Shelby County Schools’ mathematics instructional maps are ...



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunityIn order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and career readiness is rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor. 457200262890000The TN Mathematics StandardsThe Tennessee Mathematics Standards: can access the Tennessee State standards, which are featured throughout this curriculum map and represent college and career ready learning at reach respective grade level.Mathematical Practice StandardsMathematical Practice Standards can access the Mathematical Practice Standards, which are featured throughout this curriculum map. This link contains more a more detailed explanation of each practice along with implications for instructions.The Standards for Mathematical Practice describe varieties of expertise, habits of minds and productive dispositions that mathematics educators at all levels should seek to develop in their students. These practices rest on important National Council of Teachers of Mathematics (NCTM) “processes and proficiencies” with longstanding importance in mathematics education. -571500457200Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that, ultimately our students, can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their practice so that it is in alignment with the three mathematics instructional shifts. Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access:Purpose of Mathematics Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. Additional Instructional SupportShelby County Schools adopted our current math textbooks for grades K-5 in 2010-2011. ?The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. ?We now have new standards, therefore, the textbook(s) have been vetted using the Instructional Materials Evaluation Tool (IMET). This tool was developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The review revealed some gaps in the content, scope, sequencing, and rigor (including the balance of conceptual knowledge development and application of these concepts), of our current materials.?The additional materials purposefully address the identified gaps in alignment to meet the expectations of the CCR standards and related instructional shifts while still incorporating the current materials to which schools have access. ?Materials selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental resources (e.g., engageny), have been evaluated by district staff to ensure that they meet the IMET criteria.How to Use the MapsOverviewAn overview is provided for each quarter. The information given is intended to aid teachers, coaches and administrators develop an understanding of the content the students will learn in the quarter, how the content addresses prior knowledge and future learning, and may provide specific examples of student work.Tennessee State StandardsTN State Standards are located in the left column. Each content standard is identified as the following: Major Work, Supporting Content or Additional Content; a key can be found at the bottom of the map. The major work of the grade should comprise 65-85% of your instructional time. Supporting Content are standards the supports student’s learning of the major work. Therefore, you will see supporting and additional standards taught in conjunction with major work It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentTeachers are expected to carefully craft weekly and daily learning objectives/ based on their knowledge of TEM Teach 1. In addition, teachers should include related best practices based upon the TN State Standards, related shifts, and knowledge of students from a variety of sources (e.g., student work samples, MAP, performance in the major work of the grade). Support for the development of these lesson objectives can be found under the column titled content. The enduring understandings will help clarify the “big picture” of the standard. The essential questions break that picture down into smaller questions and the learning targets/objectives provide specific outcomes for that standard(s). Best practices tell us that clearly communicating and making objectives measureable leads to greater student mastery.Instructional ResourcesDistrict and web-based resources have been provided in the Instructional Resources column. At the end of each module you will find instructional/performance tasks, i-Ready lessons and additional resources that align with the standards in that module. The additional resources provided are supplementary and should be used as needed for content support and differentiation. Vocabulary and FluencyThe inclusion of vocabulary serves as a resource for teacher planning, and for