SVSU



Mathematics Pacing Guide

Time Frame: 8 Weeks (September – October) Kindergarten

Unit 1: Identifying and Comparing Numbers

|Standards for Mathematical Practice |Literacy Standards |

|2. Reason abstractly and quantitatively. |RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which |

| |they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |

|5. Use appropriate tools strategically. | |

| |W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which|

|7. Look for and make use of structure. |they name what they are writing about and supply some information about the topic. |

| | |

| |SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. |

|Common Core |Essential Questions |Assessments |Vocabulary |Resources |

|CRITICAL AREA: |What do we use numbers |Before |beginning |Kindergarten math website with worksheets and games: |

|Representing, comparing, and ordering whole numbers |for? |Test student’s ability to count to |count | |

|and joining and separating sets | |100 orally by ones and tens. |digits | |

| | | |forward |Counting online game: |

|Know number names and the count sequence. | |During |numbers |math/fishycount/index.htm |

| | |Use manipulatives to count to 100 |numeral | |

|.1 Count to 100 by ones and by tens. | |by tens. |objects |Counting worksheets and games: |

| | | |ones |counting |

|.2 Count forward beginning from a given number | |Observation |sequence | |

|within the known sequence (instead of having to begin| | |set |Kindergarten math worksheets: |

|at 1). | |After |sort |kidzone.ws/math/kindergarten.htm |

| | |Test students’ ability to write |tens | |

|.3 Write numbers from 0 to 20. Represent a number| |numbers from 0 to 20. | |Counting worksheets and resources: |

|of objects with a written numeral 0-20 (with 0 | | | |numeracy/ |

|representing a count of no objects). | |Have students represent a number | |counting/counting.html |

| | |with a picture. | | |

| | |Place numbers 1-20 into a bag, box,| |Counting worksheets and wall charts: |

| | |or other container. Have a student | | |

| | |choose a number out of the box and | | |

| | |read it to the class. The class | |Online exercises and games for counting 1-10: |

| | |then continues the count sequence | | |

| | |until the teacher has them stop. | |beginning_counting_math_kindergarten_k_grade.htm |

| | | | | |

| | | | |Online exercises and games for counting 1-100: |

| | | | | |

| | | | |counting_math_kindergarten_k_grade.htm |

| | | | | |

| | | | |MAISA curriculum unit and resources for developing number sense: |

| | | | | |

| | | | |View/Default?UnitID=16415&YearID=2013&SchoolID=19& |

| | | | |TimePeriodID=14&SourceSiteID=&CurriculumMapID=804& |

| | | | | |

| | | | |MAISA curriculum unit and resources for data and data representation: |

| | | | | |

| | | | |View/Default?UnitID=16417&YearID=2013&SchoolID=19& |

| | | | |TimePeriodID=14&SourceSiteID=&CurriculumMapID=804& |

| | | | | |

| | | | | |

| | | | |This site has multiple resources of all types for teachers and students. |

| | | | | |

| | | | | |

| | | | |Manipulatives (attribute blocks, color titles, counters, beans, etc.) |

| | | | | |

| | | | |Books: |

| | | | |One is a Snail, Ten is a Crab: A Counting by Feet Book, |

| | | | |By April and Jeff Sayre |

| | | | |Published 2006 |

| | | | |ISBN-13: 978-0763626310 |

| | | | | |

| | | | |3 Little Firefighters |

| | | | |By Stuart J. Murphy |

| | | | |Published 2003 |

| | | | |ISBN-13: 978-0060001209 |

| | | | | |

| | | | |Mouse Count |

| | | | |By Ellen Walsh |

| | | | |Published 1995 |

| | | | |ISBN-13: 978-0152002237 |

| | | | | |

| | | | |Ten Black Dots |

| | | | |By Donald Crews |

| | | | |Published 1995 |

| | | | |ISBN-13: 978-0688135744 |

Mathematics Pacing Guide

Time Frame: 7 Weeks (November – December) Kindergarten

Unit 2: Counting and Writing Numbers

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them. |RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces|

| |of information in a text. |

|2. Reason abstractly and quantitatively. | |

| |W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which|

|5. Use appropriate tools strategically. |they name what they are writing about and supply some information about the topic. |

| | |

|7. Look for and make use of structure. |SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by |

| |asking and answering questions about key details and requesting clarification if something is not |

| |understood. |

| | |

| |SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. |

|Common Core |Essential Questions |Assessments |Vocabulary |Resources |

|Count to tell the number of objects. |What are numbers? |During |compare |Calendar Materials |

|.4 Count to tell the number of objects. | |Draw lines connecting numbers to |count | |

|Understand the relationship between numbers and |How do we compare numbers?|quantities |different |Math Software, Worksheets, and Games: |

