Kindergarten-Year at a Glance



Kindergarten: Year at a GlanceChaptersStandards123456789101112Counting and Cardinality 1Counting and Cardinality 2Counting and Cardinality 3Counting and Cardinality 4aCounting and Cardinality 4bCounting and Cardinality 4cCounting and Cardinality 5Counting and Cardinality 6Counting and Cardinality 7Operations + Algebraic Thinking 1Operations + Algebraic Thinking 2Operations + Algebraic Thinking 3Operations + Algebraic Thinking 4Operations + Algebraic Thinking 5Number and Operations in Base Ten 1Measurement and Data 1Measurement and Data 2Measurement and Data 3Geometry 1Geometry 2Geometry 3Geometry 4Geometry 5Geometry 6Kindergarten: Pacing CalendarChaptersNumber of Go Math LessonsDMPS – Instructional Pacing*Mid-Year and End-of Year Standards AssessmentDistrict Data Collection DateTraditionalContinuousDowntownEdmundsFirst QuarterChapter One: Represent, Count, and Write Numbers 0 to 5(*Routines, Expectations, and Assessments can be taught prior to starting or in conjunction with Chapter 1)10 lessons22 days10/29/1410/15/1410/30/1410/31/14Chapter Two: Compare Numbers 55 lessons10 daysChapter Three: Represent, Count, and Write Numbers 6 to 99 lessons14 daysAdditional Instruction/Assessment Days(These additional days can be added to the next chapter if needed)3 Additional DaysTotal Number of Go Math Lessons + Instructional Days in Quarter 1*Please note: DMPS Instructional Pacing is approximate. It includes 1 day for Launching the Lesson + Show What You Know and 1 day for a Chapter Posttest. 24 Total Lessons49 Total Days(Any additional days can be added to the next quarter if needed)Second QuarterChapter Four: Represent and Compare Numbers to 107 lessons10 Days1/26/151/12/151/27/151/29/15Chapter Five: Addition12 lessons17 DaysChapter Six: Subtraction 7 lessons15 DaysAdditional Instruction/Assessment Days 7 Additional DaysTotal Number of Go Math Lessons + Instructional Days in Quarter 2*Please note: DMPS Instructional Pacing is approximate. It includes 1 day for Launching the Lesson + Show What You Know and 1 day for a Chapter Posttest. 26 Total Lessons49 Total Days(Any additional days can be added to the next quarter if needed)Third QuarterChapter Seven: Represent, Count, and Write 11 to 1910 lessons13 Days4/7/154/1/154/15/154/17/15Chapter Eight: Represent, Count, and Write 20 and Beyond8 lessons11 DaysChapter Nine: Identify and Describe 2-D Shapes12 lessons15 DaysAdditional Instruction/Assessment Days 6 Additional DaysTotal Number of Go Math Lessons + Instructional Days in Quarter 3*Please note: DMPS Instructional Pacing is approximate. It includes 1 day for Launching the Lesson + Show What You Know and 1 day for a Chapter Posttest. 30 Total Lessons45 Total Days(Any additional days can be added to the next quarter if needed)Fourth QuarterChapter Ten: Identify and Describe 3-D Shapes9 lessons15 Days5/22/156/1/156/19/156/18/15Chapter Eleven: Measurement5 lessons10 DaysChapter Twelve: Classify and Sort Data 6 lessons10 DaysAdditional Instruction/Assessment Days 2 Additional DaysTotal Number of Go Math Lessons + Instructional Days in Quarter 4*Please note: DMPS Instructional Pacing is approximate. It includes 1 day for Launching the Lesson + Show What You Know and 1 day for a Chapter Posttest. 20 Total Lessons37 Total Days(Any additional days can be added to the next quarter if needed)Go Math! Pacing and Assessment – Frequently Asked Questions1. I have not completed teaching a chapter before the District Quarterly Assessment. What should I do? The District Quarterly Assessments are benchmarks for end-of-the-year standards. The assessments are comprehensive so if you are not able to get to a concept or skill before the first quarter assessment, the standard will be assessed again in the second quarter, third quarter, and fourth quarter. Think of the District Assessment as checkpoints along the way towards the end goal. 2. I do not feel like I have enough time to teach all of the lessons in the amount of approximate instructional days. What is a good way to manage lesson planning and instructional days? Because of gaps, year one, we will not feel like we have enough time – but remember Kindergarten Go Math! 100 lessons and we have 180 school days, which has allowed us 80 extra days for instruction and assessment. A suggestion could be to look ahead at your chapter as a whole. Prioritize which lessons you are going to focus your time on, as they are essential for the following year’s learning. 3. Questions on the District Quarterly Assessments are not always posed the way the content is represented in the Go Math! Materials. Is this a mistake? The purpose of the Quarterly Benchmark Assessments is to provide predictive value for performance on the Iowa Assessment for our district as a whole. We need to support of students in being flexible with their academic vocabulary and representation of their knowledge of the Iowa Core Standards in order to prepare them for a variety of situations. Common Formative Assessments and/or Go Math chapter assessments (modified by the team) should provide information regarding student’s understanding of the Go Math content and their response to this instruction. 4. If my students are not understanding a concept or skill from a lesson, do I move on or reteach the following day? It all depends on the lesson and what will be taught in future lessons. It is helpful to look at a chapter as a whole when making these decisions. If it is a very important concept, do some reteaching the next day. Also, remember that Daily Math Review is always an option for concepts that have not been mastered. 5. According to the Show What You Know, my whole class lacking a skill to be successful with the chapter. Do I have time to teach the prerequisite skill before teaching the chapter? Yes! Please do spend a day or two teaching the students the concept or skill. 6. Whole Group Concept Development is Engage, Explore, and Explain. How can I get this to fit in a 20 minute time block? Planning ahead will help with the time. Decide how to engage the students in the content – and try to fit this in to 5 minutes or less. In the Explore section, decide what questions/examples you will need to teach the objective. Only use the examples that you find to be most beneficial for the students. When moving to the Quick Check, if you are short on time, choose only one problem for them to complete. Some lessons will take more than 20 minutes, especially in year one. 7. Do my students need to fill out every page, every problem in their Student Editions? The Student Editions are possible resources for students to record their thinking and are to be utilized as needed. It is not recommended that students fill out every page of the student edition or do every problem. Do allow the students opportunities to use hands-on manipulatives and/or iTools when the TE + SE call for it. ................
................

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

Google Online Preview   Download