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Greene County Public Schools
Kindergarten Grade Math Pacing Guide 2017-18 Quarter 1st
Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create
|Time/Dates |SOL/Strand |Objective/Content/Essential Questions/Cognitive Level |Vertical Alignment |Vocabulary |Cross-curricular Connections |
|August 18 – ongoing |K.8 – Measurement |Identify the components of a calendar, including days, |do daily, songs, ask higher order |calendar, day, month, year, |Science – life cycle time lines,|
| |The student will |months and seasons. R |thinking questions (when is |season, today, yesterday, |LA-Read days of week, months, |
| |identify calendar: day, |Essential Skills: |Valentine’s Day) |tomorrow, date |left to right, top to bottom, |
| |month and season |Identify a ruler as an instrument to measure length. | | |songs, poems |
| | |Identify different types of scales as instruments to | | | |
| | |measure weight. | | | |
| | |Identify different types of clocks (analog and digital) | | | |
| | |as instruments to measure time. | | | |
| | |Identify the components of a calendar, including days, | | | |
| | |months, and seasons. | | | |
| | |Identify different types of thermometers as instruments | | | |
| | |used to measure temperature. | | | |
|August 18 – ongoing |K.11- Geometry |The student will identify, describe and trace plane and |make lists of items for each |circle, square, |Songs, |
| |The student will |geometric figures. |shape, look for shapes in |triangle, rectangle |Books (student shape books), |
| |identify, describe and |R |environment, draw on white boards | |poems |
| |trace circle, square, |Essential Skills: | | | |
| |triangle and rectangle |Identify a circle, triangle, square, and rectangle. | | | |
| | |Describe the characteristics of triangles, squares, and | | | |
| | |rectangles, including number of sides and number of | | | |
| | |angles. | | | |
| | |Describe a circle using terms such as round and curved. | | | |
| | |Trace a circle, triangle, square, and rectangle. | | | |
| | |Compare and group plane geometric figures (circle, | | | |
| | |triangle, square, and rectangle) according to their | | | |
| | |relative sizes (larger, smaller). | | | |
| | |Compare and group plane geometric figures (circle, | | | |
| | |triangle, square, and rectangle) according to their | | | |
| | |shapes. | | | |
| | |Distinguish between examples and nonexamples of | | | |
| | |identified geometric figures (circle, triangle, square, | | | |
| | |and rectangle). | | | |
|August 18 – ongoing |K.4 a-Number Sense |The student will count forward from 0-100. R |Counting daily, songs, YouTube |count, what comes next |Number words, Read Alouds (100 |
| |The student will count |Essential Skills: |videos, number games, I Have Who | |days), Zero the Hero song |
| |forward to 100 |Count forward from 0 to 100. |Has | | |
| | |Count backward from 10 to 0. | | | |
| | |Recognize the relationship of one more than and one less | | | |
| | |than a number using objects (i.e., five and one more is | | | |
| | |six; and one less than ten is nine). | | | |
| | |Group 100 or fewer objects together into sets of fives or| | | |
| | |tens and then count them by fives or by tens. | | | |
| | |Investigate and recognize the pattern of counting by | | | |
| | |fives to 100, using a variety of tools. | | | |
| | |Investigate and recognize the pattern of counting by tens| | | |
| | |to 100, using a variety of tools. | | | |
|August 24 – ongoing |K.14-Prob. and |Display data in graphs or tables. An, C |large group and small group |graph, picture graph, table, |Graphing concepts related to |
| |Statistics The student |Answer questions related to the gathered data. Ap |graphs, teacher directed questions|data, more, bigger, fewer/less, |units, reading a graph, |
| |will display gathered |Essential Skills: | |smallest, same |measurement |
| |data in object and |Display data by arranging concrete objects into organized| | | |
| |picture graphs and |groups to form a simple object graph. | | | |
| |tables. |Display gathered data, using pictures to form a simple | | | |
| | |picture graph (e.g., a picture graph of the types of | | | |
| | |shoes worn by students on a given day). | | | |
| | |Display gathered data in tables, either in rows or | | | |
| | |columns. | | | |
| | |Answer questions related to the gathered data displayed | | | |
| | |in object graphs, picture graphs, and tables by: | | | |
| | |Describing the categories of data and the data as a whole| | | |
| | |(e.g., the total number of responses) and its parts. | | | |
