Number, Operation, Quantitative Reasoning



.A.1

Count to 100 by ones and by tens.

(Mastered) |I can demonstrate counting to 100 by ones.

I can demonstrate counting to

100 by tens.

|Go Math Chapter 7

Go Math Chapter 8

100 Number Chart |Level 2 |Recognizing numbers to 100

Orally Counting numbers to 100

Number Names |ESGI Orally Counting to 100

Count by ones in sequential order from 1 to 100.

Count by tens in order to 100. |Count

Ones

Tens

Order

Number names | |.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."). (Mastered) |I can demonstrate counting forward from any number up to 20. |Go Math Chapter 7

Go Math Chapter 8

|Level 2 |Oral counting

Sequencing

Number names |Oral counting (ESGI)

Observation

|Count

Number names

Counting on

Order

Before

After

In all

How many

| |.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). (Mastered) |I can demonstrate writing numbers 0 to 20.

I can demonstrate writing a number for a group of 0 to 20 objects. |Go Math Chapter 7

Go Math Chapter 8

|Level 2 |Oral counting

Sequencing

Number names

Write numbers 0-20 |Oral counting (ESGI)

Observation

|Set

Numeral

Number

Number names

Zero to Twenty

Quantity

Order

| |.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). (Mastered) |I can identify the number for each thing in a group as I count them. |Go Math Chapter 7

Go Math Chapter 8

|Level 2 |Oral counting

Sequencing

Number names

|Counting test (ESGI)

Performance Task

Chapter Review/Task

Observation |Set

Numeral

Number

Number names

Zero to Twenty

Quantity

| |.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). (Mastered)

|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 Chapter 7

Go Math Chapter 8

|Level 2 |Oral counting

Sequencing

Number names

Count to tell the number of objects

|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).

(Mastered) |I can demonstrate adding an object to a group will make the total number one bigger. |Go Math Chapter 7

Go Math Chapter 8

|Level 2 |Oral counting

Number names

Count to tell the number of objects

Count group of objects |Chapter Review/Task

Observation

|Count

Number

Group

One more than

Greater 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.

(Mastered)

|I can demonstrate counting objects to tell how many.

I can demonstrate counting out a number of objects between 1 and 20. |Go Math Chapter 7

Go Math Chapter 8

|Level 2 |Oral counting

Number names

Count to tell the number of objects

Count group of objects |Counting Objects (ESGI)

Performance Task

Chapter Review/Task

Observation

|Count

Set

Objects

Array

Number line

Scattered

How many

Order

| |.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.)

(Mastered)

|Students will understand that a group with more is bigger than a group with less.

Student will understand that groups with the same number are equal.

Students will understand “more than,” “greater than,”

“less than,” “fewer,” and “equal.” |Go Math Chapter 7

Go Math Chapter 8

|Level 2 |Concept of number for numerals

Count one to one correspondence

Relationship of numbers to quantities

Cardinality of a group of objects

|Counting Objects (ESGI)

Performance Task

Chapter Review/Task

Observation

|More

Less

Fewer

Same

Equal

Greater than

Less than

Most

Least | |.C.7

Compare two numbers between 0 and 10 presented as written numerals.

(Mastered)

|I can understand that two numerals between 1 and 10 represent quantities that can be compared. |Go Math Chapter 7

Go Math Chapter 8

|Level 2 |Concept of number for numerals

Count one to one correspondence

Relationship of numbers to quantities

Cardinality of a group of objects

Compare numbers

|Chapter Review/Task

Observation

|Numeral

Identify

More

Less

Compare

Sets

Greater than

Less than

More

Less | |K.OA.A1

Represent addition and subtraction concretely.

(Introduced)

|I can use objects, fingers and pictures to help me show addition

I can use objects, fingers and pictures to help me show subtraction. |Go Math Chapter 5

Go Math Chapter 6

|Level 2 |Putting together

Adding to

Taking apart

Taking from

Separation of a larger set into two smaller sets |Chapter Review/Task

Observation

|Join

Add

Addend

Addition

Equal to

Subtract

Sum

Difference

Plus

Minus

Separate

Combine

Put together

Total

Take away

Compare

Take apart | |K.OA.A2

Solve addition and subtraction word problems and add and subtract within 10.

