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FIRST SEMESTERCURRICULUM MAPCourse: Kindergarten Math Teacher: Mrs. Hazel SabilloUnit 1:TITLE: MATH READINESS: Position/Location/Basic Shapes/Sorting/ Patterns GOAL(S )/ STANDARD(S):LITERACY STANDARD(S):K.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.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.K.M.D.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3.ESSENTIAL QUESTION(S):? What words can you use to describe where an object is? ? How can you show me (inside, outside, top, middle, bottom, left, right, etc.) with a certain object?? What are shapes?? ? What is a shape called? (i.e. square, triangle, rectangle, etc.)? How are the attributes alike, different and the same?? How can you describe the pattern you have created?? What makes this a pattern? ? How would you extend a pattern?SKILLS / UNDERSTANDINGS: students will know… / Students will be able to ….. ? Familiarize position and direction ? Demonstrates position and direction by using positional words to locate and describe where an object is found in the environment. ? identify and understand directional words concepts such as opposites using terms like up, down,?left, and?right?help children to remember their?directions.? Identify basic shapes found in the natural environment ? Classify, classify, sort, and compare objects .? identify, describe, create and extend a repeating relationship (pattern) found in common objects, sounds, movementsCONTENT:? Follow positions and directions to familiar locations. Understand position words when giving and following directionsdirections: top, middle bottom, inside, outside, up, down, in, on, under, in front of, behind, next to, between, right, left.? Name the basic shapes and name triangles, squares, rectangles and circles in the environment. ? Match and sort using attributes. of shared characteristics between sets of items.? Recognize, copy and create patternsVOCABULARY:top, middle bottom, inside, outside, up, down, in, on, under, in front of, behind, next to, between, right, leftsquare, circle, rectangle, triangle, heart, star, oval, crescent, crosssort, attributes, patternsASSESSMENT / EVIDENCE:- self made and/or printable homework - self made and/or printable test- printable worksheet/s-Teacher’s observation - teacher guided instruction- Games -Collaborative/Cooperative Learning- Semester AssessmentACTIVITIES / LEARNING OPPORTUNITIES: - Toy Box ActivityHokey Pokey SongWalk or follow the leader that calls out left/right GameRole Play -students placement of the items in relation to the?directions?and the?position?word stated.Cereal Bracelet Craft Activity Shape?Skyscraper ProjectColored shaped cubes/manipulatives sorting ( by pair and by group)Foamed Alphabet Letters Sorting (Collaborative Learning )Create a Color Collage Activity ( by Pair)Manipulative Trays Patterns Bead & Bingo Dot Markers Patterns Small Group or Center Activities ( Trains Patterns) Large Group Patterns ( people, movement, sound patterns)RESOURCES:ManipulativesBig Shapes flashcardsBig Patterns flashcardsFoamed alphabetsDaily Math Practice BookMy First book of Shapes Book by Julia Seala? HYPERLINK "; \t "_blank" copy of the house (printable page)Printable Worksheets: HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; ( video clips about positions and directions ) HYPERLINK "; Cereal Bracelet Craft Activity:chenille stems, loop cereal (such as Fruit Cheerios or Fruit Loops), and an egg carton or muffin tinSky Scraper Project4 pieces of black construction paper, some sticky back foam, scissors, a cleaned out milk carton, and glue. HYPERLINK "; Activity:? Create a Color Collage Collage Materials in mixed colors, such as sequins, stickers, beads, pom-poms, buttons, feathers, macaroni, and foam shapes ,white glue, heavy construction paper, divided into four parts with lines or folds, markers? HYPERLINK "; Manipulative Trays Patterns Bead & Bingo Dot Markers Patterns Small Group or Center Activities ( Trains Patterns) Large Group Patters ( people, movement, sound patterns)TECHNOLOGY INTEGRATION:hokey-pokey music HYPERLINK "; ( video clips about positions and directions CURRICULUM MAPCourse: Kindergarten Math Teacher: Mrs. Hazel SabilloUNIT 2 TITLE: MEASUREMENTSGOAL(S )/ STANDARD(S):LITERACY STANDARD(S):K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.K.M.D. 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..ESSENTIAL QUESTION(S):How do we measure things?Why do we need to measure objects?How do we compare and order objects?SKILLS / UNDERSTANDINGS: students will know… / Students will be able to ….. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single objectEngage in a few simple actions and tasks, to subtly introduce concepts of length, weight and capacity. Directly comparing two objects when placed next to each other and describe the difference by length, weight and capacity. 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. ----CONTENT: Measure lengths, weight with non- standard units. Measure, Compare and order measurement . Use comparative language: long, longer, longest, short shorter, shortest, heavy, heavier, heaviest, light, lighter, lightest, holds more, holds less.. Measure two people or objects, and compare them with a third person or objectVOCABULARY: Measure, length, weight, capacity, long, longer, longest, short shorter, shortest, heavy, heavier, heaviest, light, lighter, lightest, holds more, holds less.ASSESSMENT / EVIDENCE: Printable worksheets and homework Printable Test Teacher’ Observations Students Response and Questioning Teacher guided instructions- Games Project Collaborative/Cooperative Learning Activities. Semester AssessmentACTIVITIES / LEARNING OPPORTUNITIES: Size, Weight Hunt: Outdoor Learning using nonstandard measures ( HYPERLINK "; ) Make Sizes with Cubes Large and Small Play Dough Snakes Measurement – Very Big & Very Small Hunt ( HYPERLINK "; ) Math Measurement Activities HYPERLINK "; ) Fun body measurement activities with string and tape measure Measuring Weight using self made balance scale: set of scales along with a variety of items for the children to explore and compare weight using improvised weighing scale. Which Jar has More? HYPERLINK "; academy/lesson/measurement-capacity Outdoor Capacity Experiment-?use buckets, wagons and flower pots to experiment with capacity ( HYPERLINK "; ) HYPERLINK "; Project/sRESOURCES:Online Printable worksheets : HYPERLINK "; ) HYPERLINK "; ) HYPERLINK "; ) HYPERLINK "; ) HYPERLINK "; academy/lesson/measurement-capacity HYPERLINK "; ) HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; cubes, ruler, tape measure, weighing scale, self- made weighing scale (hanger, 2 plastic bowls, yarn) , , measuring cup, different sizes of cups, different sizes of containers.Which Jar has more?:3 different-sized empty jars32 oz., 16 oz., and 8 oz.Liquid measuring cupsOne gallon of waterThree colors of food coloringNotebookPencilsMaking Lemonade: lemon, sugar, waterHow Do you Measure Up? book by Raye LankfordDaily Math Practice book TECHNOLOGY INTEGRATION:CURRICULUM MAPCourse: Kindergarten Math Teacher: Mrs. Hazel SabilloUNIT 3TITLE: EXPLORING NUMBERS GOAL(S )/ STANDARD(S):LITERACY STANDARD(S):K.C.C.1. Count to 100 by ones and by tens.K.C.C.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.C.C.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.C.C.4 Understand the relationship between numbers and quantities; connect counting to cardinality.K.C.C.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..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, e.g., by using matching and counting strategies 1K.C.C.7 Compare two numbers between 1 and 10 presented as written numerals..ESSENTIAL QUESTION(S):What are numbers?How do we count?How can numbers be shown in different ways?How can sets of objects and numbers be compared?SKILLS / UNDERSTANDINGS: students will know… / Students will be able to ….. Rote count from 1 to 100 orally. Read the numbers one through fifty /one hundred Accurately write the numbers Give a number (e.g., 6) and count on Show a set of objects and write the number. Show a set of objects and count and say the total number of objects in the set and answer the question, “How many?. Explore the ordinals (1st-10th). Explore the even and odd numbers from 1 to 100. Identify whether the number of objects in one group is more than, less than, or equal to the number of objects in another group by using counting and matching strategies. Compare two numbers between 1 and 10 presented as written numerals.CONTENT: Counting to 100 by ones Counting objects to 100 Writing numbers to 100 Count forward beginning from a given number within the known sequence. Show a set of objects and count and say the total number of objects in the set and answer the question, “How many?. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group Compare two numbers Explore the ordinals (1st-10th). Explore the even and odd numbers from 1 to 100. VOCABULARY:Count Number Tens Ones Numeral more than (greater than) less than equal to odd even First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Ordinal Numbers How many ? setASSESSMENT / EVIDENCE: Printable worksheets and homework Printable Test Teacher’ Observations Students Response and Questioning Teacher guided instructions- Games Project Collaborative/Cooperative Learning Activities . Semester AssessmentACTIVITIES / LEARNING OPPORTUNITIES:Count to and name 1 to 20;50;100Count steps and objects with students. Use of manipulations to build numbersPlay memory type of games to match numerals to dot cards or dominoes. “ Show Me “ GameFind as Many Objects Outdoor ActivityWrite the number Board GameRoll a Dice Fill in the blanks by Pair Activity ( for greater than, less than) HYPERLINK "; \t "_blank" Number Gators (Greater?Than,?Less?Than?Symbols Song)Ordering Numbers Collaborative Game using numbers flashcardsODD AND EVEN ACTIVITY SHEETS Comparing numbers math game HYPERLINK "; Line up objects in a specific order. Name the ordinal positions of objects ActivityRESOURCES:Numbers 1 to 100 Big PosterNumber CardsCountersManipulativesDiceFeast for 10 Book by Cathryn FalwellThe Door Bell Rang by Pat HutchinsTen Frames- Printable Cards?Alligator less than, greater than, and equal to printablesa stack of toys, counters etc.Counting and cardinality worksheets for preschool children: HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; HYPERLINK "; TECHNOLOGY INTEGRATION:Greater than, less than video game HYPERLINK "; Number Gators are hungry! This twangy, toe-tapping math song HYPERLINK "; watch?v=M6Efzu2slaISECOND SEMESTERCURRICULUM MAPCourse: Kindergarten Math Teacher: Mrs. Florence UNIT TITLE: Unit 4Exploring numbers and Skip CountingGOAL(S )/ STANDARD(S):LITERACY STANDARD(S):Know number names and the count sequence. .1 Count to 100 by ones and by tens. .2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). .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). Count to tell the number of objects .4 Understand the relationship between numbers and quantities; connect counting to cardinality. .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. Compare numbers. .M.D.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.Measurement and Data Classify objects and count the number of objects in each category K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. .ESSENTIAL QUESTION(S):How many different ways can you represent a number? What is the meaning of zero?How can grouping help me count?Why can you count from any giving number?How do you know what number come next in the sequenceWhat do the written number represents.How many combinations of numbers can you find within 2? 3? 4? 5? 10?SKILLS / UNDERSTANDINGS: students will know… / Students will be able to …..Students will know: number names and the count sequenceHow to Count to tell the number of objects.How to Write the numbersCounting by 2 and 5Counting by 5 tally Marks and counting by 10They will know the difference between tens and ones. Students will be able to: - work with numbers orally and in writing to one hundred. - apply learned knowledge and skills to solve problems - Intellectually engage with others on relevant topics with conviction in a credible, logical and effective manner.- be an inquisitive and independent learner who can sort and sift through data to arrive at a well-informed understanding.- Trace and write numbers 0-100; represent the numbers with a visual and/or object, and say the numbers aloud (with zero representing a count of no objects).- Using two ten frames, recognize a group of numbers (11-20) as a quantity of ten ones and some more ones.Recognize the written numerals for 0-10 and match them to given sets of objects-Count aloud by ones from 0 -100-Count aloud by tens -To count forward beginning from any number.CONTENT: Review 1 to 100Know number names and the count sequence Count to tell the number of objects. Write the numbers Counting by 2 and 5 Counting by 5 tally Marks and counting by 10 Graphs Place valueVOCABULARY: Ones, twos, fives, tally marks, count, counting, hundred, zero, graphsASSESSMENT / EVIDENCE:Formative Assessment Teacher’ Observations, Students Response and Questioning ,teacher guided instructions, Games ,chants ,Collaborative/Cooperative Learning Activities ,Quick check ,Worksheet, homework.Summative AssessmentChapter/Unit Test, Semester AssessmentEvidenceWorksheetsArts work in the classroomACTIVITIES / LEARNING OPPORTUNITIES:review, practice, and assess counting and cardinality skills ( rote count the number of objects 1 to 100, write 1 to 100 , count sequence and count to