South Plainfield Public Schools Curriculum Guide

Mathematics Kindergarten
Authors: Joy Czaplinski Pat Publik Curriculum Coordinator: Paul C. Rafalowski

Board Approved on: August 17, 2011

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Table of Contents
South Plainfield Public Schools Board of Education Members and Administration Recognitions District Mission Statement Index of Courses Curriculum Guides Mathematics Practice Standards Common Core Standards Resources for State Assessments

Page: 3 Page: 4 Page: 5 Page: 6 Page: 7-22 Page: 23-25 Page: 26-28 Page: 29

Members of the Board of Education

Jim Giannakis, President Debbie Boyle, Vice President Carol Byrne John T. Farinella, Jr Christopher Hubner Sharon Miller William Seesselberg Joseph Sorrentino Gary Stevenson

Central Office Administration

Dr. Stephen Genco, Superintendent of Schools Dr. Frank Cocchiola, Interim Assistant Superintendent of Schools Mr. James Olobardi, Board Secretary/ BA Mrs. Laurie Hall, Supervisor of Student Personnel Services Mr. Vincent Parisi, Supervisor of Math and Science Mrs. Marlene Steele, Supervisor of Transportation Mrs. Annemarie Stoeckel, Supervisor of Technology Ms. Elaine Gallo, Director of Guidance Mr. Al Czech, Director of Athletics Mr. Paul Rafalowski, Curriculum Coordinator

Recognitions
The following individuals are recognized for their support in developing this Curriculum Guide:

Grade/Course Kindergarten: Grade 1: Grade 2: Grade 3: Grade 4: Grade 5: Grade 6: Grade 7: Grade 8: Algebra 1: Geometry: Algebra 2: Algebra 3/Trigonometry: Senior Math Applications: Pre-Calculus: Calculus: Supervisors: Supervisor of Mathematics and Science: Curriculum Coordinator: Supervisor of Technology:

Writer(s) Ms. Joy Czaplinski and Ms. Pat Public Ms. Patti Schenck-Ratti, Ms. Kim Wolfskeil and Ms. Nicole Wrublevski Ms. Cate Bonanno, Ms. Shannon Colucci and Ms. Maureen Wilson Ms. Cate Bonanno and Ms. Theresa Luck Ms. Linda Downey and Ms. Kathy Simpson Mr. John Orfan and Ms. Carolyn White Ms. Joanne Haus and Ms. Cathy Pompilio Ms. Marianne Decker and Ms. Kathy Zoda Ms. Marianne Decker and Ms. Donna Tierney Ms. Donna Tierney and Ms. Kathy Zoda Mr. Anthony Emmons and Ms. Kathy Zoda Mr. Anthony Emmons and Mr. John Greco Ms. Anu Garrison and Mr. David Knarr Mr. John Greco Ms. Anu Garrison and Mr. David Knarr Mr. David Knarr

Mr. Vince Parisi Mr. Paul C. Rafalowski Ms. Annemarie Stoeckel

South Plainfield Public Schools District Mission Statement

To ensure that all pupils are equipped with essential skills necessary to acquire a common body of knowledge and understanding; To instill the desire to question and look for truth in order that pupils may become critical thinkers, life-long learners, and contributing members of society in an environment of mutual respect and consideration. It is the expectation of this school district that all pupils achieve the New Jersey Core Curriculum Content Standards at all grade levels. Adopted September, 2008

NOTE: The following pacing guide was developed during the creation of these curriculum units. The actual implementation of each unit may take more or less time. Time should also be dedicated to preparation for benchmark and State assessments, and analysis of student results on the same. A separate document is included at the end of this curriculum guide with suggestions and resources related to State Assessments (if applicable). The material in this document should be integrated throughout the school year, and with an awareness of the State Testing Schedule. It is highly recommended that teachers meet throughout the school year to coordinate their efforts in implementing the curriculum and preparing students for benchmark and State Assessments in consideration of both the School and District calendars.

