Troup County School System
CCGPS Math Curriculum Map
Kindergarten –Third Quarter
CCGPS / Example/Vocabulary / System ResourcesUnderlined standards are linked to GKIDS assessment pages
MCCK.CC.1 Count to 100 by ones and by tens.
Quarter 3: Numbers 0 - 75
Misconception Document: CC.1-3
Essential Questions
How do I count by 1’s to 75?
How do I count by 10’s to 100? / MCCK.CC.1
This standard asks students to rote count starting at one and counting to 100 by ones and by tens. When counting by ones, students need to understand that the next number in the sequence is one more. When counting by tens, the next number in the sequence is “ten more” (or one more group of ten). When students count by tens they are only expected to master counting on the decade (0, 10, 20, 30, 40 …). This objective does not require recognition of numerals. It is focused on the rote number sequence.
Counting should be reinforced throughout the day, not in isolation.
Examples:
· Count the number of chairs of the students who are absent.
· Count the number of stairs, shoes, etc.
· Counting groups of ten such as “fingers in the classroom” (ten fingers per student).
Vocabulary
count
ones
tens / Whole Group
BBY:
· Dots
Harcourt Math:
· TE GR11 Modify to include numbers to 100
Illustrative Mathematics:
· Counting Sequence
· Choral Counting
· Counting Circles
· Counting by Tens
Differentiated Activies
Other Lessons:
· Missing Numbers Game (create cards with different numbers to differentiate)
Click here for other lessons and assessments
CCGPS / Example/Vocabulary / System Resources
MCCK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Quarter 3: Numbers 0 - 75
Misconception Document: CC.1-3
Essential Questions
How do I count forward by 1’s from any number to 25?
See page 2 / MCCK.CC.2
This standard asks students to count forward from any number, 1 to 100.
Counting on or counting forward from a given number conflicts with the learned strategy of counting from the beginning. In order to be successful in counting on, students must understand cardinality. Students often merge or separate two groups of objects and then re-count from the beginning to determine the final number of objects represented. For these students, counting is still a rote skill or the benefits of counting on have not been realized. Games that require students to add on to a previous count to reach a goal number encourage developing this concept.
Example:
· Given the number 4, the student would count, “4, 5, 6, 7 …”
Vocabulary
count
ones
tens
See page 2 / Whole Group
BBY:
· Dots
· What’s My Place, What’s My Value?
Harcourt Math:
· TE 85 - Counting Forward Modify to include numbers to 100
Learning Village:
· More or Less pg 59
Other Lessons:
· Counting on Cup
· One More on the Ten Frame
Illustrative Mathematics:
· Assessing Counting Sequence 1
· Assessing Counting Sequence 2
· Number After Bingo 1-15
· Number Line Up
· Pick a Number, Counting On
· Start-Stop Counting
"One More" Concentration
Differentiated Activities
Learning Village:
· The Cardinal Cup pg. 50
· Race to 20 pg. 45
· Fill The Chute pg. 41
· Order the Dice pg. 55
Other Lessons:
· Count on Two More
· Show One More
· Nearby Teens Game
· Cross the Decade
Activities for Differentiation:
· Counting forward to 10
· Counting forward to 20
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CCGPS / Example/Vocabulary / System Resources
MCCK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Limit category counts to be less than or equal to 10.
Click on the standard to view the assessment page.
Essential Questions
How can I sort objects?
How can I find out how many objects are in each group?
How can I sort my groups by number?
See page 4 / MCCK.MD.3
This standard asks students to identify similarities and differences between objects (e.g., size, color, shape) and use the identified attributes to sort a collection of objects. Once the objects are sorted, the students count the amount in each set and then sort or group the sets by the number of objects in each set. This objective helps to build a foundation for data collection in future grades. In later grade, students will transfer these skills to creating and analyzing various graphical representations.
Examples:
· Given a collection of buttons, the student separates the buttons into different piles based on color (or any other single attribute). Then the student counts the number of buttons in each pile: blue (5), green (4), orange (3), purple (4). Finally, the student organizes the groups by the quantity in each group- Orange (3), Green next (4), Purple with the green because purple also had (4), Blue last (5).