|quantities; connect counting to cardinality. | | |equal to | |

|a. When counting objects, say the number names in | |Observation |greater than | |

|the standard order, pairing each object with one and | | |less than |Online exercises and games for counting 1-10: |

|only one number name and each number name with one | |Test students’ ability to count by |patterns | |

|and only one object. | |giving them manipulatives and have |same |beginning_counting_math_kindergarten_k_grade.htm |

|b. Understand that the last number name said tells | |students count them. | | |

|the number of objects counted. The number of objects | | | |Online exercises and games for counting 1-100: |

|is the same regardless of their arrangement or the | |After | | |

|order in which they were counted. | |Count two groups of objects and | |counting_math_kindergarten_k_grade.htm |

|c. Understand that each successive number name | |tell which is larger/smaller | | |

|refers to a quantity that is one larger. | | | |MAISA curriculum unit and resources for developing number sense: |

| | | | | |

|.5 Count to answer “how many?” questions about as| | | |View/Default?UnitID=16415&YearID=2013&SchoolID=19& |

|many as 20 things arranged in a line, a rectangular | | | |TimePeriodID=14&SourceSiteID=&CurriculumMapID=804& |

|array, or a circle, or as many as 10 things in a | | | | |

|scattered configuration; given a number from 1-20, | | | |Manipulatives/counters |

|count out that many objects. | | | | |

| | | | |See books from Unit 1 |

|Compare numbers. | | | | |

|.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. (Include groups | | | | |

|with up to ten objects.) | | | | |

| | | | | |

|.7 Compare two numbers between 1 and 10 presented| | | | |

|as written numerals. | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Mathematics Pacing Guide

Time Frame: 7 Weeks (January – February) Kindergarten

Unit 3: Putting Together and Pulling Apart Numbers

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them. |RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which |

| |they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |

|2. Reason abstractly and quantitatively. | |

| |W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which|

|5. Use appropriate tools strategically. |they name what they are writing about and supply some information about the topic. |

| | |

|6. Attend to precision. |SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by |

| |asking and answering questions about key details and requesting clarification if something is not |

|7. Look for and make use of structure. |understood. |

| | |

| |SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. |

|Common Core |Essential Questions |Assessments |Vocabulary |Resources |

|Work with numbers 11-19 to gain foundations for |Essential Question |Before |addition |Place Value organizer |

|place value. |How can numbers change? |Have students practice representing|answer |Straw bundles |

|K.NBT.1 Compose and decompose numbers from 11 to 19 | |groups of objects that when added |commutative property of |Manipulatives |

|into ten ones and some further ones, e.g., by using |Scaffold Questions |together equal ten. |addition |Base ten blocks |

|objects or drawings, and record each composition or |How can we add numbers | |compose |Flashcards |

|decomposition by a drawing or equation (such as 18 = |together? |During |count |Addition bingo |

|10 + 8); understand that these numbers are composed | |Draw a picture of a number broken |decompose | |

|of ten ones and one, two, three, four, five, six, |How can we subtract |up by place value. |facts |Picture addition worksheets: |

|seven, eight, or nine ones. |numbers? | |groups | |

| | |Show addition and subtraction |numbers | |

|Understand addition as putting together and adding |When do we use addition |problems using manipulatives, |ones place |Picture subtraction worksheets: |

|to, and understand subtraction as taking apart and |and subtraction in our |fingers, toes, drawing, acting out,|problem | |

|taking from |world? |or by verbal explanations. |put together | |

|K.OA.1 Represent addition and subtraction with | | |solve |Addition lessons and games: |

|objects, fingers, mental images, drawings (drawings |How does breaking apart |Daily word problem. |subtraction | |

|need not show details, but should show the |(decomposing) and | |take apart | |

|mathematics in the problem), sounds (e.g., claps), |combining (composing) |After |tens place |Subtraction lessons and games: |

|acting out situations, verbal explanations, |numbers (e.g., 5 is 2 ones|Use drawing to represent a word | | |

|expressions, or equations. |and 3 ones, 5 = 2+3 and 12|problem. | | |

| |is one group of ten and | | |MAISA curriculum unit and resources for the number system and operations: |

|K.OA.2 Solve addition and subtraction word problems, |two ones, 12 = 10+2) help |Use manipulatives to decompose | | |

|and add and subtract within 10, e.g., by using |us make sense of numbers? |numbers into addition problems. | |View/Default?UnitID=16413&YearID=2013&SchoolID=19& |

|objects or drawings to represent the problem. | | | |TimePeriodID=14&SourceSiteID=&CurriculumMapID=804& |

| | |Using objects, students will add to| | |

|K.OA.3 Decompose numbers less than or equal to 10 | |a given number to make ten. | |Books: |

