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Quarter 3; Unit 6: Counting, Place Value, Building Number Sense, Measurement & Data

Common Core Standards:
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from 
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. Claps) ?acting out situations, verbal explanations, expressions or equations
K.OA.2 Solve addition and subtraction word problems and add/subtract within 10 (e.g. by using objects or ?drawing to represent the problem)
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or ?drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.4 For any number 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.5 Fluently add and subtract within 5. ?? Work with numbers 11 – 19 to gain foundations for place value? K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using
objects or drawings, and record each composition or decomposition by a drawing or equation; understand that
these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Describe and compare measurable attributes.
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable ?attributes of a single object.
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more ?of”/”less of” the attribute, and describe the difference. 
attribute length classify width tens
ones tens frame base ten block add/addition compare
compose decompose difference drawing equal to
equations expressions minus objects pairs
plus separate set subtract/subtration sum
 
 
Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
  • There are multiple representations for any number when adding whole numbers
  • Operations create relationships between numbers.
  • The relationship among the operations and their properties promote computational fluency. 
  • The context of a problem determines the reasonableness of a solution.
  • Numerical values do not have to be assigned to a quantity in order to be compared. 
  • Numbers can be decomposed or composed into part-whole relationships. 
  • Separate numbers (less than or equal to 10) into number pairs.
  • Measurement is used every day to describe the world.
  • Color, orientation, and overall size do not define the shapes. 
  • Count with understanding and recognize “how many” in a set of objects. 
  • A number can be represented by a set of objects, then by a word, and finally by a numeral.
  • Objects can be identified by their attributes. 
  • Similarity is not dependent on orientation. 
  • Measurement is used every day to describe the world. 
Websites to support instruction:
 
Addition to 10:
http://www.lessonplanspage.com/mathadditionsubtraction-htm/?·

Sorting By Attributes
http://www.kindergartenkindergarten.com/sorting-by-attributes

Sorting And Classifying
http://www.youtube.com/watch?v=Mu00niMcpQE

Snake Addition
http://frompond.blogspot.com.au/2014/05/snake-addition-and-friends-of-ten.html

Addition Practice Cards
http://thekindergartenconnection.com/counting-bear-addition-cards/

Subtraction Bowling
http://www.recipeforteaching.com/2015/04/subtraction-bowling-with-freebie.html

Subtraction Smash
http://www.recipeforteaching.com/2016/04/subtraction-smash.html

Introduction to Addition/ Subtraction
http://missjacobslittlelearners.blogspot.com.au/2014/08/authentic-early-years- maths-activities.html

Writing Number sentences
ttp://mathgeekmama.com/addition-and-subtraction-number-sentences/

Uno Addition/Subtraction
http://childhood101.com/2014/06/maths-games-for-kids-uno- flip/#sthash.wWco51Kh.qjtu

Roll and Add Number Sentences
http://mrstsfirstgradeclass-jill.blogspot.com/2011/09/roll-and-add.html

Counting with Place Value
http://www.theclassroomkey.com/2015/08/5-must-try-classroom-tools-for- building-number-sense.html

Place Value Song
https://www.youtube.com/watch?v=uedvwH6Ay18
 
Literature Connection:
 
 
What’s New at the Zoo by Suzanne Slade
The Mission of Addition by Brian Cleary
Seaweed Soup by Stuart J. Murphy
Five Creatures by Emily Jenkins
Ten Black Dots by Donald Crews
Ten Flashing Fireflies by Philemon Struges
Cubes, Cones, Cylinders, and Spheres by Tana Hoban 
The Shape of Things by Dayle Ann Dodds
 WhenaLineBends...AShapeBegins by Rhonda Greene & James Kaczman
A Circle Here, A Square There by David Diehl
Round as a Mooncake: A Book Of Shapes by Roseanne Thong
Twizzlers Shapes and Patterns by Jerry Pallota 


Quarter 2; Unit 4: Operations and Thinking & Measurement and Data 

Common Core Standards covered in Unit 4:

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

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. Claps) acting out situations, verbal explanations, expressions or equations.
K.OA.2 Solve addition and subtraction word problems and add/subtract within 10 (e.g. by using objects or drawing to represent the problem)
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

K.OA.4 For any number 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.5 Fluently add and subtract within 5.? Describe and compare measurable attributes.
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. 