| | |Identifying parts of the data that represent numerical | | | |
| | |relationships, including categories with the greatest, | | | |
| | |the least, or the same. | | | |
| |K.2a – Number Sense |Count how many in a set up to 15. R |use manipulatives and one to one |objects, set |Units-counting objects related |
|August 31 – ongoing |The student will tell |Essential Skills: |correspondence | |to unit topics, patterns, |
| |how many are in a set of|Count orally the number of objects in a set containing 15| | |sequence |
| |15 or fewer objects, by |or fewer concrete objects, using one-to-one | | | |
| |counting orally |correspondence, and identify the corresponding numeral. | | | |
| | |Identify written numerals from 0 through 15 represented | | | |
| | |in random order. | | | |
| | |Select the numeral from a given set of numerals that | | | |
| | |corresponds to a set of 15 or fewer concrete objects. | | | |
| | |Write the numerals from 0 through 15. | | | |
| | |Write a numeral that corresponds to a set of 15 or fewer | | | |
| | |concrete objects. | | | |
| | |Construct a set of objects that corresponds to a given | | | |
| | |numeral, including an empty set. | | | |
|September 8– ongoing |K.1 Number Sense |Compare and describe two sets of 10 or fewer objects |using manipulatives to make |fewer, same |Graphing concepts related to |
| |The student will |using the terms more, fewer and the same. C, An |groups, more, fewer or the same, | |unit topics, comparing objects, |
|**September 14th -18th |identify and describe |Essential Skills: |using graphs collecting data and | |Reading the words-comparing |
|is Progress Report |sets containing more, |Match each member of one set with each member of another |comparing | |syllables |
|Testing** |fewer or the same amount|set, using the concept of one-to-one correspondence to | | | |
| |of objects up to 10. |compare the number of members between sets, where each | | | |
| | |set contains 10 or fewer objects. | | | |
| | |Compare and describe two sets of 10 or fewer objects, | | | |
| | |using the terms more, fewer, and the same. | | | |
| | |Given a set of objects, construct a second set which has | | | |
| | |more, fewer or the same number of objects. | | | |
|September 21 – ongoing |K. 15- Patterns, |Sort objects into appropriate groups based on one |Use variety of manipulatives to |Attribute, thickness, size, |Sorting objects related to units|
| |Functions and Algebra |attribute. U, An |sort, use attribute shapes |shape, color |(apples, pumpkins) Seasons and |
| |The student will sort |Classify sets of objects into groups of one attribute. U| | |life cycles, sorting by |
| |and classify objects |Label attributes of a set of objects that has been | | |beginning, ending sounds, vowel,|
| |according to attributes |sorted. R Name multiple ways to sort a set of objects. | | |etc.. |
| | |R, U, Ap | | | |
| | |Essential Skills: | | | |
| | |Sort objects into appropriate groups (categories) based | | | |
| | |on one attribute. | | | |
| | |Classify sets of objects into groups (categories) of one | | | |
| | |attribute. | | | |
| | |Label attributes of a set of objects that has been | | | |
| | |sorted. | | | |
| | |Name multiple ways to sort a set of objects. | | | |
|September 28 – ongoing |K.12 Geometry |Describe the location of an object using the terms above,|Use manipulatives to move |location, above, below, next to |Student made books related to |
| |The student will |below, and next to. C |locations of objects | |positions, take pictures of |
| |describe the location of|Essential Skills: | | |students and label the position |
| |one object relative to |Identify pictorial representations of a circle, triangle,| | |students are in, moving unit |
| |another. |square, and rectangle, regardless of their position and | | |related objects into different |
| | |orientation in space. | | |positions |
| | |Describe the location of one object relative to another, | | | |
| | |using the terms above, below, and next to. | | | |
|September 28- ongoing |K.2 Number Sense |Students will count objects in a set up to 15, write the |Reinforce number identification |set, number |Units-recording scientific data |
| |Count, select and write |numeral to tell how many in the set, and select the |and one- to-one correspondence | |by writing numbers, reading |
| |numbers up to 15. |corresponding numeral from a given set of numbers. R | | |number words and writing number |
| | |Essential Skills: | | |words |
| | |Count orally the number of objects in a set containing 15| | | |
