Greene County Public Schools
Kindergarten Grade Math Pacing Guide 2017-18 Quarter 1st
Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create
Time/Dates / SOL/Strand / Objective/Content/Essential Questions/Cognitive Level / Vertical Alignment / Vocabulary / Cross-curricular ConnectionsAugust 18 – ongoing / K.8 – Measurement
The student will identify calendar: day, month and season / Identify the components of a calendar, including days, months and seasons. R
Essential Skills:
· Identify a ruler as an instrument to measure length.
· Identify different types of scales as instruments to measure weight.
· Identify different types of clocks (analog and digital) as instruments to measure time.
· Identify the components of a calendar, including days, months, and seasons.
· Identify different types of thermometers as instruments used to measure temperature. / do daily, songs, ask higher order thinking questions (when is Valentine’s Day) / calendar, day, month, year, season, today, yesterday, tomorrow, date / Science – life cycle time lines, LA-Read days of week, months, left to right, top to bottom, songs, poems
August 18 – ongoing / K.11- Geometry
The student will identify, describe and trace circle, square, triangle and rectangle / The student will identify, describe and trace plane and geometric figures.
R
Essential 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). / make lists of items for each shape, look for shapes in environment, draw on white boards / circle, square,
triangle, rectangle / Songs,
Books (student shape books), poems
August 18 – ongoing / K.4 a-Number Sense
The student will count forward to 100 / The student will count forward from 0-100. R
Essential Skills:
· Count forward from 0 to 100.
· Count backward from 10 to 0.
· 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).
· 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. / Counting daily, songs, YouTube videos, number games, I Have Who Has / count, what comes next / Number words, Read Alouds (100 days), Zero the Hero song
August 24 – ongoing / K.14-Prob. and Statistics The student will display gathered data in object and picture graphs and tables. / Display data in graphs or tables. An, C
Answer questions related to the gathered data. Ap
Essential 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. / large group and small group graphs, teacher directed questions / graph, picture graph, table, data, more, bigger, fewer/less, smallest, same / Graphing concepts related to units, reading a graph, measurement
August 31 – ongoing / K.2a – Number Sense
The student will tell how many are in a set of 15 or fewer objects, by counting orally / Count how many in a set up to 15. R
Essential 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. / use manipulatives and one to one correspondence / objects, set / Units-counting objects related to unit topics, patterns, sequence
September 8– ongoing
**September 14th -18th is Progress Report Testing** / K.1 Number Sense
The student will identify and describe sets containing more, fewer or the same amount of objects up to 10. / Compare and describe two sets of 10 or fewer objects using the terms more, fewer and the same. C, An
Essential 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. / using manipulatives to make groups, more, fewer or the same, using graphs collecting data and comparing / fewer, same / Graphing concepts related to unit topics, comparing objects, Reading the words-comparing syllables
September 21 – ongoing / K. 15- Patterns, Functions and Algebra The student will sort and classify objects according to attributes / Sort objects into appropriate groups based on one attribute. U, An
Classify sets of objects into groups of one attribute. U Label attributes of a set of objects that has been sorted. R Name multiple ways to sort a set of objects. R, U, Ap
Essential 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. / Use variety of manipulatives to sort, use attribute shapes / Attribute, thickness, size, shape, color / Sorting objects related to units (apples, pumpkins) Seasons and life cycles, sorting by beginning, ending sounds, vowel, etc..
September 28 – ongoing / K.12 Geometry
The student will describe the location of one object relative to another. / Describe the location of an object using the terms above, below, and next to. C
Essential 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. / Use manipulatives to move locations of objects / location, above, below, next to / Student made books related to positions, take pictures of students and label the position students are in, moving unit related objects into different positions
September 28- ongoing / K.2 Number Sense
Count, select and write numbers up to 15. / Students will count objects in a set up to 15, write the numeral to tell how many in the set, and select the corresponding numeral from a given set of numbers. R
Essential 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. / Reinforce number identification and one- to-one correspondence / set, number / Units-recording scientific data by writing numbers, reading number words and writing number words
September 8– ongoing / K.11 Geometry
The student will compare the size and shape of plane geometric figures. / The student will compare the size, larger or smaller, and shape of plane geometric figures (circle, triangle, square, and rectangle). An
Essential 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). / Review names of shapes, use attribute shapes for size comparison / larger, smaller, shape, circle, triangle, square,
rectangle / Discuss the language needed to explain features, observing and classifying according to scientific methods
Sept. 28-Oct. 16 / K. 7 Measurement
Penny, Nickel, Dime, Quarter / The student will recognize a penny, nickel, dime, and will determine the value of each. R
Essential 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. / use real money and plastic money, allow students free play with money, games, store / penny, one cent
nickel, five cent
dime, ten cent / Coin book,
and poem, who is on the coin, magnets regarding coins
Progress Report Assessment Sept. 14-18
Report Card Assessment Oct. 19-23
Greene County Public Schools
Kindergarten Grade Math Pacing Guide 2015-16 Quarter 2nd
Bloom’s Taxonomy Abbreviations R=Remember; U=Understand; Ap=Apply; An=Analyze; E=Evaluate; C=Create
Time/Dates / SOL/Strand / Objective/Content/Essential Questions/Cognitive Level / Vertical Alignment / Vocabulary / Cross-curricular ConnectionsOct. 26 / K.8 Measurement
Identify the instruments used to measure length, weight, time, and temperature / The student will identify a ruler as an instrument to measure length. R
The student will identify different types of scales as instruments to measure weight. R
The student will identify different types of clocks (analog and digital) as instruments to measure time. R
The student will identify the components of a calendar, including days, months, and seasons. R
The student will identify different types of thermometers as instruments used to measure temperature R
Essential Skills:
· Identify a ruler as an instrument to measure length.
