kindergarten mathematics nine weeks web viewthese are published separately but teachers can combine...

Kindergarten First Quarter

KINDERGARTEN MATHEMATICS CURRICULUM GUIDE

DRAFT - 2012-2013Please Note: The Mathematics Office is still vetting and editing this document for typos and errors. The sequencing and general pacing will not change.

Loudoun County Public Schools

Complete scope, sequence, pacing and resources are available on the LCPS Intranet.

Kindergarten Quarter Three

INTRODUCTION TO LOUDOUN COUNTY’S MATHEMATICS CURRICULUM GUIDE

This CURRICULUM GUIDE is a merger of the Virginia Standards of Learning (SOL) and the Mathematics Achievement Standards for Loudoun County Public Schools. The CURRICULUM GUIDE includes excerpts from documents published by the Virginia Department of Education. Other statements, such as suggestions on the incorporation of technology and essential questions, represent the professional consensus of Loudoun’s teachers concerning the implementation of these standards. In many instances the local expectations for achievement exceed state requirements. The GUIDE is the lead document for planning, assessment and curriculum work. It is a summarized reference to the entire program that remains relatively unchanged over several student generations. Other documents, called RESOURCES, are updated more frequently. These are published separately but teachers can combine them with the GUIDE for ease in lesson planning.

Mathematics Internet Safety Procedures

1. Teachers should review all Internet sites and links prior to using it in the classroom. During this review, teachers need to ensure the appropriateness of the content on the site, checking for broken links, and paying attention to anyinappropriate pop-ups or solicitation of information.

2. Teachers should circulate throughout the classroom while students are on the internet checking to make sure the students are on the appropriate site and are not minimizing other inappropriate sites.Teachers should periodically check and update any web addresses that they have on their LCPS web pages.

3. Teachers should assure that the use of websites correlate with the objectives of lesson and provide students with the appropriate challenge.

4. Teachers should assure that the use of websites correlate with the objectives of the lesson and provide students with the appropriate challenge.


Kindergarten Mathematics Nine Weeks Overview

1st Quarter49 days

2nd Quarter40 days

3rd Quarter48 days

4th Quarter43 days

Counting K.1 K.2

Calendar K.8 (introduction)

Ordinal Numbers K.3

Counting K.4 b K.13

Patterns K.16

Money K.7 (introduction)

Time K.9 (introduction)

Counting K.4 a, c K.1 K.2 K.4 b K.15

Counting and Measuring K.4 a, c K.2 K.4 b K.10 K.13 K.14 K.15

Counting K.4 c K.2 K.13 K.14 K.15

Geometry K.4 a, c K.5 K.11 K.12

Counting K.1 K.2 K.5 K.6 K.10 K.14 K.15


Daily Classroom Routines are built on life skills and should be used all year. Teachers introduce calendar concepts, time on a clock, temperature, data, and ordinal numbers as part of daily routines.Include life skills questions like:

Taking daily attendance and regular use of a counting jar gives students repeated practice of counting and helps make the connection of the number names and the quantities they represent.

Yesterday was Tuesday. What day is today? What day is tomorrow? How many days are in this month? Use temperature data for seasonal changes, patterns, and graphing. While we are in line for lunch, please count off using your ordinal numbers.

Number of Weeks

Topic and Essential Questions (Students should be able to answer

essential questions.)Essential Understandings

REQUIRED Critical Thinking Lessons

INV: Investigations in Number, Data, and Space

Standard(s) of Learning Essential Knowledge and Skills

Additional Instructional Resources

ESS: VDOE Enhanced Scope and Sequence


4.5 weeks Mathematical Thinking in Kindergarten

K.1 Essential Questions Create and justify the quantity of a

set. Identify and write the corresponding

numeral of a set of objects. Prove which of two sets has more,

fewer, or the same objects as the other set.

K.1 Essential Understandings Understand how quantities relate to each

other, which leads to an understanding of how numbers are related to each other.

INV: Mathematical Thinking in KindergartenOne focus time per week:Classroom routinesInvestigation 1: “Attendance”

Investigation 2: “Counting Jars” SOL K.1 The student, given two sets,

each containing ten or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence.