| | |or fewer concrete objects, using one-to-one | | | |
| | |correspondence, and identify the corresponding numeral. | | | |
| | |Identify written numerals from 0 through 15 represented | | | |
| | |in random order. | | | |
| | |Select the numeral from a given set of numerals that | | | |
| | |corresponds to a set of 15 or fewer concrete objects. | | | |
| | |Write the numerals from 0 through 15. | | | |
| | |Write a numeral that corresponds to a set of 15 or fewer | | | |
| | |concrete objects. | | | |
| | |Construct a set of objects that corresponds to a given | | | |
| | |numeral, including an empty set. | | | |
|September 8– ongoing |K.11 Geometry |The student will compare the size, larger or smaller, and|Review names of shapes, use |larger, smaller, shape, circle, |Discuss the language needed to |
| |The student will compare|shape of plane geometric figures (circle, triangle, |attribute shapes for size |triangle, square, |explain features, observing and |
| |the size and shape of |square, and rectangle). An |comparison |rectangle |classifying according to |
| |plane geometric figures.|Essential Skills: | | |scientific methods |
| | |Identify a circle, triangle, square, and rectangle. | | | |
| | |Describe the characteristics of triangles, squares, and | | | |
| | |rectangles, including number of sides and number of | | | |
| | |angles. | | | |
| | |Describe a circle using terms such as round and curved. | | | |
| | |Trace a circle, triangle, square, and rectangle. | | | |
| | |Compare and group plane geometric figures (circle, | | | |
| | |triangle, square, and rectangle) according to their | | | |
| | |relative sizes (larger, smaller). | | | |
| | |Compare and group plane geometric figures (circle, | | | |
| | |triangle, square, and rectangle) according to their | | | |
| | |shapes. | | | |
| | |Distinguish between examples and nonexamples of | | | |
| | |identified geometric figures (circle, triangle, square, | | | |
| | |and rectangle). | | | |
|Sept. 28-Oct. 16 |K. 7 Measurement |The student will recognize a penny, nickel, dime, and |use real money and plastic money, |penny, one cent |Coin book, |
| |Penny, Nickel, Dime, |will determine the value of each. R |allow students free play with |nickel, five cent |and poem, who is on the coin, |
| |Quarter |Essential Skills: |money, games, store |dime, ten cent |magnets regarding coins |
| | |Describe the properties/characteristics (e.g., color, | | | |
| | |relative size) of a penny, nickel, dime, and quarter. | | | |
| | |Identify a penny, nickel, dime, and quarter. | | | |
| | |Identify that a nickel is the same value as five pennies.| | | |
| | |Count a randomly placed collection of pennies and/or | | | |
| | |nickels (or models of pennies and/or nickels) whose value| | | |
| | |is 10 cents or less, and determine the value of the | | | |
| | |collection. | | | |
|Progress Report Assessment Sept. 14-18 |
|Report Card Assessment Oct. 19-23 |
Greene County Public Schools
Kindergarten Grade Math Pacing Guide 2015-16 Quarter 2nd
Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create
|Time/Dates |SOL/Strand |Objective/Content/Essential Questions/Cognitive Level |Vertical Alignment |Vocabulary |Cross-curricular Connections |
|Oct. 26 |K.8 Measurement |The student will identify a ruler as an instrument to |use hands on tools to measure |weight, length, time, |Units-many concepts are related to |
| |Identify the instruments|measure length. R | |temperature, scale, |measurement, time-long ago and today, |
| |used to measure length, |The student will identify different types of scales as | |thermometer, ruler, clock, |student made books, read alouds |
| |weight, time, and |instruments to measure weight. R | |calendar, measure, tool, | |
| |temperature |The student will identify different types of clocks | |instrument | |
| | |(analog and digital) as instruments to measure time. R | | | |
| | |The student will identify the components of a calendar,| | | |
| | |including days, months, and seasons. R | | | |
| | |The student will identify different types of | | | |
| | |thermometers as instruments used to measure temperature| | | |
| | |R | | | |
| | |Essential Skills: | | | |
| | |Identify a ruler as an instrument to measure length. | | | |
| | |Identify different types of scales as instruments to | | | |
| | |measure weight. | | | |
| | |Identify different types of clocks (analog and digital)| | | |
| | |as instruments to measure time. | | | |
| | |Identify the components of a calendar, including days, | | | |
| | |months, and seasons. | | | |