· Given a collection of shapes, the student sorts the shapes into groups, counts the number in each group, and then organizes the groups.
Vocabulary
classify
sort
count
how many
color words (e.g., blue, green, red, etc.)
descriptive words (e.g., small, big, rough, smooth, bumpy, round, flat, etc.)
more
less
same amount
See page 4 / Whole Group
Harcourt Math:
· TE 17B – Nuts and Bolts, Vocabulary Development
· TE 17 – Alternative Teaching Strategy, Literature Connection
· TE 19 B – What I Feel, the Writing Sort
Think Math:
· Chapter 1: Lesson 14
· Chapter 2: Lesson 14
· Chapter 3: Lessons 2, 5, and 13
· Chapter 5: Lessons 4, 5, 6, 8, 9, and 10
Learning Village:
· Fun With Sorting pg. 71
· Sorting Money pg. 76
Illustrative Mathematics:
· Sort and Count
· Sort and Count II
· Food Sorting Cards
· Animal Sorting Cards
Other Lessons:
· Button Sort
· Pattern Block Sort
· Lesson 1 NY – scroll to pg.5
· Lesson 2 NY – scroll to pg. 5
· Lesson 3 NY – scroll to pg. 4
Continued from page 4
Differentiated Activities
Hands-On Standards:
· Sort by One Attribute Lesson 5
· Sort by Two Attributes Lesson 6
· Determining the Sort Rule Lesson 7
Learning Village:
· Sorting Attribute Blocks
· Who Lives At Your House? pg.81
Other Lessons:
· Sorting Attribute Blocks 1
Activities for Differentiation
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CCGPS / Example/Vocabulary / System Resources
MCCK.MD.1 Describe measurable attributes of objects, such as length or weight. For example, a student may describe a shoe as, “This shoe is heavy! It is also really long!”
Essential Questions
How is length different from weight?
How can I describe the length of an object?
How can I describe the weight of an object?
See page 6 / MCCK.MD.1
This standard asks students to describe measurable attributes of an object, such as length, width, height, and weight. Use everyday activities and real objects to help children understand measurement concepts. Be sure to include activities that use non-standard units of measure, such as blocks, pencils, hands, and feet.
Examples:
· When describing a soda can, a student may talk about how tall, how wide, how heavy, or how much liquid can fit inside.
· A student may describe a shoe with one attribute, “My shoe is wide!”, or more than one attribute, “This shoe is heavy! It’s also really long.”
Vocabulary
length
long
short
weight
heavy
light
See page 6 / Whole Group
BBY:
· What’s My Place, What’s My Value?
Harcourt Math:
· TE 203A
Think Math:
· Chapter 8: Lessons 1, 3, 6-9, and 13
Learning Village:
· Measurement and Me! Pg. 19
Other Lessons:
· Using a Balance Scale
· What is Heavy?
· What is Light?
· What is Long?
· What is Short?
· What is Tall?
Illustrative Mathematics:
· How Heavy
· How Long
Great Ideas
Continued from page 6
Differentiated Activities
Hands-On Standards:
· Nonstandard Measurement of Height Lesson 1
· Sorting by Height Lesson 2
· Sorting by Length Lesson 3
· Estimating and Measuring Length Lesson 4
Other Lessons:
· Measurement Sentence Frames Set 1
· Measurement Sentence Frames Set 2
Differentiation for Length, Height, and Weight
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CCGPS / Example/Vocabulary / System Resources
MCCK.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. For example, directly compare the heights of two children and describe one child as taller/shorter.
Essential Questions
How can I compare two objects by their size?
See page 8 / MCCK.MD.2
This standard asks students to directly compare a measurable attribute of two objects. Direct comparisons are made when objects are put next to each other, such as two children, two books, two pencils. . For example, a student may line up two blocks and say, “This block is a lot longer than this one.” Students are not comparing objects that cannot be moved and lined up next to each other.
When making direct comparisons for length, students should discover the importance of lining up the ends of objects in order to have an accurate measurement.
Example:
· A student compares two pencils and says, “The red pencil is a lot longer than the yellow one.”