K.1 Essential Knowledge and Skills Match each member of one set with each

member of another set, using the concept of one-to-one correspondence to compare the number of members between sets, where each set contains 10 or fewer objects.

Compare and describe two sets of 10 or fewer objects, using the terms more, fewer, and the same.

Given a set of objects, construct a second set which has more, fewer or the same number of objects.

INV: Mathematical Thinking in Kindergarten pages 65-67 are useful in developing the attendance routine.

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Include groups with up to ten objects.

Use pages 68 – 69 to see how the counting jar can be extended throughout the year to building students’ number sense.

K.2 Essential Understandings Read and write numerals from 0 through 15. Understand that the total number of objects

can be found by counting. Understand that the last counted number

describes the total amount in the set. Understand that if the set is empty, it has 0

elements.

SOL K.2 The student, given a set containing fifteen or fewer concrete objects, will a) tell how many are in the set by counting the number of objects orally;b) write the numeral to tell how many are in the set; andc) select the corresponding numeral


Understand that changing the spatial arrangement of a set of objects does not change the total amount of the set.

from a given set of numerals.

K.2 Essential Knowledge and Skills Count orally the number of objects in a set

containing 15 or fewer concrete objects, using one-to-one correspondence, and identify the corresponding numeral.

Identify written numerals from 0 through 15 represented in random order.

Select the numeral from a given set of numerals that corresponds to a set of 15 or fewer concrete objects.

Write the numerals from 0 through 15. Write a numeral that corresponds to a set

of 15 or fewer concrete objects. Construct a set of objects that corresponds

to a given numeral, including an empty set.

Count to answer “how many?” questions about as many as 15 items. Objects should be arranged in a variety of ways i.e., a line, a rectangular array, a circle, or a scattered configuration.-Compare and put in order numbers between 1 and 10 presented in written symbols: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

K.8 Essential Questions

What does a calendar measure? How does calendar measure time?

K.8 Essential Understandings Identify an appropriate measuring tool for a

given unit of measure.

Ordinal NumbersK.3 Essential Questions

What is an ordinal position? Give examples of how ordinal

numbers are used in real life situations.

Investigation 3: “Calendar”

SOL K.8 The student will identify the instruments used to measure time (calendar: day, month, and season) ….

K.8 Essential Knowledge and Skills

Identify the components of a calendar, including days, months, and seasons.

SOL K.3 The student, given an ordered set of ten objects and/ or pictures, will indicate the ordinal position of each object, first through tenth, and the ordered position of each object.


Compare and contrast the counting sequence and ordinal positions.

K.3 Essential Understandings Use ordinal numbers to describe the position of objects in a sequence.

K.3 Essential Knowledge and Skills Sets should be presented in a variety of ways such as left-to right; right-

to-left; top-to-bottom; and/or bottom- to-top.


K.4 (b) Essential Understandings Understand that numeric relationships

include one more than, one less than, two more than, two less than, etc.

Understand benchmarks of five and ten (five and one more, one less than 20, etc.)

K.13 Essential Questions Why do we collect data? What are some strategies used to

gather data? Compare and contrast two sets of

objects/data.

K.13 Essential Understandings

Investigation 4: “Today’s Question”

SOL K.4 (b) The student will identify one more than a number and one less than a number.


Recognize the relationship of one more than and one less than a number using objects (i.e., five and one more is six; and one less than ten is nine).

SOL K.13 The student will gather data by counting and tallying.

K.13 Essential Knowledge and Skills Use counting and tallying to gather data on

categories identified by the teacher and/or student (e.g., favorites, number of days of various types of weather during a given month, types of pets, types of shoes).

-Classify objects or people into given categories; count the numbers in each category and sort the categories by count.

Understand that when counting forward, each successive number refers to a quantity that is 1 larger.

Teaching Student-Centered Mathematics Grades K-3 by John A. Van de Walle and LouAnn H. LovinChapter 11: “Helping Children Use Data”, page 310.

3.5 weeks Pattern:


What is a pattern? Demonstrate and justify a pattern. Compare and contrast student created

patterns.