Index of Mathematics Courses

Elementary Schools (Franklin, Kennedy, Riley, Roosevelt) Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grant School Grade 5 Grade 6 Honors Grade 6 Middle School Grade 7 Honors Grade 7 Grade 8 Honors Grade 8 Grade 8 Algebra 1 High School Algebra 1 Academic Algebra 1 Honors Algebra 1 Geometry Academic Geometry Honors Geometry Algebra 2 Academic Algebra 2 Honors Algebra 2 Algebra 3/Trigonometry Senior Math Applications Pre-Calculus Honors Pre-Calculus Calculus Calculus AB Calculus BC

South Plainfield Public Schools Curriculum Guide Content Area: Mathematics Course Title: Grade K Math Grade Level: Grade K

Unit 1: Counting and Cardinality

8 Weeks

Unit 2: Operations and Algebraic Thinking

8 Weeks

Unit 3: Numbers and Operations in Base Ten

8 Weeks

Unit 4: Measurement and Data

8 Weeks

Unit 5: Geometry

8 Weeks

Board Approved: August 17, 2011

Unit 1 Overview Content Area Mathematics Unit 1: Counting and Cardinality Grade Level Kindergarten Unit Summary/Rationale Students will count to 100 by ones and by tens. They will count forward beginning from a given number within the known sequence. Students will write and represent numbers 0-20 and understand the relationship between numbers and quantities. Students will identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group up to 10 objects. Students will compare two numbers between 1 and 10 presented as written numerals.

Interdisciplinary Connections - Music: Dr. Jeans Songs Literature: Reeses Bits Count by Tens by Jerry Pollotta, Fish Eyes by Lois Ehlert, Blueberries for Sal by Robert McCloskey, 10 Apples on Top by Dr. Seuss, 10 Little Rubber Ducks by Eric Carle,Ten, Nine, Eight by Molly Bang, Chicka, Chicka, 1,2,3 by Bill Martin, Jr.,One Hundred Hungry Ants by Elinor J. Pinczes, Miss Bindergarten Celebrates the 100th Day by Joseph Slate ,Art: Make a number book including the numeral and sponge paint or dot paint a matching number of dots. Literature: M&M Counting Book by Barbara Barbiere Science: Classifying and sorting objects from nature. Science: Compare quantities of objects from nature Social Studies: Create a drawing of a neighborhood with buildings and cars and compare quantities of objects with partner. Technology Integration- SMART Board 21st Century ThemesFinancial , Economic, Business, and Entrepreneurial Literacy 21st Century SkillsCreativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration

Learning Targets Practice Standards: MP.1: Make sense of problems and persevere in solving them. MP.2: Reason abstractly and quantitatively. MP.3: Construct viable arguments and critique the reasoning of others. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. MP.6: Attend to precision. MP.7: Look for and make use of structure. MP.8: Look for and express regularity in repeated reasoning.

Domain Standards: K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. 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 on and only one object. 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. c. Understand that each successive number name refers to a quantity that is one larger. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. K.CC.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, e.g., by using matching and counting strategies (up to 10 objects). K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. Unit Essential Questions How does counting help us in our everyday lives? Unit Enduring Understandings Numbers have names and we use them to count and for comparison.

Terminology: Numbers, More/less, Left/right, Same/different, Numbers, Sequence, First, Second, third...
Before/after, How many, Greater than, Less than, Fewer, Most, Least, Equal to

Goals/Objectives Students will be able to K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). K.CC.4. Understand the relationship between numbers and quantities; connect counting

Recommended Learning Activities/Instructional Strategies Counting with manipulatives Calendar activities Clapping out numbers Listen to counting songs read aloud Write/form numbers 0-20 Ask children to finish a sequence when starting with a random number Illustrate objects based on that number

Evidence of Learning (Formative & Summative) Active demonstration Teacher observation Group and cooperative work, Open ended problem, Performance task Assessments

Counting with manipulatives, Number line, Count objects in the classroom (chairs, children, fingers, floor tiles, 9

Active demonstration Teacher observation

to cardinality. 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 on and only one object. 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. c. Understand that each successive number name refers to a quantity that is one larger. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. K.CC.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, e.g., by using matching and counting strategies (up to 10 objects). K.CC.7. Compare two numbers between 1 and 10 presented as written numerals.

etc.), Calendar, Pairing objects with number names, Write/form numbers 020, Ask children to finish a sequence when starting with a random number Illustrate objects based on that number Provide opportunities to look at a group of items to determine the quantity. Classify/ sort objects and then count.

