kindergarten math curriculum map - manchester … · · 2016-06-02kindergarten math curriculum...

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Kindergarten

Math Curriculum Map

Introduction

The following Curriculum Map has been created by a team of Manchester Township School District elementary teachers. As kindergarten

teachers utilize this information to create lesson plans, please remember that the art of differentiation starts with the great awareness that all students

can and will learn. Teachers should continue to use differentiated instruction throughout each unit. It is suggested that when planning lessons,

teachers use Common Core State Standards, side by side with the Essential Questions and Enduring Understandings as described on the Curriculum

Map. The CCSS define what students should understand and be able to do in their study of mathematics ( www.corestandards.org ). Please note

that the Common Core State Standards for Math are listed under for each unit.

According to an article appearing on www.corestandards.org website, “Students with disabilities must be challenged to excel within the

general curriculum and be prepared for success in their post –school lives, including college and/or careers.” As teachers create dynamic lesson plans,

they will be mindful that the Common Core State Standards are a central part of instruction, particularly since it is through the CCSS that all students

will be ready to achieve in order to be college and career ready. Note that the current elementary math program, My Math, has been aligned and

correlated to the district's current special education resource, Math-U-See program.

The CCSS focus on clear, concise, and rigorous skills and concepts which are scaffolded throughout the grade levels. The Standards not only

provide opportunities to explore and develop College and Career Readiness Skills, but they also encourage students to solve real world problems.

The Curriculum Map for Math will highlight the integration of reading, writing, speaking, listening, technology, and science. Please also note

problem-based learning units which are imbedded throughout the curriculum.

December 2014

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Mathematics

UNIT 1

Content Area: Mathematics Grade: Kindergarten Domain: Counting and Cardinality

Chapter 1 Month: September

Essential Question: How do we show how many?

Common Core Standards for Mastery Standard Number

Objectives and descriptions Resources Suggested Activities

Chapter 1 Am I Ready? Pretest Diagnostic test Math at home

letter

Getting Read- Video

Vocabulary cards

My Foldables Chapter Project

K.CC.3 Write numbers from 1 to 20. Represent number of objects with a written numeral 0-20 (with 0 representing a count of no objects.)

Lesson 2: Students will recognize and write the numerals 1, 2, and 3, and represent a number of objects with a written numeral. (K.CC.4, K.CC.4a, K.CC.4c, K.CC.5)

Lesson 4: Students will recognize and write the numerals 4 and 5 and represent a number of objects with a written numeral. (K.CC.4, K.CC.4a, K.CC.4c, K.CC.5)

Lesson 5: Students will recognize and write the numeral 0. (K.CC.5)

My Math Chapter 1 Assessments

Check My Progress

Wrap Up Connected Online Resources

Songs Lesson Videos

My Learning Stations

Activity Card Make a Picture (Lesson 5)

Game Rainbow Crossing (Lesson 8)

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Games Response

Interventions Problem of the

Day Common Core

Quick Check Fluency Practice

Helpful Websites

Weekly Interactive Brainpopjr.com Study Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs

RWPS Community Helpers (Lesson 10)

Trade books

One, Two, Three How Many Animals Can You See?

Mama Cat Has Three Kittens

Five Little Monkeys Sitting in a Tree

A Frog in the Bog

A Place For Zero

More or Less

Big Fat Hen

Bat Jamboree

One Monkey Too Many

At the Edge of the Woods

Counting

4

Wildflowers

Mouse Count

Formative Assessments

Teacher observation

Games Anecdotal

records Pair & share Exit cards Response

Cards

Line up Quizzes Quick check

K.CC.4 Understand the relationship between numbers and quantities; connect

counting to cardinality.