K.16 Essential Understandings Understand that patterns are a way to

Investigations: Patterns, Trains, and Hopscotch Paths: Investigation 2: What Comes Next?Investigation 3: Hopscotch PathsInvestigation 4: Pattern Borders

SOL K.16 The student will identify, describe, and extend repeating patterns.

K.16 Essential Knowledge and Skills Observe and identify the basic repeating

pattern (core) found in repeating patterns of common objects, sounds, and movements that occur in practical situations.

Identify the core in a repeating pattern. Extend a repeating pattern by adding at

Teaching Student-Centered Mathematics Grades K-3 by John A. Van de Walle and LouAnn H. LovinChapter 10, “Algebraic Thinking”, page 275

-Understand that patterns are a way to recognize order, organize their world, and predict what


recognize order and organize their world and to predict what comes next in an arrangement.

Understand that the sound pattern ‘snap, clap, snap, clap’ is the same in form as the color pattern ‘red, blue, red, blue’.

least two repetitions to the pattern. Create a repeating pattern. Compare similarities and differences

between patterns.

comes next.The simplest form of pattern is the repeating pattern: ABAB, ABCABC, AABAAB, ABBABB, ABAABA, AABCAABC, ABACABAC.

-Observe and describe attributes, such as color and shape.-Recognize and describe a pattern.-Create and extend patterns.-Predict what comes next in a pattern.

1 week Enrichment, Assessment, and Remediation





Quarter 2

Topics, Essential Questions, and Essential Understandings

(Students should be able to answer essential questions.)

REQUIRED Critical Thinking

LessonsStandard(s) of Learning

Essential Knowledge and Skills


ESS:VDOE Enhanced Scope and Sequence

3 weeks

Money (introduction-instruction will continue through the year)


K.7 Essential Understandings Develop common referents for

identifying pennies, nickels, dimes, and quarters.

Understand the value of a collection of coins whose value is 10 cents or less.

SOL K.7 The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.K.7 Essential Knowledge and Skills

Describe the properties/characteristics (e.g., color, relative size) of a penny, nickel, dime, and quarter.

Identify a penny, nickel, dime, and quarter. Identify that a nickel is the same value as five

pennies. Count a randomly placed collection of pennies

and/or nickels (or models of pennies and/or nickels) whose value is 10 cents or less, and determine the value of the collection.

2 weeks

Time (introduction—instruction will continue through the year)

K.9 Essential UnderstandingApply an appropriate technique, depending on the type of clock, to determine time to the nearest hour.

SOL K.9 The student will tell time to the hour, using analog and digital clocks.

K.9 Essential Knowledge and Skills Tell time on an analog clock to the hour. Tell time on a digital clock to the hour.


3.5 weeks

Counting

K.4 Essential Understandings Use the correct oral counting

sequence in both forward and backward counting situations.

Understand that skip counting can be used to count a collection of objects.

Describe patterns in skip counting and use those patterns to predict the next number or numbers in the skip counting sequence.

Understand benchmarks of five and ten.

Counting

K.1, K.2, K.4 bWhen counting objects: The number names are said in

standard order. Each object is paired with one

and only one number name. The last number name said

tells the number of objects counted.

Say the number name sequence to 100.

Say the number name sequence forward or backward beginning from a given number within the known sequence, instead of always beginning with 1.

Recognize the relationship of one more than and one less than a number using objects (i.e., five

Investigations: Collecting, Counting, and Measuring

Investigation 1: Counting Books

Investigation 2: Taking Inventory

Investigation 3: Comparing Towers

SOL K.4 The student willa) count forward to 100 and backward from 10;c) count by fives and tens to 100.


Count forward from 0 to 100. Count backward from 10 to 0. Group 100 or fewer objects together into sets of

fives or tens and then count them by fives or by tens.

Investigate and recognize the pattern of counting by fives to 100, using a variety of tools.

Investigate and recognize the pattern of counting by tens to 100, using a variety of tools.

SOL K.1 The student, given two sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence.

SOL K.2 The student, given a set containing 15 or fewer concrete objects, willa) tell how many are in the set by counting the number of objects orally;b) write the numeral to tell how many are in the set; andc) select the corresponding numeral from a given set of numerals.

