Kindergarten Overview - Sarasota County Public Schools



Contents TOC \o "1-3" \h \z \u Kindergarten Overview PAGEREF _Toc512864664 \h 2Kindergarten Daily Math Block Structure PAGEREF _Toc512864665 \h 3Yearly Progression and Standards PAGEREF _Toc512864666 \h 4August and September PAGEREF _Toc512864667 \h 10October PAGEREF _Toc512864668 \h 12November PAGEREF _Toc512864669 \h 14December PAGEREF _Toc512864670 \h 16January PAGEREF _Toc512864671 \h 18February PAGEREF _Toc512864672 \h 20March PAGEREF _Toc512864673 \h 22April PAGEREF _Toc512864674 \h 24May PAGEREF _Toc512864675 \h 26Kindergarten OverviewDaily Structure Weekly Structure (Days)KindergartenNumber Talks, Number of the Day, Problem of the Day, and Build and Explore 3 Number Sense 1 Geometry1 Measurement and DataNumber Talk Number of the Day Problem of the DayBuild and ExploreMondayEvery day Mental Math VisualizationTo develop fluency and flexibility with numbers Number Sense: Aug. – Oct: 0-5Nov. – Jan:0-10Feb. –May: 0-20Aug. – Oct: 0-5Nov. – Jan:0-10Feb. –May: 0-20Making sense of word problems with and without numbers. Every dayHands-onExploration with manipulatives Peer DiscussionTuesdayWednesdayThursday Geometry FocusFriday Measurement FocusKindergarten Daily Math Block StructureNumber Talk:Mental Math (~10 min)Counting Forward and Backward: to 10; to 20; to 100Number of the Day (~10-15 min)Problem of the Day (~10-15 min) Build and Explore Activities (~15+ min)Purpose:Develop fluency, flexibility with numbers (Mental Math)Place value development and exploration with geometry and measurement Connecting words and equations (make a model, draw a picture, make an equation)Independent or cooperative practice of grade-level skillsT: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relate it to an equation T: reveals number of the day S: Solve independently or in pairs (exploring with manipulatives!)S: Collaborate, explain, and justifyT: Class discussion (whole group)- questioning students to clarify understanding, elaborate, and extend with all NBT standards in mindT: Poses Word Problem S: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc).T: Class discussion (whole group)- questioning students to clarify understanding (elaborate and extend)Suggestions:Everyone does the same activityPartners work on the same activityDaily stationsWeekly stations“Grab Bag” activities Activity extending from the day’s skillsSuggestion:As strategies are introduced throughout the year (naturally), build an anchor chartWrite the numeralThe document that every school made into a flipchart is suggested.Suggestion:Monday: Number Sense-Mystery Number or Model It Tuesday- Number Sense- Teamwork/gameWednesday- Number Sense-Riddle Thursday- GeometryFriday-Measurement Three Types of Addition and Subtraction Problems:Both addends unknownResult UnknownDifference UnknownNumberless Word ProblemsThree Act Tasks Open Tasks What do you notice, wonder? (put up a statement and let the students create the question) Number sense, geometry, and measurement activities all yearTask cardsMath Games (dice, dominoes, spinners, digit cards, cards)Computer station-math websitesToolsAny tool that would help clarify a child’s answer to the rest of the class.Ten frames, rekenreks, number lines, number bonds, bar models, 100s chart, counters, dominoesNumber line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (0-5, 1-6, 2-7, 3-8, 4-9); more than/less than/equal to cards or mat, NOD Graphic OrganizerActive Panel, Journal, whiteboardNumber lines, part-part-whole model, five frames, ten frames, digit cards, countersYearly Progression and StandardsProgressionAll Kindergarten Standards (not in order next to month)August --- October: Numbers Through 5DOMAIN: Counting and CardinalityCLUSTER - Know Number Names and the Count SequenceMAFS..1.1: Count to 100 by ones and by tensMAFS..1.3: Read and 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) MAFS..2.4: a.When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.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.MAFS..2.5: 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. MAFS..1.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1)MAFS..3.6: (DOK 2)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.MAFS..3.7: (DOK 2)Compare two numbers between 1 and 10 presented as written numerals.DOMAIN: Operations and Algebraic ThinkingCLUSTER – Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. MAFS.K.OA.1.4: (DOK 2)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.MAFS.K.OA.1.1: (DOK 2)Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations.MAFS.K.OA.1.a (DOK 2)Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.)9 = 8 + 1; 9 = 7 + 2; 9 = 6 + 3; 9 = 5 + 4; etc….MAFS.K.OA.1.2: (DOK 2)Solve addition and subtraction word problems, and add and subtract within 10 e.g., by using objects or drawings to represent the problem. MAFS.K.OA.1.5: Fluently add and subtract within 5. Counting and Cardinality: I can read numbers 0-5. I can write numbers 0-5. