kindergarten - quarter 1 year-at-a-glance 2018- 2019prekese.dadeschools.net/-docs/forteachers... ·...

Kindergarten - Quarter 1 Year-At-A-Glance 2018- 2019

M-DCPS, Office of Academics and Transformation, Division of Academics, Elementary ELA, 2018-2019 of 7

Weeks: 1-3 Instructional Days: 14 Date: 08/20/18 - 09/07/18

MCGRAW HILL INSTRUCTIONAL READING FOCUS ACADEMIC WRITING SOCIAL STUDIES CONNECTION

Start Smart – Laying the Foundation with the Instructional Routines &

Procedures

Reading/Writing Workshop:

• Week 1: “I Am Special” “Look At Me!”

• Week 2: “Family Fun!” “Fun Together!”

• Week 3: “At School” “What Can I Do?”

ABC Big Book Big Book of Rhymes Interactive Read Aloud Cards Instructional Focus Standards: LAFS.K.SL.1.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (2) LAFS.K.SL.1.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (2)

CLUSTER 3: INTEGRATION OF KNOWLEDGE AND IDEAS

LAFS.K.RL.3.9 Multi-Text With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (3)

CLUSTER 4: RANGE OR READING AND LEVEL OF TEXT COMPLEXITY

LAFS.K.RL.4.10 Complexity Actively engages in group reading activities with purpose and understanding. (2)

Mini-Lessons: Phonological Awareness Week 1 & 2: Sentence - Recognize Rhyme Week 3: Recognize Syllables - Blend Syllables Phonics Skill: Review all letters of the alphabet HFW: I, can, am, have, my

• Setting Up the

Reading/Writing

Notebook

• Purposes for Writing:

Complete a Sentence

LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (2) LAFS.K.L.1.2. a Capitalize the first word in a sentence and the pronoun I. (1)

AMERICAN HISTORY (3 weeks/14 days) SS.K.G.1.1 Describe the relative location of people, places, and things by using positional words. SS.K.G.2.1 Locate and describe places in the school and community. SS.K.A.1.2 Develop an awareness of a primary source.

Topic 1: Starting School • Explore/Understand textbooks • American History: Families Past and

Present o Comparing children of today and those

of the past • American History: Sequential Order of

Occurrences o Events that occur in one’s day o Events that occur in school

• Starting school o Rooms at school o Objects at school

• Geography: Map Skills o Location of people, places, and things o Describe important locations

The Florida Standards Access Points are only intended for students with disabilities (SWD) who have a significant cognitive disability and as such are participating on a modified

curriculum, given parent consent, as per their Individualized Education Plan (IEP). Additional resources may be located by visiting The FDOE Access Site: ELA Page . The link to the

Florida Standards Access Points and Essential Understandings for the time frame in this QAG can be found by clicking HERE. Essential Understandings are the "actionable steps"

your students can do in your classroom to show mastery towards a standard.

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Week: 4 Instructional Days: 4 Date: 09/10/18 - 09/14/18


Unit 1 – (Week 1) Reading/Writing Workshop: “I Can” “Can I?” Literature Big Book: What About Bear? Paired Read: “How to Be a Friend” Interactive Read Aloud “The Lion and the Mouse”

Instructional Focus Standards:

CLUSTER 1: KEY IDEAS AND DETAILS

LAFS.K.RL.1.1 Evidence With prompting and support, ask and answer questions about key details in a text. (2)

CLUSTER 2: CRAFT AND STRUCTURE

LAFS.K.RL.2.6 Point of View With prompting and support, identify the author and illustrator of a story and define the role of each in telling the story. (1)


LAFS.K.RI.3.7 Multi-Media With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (2) LAFS.K.RL.3.9 Multi-Text With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (3)



Mini-Lessons: Comprehension Strategy: Ask and Answer Questions Comprehension Skill: Key Details Text Features: Photographs Phonics Skill: Introduce /m/m HFW: the Additional HFW: jump, big

Unit 1 - (Week 1)

Writing Trait: Ideas

Task: Student will write a personal narrative about some things they share with a friend.