SOL K.4 The student will …b) identify one more than a number and one less than a number; …

Teaching Student-Centered Mathematics Grades K-3 by John A. Van de Walle and LouAnn H. LovinChapter 2: Developing Early Number Concepts and Number Sense

Trade BooksAnno’s Counting HouseThe Very Hungry CaterpillarTwo Ways to Count to Ten


and one more is six; and one less than ten is nine).

K.15 Essential UnderstandingUnderstand that the same set of objects can be sorted and classified in different ways.

K.15 The student will sort and classify objects according to attributes.

K.15 Essential Knowledge and Skills Sort objects into appropriate groups (categories)

based on one attribute. Classify sets of objects into groups (categories) of

one attribute. Label attributes of a set of objects that has been

sorted.

Name multiple ways to sort a set of objects.

0.5 week Enrichment, Assessment, and Remediation

Kindergarten Quarter Four




Number of Weeks

Topics, Essential Questions, and Essential Understandings


Standard(s) of Learning Essential Knowledge and Skills Additional Instructional

Resources

3 weeks Collecting, Counting, and Measuring

K.4 a, c; K.2; K.4 b; K.10; K.13; K.14;K.15 Essential QuestionsHow can the quantity of two sets of objects be compared? What strategies can be used to sort and sequence objects?Classify objects or people into given categories; count the numbers in each category and sort the categories by count.Can a single object have several measurable attributes of interest? Explain or show.

K.10 Essential Understandings Compare and order objects according to

their attributes. Develop an understanding of measuring

with nonstandard and standard units of

Classroom routinesCalendar: How many days have we been in school?

INV: Collecting, Counting, and MeasuringInvestigation 4: Counting & ComparingInvestigation 5: Least to MostInvestigation 6: Arrangements of Six

SOL K.10 The student will compare two

Teaching Student-Centered Mathematics Grades K-3 by John A. Van de Walle and LouAnn H. LovinChapter 8: Developing Measurement Concepts, page 223

Directly compare two objects with a measurable attribute in common, to see which object has “more of” the attribute (i.e., temperature-hotter colder).Create and justify a set of a given size.Identify whether the


measure. Recognize attributes (length, height,

weight, temperature) that can be measured.

K.13 Essential UnderstandingPose questions and gather data.Understand how data are collected and presented in an organized manner by counting and tallying.

K.14 Essential Understandings Understand that data can be represented

using concrete objects, pictures, and graphs.

objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block.K.10 Essential Knowledge and Skills Compare and describe lengths of two

objects (as shorter or longer), using direct comparison or nonstandard units of measure (e.g., foot length, hand span, new pencil, paper clip, block).

Compare and describe heights of two objects (as taller or shorter), using direct comparison or nonstandard units of measure (e.g., book, hand span, new pencil, paper clip, block).

Compare and describe weights of two objects (as heavier or lighter), using direct comparison or nonstandard units of measure (e.g., book, cubes, new pencil, paper clip, block).

Compare and describe temperatures of two objects or environment (as hotter or colder), using direct comparison.

SOL K.13 The student will gather data by counting and tallying.K.13 Essential Knowledge and Skills Use counting and tallying to gather data on

categories identified by the teacher and/or student (e.g., favorites, number of days of various types of weather during a given month, types of pets, types of shoes).

SOL K.14 The student will display gathered data in object graphs, picture graphs, and

number of objects in one group is greater than, less than, or equal to the number of objects in another group.


Understand that different types of representations emphasize different things about the same data.

Understand that picture graphs use pictures to show and compare information; object graphs use concrete materials to represent categorical data; and tables can be used to show an orderly arrangement of data in columns and rows.

Answer questions related to the gathered data from object graphs, picture graphs, and tables.

Relate their ideas about the data to concepts such as part-part-whole and number relationships.

K.15 Essential Understanding Understand that the same set of objects can be sorted and classified in different ways.

tables, and will answer questions related to the data.K.14 Essential Knowledge and Skills Display data by arranging concrete objects

into organized groups to form a simple object graph.

Display gathered data, using pictures to form a simple picture graph (e.g., a picture graph of the types of shoes worn by students on a given day).

