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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