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Cologne Academy

Mathematics Department

Grade K Math (Aligned Text: Math in Focus – Singapore Math – Kindergarten A & B)

Core Knowledge Curriculum – 100% Aligned

Adopted: 08/2014

Board Approved: 08/28/2014

Updated: 08/12/2017 AU

Page | 1

Table of Contents

Math Department Lesson Plan Essentials ....................................................................................................................................................................................................... 2

Units and Pacing Charts

Unit 1 Overview: Introduction to Numbers, Shapes and Patterns ....................................................................................................................................................... 3

Essential Vocabulary ......................................................................................................................................................................................................................................... 5

Pacing Chart ..................................................................................................................................................................................................................................................... 6

Unit 2 Overview: Numbers to 20, Measurement & Graphs ...................................................................................................................................................................... 7

Essential Vocabulary ......................................................................................................................................................................................................................................... 9

Pacing Chart .................................................................................................................................................................................................................................................. 10

Unit 3 Overview: Numbers to 31, Introduction to Addition & 3D Shapes ....................................................................................................................................... 12

Essential Vocabulary ...................................................................................................................................................................................................................................... 14

Pacing Chart .................................................................................................................................................................................................................................................. 15

Unit 4 Overview: Introduction to Subtraction, Time & Money & Measurement con’t ................................................................................................................ 17

Essential Vocabulary ...................................................................................................................................................................................................................................... 19

Pacing Chart .................................................................................................................................................................................................................................................. 20

Highlighted items indicate overlap of MN State Standards and the Core Knowledge Sequence.

Boxed items indicate content to be introduced post-MCAs.

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Math Department Lesson Plan Essentials

Topic: Title of lesson.

*Objective: Academic goal for students to achieve by end of lesson.

*Benchmark Reference: MN State Standard or Core Knowledge Sequence reference.

Vocabulary: Essential vocabulary related to objective.

Agenda: Sequence of instruction and activities

Closure: Brief summary/overview of lesson. May include formative assessment.

Homework: Continued practice of lesson. May be used as formative assessment.

*Indicates required components.

Note: The text has been as closely aligned with MN State Standards but additional resources may be required to include all skills (including within the

Core Knowledge Sequence). Resources may be located on the s:drive under Mathematics Resources and by grade level or on the Cologne Academy

intranet. Further research/exploration may be required to locate additional resources.

Important Dates 2017 – 2018 Pretest: 28 – 29 August Interim 1: 30 – 31 October Interim 2: 11 – 12 January Interim 3: 19 – 20 March Interim 4: 14 – 15 May OLPA: 29 January – 2 February MCA: 17 – 19 April Dates may be subject to change.

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Overview

Strand(s): Number & Operation, Algebra, Geometry

Unit 1: Introduction to Numbers, Shapes and Patterns

Approximate Duration of Study: 8 Weeks Between Interims.

Calendar Topics and Standards

• Place Value (Ones, Tens) • Patterns • Identifying 2D Shapes • K.1.1.2: Read, write, represent and count whole numbers up to 31 • K.1.1.3: Count with and without objects, forward and backward to at

least 20. • Orientation in Time: Today, yesterday, tomorrow; morning, afternoon;

this morning vs yesterday morning, etc.

• Counting Forwards/Backwards from 10, and later from any given number

• Tally Marks • Temperature: Hotter, Colder • Measuring Temperature: Identify and read a Thermometer • Weather Graphing • Days of the Week, Months of the Year • Seasons • Identify left and right hand

MNSS Knowledge Skills

Math Sprints • Finger Recognition • Same • Different • Counting to 3 • Making 3s • Counting to 4

• Making 4s • Counting to 5 • Making 5s • Circling the Greater Number • Circling the Lesser Number • Skip Counting by 1s

• 5 Frames • Number Recognition: 1 –

5 • Number Recognition 2: 1

-5 • Circling the Missing

Number: 1 – 5 • Counting to 6 • Counting to 7

• Counting to 8 • Counting to 9 • Counting to 10 • Number Recognition: 6 –

10 • Circling the Missing

Number: 6 – 10 • Patterns

Pre-Test

Numbers to Ten

K.1.1.1 K.1.1.2

(to 10 only)

K.1.1.3 (to 10 only)

Students will know that: • A number can be used to represent how many objects are in a set

or to represent the position of an object in a sequence.