| | |Identify different types of thermometers as instruments| | | |
| | |used to measure temperature. | | | |
|Nov. 4-6 |K.11a |The student will describe the characteristics of |sort shapes by characteristics, |circle, square, triangle, |Using vocabulary to describe shapes, |
|Ongoing |Geometry |triangles, squares, and rectangles, including number of|identify geometric figures from |rectangle, side, corner, |shape poems and books |
|(No School the 2nd and|Describe plane geometric|sides and number of angles. R |a collection of shapes, shapes |equal, not equal, continues, | |
|3rd) |figures (circle, square,|The student will describe a circle using terms such as |in environment |vertices, right angles, size, | |
| |triangle, and rectangle)|round and curved. | |shape | |
| | |C | | | |
| | |Essential Skills: | | | |
| | |Identify a circle, triangle, square, and rectangle. | | | |
| | |Describe the characteristics of triangles, squares, and| | | |
| | |rectangles, including number of sides and number of | | | |
| | |angles. | | | |
| | |Describe a circle using terms such as round and curved.| | | |
| | |Trace a circle, triangle, square, and rectangle. | | | |
| | |Compare and group plane geometric figures (circle, | | | |
| | |triangle, square, and rectangle) according to their | | | |
| | |relative sizes (larger, smaller). | | | |
| | |Compare and group plane geometric figures (circle, | | | |
| | |triangle, square, and rectangle) according to their | | | |
| | |shapes. | | | |
| | |Distinguish between examples and nonexamples of | | | |
| | |identified geometric figures (circle, triangle, square,| | | |
| | |and rectangle). | | | |
|Nov. 9 |K.16 |The student will observe and identify the basic |Recognize and extend visual and |core, repeating, similar, |Life cycle, weekly cycles, plant |
|Ongoing |Patterns, Functions, and|repeating pattern (core) found in repeating patterns of|sound patterns by repetition |different, recognize, |cycles, animal cycles, read alouds, |
| |Algebra |common objects, sounds, and movements that occur in |through literacy, songs, and |describe, growing |poems, songs, patterns found in |
| |Identify, describe, and |practical situations. R |Attributes, discuss number | |stories, word study patterns |
|**Progress Report |extend repeating |The student will identify the core in a repeating |patterns | | |
|Testing is Nov. 16th |patterns. |pattern. R | | | |
|19th** | |The student will extend a repeating pattern by adding | | | |
| | |at least two repetitions to the pattern. U | | | |
| | |The student will create a repeating pattern. C | | | |
| | |The student will compare similarities and differences | | | |
| | |between patterns. An | | | |
| | |Essential Skills: | | | |
| | |Observe and identify the basic repeating pattern (core)| | | |
| | |found in repeating patterns of common objects, sounds, | | | |
| | |and movements that occur in practical situations. | | | |
| | |Identify the core in a repeating pattern. | | | |
| | |Extend a repeating pattern by adding at least two | | | |
| | |repetitions to the pattern. | | | |
| | |Create a repeating pattern. | | | |
| | |Compare similarities and differences between patterns. | | | |
|Nov. 23rd –no school |K.3 |The student will identify the ordinal positions |Identify ordinal position of |right-to-left, left-to-right, |Using position words to describe |
|on 25th-27th so |Number and Number Sense |1st-10th using ordered sets of 10 concrete objects |individual students first |top-to-bottom, |presidents, scientific method, |
|continue in to next |Given an ordered set of |and/or pictures of such sets presented from |through tenth in a line, play |bottom-to-top |sequencing, find the first word on the |
|week). |ten objects and/or |left-to-right; right-to-left; top-bottom; and/or |games where ordinal position is | |page, etc… |
|Ongoing |pictures, the student |bottom-to-top. R |identified | | |
| |will indicate the |Essential Skills: | | | |
| |ordinal positions of |Identify the ordinal positions first through tenth | | | |
| |each object, first |using ordered sets of ten concrete objects and/or | | | |
| |through tenth, and the |pictures of such sets presented from | | | |
| |ordered position of each|left-to-right; | | | |
| |object. |right-to-left; | | | |
| | |top-to-bottom; and/or | | | |
| | |bottom-to-top. | | | |
| | | | | | |
|Nov. 7 |K.4b |The student will recognize the relationship of one more|roll die, identify number and |more, larger, greater, plus, |Use vocabulary to expand on reading and|