See above See above

K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Lesson 1: Students will understand the relationship between

See above See above

5

numbers and quantities when using objects and illustrations to count 1, 2, and 3. (K.C 4, K.CC.4b, K.CC.5)

Lesson 3: Students will understand the relationship between numbers and quantities when using objects and illustrations to count 4 and 5. (K.CC.4, K.CC.4b, K.CC.5)

Lesson 11: Students will draw a diagram to solve problems. (K.CC.3, K.CC.4, K.CC.4b, K.CC.5)

KCC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

See above See above

K.CC4c Understand that teach successive number name refers to a quantity that is one larger.

Lesson 10: Students will use one-to-one correspondence and counting to compare groups and determine which group is greater than, less than, or whether the groups are equal to each other. (K.CC.3, K.CC.4, K.CC.5)

See above See above

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

See above See above

K.CC.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.

Lesson 6: Students will use one-to-one correspondence to determine whether groups are equal to each other. (K.CC.6)

Lesson 7: Students will use one-to-one correspondence to identify that a group that is greater than another group. (K.CC.6)

Lesson 8: Students will use one-to-one correspondence to identify that a group that is less than another group. (K.CC.6)

Lesson 9: Students will use one-to-one correspondence and counting to compare groups and determine which group is

See above See above

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UNIT 1


Chapter 2 Month: September/October Essential Question: What do numbers tell me?

greater than, less than, or whether the groups are equal to each other. (K.C.C.7)



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Chapter 2 Am I Ready? Pretest Diagnostic test Math at home letter

Getting Ready – Video Chapter Project My Vocabulary Cards My Foldables

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Lesson 3: Students will recognize and write the numerals 6, 7, and 8 and represent a number of objects with a written numeral. ( K.CC.4, K.CC.4a, K.CC.4c, K.CC.5)

Lesson 6: Students will recognize and write the numerals 9 and 10 and represent a number of objects with a written numeral. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.5)

Lesson7: Students will act it out to solve problems. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.5)


Check My Progress Wrap Up

Connected Online Resources

Songs Lesson Videos Games Response

Interventions Problem of the Day Common Core Quick

Check Fluency Practice

Helpful Websites

Weekly Interactive Brainpopjr.com Scholastic Study Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs


Game: Surf's Up (Lesson 5) RWPS Reader: Numbers About

Me (Lesson 5) Activity Card: Number Story

(Lesson 7)

Trade Books

Hop Jump

Two Ways to Count to 10

Hopscotch Around the World

Tea for Ten

Ten Black Dots

Ten Little Ducks

Who’s Counting

Anno’s Counting Book

1 Hunter

Henry the Fourth

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Teacher observation Games Anecdotal records Pair & share Exit cards Response

Cards


K.CC.4 Understand the relationship between numbers

and quantities; connect counting to cardinality. Lesson 1:Students will name, recognize,

and count a quantity of 6 and 7 using concrete objects, illustrations, and drawings. (K.CC.4a, K.CC.4b, K.CC.5)

Lesson 2: Students will name, recognize, and count a quantity of 8 using concrete objects, illustrations, and drawings. (K.CC.4a, K.CC.4b, K.CC.5)

Lesson 4: Students will name, recognize, and count a quantity of 9 using concrete objects and motions. (K.CC.4a, K.CC.4b, K.CC.5)

Lesson 5: Students will name, recognize, and count a quantity of 10 using concrete objects and motions. (K.CC.4a, K.CC.4b, K.CC.5)

See above See above

K.CC.4a When counting objects, say the number names See above See above

9

in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Lesson 10: Use ordinal numbers to fifth to describe the position of an object.

Lesson 11: Students will use ordinal numbers to tenth to describe the position of an object.

K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

See above See above

K.CC.4c Understand that each successive number names refers to a quantity that is one larger.

Lesson 9: Students will use "one more" to identify a number that is one larger using numbers to 10. ( K.CC.3, K.CC.4)

See above See above

K.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

See above See above

K.CC.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.

Lesson 8: Students will use one-to-one correspondence and counting to compare groups and determine which group is greater than, less than, or whether the groups are equal to each other. (K.CC.7)

See above See above

10

UNIT 1


Chapter 3 Month: November/December

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Essential Question: How can I show numbers beyond 10?