Student will be able to: • Count and write the number of objects in set. • State the number associated with the number of objects

in a set. • Make a one-to-one correspondence.

Unit 1

Page | 4

. • Whole numbers can be represented by numerals, pictures, real

objects and picture graphs, spoken words and manipulatives such as connecting cubes.

• When counting forward, the numbers are one greater and that

when counting backwards, the numbers are one less. • Greater and less are used to describe numbers.

• Recognize the rearrangement of objects does not change the number of objects in a set.

o Count students standing in a circle and count the same students after they take their seats. Recognize that this rearrangement does not change the total number, but may change the order in which students are counted.

• Read, write, and represent whole numbers from 0 to at

least 10. • Write numbers 0 to 10 (with special attention to the

difference between certain written symbols, such as 6 and 9, 2 and 5, 1 and 7).

• Count, with and without objects, forward and backward

to 10

2-D Shapes

K.3.1.1

(2-D only)

K.3.1.3 (2-D only)

K.3.1.2

Students will know that: • 2-D shapes have no thickness (flat). • 2-D shapes have 3 or more sides.

• 2-D figures can be found in common objects in the real world. • Objects can be classified and sorted according to their attributes. • Large, big, and small are used to describe figures, shapes, etc.

(not numbers).

Student will be able to: • Recognize basic two-dimensional shapes such as squares,

circles, triangles, rectangles, trapezoids and hexagons. • Use basic shapes and spatial reasoning to model objects

in the real-world. Find as many rectangles as you can in your classroom. Record the rectangles you found by making drawings.

• Define a set by the common attribute of its elements. • Identify objects that do not belong in a given set. • Compare size of basic plane figures (large, smaller) • Use appropriate vocabulary when describing or

comparing. • Recognize shapes as same or different. • Make congruent (have the exactly the same shape and

size) shapes and designs.

Unit 1

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Patterns &

Classification AB, ABB

K.3.1.2 K.2.1.1

(repeating only)

Students will know that: • Objects can be classified and sorted according to their attributes.

• Patterns are found in letters, numbers, sounds, pictures,

movements, etc. • Patterns are created from repeating letters, numbers, sounds,

pictures, movements, etc. in a specific sequence. • Patterns may be repeating, growing or shrinking.

Student will be able to: • Sort objects using characteristics such as shape, size,

color, amount, function and thickness, etc. • Define a set by the common attribute of its elements. • Identify objects that do not belong in a given set. • Identify the core pattern. • Use objects to identify, create, complete, and predict the

extension of patterns: AB and ABB. • Extend a sequence of ordered concrete objects. • Use pictorial representations to identify, create,

complete, and predict the extension of patterns: AB and ABB.

Essential Vocabulary: Place Value, Ones, Tens, Two-Dimensional, Today, Yesterday, Tomorrow, Morning, Afternoon, Tally Mark, Weather, Temperature, Hotter, Colder, Thermometer, Day, Week, Month, Year, Seasons, Left, Right, Set, Greater, Less, Classify, Sort, Attribute, Shape, Size, Color, Amount, Function, Patterns, Core Pattern, AB, ABB, Repeat, Sequence, Thickness, Large, Small, Square, Rectangle, Triangle, Circle, Trapezoid, Hexagon, Same, Different, Congruent

Interim 1

Unit 1

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Pacing Chart Unit 1: Introduction to Numbers, Shapes and Patterns

Time Frame Topic Suggested Activities/Assessments Resources & Text Alignment

Week 1-Week 2 Pre-test, routines, etc.

Week 3 – Week 5

Numbers to

Ten K.1.1.1 K.1.1.2

(to 10 only)

K.1.1.3 (to 10 only)

.