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 5.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 10) I can count forward and backward to 10, pointing at each numeral as I say it. *Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Given one number, I can find the missing addend to make five (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Geometry: *Introduce the following highlighted shapes as we are talking about the numbers 0-5I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Measurement: I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.November --- January: Numbers Through 10Counting and Cardinality: I can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 10.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 20) I can count forward and backward to 20, pointing at each numeral as I say it. *Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Geometry: *Review and introduce the following highlighted shapes as we are talking about the numbers 0-10I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Measurement: I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Domain: Measurement and DataCLUSTER -Describe and compare measurable attributes MAFS.K.MD.2.3: (DOK 2)Classify objects (shapes) into given categories, count the numbers of objects in each category and sort the categories by count.MAFS.K.MD.1.1: (DOK 2)Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.MAFS.K.MD.1.a (DOK 2)Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with not gaps or overlaps.MAFS.K.MD.1.2: (DOK 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.Domain: GeometryCLUSTER – Analyze, compare, create, and compose shapes.MAFS.K.G.1.1: (DOK 2)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.MAFS.K.G.1.2: Correctly name shapes regardless of their orientations or overall size.MAFS.K.G.1.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).MAFS.K.G.2.4: (DOK 3)Analyze and compare two-and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (eg.,having sides of equal length).MAFS.K.G.2.5: (DOK 2)Model shapes in the world by building shapes from components (e.g., sticks and clay balls) drawing shapes.MAFS.K.G.2.6: (DOK 2)Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”February –-- May: Teen NumbersCounting and Cardinality: I can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 20.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I say it. Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19 with a group of ten and ones.I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19.I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones. Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Geometry: *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Measurement: I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.DOMAIN: Number and Operations in Base TenCLUSTER – Work with numbers 11-19 to gain foundations for place value.MAFS.K.NBT.1.1: (DOK 2)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 and decomposition by 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.August and SeptemberNumber Talks (0-10)FocusTeacher NotesNumber of the DayFocus Problem Of The Day Resources Mondays: Dot cards to 4Subitizing Fluency of numbers to 4Pattern-set recognition Shorter or longer (with connecting cubes)Number before and after How many more to get to 5?Monday-Wednesday: Counting and CardinalityI can read numbers 0-5. I can write numbers 0-5. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 5.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 10) I can count forward and backward to 10, pointing at each numeral as I say it. Given one number, I can find the missing addend to make five (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Say:Put a picture in your mind of what is happening. What information is important?What do we need to find out? Model itDraw itWrite an equationSolveNOD Flipchart 0-5HYPERLINK ""POD Flipchart 0-5Build and Explore Activities 0-5 Number Talk: Chapter 1 & 2 Number of the Day:Counting and Cardinality: Chapter 1 & 2Geometry: Chapter 9 & 10Measurement: Chapter 11 & 12Problem of the Day: Any problems throughout the chapters.Tuesdays: Five frames and ten frames with 3 and 4Wednesdays: Connecting Cubes with 3 and 4Thursdays: Rekenreks with 3 and 4Thursday: Geometry*Introduce the following highlighted shapes as we are talking about the numbers 0-5I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Fridays: Who has more? Numbers 1-4More, less, sameCount sequencePattern set recognitionHow many more?How many more to get to 5?Write the numeralFridays: Measurement & DataI can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Standards: CC.3.7, CC.2.4, CC.3.6, CC.1.2, OA.1.5OctoberNumber Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Mondays- Dot cards for 5 and 6Subitizing Fluency of numbers to 6Pattern-set recognition Part-Part-Whole Number before and after?Monday-Wednesday: Counting and CardinalityI can read numbers 0-5. I can write numbers 0-5. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 5.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 10) I can count forward and backward to 10, pointing at each numeral as I say it.Given one number, I can find the missing addend to make five (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Say:Put a picture in your mind of what is happening. What information is important?What do we need to find out? Model itDraw itWrite an equationSolveNOD Flipchart 0-5HYPERLINK ""POD Flipchart 0-5Build and Explore Activities 0-5 Number Talk: Chapter 5 & 6 Number of the Day:Counting and Cardinality: Chapter 1 & 2Geometry: Chapter 9 & 10Measurement: Chapter 11 & 12Problem of the Day: Any problems throughout the chapters.Tuesdays: Ten frames with 5 and 6Wednesdays: Rekenreks with 5 and 6Thursdays: “Break It” with connecting cubes- 5 and 6Thursday: Geometry*Introduce the following highlighted shapes as we are talking about the numbers 0-5I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Fridays: “Order Please” ordering numbers to 10 Count sequenceFill in the number line to count forward and backward to ten.Fridays: Measurement and DataI can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Number Talk Standards: CC.2.4, CC.2.5, CC.3.6, CC.1.2, OA.1.5NovemberNumber Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Mondays: Rekenreks for 7 and 8Subitizing Fluency of numbers to 8Pattern-set recognition Number before and after How many more to get to 10?Recognizing pattern of the addendsAdjust one addend up and the other addend down in equal intervals to get the same sum3 + 42 + 5Monday-Wednesday: Counting and CardinalityI can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 10.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 20) I can count forward and backward to 20, pointing at each numeral as I say it. Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Say:Put a picture in your mind of what is happening. What information is important?What do we need to find out? Model itDraw itWrite an equationSolveBuild and Explore Activities 0-10 Number Talk: Chapter 5 & 6 Number of the Day:Counting and Cardinality: Chapter 3 & 4 Geometry: Chapter 9 & 10Measurement: Chapter 11 & 12Problem of the Day: Any problems throughout the chapters.Tuesdays: Dot Cards for 7 and 8 Wednesdays: “Let’s Compare” 0-10 (same and more)Same, more, lessThursdays: Number Bonds for 5-8Part-Part-WholeThursday: Geometry*Review and introduce the following highlighted shapes as we are talking about the numbers 0-10I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Fridays: “I Wish I Had” for 5-8Decomposing numbersPart-Part-Whole Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Number Talk Standards: CC.2.4, CC.2.5, CC.3.6, OA.1.A, CC.1.2, OA.1.5DecemberNumber Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Mondays- Ten frames to 8Subitizing Fluency of numbers to 10Pattern-set recognitionDoubles Monday-Wednesday: Counting and CardinalityI can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 10.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 20) I can count forward and backward to 20, pointing at each numeral as I say it. Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Say:Put a picture in your mind of what is happening. What information is important?What do we need to find out? Model itDraw itWrite an equationSolveBuild and Explore Activities 0-10 Number Talk: Chapter 5 & 6 Number of the Day:Counting and Cardinality: Chapter 3 & 4 Geometry: Chapter 9 & 10Measurement: Chapter 11 & 12Problem of the Day: Any problems throughout the chapters.Tuesdays: “Figure It Out” adding to 9, doublesFive and factsCounting on What would the next one look like? How do you know?Wednesdays: Rekenreks for 6, 8, 5Decomposing numbersThursdays: Story Problem Number Bond for 7-10Both addends unknownPart-Part-WholeDecomposing numbersThursday: Geometry*Review and introduce the following highlighted shapes as we are talking about the numbers 0-10I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Fridays: “Let’s Compare” (more and less)More, Less, Same Fridays: Measurement and DataI can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Number Talk Standards: CC.3.7, OA.1.a, CC.3.6, CC.2.5, CC.2.4, CC.1.2JanuaryNumber Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Mondays: Dot Plates for 8- 10 Subitizing Pattern-Set recognition Part-Part-Whole Fluency of numbers to 10DoublesWrite the expression or equation in different waysCommutative PropertyMonday-Wednesday: Counting and CardinalityI can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 10.