Chapter 3 Am I Ready? Pretest Diagnostic Test Math at home letter

Getting Ready Video

Chapter project My Vocabulary

cards My Foldables

K.CC.1 Count to 100 by ones and by tens. Lesson 8: Students will count and recognize

numerals to 50. (K.CC.2, K.CC.3) Lesson 9: Students will count to 100 by ones.

(K.CC.2, K.CC.3) Lesson 10: Students will count by tens to 100.

(K.CC.2, K.CC.3)

Assessments Check My Progress Wrap Up


Songs Lesson Animations Games Response Interventions Problem of the Day Common Core Quick


Helpful Websites

Weekly Interactive Brainpopjr.com Scholastic Study Jams Abcya.com Starfall.com


RWPS Reader: At the Grocery Store (Lesson 4)

Game: Leap Frog (Lesson 6)

Activity Card: Nature Numbers (Lesson 9) Game: Race to 100 (Lesson 10)

Trade Books

12 Ways to Get to 11

Let’s Count it Out, Jesse Bear

15 Animals!

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Dr. Jean songs Hap Palmer songs

Jack the Builder

Bears at the Beach

20 Hungry Piggies

Gathering: North Woods Counting Book

Curious George Learns to Count to 100

Chicka, Chicka, 123

Let’s Count to 100!

Ants At a Picnic: Counting by tens



Cards

Line up Quizzes

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Quick check

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Lesson 1: Students will name, recognize, count and write the numerals 11 and 12 using concrete objects and illustrations. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)

Lesson 2: Students will name, recognize, count and write the numerals 13 and 14 using concrete objects and illustrations. )K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)

Lesson 3: Students will name, recognize, count and write the numeral 15 using concrete objects and illustrations. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)



Lesson 6: Students will name, recognize, count and write the numeral 20 using concrete objects and illustrations. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5)

Lesson 7: Students will draw a diagram to solve problems. (K.CC.4, K.CC.4a, K.CC.4b, K.CC.4c,

See above See above

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UNIT 2

Content Area: Mathematics Grade: Kindergarten Domain: Operations and Algebraic Thinking

Chapter 4 Month: December/January

Essential Question: How can we show a number in other ways?

K.CC.5)



Chapter 4 Am I Ready? Pretest Diagnostic Test At home letter

Getting Ready Video Chapter Project Vocabulary Cards My Foldables

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Lesson 1: Students will show ways to compose or make 4 and 5 using concrete objects, drawings, and numbers.


Lesson 5: Students will act it out to solve problems.

My Math Chapter4 Assessments



Songs Lesson Animations Games Response



Graphic Novel: Bowling Fun (Lesson 8)

Game: Five in a Row (Lesson 8)

Activity Card: Number Rainbow (Lesson 8)

Trade Books

The Hungry Caterpillar

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Helpful Websites

Weekly Interactive Brainpopjr.com Scholastic Study Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs

One Gorrila

Six-Dinner Sid

6 Sticks

10 Red Apple

10 Apples on Top

1,2,3 Go!

Count the Ways, Little Brown Bear

My Baby Brother Has 10 Tiny Toes

Ten, Nine, Eight



Cards


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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).

Lesson 2: Students will show ways to decompose or take apart 4 and 5 using concrete objects, drawings, and numbers. (K.OA.1)

Lesson 4: Students will show ways to decompose or take apart 6 and 7 using concrete objects, drawings, and numbers. (K.OA.1)

Lesson 7: Students will show ways to decompose or take apart 8 and 9 using concrete objects, drawings, and numbers.

Lesson 9: Students will show ways to decompose or take apart 10 using concrete objects, drawings, and numbers. (K.OA.1)

See above See above

K.OA.4 For any number from 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.

