shelby county schools’ mathematics instructional … kindergarten q3.docx · web viewcurriculum...

Subject to revision Major Content Supporting Content Additional Content

Curriculum and Instruction – Office of Mathematics

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time

Shelby County Schools 2015/2016Rev. 12/15/15

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100% of our students who graduate college or career ready will enroll in a post-secondary opportunity

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. The TN State Standards represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.


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While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.


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These standards emphasize thinking, problem-solving and creativity through next generation assessments that go beyond multiple-choice tests to increase college and career readiness among Tennessee students. In addition, assessment blueprints (http://www.tn.gov/education/article/tnready-blueprints) have been designed to show educators a summary of what will be assessed in each grade, including the approximate number of items that will address each standard. Blueprints also detail which standards will be assessed on Part I of TNReady and which will be assessed on Part II.


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http://www.tn.gov/education/article/tnready-blueprints



Our collective goal is to ensure our students graduate ready for college and career. The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation and connections.


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The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations) procedural fluency (skill in carrying out


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Mathematical Practices

Make sense of problems and persevere in solving them

Reason abstractly and quatitatively

Construct viable arguments and

critique the reasoning of

others

Model with mathematics

Use appropriate tools

strategically

Attend to precision

Look for and make use of

structure

Look for and express

regularity in repeated reasoning



procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics and sensible, useful and worthwhile, coupled with a belief in diligence and one’s own efficacy). Throughout the year, students should continue to develop proficiency with the eight Standards for Mathematical Practice.

The TNCore Mathematics StandardsThe Tennessee Mathematics Standards:https://www.tn.gov/education/article/mathematics-

Teachers can access the Tennessee State standards, which are featured throughout this curriculum map and represent college


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https://www.tn.gov/education/article/mathematics-standards



standards and career ready learning at each respective grade level.

Mathematical Teaching Practiceshttps://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

NCTM – Mathematics Teaching Practices

How to Use the Mathematics Curriculum MapsShelby County Schools 2015/2016

Rev. 12/15/1511 of 78

https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

https://mathprojectsjournal.files.wordpress.com/2015/05/nctm-teaching-practices.pdf

https://www.tn.gov/education/article/mathematics-standards



This curriculum map is designed to help teachers make effective decisions about what mathematical content to teach so that ultimately our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts, as described above, in instruction for Mathematics.


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Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the standards and teaching practices that teachers should consistently access:


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Curriculum Maps:

Locate the TDOE Standards in the left column. Analyze the language of the standards and match each standard to a learning target in the second column.


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Each standard is identified as the following: Major Work, Supporting Content or Additional Content. In any single grade, students and teachers should spend the majority of their time on the major work of the grade. Consult your enVision Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the learning target statements to help. Best practices tell us that making objectives

measureable increases student mastery. Include daily fluency practice. Study the suggested performance assessments (tasks) and match them to your objectives.


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Review the CLIP Connections found in the right hand column. Make plans to address the Academic Vocabulary in your instruction. Examine the other standards and skills you will need to address in order to ensure mastery of the indicated standard. Using your enVision TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template.

Remember to include differentiated activities to address the needs of all students.

Resources to Help Prepare Students for the TNReady Assessments


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The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments: The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE


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http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/



TNReady Blueprints: Blueprints provide a summary of what will be assessed in each grade, including the number of items that will address each standard on each part of TNReady as well as the standards addressed in the Performance Task. This webpage also includes the calculator policy and reference sheets for Grades 5-8.

OverviewGrade K: Quarter 3


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http://tn.gov/education/article/tnready-blueprints



Module 3 - Engageny: Comparison of Weight, Length Capacity and Numbers to 10(Topic 6 and 9: Comparing Numbers and Measurements)Module 4 - Engageny: Number Pairs, Addition and Subtraction to 10 (Topics A through D)(Topic 10 and 11: Addition and Subtraction)


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Overview

Quarter 3 begins with a continuation of Engageny lessons on module 3. In Topic C, students will make comparisons of weight, and in Topic D on comparisons of volume (K.MD.2). Each of these topics opens with an identification of the attribute being compared within the natural context of the lesson (K.MD.1). The module closes with a culminating task devoted to distinguishing between the measurable attributes of a set of objects: a water


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bottle, cup, dropper, and juice box (K.MD.1).