building a common language across K-12 mathematics. One of the goals for CCSS is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons. In order to aid your planning, we have included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is NOT intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding MUST underpin the work of fluency.)Grade K Quarter 3 OverviewTopics addressed in Quarter 3Module 3: Comparison of Length, Weight, Capacity, and Numbers to 10 (Continued from Q2)Module 4: Number Pairs, Addition and Subtraction to 10 (Module 4 will continue in Q4)Overview Module 3, topics F and G present a sequence building toward the comparison of numerals (.7). Topic F begins with counting and matching sets to compare (.6). The module culminates in a three-day exploration, one day devoted to each attribute: length, weight, and volume (K.MD.2). The module closes with a culminating task devoted to distinguishing between the measurable attributes of a set of objects: a water bottle, cup, dropper, and juice box (K.MD.1). The module supports students’ understanding of amounts and their developing number sense. For example, counting how many small cups of rice are contained within a larger quantity provides a foundational concept of place value: Within a larger amount are smaller equal units, which together make up the whole. “4 cups of rice is the same as 1 mug of rice.” Compare that statement to “10 ones is the same as 1 ten” (1.NBT.2a). As students become confident directly comparing the length of a pencil and a crayon with statements such as “The pencil is longer than the crayon” (K.MD.2), they will be ready in later grades to indirectly compare using length units with statements such as “The pencil is longer than the crayon because 7 cubes is more than 4 cubes” (1. MD.2).745680531496000Additional foundational work for later grades is as follows:Foundational work with equivalence. The length of a stick with 5 linking cubes is the same as the length of my cell phone. A pencil weighs the same as a stick with 5 linking cubes. Each module component on measurement closes with a focus on the same as.Foundational work for the precise use and understanding of rulers and number lines. The module opens with lessons pointing out the importance of aligning endpoints to measure length.Foundational understanding of area. At the opening of the second half of the module, students informally explore area as they see whether a yellow circle fits inside a red square. They then see how many small blue squares will fit inside the red square and, finally, that many beans will cover the same area (pictured to the right). Foundational understanding of comparison. As students count to compare the length of linking cube sticks, they are laying the foundation for answering how many more…than/less…than questions in Grade 1 (1. MD.2).Module 4 marks the next exciting step in math for kindergartners—addition and subtraction! Students begin to harness their practiced counting abilities, knowledge of the value of numbers, and work with embedded numbers to reason about and solve addition and subtraction expressions and equations (K.OA.1, K.OA.2). In Topic A, decompositions and compositions of numbers to 5 are revisited to reinforce how a whole can be broken into two parts and how two parts can be joined to make a whole. Decomposition and composition are taught simultaneously using the number bond model so students begin to understand the relationship between parts and wholes before adding and subtracting, formally addressed in Topics C and D. 70866002032000Topic B continues with decomposing and composing 6, 7, and 8 using the number bond model. Students systematically work with each quantity, finding all possible number pairs using story situations, objects, sets, arrays, 5 + n patterns, and numerals (K.OA.3).Topic C introduces addition to totals of 6, 7, and 8 within concrete and pictorial settings, first generating number sentences without unknowns (e.g., 5 + 2 = 7) to develop an understanding of the addition symbol and the referent of each number within the equation. Next, students graduate to working within the addition word problem types taught in kindergarten: add to with result unknown (A + B = ___), put together with total unknown (A + B = ___), and both addends unknown (C = ___ + ___) (K.OA.2). Students draw a box around the total to track the ic D introduces subtraction with 6, 7, and 8 with no unknown. The lessons in Topic D build from the concrete level of students acting out, crossing out objects in a set, and breaking and hiding parts, to more formal representations of decomposition recorded as or matched to equations (C – B = ___). Focus Grade Level StandardType of