, fingers and pictures to help me show subtraction. Go Math Chapter 5
Go Math Chapter 6
Level 2Putting together
Adding to
Taking apart
Taking from
Separation of a larger set into two smaller sets Chapter Review/Task
Observation
Join
Add
Addend
Addition
Equal to
Subtract
Sum
Difference
Plus
Minus
Separate
Combine
Put together
Total
Take away
Compare
Take apartK.OA.A2
Solve addition and subtraction word problems and add and subtract within 10.
(Introduced)
I can solve addition word problems within 10.
I can solve subtraction word problems within 10. Go Math Chapter 5
Go Math Chapter 6
Level 2 Count to 10
One to one correspondence
Count to answer how many
Putting together
Adding to
Taking apart
Taking from
Chapter Review/Task
Observation
Oral Story Problems
Join
Add
Addend
Addition
Equal to
Subtract
Sum
Difference
Plus
Minus
Separate
Combine
Put together
Total
Take away
Compare
Take apartK.OA.A3
Decompose numbers less than or equal to 10 into pairs in more than one way (using fingers, objects, symbols, tally marks, drawing, expressions).
(Introduced)I can take apart numbers less than or equal to 10Go Math Chapter 5
Go Math Chapter 6
Level 2 Separate numbers into number pairs
Show number pairs with objects or drawings
Write number pairs with drawings
Chapter Review/Task
Separate
Take away
Take apart
Decompose
Less than
K.OA.A4
For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., using fingers, objects, symbols, tally marks, drawings, or equation).
(Introduced)I can find the number that is added to 1 through 9 to make 10.
I can use objects or drawing to show my answer. Go Math Chapter 5
Go Math Chapter 6
Level 2 Count to 10
One to one correspondence
Count to answer how many
Putting together
Adding to
Chapter Review/Task
Add
Addend
Addition
Plus
Combine
Put together
Total
K.OA.A5
Fluently add and subtract within 5
(Introduced)
I can add within 5.
I can subtract within 5. Go Math Chapter 5
Go Math Chapter 6
Level 2 Count to 10
One to one correspondence
Count to answer how many
Putting together
Adding to
Taking apart
Taking fromChapter Review/Task
ESGIAdd
Subtract
Sum
Difference
Equal sign
Plus
minusK.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and additional ones by using objects, drawings and/or equations. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones (e.g., 18 = 10 + 8).
(Continued)
I can put together and take apart numbers from 11 to 19 by naming the tens and ones.
Go Math Chapter 7
Go Math Chapter 8
Level 2 Base Ten
One
Place value
Compose numbers
Decompose numbers
Chapter Review/Test
Observation
Place value
Tens
Ones
Digits
Number
Decompose
Compose
Number words 1-19
Grouping K.NBT.B.2
Demonstrate understanding of addition and subtraction within 10 using place value
(Introduced)I can demonstrate addition within 10 using place value.
I can demonstrate subtraction within 10 using place value. Go Math Chapter 5
Go Math Chapter 6
Level 2Count to 10
One to one correspondence
Count to answer how many
Putting together
Adding to
Taking apart
Taking from
Performance Task
Chapter Review/Test
ObservationAddition
Add
Plus
Minus
Subtraction
Take away
Place Value
Base Ten
OnesK.MD.A.1
Describe measurable attributes of a single object (e.g., length and weight).
(Mastered)
I can identify the different attributes of an object (length, width, and weight).
I can use measurement vocabulary.
I can describe measurable attributes of a single object. Go Math Chapter 11Level 2 Measurement
Performance Task
Chapter Review/Test
ObservationLength
Width
Capacity
Weight
Measuring
Size
Attribute
MeasureableK.MD.A.2
Directly compare two objects with a measurable attribute in common to see which object has more of or less of the attribute, and describe the difference (e.g., directly compare the length of 10 cubes to a pencil and describe one as longer or shorter). (Mastered)I can compare how two objects are similar or different
I can identify the tallest/shortest object.
I can describe the differences between two objects Go Math Chapter 11Level 2 Comparing
Measuring
Performance Task
Chapter Review/Test
ObservationMore of
Less of
Taller/shorter
Heavier/lighter
Compare
Attributes
Measuring
Height
K.MD.B.3
Classify objects into given categories; count the number in each category and sort the categories by count. (Note: limit category counts to be less than or equal to 10.) (Mastered)I can demonstrate how to group objects.
I can demonstrate comparing groups.
I can demonstrate sorting objects by a given attribute. Go Math Chapter 11Level 2Sorting
Comparing
Counting
Performance Task
Sorting objects
ObservationClassify
Sort
Attribute
Groups
Categories
CountK.G.A.1
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
(Mastered)
I can find shapes around me.
I can tell where shapes are.