· Identify different types of scales as instruments to measure weight.
· Identify different types of clocks (analog and digital) as instruments to measure time.
· Identify the components of a calendar, including days, months, and seasons.
· Identify different types of thermometers as instruments used to measure temperature. / use hands on tools to measure / weight, length, time, temperature, scale, thermometer, ruler, clock, calendar, measure, tool, instrument / Units-many concepts are related to measurement, time-long ago and today, student made books, read alouds
Nov. 4-6
Ongoing
(No School the 2nd and 3rd) / K.11a
Geometry
Describe plane geometric figures (circle, square, triangle, and rectangle) / The student will describe the characteristics of triangles, squares, and rectangles, including number of sides and number of angles. R
The student will describe a circle using terms such as round and curved.
C
Essential 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). / sort shapes by characteristics,
identify geometric figures from a collection of shapes, shapes in environment / circle, square, triangle, rectangle, side, corner, equal, not equal, continues, vertices, right angles, size, shape / Using vocabulary to describe shapes, shape poems and books
Nov. 9
Ongoing
**Progress Report Testing is Nov. 16th 19th** / K.16
Patterns, Functions, and Algebra
Identify, describe, and extend repeating patterns. / The student will observe and identify the basic repeating pattern (core) found in repeating patterns of common objects, sounds, and movements that occur in practical situations. R
The student will identify the core in a repeating pattern. R
The student will extend a repeating pattern by adding at least two repetitions to the pattern. U
The student will create a repeating pattern. C
The student will compare similarities and differences between patterns. An
Essential 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 least two repetitions to the pattern.
· Create a repeating pattern.
· Compare similarities and differences between patterns. / Recognize and extend visual and sound patterns by repetition through literacy, songs, and
Attributes, discuss number patterns / core, repeating, similar, different, recognize, describe, growing / Life cycle, weekly cycles, plant cycles, animal cycles, read alouds, poems, songs, patterns found in stories, word study patterns
Nov. 23rd –no school on 25th-27th so continue in to next week).
Ongoing / K.3
Number and Number Sense
Given an ordered set of ten objects and/or pictures, the student will indicate the ordinal positions of each object, first through tenth, and the ordered position of each object. / The student will identify the ordinal positions 1st-10th using ordered sets of 10 concrete objects and/or pictures of such sets presented from left-to-right; right-to-left; top-bottom; and/or bottom-to-top. R
Essential Skills:
· Identify the ordinal positions first through tenth using ordered sets of ten concrete objects and/or pictures of such sets presented from
– left-to-right;
– right-to-left;
– top-to-bottom; and/or
– bottom-to-top. / Identify ordinal position of individual students first through tenth in a line, play games where ordinal position is identified / right-to-left, left-to-right, top-to-bottom,
bottom-to-top / Using position words to describe presidents, scientific method, sequencing, find the first word on the page, etc…
Nov. 7
Ongoing / K.4b
Number and Number Sense
Identify one more than given number / The student will recognize the relationship of one more than a number using objects (i.e., 5 and one more is 6) R
Essential Skills:
· Count forward from 0 to 100.
· Count backward from 10 to 0.
· 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).
· 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. / roll die, identify number and one more,
one more bingo / more, larger, greater, plus, add, all together, in all / Use vocabulary to expand on reading and unit concepts
Dec. 7-ongoing / K.6-Computation & Estimation
Model adding whole numbers, using up to 10 concrete objects / The students will combine two sets with known quantities, and count the combined set using up to 10 concrete objects, to determine the sum, where the sum is not greater than 10. E
Essential 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. / counting, number recognition / counting on, sets, all together, in all, add, addition, sum, plus, equal, equivalent, combine, equations, is the same as, / Story problems, read alouds, units-estimation (seeds, apples) prediction
Progress Report Assessment: Nov. 16th – 19th