|Ongoing |Number and Number Sense |than a number using objects (i.e., 5 and one more is 6)|one more, |add, all together, in all |unit concepts |
| |Identify one more than |R |one more bingo | | |
| |given number |Essential Skills: | | | |
| | |Count forward from 0 to 100. | | | |
| | |Count backward from 10 to 0. | | | |
| | |Recognize the relationship of one more than and one | | | |
| | |less than a number using objects (i.e., five and one | | | |
| | |more is six; and one less than ten is nine). | | | |
| | |Group 100 or fewer objects together into sets of fives | | | |
| | |or tens and then count them by fives or by tens. | | | |
| | |Investigate and recognize the pattern of counting by | | | |
| | |fives to 100, using a variety of tools. | | | |
| | |Investigate and recognize the pattern of counting by | | | |
| | |tens to 100, using a variety of tools. | | | |
|Dec. 7-ongoing |K.6-Computation & |The students will combine two sets with known |counting, number recognition |counting on, sets, all |Story problems, read alouds, |
| |Estimation |quantities, and count the combined set using up to 10 | |together, in all, add, |units-estimation (seeds, apples) |
| |Model adding whole |concrete objects, to determine the sum, where the sum | |addition, sum, plus, equal, |prediction |
| |numbers, using up to 10 |is not greater than 10. E | |equivalent, combine, | |
| |concrete objects |Essential Skills: | |equations, is the same as, | |
| | |Combine two sets with known quantities in each set, and| | | |
| | |count the combined set using up to 10 concrete objects,| | | |
| | |to determine the sum, where the sum is not greater than| | | |
| | |10. | | | |
| | |Given a set of 10 or fewer concrete objects, remove, | | | |
| | |take away, or separate part of the set and determine | | | |
| | |the result. | | | |
Progress Report Assessment: Nov. 16th – 19th
2nd Quarter Report Card Assessment Dec. 14-18
Greene County Public Schools
Kindergarten Grade Math Pacing Guide 2015-16 Quarter 3rd
Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create
|Time/Dates |SOL/Strand |Objective/Content/Essential Questions/Cognitive Level |Vertical Alignment |Vocabulary |Cross-curricular Connections |
|Jan 5-ongoing |K.13-Probability & |The student will count and tally to gather data on |one-to-one correspondence, |tally, slash, shut the door, |Use tally marks to collect data |
| |Statistics |categories identified by the teacher and/or student R, U |counting by 1’s and 5’s |slide on five, straight line, |during units, tally results from|
| |Gather data by counting |Essential Skills: | |space between sets of 5, record |reading/word wall word games |
| |and tallying |Use counting and tallying to gather data on categories | | | |
| | |identified by the teacher and/or student (e.g., | | | |
| | |favorites, number of days of various types of weather | | | |
| | |during a given month, types of pets, types of shoes). | | | |
|Jan. 12-ongoing |K.4-Number & Number |The student will investigate and recognize the pattern of|Repeated counting by 1’s, 5’s, and|skip count, nickel, dime, show 5|When you record the data (tally |
| |Sense |counting by 5’s and 10’s to 100, using a variety of |10’s. Repeated backwards counting |fingers, show 10 fingers, 100’s |marks) counting by 5’s |
| |Count by 5’s & 10’s to |tools. The students will count backwards from 10. R |from 10 |chart to see number pattern, | |
| |100, and backwards from |Essential Skills: | |backwards | |
| |10 |Count forward from 0 to 100. | | | |
| | |Count backward from 10 to 0. | | | |
| | |Recognize the relationship of one more than and one less | | | |
| | |than a number using objects (i.e., five and one more is | | | |
| | |six; and one less than ten is nine). | | | |
| | |Group 100 or fewer objects together into sets of fives or| | | |
| | |tens and then count them by fives or by tens. | | | |
| | |Investigate and recognize the pattern of counting by | | | |
| | |fives to 100, using a variety of tools. | | | |
| | |Investigate and recognize the pattern of counting by tens| | | |
| | |to 100, using a variety of tools. | | | |
|Jan. 19-ongoing |K.9-Measurement |The student will tell time to the hour on an analog and a|Counting by 1’s to 12, number |clock, hands, minute, hour, |Read alouds, poems, books, |
| |Telling time to the hour|digital clock. R |recognition |minute hand, hour hand, analog, |relating time to nocturnal |
| |using analog and digital|Essential Skills: | |digital, time, o’clock |animals |
| |clocks |Tell time on an analog clock to the hour. | | | |
| | |Tell time on a digital clock to the hour. | | | |