The module continues to support students’ understanding of amounts and their developing number sense. For example, counting how many small cups of rice are contained within a larger quantity provides a foundational concept of place value: Within a larger amount are smaller equal units, which together make up the whole. “4 cups of rice is the same as 1 mug of rice.” Compare that statement to “10 ones is the same as 1 ten” (1.NBT.2a)Additional foundational work for later grades is as follows:


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Foundational work with equivalence. The length of a stick with 5 linking cubes is the same as the length of my cell phone. A pencil weighs the same as a stick with 5 linking cubes. Each module component on measurement closes with a focus on the same as.

Foundational understanding of area. At the opening of the second half of the module, students informally explore area as they see whether a yellow circle fits inside a red square. They then see how many small blue squares will fit inside the red square and, finally, that many beans will cover the same area (pictured to the right).


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Foundational understanding of comparison. As students count to compare the length of linking cube sticks, they are laying the foundation for answering how many more…than/less…than questions in Grade 1 (1.MD.2).

Module 4 marks the next exciting step in math for kindergartners—addition and subtraction! Students begin to harness their practiced counting abilities, knowledge of the value of numbers, and work with embedded numbers to reason about and solve addition and subtraction expressions and equations (K.OA.1, K.OA.2). In Topic A, decompositions and compositions of numbers to 5 are revisited to reinforce how a whole can be broken into two parts and how two


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parts can be joined to make a whole. Decomposition and composition are taught simultaneously using the number bond model so students begin to understand the relationship between parts and wholes before adding and subtracting, formally addressed in Topics C and D. TTopic B continues with decomposing and composing 6, 7, and 8 using the number bond model. Students systematically work with each quantity,


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finding all possible number pairs using story situations, objects, sets, arrays, 5 + n patterns,1 and numerals (K.OA.3).Topic C introduces addition to totals of 6, 7, and 8 within concrete and pictorial settings, first generating number sentences without unknowns (e.g., 5 + 2 = 7) to develop an understanding of the addition symbol and the referent of each number within the equation. Next, students graduate to working within the addition word problem types taught in kindergarten: add to with result unknown (A + B = ___), put together with total unknown (A + B = ___), and both addends unknown (C = ___ + ___) (K.OA.2). Students draw a box around the total to track the unknown.Topic D introduces subtraction with 6, 7, and 8 with no unknown. The lessons in Topic D build from the concrete level of students acting out, crossing out objects in a set, and breaking and hiding parts, to more formal representations of decomposition recorded as or matched to equations


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(C – B = ___).

Focus Grade Level Standards (Note: Related Foundational Standards are noted in parenthesis after standard)

TNS Domain: Counting and CardinalityCount to tell the number of objects


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http://www.corestandards.org/Math/Content/K/CC/B/4/a/



K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.B.4.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and

each number name with one and only one object. K.CC.B.4.b Understand that the last number 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. K.CC.B.4.c Understand that each successive number name refers to a quantity that is one larger.

1 Operations and Algebraic Thinking progression document, p. 10. Shelby County Schools 2015/2016Rev. 12/15/15

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http://www.corestandards.org/Math/Content/K/CC/B/5/

http://www.corestandards.org/Math/Content/K/CC/B/4/c/

http://www.corestandards.org/Math/Content/K/CC/B/4/b/



K.CC.B.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. (PK.CC.5)

TNS Domain: Counting and Cardinality: Know number names and the count sequence. K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using the matching and counting strategies. (Include groups with up to ten objects.)


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http://www.corestandards.org/Math/Content/K/CC/C/7/




K.CC.C.7 Compare two numbers between 1and 10 presented as written numerals. (K.CC.B.5, K.CC.C.6)

TNS Domain: Operations and Algebraic ThinkingUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem.)


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http://www.corestandards.org/Math/Content/K/OA/A/3/





K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1). (K.OA.A.2, K.OA.A.1) K.OA.A.4For 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. (K.OA.A.3) K.OA.A.5 Fluently add and subtract within 5. (K.OA.A.3)


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http://www.corestandards.org/Math/Content/K/MD/A/1/





TNS Domain: MeasurementDescribe and compare measurable K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.A.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. For example, directly compare the heights of two children and describe one child as taller/shorter. (PK.MD.1, K.MD.A.1)


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Foundational Standards

PK.CC.5 Identify whether the number of objects in one group is more, less, greater than, fewer, and/or equal to the number of objects in another

group, e.g., by using matching and counting strategies.1


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PK.CC.6 Identify “first” and “last” related to order or position.

