Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

1

K.CC.A.5 Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration.

K.CC.B.5 Given a number from 1-20, count out that many objects.

K.G.A.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.CC.A.1 Count to 100 by ones and by tens

Content Vocabulary: hobby, story, strengths, problem, circle, rectangle, shape, square, triangle, cube, cylinder, diamond, pattern

I can describe ways we use math in our lives and our world.

Academic Vocabulary: future, positive, describe, explain

Mathematical Practices and Processes: Students explore their identities as doers of math and think about ways to show real-world problems.

Number Routines and Engagement Routines: Building fluency by counting, grouping, sorting, and comparing objects.

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: NA

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking. (1.1)

Innovative Problem-Solver: Students evaluate real life problems and how to work together. (1.2)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information. (1.3)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support.

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

2

K.CC.B4a 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.B4b Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.

K.CC.B.4 Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.

K.CC.A.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).

K.CC.C6 Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group.

Content Vocabulary: one, two, three, four, five, zero, one more, equal, equal group, matching, fewer, greater than, less than, more

I can count objects to five.

I can explain how to count objects to five.

Academic Vocabulary: count, explain, model, order, example, represent, compare, relate

Mathematical Practices and Processes: Students understand the relationship between numbers and quantities when using objects and illustrations to count 1, 2, 3, 4, and 5.

Number Routines and Engagement Routines: Building fluency by counting dots on cards (or other objects) and explaining how they knew

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: NA

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking. (2.8)

Innovative Problem-Solver: Students evaluate real life problems and how to work together. (2.3)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information. (2.2)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support.

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

3

K.CC.B.4 Understand the relationship between numbers and quantities up to 20; connect counting to cardinality.

K.CC.B4a 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.B4b Understand that the last number name said tells the number of objects counted (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.

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

K.CC.C6 Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group.

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

K.CC.A.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).

Content Vocabulary: six, seven, eight, nine, ten, one more, equal, fewer, more, equal groups, greater than, less than, zero, one, two, three, four, five

I can count objects up to 10.

I can explain how to count objects up to 10.

I can compare two numbers by counting.

Academic Vocabulary: count, explain, model, order, represent, compare, describe, place, understand, careful, point

Mathematical Practices and Processes: Understand the relationship between numbers and quantities when using objects and illustrations to count 6, 7, 8, 9, and 10 objects. Use 1:1 correspondence and counting to compare two groups or two numbers.

Number Routines and Engagement Routines: Build visual discrimination and counting skills to determine quantities or tell how many, talk about their reasoning, and recognize, build, and continue patterns.

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 3 Assessment Form A

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking. (3.10)

Innovative Problem-Solver: Students evaluate real life problems and how to work together. (3.8)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information. (3.4)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support.

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

4

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

Content Vocabulary: alike, different, sort, fewer, more, shape, size

I can identify how objects are alike and different.

I can explain how objects are alike and different.

Academic Vocabulary: compare, describe, group, similar, count, explain

Mathematical Practices and Processes: Students describe similarities and differences in the attributes of a given set of objects, sort objects by attribute, and determine the number of objects in sorted groups.

Number Routines and Engagement Routines: Students determine and continue patterns and count objects

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 4 Assessment

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking. (4.2)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information. (4.1)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support.

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

5

K.G.A Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres).

K.G.A.2 Name shapes regardless of their orientation or overall size.

Content Vocabulary: side, triangle, vertex, vertices, rectangle, square, hexagon, circle, positional words

I can identify, name and describe -

Triangle

Hexagons

Squares

Rectangle

Circles

Students can describe objects using the names of shapes and their relative position.

Academic Vocabulary: describe, explain, example, because, property

Mathematical Practices and Processes: Students can identify, name and describe Triangles, Hexagons, Squares, Rectangles, Circles. Students can describe objects using the names of shapes and their relative position.