|Jan. 25-ongoing |K.10-Measurement |The student will compare and describe lengths of two |Measurement tools: scale |length, shorter, longer, height,|Use vocabulary to describe |
| |Compare two objects or |objects (as shorter or longer), using direct comparison |(balance), thermometer, ruler |taller, shortest, weight, |characteristics, unit related |
| |events, using direct |or nonstandard units of measure. R, An The student will | |heavier, lighter, temperature, |themes that we incorporate |
| |comparisons or |compare and describe heights of two objects (as taller or| |hotter, colder, compare |measurement |
| |nonstandard units of |shorter), using direct comparisons or nonstandard units | | | |
| |measure |of measure. R, An The student will compare and describe | | | |
| | |weights of two objects (as heavier or lighter), using | | | |
| | |direct comparison or nonstandard units of measure. R, An | | | |
| | |The student will compare and describe temperatures of two| | | |
| | |objects or environment (as hotter or colder), using | | | |
| | |direct comparison. R, An | | | |
| | |Essential Skills: | | | |
| | |Compare and describe lengths of two objects (as shorter | | | |
| | |or longer), using direct comparison or nonstandard units | | | |
| | |of measure (e.g., foot length, hand span, new pencil, | | | |
| | |paper clip, block). | | | |
| | |Compare and describe heights of two objects (as taller or| | | |
| | |shorter), using direct comparison or nonstandard units of| | | |
| | |measure (e.g., book, hand span, new pencil, paper clip, | | | |
| | |block). | | | |
| | |Compare and describe weights of two objects (as heavier | | | |
| | |or lighter), using direct comparison or nonstandard units| | | |
| | |of measure (e.g., book, cubes, new pencil, paper clip, | | | |
| | |block). | | | |
| | |Compare and describe temperatures of two objects or | | | |
| | |environment (as hotter or colder), using direct | | | |
| | |comparison. | | | |
|Feb. 1-5 | |Progress Reports Assessments | | | |
|Feb. 8 ongoing |K.7-Measurement |The student will identify a quarter and describe the |Review coins from calendar |quarter, coin, largest, bumpy |Quarter book and poem, George |
| |Coin Review |properties/characteristics of a quarter. All coin review.| |sides, silver, George |Washington, magnets-coins, long |
| | |R | |Washington, eagle, value, 25 |ago and today, characteristics |
| | |Essential Skills: | |cents, money | |
| | |Describe the properties/characteristics (e.g., color, | | | |
| | |relative size) of a penny, nickel, dime, and quarter. | | | |
| | |Identify a penny, nickel, dime, and quarter. | | | |
| | |Identify that a nickel is the same value as five pennies.| | | |
| | |Count a randomly placed collection of pennies and/or | | | |
| | |nickels (or models of pennies and/or nickels) whose value| | | |
| | |is 10 cents or less, and determine the value of the | | | |
| | |collection. | | | |
|Feb. 17-26 ongoing |K.5-Number & Number |The student will recognize fractions as representing |Count to 4, one-to-one |half, fourth, whole, sets, |Read alouds, identify fractions |
| |Sense |parts of equal size of a whole and identify half and/or |correspondence, |equal, not equal, part, fair, |within magazines (real life) |
| |Identify the parts of a |fourth of a region or a set. R |hands on activities that require |unfair, share, divide, region, |Units-cut apple in 1/2, use |
| |set and/or region that |Essential Skills: |separating materials into 2 and/or|shade, ½, ¼ |vocabulary of ½ and ¼ |
| |represent fraction for |Recognize fractions as representing parts of equal size |4 equal parts | | |
| |halves and fourths |of a whole. | | | |
| | |Given a region, identify half and/or a fourth of the | | | |
| | |region. | | | |
| | |Given a set, identify half and/or a fourth of the set | | | |
|March 7-10 |K.4b |The student will recognize the relationship of one less |counting back from 10, rote |less, back, subtract, |Read alouds, songs, poems, use |
|Ongoing |Number and Number Sense |than a number using objects (i.e., one less than 10 is 9)|counting, |take away, |unit related themes to subtract,|
| |Identify one less than a|R |using manipulatives to demonstrate|difference |use vocabulary to describe unit |
| |given number |Essential Skills: |removal of objects, | |related topics, take away |
| | |Count forward from 0 to 100. |using a number line | |letters |
| | |Count backward from 10 to 0. | | | |
| | |Recognize the relationship of one more than and one less | | | |
| | |than a number using objects (i.e., five and one more is | | | |