Group and cooperative work Open ended problem Assessments

Count groups of students by attributei.e. hair color. Sort objects by attributes (color, size, shape, etc.) and determine which group is greater and less than. Match number cards to sets and compare greater than and less than. Use number lines to determine numerals and quantity

Active demonstration Teacher observation Group and cooperative work Open ended problem Assessments

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Diverse Learners (ELL, Special Ed, Gifted & Talented) Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students that need further support and scaffolding, versus those that need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Counting poems, Calendar, Problem of the Day, Whiteboards, Smart Board, Ten Frame Number line, Block centers, Manipulatives, Salt/rice trays, Math workbook, Math Big book, Objects to count, Blocks 11

Unit 2 Overview Content Area Mathematics Unit 2: Operations and Algebraic Thinking Grade Level Kindergarten Unit Summary/Rationale Students will represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. Students will solve addition and subtraction word problems, and add and subtract within 10 by using objects or drawings to represent the problem. Students will decompose numbers less than or equal to 10 into pairs in more than one way and record the answer with a drawing or equation. For any number from 1 to 9, Students will find the number that makes 10 when added to a given number by using objects or drawings, and record the answer with a drawing or equations. Student will fluently add and subtract within 5. Interdisciplinary Connections - Language Arts: Write a sentence about the number sentence. Dramatic Play: Act out addition and subtraction problems. Literature: Domino Addition by Lynette Long, Elevator Magic by Stuart J. Murphy, The Doorbell Rang by Hutchins, The Crayon Counting Book by Munos Ryan and Pallotta, Science: add and subtraction objects in nature, Social Studies: play number games from other countries Technology Integration- SMART Board 21st Century ThemesGlobal Awareness 21st Century SkillsCreativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration Learning Targets Practice Standards: MP.1: Make sense of problems and persevere in solving them. MP.2: Reason abstractly and quantitatively. MP.3: Construct viable arguments and critique the reasoning of others. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. MP.6: Attend to precision. MP.7: Look for and make use of structure. MP.8: Look for and express regularity in repeated reasoning.

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Domain Standards: K.OA. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.OA. 2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record the answer with a drawing or equation (e.g., 5= 2+3 and 5= 4+1). K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equations. K.OA.5. Fluently add and subtract within 5 Unit Essential Questions What happens when we combine groups and what happens when we take groups apart? Unit Enduring Understandings Adding is putting groups together and making more; subtracting is taking groups apart and making less.

Terminology: Add, Subtract, In all, How many, Together, Difference, Whats left, Plus, Minus, Is equal to, One more/less, Take away, What remains, Have enough, Still remaining

Goals/Objectives Students will be able to K.OA. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. K.OA. 2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record the answer with a drawing or equation (e.g., 5= 2+3 and 5= 4+1). K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equations. K.OA.5. Fluently add and subtract within 5

Recommended Learning Activities/Instructional Strategies Combine two sets of objects in the classroom to find total (of up to 10). Use number lines, calendar, 100 chart, and manipulatives to add or subtract by counting on or counting back. Represent addition and subtractions with objects, fingers, and mental images, drawings, sounds and acting out situations. Show several ways to create the same total up to 10 and record the equations. Use 10 frame. Tell and write number stories to illustrate and solve number problems within 10. Practice (both orally and in writing) facts for addition and subtraction within 5.

Evidence of Learning (Formative & Summative) Formative Assessment Opened-ended Problem Teacher Observation Homework review Classwork review Group and cooperative work Smart board Small whiteboards

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Diverse Learners (ELL, Special Ed, Gifted & Talented) Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students that need further support and scaffolding, versus those that need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Ten frames, Counters, Coins, Connecting cubes, Manipulatives, Poems, Songs, Dice dominoes , Spinners , Flash cards, Playing cards, Number line, Touch Math, Bingo/games, Math centers

Unit 3 Overview Content Area Mathematics Unit 3: Numbers and Operations in Base Ten Grade Level Kindergarten Unit Summary/Rationale Students will compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8). Students will understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Interdisciplinary Connections - Chart the days in school and/or days in the month Technology Integration- SMART Board 21st Century ThemesGlobal Awareness 21st Century SkillsCreativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration

Learning Targets Practice Standards: MP.1: Make sense of problems and persevere in solving them. MP.2: Reason abstractly and quantitatively. MP.3: Construct viable arguments and critique the reasoning of others. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. MP.6: Attend to precision. MP.7: Look for and make use of structure. MP.8: Look for and express regularity in repeated reasoning. 15

Domain Standards: K.NBT.1.Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Unit Essential Questions Why do we break numbers apart into tens and ones?

Unit Enduring Understandings We can break numbers apart by groups of tens and ones to help us understand larger numbers. Knowing the value of numbers in each place will help us add and subtract.

Terminology: Set of Ten, Ones, Compose, Decompose, Remaining

Goals/Objectives Students will be able to K.NBT.1.Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Recommended Learning Activities/Instructional Strategies Use unifix cubes to break apart numbers into tens and ones Have students display numbers 11 to 19 using objects. Use ten frames and single blocks to represent numbers 11 to 19. Draw pictures representing numbers 11 to 19 using one set of ten and _____ones.

