Number, Operation, Quantitative Reasoning



.A.1

Count to 100 by ones and by tens. (C) |I can count to 75 by ones.

I can count to 100 by tens. |Go Math Teacher Edition Chapter 7, 8 |Level 1 |Counting and Cardinality

Oral counting, Sequencing

Number names |Oral Counting (ESGI)

100 Number Chart |Count

Number

Sequence

Ones

Tens | |.A.2

Count forward from a given number other than one, within the known sequence (e.g., "Starting at the number 5, count up to 11."). (C) |I can count forward from any number up to 15. |Go Math Teacher Edition Chapter 7, 8 |Level 1 |Counting and Cardinality

Oral counting, Sequencing

Number names |Oral counting (ESGI)

Observation

|Count

Forward

Sequence

Number

| |.A.3

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20 (with 0 representing a count of no objects). (C) |I can write numbers 0 to 15.

I can write a number for a group of 0 to 15 objects. |Go Math Teacher Edition Chapter 7, 8 |Level 1 |Counting and Cardinality

Oral counting, Sequencing

Number names

Write numbers 0-15 |Writing Numbers Test (ESGI)

Performance task

Chapter Review/Test

|Numbers

Count

Numbers 0-10

11

12

13

14

15 | |.B.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 (one to one correspondence). (C) |I can name the number for each thing in a group as I count them. |Go Math Teacher Edition Chapter 7, 8 |Level 1 |Counting and Cardinality

Count to tell the number of objects

|Counting test (ESGI)

Performance Task

Chapter Review/Task

Observation |Count

Number

Sequence

Point and count

| |.B.4

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 (cardinality). (C) |I can understand that the last thing I count tells the number of things in a group.

I can understand that things in a group can be moved around and the total number will be the same. |Go Math Teacher Edition Chapter 7, 8 |Level 1 |Counting and Cardinality

Count to tell the number of objects

|Performance Task

Chapter Review/Task

Observation |Number

Count

Arrangement

Equal

Group

Alike

| |.B.4

c. Understand that each successive number name refers to a quantity that is one larger (hierarchical inclusion). (C) |I can understand that adding an object to a group will make the total number one bigger. |Go Math Teacher Edition Chapter 7, 8 |Level 1 |Counting and Cardinality

Count to tell the number of objects

|Performance Task

Chapter Review/Task

Observation |Count

Number

group

Greater than

One more than

Less than

Same

equal | |.B.5

Count to answer questions about “How many?” when 20 or fewer objects are 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 to 20, count out that many objects. (C) |I can count to tell how many.

I can count out a number of objects between 1 and 15. |Go Math Teacher Edition Chapter 7, 8 |Level 1 |Counting and Cardinality

Count to tell the number of objects

Count group of objects |Performance Task

Chapter Review/Task

Observation

Counting Objects (ESGI) |Count

Group

Array

| |.C.6

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. (Include groups with up to ten objects.) (I) |I can tell if a group of objects in one group is greater than, less than, or equal to a group of objects in another group. |Go Math Teacher Edition Chapter 7, 8 |Level 1 |Counting and Cardinality

Compare numbers

|Performance Task

Chapter Review/Task

Observation

Counting Objects (ESGI) |number

Group

Greater than

Less than

Equal

Same

More

Least

| |.C.7

Compare two numbers between 0 and 10 presented as written numerals. (I) |I can compare two written numbers between 1 and 10. |Go Math Teacher Edition Chapter 7, 8 |Level 1 |Counting and Cardinality

Compare numbers

|Performance Task

Chapter Review/Task

Observation

Comparing Numbers (ESGI) |Number Compare

Greater than

Less than

Equal

Same

More

Least | |K.NBT.A.1

Compose and decompose numbers from 11 to 19 into ten ones and additional ones by using objects, drawings and/or equations. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones (e.g., 18 = 10 + 8). (I) |I can put together and take apart numbers from 11 to 15 by naming the tens and ones. |Go Math Teacher Edition Chapter 7,8 |Level 1 |Number and Operations in Base Ten (NBT)

Work with numbers 11 to 15 to gain foundations for place value |Performance Task

Chapter Review/Test

Observation

|Number

Teen numbers

Tens

Ones

Tens

Compose

Decompose

Put together

Take apart

How many more | |K.MD.A.1

Describe measurable attributes of a single object (e.g., length and weight). (C) |I can tell how an object is measured. |Go Math Teacher Edition Chapter 11 |Level 1 |Measurement and Data(MD)

Describe and compare measurable attributes

|Performance Task

Chapter Review/Test

Observation |Describe

Longer

Shorter

Height

Weight

Heavy

Scale

Length

width | |K.MD.A.2

Directly compare two objects with a measurable attribute in common to see which object has “more of” or “less of” the attribute, and describe the difference (e.g., directly compare the length of 10 cubes to a pencil and describe one as longer or shorter). (I) |I can compare how two objects are similar or different. (more of, less of, taller, shorter) |Go Math Teacher Edition Chapter 11 |Level 1 |Measurement and Data(MD)

Describe and compare measurable attributes

|Performance Task

Chapter Review/Test

Observation |Describe

Longer

compare

Shorter

Height

Weight

Heavy

Taller

More

Less

Scale

Length

width

| |K.MD.B.3

Classify objects into given categories; count the number in each category and sort the categories by count. (Note: limit category counts to be less than or equal to 10.) (I) |I can place objects into categories.