|into pairs in more than one way, e.g., by using | | | |One Fish, Two Fish, Read Fish, Blue Fish |

|objects or drawings, and record each decomposition by| |Minute math/Timed test | |By Dr. Seuss |

|a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + | | | |Published 1960 |

|1). | |Oral response | |ISBN-13: 978-0394800134 |

| | | | | |

|K.OA.4 For any number from 1 to 9, find the number | | | |Emily’s First 100 Days of School |

|that makes 10 when added to the given number, e.g., | | | |By Rosemary Wells |

|by using objects or drawings, and record the answer | | | |Published 2005 |

|with a drawing or equation. | | | |ISBN-13: 978-0786813544 |

| | | | | |

|K.OA.5 Fluently add and subtract within 5. | | | |12 Ways to Get to 11 |

| | | | |By Eve Merriam |

| | | | |Published 1996 |

| | | | |ISBN-13: 978-0689808920. |

| | | | | |

| | | | |Each Orange Had 8 Slices |

| | | | |By Paul Giganti |

| | | | |Published 1999 |

| | | | |ISBN-13: 978-0688139858 |

Mathematics Pacing Guide

Time Frame: 7 Weeks (March- Mid April) Kindergarten

Unit 4: Shapes

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them. |RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces|

| |of information in a text. |

|2. Reason abstractly and quantitatively. | |

| |RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which |

|4. Model with mathematics. |they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |

| | |

|5. Use appropriate tools strategically. |W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which|

| |they name what they are writing about and supply some information about the topic. |

|6. Attend to precision. | |

| |SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by |

|7. Look for and make use of structure. |asking and answering questions about key details and requesting clarification if something is not |

| |understood. |

| | |

| |SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. |

|Common Core |Essential Questions |Assessments |Vocabulary |Resources |

|CRITICAL AREA: |Essential Question |Before |2-dimensional |Online game for identifying and sorting shapes: |

|Describing shapes and space |What are shapes? |Sort shapes or objects |3-dimensional | |

| | | |above |rats/rats1.asp?rats_shapes |

|Classify objects and count the number of objects in |Scaffold Questions |Name shapes in room |behind | |

|each category |Where do we find shapes? |Oral description of shapes |below |Online exercises and games about shapes: |

|K.MD.3 Classify objects into given categories; count | |KWL chart |beside | |

|the numbers of objects in each category and sort the |What is the difference | |category |skill_builders/shapes_math_kindergarten_ |

|categories by count. (Limit category counts to be |between a 2-dimensional |During |classify |k_grade.htm |

|less than or equal to 10.) |and 3-dimensional shape? |Orally state the positions of |cone | |

| | |objects in the room. E.g. “The math|corners |Online shape games: |

|Identify and describe shapes (such as squares, |What shapes can we create |poster is a rectangle. The |cube | |

|circles, triangles, rectangles, hexagons, cubes, |by combining two or more |rectangle is above the desk.” |curved surface |Gamequarium_Junior/Shapes/Games/ |

|cones, cylinders, and spheres) |shapes? | |cylinder | |

|K.G.1 Describe objects in the environment using names| |Sort 2D and 3D shapes into groups |equal |Find shapes in everyday situations: |

|of shapes, and describe the relative positions these | | |flat surface | |

|objects using terms such as above, below, beside, in | |Students will identify objects |flip | |

|front of, behind, and next to. | |inside and outside the classroom by|in front of |MAISA curriculum unit and resources for exploring attributes and shapes |

| | |using their geometric names. |next to |(part 1): |

|K.G.3 Identify shapes as two-dimensional (lying in a | | |prism | |

|plane, “flat”) or three-dimensional (“solid”). | |Orally describe similarities and |rectangle |View/Default?UnitID=16414&YearID=2013&SchoolID=19& |

| | |differences between shapes. |rotation |TimePeriodID=14&SourceSiteID=&CurriculumMapID=804& |

|Analyze, compare, create, and compose shapes | | |shape | |

|K.G.4 Analyze and compare two- and three-dimensional | |Nature walk-identify shapes |slide |MAISA curriculum unit and resources for exploring attributes and shapes |

|shapes, in different sizes and orientations, using | | |solid |(part 2): |

|informal language to describe their similarities, | |Use chart to describe similarities |sort | |

|differences, parts (e.g., number of sides and | |and shapes. |sphere |View/Default?UnitID=16416&YearID=2013&SchoolID=19& |

|vertices/“corners”) and other attributes (e.g., | | |square |TimePeriodID=14&SourceSiteID=&CurriculumMapID=804& |