· When comparing the volume of two different boxes, ask students to discuss and justify their answers to these questions: Which box will hold the most? Which box will hold least? Will they hold the same amount? Students can decide to fill one box with dried beans then pour the beans into the other box to determine the answers to these questions.
Vocabulary
compare
more of
less of
longer
taller
shorter
See page 8 / Whole Group
BBY:
· Dots
· WMPWMV?
Harcourt Math:
· Chapter 9: Lessons 1, 3, 5(omit p. 216), and 6 (omit p. 218)
Think Math:
· Chapter 8: Lessons 1 and 6
Learning Village:
· Does How I Measure Matter? Pg.22
· Ribbon War pg.29
· Comparing Containers pg. 62
· Shorter or Longer? Pg.32
· Using a Balance Scale pg. 48
· How Heavy is It? Pg.54
· Ordering Containers pg.58
Illustrative Mathematics:
· Size Shuffle
· Which weighs more? Which weighs less?
Other Lessons:
· Comparing Towers
· Which is Heavier?
· Which is Longer?
Great Ideas
Continued from page 8
Differentiated Activities
Hands-On Standards:
· Sorting by Height Lesson 2
· Sorting by Length Lesson 3
Learning Village:
· Rumplestiltskin is My Name pg. 40
· Riddle Me pg. 65
· Which is Longer pg. 44
Other Lessons:
· Is it Longer?
· Is it Shorter?
· Which Weighs More?
Activities for Differentiation:
· Differentiation Comparing Lengths
· Differentiation Comparing Heights
· Differentiation Direct Comparison
· Differentiation Comparing Weights
Click here for other lessons and assessments
CCGPS / Example/Vocabulary / System Resources
MCCK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Essential Questions
What happens when I put two groups together?
What happens when some objects are taken away from a group?
See page 10 / MCCK.OA.1
This standard asks students to demonstrate their understanding of how objects can be joined (addition) and separated (subtraction) by representing addition and subtraction situations in various ways. This objective is focused on understanding the concept of addition and subtraction, rather than reading and solving addition and subtraction number sentences (equations).
Note: Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the standards.)
Vocabulary
join
add
separate
subtract
See page 10 / Whole Group
BBY:
· Dots
· What’s My Place, What’s My Value?
Think Math:
· Chapter 5: Lessons 1-2, 7-10, and 13-14
· Chapter 6: Lessons 1-2, 6, and 12
Other Lessons:
· Addition Plate
· How Many Bears in the Cave?
· How Many Circles
· Creating Cube Trains
· Cube Trains 2
· Cube Trains 3
· Subtraction within 10
· More Subtraction within 10
Ant Math Stories (pg. 24)
Problem at Picnic (pg.29)
One More Animal (pg.7)
One Less Dog (pg. 35)
Differentiated Activities
Hands-On Standards:
· Joining Problems Lesson 1
· Using the Plus Sign Lesson 2
· Separating Problems Lesson 3
· Using the Minus Sign Lesson 4
· Addition: Sums to 10 Lesson 5
· Subtraction: Differences from 10 Lesson 6
Other Lessons:
· Unifix Towers
· Make 5 on the Five Frame
· Rekenrek (pgs. 41, 43, 45, 47)
Activities for Differentiation:
· Differentiation for Adding To
· Differentiation for Putting Together
· Differentiation Act Out Addition
· Differentiation for Taking From
· Differentiation for Taking Apart
· Differentiation for Act Out Subtraction
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CCGPS / Example/Vocabulary / System Resources
MCCK.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 (drawings need not include an equation).
Essential Questions
How can I use different combinations of numbers to represent the same quantity?
See page 12 / MCCK.OA.3
This standard asks students to break apart a number into number pairs. Students need to understand that a set of 5 objects can be broken into two sets (3 and 2) and still be the same total amount (5). This objective also asks students to realize that a set of objects (5) can be broken in multiple ways (3 and 2; 4 and 1). Thus, when breaking apart a set (decomposing), students develop the understanding that a smaller set of objects exists within that larger set (inclusion). This should be developed in context before moving into how to represent decomposition with symbols (+, -, =).
Example: Bobby Bear is missing 5 buttons on his jacket. How many ways can you use blue and red buttons to finish his jacket? Draw a picture of all your ideas.