I can count the number of objects in categories.

I can sort the categories by the number of objects. |Go Math Teacher Edition Chapter 11 |Level 1 |Measurement and Data (MD)

Classify objects and count the number of objects in categories |Performance Task

Sorting objects

Observation |Classify

Sort

Separate

Group

Alike

Different

More than

Less than

| |K.G.A.1

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. (C) |I can find shapes around me.

I can tell where shapes are.

|Go Math Teacher Edition Chapter 9, 10 |Level 1 |Geometry

Identify and describe shapes |Performance Task

Observation

Chapter Review/Test |Shapes

Environment

Position

Positions

Above

Below

Beside

In front of

Behind

Next to | |K.G.A.2

Correctly name shapes regardless of their orientation or overall size (e.g., circle, triangle, square, rectangle, rhombus, trapezoid, hexagon, cube, cone, cylinder, sphere). (C) |I can tell about shapes.

I can name shapes.

I can name shapes that are turned in different ways. |Go Math Teacher Edition Chapter 9, 10 |Level 1 |Geometry

Identify and describe shapes |Performance Task

Observation

Chapter Review/Test |Shape

Circle

Triangle

Square

Rectangle

Rhombus

Trapezoid

Hexagon

Cube

Cone

Cylinder

Sphere

Flip, slide, turn | |K.G.A.3

Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). (I) |I can tell about and compare two-dimensional and three-dimensional shapes.

I recognize a flat shape and a solid shape. |Go Math Teacher Edition Chapter 9, 10 |Level 1 |Geometry

Identify and describe shapes

2D Shapes

3D Shapes |Performance Task

Observation

Chapter Review/Test |2 D Shape

3 D Shape

Flat shape

Solid shape | |K.G.B.4

Analyze and compare two-dimensional and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners), and other attributes (e.g., having sides of equal length). (C) |I can compare and contrast shapes.

I can tell how many sides and vertices a shape has. |Go Math Teacher Edition Chapter 9, 10 |Level 1 |Geometry

Analyze, compare, create, and compose shapes

2D Shapes

3D Shapes |Chapter Review/Test

Performance assessment

Observation

Student work |Compare

2 D shapes

3 D shapes

Slide

Stack

Roll

Sides

Vertices

corners

faces

length

width

curve

| |K.G.B.5

Model shapes in the world by building shapes from components (e.g., use sticks and clay balls) and drawing shapes. (C) |I can model shapes using objects and drawings. |Go Math Teacher Edition Chapter 9, 10 |Level 1 |Geometry

Analyze, compare, create, and compose shapes

2D Shapes

3D Shapes |Performance task

Student work

Student drawings |Model

Build

Shape

Circle

Triangle

Square

Rectangle

Rhombus

Trapezoid

Hexagon

Cube

Cone

Cylinder

sphere | |K.G.B.6

Use simple shapes to form composite shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” (C) |I can use simple shapes to make larger shapes.

I can put shapes together to make new shapes.

|Go Math Teacher Edition Chapter 9, 10 |Level 1 |Geometry

Analyze, compare, create, and compose shapes

2D Shapes

3D Shapes |Performance task

Student work

Student Drawing |Compose

Circle

Triangle

Square

Rectangle

Rhombus

Trapezoid

Hexagon

Cube

Cone

Cylinder

sphere | |K.MP.1

Make sense of problems and persevere in solving them. (C) |I can try many times to understand and solve a math problem. |Go Math Teacher Edition Chapter 7, 8 |Level 2 |Mathematical Practices- Reasoning and explaining |Student work/ Observation |Problem

Strategy | |K.MP.2

Reason abstractly and quantitatively. (C) |I can think about the math problem in my head first. |Go Math Teacher Edition Chapter 7, 8 |Level 2 |Mathematical Practices- Reasoning and explaining |Student work/ Observation |Reason

Think | |K.MP.3

Construct viable arguments and critique the reasoning of others.

(C) |I can make a plan called a strategy, to solve the problem.

I can discuss other student’s strategies too. |Go Math Teacher Edition Chapter 7, 8 |Level 2 |Mathematical Practices- Reasoning and explaining |Student work/ Observation |Strategy

Problem

Solve

plan | |K.MP.4

Model with mathematics. (C) |I can use math symbols and numbers to solve the problem. |Go Math Teacher Edition Chapter 7, 8 |Level 2 |Mathematical Practices- Modeling and using tools |Student work/ Observation |Model

Math symbols

problem | |K.MP.5

Use appropriate tools strategically. (I) |I can use math tools, pictures, drawings, and objects to solve the problem. |Go Math Teacher Edition Chapter 7, 8 |Level 2 |Mathematical Practices- Modeling and using tools |Student work/ Observation |Math tools

Pictures

Drawings

Objects

Manipulative

problem | |K.MP.6

Attend to precision.

(I) |I can check to see if my strategy and calculations are correct. |Go Math Teacher Edition Chapter 7, 8 |Level 2 |Mathematical Practices- Reasoning and explaining |Student work/ Observation |Check your work

Revise | |

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