PK.MD.1 Identify measurable attributes of objects, such as length and weight. Describe them using correct vocabulary (e.g., small, big, short, tall, empty, full, heavy, and light).

Fluency Practice


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NCTM Position

Procedural fluency is a critical component of mathematical proficiency. Procedural fluency is the ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another. To develop procedural fluency, students need experience in integrating concepts and procedures and building on familiar procedures as they create their own informal strategies and procedures. Students need opportunities to justify both informal strategies and commonly used procedures mathematically, to support and justify their choices of appropriate procedures, and to


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strengthen their understanding and skill through distributed practice.

Fluency is designed to promote automaticity by engaging students in practice in ways that get their adrenaline flowing. Automaticity is critical so that students avoid using up too many of their attention resources with lower-level skills when they are addressing higher-level problems. The automaticity prepares students with the computational foundation to enable deep understanding in flexible ways. Therefore it is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material. Special care should be taken so that it is not seen as punitive for students that might need more time to master


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fluency.

Standards for Mathematical Practice


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The eight Standards for Mathematical Practice are an important component of the mathematics standards for each grade and course, K-12. The Standards for Mathematical Practice describe the varieties of expertise, habits of minds, and productive dispositions that educators seek to develop in all students.

Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics.


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Mathematics/

https://www.pearsonsuccessnet.com/snpapp/iText/getTeacherHomepage.do?newServiceId=6000&newPageId=10100


https://www.engageny.org/resource/grade-2-mathematics



Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning


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Resources: https://www.engageny.org/resource/grade-2-mathematics


http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-

http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-Mathematics/




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Resources: https://www.engageny.org/resource/grade-2-mathematics


http://www.nctm.org/Standards-and-Positions/Position-Statements/Procedural-Fluency-in-




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https://www.engageny.org/resource/kindergarten-mathematics-module-3




TN State Standards Essential Understandings Content & Tasks CLIP Connections

Module 3: Engage Ny – Topic 6: Comparing Numbers and Topic 9: Measurements(Continued from Q2 – Allow 4 Weeks for instruction, review and assessment)

TNS Domain: Counting and CardinalityCount to tell the number of objects. K.CC.B.4 Understand the relationship

Note: Enduring Understandings/Essential Questions are for the entire unit that began in Q2 and continued into Q3:Enduring Understandings

Please use the following module from Engage NY:https://www.engageny.org/resource/kindergarten-mathematics-module-3

Academic VocabularyHeavier than, lighter than, more than, less than, same as, fewer than, compare


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https://www.engageny.org/resource/kindergarten-mathematics-module-3-topic-c-lesson-12





https://www.engageny.org/resource/kindergarten-mathematics-module-3-topic-c

http://www.corestandards.org/Math/Content/K/CC/B/4/b/

http://www.corestandards.org/Math/Content/K/CC/B/4/a/



TN State Standards Essential Understandings Content & Tasks CLIP Connectionsbetween numbers and quantities; connect counting to cardinality.

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

K.CC.B.4.b Understand that the last

1. In a pair of numbers, the number that shows more is greater. The number that shows fewer is less.2. You can use 5 as a benchmark to compare numbers.3. You can use 10 as a benchmark to compare numbers.4. 1 more, 2 more, 1 fewer, and 2 fewer express relationships between two numbers.

Complete the following topics in module 3:Topic C: Comparison of WeightLesson 8Lesson 9Lesson 10Lesson 11Lesson 12

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable. This may include pictorial representations in a Kindergarten setting.


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https://www.engageny.org/resource/kindergarten-mathematics-module-3-topic-d-lesson-15



http://www.corestandards.org/Math/Content/K/CC/B/5/

http://www.corestandards.org/Math/Content/K/CC/B/4/c/



TN State Standards Essential Understandings Content & Tasks CLIP Connectionsnumber 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.

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

K.CC.B.5 Count to answer “how many?”

Enduring Understandings1. Objects have measurable attributes such

as length, capacity, and weight that can be compared and described.