Lesson 8: Students will show ways to compose or make 10 using concrete objects, drawings, and numbers. (K.OA.1)

See above See above

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UNIT 2 Content Area: Mathematics Grade: Kindergarten

Domain: Operations and Algebraic Thinking Chapter 5

Month: January

Essential Question: How can I use objects to add?



Chapter 5 Am I Ready? Pretest Diagnostic Test Math at home letter

Getting Ready Video Chapter project My Vocabulary Cards My Foldables


Lesson 1: Students will model addition by putting groups together and adding to groups. (K.OA.2)

Lesson 2: Students will use concrete objects to





Graphic Novel: Hold on Tight (Lesson 2)

Activity Card: Musical Mystery (Lesson 2)

Game: How Many in All?

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represent and solve addition problems. (K.OA.2) Lesson 3: Students will use the plus symbol (+)

to show addition. ( K.OA.2, K.OA.5) Lesson 4: Students will use the equals symbol

(=) in addition sentences. (K.OA.2, K.OA.5) Lesson 5: Students will use concrete objects to

show how many in all. ( K.OA.2, K.OA.5) Lesson 6: Students will write a number sentence

to solve addition problems. ( K.OA.2, K.OA.5)

Songs Lesson Video Games Response



Helpful Websites

Weekly Interactive Brainpopjr.com Study Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs

(Lesson 5) RWPS Reader: Animals on

the Farm (Lesson 7)

Trade Books

Splash!

Domino Addition

Quack and Count

The Mission of Addition

Mission Addition

1 Guinea Pig is Not Enough

Ten Puppies



Cards


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Domain: Operations and Algebraic Thinking Chapter 6

Month: January/February

Essential Question: How can I use objects to subtract?




Getting Ready Video Chapter Project My Vocabulary Cards My Foldables



Check My Progress


RWPS Reader: Pets

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Lesson 1: Students will model subtraction as taking away from or separating groups of objects. (K.OA.2)

Lesson 2: Students will use concrete objects to solve subtraction problems. (K.OA.2)

Lesson 3: Students will use the minus symbol to show subtraction. (K.OA.2, K.OA.5)

Lesson 4: Students will use the symbol (=) in subtraction. (K.OA.2, K.OA.5)

Lesson 5: Students will use concrete objects to show how many are left. (K.OA.2, K.OA.5)

Lesson 6: Students will write a number sentence to solve problems. (K.OA.2, K.OA.5)

Wrap Up Connected Online Resources




Helpful Websites

Weekly Interactive Brainpopjr.com Study Jams Starfall.com Dr. Jean songs Hap Palmer songs

Find a Home (Lesson 2)

Activity Card: Take Away Story Book (Lesson 5)

Game: How Many Are Left? (Lesson 5)

Trade Books

5 Little Ducks

5 Little Monkeys Jumping on the Bed

The Action of Subraction

Monster Musical Chairs

Ten Sly Piranhas

Ten Flashing Fireflies

One Moose, Twenty Mice

My Singing Book of Numbers

Candy 1 to 20

If Mom Had Three Arms


Teacher observation Games Anecdotal records

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Domain: Number and Operations in Base Ten Chapter 7

Month: February Essential Question: How do we show numbers 11 to 19 in another way?

Pair & share Exit cards Response

Cards


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).

Lesson 7: Students will take apart 10 by subtracting.




Getting Ready video

Chapter project Vocabulary cards

22

My Foldables K.NBT.1 Compose and decompose numbers from 11 to 19 into tens and

ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two , three, four, five, six, seven, eight, or nine ones.

Lesson 1: Students will compose numbers 11 to 15 using concrete objects and drawings to show a group of 10 and some more.

Lesson 2: Students will decompose numbers 11 to 15 using concrete objects and drawings to show a group of 10 and some more.

Lesson 3: Students will make a table to solve problems.

Lesson 4: Students will compose numbers 16 to 19 using concrete objects and drawings to show a group of 10 and some more.

Lesson 5: Students will decompose numbers 16 to 19 using concrete objects and drawings to show a group of 10 and some more.