| | |six; and one less than ten is nine). | | | |
| | |Group 100 or fewer objects together into sets of fives or| | | |
| | |tens and then count them by fives or by tens. | | | |
| | |Investigate and recognize the pattern of counting by | | | |
| | |fives to 100, using a variety of tools. | | | |
| | |Investigate and recognize the pattern of counting by tens| | | |
| | |to 100, using a variety of tools. | | | |
Progress Report Assessment Feb. 1-5
3rd quarter Report Card Assessment Feb 29 – March 4
Greene County Public Schools
Kindergarten Grade Math Pacing Guide 2015-16 Quarter 4th
Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create
|Time/Dates |SOL/Strand |Objective/Content/Essential Questions/Cognitive Level |Vertical Alignment |Vocabulary |Cross-curricular Connections |
|March 14-25 |K.6 |The student will, given a set of 10 or fewer concrete |counting back from 10, rote |subtract, take away, |Read alouds, songs, poems, use |
|Ongoing |Computation and |objects, remove, take, away, or separate part of the set |counting, |less, difference, |unit related themes to subtract,|
|(two weeks) |Estimation |and determine the result. An |using manipulatives to demonstrate|separate, minus, how many are |use vocabulary to describe unit |
| |Model subtracting whole |Essential Skills: |removal of objects, |left, sum, answer |related topics, take away |
|Then.. |numbers using up to 10 |Combine two sets with known quantities in each set, and |using a number line | |letters |
|Spring Break |concrete objects |count the combined set using up to 10 concrete objects, | | | |
| | |to determine the sum, where the sum is not greater than | | | |
| | |10. | | | |
| | |Given a set of 10 or fewer concrete objects, remove, take| | | |
| | |away, or separate part of the set and determine the | | | |
| | |result | | | |
|April 4-8 |K.7 |The student will count a randomly placed collection of |Identify individual coins and |penny, nickel, dime, |Separate and classify coins, |
|Ongoing |Measurement |pennies and/or nickels (or models of pennies and/or |their value, |quarter, value, equal, less, |relating coins to presidents, |
| |Recognize a penny, |nickels) whose value is 10 cents or less, and determine |count a collection of |more |long ago and today, read alouds,|
| |nickel, dime, and |the value of the collection. An |pennies, count a collection of | |coin books and poems |
| |quarter and will |Essential Skills: |nickels | | |
| |determine the value of a|Describe the properties/characteristics (e.g., color, | | | |
| |collection of pennies |relative size) of a penny, nickel, dime, and quarter. | | | |
| |and/or nickels whose |Identify a penny, nickel, dime, and quarter. | | | |
| |total value is 10 cents |Identify that a nickel is the same value as five pennies.| | | |
| |or less |Count a randomly placed collection of pennies and/or | | | |
| | |nickels (or models of pennies and/or nickels) whose value| | | |
| | |is 10 cents or less, and determine the value of the | | | |
| | |collection. | | | |
|April 11-14 |K.5 |The student will recognize fractions as representing |hands on activities that require |half, fourth, whole, sets, |Read alouds, identify fractions |
|Ongoing |Number and Number Sense |parts of equal size of a whole. |separating materials into 2 and/or|equal, not equal, part, fair, |within magazines (real life) |
| |Identify parts of a set |The student, given a region, identify half and/or a |4 equal parts, Count to 4, |unfair, share, divide, region, |Units-cut apple in 1/2, use |
| |and/or region that |fourth of the region. |one-to-one correspondence |shade, ½, ¼ |vocabulary of ½ and ¼ |
| |represent fractions for |The student, given a set, identify half and/or a fourth | | | |
| |halves and fourths |of the set. R | | | |
| | |Essential Skills: | | | |
| | |Recognize fractions as representing parts of equal size | | | |
| | |of a whole. | | | |
| | |Given a region, identify half and/or a fourth of the | | | |
| | |region. | | | |
| | |Given a set, identify half and/or a fourth of the set. | | | |
|April 25-May 29 | |Addition Review | | | |
|May 2-13 | |Subtraction Review | | | |
Progress Report Assessment April 15-21
4th quarter Report Card Assessment May 16-20
|RESOURCES: VDOE Curriculum Framework, VDOE Rubrics, GCPS Math Instructional Strategies Guide, , |
| |
|Common Assessments: See the “Math SOL Common Assessment pages” |
| |
|Common Unit Plans: K.7 The student will recognize the coins and determine their value (money) and K.4 Matter (science). |
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