tell the number of objects )Introduce and explore counting by twos, fives, and tens in a variety of activities including manipulative.Introduce and explore gathered items counted using tally marks.To practice?interaction with peers through the process of tallying and gathering data.Classify objects and count the number of objects in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Count objects in the classroom; e.g., count the number of chairs of the students, count the number of windows, shoes, happy faces, student’s legs.Bundle objects such as cotton buds, straws, cubes, balls into groups of 5s and 10s.Count and Match ,WorksheetsUse beans to group numbersGames, prompts, chants, homework, teamwork.RESOURCES:Printable Handouts and worksheetsMath Daily Practice Workbook flashcardsMath Big posterManipulativesConnected Online Resources HYPERLINK "; HYPERLINK "; HYPERLINK "; www,math- HYPERLINK "; HYPERLINK "; promaryleap.co.uk HYPERLINK "; HYPERLINK "; printableworksheets. HYPERLINK "; TECHNOLOGY INTEGRATION:CURRICULUM MAPCourse: Kindergarten Math Teacher: Mrs. Florence UNIT TITLE: Unit 5Introduction to Calculations and Place ValueGOAL(S )/ STANDARD(S):LITERACY STANDARD(S):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.KOA.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, 5= 4+1).KOA.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.K.OA.5 Fluently add and subtract within 5. Count to tell the number of objects. C.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 10K.NBT.1 - Compose and decompose numbers from 11-19 into ten ones and some further ones, eg, 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 1,2,3,4,5,6,7,8, or 9 ones.ESSENTIAL QUESTION(S):What is addition?What is subtraction?What is an equation?What is place value?SKILLS / UNDERSTANDINGS: students will know… / Students will be able to …..Students will know:-That objects can be joined (addition) and separated(Subtraction) by representing addition and subtraction situations in various ways. -Will know and understand the concept of addition and subtraction,rather than merely reading and solving addition and subtraction number sentences-That objects can be broken into two sets and still have the same total amount. -That a set of objects can be broken in multiple ways (e.g., 5 can be 3 and 2 or 4 and 1). Students will be able to :-Solve an addition or subtraction problem using a variety of strategies (manipulatives, drawings etc-Solve problems that are presented in a story format (context) with a specific emphasis on using objectsOr drawings to determine the solution. Build upon their understanding from KOA1 to solve problems.Break apart a set of objects into two sets (5 can be 3 and 2). Break apart a set into multiple smaller sets (e.g., 5 can be 3 and 2 or 4 and 1).Fluently add and subtract within 5CONTENT:-Picture AdditionBasic Addition(single digit )Basic Addition ( 2 digits no regrouping )Picture SubtractionBasic (single digit )Basic Subtraction(2 digits no regrouping )Place ValueVOCABULARY: Addition, add, minus, subtraction, plus, equal to, sum, linear addition, Vertical addition, Double digits, single digits, equation, linear subtraction, vertical subtraction, more, less.ASSESSMENT / EVIDENCE:Formative Assessment Teacher’ Observations, Students Response and Questioning ,teacher guided instructions, Games, chants ,Collaborative/Cooperative Learning Activities ,Quick check ,Worksheet, homework.Summative AssessmentChapter/Unit Test, Semester AssessmentEvidenceWorksheetsACTIVITIES / LEARNING OPPORTUNITIES:Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), and acting out situations, verbal explanations, expressions, or equations. -Introduce beginning addition concepts of joining two sets in different ways. -introduce beginning subtraction concepts of taking some away and separating in different ways-introduce the concepts of representing and solving addition and subtraction problems,-Explore adding and subtracting within 5, and 10. -introduce and explore breaking apart a set of objects into two sets (5 can be 3 and 2). -introduce and explore breaking apart a set into multiple smaller sets (e.g., 5 can be 3 and 2 or 4 and 1).- explore place-value concepts for, tens and ones. Separate a set of 11-19 objects into a group of ten objects with leftovers. (12= 1 ten and two ones)- Introduce adding and subtracting no regrouping.