Grammar Skill: Naming

Words (Nouns)

LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (2) LAFS.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (3) LAFS.K.L.1.1. b Use frequently occurring nouns and verbs. (2)

AMERICAN HISTORY (2 weeks/9 days) SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school. SS.K.A.3.2 Explain that calendars represent days of the week and months of the year. SS.K.A.2.2 Recognize the importance of celebrations of national holidays as a way of remembering and honoring people, events, and our nation’s ethnic heritage. SS.K.A.1.2 Develop an awareness of a primary source. Topic 2: Calendars • Understanding and interpreting

calendars o Days of the week o Months of the year o Dates o Recording events

• Time concepts o Today o Yesterday o Tomorrow

• Sequence words

KG Q1 Week 4 The Florida Standards Access Points are only intended for students with disabilities (SWD) who have a significant cognitive disability and as such are participating on a modified curriculum, given parent consent, as per their Individualized Education Plan (IEP). Additional resources may be located by visiting The FDOE Access Site: ELA Page . The link to the Florida Standards Access Points and Essential Understandings for the time frame in this QAG can be found by clicking HERE. Essential Understandings are the "actionable steps" your students can do in your classroom to show mastery towards a standard


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MCGRAW HILL INSTRUCTIONAL READING FOCUS ACADEMIC WRITING SOCIAL STUDIES CONNECTION Unit 1 – (Week 2) Reading/Writing Workshop: “We Can” “I Can, We Can” Literature Big Book: Pouch! Paired Read: “Baby Animals on the Move” Interactive Read Aloud: “The Tortoise and the Hare” Instructional Focus Standards:


LAFS.K.RL.1.1 Evidence With prompting and support, ask and answer questions about key details in a text. (2) LAFS.K.RL.1.2 Main Idea With prompting and support, retell familiar stories, including key details. (2) LAFS.K.RI.1.1. Evidence With prompting and support, ask and answer questions about key details in text. (2)




LAFS.K.RL.3.9 Multi-Text With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (3) LAFS.R.I.3.7 Multi-Media With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (2)



Mini-Lessons: Comprehension Strategy: Ask and Answer Questions Comprehension Skill: Key Details Text Features: Labels Phonics Skill: Introduce short /a/a HFW: we Additional HFW: in, out

Unit 1 – (Week 2) Writing Trait: Ideas Task: Students will write an opinion to tell their feelings about

an animal.

Grammar Skill: Naming Words

(Nouns)

LAFS.K.W.1.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…). (2) LAFS.K.L.1.1.b Use frequently occurring nouns and verbs.(2) LAFS.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (3)

AMERICAN HISTORY (2 weeks/9 days) SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school. SS.K.A.3.2 Explain that calendars represent days of the week and months of the year. SS.K.A.2.2 Recognize the importance of celebrations of national holidays as a way of remembering and honoring people, events, and our nation’s ethnic heritage. SS.K.A.1.2 Develop an awareness of a primary source. Topic 2: Calendars

• Understanding and interpreting calendars o Days of the week o Months of the year o Dates o Recording events

• Time concepts o Today o Yesterday o Tomorrow

• Sequence words

KG Q1 Week 5 The Florida Standards Access Points are only intended for students with disabilities (SWD) who have a significant cognitive disability and as such are participating on a modified curriculum, given parent consent, as per their Individualized Education Plan (IEP). Additional resources may be located by visiting The FDOE Access Site: ELA Page .The link to the Florida Standards Access Points and Essential Understandings for the time frame in this QAG can be found by clicking HERE. Essential Understandings are the "actionable steps" your students can do in your classroom to show mastery towards a standard.


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Unit 1 – (Week 3) Reading/Writing Workshop: “Sam Can See” “I Can See” Literature Big Book: Senses at the Seashore Paired Read: “I Smell Springtime”; “Taste of Purple”; “Rain” Interactive Read Aloud: “A Feast of the Senses” Instructional Focus Standards:


LAFS.K.RI.1.1 Evidence With prompting and support, ask and answer questions about key details in text. (2)


LAFS.K.RI.2.6 Point of View With prompting and support, identify the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (1) LAFS.K.RL.2.5 Structure Recognize common types of texts (e.g. story books, poems). (1)


LAFS.K.RI.3.7 Multi-Media With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (2) LAFS.K.RI.3.9 Multi-Text With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (3)


LAFS.K.RI.4.10 Complexity Actively engages in group reading activities with purpose and understanding. (2)