Display gathered data in tables, either in rows or columns.

Answer questions related to the gathered data displayed in object graphs, picture graphs, and tables by:

–Describing the categories of data and the data as a whole (e.g., the total number of responses) and its parts.

– Identifying parts of the data that represent numerical relationships, including categories with the greatest, the least, or the same.

SOL K.15 The student will sort and classify objects according to attributes.K.15 Essential Knowledge and Skills Sort objects into appropriate groups

(categories) based on one attribute. Classify sets of objects into groups

(categories) of one attribute. Label attributes of a set of objects that has

been sorted. Name multiple ways to sort a set of

objects.


Number of Weeks

Topics, Essential Questions, andEssential Understandings

REQUIRED Critical Thinking Lessons Standard(s) of Learning

Essential Knowledge and Skills Additional Instructional

Resources

5.5 weeks

Counting Ourselves and Others

K.4 C; K.2; K.13; K.14; K.15Essential QuestionsDemonstrate strategies for counting the quantity of items in a group then represent it with a numeral. Prove one more than a number and one less than a number.How can objects be sorted and classified according to attributes?Compare and contrast a variety of sorts for a set of objects.Create and display gathered data. Compare and contrast methods of gathering data.Compare and contrast methods of recording data.

Classroom routines

INV: Counting Ourselves and OthersInvestigation 1: How Many Are We?Investigation 2: What Did You Eat for Lunch?Investigation 3: Collecting Data About Our ClassInvestigation 4: Who Is Here? Who Is Not?

Count using a variety of strategies, such as counting by groups: 2s, 5s, and 10s.Say a number name sequence forward or backward beginning with a number other than 1.Explain and justify the quantity of a set.Sort a set of objects several different ways.Gather data by counting and tallying.Display gathered data in object graphs, picture graphs, and tables. Analyze data and answer “how many” questions concerning the data.

Teaching Student-Centered Mathematics Grades K-3 by John A. Van de Walle and LouAnn H. Lovin Chapter 11: Helping Children Use Data, page 310Chapter 6: Strategies for Whole-Number Computation

0.5 weeks

Enrichment, Assessment, and Remediation





Number of Weeks

Topic and Essential Questions (refer to 2009 SOL only)


Standard(s) of Learning Essential Knowledge and Skills

Essential Understandings


4 weeksGeometry

K.4 a, c; K.5; K.11; K.12Essential Questions

Identify and describe plane geometric figures.

Compare and contrast the size and shape of plane geometric figures.

Identify and describe the location of one object relative to another.

Prove orientation does not change the identity of plane geometric figures.

What does a fraction represent?

K.5 Essential Understandings Understand that fractional parts are equal

shares of a whole region or a whole set. Understand that the fraction name (half,

fourth) tells the number of equal parts in the whole.

Understand that the fraction name (half, fourth) of the set model is a subset of the whole set with equal numbers.

Classroom routinesCalendar: How many days have we been in school?

INV: Making Shapes and Building Blocks:Investigation 1: 2-D Shapes Around UsInvestigation 2: Exploring Shapes with the ComputerInvestigation 4: Making Shapes and Building BlocksInvestigation 5: 2-D Faces on 3D Blocks

SOL K.4 a, c The student willa) count forward to 100 and backward from 10;c) count by fives and tens to 100.

SOL K.5 The student will identify the parts of a set and/or region that represent fractions for halves and fourths.

K.5 Essential Knowledge and Skills Recognize fractions as representing parts of

equal size of a whole. Given a region, identify half and/or a fourth

of the region. Given a set, identify half and/or a fourth of

Teaching Student-Centered Mathematics Grades K-3 by John A. Van de Walle and LouAnn H. LovinChapter 7: Geometric Thinking and Geometric Concepts, page 186Shapes Sorts, page 221


K.11 Essential Understandings Use their knowledge of plane figures to

help them systematically represent and describe their world.

Identify the characteristics of plane geometric figures (circle, triangle, square, and rectangle).

Compare the size and shape of plane geometric figures by using strategies to sort and/or group and begin to refine the vocabulary used to explain their strategies.

K.12 Essential UnderstandingUnderstand that objects can have different orientations in space.

the set.