Helpful Websites

Weekly Interactive Brainpopjr.com Study Jams Starfall.com


Activity Card: Bag It (Lesson 5)

Activity Card:

Investigation Item (Lesson 5)

Trade Books

One Moose, Twenty Mice

My Singing Book of Numbers

Candy 1 to 20

If Mom Had Three Arms

Twenty is Too Many


Teacher observation

Games Anecdotal

records Pair & share

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Domain: Measurement and Data Chapter 8

Month: March

Essential Question: How do I describe and compare objects by length, height, and weight?

Exit cards Response

Cards


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Common Core Standards for Mastery Chapter 8 Standard Number

Objectives and descriptions Resources Am I Ready? Pretest Diagnostic test Math at home letter

Suggested Activities Getting ready video Chapter project My Vocabulary cards My Foldables

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Lesson 5: Students will describe measureable attributes of a single object. (K.MD.2)







Helpful Websites

Weekly Interactive Brainpopjr.com Study Jams Abcya.com Starfall.com


Game: Building a Snake (Lesson 2)

Activity Card: Comparing Snacks (Lesson 4)

RWPS Reader: BIGGER or Smaller? (Lesson 5)

Trade Books

Length

How Groundhog’s Garden Grew

The Long and Short of It

Just a Little Bit

A House For Birdie

Who Sank the Boat


Teacher observation

25


Domain: Measurement and Data Chapter 9

Month: March

Games Anecdotal records Pair & share Exit cards Response

Cards


K.MD.2 Directly compare two objects with a measurable

attribute in common to see which object has "more of"/"less of" the attribute, and describe the difference.

Lesson 1: Students will use direct comparison to compare the lengths of objects. (K.MD.1)

Lesson 2: Students will use direct comparison to compare the heights of objects. (K.MD.1)

Lesson 3: Students will guess, check, and revise to solve problems. (K.MD.1)

Lesson 4: Students will use direct comparison to compare objects by weight. (K.MD.1)

Lesson 6: Students will compare the capacity of two objects to determine holds more and holds less. (K.MD.1)

See above See above

26

Essential Question: How do I classify objects?

Common Core Standards for Mastery

Standard Number


Chapter 9 Am I ready? Pretest Diagnostic

test Math at home

letter

Getting ready video

Chapter project My Vocabulary

cards My Foldables

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Lesson 1: Students will identify objects that are alike and objects that are different.

Lesson 2: Students will use logical reasoning to solve problems.

Lesson 3: Students will sort objects into groups by size.

Lesson 4: Students will sort objects into groups by shape.

Lesson 5: Students will sort objects into groups by count.




Songs Lesson Animations Games Response Interventions Problem of the Day Common Core Quick Check Fluency Practice

Helpful Websites

Weekly Interactive Brainpopjr.com Study Jams

Activities: File folder games Various

manipulatives Sorting trays

Trade Books

A Pair of Socks Is Your Mama A Llama? The Button Box Shapes, Shapes, Shapes Fish Eyes


Teacher observation

Games

27

Starfall.com

Anecdotal records

Pair & share Exit cards Response

Cards


28


Domain: Geometry Chapters 10 through 12

Month: April/May

Essential Question: How do I identify positions? (chapter 10) Essential Question: How can I compare shapes? (chapter 11) Essential Question: How do I identify and compare three-dimensional shapes?(chapter 12)

Common Core Standards for Mastery

Standard Number



Getting ready video Chapter project My Vocabulary cards My Foldables

K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Lesson 1: Students will use the words above and below to describe or place an object with respect to another object.

Lesson 2: Students will use the words in front of and behind to describe or place an object with respect to another object.

Lesson 3: Students will use the words next to and beside to describe or place an object with respect to another object.