Mini-Lessons: Comprehension Strategy: Ask and Answer Questions Comprehension Skill: Key Details Literary Element: Sensory Words Phonics Skill: Introduce /s/s HFW: see Additional HFW: so, at The Florida Standards Access Points are only intended for students with disabilities (SWD) who have a significant cognitive disability and as such are participating on a modified curriculum, given parent consent, as per their Individualized Education Plan (IEP). Additional resources may be located by visiting The FDOE Access Site: ELA Page . The link to the Florida Standards Access Points and Essential Understandings for the time frame in this QAG can be found by clicking HERE. Essential Understandings are the "actionable steps" your students can do in your classroom to show mastery towards a standard.

Unit 1 – (Week 3) Writing Trait: Ideas Task: Students will make a picture web to tell what they observe in a park.

Grammar Skill: Naming Words

(Noun)

LAFS.K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (2) LAFS.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (3) LAFS.K.L.1.1.b Use frequently

occurring nouns and verbs.(2)

AMERICAN HISTORY (3 weeks/14 days)

SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school. SS.K.A.1.1 Develop an understanding of how to use and create a timeline. SS.K.G.1.1 Describe the relative location of people, places, and things by using positional words. SS.K.A.1.2 Develop an awareness of a primary source. Topic 3: Sequential Order of Occurrences and Timelines

• Chronological Vocabulary o Before and after o First, next, last o Morning, afternoon, evening

o Changes throughout the day

• Creating a timeline

• Using positional words o Front and behind o Left and right o Above and below


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Weeks: 7-8 Instructional Days: 10 Date: 10/01/18 - 10/12/18


Unit 2 – (Week 1) Reading/Writing Workshop: “Pam Can See” “We Can See” Literature Big Book: The Handiest Things in the World Paired Read: Discover with Tools Interactive Read Aloud: “Timimoto”

Instructional Focus Standards:

Mini-Lessons:

Comprehension Strategy: Ask and Answer Questions Comprehension Skill: Key Details: Use Photos Text Features: Headings Phonics Skill: Initial/Final p/p/ HFW: a Additional HFW: to, be


LAFS.K.RI.1.1 Evidence With prompting and support, ask and answer questions about key details in text. (2)




LAFS.K.RI.4.10 Complexity Actively engages in group reading activities with purpose and understanding. (2)

Unit 2: (Week 1)


Task: Students will write explanatory sentences about a tool.

Grammar Skill: Verbs

LAFS K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (2) LAFS.K.L.1.1.b Use frequently

occurring nouns and verbs. (2)

LAFS.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (3)


SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school. SS.K.A.1.1 Develop an understanding of how to use and create a timeline. SS.K.G.1.1: Describe the relative location of people, places, and things by using positional words. SS.K.A.1.2 Develop an awareness of a primary source. Topic 3: Sequential Order of Occurrences and Timelines

• Chronological Vocabulary o Before and after o First, next, last o Morning, afternoon, evening

o Changes throughout the day

• Creating a timeline

• Using positional words o Front and behind o Left and right o Above and below

KG Q1 Weeks 7-8 The Florida Standards Access Points are only intended for students with disabilities (SWD) who have a significant cognitive disability and as such are participating on a modified curriculum, given parent consent, as per their Individualized Education Plan (IEP). Additional resources may be located by visiting The FDOE Access Site: ELA Page . The link to the Florida Standards Access Points and Essential Understandings for the time frame in this QAG can be found by clicking HERE. Essential Understandings are the "actionable steps" your students can do in your classroom to show mastery towards a standard.









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Unit 2– (Week 2) Reading/Writing Workshop: “We Like Tam” “I Like Sam” Literature Big Book: Shapes All Around Paired Read: “Find the Shapes” Interactive Read Aloud: “Kites in Flight” Instructional Focus Standards:

Mini-Lessons: Comprehension Strategy: Ask and Answer Questions Comprehension Skill: Key Details: Use Photos Text Features: Headings Phonics Skill: Initial/Final p/p/ and Introduce digraph (th) HFW: a Additional HFW: to, be


LAFS.K.RI.1.1 Evidence With prompting and support, ask and answer questions about key details in text. (2) LAFS.K.RI.1.3 Interactions With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (3)