2. Objects can be compared by length, height, capacity, and weight.

3. Measurement is a process of comparing a unit to the object being measured. The

Topic D – Comparison of VolumeLesson 13Lesson 14Lesson 15Mid Module Assessment:

(See Mid Module Assessment – use

Literature ConnectionsMeasurement Mysteries, Marcia S. Gresko Me And The Measure Of Things, Joan SweeneyJust A Little Bit, Ann TompertHow Long or How Wide?, Brian P. ClearyHershey’s Weights and Measures, Jerry


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https://www.engageny.org/resource/kindergarten-mathematics-module-3-topic-g-lesson-27



https://www.engageny.org/resource/kindergarten-mathematics-module-3-topic-g



TN State Standards Essential Understandings Content & Tasks CLIP Connectionsquestions 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.

TNS Domain: Counting and Cardinality:Know number names and the count

length of any object can be used as a measurement unit for length.

4. Capacity is a measure of the amount a container can hold.

5. The weight of an object is a measure of how heavy and object is.

Essential Questions

assessment for C and D)

Topic G – Comparison of NumeralsLesson 25Lesson 26Lesson 27

PallottaMighty Maddie, Stuart J. MurphyA House for Birdie, Stuart J. MurphyWho Sank The Boat?, P. AllenHeavy is a Hippopotamus, Miriam SchleinBalancing Act, Ellen Stoll Walsh


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https://www.engageny.org/resource/kindergarten-mathematics-module-3-topic-h-lesson-30


https://www.engageny.org/resource/kindergarten-mathematics-module-3-topic-h





TN State Standards Essential Understandings Content & Tasks CLIP Connectionssequence. K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using the matching and counting strategies. (Include groups with up to ten objects.)

1. How do you know which number is greater than another?2. How can you use 5 as a benchmark to compare numbers?3. How can you tell if a number is less than 10?4. How can you find the number that is 1 or 2 more or fewer than another number?Essential Questions1. How can you decide which object is

Lesson 28

Topic H – Clarification of Measurable AttributesLesson 29Lesson 30


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K.CC.C.7 Compare two numbers between 1and 10 presented as written numerals.

TNS Domain: MeasurementDescribe and compare measurable K.MD.A.1 Describe measurable

attributes of objects, such as length or

larger and which object is smaller?2. What words tell how long objects are?3. How can you compare and order the

length of three objects?4. How can you use connecting cubes to

measure length?5. How can you tell if a container holds the

same or more or less than another?

Lesson 31Lesson 32

End of Module Assessment:(See End-of-Module-Assessment – use assessment for G and H)


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsweight. Describe several measurable attributes of a single object.

K.MD.A.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. For example, directly compare the heights of two children and describe one child

6. How can you use connecting cubes to find out how much a container holds?

7. How can you compare the weights of two objects?

Learning Targets I can compare using heavier than

and lighter than using classroom

Coordinating i-Ready Lessons Numerals Counting to 10 Counting and Ordering to 30 Counting with One to One

Correspondence


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsas taller/shorter. objects. (Topic C: Lesson 8)

I can compare using heavier than, lighter than and same as with balance scales. (Topic C: Lesson 9)

I can compare the weight of an object to a set of unit weights on a balance scale. (Topic C: Lesson 10)

I can observe conservation of weight

Counting and Ordering to 20 Counting and Ordering to 30 Counting and Ordering to 100 Counting Objects in a Set One More Comparing Sets


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http://commoncoretasks.ncdpi.wikispaces.net/file/view/K%20MD%20Task%201b.doc/401447024/K%20MD%20Task%201b.doc

http://commoncoretasks.ncdpi.wikispaces.net/file/view/K%20MD%20Task%201a.doc/401447022/K%20MD%20Task%201a.doc

http://commoncoretasks.ncdpi.wikispaces.net/K.MD.1-K.MD.2+Tasks





TN State Standards Essential Understandings Content & Tasks CLIP Connectionson a balance scale. (Topic C: Lesson 11)

I can compare the weight of an object with sets of different objects on a balance scale. (Topic C: Lesson 12)

I can compare volume using more than, less than and same as by

Task Bankhttp://commoncoretasks.ncdpi.wikispaces.net/K.MD.1-K.MD.2+Tasks

K.MD Task 1a K.MD Task 1b


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionspouring. (Topic D: Lesson 13)

I can explore conservation of volume by pouring. (Topic D: Lesson 14)

I can compare using the same as with units. (Topic D: Lesson 15)

I can match and count to compare a number of objects. I can state which quantity is more. (Topic G: Lesson

Supplement module with Activities in EnvisionenVision Topic 6:Comparing Numbers6-1 Comparing Numbers Through 106-2 Comparing Numbers to 5


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TN State Standards Essential Understandings Content & Tasks CLIP Connections25)