Go Math Chapter 9
Go Math Chapter 10Level 2 Identify Shapes
Identify Sizes
Describe shapes
Positional words
Performance Task
Observation
Chapter Review/TestAbove
Below
Under
On top
Around
Near
Beside
In front of
Behind
Between
Next to
Square
Circle
Triangle
Rectangle
Hexagon
Cube
Cone
Cylinder
SphereK.G.A.3
Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). (Mastered)
I can compare two-dimensional and three-dimensional shapes.
I can describe a flat shape and a solid shape.Go Math Chapter 9
Go Math Chapter 10Level 2 Identify shapes
Describe shapes
2D Shapes
3D ShapesChapter Review/Test
Observation
Flat
Solid
Two-dimensional
Three-dimensional
Square
Circle
Triangles
Rectangle
Cube
Cone
Cylinder
Sphere
K.G.B.4
Analyze and compare two-dimensional and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners), and other attributes (e.g., having sides of equal length).
(Continued)I can compare 2-D and 3-D shapes using a variety of features.
I can tell how many sides and vertices a shape has.Go Math Chapter 9
Go Math Chapter 10Level 2Identify shapes
Compare shapes
Count sides (vertices)
Describe shapes by given attributes
Sort objects
Chapter Review/Test
Observation
Student workCompare
Similarities
Differences
Size
Attribute
Side
Point/corner/vertex
Straight
Round
Curved
Shape
Square
Circle
Triangles
Rectangle
Cube
Cone
Cylinder
SphereK.G.B.5
Model shapes in the world by building shapes from components (e.g., use sticks and clay balls) and drawing shapes.
(Mastered)
I can model shapes using objects and drawings.Go Math Chapter 9
Go Math Chapter 10Level 2 Identify shapes
Create shapes
Performance task
Student work
Student drawingsModel
Build
Shape
Circle
Triangle
Square
Rectangle
Rhombus
Cube
Cone
Cylinder
SphereK.G.B.6
Use simple shapes to form composite shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? (Mastered )
I can use simple shapes to make larger shapes Go Math Chapter 9
Go Math Chapter 10Level 2 Forming shapes
Creating shapes
Combing shapes
Performance task
Student work
Create
Compose
Explore
Combine
Different
Larger
K.MP.1
Make sense of problems and persevere in solving them.
(Continued )
I can try many times to understand and solve a math problem.Go Math Chapter 7
Go Math Chapter 8 Level 2 Explain problem
Solve problem Observation Problem
StrategyK.MP.2
Reason abstractly and quantitatively. (Continued)
I can think about the math problem in my head first.Go Math Chapter 7
Go Math Chapter 8 Level 2 Reasoning
ExplainingStudent work
ObservationReason
Think
K.MP.3
Construct viable arguments and critique the reasoning of others.
(Continued)
I can make a plan called a strategy, to solve the problem.
I can discuss other students strategies too.Go Math Chapter 9
Go Math Chapter 11Level 2 Build understanding
Solve problems
Discuss how they solved the problem Student work
ObservationConstruct
Plan
Reasoning
Strategy K.MP.4
Model with mathematics.
(Continued)
I can use math symbols and numbers to solve the problem.Go Math Chapter 7
Go Math Chapter 8Level 2 Solve problems
Model
Using Mathematical tools Student work
Observation Model
Math symbols
ProblemsK.MP.5
Use appropriate tools strategically. (Continue)I can use math tools, pictures, drawings, and objectives to solve the problem.Go Math Chapter 9
Go Math Chapter 11Level 2Solve problems
Model
Using Mathematical toolsStudent work
ObservationMath tools
Pictures
Drawings
Object
K.MP.6
Attend to precision. (Continued)
I can check to see if my strategy and calculations are correct. Go Math Chapter 7
Go Math Chapter 8Level 2 Reasoning
ExplainingStudent work
ObservationCheck your work
Revise K.MP.7
Look for and make use of structure.
(Introduction)
I can use what I already know about math to solve the problem. Go Math Chapter 11
Go Math Chapter 12
Level 2Problem
More than one solution
Connect to real world
Pattern
Explanation
Student work
Observation Problem
Solution
Pattern
Explanation K.MP.8
Look for and express regularity in repeating reasoning.
(Introduction)I can use a strategy that I used to solve another math problem Go Math Chapter 11
Go Math Chapter 12
Level 2Notice Number Patterns
Look for general methods
Look for short cuts
Student work
ObservationNumber Pattern
Strategy
Math Problem
Window Rock Unified School District #8 SCHOOL YEAR 2017-2018
CURRICULUM GUIDE
SUBJECT: Math GRADE: Kindergarten TIMELINE: 4th Quarter (March 19th May 24th )
StandardKid Friendly Learning ObjectivesContent
(subject or topic covered in Journeys/My Perspectives)DOK Level
Skills
(ability, practice, aptitude that will be learned)
AssessmentAcademic Vocabulary
PAGE 14 REVISED: May 2017
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