CLUSTER 4: RANGE OR READING AND LEVEL OF TEXT COMPLEXITY LAFS.K.RI.4.10 Complexity Actively engages in group reading activities with purpose and understanding. (2)

Unit 2 – (Week 2) Writing Trait: Ideas Task: Students will make a shape poster and write informative sentences explaining the items. Grammar Skill: Verbs LAFS K.W.1.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (2) LAFS.K.L.1.1.b Use frequently occurring nouns and verbs. (2) LAFS.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (3)


SS.K.A.2.1 Compare children and families of today with those in the past. SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school. SS.K.A.1.2 Develop an awareness of a primary source. Topic 4: Families Past and Present • Understanding time • Differences and similarities of families

of the past and the present. • Past, present, and future • Primary sources • Children and families of the past • Comparing children today with those of

the past

KGQ1 Week 9 The Florida Standards Access Points are only intended for students with disabilities (SWD) who have a significant cognitive disability and as such are participating on a modified curriculum, given parent consent, as per their Individualized Education Plan (IEP). Additional resources may be located by visiting The FDOE Access Site: ELA Page . The link to the Florida Standards Access Points and Essential Understandings for the time frame in this QAG can be found by clicking HERE. Essential Understandings are the "actionable steps" your students can do in your classroom to show mastery towards a standard.







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Unit 2– (Week 3) Reading/Writing Workshop: “Pat” “Tap, Tap, Tap” Literature Big Book: I Love Bugs! Paired Read: “Bugs All Around” Interactive Read Aloud: “From Caterpillar to Butterfly” Instructional Focus Standards:

Mini-Lessons: Comprehension Strategy: Ask and Answer Questions Comprehension Skill: Key Details: Use Illustrations Text Features: Captions Phonics Skill: Review /m/ m, /a/ a, /s/ s, /p/ p, /t/ t Review Digraph (th) HFW: the, a, see, we, like Additional HFW: but


LAFS.K.RI.1.1 Evidence With prompting and support, ask and answer questions about key details in text. (2) LAFS.K.RL.1.2 Main Idea With prompting and support, retell familiar stories, including key details. (2)



CLUSTER 3: INTEGRATION OF KNOWLEDGE AND IDEAS LAFS.K.RL.3.9 Multi-Text With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (3)

CLUSTER 4: RANGE OR READING AND LEVEL OF TEXT COMPLEXITY LAFS.K.RL.4.10 Complexity Actively engages in group reading activities with purpose and understanding. (2)

Unit 2: (Week 3)


Task: Students will write a story about a bug.

Grammar Skill: Verbs

LAFS.K.W.1.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (2) LAFS.K.L.1.1.b Use frequently occurring nouns and verbs. (2) LAFS.K.W.2.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. (3)

AMERICAN HISTORY (2 weeks/ 9 days)

SS.K.A.2.1 Compare children and families of today with those in the past. SS.K.A.3.1 Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school. SS.K.A.1.2 Develop an awareness of a primary source. Topic 4: Families Past and Present • Understanding time • Differences and similarities of families

of the past and the present. • Past, present, and future • Primary sources • Children and families of the past • Comparing children today with those of

the past

KG Q1 Week 10 The Florida Standards Access Points are only intended for students with disabilities (SWD) who have a significant cognitive disability and as such are participating on a modified curriculum, given parent consent, as per their Individualized Education Plan (IEP). Additional resources may be located by visiting The FDOE Access Site: ELA Page . The link to the Florida Standards Access Points and Essential Understandings for the time frame in this QAG can be found by clicking HERE. Essential Understandings are the "actionable steps" your students can do in your classroom to show mastery towards a standard.







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COURSE CODE: 5012040D1 Grade 2 Mathematics

MIAMI-DADE COUNTY PUBLIC SCHOOLS

2018-2019 DISTRICT PACING GUIDE

YEAR-AT-A-GLANCE

Grade K Mathematics COURSE CODE: 5012020B1

Division of Academics – Department of Mathematics Page 1 of 4

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks I. Representing, Counting, and Writing

Numbers 0 to 5 (Chapter 1)