Center Activities www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com www.k-5mathteachingresources.com IXL

MiF Text Chapter 1: Numbers to 5 Chapter 2: Number to 10 Chapter 4: Counting and Numbers 0 to 10 Instant Number Packets (Purchased Resource)

Week 6

2-D Shapes

K.3.1.1

(2-D only)

K.3.1.3 (2-D only)

K.3.1.2


MiF Text Chapter 7: Solid and Flat Shapes Lesson 3: Flat Shapes Lesson 4: Flat Shape Pictures

Week 7 – Week 8

Patterns &

Classification

K.3.1.2 K.2.1.1

(repeating only)

SMART Board Lesson s:MathematicsResources:GradeK:PatterningPracticeOnTheSmartBoard Everyday Counts : Calendar Patterns Center Activities www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com www.k-5mathteachingresources.com IXL

MiF Text Chapter 7: Solid and Flat Shapes Lesson 5: Shape Patterns Chapter 16: Classifying and Sorting

Week 9 Review

Week 10 Interim 1

Unit 1

http://www.teacherspayteacher.com/

http://exchange.smarttech.com/

http://www.kindergartenkindergarten.com/

http://www.k-5mathteachingresources.com/









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Overview

Strand(s): Number & Operation, Algebra, Geometry & Measurement

Unit 2: Numbers to 20, Measurement & Graphs

Approximate Duration of Study: 8 Weeks Between Interims


• Place Value (Ones, Tens) • Patterns • Review 2D Shapes • K.1.1.2: Read, write, represent and count whole numbers up to 31 • K.1.1.3: Count with and without objects, forward and backward

to/from 31. • Orientation in Time: Today, yesterday, tomorrow; morning, afternoon;

this morning vs yesterday morning, etc. • Counting by tens to 50


• Tally Marks • Weather Graphing • Days of the Week, Months of the Year • Seasons • Temperature: Hotter, Colder • Measuring Temperature: Thermometer


Math Sprints • Length • Place Value: Counting to 20 • Making 6s • Making 7s • Finding the Whole • Filling in the Missing Number

• Skip Counting by 10s • Numbers to 20 • Filling in the Missing Number • Circling the Greatest Number • Circling the Smallest Number • One less Than

Review

(Do Now, IXL, Centers, Morning

Message, etc.)

• Numbers to 10 • 2-D Shapes • Patterns: AB, ABB • Sorting

Unit 2

Page | 8

Numbers to

Twenty K.1.1.2

(to 20 only)

K.1.1.3 (to 20 only)

K.1.1.4 K.1.1.5

Students will know that: • Whole numbers can be represented by numerals, pictures, real




• Numbers have a relative position and value.

Student will be able to: • Read, write, and represent whole numbers from 0 to at


difference between certain written symbols, such as 6 and 9, 2 and 5, 1 and 7, 12 and 21, 02 and 20).

• Count, with and without objects, forward and backward to 20.

• Given a number, identify 1 more or 1 less than a given number.

• Compare and order whole numbers, with and without

objects, from 0 to 20. o Put the number cards 7, 3, 19, and 12 in

numerical order. • Use concrete objects and pictorial representations to

compare sets: o Same as (equal to), more than, less than, most

and least.

Patterns & Classification

ABC

K.2.1.1 (repeating only)

Students will know that: • Patterns are found in letters, numbers, sounds, pictures,



Student will be able to: • Identify the core pattern. • Use objects to identify, create, complete, and predict the

extension of patterns: ABC. • Extend a sequence of ordered concrete objects. • Use pictorial representations to identify, create,

complete, and predict the extension of patterns: ABC

Compare, Order & Measure

(Length, Size, Position)

K.3.2.1 K.3.2.2

Students will know that: • Words can be used to describe and compare the length and size of

objects.

Student will be able to: • Use words to describe and compare the length and size

of objects. o Long, short, longer than, shorter than, big, small,

same.

Unit 2

Page | 9

• Words can be used to and compare the orientation and relative position of objects.

• Non-standard units can be used measure length. • There is a relationship between the size of the unit of

measurement and the number of units needed to measure the length of an object.

• Identify familiar instruments of measurement. • Abbreviations are used for standard units of measure.

o Inch: in. • Measurable attributes can be used to order objects.

• Know and use terms of orientation. o Closed, open, on, under, over, in front, in back

(behind), between, in the middle of, next to, beside, inside, outside, around, far from, near, above, below, to the right of, to the left of, here, there, top, bottom, middle.