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 20) I can count forward and backward to 20, pointing at each numeral as I say it. Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Say:Put a picture in your mind of what is happening. What information is important?What do we need to find out? Model itDraw itWrite an equationSolveBuild and Explore Activities 0-10 Number Talk: Chapter 5 & 6 Number of the Day:Counting and Cardinality: Chapter 3 & 4Geometry: Chapter 9 & 10Measurement: Chapter 11 & 12Problem of the Day: Any problems throughout the chapters.Tuesdays: Choral Counting to 100 (1-20, 40-1, 0-30, 30-1)Counting on from any given numberNumber patternsWednesdays: Rekenreks for 9 , 10 Ways to make 9 or 10Part-part-wholeNumber bonds and equationsThursdays: Addition Story problem through 10 (take out one fish of the pond picture on day 9)Interpreting wordsModeling the sumWriting and recording the equationThursday: Geometry*Review and introduce the following highlighted shapes as we are talking about the numbers 0-10I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Fridays: Cubes-Break It for 9, 10 Part-Part-WholeDecomposing numbers Counting onFridays: Measurement and DataI can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Number Talk Standards: CC.3.7, OA.1.a, CC.3.6, CC.2.5, CC.2.4, CC.1.2, OA.1.4FebruaryNumber Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Mondays: Closest to 5 or 10 How many more to make 5? Make 10?Monday-Wednesday: Counting and CardinalityI can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 20.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I say it. Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19 with a group of ten and ones.I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19.I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones. Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Say:Put a picture in your mind of what is happening. What information is important?What do we need to find out? Model itDraw itWrite an equationSolvePOD Teen Numbers Flipchart Build and Explore Activities 0-20 Number Talk: Chapter 5 & 6 Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8 Geometry: Chapter 9 & 10Measurement: Chapter 11 & 12Problem of the Day: Any problems throughout the chapters.Tuesdays: Number Bond Puzzler for 8, 9Part-Part-Whole Make it true.Name another way to get to 8.What could the sum be?Wednesdays: Perfect Fit or Not up to 20Counting onCounting sequenceNumber Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Thursdays: Ten and Some More FlashTeen NumbersTen and some moreThursday: Geometry *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created. Fridays: Domino Connect with one less, one more, two more, two lessPattern-set recognition One less, one more, two less, two moreWhat comes next? Why? Fridays: Measurement DataI can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4March Number Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Mondays- How Many Under the Cup?Part-Part-WholeCounting onAddition and subtraction equationsFact families Write equations including unknownsMonday-Wednesday: Counting and CardinalityI can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 20.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I say it. Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19 with a group of ten and ones.I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19.I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones. Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Say:Put a picture in your mind of what is happening. What information is important?What do we need to find out? Model itDraw itWrite an equationSolvePOD Teen Numbers Flipchart Build and Explore Activities 0-20 NOD Geometry and Measurement Flipchart Number Talk: Chapter 5 & 6 Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8 Geometry: Chapter 9 & 10Measurement: Chapter 11 & 12Problem of the Day: Any problems throughout the chapters.Tuesdays: “What’s the Weight” (lesson 2 is wrong-change the 10 to a number greater than 5)Write equations including unknownsDiscuss shapesWednesdays: “Clue Me In”-riddle to 20Teen numbersInterpreting a riddleMore, less, same Numeral-set recognitionUse a number line. Variation: Just do the riddle without the ten frames to focus on more than one answer and justifying “why”.Number Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Thursdays: Story ProblemInterpreting words to model and write equationsRepresent addition and subtraction problems with models and equationsThursday: Geometry *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Fridays: “Is It True?” EqualitiesMeaning of equal signAddition and subtractionMake it true.Name another way to get to ____What could the sum be?Fridays: Measurement and DataI can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4April Number Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Mondays: “Terrific Ten”-ways to add to ten with rekenreks, dominoes, story problem, show 10Ways to make 10Decomposing 10Look for patterns in the addends6 + 47 + 3Monday-Wednesday: Counting and CardinalityI can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 20.