A. Modeling and Counting Numbers Up to 5

B. Writing Numbers Up to 5 C. Cardinality (Up to 5) D. Understand Zero E. Problem Solving

II. Comparing Numbers to 5 (Chapter 2) A. Using matching strategies B. Using counting strategies

III. Representing, Counting, and Writing Numbers 6 to 9 (Chapter 3) A. Modeling and Counting Numbers Up to

9 B. Writing Numbers Up to 9 C. Cardinality (Up to 9) D. Problem Solving

IV. Representing & Comparing Numbers to 10 (Chapter 4) A. Modeling and Counting Numbers to 10 B. Writing Numbers to 10 C. Cardinality (Up to 10) D. Solving Problems Involving Sets Up to

10 E. Using Matching Strategies F. Using Counting Strategies G. Comparing Numbers Up to 10

V. Addition (Chapter 5) A. Addition Strategies B. Addition within 10 C. Using Addition Within 10 to Solve

Problems

VI. Subtraction (Chapter 6) A. Subtraction Strategies B. Subtraction within 10 C. Using Addition and Subtraction within

10 to Solve Problems

VII. Represent, Count, and Write Numbers 16 to 19 (Chapter 7) A. Modeling and Counting Numbers

from 11 to 19 B. Writing Numbers to 19 C. Cardinality (Up to 19) D. Place Value E. Solving Problems Involving Sets Up to

19 VIII. Represent, Count and Write Numbers

20 and Beyond (Chapter 8) A. Modeling and Counting Numbers to

20 B. Writing Numbers to 20 C. Cardinality (Up to 20) D. Solving Problems Involving Sets Up to 20 E. Place Value F. Comparing Numbers to 20

VIII. Representing, Counting and Writing Numbers 20 and Beyond (Chapter 8 Continued)

IX. Two- Dimensional Shapes (Chapter 9)

A. Identifying and Describing Shapes B. Analyzing and Composing Shapes C. Identifying, Naming, Describing, and

Sorting Two-Dimensional Shapes D. Comparing and Analyzing Two-

Dimensional Shapes

X. Three-Dimensional Shapes (Chapter 10) A. Identifying and Describing Three-

Dimensional Shapes B. Analyzing and Comparing Three-

Dimensional Shapes C. Analyzing and Comparing Two- and

Three-Dimensional Shapes D. Relative Positions E. Problem Solving

XI. Measurement (Chapter 11)

A. Describing and Comparing Objects B. Directly Using Measurable Attributes C. Expressing the Length of an Object as a

Whole Number in Length Units D. Comparing Two Objects Directly Using

Attributes

XII. Classifying and Sorting Data (Chapter 12) A. Classifying and Counting Objects B. Problem Solving

XIII. SAT-10 Review

XIII. SAT-10 Review (Continued)

SAT-10 ADMINISTRATION: 04-09-19 to 04-12-19

XIV. More on Addition Strategies (GRP 1-5) FIRST GRADE PREP A. Representing Addition

and Subtraction B. Addition Strategies

XV. Related Addition Equations (GRP 6-13)

A. Subtraction Strategies

XVI. Composition of Numbers (GRP 14-17) A. Read and Write Numerals

XVII. Telling and Writing Time (GRP 18-20) A. Tell and Write Time

Dates for Instruction Dates for Instruction Dates for Instruction

Use SAT Dailies for SAT-10 Review

Dates for Instruction SAT Administration: 04/09-04/12

Days Dates Days Dates Days Dates Days Dates Topic I 15

10 08/20-09/11 Topic V 14 10/29-11/19 Topic VIII 2 01/22-01/23 Topic XIII

10 6 04/01-04/08

Topic II 10 09/12-09/26 Topic VI 9 11/20-12/05 Topic IX 14 01/24-02/12 Topic XIV 10 04/09-04/23 Topic III 10 09/27-10/10 Topic VII 11 12/06-12/20 Topic X 12 02/13-03/01 Topic XV 12 04/24-05/09 Topic IV 11 10/11-10/25 Topic VIII 10 12/21-01/17 Topic XI 8

03/0403/13 Topic XVI 8

05/10-05/21

Topic XII 4 03/14-03/19 Topic XVII 11 05/22-06/06 Topic XIII 3 03/20-03/22

Total 46 08/20/18 – 10/26/18 Total 44 12/21/18-01/17/19 Total 43 01/22/19 – 03/22/19 Total 47 04/01/19 –06/06/19

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YEAR-AT-A-GLANCE



Model Eliciting Activities (MEAs): STEM LESSONS

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks Topic I (Chapter 1) MAFS.K.CC.1.1 MAFS.K.C.C1.3 MAFS.K.CC.2.4a MAFS.K.CC.2.4.b

• Crazy Pizza

• We Love Pets!