-worksheets-Homework- teamworkRESOURCES:Printable Handouts and worksheetsMath Daily Practice Workbook flashcardsMath Big posterManipulativesConnected Online Resources HYPERLINK "; HYPERLINK "; HYPERLINK "; www,math- HYPERLINK "; HYPERLINK "; promaryleap.co.uk HYPERLINK "; HYPERLINK "; printableworksheets.TECHNOLOGY INTEGRATION:CURRICULUM MAPCourse: Kindergarten Math Teacher: Mrs FlorenceUNIT TITLE: Unit 6 GeometryGOAL(S )/ STANDARD(S):LITERACY STANDARD(S):. K.G.1 - Describe objects, in the environment using shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next toK.G.2 - Correctly name shapes regardless of their orientation 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 2- and 3-dimensional shapes, in different sizes and orientations, using informational language to describe their similarities, differences, parts. 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 rectangle?”.ESSENTIAL QUESTION(S):Why are positional words important in math? What characteristics make a shape two-dimensional? How is mathematical language used to describe shapes?How can shapes be put together to make new shapes?SKILLS / UNDERSTANDINGS: students will know… / Students will be able to …..Students will be able to… Count the sides of triangles, squares, rectangles, and hexagons and compare the number of sidesCompare two sets of objects including geometric shapes to determine which is greater than, less than, and/or equal to, and justify their pare two sets of objects and represent the quantities with a written numeral 0-20. Compare pairs or sets and support this understanding by describing measurable attributes such as height, color, number of sides, pare pairs or sets by measuring length and weightStudents will know ……Will know, analyze and compare a variety of two- and three-dimensional shapes using informal language to describe similarities,differences, component parts (for example, number of sides and vertices/”corners”) and other attributes (for example, having sides of equalLength).Positional wordsNames and attributes of shapes and solids. CONTENT:Positional WordsTwo Dimensional shapesThree Dimensional ShapesVOCABULARY:above, below, beside, in front of, behind, and next to, shapes, circle, square, rectangle, triangle, oval, rhombus(diamond), sphere, pyramid, rectangular prism, cube, cone, cylinder,hexagon..etcASSESSMENT / EVIDENCE:Formative Assessment Teacher’ Observations, Students Response and Questioning ,teacher guided instructions, Games, chants ,Collaborative/Cooperative Learning Activities ,Quick check ,Worksheet, homework.Summative AssessmentChapter/Unit Test, Semester AssessmentEvidenceWorksheetsArts work (designing different shapes).ACTIVITIES / LEARNING OPPORTUNITIES: Introduce and Identify flat objects (2-dimensional). Introduce and Identify solid objects (3-dimensional) Explore and identify shapes based on particular geometric attributes that define a shape. (Triangles have 3 sides and 3 vertices) Recall and use positional words to describe objects in the environment.Analyze, compare, create, and compose shapes. Note similarities and differences between and among 2D and 3D shapes using informal language. Explore 2 or more shapes to create a new shape.This standard focuses on students using descriptive words rather than sorting objects based on attributes. Attributes could include color, number of sides, shape, etc. Students focus on specific attributes when making verbal comparisons (e.g., when comparing 3 rectangles, students focus on length)Shape Tracing WorksheetsStudents use one-to-one correspondence, repeatedly matching one object from one set with one object from the other set to determine which set has more objects. Teacher ask probing questions, such as, “How do you know?” to elicit student thinking and reasoning. Students count the objects in each set and then identify which set has more, less, or an equal number of objects and describe the differencesMake comparisons between real world objects with significant weight differences such as a car and a tricycle. Measure objects using a balance beam scale. Measure lengths of objects in the classroom using non-standard units of measures such as paper clips, pencil, blocks, etc. Interactive Fruit Balance Scale.Teamwork / projectsArts work to create different shapesAssessmentsHomework.RESOURCES:Printable Handouts and worksheetsMath Daily Practice Workbook flashcardsMath Big posterManipulativesConnected Online Resources HYPERLINK "; HYPERLINK "; HYPERLINK "; www,math- HYPERLINK "; HYPERLINK "; promaryleap.co.uk HYPERLINK "; HYPERLINK "; printableworksheets.TECHNOLOGY INTEGRATION:DVD and TV to watch different shapes. ................
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