RigorFoundational .C.6Conceptual .5, ..C.7Conceptual .C.6K.MD.A.1Conceptual Understanding & ApplicationPK.MD.1K.MD.A.2Conceptual Understanding & ApplicationK.MD.A.1K.OA.1Conceptual UnderstandingIntroductoryK.OA.2Procedural Skill and FluencyK.OA.1K.OA.3Conceptual UnderstandingK.OA.1, K.OA.2K.OA.4ApplicationK.OA.2, K.OA.3K.OA.5Procedural Skill and FluencyK.OA.2, K.OA.3-628653416300Fluency NCTM PositionProcedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to strengthen their understanding and skill through distributed practice.Fluency is designed to promote automaticity by engaging students in daily practice. Automaticity is critical so that students avoid using lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore, it is recommended that students participate in fluency practice daily using the resources provided in the curriculum maps. Special care should be taken so that it is not seen as punitive for students that might need more time to master fluency.The fluency standard for Kindergarten listed below should be incorporated throughout your instruction over the course of the school year. The engageny lessons include fluency exercises that can be used in conjunction with building conceptual understanding. K.OA.A.5 Fluently add and subtract within 5.Note: Fluency is only one of the three required aspects of rigor. Each of these components have equal importance in a mathematics curriculum. References: STATE STANDARDSCONTENTINSTRUCTIONAL SUPPORTVOCABULARY/FLUENCYModule 3: Comparison of Length, Weight, Capacity, and Numbers to 10 (Allow 3 weeks for instruction, review and assessment)Suggestions for Consolidation or Omissions:Consider omitting Lesson 7. In order to do so, offer the same as one more option to describe the comparison in Lessons 4–6. Be sure to include objects for comparison that yield descriptions of shorter than, longer than, and the same length as. If students progress quickly in comparing weight by estimating, they may be ready to use the balance scale sooner, allowing for the consolidation of Lessons 8 and 9. To bridge their understanding, have students model the movement of the balance scale with their arms and hands. Students might better grasp the concepts of volume and capacity if they observe first and explore afterwards. Consider consolidating Lessons 13–15 into a series of demonstrations with students engaged chorally, as recorders, and as acute observers (e.g., “Count the scoops as I fill the container”; “Record the number of scoops it took to fill the container”; and “Share with your partner about what happened to the water”). Students might then gain hands-on experience and explore the concept later (e.g., in centers, science). If pacing is a challenge and students study volume as part of science, consider omitting Lessons 14 and 15.Domain: Counting and CardinalityCluster: . Compare Numbers .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, e.g., by using matching and counting strategies. (Include groups with up to 10 objects.) .7 Compare two numbers between 1 and 10 presented as written numerals.Domain: Measurement and DataCluster: K.MD.1 Describe and Compare Measureable K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.K.MD.2 Directly compare two objects with a measureable 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. Enduring UnderstandingsObjects have measureable attributes such as length, capacity, and weight that can be compared and described.Objects can be compared by length, height, capacity, and weight.Measurement is a process of comparing a unit to the object being measured. The length of any object can be used as a measurement for length.Capacity is a measure of the amount a container can hold.The weight of an object is a measure of how heavy an object is.Essential QuestionsHow can you decide which object is larger and which object is smaller?What words tell how long objects are?How can you compare and order the length of three objects?How can you use connecting cubes to measure length?How can you tell if a container holds the same or more or less than another?How can you use connecting cubes to find out how much a container holds?How can you compare the weight of two objects?Learning Targets/ Objectives Topic FLesson 23: I can reason to identify and make a set that has I more. (.6, .7, .4c, K.MD.2)Lesson 24: I can reason to identify and make a set that has 1 less (.6, .7, .4c, K.MD.2)Topic F: Comparison of Set Within 10Lesson 23Lesson 24enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)9-1 Comparing and Ordering by Size 9-2 Comparing by Length9-3 Ordering by Length 9-5 Problem Solving9-6 Comparing Capacities9-8 Comparing WeightsVocabulary – Module 3Balance Scale, capacity, compare, endpoint, enough/not