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I say it. Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19 with a group of ten and ones.I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19.I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones. Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Say:Put a picture in your mind of what is happening. What information is important?What do we need to find out? Model itDraw itWrite an equationSolvePOD Teen Numbers Flipchart Build and Explore Activities 0-20 NOD Geometry and Measurement Flipchart Number Talk: Chapter 5 & 6 Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8Geometry: Chapter 9 & 10Measurement: Chapter 11 & 12Problem of the Day: Any problems throughout the chapters.Tuesdays: “Clue Me In”-riddle to 20Greater than, less than, same asCounting sequenceCounting on10 and some moreWednesdays: “2 Card Build”-sums compared to 10More, less, and equal to 10additionHow many more or less than 10?Thursdays: Number Bond Puzzler-add to 16Part-Part-Whole Make it true.Name another way to get to _____.What could the sum be?Thursday: Geometry *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Fridays: Function Machine-add/subtractAdding and subtractingFinding the ruleNumber patternsHave a number line, ten frame and counters availableFridays: Measurement & DataI can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4, OA.1.5MayNumber Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Mondays: Beat the SumPart-Part-WholeMore, less, the sameMonday-Wednesday: Counting and CardinalityI can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items.I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral.I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and explain my thinking. I can compare two numbers within 20.I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten)I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I say it. Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19 with a group of ten and ones.I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19.I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones. Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)Say:Put a picture in your mind of what is happening. What information is important?What do we need to find out? Model itDraw itWrite an equationSolvePOD Teen Numbers Flipchart Build and Explore Activities 0-20NOD Geometry and Measurement Flipchart Number Talk: Chapter 5 & 6 Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8Geometry: Chapter 9 & 10Measurement: Chapter 11 & 12Problem of the Day: Any problems throughout the chapters.Tuesdays: Is It True-equalitiesMeaning of equal signAddition and subtractionMake it true.Name another way to get to ____What could the sum be?Wednesdays: Double Ten Frame ImagesSubitizingPattern-set recognitionPart-Part-Whole10 and some moreAdd/subtractWhat’s the equation?Number Talks (0-10)FocusTeacher NotesNumber of the DayFocusProblem Of The Day Resources Thursdays: The Answer Is, add/subtractAddition and subtraction story problemsCreate words to represent modelsRecord, model, and write equations based on student responsesThursday: Geometry *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)*2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons*3d Shapes include sphere, cube, cone, cylinderI can describe where the shape is using words such as above, below, beside, in front of and next to.I can identify a shape as 2d (plane/flat) or 3d (solid).I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners.I can describe attributes of 3d shapes based on the number of faces and vertices.I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes such as sides, angles, corners/vertices, and faces.I can use objects to build a 2d and 3d shape.I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.Fridays: How Many Under the Cup-addition to 10Part-Part-WholeCounting onAddition and subtraction equationsFact families Write equations including unknownsFridays: Measurement and DataI can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting.I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean.I can tell which object is shorter or longer. (length)I can tell which object is shorter or taller. (height)I can tell which object is lighter or heavier. (weight)I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure.I can explain how to measure the length of an object using different tools.Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4, OA.1.5 ................
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