• Measure lengths of objects using, paper clips, sticks, buttons, etc. Compare the amount of different units used to measure the same length.

o It will take more paper clips than whiteboard markers to measure the length of a table.

• Identify a ruler. • Use a ruler to measure length to the nearest inch. • Order 2 or 3 objects using length and size.

Graphs

Core

Knowledge

Students will know that: • Data (information) can be represented by pictorial graphs.

Student will be able to: • Use appropriate vocabulary to analyze graphs. • Interpret simple pictorial graphs.

Halves & Pairs

Core

Knowledge

Students will know that: • A whole can be made up of two equal parts.

Student will be able to: • Identify pairs.

• Identify 𝟏

𝟐 as one of two equal parts of a region or object.

• Find 1

2 of a set of concrete objects.

Essential Vocabulary: Pattern: ABC, Value, Same As, Equal To, More Than, Less Than, Most, Least, Measure, Length, Size, Long, Short, Longer Than, Shorter Than, Big, Small, Same, Inch (in.), Ruler, Closed, Open, On, Under, Over, In Front, In Back (Behind), Between, In The Middle Of, Next To, Beside, Inside, Outside, Around, Far From, Near, Above, Below, To The Right Of, To The Left Of, Here, There, Top, Bottom, Middle, Data, Pictorial Graphs, Whole,

Pair, Half ( 1

2 ).

Interim 2

Unit 2

Page | 10

Pacing Chart Unit 2: Numbers to 20, Measurement & Graphs


Week 11 – Week 12

Numbers to

Twenty K.1.1.2

(to 20 only)

K.1.1.3 (to 20 only)

K.1.1.4 K.1.1.5


MiF Text Chapter 6: Number 0 to 20 Chapter 9: Comparing Sets

Week 13


ABC

K.2.1.1 (repeating only)

SMART Board Lesson s:MathematicsResources:GradeK:PatterningPracticeOnTheSmartBoard Everyday Counts : Calendar Patterns Center Activities www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com www.k-5mathteachingresources.com IXL

MiF Text Chapter 13: Patterns

Unit 2









Page | 11

Week 14 – Week 15

Compare, Order

& Measure (Length, Size,

Position)

K.3.2.1 K.3.2.2

Center Activities www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com (Wiggly Worms) www.k-5mathteachingresources.com IXL

MiF Text Chapter 3: Order by Size, Length, or Weight Lesson 1: Ordering Things by Size Lesson 2: Comparing Sizes Lesson 3: Ordering Things by Length Chapter 5: Size and Position Chapter 15: Length and Height Lesson 1: Comparing Lengths Lesson 2: Comparing Lengths Using Nonstandard Units

Week 16

Graphs

Core Knowledge

www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com www.k-5mathteachingresources.com (Duck/Rabbit) IXL s:MathematicsResources:GradeK:Pictographs s:MathematicsResources:GradeK:Transportation-Pictograph

s:MathematicsResources:GradeK:GraphLessons

Week 17

Halves & Pairs

Core Knowledge

www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com www.k-5mathteachingresources.com IXL

MiF Text Chapter 8: Numbers to 100 Lesson 1: Counting by 2s

Week 18 Review

Week 19 Interim 2

Unit 2













Page | 12

Overview


Unit 3: Numbers to 31, Introduction to Addition & 3D Shapes



• Place Value (Ones, Tens, Hundreds) • Patterns • Identifying 3D Shapes • K.1.1.2: Read, write, represent and count whole numbers up to 31 • K.1.1.3: Count with and without objects, forward and backward to at


this morning vs yesterday morning, etc. • Review Counting by tens to 50 • Count by five to 50 • Count by twos to 10




Math Sprints • Adding with Sums 10 and Under • Skip Counting by 2 • Skip Counting by 5s • Number Bonds with 5 as a Whole • Number Bonds with 6 as a Whole • Making 6s • Number Bonds with 7 as a Whole • Making 7s • Number Bonds with 8 as a Whole • Making 8s

• Number Bonds with 9 as a Whole • Making 9s • Number Bonds with 10 as a Whole • Making 10s • Finding the Missing Part or Whole • 10-Frames • Adding within 10 • Adding by Counting On • Adding a Number to Make 10 • Number Families

Review

(Do Now, IXL, Centers, Morning

Message, etc.)