 
Add/Addition Compare Compose Decompose
Difference Drawing Equal To Equations
Expressions Minuend Subtrahend Breaking Apart
Operation More Of Less Of Attribute
Length Width Height Capacity
Minus Subtraction Sentence Left Minue Sign
Subtract Objects Pairs Plus
Separate Set Subtraction Sum
Balance Scale Heavier Lighter Weights
Taller Shorter    


Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
  • There are multiple representations for any number when adding whole numbers
  • Operations create relationships between numbers.
  • The relationship among the operations and their properties promote computational fluency.
  • The context of a problem determines the reasonableness of a solution.
  • Numerical values do not have to be assigned to a quantity in order to be compared.
  • Numbers can be decomposed or composed into part-whole relationships.
  • Separate numbers (less than or equal to 10) into number pairs.
  • Separating parts from a whole is one interpretation of subtraction.
  • Subtraction equations using – and = can be used to show subtraction situations.
  • Addition and subtraction facts have an inverse relationship. Equations using +, -, and = can be used to show parts of a whole
  • An addition equation can show how a number is broken into two parts.
  • For any number from 1 – 9, there is another number to make 10.
  • When you compare by length or height, you are thinking about how long or tall objects are.
  • Objects can be compared by length or height to see which is longer/taller and which is shorter.
  • Objects can be compared by capacity to see which holds more and which holds less.
  • Objects can be compared by weight to see which is heavier and which is lighter.
  • Objects have measurable attributes that can be recognized and described.
  • Words can be used to describe measurable attributes of objects, such as tall, short, heavy, and light.
  • Objects can be compared using a common measurable attribute. 
Websites to support instruction:
http://www1.pgcps.org/UDL/index.aspx?id=127354
MSDE Common Core Curriculum Framework
 
http://www.mdk12.org/instruction/commoncore/index.html
Common Core State Standards 

 
Literature Connection:

 
 
  • What’s New at the Zoo by Suzanne Slade
  • The Mission of Addition by Brian Cleary
  • Mathematics Their Way by Mary Baratta-Lorton (for teacher use/reference)
  • Seaweed Soup by Stuart J. Murphy
  • Five Creatures by Emily Jenkins
  • Ten Black Dots by Donald Crews
  • Ten Flashing Fireflies by Philemon Struges 

End Unit 4
---------------------------------------------------------------------------------
Quarter 2; Unit 3: Operations and Algebraic Thinking


Common Core Standards covered in Unit 3:

heartUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. Claps) acting out situations, verbal explanations, expressions or equations
K.OA.2 Solve addition and subtraction word problems and add/subtract within 10 (e.g. by using objects or drawing to represent the problem)
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.4 For any number 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.5 Fluently add and subtract within 5. (Focus: with objects and drawings) 
 
 
 
add/addition compare
compose decompose
difference drawing
equal to equations
expressions minus
objects pairs
plus separate
set subtract/subtraction
sum minuend
subtrahend take away
put together addend


Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
  • There are multiple representations for any number when adding whole numbers
  • Operations create relationships between numbers.
  • The relationship among the operations and their properties promote computational fluency.
  • The context of a problem determines the reasonableness of a solution.
  • Numerical values do not have to be assigned to a quantity in order to be compared.
  • Numbers can be decomposed or composed into part-whole relationships. 
Websites to support instruction:
  • Common Core State Standards
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
 
  • Addition to 10:
    http://www.lessonplanspage.com/mathadditionsubtraction-htm/
 
  • Sorting By Attributes
http://www.kindergartenkindergarten.com/sorting-by-attributes
 
  • Sorting And Classifying
    http://www.youtube.com/watch?v=Mu00niMcpQE
 
  • Addition Song
https://www.youtube.com/watch?v=INHYb1RNaMM
 
  • Snake Addition
http://frompond.blogspot.com.au/2014/05/snake-addition-and-friends-
 
Literature Connection:
  • What’s New at the Zoo by Suzanne Slade
?
  • The Mission of Addition by Brian Cleary
?
 