I can match and count to compare two sets of objects. I can state which quantity is less. (Topic G: Lesson 26)

I can strategize to compare two sets. (Topic G: Lesson 27)

I can visualize quantities to compare

6-3 Comparing Numbers to 10

enVision Topic 9: Measurement9-1 Comparing and Ordering by Size9-9 Measuring Weight


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsto numerals (Topic G: Lesson 28)

I can observe cups of colored water of equal volume poured in a variety of container shapes. (Topic G: Lesson 29)

I can use balls of clay of equal weights to make sculptures. (Topic H: Lesson 30)


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TN State Standards Essential Understandings Content & Tasks CLIP Connections I can use benchmarks to create and

compare rectangles of different lengths to make a city. (Topic H: Lesson 21)

I can describe measurable attributes of single objects. (Topic H: Lesson 32)


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http://biloxischools.schoolwires.net/Page/5274

http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks






TNS Domain: Operations and Algebraic ThinkingUnderstand addition as putting together and adding to, and understand subtraction

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement and focusing on recognizing patterns and connections within the material.

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks(See Grade K - Sprints – Grade K – Module 3)http://biloxischools.schoolwires.net/


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http://maccss.ncdpi.wikispaces.net/kindergarten+Instructional+Resources







as taking apart and taking from.

K.OA.A.5 Fluently add and subtract within 5.

Fluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

Page/5274http://maccss.ncdpi.wikispaces.net/kindergarten+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)


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Module 4: Engage Ny -Topic 10 & 11: Addition and Subtraction(Allow 6 weeks for instruction, review and assessment to be continued in Q4)

TNS Domain: Operations and Algebraic ThinkingUnderstand addition as putting together and adding to, and understand subtraction

Enduring Understandings1. Joining parts to make a whole is one

interpretation of addition.2. Separating parts from a whole is one

Please use the following module from Engage NY:https://www.engageny.org/resource/kindergarten-mathematics-module-4

Academic VocabularyAddition, addition and subtraction sentence, make 10, minus, number bond, number pairs or partners, part, put together, add, subtraction, take away, take apart,


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https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-lesson-2


https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic





as taking apart and taking from. K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the

interpretation of subtraction.3. Joining groups can be shown in an

addition expression that uses the plus sign (+).

4. Taking part of a group away is one interpretation of subtraction.

5. Joining parts to make a whole is one interpretation of addition. Addition

Complete the following topics in module 4:Topic A: Compositions and Decompositions of 2,3,4 and 5Lesson 1Lesson 2

decompose, compose, whole

Tasks: The suggested tasks allow opportunities for students to engage in mathematical conversations that require them to explain and justify their answers to their peers and in a written format where applicable.


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https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-b










mathematics in the problem.) K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way,

number sentences using + and – can be used to show parts of a whole.

6. Comparing two quantities to find how much more/less one quantity is than the other is one interpretation of subtraction.

7. Separating, take away and comparison subtraction situations can be shown in a subtraction expression that uses the

Lesson 3Lesson 4Lesson 5Lesson 6

Topic B: Decompositions of 6, 7 and 8 into

This may include pictorial representations in a Kindergarten setting.

Literature ConnectionsLittle Number Stories Addition, Rozanne Lanczak WilliamsAdding It Up, Rosemary Wells


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https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-b-lesson-11









e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1). K.OA.A.4For 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

minus sign (-).Essential Questions1. How does moving two groups of objects

together help you know how many objects there are in all or how many objects are left?

2. What can you tell by looking at pictures of two groups that have a circle around

Number PairsLesson 7Lesson 8Lesson 9Lesson 10Lesson 11

Adding with Apes, Adele JamesHelp Me Learn Addition, Jean Marzollo It’s Addition!, M. W. Penn12 Ways to Get to 11, Eve MerriamHershey Kisses Book Addition, Jerry Pallotta

Quack and Count, Keith Baker


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https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-c






drawing or equation. K.OA.A.5 Fluently add and subtract within 5.

them?3. What do you find out when you join two

groups, or two parts of a whole?4. What symbol can you write to show

adding two groups and finding the sum?5. How can you act out a number story

about thins taken away?6. How does matching one object in one

Lesson 12

Topic C: Addition with Totals of 6, 7 and 8Lesson 13Lesson 14Lesson 15


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https://www.engageny.org/resource/kindergarten-mathematics-module-4-topic-d






TN State Standards Essential Understandings Content & Tasks CLIP Connectionsgroup with another object in another group help you find out about two groups?