MAFS.K.CC.2.4c

Topic II (Chapter 2) MAFS.K.CC.3.6

• Pineville Playground

Topic III (Chapter 3) MAFS.K.CC.1.3 MAFS.K.CC.2.4 (See Topic 1) MAFS.K.CC.2.5

• Hopping Hippo Needs Help!

Topic IV (Chapter 4) MAFS.K.CC.1.2

• Pineville Playground MAFS.K.CC.1.3 MAFS.K.CC.2.4 (See Topic 1) MAFS.K.CC.2.5

• Bobbie Bear

MAFS.K.CC.3.6 MAFS.K.CC.3.7 MAFS.K.OA.1.4

Topic V (Chapter 5) MAFS.K.OA.1.1

• Spring Festival Flowers

MAFS.K.OA.1.2

• Help Pick Your Class Pet

MAFS.K.OA.1.4 MAFS.K.OA.1.5 MAFS.K.OA.1.a (See MAFS.K.OA.1.1)

Topic VI (Chapter 6) MAFS.K.OA.1.1 MAFS.K.OA.1.2 MAFS.K.OA.1.5

Topic VII (Chapter 7) MAFS.K.CC.1.3

MAFS.K.CC.2.4

• We Love Pets!

• Mountain Bicycles Inc. MAFS.K.CC.2.5

• Hopping Hippo Needs Help! • Vegetables...in Cupcakes?

MAFS.K.NBT.1.1

Topic VIII (Chapter 8) MAFS.K.CC.1.1 MAFS.K.CC.1.2 (See Topic 4) MAFS.K.CC.1.3 MAFS.K.CC.2.5

• MAFS.K.CC.3.6 • Sweetie Cake Pops!

• MAFS.K.CC.3.7 • MAFS.K.NBT.1.1

Topic VIII (Chapter 8 Continued) MAFS.K.CC.1.1

MAFS.K.CC.1.2 (See Topic 4) MAFS.K.CC.1.3 MAFS.K.CC.2.5 MAFS.K.CC.3.6

• Sweetie Cake Pops! MAFS.K.NBT.1.1

Topic IX (Chapter 9) MAFS.K.G.1.2

• Desktop Display MAFS.K.G.2.4 MAFS.K.G.2.6

Topic X (Chapter 10) MAFS.K.G.1.1 MAFS.K.G.1.2

• Sorting Recycling MAFS.K.G.1.3

• Sports Equipment Store MAFS.K.G.2.4 MAFS.K.G.2.5

Topic XI (Chapter 11) MAFS.K.MD.1.1 MAFS.K.MD.1.2

• Measuring Liquids

• The Fire Wheels MAFS.K.MD.1.a

Topic XII (Chapter 12) MAFS.K.MD.2.3

• Moving on Up!

Topic XIII

SAT-10 Review

Topic XIII SAT-10 Review (Continued)

SAT-10 DMINISTRATION 04-09-19 to 04-12-19

Topic XIV Getting Ready for Grade 1 (GRP 1-5) K Grade 1st Grade Prep MAFS.K.OA.1.1 MAFS.1.OA.3.6

Topic XV Getting Ready for Grade 1 (GRP 6-13) K Grade 1st Grade Prep MAFS.K.OA.1.1 MAFS.1.OA.3.6 Topic XVI Getting Ready for Grade 1 (GRP 14-17) K Grade 1st Grade Prep MAFS.K.CC.1.1 MAFS.1.NBT.1.1 MAFS.K.OA.1.1 Topic XVII Getting Ready for Grade 1 (GRP 18-20) K Grade 1st Grade Prep MAFS.K.CC.1.3 MAFS.1.MD.2.3