  • Seaweed Soup by Stuart J. Murphy
?
  • Five Creatures by Emily Jenkins
?
  • Ten Black Dots by Donald Crews
?
  • Ten Flashing Fireflies by Philemon Struges
?
  • Cubes, Cones, Cylinders, and Spheres by Tana Hoban
  • The Shape of Things by Dayle Ann Dodds 

----------------------------------------------------------------------------------

Unit 2: Counting, Writing & Comparing Numbers, Geometry, Measurement & Data


Common Core Standards covered in Unit 2

heartKnow number names and the count sequence.
K.CC.1 Count to 100 by ones and by tens. (Focus: 0 – 50 by ones – 0 – 50 by tens)

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). (Focus: 0 – 10)

heartCount to tell the number of objects.
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.

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.
K.CC.4c Understand that each successive number name refers to a quantity that is one larger.
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. Focus: (0 – 10)

 
heartCompare numbers.
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 (Include groups with up to ten objects).

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Focus: (0 – 10)

 







heartClassify objects and count the number of objects in each category.
K.MD.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10).
 
heartIdentify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres.)
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.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). 

 
arrangement count equal to  greater than
less than more next numerals/numbers
objects order ones quantity
rectangular array set standard order tens
above below beside sides
corners sort classify alike
different squares circles triangles
rectangles hexagons cubes cones
cylinders spheres in front of  behind
next to      
 

Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
  • Count with understanding and recognize “how many” in a set of objects.
  • Counting by one means adding one more to a number.
  • Counting by tens means adding ten more to a number.
  • Zero represents an empty set and the least whole number.
  • Numbers come before or after a specific number.
  • When counting, the last number word you say tells the number of items in the set. Counting a set in a different order does not change the total.
  • When counting, one number word means one object (one to one correspondence).
  • Numbers can represent quantity, position, location, and relationship.
  • Numbers can be represented using objects, words, and symbols.
  • Numbers are classified and compared within our number system; five and ten can be benchmarks.
  • When comparing objects in sets, one set will have more, less, or both will be equal.
  • Count with understanding and recognize “how many” in a set of objects.
  • Shapes and objects can be identified by their attributes.
  • Color, orientation, and overall size do not define the shapes.
  • Concepts of similarities are used to relate and compare 2 and 3-D shapes.
  • Similarity is not dependent on orientation.
  • Geometry helps us describe, represent, and make sense of our environment. Shapes are everywhere.
  • Shapes have sides and corners which can be counted.
  • Objects can be similar to others in one way and different in other ways. 
Websites to support instruction:
Common Core State Standards
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
 
Identify Shapes, Classify and Count Pizza
http://thefirstgradefairytales.blogspot.com/2013/11/math-monday-linky-shape-pizzas-freebie.html
 
Roll and Color Shapes
http://www.playdoughtoplato.com/roll-color-shapes/
 
Counting to tell number (Apple Seeds)
http://fromabcstoacts.com/apple-seed-counting
 
Comparing Numbers with Animals
http://www.stirthewonder.com/counting-less-farm-animal-rainbow-counters/
 
Counting practice (Counting mats)
http://www.themeasuredmom.com/printable-counting-mat-fill-the-dump-truck/
 
Building Number Sense
http://thankgoditsfirstgrade.blogspot.com/2014/09/building-number-sense-in-kindergarten.html?m=1
 
Counting Rhymes
http://www.k-5mathteachingresources.com/counting-rhymes.html
 
Make and Count slices of pizza
http://www.activity-mom.com/2012/02/pizza-math.html
 
Cheerios Counting Activity
http://www.lessonplanspage.com/mathcountingusingthecheerioscountingbookideak-htm/

 
Literature Connection:
• 10 Black Dots by Donald Crews

• Sheep in a Jeep by Nancy Shaw

• Rooster’s Off to See the World by Eric Carle

• 12 Ways to Get to 11 by Eve Merriman

• Fish Eyes by Lois Ehlert

• Mouse Count by Ellen Walsh

• The Button Box by Margarette S. Reid

• Sorting (Math Counts) by Henry Pluckrose

• Gray Rabbit’s Odd One Out by Alan Baker


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Unit 1: Counting, Writing & Comparing

Numbers, Geometry, Measurement & Data


               Common Core Standards covered in Unit 1

heart Know number names and the count sequence.

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  Website updated on: Wednesday, September 26, 2018  
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