Evidence of Learning (Formative & Summative) Formative Assessment Open Ended Problems Teacher Observation Cooperative Work Homework Review Classwork Review Performance Task

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Diverse Learners (ELL, Special Ed, Gifted & Talented) Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students that need further support and scaffolding, versus those that need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Counting cubes, Ten Frame, Popsicle Sticks, Calendar, Number Chart

Unit 4 Overview Content Area Mathematics Unit 4: Measurement and Data Grade Level Kindergarten Unit Summary/Rationale Students will describe measurable attributes of objects, such as length or weight and will describe several measurable attributes of a single object. Students will directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, students may directly compare the heights of two children and describe one child as taller/shorter. Students will classify objects into given categories, count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) Interdisciplinary Connections - Literature: Inchworm and a Half by Elinor Pinczes, Goldilocks and the Three Bears, How Big is a Foot by Joan Sweeny, Inch by Inch by Leo Lionni, Chrysanthemum by Kevin Henkes, Super Sand Castle Saturday by Stuart Murphy, Measuring Penny by Loreen Leedy. Science: Take a walk outside and compare heights of objects in nature. Literature: Sorting (Math Counts by Henry Pluckrose, One Fish Two Fish Red Fish Blue fish by Dr. Seuss, Harriets Halloween Candy by Nancy Carlson, A Pair of Socks by Stuart Murphy, Social Studies: sort students lunch boxes. Science: sort leaves

Technology Integration- SMART Board 21st Century ThemesGlobal Awareness, Civic Literacy 21st Century SkillsCreativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration Learning Targets Practice Standards: MP.1: Make sense of problems and persevere in solving them. MP.2: Reason abstractly and quantitatively. MP.3: Construct viable arguments and critique the reasoning of others. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. MP.6: Attend to precision. MP.7: Look for and make use of structure. 17

MP.8: Look for and express regularity in repeated reasoning. Domain Standards: K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10. Unit Essential Questions Why, what and how do we measure? Unit Enduring Understandings When measuring you start at the beginning of the object and finish measuring at the end of the object. When comparing two lengths, on end of each length must match. The size of an object does not always tell you its weight; for example, larger does not always mean heavier.

Terminology: Long, Short , Heavy, Light, Tall, Small, Big, Little, Heavier, Shorter, Taller, Lighter, Smaller than, Taller than, Bigger than, Same size, Difference size, Color Shape, Thickness, Category, Sort

Goals/Objectives Students will be able to K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.

Recommended Learning Activities/Instructional Strategies Compare height and length of students names with unifix cubes. Identify objects around the classroom that are longer and shorter than a given length. Define and give examples of heavy and light. Use a scale to measure the weight of different objects to see which is heavier or lighter.

Evidence of Learning (Formative & Summative) Formative Assessment Teacher assessment Self-assessment Open-ended Problem Performance task Classwork Review Homework Review

Students will classify and sort a random sampling of objects (i.e. by color, shape, thickness, type of object) and count the objects in each group.

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Diverse Learners (ELL, Special Ed, Gifted & Talented) Differentiation strategies may include, but are 19

not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students that need further support and scaffolding, versus those that need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Balance scale, Measuring cups Unifix cubes, Measuring spoons, Ruler, Tape measure, Nonstandard tools (paper clips, unifix cubes, hands, feet, wood blocks, etc.), Attribute blocks, Buttons, Beads, Assorted blocks, Foam Pieces, Coins, Calendar cutout shapes Unit 5 Overview Content Area Mathematics Unit 5: Geometry Grade Level Kindergarten Unit Summary/Rationale Students will 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. Students will correctly name shapes regardless of their orientations or overall size and identify shapes as two-dimensional. Students will analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes. Students will model shapes in the world by building shapes from components and drawing shapes. Students will compose simple shapes to form larger shapes.

Interdisciplinary Connections - Literature: Shapes, Shapes, Shapes by Tina Hoban, The Greedy Triangle by Marilyn Burns, Bear in a Square by Stella Blackstone and Debbie Harter, Physical Education: obstacle course, Social Studies: Classroom map, Science: Analyze different shapes outside. Literature: Not Enough Room! By Joanne Rocklin, Art: Use basic shapes to create larger shapes. Technology Integration- SMART Board 21st Century ThemesGlobal Awareness 21st Century SkillsCreativity and Innovation, Critical Thinking and Problem Solving, Communication, Collaboration Learning Targets

Practice Standards: MP.1: Make sense of problems and persevere in solving them. MP.2: Reason abstractly and quantitatively. MP.3: Construct viable arguments and critique the reasoning of others. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. MP.6: Attend to precision. MP.7: Look for and make use of structure. MP.8: Look for and express regularity in repeated reasoning.