(Introduced)

|I can solve addition word problems within 10.

I can solve subtraction word problems within 10. |Go Math Chapter 5

Go Math Chapter 6

|Level 2 |Count to 10

One to one correspondence

Count to answer “how many”

Putting together

Adding to

Taking apart

Taking from

|Chapter Review/Task

Observation

Oral Story Problems

|Join

Add

Addend

Addition

Equal to

Subtract

Sum

Difference

Plus

Minus

Separate

Combine

Put together

Total

Take away

Compare

Take apart | |K.OA.A3

Decompose numbers less than or equal to 10 into pairs in more than one way (using fingers, objects, symbols, tally marks, drawing, expressions).

(Introduced) |I can take apart numbers less than or equal to 10 |Go Math Chapter 5

Go Math Chapter 6

|Level 2 |Separate numbers into number pairs

Show number pairs with objects or drawings

Write number pairs with drawings

|Chapter Review/Task

|Separate

Take away

Take apart

Decompose

Less than

| |K.OA.A4

For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g., using fingers, objects, symbols, tally marks, drawings, or equation).

(Introduced) |I can find the number that is added to 1 through 9 to make 10.

I can use objects or drawing to show my answer. |Go Math Chapter 5

Go Math Chapter 6

|Level 2 |Count to 10

One to one correspondence

Count to answer “how many”

Putting together

Adding to

|Chapter Review/Task

|Add

Addend

Addition

Plus

Combine

Put together

Total

| |K.OA.A5

Fluently add and subtract within 5

(Introduced)

|I can add within 5.

I can subtract within 5. |Go Math Chapter 5

Go Math Chapter 6

|Level 2 |Count to 10

One to one correspondence

Count to answer “how many”

Putting together

Adding to

Taking apart

Taking from |Chapter Review/Task

ESGI |Add

Subtract

Sum

Difference

Equal sign

Plus

minus | |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).

(Continued)

|I can put together and take apart numbers from 11 to 19 by naming the tens and ones.

|Go Math Chapter 7

Go Math Chapter 8

|Level 2 |Base Ten

One

Place value

Compose numbers

Decompose numbers

|Chapter Review/Test

Observation

|Place value

Tens

Ones

Digits

Number

Decompose

Compose

Number words 1-19

Grouping | |K.NBT.B.2

Demonstrate understanding of addition and subtraction within 10 using place value

(Introduced) |I can demonstrate addition within 10 using place value.

I can demonstrate subtraction within 10 using place value. |Go Math Chapter 5

Go Math Chapter 6

|Level 2 |Count to 10

One to one correspondence

Count to answer “how many”

Putting together

Adding to

Taking apart

Taking from

|Performance Task

Chapter Review/Test

Observation |Addition

Add

Plus

Minus

Subtraction

Take away

Place Value

Base Ten

Ones | |K.MD.A.1

Describe measurable attributes of a single object (e.g., length and weight).

(Mastered)

|I can identify the different attributes of an object (length, width, and weight).

I can use measurement vocabulary.

I can describe measurable attributes of a single object. |Go Math Chapter 11 |Level 2 |Measurement

|Performance Task

Chapter Review/Test

Observation |Length

Width

Capacity

Weight

Measuring

Size

Attribute

Measureable | |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). (Mastered) |I can compare how two objects are similar or different

I can identify the tallest/shortest object.

I can describe the differences between two objects |Go Math Chapter 11 |Level 2 |Comparing

Measuring

|Performance Task

Chapter Review/Test

Observation |More of

Less of

Taller/shorter

Heavier/lighter

Compare

Attributes

Measuring

Height

| |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.) (Mastered) |I can demonstrate how to group objects.

I can demonstrate comparing groups.

I can demonstrate sorting objects by a given attribute. |Go Math Chapter 11 |Level 2 |Sorting

Comparing

Counting

|Performance Task

Sorting objects

Observation |Classify

Sort

Attribute

Groups

Categories

Count | |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.

(Mastered)

|I can find shapes around me.

I can tell where shapes are.

|Go Math Chapter 9

Go Math Chapter 10 |Level 2 |Identify Shapes

Identify Sizes

Describe shapes

Positional words

|Performance Task

Observation

Chapter Review/Test |Above

Below

Under

On top

Around

Near

Beside

In front of

Behind

Between

Next to

Square

Circle

Triangle

Rectangle

Hexagon

Cube

Cone

Cylinder

Sphere | |K.G.A.3

Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid). (Mastered)

|I can compare two-dimensional and three-dimensional shapes.