enough, heavier than/ lighter than, height, length, longer than, shorter than, more than, fewer than, more than, less than, taller than, shorter than, the same as, weightFamiliar TermsMatch, Numbers 1-10Fluency Practice: Please see engageny full module download for suggested fluency pacing and activities.Lesson 23- Show me 1 More, Roll and Say 1 More, Finish My SentenceLesson 24- Show me 1 More, Roll and Say 1 More, Finish My SentenceLearning Targets/ Objectives Topic GLesson 25: I can match and count to compare a number of objects. State which quantity is more. (.6, .7, .4c)Lesson 26: I can match and count to compare two sets of objects. State which quality is less. (.6, .7, .4c)Lesson 27: I can strategize to compare two sets. (.6, .7, .4c)Lesson 28: I can visualize quantities to compare two numerals. (.6, .7, .4c)Topic G: Comparison of NumeralsLesson 25Lesson 26Lesson 27Lesson 28enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)4-7 More, Fewer, and Same As4-8 1 and 2 More4-9 1 and 2 Fewer6-1 Comparing Numbers Through 106-2 Comparing Numbers to 56-3 Comparing Numbers to 1016-1 As Many, More, and FewerFluency Practice: Lesson 25- Beat Your ScoreLesson 26- Matching Fingertips One-to-One, Dot Cards of 6, Say 10 Push-UpsLesson 27- How Many are Hiding, Hidden Numbers, Show Me Taller/ShorterLesson 28- Sprint: Counting to 5 in Varied ConfigurationsLearning Targets/ Objectives Topic HLesson 29: I can observe cups of colored water of equal volume poured into a variety of container shapes. (K.MD.1, K.MD.2, .6, .7)Lesson 30: I can use balls of clay of equal weights to make sculptures. (K.MD.1, K.MD.2, .6, .7)Lesson 31: Use benchmarks to create and compare rectangles of different lengths to make a city. (K.MD.1, K.MD.2, .6, .7)Lesson 32: I can complete a culminating task by describing measurable attributes of single objects. (K.MD.1, K.MD.2, .6, .7)Topic H: Clarification of Measureable AttributesLesson 29Lesson 30Lesson 31Lesson 32End-of-Module Assessment enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)9-1 Comparing and Ordering by Size9-2 Comparing by Length9-3 Measuring Length9-4 Measuring Length9-5 Problem Solving: Try, Check, Revise9-6 Comparing Capacities9-7 Measuring Capacity9-8 Comparing Weights9-9 Measuring Weighti-Ready Lessons:Comparing SetsComparing Numbers to 100 Using SymbolsComparing LengthAdditional Resources:HYPERLINK ""Zearn -This is a free online digital resource that is aligned to engageny/Eureka Math – login in to create classes and access content. Embarc.online (Module 3 Resource)Fluency Practice: Lesson 29- Tower Flip, 5-Group Fill-Up, Full, Not Full, EmptyLesson 30- Tower Flip, Counting the Say Ten Way with Rekenrek, Growing Apples to 10Lesson 31- Sprint: Rekenrek to 5Lesson 32- Breaking apart Dot Cards of 6, Mystery AttributeModule 4: Number Pairs, Addition and Subtraction to 10 (Allow 6 weeks for instruction, review and assessment)Suggestions for Consolidation or Omissions:If pacing is a challenge and there is no additional adult support, consider consolidating the word problems in Lessons 16 and 17. Consider consolidating within Lessons 29, 30, 35, and 36 if students have developed automaticity in drawing and counting in 5-group formation.Domain: Operations and Algebraic ThinkingCluster: K.OA. Understand addition as putting together, and adding to and understand subtraction as taking apart and taking from K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the standards) K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5= 4+1) K.OA.4 For any number 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. K.OA.5 Fluently add and subtract within 5.Enduring UnderstandingsIn a pair of numbers, the number that shows more is greater. The number that shows fewer is less. 1 more, 2 more, 1 fewer, 2 fewer express relationships between twoJoining parts to make a whole is one interpretation of additionJoining groups can be shown in addition expression that uses the plus sign. Separating parts from a whole is one interpretation of subtractionTaking part of a group away is one interpretation of subtraction numbersEssential QuestionsHow do you know which number is greater than another?How can you find the number that is 1 or 2 more or fewer than another number?How does moving two groups of objects together help you know how many objects are there in all?How can you act out a number story about things taken away?Learning Targets/Objectives Topic ALesson 1: I can model composition and decomposition of numbers to 5 using actions, objects and drawings (K.OA.1, K.OA.3, K.OA.5)Lesson 2: I can Model composition and decomposition of numbers to 5 using fingers and linking cube sticks (K.OA.1, K.OA.3, K.OA.5)Lesson 3: I can