Number Routines and Engagement Routines: Look for matches when looking at numbers and dots, find certain number of objects in the picture

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required:

Unit 5 Assessment Form A

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking. (5.3)

Innovative Problem-Solver: Students evaluate real life problems and how to work together. (5.5)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information. (5.2)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support.

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

6

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

K.OA.A1 Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations or other strategies.

K.OA.A.2 Add and subtract within 10.

Content Vocabulary: add, in all, join, sum (total), equal sign (=), equation, plus sign(+)

I can show “add to” problems

I can explain how to show “add to” problems

I can show “add to” problems using objects and equations

I can explain how to show “add to” problems using objects and equations

I can show putting together two parts to find the total

I can explain how to put together two parts to find the total

I can solve addition word problems using objects or drawings

I can explain how to solve addition word problems using objects or drawings

I can represent and solve addition word problems

I can explain how to represent and solve addition word problems

Academic Vocabulary: count, place, example, combine, differ/different, compare, different, similar

Mathematical Practices and Processes: Students represent addition word problems as putting two numbers together using objects or drawing

Number Routines and Engagement Routines: Students use visual discrimination and counting skills as they find the exact number of things and talk about their reasoning

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 6 Assessment Form A

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.  (Unit Opener)

Innovative Problem-Solver: Students evaluate real life problems and how to work together.  (6.1 and 6.2)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information. (6.4)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support.

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

7

K.OA.A.1- Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions.

K.OA.A.2- Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.

Content Vocabulary: difference, subtract, difference, minus, equation, minus sign, add

I can represent take apart problems.

I can explain how to represent take apart problems.

Academic Vocabulary: count, different, explain, reasoning, solve, pattern, understand

Mathematical Practices and Processes: Students represent and solve take apart problems.

Number Routines and Engagement Routines: Daily subtraction facts, number recognition, build number sense while counting along a path from 0-10, break apart a number in multiple ways.

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required: Unit 7 Assessment Form A

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking.  (Unit Opener)

Innovative Problem-Solver: Students evaluate real life problems and how to work together. (7.1)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information. (7.3)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support.

2A.1b. Use listening skills to identify the feelings and perspectives of others

Unit Pacing

Next Generation State Standards (Priority Standards Highlighted)

Key Topics

Learning Targets

8

K.OA.A Represent addition and subtraction using objects, fingers, pennies, drawing, sounds, acting out situations, verbal explanations, expressions, equations, or other strategies.

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

K.OA.A.1- Use addition and subtraction within 20 to solve one step word problems involving situations of adding to, taking from, putting together, taking apart, and/or comparing, with unknowns in all positions.

K.OA.A.3- Apply properties of operations as strategies to add and subtract.

K.OA.A.4- Find the number that makes 10 when given a number from 1 to 9.

Content Vocabulary:  explain, model, solve, combine, pattern,

I can solve addition equations.

I can solve subtraction equations.

Academic Vocabulary: add, count on, number path, sum, equation

Mathematical Practices and Processes: Students solve addition and subtraction equations within 5. Students will compose and decompose numbers 5-10 in different ways.

Number Routines and Engagement Routines: break apart a number in multiple ways and sharing with the class, practice comparing two sets of quantities, counting on from a given number

Assessments

Portrait of a Graduate

Social and Emotional Learning

Required:

Unit 8 Assessment Form A

Optional:

Critical Thinker: Students analyze and use information thoughtfully by asking questions and changing their thinking. (Unit Opener)

Innovative Problem-Solver: Students evaluate real life problems and how to work together. (8.1)

Effective Communicator: Students listen actively to their partners, to make pertinent comments, and to ask questions, as needed, to clarify information. (8.4)

3A.1b. Create, understand, and practice shared classroom expectations that support the well-being of self and others.

3C.1a. Identify ways they can help their classroom community.

2D.1b. Communicate needs and wants clearly with peers and trusted adults, and practice approaches to navigating conflicts with adult support.

2A.1b. Use listening skills to identify the feelings and perspectives of others