• Numbers to 20 • 2-D Shapes • Patterns: ABC • Sorting

Unit 3

Page | 13

Numbers to 31

K.1.1.2 K.1.1.3 K.1.1.4 K.1.1.5






Student will be able to: • Read, write, and represent whole numbers from 0 to at


difference between certain written symbols, such as 6 and 9, 2 and 5, 1 and 7, 12 and 21, 02 and 20, 13 and 31, 03 and 30).

• Count, with and without objects, forward and backward

to 31. • Given a number, identify 1 more or 1 less than a given

number. • Compare and order whole numbers, with and without

objects, from 0 to 31. o Put the number cards 25, 7, 20, 3, 19, and 12 in

numerical order. • Use concrete objects and pictorial representations to


and least.

Addition K.1.2.1 K.1.2.2

(Addition Only)

Students will know that: • Concrete objects can be used to model addition. • When adding, numbers become larger. • Objects and pictures can be used to represent situations

involving combining. • Addition can be used to model real world situations. • Number sentences can be written horizontally or vertically.

Student will be able to: • Recognize the meaning of the plus sign ( + ). • Recognize the meaning of the equal sign ( = ). • Use strategies to perform subtraction.

o Number lines, fingers, manipulatives, etc. • Use objects and draw pictures to find the sums of

numbers between 0 and 10. • Compose numbers (number bonds) up to 10 with objects

and pictures. o A group of 7 objects can be composed of 5 and 2

objects, 6 and 1 objects, 4 and 3 objects, etc.

• Use a number sentence to represent simple word problems. Solve.

• Use objects or pictures to solve simple word problems.

Unit 3

Page | 14

Patterns &

Classification ABBA

K.2.1.1

(repeating and growing only)





extension of patterns: ABBA. • Extend a sequence of ordered concrete objects. • Use pictorial representations to identify, create,

complete, and predict the extension of patterns: ABBA • Identify, create, complete and predict the extension a

growing pattern; extend the pattern.

Ordinal Position

Core

Knowledge

Students will know that: • There is a name for numerical positions.

Student will be able to: • Identify and write ordinal position, first (1st) through

sixth (6th).

3-D Shapes

K.3.1.1

(3-D only) K.3.1.2 K.3.1.3

(3-D only)

Students will know that: • 3-D figures are made up of more than one 2-D shapes. • 3-D shapes are not flat.

• 3-D figures can be found in common objects in the real world. • Objects can be classified and sorted according to their attributes.

Student will be able to: • Recognize basic three-dimensional shapes such as cubes,

cones, cylinders, rectangular prisms, spheres, square based pyramid.

• Use basic shapes and spatial reasoning to model objects in the real-world.

o Find as many cylinders as you can in your classroom. Record the cylinders you found by making drawings.

o A cylinder can be used to model a can of soup. • Define a set by the common attribute of its elements. • Identify objects that do not belong in a given set. • Compare size of 3-D figures (large, smaller) • Use appropriate vocabulary when describing or

comparing. • Recognize shapes as same or different.

Essential Vocabulary: Place Value: Hundreds, Addition, Plus/Addition Sign “ +”, Equal Sign ( = ), Sum, Number Bond, Number Sentence, Solve, Word Problem, Pattern: ABBA, Ordinal Position, 1st, 2nd, 3rd, 4th, 5th, 6th , Three Dimensional, Cube, Cone, Cylinder, Rectangular Prism, Sphere, Square Based Pyramid.

Interim 3

Unit 3

Page | 15

Pacing Chart Unit 3: Numbers to 31, Introduction to Addition & 3D Shapes


Week 20 – Week 21

Numbers to 31

K.1.1.2 K.1.1.3 K.1.1.4 K.1.1.5


MiF Text Chapter 8: Numbers to 100 Lesson 4: Numbers 20 – 49

Week 22 – Week 24

Addition K.1.2.1 K.1.2.2

(Addition Only)


MiF Text Chapter 12: Counting On and Counting Back Lesson 1: Counting On to Ten Chapter 14: Number Facts Lesson 2: Combining Sets Chapter 17: Addition Stories