7. What symbol can you write to show separating a part of a group from the whole group?

Learning Targets I can model composition and decomposition of

Lesson 16Lesson 17Lesson 18

Topic D: Subtractions from numbers to 8Lesson 19


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsnumbers to 5 using actions, objects, and drawings. (Topic A: Lesson 1)

I can model composition and decomposition of numbers to 5 using fingers and linking cube sticks. (Topic A: Lesson 2)

Represent composition story situations with drawings using numeric number bonds. (Topic A: Lesson 3)

Lesson 20Lesson 21Lesson 22Lesson 23Lesson 24


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TN State Standards Essential Understandings Content & Tasks CLIP Connections Represent decomposition story situations with

drawings using numeric number bonds. (Topic A: Lesson 4)

Represent composition and decomposition of numbers to 5 using pictorial and numeric number bonds. (Topic A: Lesson 5)

Represent number bonds with composition and decomposition story situations. (Topic

Mid Module Assessment: (See Mid Module Assessment)

Coordinating i-Ready Lesson Taking Away to Subtract Addition Number Sentences Subtractions Concepts: Separation


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TN State Standards Essential Understandings Content & Tasks CLIP ConnectionsA: Lesson 6)

I can model decompositions of 6 using a story situation, objects, and number bonds. (Topic B: Lesson 7)

I can model decompositions of 7 using a story situation, sets, and number bonds. (Topic B: Lesson 8)

I can model decompositions of 8 using a story

Subtraction Concepts: Part-Part-Whole

Subtraction Concepts: Comparison Counting Back to Subtract Counting Back to Subtract 1,2 or 3 Using Length to Represent

Subtraction Addition Facts for 10


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionssituation, arrays, and number bonds. (Topic B: Lesson 9)

I can model decompositions of 6–8 using linking cube sticks to see patterns. (Topic B: Lesson 10)

I can represent decompositions for 6–8 using horizontal and vertical number bonds. (Topic B: Lesson 11)

Adding Three Numbers Joining Sets to Add Counting On to Add Addition Facts Acting Out Addition and Subtraction Take Away to Subtract Using a Number Line to Add and

Subtract


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TN State Standards Essential Understandings Content & Tasks CLIP Connections I can use 5-groups to represent the 5 + n

pattern to 8. (Topic B: Lesson 12) I can represent decomposition and

composition addition stories to 6 with drawings and equations with no unknown. (Topic C: Lesson 13)

I can represent decomposition and composition addition stories to 7 with

Composing and Decomposing with 10 As a Benchmark

Complements of 10 Addition Facts for 10 Composing and Decomposing with 5

as a Benchmark

Additional Resources:Shelby County Schools 2015/2016

Rev. 12/15/1566 of 78

http://www.utdanacenter.org/wp-content/uploads/3_Noyce-early-math_k-book_2013may10.pdf








TN State Standards Essential Understandings Content & Tasks CLIP Connectionsdrawings and equations with no unknown. (Topic C: Lesson 14)

I can represent decomposition and composition addition stories to 8 with drawings and equations with no unknown. (Topic C: Lesson 15)

I can solve add to with result unknown word problems to 8 with equations. Box the

Task Bankhttp://www.utdanacenter.org/wp-content/uploads/3_Noyce-early-math_k-book_2013may10.pdf Mental Representations for Images of 5 Part-Part-Whole Relationships with 6 Counting Forward and Backward (1-10)


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http://www.tncore.org/sites/www/Uploads/MathTasks_9.13/Kindergarten%20Task%20Arc.pdf







TN State Standards Essential Understandings Content & Tasks CLIP Connectionsunknown. (Topic C: Lesson 16)

I can solve put together with total unknown word problems to 8 using objects and drawings. (Topic C: Lesson 17)

I can solve both addends unknown word problems to 8 to find addition patterns in number pairs. (Topic C: Lesson 18)

I can use objects and drawings to find how

Illustrating Counting Books (0-10) Joining and Separating Quantities to 10 Counting Beyond 10 Finding the Missing Part of 10

Task Bank (TNCore Kindergarten Task Arc)http://www.tncore.org/sites/www/


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionsmany are left. (Topic D: Lesson 19)

I can solve take from with result unknown expressions and equations using the minus sign with no unknown. (Topic D: Lesson 20)