I can describe a flat shape and a solid shape. |Go Math Chapter 9

Go Math Chapter 10 |Level 2 |Identify shapes

Describe shapes

2D Shapes

3D Shapes |Chapter Review/Test

Observation

|Flat

Solid

Two-dimensional

Three-dimensional

Square

Circle

Triangles

Rectangle

Cube

Cone

Cylinder

Sphere

| |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).

(Continued) |I can compare 2-D and 3-D shapes using a variety of features.

I can tell how many sides and vertices a shape has. |Go Math Chapter 9

Go Math Chapter 10 |Level 2 |Identify shapes

Compare shapes

Count sides (vertices)

Describe shapes by given attributes

Sort objects

|Chapter Review/Test

Observation

Student work |Compare

Similarities

Differences

Size

Attribute

Side

Point/corner/vertex

Straight

Round

Curved

Shape

Square

Circle

Triangles

Rectangle

Cube

Cone

Cylinder

Sphere | |K.G.B.5

Model shapes in the world by building shapes from components (e.g., use sticks and clay balls) and drawing shapes.

(Mastered)

|I can model shapes using objects and drawings. |Go Math Chapter 9

Go Math Chapter 10 |Level 2 |Identify shapes

Create shapes

|Performance task

Student work

Student drawings |Model

Build

Shape

Circle

Triangle

Square

Rectangle

Rhombus

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?” (Mastered )

|I can use simple shapes to make larger shapes |Go Math Chapter 9

Go Math Chapter 10 |Level 2 |Forming shapes

Creating shapes

Combing shapes

|Performance task

Student work

|Create

Compose

Explore

Combine

Different

Larger

| |K.MP.1

Make sense of problems and persevere in solving them.

(Continued )

|I can try many times to understand and solve a math problem. |Go Math Chapter 7

Go Math Chapter 8 |Level 2 |Explain problem

Solve problem |Observation |Problem

Strategy | |K.MP.2

Reason abstractly and quantitatively. (Continued)

|I can think about the math problem in my head first. |Go Math Chapter 7

Go Math Chapter 8 |Level 2 |Reasoning

Explaining |Student work

Observation |Reason

Think

| |K.MP.3

Construct viable arguments and critique the reasoning of others.

(Continued)

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

I can discuss other student’s strategies too. |Go Math Chapter 9

Go Math Chapter 11 |Level 2 |Build understanding

Solve problems

Discuss how they solved the problem |Student work

Observation |Construct

Plan

Reasoning

Strategy | |K.MP.4

Model with mathematics.

(Continued)

|I can use math symbols and numbers to solve the problem. |Go Math Chapter 7

Go Math Chapter 8 |Level 2 |Solve problems

Model

Using Mathematical tools |Student work

Observation |Model

Math symbols

Problems | |K.MP.5

Use appropriate tools strategically.

(Continue) |I can use math tools, pictures, drawings, and objectives to solve the problem. |Go Math Chapter 9

Go Math Chapter 11 |Level 2 |Solve problems

Model

Using Mathematical tools |Student work

Observation |Math tools

Pictures

Drawings

Object

| |K.MP.6

Attend to precision.

(Continued)

|I can check to see if my strategy and calculations are correct. |Go Math Chapter 7

Go Math Chapter 8 |Level 2 |Reasoning

Explaining |Student work

Observation |Check your work

Revise | |K.MP.7

Look for and make use of structure.

(Introduction)

|I can use what I already know about math to solve the problem. |Go Math Chapter 11

Go Math Chapter 12

|Level 2 |Problem

More than one solution

Connect to real world

Pattern

Explanation

|Student work

Observation |Problem

Solution

Pattern

Explanation | |K.MP.8

Look for and express regularity in repeating reasoning.

(Introduction) |I can use a strategy that I used to solve another math problem |Go Math Chapter 11

Go Math Chapter 12

|Level 2 |Notice Number Patterns

Look for general methods

Look for short cuts

|Student work

Observation |Number Pattern

Strategy

Math Problem

| |

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