|having sides of equal length). | |After |triangle | |

| | |KWL chart |turn |Variety of 2-D and 3-D shapes |

|K.G.5 Model shapes in the world by building shapes | | | |Geometric shapes |

|from components (e.g., sticks and clay balls) and | |Use blocks to create shapes and | |Geo boards |

|drawing shapes. | |then draw on paper. | |Pattern blocks |

| | | | |Sorting 2-D and 3-D shapes |

| | | | |Vocabulary Word Wall Cards |

| | | | | |

| | | | |Books: |

| | | | |Mouse Shapes |

| | | | |By Ellen Stoll Walsh |

| | | | |Published 2007 ISBN:9780152060916 |

| | | | |Round is a Mooncake: A Book of Shapes |

| | | | |By Roseann Thong |

| | | | |Published 2000 |

| | | | |ISBN-13: 978-0811826761 |

| | | | |The Incredibly Awesome Box: A Story About 3-D Shapes |

| | | | |By Joann Rocklin |

| | | | |Published 2000 |

| | | | |ISBN-13: 978-0439099554 |

| | | | |The Greedy Triangle |

| | | | |By Marilyn Burns |

| | | | |Published 2008 |

| | | | |ISBN-13: 978-0545042208 |

| | | | | |

Mathematics Pacing Guide

Time Frame: 6 Weeks (Mid April – June) Kindergarten

Unit 5: Measurement

|Standards for Mathematical Practice |Literacy Standards |

|1. Make sense of problems and persevere in solving them. |RI.K.1 With prompting and support, ask and answer questions about key details in a text. |

| | |

|2. Reason abstractly and quantitatively. |RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which |

| |they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |

|4. Model with mathematics. | |

| |W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which|

|5. Use appropriate tools strategically. |they name what they are writing about and supply some information about the topic. |

| | |

|6. Attend to precision. |SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by |

| |asking and answering questions about key details and requesting clarification if something is not |

|7. Look for and make use of structure. |understood. |

| | |

| |SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. |

|Common Core |Essential Questions |Assessments |Vocabulary |Resources |

|CRITICAL AREA: |Essential Question |Before |afternoon |How Big is a Foot? |

|Ordering objects by measurable attributes |What is measurement? |Observation |attributes |By Rolf Myller |

| | | |calendar |Published 1991 |

|Describe and compare measurable attributes |Scaffold Questions |During |capacity |ISBN-13: 978-0440404958 |

|K.MD.1 Describe measurable attributes of objects, |How do we measure? |Use balance scale to weigh objects |compare | |

|such as length or weight. Describe several measurable| | |distance |Measuring Penny |

|attributes of a single object. |Why are objects measured? |Measure the length of objects using|evening |By Loreen Leedy |

| | |rulers, paperclip, or hands, etc. |hours |Published 2000 |

|K.MD.2 Directly compare two objects with a measurable|How can I tell which of | |last week |ISBN-13: 978-0805065725 |

|attribute in common, to see which object has “more |two objects is longer than|After |length | |

|of”/“less of” the attribute, and describe the |the other? |Stand with a partner and compare |longer |How Tall, How Short, How Far Away |

|difference. For example, directly compare the heights| |who is taller/ shorter. |measurable attributes |By David A. Adler |

|of two children and describe one child as |How can I tell which of | |measure |Published 2000 |

|taller/shorter. |two objects is heavier? |Use comparing words to describe |minutes |ISBN-13: 978-0823416325 |

| | |objects in reference to other |month | |

| | |objects |morning |How Tall is That Plant? |

| | | |next year |By Jim Pipe |

| | |Object sort |night |Published 2003 |

| | | |objects |ISBN-13: 978-0749649708 |

| | |Observation |order | |

| | | |shorter |The Grouchy Ladybug |

| | |Calendar time |sort |By Eric Carle |

| | | |taller |Published 1996 |

| | |Use correct tools to measure time |today |ISBN-13: 978-0064434508 |

| | | |tomorrow | |

| | |Relate times of subjects/daily |weight |Objects to measure or compare |

| | |activities to hours |yesterday |Balance scale |

| | | | |Calendar |

| | |Matching activities-match picture | |Clock |

| | |to landmark times | |Pocket Chart |

| | | | |Daily Schedule |

| | | | | |

| | | | |Website to compare objects: |

| | | | |

| | | | |indergarten_k.htm |

| | | | | |

| | | | |Measurement worksheets: |

| | | | | |

| | | | | |

| | | | |MAISA curriculum unit and resources for exploring measurement: |

| | | | | |

| | | | |Atlas/Browse/UnitMap/View/Default? |

| | | | |UnitID=16418&YearID=2013&SchoolID=19&TimePeriodID=14&SourceSiteID=&Curricu|

| | | | |lumMapID=804& |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download