Dates for Instruction Dates for Instruction Dates for Instruction

Use SAT Dailies for SAT-10 Review Dates for Instruction

SAT Administration: 04/09-04/12

Days Dates Days Dates Days Dates Topic I 15 08/20-09/11 Topic XIII

10 Topic XIII

10 Topic XIII

10 Topic VIII 2 01/22-01/23 Topic XIII

10 6 04/01-04/08

Topic II 10 09/12-09/26 Topic XIV Topic XIV Topic XIV Topic IX 14 01/24-02/12 Topic XIV 10 04/09-04/23 Topic III 10 09/27-10/10 Topic XV Topic XV Topic XV Topic X 12 02/13-03/01 Topic XV 12 04/24-05/09 Topic IV 11 10/11-10/25 Topic XVI Topic XVI Topic XVI Topic XI 8

03/0403/13 Topic XVI 8

05/10-05/21

Topic XVII Topic XVII Topic XVII Topic XII 4 03/14-03/19 Topic XVII 11 05/22-06/06 Topic XIII 3 03/20-03/22

Total 46 08/20/18 – 10/26/18 Total 44 12/21/18-01/17/19 Total 43 01/22/19 – 03/22/19 Total 47 04/01/19 – 06/06/19

Highlighted lessons are recommended STEM Lessons.

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/51192






http://www.cpalms.org/Public/PreviewResourceUrl/Preview/832













http://www.sesamestreet.org/toolkits/stem/measurement



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YEAR-AT-A-GLANCE



MATHEMATICS FLORIDA STANDARDS (MAFS)

MATHEMATICAL PRACTICES

DESCRIPTION

MAFS.K12.MP.1

Make sense of problems and persevere in solving

them.

Mathematically proficient students will be able to:

• Explain the meaning of a problem and looking for entry points to its solution.

• Analyze givens, constraints, relationships, and goals.

• Make conjectures about the form and meaning of the solution and plan a solution pathway.

• Consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution.

• Monitor and evaluate their progress and change course if necessary.

• Explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends.

• Check answers to problems using a different method, and continually ask, “Does this make sense?”

• Identify correspondences between different approaches.

MAFS.K12.MP.2

Reason abstractly and quantitatively.


• Make sense of quantities and their relationships in problem situations.

• Decontextualize—to abstract a given situation and represent it symbolically.

• Contextualize— to pause as needed during the manipulation process in order to probe into the referents for the symbols

• Create a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them.

• Know and be flexible using different properties of operations and objects.

MAFS.K12.MP.3

Construct viable

arguments and critique the reasoning of others.


• Understand and use stated assumptions, definitions, and previously established results in constructing arguments.

• Make conjectures and build a logical progression of statements to explore the truth of their conjectures.

• Analyze situations by breaking them into cases, and can recognize and use counterexamples.

• Justify their conclusions, communicate them to others, and respond to the arguments of others.

• Reason inductively about data, making plausible arguments that take into account the context from which the data arose.

• Compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.

• Determine domains to which an argument applies.

MAFS.K12.MP.4

Model with

mathematics.


• Apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.

✓ In early grades, this might be as simple as writing an addition equation to describe a situation.

✓ In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community.

• Apply what they know and feel comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later.

• Identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas.

• Analyze relationships mathematically to draw conclusions.

• Interpret mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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YEAR-AT-A-GLANCE



MATHEMATICS FLORIDA STANDARDS (MAFS)

MATHEMATICAL PRACTICES

DESCRIPTION

MAFS.K12.MP.5

Use appropriate tools strategically.


• Consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software.

• Make sound decisions about when each of the tools appropriate for their grade or course might be helpful, recognizing both the insight to be gained and their limitations.

• Detect possible errors by strategically using estimation and other mathematical knowledge.

• Know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data.

• Identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems.

• Use technological tools to explore and deepen their understanding of concepts

MAFS.K12.MP.6

Attend to precision.


• Communicate precisely to others.

• Use clear definitions in discussion with others and in their own reasoning.

• State the meaning of the symbols they choose, including using the equal sign consistently and appropriately.

• Be careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem.

• Calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context.

MAFS.K12.MP.7

Look for and make use of structure.


• Discern a pattern or structure. For example, students will see 7 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property.

• Recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. Step back for an overview and shift perspective.

• See complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, students can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

MAFS.K12.MP.8

Look for and express regularity in

repeated reasoning.


• Notice if calculations are repeated, and look both for general methods and for shortcuts. ✓ Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a

repeating decimal.

• Maintain oversight of the process, while attending to the details as they work to solve a problem.

• Continually evaluate the reasonableness of their intermediate results.

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