I can represent subtraction story problems using objects, drawings, expressions, and equations. (Topic D: Lesson 21)

Uploads/MathTasks_9.13/Kindergarten%20Task%20Arc.pdf TNCore Task Arc: Addition Situations: Solving for the SumRed and Blue Blocks (Page 19)Seashells (Page 27)Black and White Paper (Page 35)Counting Houses (Page 41)


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TN State Standards Essential Understandings Content & Tasks CLIP Connections I can decompose the number 6 using 5-group

drawings by breaking off or removing a part, and record each decomposition with a drawing and subtraction equation. (Topic D: Lesson 22)

I can decompose the number 7 using 5-group drawings by hiding a part, and record each decomposition with a drawing and

Donuts (Page 47)Sugar Cookies (Page 54)Ways to Show (Page 62)Show Me (Page 67)

Supplement module with Activities in Envision


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TN State Standards Essential Understandings Content & Tasks CLIP Connectionssubtraction equation. (Topic D: Lesson 23)

I can decompose the number 8 using 5-group drawings and crossing off a part, and record each decomposition with a drawing and subtraction equation. (Topic D: Lesson 24)

enVision Topic 10: Addition10-1 Stories About Joining10-2 More Joining10-3 Joining Groups10-4 Using the Plus Sign10-5 Finding Sums10-6 Addition Sentences10-7 Problem Solving: Draw a Picture


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TNS Domain: Operations and Algebraic Thinking

Fluency Practice DailyIt is recommended that students participate in fluency practice daily. It should be high-paced and energetic, celebrating improvement

Fluency Resources:http://www.caboces.org/iss/resources/school-library-system/common-core-workbooks


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Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

K.OA.A.5 Fluently add and subtract within 5.

and focusing on recognizing patterns and connections within the material.

Fluency lessons are part of all Engageny

Lessons. The resources provided to the right can be used to supplement the fluency to meet the individual needs of your students.

(See Grade K - Sprints – Grade K – Module 3)http://biloxischools.schoolwires.net/Page/5274http://maccss.ncdpi.wikispaces.net/kindergarten+Instructional+Resources(Click on resource Building Conceptual Understanding and Fluency Through Games)


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http://www.corestandards.org/Math/Content/K/introduction

http://www.scsk12.org/SCS/subject-areas/Kindergarten-Kove/Math_Activities.html

http://www.scsk12.org/SCS/subject-areas/Kindergarten-Kove/Math_Activities.html

http://www.state.tn.us/education/standards/math/mathK.pdf

http://media.pearsoncmg.com/curriculum/math/envision2012/cc_support/GK/enVisionMATH_GK.html

http://www.pearsonsuccessnet.com/



RESOURCE TOOLBOX

Textbook ResourcesenVision TextbookenVision Common Core Addendum Lessons

TNCoreTN Mathematics Standards 2014-15

Additional SitesKindergarten Kove http://www.scsk12.org/SCS/subject-areas/Kindergarten-Kove/Math_Activities.htmlCCSS for Kindergarten http://www.corestandards.org/Math/Content/K/introduction


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http://www-k6.thinkcentral.com/content/hsp/math/hspmath/na/gr3-5/itools_intermediate_9780547274058_/launch.html

http://www.mathplayground.com/math_manipulatives.html

http://nlvm.usu.edu/en/nav/vlibrary.html

http://www.mhschool.com/math/2003/teacher/teachres/additional/calculator/GK_P01.pdf

http://www.mhschool.com/math/2003/teacher/teachres/additional/calculator/GK_P01.pdf

http://www.k-5mathteachingresources.com/kindergarten-math-activities.html

http://www.k-5mathteachingresources.com/kindergarten-math-activities.html

http://www.tncore.org/math.aspx



TN Department of Education http://www.tncore.org/math.aspxTeaching Resources http://www.k-5mathteachingresources.com/kindergarten-math-activities.html

Calculator

Kindergarten CalculatorActivities

Interactive Manipulatives

Library of Virtual ManipulativesMath PlaygroundThink Central


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http://www.center.edu/NEWSLETTER/newsletter.shtml

http://elemmath.jordandistrict.org/mathematical-practices-by-standard/

http://elemmath.jordandistrict.org/mathematical-practices-by-standard/

http://www.corestandards.org/Math/Practice

shelby county schools’ mathematics instructional … kindergarten q3.docx · web viewcurriculum...

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