SOL K.11 The student willa) identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle); andb) compare the size (larger, smaller) and shape of plane geometric figures (circle, triangle, square, and rectangle).

K.11 Essential Knowledge and Skills Identify a circle, triangle, square, and

rectangle. Describe the characteristics of triangles,

squares, and rectangles, including number of sides and number of angles.

Describe a circle using terms such as round and curved.

Trace a circle, triangle, square, and rectangle.

Compare and group plane geometric figures (circle, triangle, square, and rectangle) according to their relative sizes (larger, smaller).

Compare and group plane geometric figures (circle, triangle, square, and rectangle) according to their shapes.

Distinguish between examples and nonexamples of identified geometric figures (circle, triangle, square, and rectangle).

SOL K.12 The student will describe the location of one object relative to another (above, below, next to) and identify representations of plane geometric figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space.


K.12 Essential Knowledge and Skills Identify pictorial representations of a circle,

triangle, square, and rectangle, regardless of their position and orientation in space.

Describe the location of one object relative to another, using the terms above, below, and next to.

4.5 weeks Counting

K.1; K.2, K.5; K.6; K.10; K.14; K.15Essential Questions

What is measurement? What tools are used for measurement? What are real life examples for

measurement? Create, represent, and explain a

growing collection of 15 objects. Demonstrate and justify strategies for

a solution within story problems. Compare the total of two sets of

numbers. Identify and explain a region that

represents fractions for halves and fourths.

Model and explain addition and subtraction with an unknown change.

INV: How Many In All?Investigation 1: Counting and MeasuringInvestigation 2: Six TilesInvestigation 3: Story ProblemsInvestigation 4: Blue and Red Crayons

SOL K.1 The student, given two sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence.

SOL K.2 The student, given a set containing 15 or fewer concrete objects, willa) tell how many are in the set by counting the number of objects orally;b) write the numeral to tell how many are in the set; andc) select the corresponding numeral from a given set of numerals.

SOL K.5 The student will identify the parts of a set and/or region that represent fractions for halves and fourths.

Teaching Student-Centered Mathematics Grades K-3 by John A. Van de Walle and LouAnn H. LovinChapter 6: Strategies for Whole-Number ComputationChapter 9: Early Fraction Concepts

-Understand that objects have measurable length or weight. A single object may have several measurable attributes of interest.-Directly compare two objects with a measurable attribute in common, to see which object has “more of” the attribute.-Identify the instruments used in measurement.


K.6 Essential UnderstandingUnderstand that addition means putting things together and that subtraction is the inverse of addition and means to separate things out.

SOL K.6 The student will model adding and subtracting whole numbers, using up to 10 concrete objects.

K.6 Essential Knowledge and Skills Combine two sets with known quantities in

each set, and count the combined set using up to 10 concrete objects, to determine the sum, where the sum is not greater than 10.

Given a set of 10 or fewer concrete objects, remove, take away, or separate part of the set and determine the result.

SOL K.10 Compare and describe lengths of two objects (as shorter or longer), using direct comparison or nonstandard units of measure (e.g., foot length, hand span, new pencil, paper clip, block).

SOL K.14 The student will display gathered data in object graphs, picture graphs, and tables, and will answer questions related to the data.

SOL K.15 The student will sort and classify objects according to attributes.

-Understand that addition as putting together (e.g., finding the number of objects in a group formed by putting two groups together). -Understand that subtraction is taking apart (e.g., finding the number of objects left when one group is taken from another).-Represent addition and subtraction with objects, mental images, drawings, acting out situations, verbal explanations, or equations.-Compose and decompose numbers less than or equal to 10 in two different ways. For example, 7 may be shown as a group of 2 and a group of five, or a group of 4 and the other of 3.-Decompose numbers less than or equal to 10 into pairs in various ways (e.g., using objects or drawings to record equations, for example 5=2+3) Compose numbers using drawings or objects to show equations, for example 3+1=4)-Solve addition and subtraction word problems within 10, using objects or drawings to represent the problem.

0.5 weeks Enrichment, Assessment, and Remediation

kindergarten mathematics nine weeks web viewthese are published separately but teachers can combine...

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