Lesson 4: Students will act it out to solve





Interventions Problem of the Day


Game: Look Out Below (Lesson 1)

Graphic Novel: Making a Splash (Lesson 3)

Activity Card: Where Is It? (Lesson 4)

Trade Books

Over, Under and Through

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problems. Common Core Quick Check

Fluency Practice

Helpful Websites

Weekly Interactive Brainpopjr.com Scholastic Study

Jams Abcya.com Starfall.com Dr. Jean songs Hap Palmer songs

The Greatest Gymnast of All

Parade

All About Where



Cards


Chapter 11 Assessments




Interventions


Game: Finding Shapes (Lesson 4)

RWPS Reader: Playground Shapes (Lesson 4)

Activity Card: Shape Super Hero (Lesson 4)

Trade Books

30

Problem of the Day Common Core Quick


Helpful Websites


Jams Abcya.com

Shapes, Shapes, Shapes

The Greedy Triangle

Color Zoo

When a Line Bends…A Shape Begins

Shape

A Circle Here, A Square There My Shapes Book

Perfect Square

Mouse Shapes



Cards


K.G.1 Describe objects in the environment using names of

shapes, and describe the relative positions of these Chapter 11

31

objects using terms such as above, below, beside, in front of, behind, and next to.

Lesson 6: Describe objects using the names of shapes and their relative position. (K.G.2, K.G.5)

K.G. 2 Correctly name shapes regardless of their orientations or overall size.

Lesson 1: Students will identify, name, and describe squares and rectangles. (K.G.3, K.G.4, K.G.5)

Lesson 2: Students will identify, name, and describe circles and triangles. (K.G.3, K.G.4, K.G.5)

Lesson 4: Students will identify, name, and describe hexagons. (K.G.3, K.G.4, K.G.5)

Chapter 11

K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Chapter 11

K.G.4 Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).

Lesson 3: Students will identify, name, and describe squares, triangles, circles and rectangles. (K.G.2, K.G.3, K.G.5)

Lesson 5: Students will compare shapes to understand patterns. (K.G.2, K.G.5)

Chapter 11

K.G. 5 Model shapes in the world by building shapes form components (e.g., sticks and clay balls) and drawing shapes.

Lesson 8: Students will use logical reasoning to solve problems. (K.G.2, K.G.6)

Lesson 9: Students will identify shapes in objects and use shapes to create new objects. (K.G.2)

Chapter 11

32

K.G. 6 Compose simple shapes to form larger shapes. Lesson 7: Students will put shapes together to

form new shapes. (K.G.2, K.G.5)

Chapter 11

Chapter 12 Assessments Check My Progress Wrap Up





Helpful Websites


Jams Abcya.com Starfall.com Dr. Jean’s songs Hap Palmer songs


Activity Card: Shapes in Our World (Lesson 5)

Trade Books

Captain Invincible and the Space Shapes

Cubes, Cones, Cylinders and Spheres

On the Go

Round is a Mooncake



Cards


K.G.1 Describe objects in the environment using names of Chapter 12

33

Unit 1 Teacher Reflections

Unit 2 Teacher Reflections Unit 3 Teacher Reflections

shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Lesson 5: Students will identify, name, and describe solid shapes in the physical world. (K.G.2, K.G.3, K.G.4, K.G.5)

K.G.2 Correctly name shapes regardless of their orientations or overall size.

Lesson 1: Students will identify, name, and describe cubes and spheres. (K.G.3, K.G.4, K.G.5)

Lesson 2: Students will identify, name, and describe cylinders and cones. (K.G.3, K.G.4, K.G.5)

Chapter 12

K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Chapter 12

K.G.4 Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).

Lesson 3: Students will analyze and compare solid shapes.(K.G.5)

Lesson 4: Students will act it out to solve problems. (K.G.2)

Chapter 12

K.G.5 Model shapes in the world by building shapes form components (e.g., sticks and clay balls) and drawing shapes.

Chapter 12

34



Created by: K. Jenssen, D. Johnson, M. Peschock December 2014

kindergarten math curriculum map - manchester … · · 2016-06-02kindergarten math curriculum...

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