Week 25


ABBA

K.2.1.1 (repeating and growing only)

SMART Board Lesson s:MathematicsResources:GradeK:PatterningPracticeOnTheSmartBoard Everyday Counts Calendar Patterns Growing Patterns http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/117930-one-duck-stuck-growing-pattern-kindergarten-lesson-plan/ www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com www.k-5mathteachingresources.com IXL


Unit 3









http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/117930-one-duck-stuck-growing-pattern-kindergarten-lesson-plan/







Page | 16

Week 26

Ordinal Position

Core

Knowledge

www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com www.k-5mathteachingresources.com IXL SMART Board Lesson: Ordinal Numbers s:MathematicsResources:GradeK:OrdinalNumbersSmartBoardPractice

MiF Text Chapter 10: Ordinal Numbers

Week 27

3-D Shapes

K.3.1.1 (3-D only)

K.3.1.2 K.3.1.3

(3-D only)


MiF Text Chapter 7: Solid and Flat Shapes Lesson 1: Solid Shapes Lesson 2: Flat Shapes in Solid Shapes

Week 28 Review

Week 29 Interim 3

Unit 3









Page | 17

Overview


Unit 4: Introduction to Subtraction, Time & Money & Measurement con’t



• Place Value (Ones, Tens, Hundreds) • Patterns • Review 3-D Shapes • K.1.1.2: Read, write, represent and count whole numbers up to 31 • K.1.1.3: Count with and without objects, forward and backward to at


this morning vs yesterday morning, etc. • Counting by tens to 100 • Count by five to 50 • Count by twos to 20

• Counting Forwards/Backwards to and from 31, and later from any given number



Math Sprints • Subtracting by Crossing Out • Adding and Subtracting • Subtracting by Counting Backwards • Subtracting within 10 • Subtracting within 10 (2) • Adding and Subtracting within 10 • Ordinal Numbers • Subtracting from 10 • More than/Less Than • Numbers to 40 • Place Value Counting • Counting by 2s • Counting Coins • Counting Dollars

Challenge • Adding Crossing the 10 • Adding Two-Digits and One-Digit • Subtracting One-Digit from Two-Digits • Taking from the 10 • Taking from the 10 (2) • Subtracting Crossing the 10 • Adding and Subtracting Crossing the 10 • Adding Three Numbers • Adding Equal Groups • Counting 10s and 1s • Place Value: Counting to 100 • Greater Than/Less Than • Adding Multiples of 10 • Subtracting Multiples of 10

Unit 4

Page | 18

Review (Do Now, IXL,

Centers, Morning Message, etc.)

• Numbers to 31 • 2-D & 3-DShapes • Patterns: AB, ABB • Sorting

Numbers to

100

Optional Extension






Student will be able to: • Read, write, and represent whole numbers from 0 to 100. • Write numbers 0 to 100 (with special attention to the

difference between certain written symbols). • Count, with and without objects, forward and backward

to 100. • Given a number, identify 1 more or 1 less than a given

number. • Compare and order whole numbers, with and without

objects, from 0 to 100. • Use concrete objects and pictorial representations to


and least.

Subtraction & Addition K.1.2.1 K.1.2.2

(Review Addition)

Students will know that: • Concrete objects can be used to model subtraction. • When subtracting, numbers become smaller. • Objects and pictures can be used to represent situations

involving separation. • Subtraction represents the concept of “taking away”. • Subtraction can be used to represent real world situations. • Number sentences can be written horizontally or vertically.

Student will be able to: • Recognize the meaning of the minus sign ( - ). • Use strategies to perform subtraction.

o Number lines, fingers, manipulatives, etc. • Recognize the meaning of the equal sign ( = ). • Use objects and draw pictures to find the differences of

numbers between 0 and 10. • Decompose numbers (number bonds) up to 10 with

objects and pictures. o A group of 7 objects can be decomposed as 5 and

2 objects, 6 and 1 objects, 4 and 3 objects, etc.

• Use a number sentence to represent simple word

problems. Solve.

• Use objects or pictures to solve simple word problems.

