math curriculum.docx · web viewfal--- “decomposing numbers ... solve addition and subtraction...

Magoffin County Schools KCAS Standards Curriculum Map

Grade KMath

Standards/I Can StatementsWeeks1-6

K.CC.1

Count to 100 by ones and tensLearning Targets:I can:

Count to 10 by ones Count to 20 by ones

VocabularyCountOnesTens

K.CC.2

Count forward beginning from a given number within the known sequence (instead of having to begin at 1)Learning Target:I can:

Continue to count by 1’s when given a starting number Continue to count by ones to 20 when given a starting number Continue to count to 50 by ones when given a starting number Continue to count by ones to 100 when given a starting number

K.CC.3

Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects)Learning Target:I can:

Write numbers 0-9 Write number 10-20 Write a number from 0-10 to show the number of objects

VocabularyObjectsCountersmanipulatives

Formative Assessment Lesson-Level-2“Counting Dots”

K.CC.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

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.

b. Understand that the last number name 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.

Learning Target:I can:

VocabularyMatchOrderAmountGroupOne morein

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Grade KMath

Count and keep track of quantities up to 10 Match a number to a set of objects Match a set of objects to a number Touch and count objects one at a time in order Count a group of objects and tell the amount in any grouping Understand the number of objects is the same even if I counted Understand the number of objects is the same even if I count

them in a different arrangement or order

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.Learning Targets:I can:

Count up to 20 objects in a line and answer “how many” Count up to 20 objects in a circle and answer “how many” Count up to 20 objects in a scattered configuration and answer

“how many” Count out manipulatives for a given number and answer “how

many”

Vocabularylinerectanglecirclenumberhow many

Formative Assessment Lesson-Level-2“Counting Dots”

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Grade KMath

Standards/I Can StatementsWeeks

7-12K.CC.1

Count to 100 by ones and by tensLearning Targets:I can:

Count to 50 by ones and by tens

VocabularyNumber,how manygreater thanmoreless thanequal tocompare

KCAS Note: K.CC.1- Students need to be given opportunities to count larger numbers, e.g., number of days in school, inventories, and calendar.

K.CC.2

Count forward beginning from a given number within the known sequence (instead of having to begin at 1)Learning Target:I can:

Can begin at nay number and count to 50

KCAS Note: K.CC.2- This standard is addressed in Classroom Routines.

KCAS Note: K.CC.3, K.CC.5 – Counting Jar numbers can be increased to 20 to develop higher number skills

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).Learning Targets:I can:

Write the numbers from 0-20 Write a number from 0-20 to show the number of objects

KCAS Note: K.CC.3- During Inventory Bag, have students represent the number of objects in the bag in two ways including a written numeral. Increase objects in the counting bag at least 20.

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Grade KMath

Standards/I Can StatementsK.CC.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

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 project.

b. 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.

c. Understand that each successive number name refers to a quantity that is one larger.

Learning Targets:I can:

Count and keep track of objects up to 20 Understand the last number I say is the number of objects I

counted Understand the number of objects is the sane even if I count

them in a different arrangement or order Count a group of objects and tell the amount in any grouping Count a group of objects and tell what one more is

KCAS Note: K.MD.1, K.MD.2- These standards are addressed in Unit 2 but more intentional instruction will be necessary in Weeks 19-24.

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.Learning Targets:I can:

Answer “How Many?” questions by counting up to 15 objects in a line, array or circle

Answer “How Many?” questions by counting a number of

Vocabularyarray

4


Grade KMath

scattered objects to 10.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.Learning Targets:I can:

Tell which group of objects is greater then, less than, or equal to another group of objects using my strategies(Strategies: matching and counting)

K.CC.7

Compare two numbers between 1 and 10 presented as written numerals.Learning Targets:I can:

Compare two written numbers between 1 and 10

5


Grade KMath

Standards/I Can StatementsWeeks 13-18

K.CC.1 Count to 100 by ones and by tensLearning Targets:I can:

Count to 100 by ones and by tens

KCAS Note: K.CC.2- Provide opportunities for students to count to 100 beginning with numbers other than one.

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1)Learning Target:I can:

Can begin at nay number and count to 100K.CC.4 Understand the relationship between numbers and quantities;

connect counting to cardinality.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 project.




Identify which number is one more than a given numberK.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.