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Domain Standards: K.G.1Describe 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. K.G.2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). K.G. 4. Analyze and compare two- 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). K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Unit Essential Questions How do we describe shapes we find in our environment? Unit Enduring Understandings All objects in our environment have a shape with a specific name and can have similarities and differences to each other.

Terminology: Square, Rectangle, Circle, Triangle, Rectangle, Hexagon, Cube, Cone, Cylinder, Sphere, Corner, Edges. Sides, Above, Below, Beside, In front of, Next to , Behind Goals/Objectives Students will be able to K.G.1Describe 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. K.G.2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify shapes as twodimensional (lying in a plane, flat) or three-dimensional (solid). K.G. 4. Analyze and compare two- 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 Recommended Learning Activities/Instructional Strategies Walk and identify shapes in the school and community. Create classroom map and ask the students to describe where items are in relation to other items. Create an obstacle course and have children crawl under, step over, walk on, etc. Make a flat shape pictures drawing).and compare to solid figures. Build 3 dimensional art with recyclable shapes. Draw various geometric shapes and compare them to solid figures, such as circle on a piece of paper compared to tennis or a rectangle on paper compared to a tissue box. Use tangrams to explore that shapes can be put together to compose other shapes. Build shapes from materials in the classroom and name the shape (e.g. box out of popsicle sticks). 21 Evidence of Learning (Formative & Summative) Active demonstration Active involvement in learning (speaking, writing, investigating, hypothesizing, questioning) Performance task Group and cooperative work Homework Review Classwork Review Self-Assessment Oral presentation

Active demonstration Active involvement in learning (speaking, writing, investigating, hypothesizing, questioning) Performance task Group and cooperative work Homework Review Classwork Review Self-Assessment

attributes ( e.g., having sides of equal length). K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

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Diverse Learners (ELL, Special Ed, Gifted & Talented) Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students that need further support and scaffolding, versus those that need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Shape models, Attribute shapes, Tangrams, Smart Board, Objects in the classroom, Manipulatives, , Popsicle Sticks, Play dough, Wiki Sticks, Same as above, Slide , Roll , Stack, Slanted, Number of sides, Rectangular prism

Mathematics: Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important processes and proficiencies with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Councils report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and ones own efficacy). 1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 2 Reason abstractly and quantitatively.

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Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referentsand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

3 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 4 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are 24

sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 7 Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8 Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way terms cancel when expanding (x 1)(x + 1), (x 1)(x2 + x + 1), and (x 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

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Common Core Standards

Mathematics | Kindergarten
In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics. (1) Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in Kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. (2) Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.

Grade K Overview
Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers.

Operations and Algebraic Thinking

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Work with numbers 1119 to gain foundations for place value.

Number and Operations in Base Ten

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Mathematical Practices

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Measurement and Data

Describe and compare measurable attributes. Classify objects and count the number of objects in categories. Identify and describe shapes. Analyze, compare, create, and compose shapes.

Geometry

Counting and Cardinality K.CC Know number names and the count sequence. 1. Count to 100 by ones and by tens.
2. 3. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 20 (with 0 representing a count of no objects). Understand the relationship between numbers and quantities; connect counting to cardinality.
a. b. c.

Count to tell the number of objects.

4.

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. 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. Understand that each successive number name refers to a quantity that is one larger.
Count to answer how many? questions about as many as 20 things 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 20, count out that many objects. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Compare two numbers between 1 and 10 presented as written numerals.
1

5.

Compare numbers.
6. 7.

Operations and Algebraic Thinking K.OA Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

1 2

Include groups with up to ten objects.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

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2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. 3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 5. Fluently add and subtract within 5. Number and Operations in Base Ten K.NBT Work with numbers 1119 to gain foundations for place value. 1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Measurement and Data K.MD Describe and compare measurable attributes. 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
2. Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
3

Classify objects and count the number of objects in each category.

3.

Geometry K.G Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 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.
2. 3. 4. Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). Analyze and compare two- 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 side s of equal length). Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a

Analyze, compare, create, and compose shapes.

5. 6.

rectangle?

Limit category counts to be less than or equal to 10.

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Resources for State Assessments

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