Unit 4

Page | 19

Patterns &

Classification ABA

K.2.1.1

(repeating, shrinking and

growing)





extension of patterns: ABA. • Extend a sequence of ordered concrete objects. • Use pictorial representations to identify, create,

complete, and predict the extension of patterns: ABA • Identify, create, complete and predict the extension a

shrinking pattern; extend the pattern.

Capacity

Core

Knowledge

Students will know that: • Words can be used to describe and compare the capacity

(volume).

Student will be able to: • Use words to describe and compare the capacity of

objects. o Full, empty, less full than, as full as, fuller than.

Height & Weight

K.3.2.1 K.3.2.2

• Words can be used to describe and compare the height and weight of objects.

• Identify familiar instruments of measurement. • Measurable attributes can be used to order objects.

• Use words to describe and compare the height and weight of objects.

o Taller than, shorter than, heavy, light, heavier than, lighter than

• Identify a scale. • Order 2 or 3 objects using height and weight.

Time

Core

Knowledge

Students will know that: • A digital and analog clock (clock face) and can be used to measure

time. • The hour hand is shorter than the minute hand.

Student will be able to: • Read a clock face and tell time to the hour. • Sequence events.

o Before, after, first, next, last. • Compare the duration of events.

o Which takes more or less time?

Money

Core Knowledge

Students will know that: • Coins and bills have specific values.

Student will be able to: • Identify and recognize relative values of pennies, nickels,

dimes and quarters. • Identify the one-dollar bill. • Recognize dollars ( $ ) and cents ( ¢ ) signs. • Count coins of the same value. • Write money amounts using the cents sign ( ¢ ).

Essential Vocabulary: Subtraction, Take Away, Difference, Minus Sign ( - ), Pattern: ABA, Capacity (Volume), Full, Empty, Less Full Than, As Full As, Fuller Than, Height, Weight, Scale, Taller Than, Shorter Than, Heavy, Light, Heavier Than, Lighter Than, Digital Clock, Analog Clock (Clock Face), Hour Hand, Minute Hand, Before, After, First, Next, Last, Coin, Bill, Penny, Nickel, Dime, Quarter, Dollar Sign ( $ ), Cents Sign ( ¢ ).

Interim 4

Unit 4

Page | 20

Pacing Chart Unit 4: Introduction to Subtraction, Time & Money & Measurement con’t


Optional Extension

Numbers to

100

Optional Extension


MiF Text Chapter 8: Numbers to 100

Week 30 - Week 31

Subtraction & Addition

K.1.2.1 K.1.2.2 (Review

Addition)

www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com www.k-5mathteachingresources.com IXL SMART Board Lesson: Subtraction Bingo s:MathematicsResources:GradeK:SubBingo

MiF Text Chapter 12: Counting On and Counting Back Lesson 2: Counting Back Using Fingers Lesson 3: Finding Differences Using Fingers Chapter 14: Number Facts Lesson 1: Number Facts to 10 Lesson 3: Composing and Decomposing Number to 20 Lesson 4: Counting On Chapter 18: Subtraction Stories

Week 32


ABA

K.2.1.1 (repeating,

shrinking and growing)

www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com www.k-5mathteachingresources.com IXL SMART Board Lesson s:MathematicsResources:GradeK:PatterningPracticeOnTheSmartBoard Everyday Counts Calendar Patterns


Unit 4













Page | 21

Week 33

Capacity

Core

Knowledge


MiF Text Chapter 19: Measurement Lesson 2: Comparing Capacities

Week 34

Height & Weight

K.3.2.1 K.3.2.2

www.teacherspayteacher.com http://exchange.smarttech.com www.kindergartenkindergarten.com (Math Problem Solving Measurement: Weight) www.k-5mathteachingresources.com IXL

Chapter 3: Order by Size, Length or Weight Lesson 4: Ordering Things by Weight Chapter 15: Length and Height Lesson3: Comparing Heights Using Nonstandard Units Chapter 19: Measurement Lesson 1: Comparing Weights Using Nonstandard Units

Week 35

Time

Core Knowledge


MiF Text Chapter 19: Measurement Lesson 3: Comparing Events in Time

Week 35

Money

Core Knowledge


MiF Text Chapter 20: Money

Week 36 Interim 4

Unit 4

















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