represent composition story situations with drawings using numeric number bonds. (K.OA.1, K.OA.3, K.OA.5)Lesson 4: I can represent decomposition story situations with drawings using numeric number bonds. (K.OA.1, K.OA.3, K.OA.5)Lesson 5: I can represent decomposition of numbers to 5 using pictorial and numeric number bonds. (K.OA.1, K.OA.3, K.OA.5)Lesson 6: I can represent number bonds with composition and decomposition story situations. (K.OA.1, K.OA.3, K.OA.5)HYPERLINK ""Topic A: Composition and Decomposition of 2, 3, 4, and 5 HYPERLINK "" Lesson 1 HYPERLINK "" Lesson 2 HYPERLINK "" Lesson 3HYPERLINK ""Lesson 4 HYPERLINK "" Lesson 5 HYPERLINK "" Lesson 6enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)2-6 Problem Solving: Act It Out6-4 1 and 2 More or Fewer10-2 More Joining10-3 Joining Groups10-4 Using the Plus Sign10-5 Finding Sums10-6 Addition Sentences10-7 Problem Solving: Draw a Picture11-1 Stories about SeparatingVocabulary- Module 4Addition, Addition and Subtraction Sentences, make 10, Minus, Number Bond, Number Pairs or Partners, Part, Put Together, Subtraction, take apart, Take Away, WholeFamiliar Terms and Symbols5-group, Equals, Hidden partners, Number Sentence, Number Story, Numbers, PlusFluency Practice: Please see engageny full module download for suggested fluency pacing and activities.Lesson 1- 5 Frames: Counting Dots and Spaces, Making 3, 4, and 5 Finger Combinations, Make 5 Matching GameLesson 2- Draw Lines to Make a Bond of 3, Hidden Numbers, Say Ten Push-UpsLesson 3- Sprint: Number Order to 5Lesson 4- Comparing Towers, Draw Lines to Make a Bond of 4 Lesson 5- Counting the Say Ten Way with the Rekenrek, Draw Lines to Make a Bond of 5, Making 4 with Squares and Beans Lesson 6- Sprint: Make 5Learning Targets/ Objectives Topic BLesson 7: I can model decompositions of 6 using a story situation, objects, and number bonds. (K.OA.3, K.OA.1, K.OA.4)Lesson 8: I can model decompositions of 7 using a story situation, sets, and number bonds. (K.OA.3, K.OA.1, K.OA.4)Lesson 9: I can model decompositions of 8 using a story situation, arrays, and number bonds. (K.OA.3, K.OA.1, K.OA.4)Lesson 10: I can model decompositions of 6-8 using linking cube sticks to see patterns.Lesson 11: I can represent decompositions for 6-8 using horizontal and vertical number bonds. (K.OA.3, K.OA.1, K.OA.4)Lesson 12: I can use the 5 groups to represent the 5 + n pattern to 8. (K.OA.3, K.OA.1, K.OA.4) HYPERLINK "" Topic B: Decompositions of 6, 7, and 8 into Number Pairs HYPERLINK "" Lesson 7 HYPERLINK "" Lesson 8 HYPERLINK "" Lesson 9 HYPERLINK "" Lesson 10 HYPERLINK "" Lesson 11Lesson 12enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)4-6 Making 4 and 54-7 More, Fewer, and Same as5-2 Making 6 and 7 5-7 Counting 105-8 Making 105-9 Reading and Writing 10Fluency Practice:Lesson 7- Number Bond Flash, 5-Group on the Dot Path, Make 6 Matching GameLesson 8- Say Ten Push-Ups, Snap, Comparing TowersLesson 9- Making 8 with Squares and Beans, Hidden Numbers, Lesson 10- Sprint: Make 6Lesson 11- Take Apart Groups of Circles, Finger Number Pairs, Make 7 Matching GameLesson 12- Draw More to Make 5, 5-Group Hands, 5-Group on the Dot PathLearning Targets/ Objectives Topic CLesson 13: I can Represent decomposition and composition addition stories to 6 with drawings and equations with no unknown.(K.OA.1, K.OA.2, K.OA.3, K.OA.4)Lesson 14: I can Represent decomposition and composition addition stories to 7 with drawings and equations with no unknown. . (K.OA.1, K.OA.2, K.OA.3, K.OA.4)Lesson 15: I can Represent decompositions and compositions additions stories to 8 with drawings and equations with no unknown. . (K.OA.1, K.OA.2, K.OA.3, K.OA.4)Lesson 16: I can Solve add to with result unknown word problems to 8 with equations. Box the unknown. . (K.OA.1, K.OA.2, K.OA.3, K.OA.4)Lesson 17: I can Solve put together with total unknown word problems to 8 using objects and drawings. . (K.OA.1, K.OA.2, K.OA.3, K.OA.4)Lesson 18: I can Solve both addends unknown word problems to 8 to find addition patterns in number pairs. . (K.OA.1, K.OA.2, K.OA.3, K.OA.4) HYPERLINK "" Topic C: Addition with Totals of 6, 7, and 8 HYPERLINK "" Lesson 13 HYPERLINK "" Lesson 14 HYPERLINK "" Lesson 15 HYPERLINK "" Lesson 16 HYPERLINK "" Lesson 17Lesson 18enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)6-4 1 and 2 More or Fewer10-2 More Joining10-3 Joining Groups10-4 Using the Plus Sign10-5 Finding Sums10-6 Addition Sentences10-7 Problem Solving: Draw a PictureFluency Practice:Lesson 13- Counting the Say Ten Way with the Rekenrek, Dot Cards of 6, Draw More to Make 6Lesson 14- Sprint: Make 7Lesson 15- 5 Groups: Counting Dots and Spaces, Show Me Taller/Shorter,Make 8 Matching GameLesson 16- Sprint: Count up to 8Lesson 17- How Many, Partners of 5Lesson 18- Sprint: Make 5Learning Targets/ Objectives Topic DLesson 19: I can Use objects and drawings to find out how many are left. (K.OA.1, K.OA.2, K.OA.3)Lesson 20: I can Solve take from with result unknown expressions and equations using the minus sign with no unknown. (K.OA.1, K.OA.2, K.OA.3)Lesson 21: I can Represent subtraction story problems using objects, drawings, expressions, and equations. (K.OA.1, K.OA.2, K.OA.3)Lesson 22: I can Decompose the number 6 using 5-group drawings by breaking off or removing a part, and record each decomposition with a drawing and subtraction equation. (K.OA.1, K.OA.2, K.OA.3)Lesson 23: I can Decompose the number 7 using 5-group drawings by hiding a part, and record each decomposition with a drawing and subtraction equation. (K.OA.1, K.OA.2, K.OA.3)Lesson 24: I can Decompose the number 8 using 5-group drawings and crossing off a part, and record each decomposition with a drawing and subtraction equation. (K.OA.1, K.OA.2, K.OA.3) HYPERLINK "" Topic D: Subtraction from Numbers to 8 HYPERLINK "" Lesson 19 HYPERLINK "" Lesson 20 HYPERLINK "" Lesson 21 HYPERLINK "" Lesson 22 HYPERLINK "" Lesson 23Lesson 24Mid-Module Assessment enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)6-4 1 and 2 More or Fewer11-1 Stories about Separating11-2 Stories about Take Away11-4 Using the minus Sign11-6 Subtraction SentencesFluency Practice:Lesson 19- Happy Counting, Building 1 More and 1 less Towers, Make It EqualLesson 20- Sprint: Cross Out and Write How ManyLesson 21- Take Away 1, Roll and Show 1 Less, Hide and SeeLesson 22- Sprint: Complete the Number BondLesson 23- Happy Counting, 5-Group Hands, Take Away Fingers Lesson 24- Happy Counting, Roll and Draw 5-Groups, Take Apart Groups of Circles Learning Targets/ Objectives Topic ELesson 25: I can Model decompositions of 9 using a story situation, objects, and number bonds. (K.OA.3)Lesson 26: I can Model decompositions of 9 using fingers, linking cubes, and number bonds. (K.OA.3)Lesson 27: I can Model decompositions of 10 using a story situation, objects, and number bonds. (K.OA.3)Lesson 28: I can Model decompositions of 10 using fingers, sets, linking cubes, and number bonds. (K.OA.3) HYPERLINK "" Topic E: Decompositions of 9 and 10 into Number Pairs HYPERLINK "" Lesson 25 HYPERLINK "" Lesson 26 HYPERLINK "" Lesson 27Lesson 28enVision Resource: (enVision may be used to support the needs of your students but should not be used independently.)4-6 Making 4 and 54-7 More, Fewer, and Same as5-2 Making 6 and 7 5-4 Counting 8 and 95-5 Making 8 and 95-7 Counting 105-8 Making 105-9 Reading and Writing 10i-Ready Lessons:Addition Number SentencesCounting On to Solve Addition ProblemsAddition Facts: DoublesSubtraction Concepts: SeparationSubtraction Concepts: Part-Part-WholeSubtraction Concepts: ComparisonCounting Back to Subtract 1, 2, or 3Using Length to Represent SubtractionAdding Three NumbersComposing and Decomposing with 5 as a BenchmarkAdditional Resources: HYPERLINK "" ZearnEmbarc.online (Module 4 Resource)Fluency Practice:Lesson 25- Rekenrek Wave, 5-Group Flashes, Take Apart the Array Lesson 26- Rekenrek Wave, Race to 5 Addition, Make 9 Matching Game Lesson 27- Rekenrek Wave, What Is Less?, Take Apart the ArrayLesson 28- Race to 0 Subtraction Game, Number Bond Bracelet, Make 10 Memory GameRESOURCE TOOLBOXThe Resource Toolbox provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to modules taught within this quarter. ?Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.?NWEA MAP Resources: - Sign in and Click the Learning Continuum Tab – this resources will help as you plan for intervention, and differentiating small group instruction on the skill you are currently teaching. (Four Ways to Impact Teaching with the Learning Continuum) - These Khan Academy lessons are aligned to RIT scores.Textbook ResourcesEngage NY/Eureka Math Teacher Support HYPERLINK "" Ee- KindergartenenVision Math enVision Common Core Addendum LessonsCCSSTN Math StandardsAchieve the CoreTN EdutoolboxVideosTeaching Math: A Video Library K-4SEDL: CCSS Online Video SeriesNCTM Common Core VideosOtherUse this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.Pacing and Preparation Guide (Omissions)Teachers Mathematics ToolkitParent Roadmap: Supporting Your Child in Kindergarten MathematicsInteractive ManipulativesLibrary of Virtual ManipulativesMath PlaygroundThink CentralLearnzillionZearnAdditional SitesKindergarten KoveKindergarten Math ActivitiesIllustrative Mathematics KMathematical Practices PostersZearnEmbarc.onlineChildren’s Literature Marilyn Burns Math Literature List Kindergarten ................
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