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Grade KMath


Count out a number of objects when given a number up to 20

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.Learning Targets:I can:

Tell which group of objects is greater then, less than, or equal to another group of objects using my strategies(Strategies: matching and counting)

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.Learning Target:I can:

Add two amounts within 5 using my strategies (Strategies: objects, fingers, mental images, drawings, sounds,

acting out situations, verbal explanations, expressions, or equations)

VocabularyHow manyEquationExpressionGreater thanLess thanEqualNumber

KCAS Note: K.OA.1- students may use concrete objects as well as drawings, verbal explanations, acting, or equations to show the process of adding

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Grade KMath


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.Learning Target:I can:

Add two amounts within 10 using my strategies(Strategies: objects, fingers mental images drawings, sounds, acting out situations, verbal explanations, expressions, or equations)

Can subtract within 5 using my strategies(Strategies: objects, fingers mental images drawings, sounds, acting out situations, verbal explanations, expressions, or equations)

Formative Assessment Lesson- Level 2“A Snail in the Well”

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)Learning Target:I can:

Show how to break numbers apart into pairs by using a drawing or by writing an equation (within 10)

Formative Assessment Lesson- Level 2“Decomposing Numbers”

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 drawing and record the answer with a drawing or equation.Learning Target:I can:

Can find the number that makes 10 when added to another numberK.MD.1

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.Learning Target:I can:

Use measurement vocabulary to describe the length or width of objects

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Grade KMath

Standards/I Can StatementsK.MD.2

Directly compare two objects with a measureable 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.Learning Target:I can:

Compare the attributes of two objects to see which is more or less and explain how I know.

VocabularyEquationsExpressionDecomposeLengthWeightAttributesMeasurementMore ofLess ofComparesort

K.MD.3

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.Learning Targets:I can:

Compare how objects are the same and different Sort objects into groups and count the number in each group

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Grade KMath


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).Learning Targets:I can:

Write the numbers from 0-20 Write a number from 0-20 to show the number of objects

KCAS Note: K.MD.1-

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



Understand the last number I say is the number of objects I counted

Understand the number of objects is the same even if I count them in a different arrangement or order

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



Identify which number is one more than a given number

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,

10


Grade KMath

count out that many objects.Learning Targets:I can:

Answer “how many?” questions by counting a number of scattered objects to 10

Answer “how many?” questions by counting up to 20 objects in a line, array, or circle.

Count out a number of objects when given a number up to 20

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.Learning Targets:I can:

Tell which group of objects is greater than, less than, or equal to another group of objects using strategies

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.Learning Targets:I can:

Add two amounts within 10 using my strategies I can subtract within 10 using my strategies

KCAS Note: K.OA.1- Provide additional opportunities for students to subtract within 10. Drawings do not need to show details, but should show the mathematics in the problem.Formative Assessment Lesson- Level 2FAL--- “Decomposing Numbers”

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.Learning Targets;I can:

Solve addition story problems within 10 using my strategies

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Grade KMath

Solve subtraction story problems within 10 using my strategies

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)Learning Target:I can:

Break numbers apart into pairs using my strategies (within 10)

Show how to break numbers apart into pairs by using a drawing or by writing an equation (within 10)

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.Learning Target:I can:

Find the number that makes 10 when added to another number

K.OA.5 Fluently add and subtract within 5.Learning Targets:I can:

Fluently add within 5 Fluently subtract within 5

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 an equation (e.g., 18=10+8); understand that these numbers are composed of tens ones and one, two, three, four, five, six, seven, eight, or nine ones.Learning Targets:

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Grade KMath

I can: Compose a number from 11-19 using tens and ones and

record the number using my strategies Break apart a number from 11-19 using tens and ones and

record the number using my strategies Understand that numbers from 11-19 are composed of ten

ones and one, tow, three, four, five, six, seven, eight, or nine ones.

K. CC.2 Count forward beginning from a given number within the known sequence( instead of having to begin at 1)Learning Targets:I can:

Begin at any number and count to 100

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Grade KMath


K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem:Learning Targets:I can:

Solve addition and subtraction word problems within 10 using my strategies(Strategies: objects or drawings)

VocabularyTwo- dimensional, Three-dimensional Cube, Cylinder, cone, Sphere, Rectangle, Square, Circle, Triangle, Hexagon, Above, Beside , Below ,In front of, Behind, Next to, Compare Combine, Contrast, Addition, subtraction

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 an equation (e.g., 18=10+8); understand that these numbers are composed of tens ones and one, two, three, four, five, six, seven, eight, or nine ones.Learning Targets:I can:

Compose and decompose a number form 11-19 using tens and ones and record the number using my strategies(objects or drawings)

Understand that the numbers from 11-19 are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones

Formative Assessment Lessons- Level 2“Caterpillars and Leaves”

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Grade KMath

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 m behind, and next to.Learning Targets:I can:

Describe objects in the environment using names and shapes

Describe where to find an object using relative positions

K.G.2 Correctly name shapes regardless of their orientation or overall sizeLearning Targets:I can:

Name squares, circles, triangles, rectangles, and hexagons

Name cubes, cones, cylinders and spheresK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”)

or three dimensional (“solid”)Learning Target:I can:

Identify a shape as two dimensional or three dimensional

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

Compare and contrast attributes of two dimensional

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Grade KMath

and three dimensional shapesK.G.5 Model shapes in the world by building shapes from

components (e.g., sticks and clay balls) and drawing shapes.Learning Targets:I can:

Model shapes in the world by building and drawing

K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these tow triangles with full sides touching to make a rectangle?”Learning Target:I can:

Combine shapes to make larger shapes

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math curriculum.docx · web viewfal--- “decomposing numbers ... solve addition and subtraction...

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