RoswellIndependentSchool District
Math Curriculum Map 2011
Kindergarten Targets by Quarter
Quarter 1
Houghton Mifflin Math Teacher Edition (HM TE)Houghton Mifflin Math Expressions (HMME)
Target & Essential Question / ActivitiesAssessment / Resources / NM Standards / Core StandardsActivities listed in this Kindergarten Curriculum Map are to be used as culminating events for assessment purposes.
1. Target: Possesses a working knowledge of the base ten number system, including ones and tens.Counts and represents numbers 0-25.
Essential Question:
How is the base ten number system used in the real world? / Activities:Students may use a variety of manipulatives to count from 0-25.
Assessment: Teacher observationand checklist.100% accuracy.
Activities:Students will create and draw numbers using a 10 block grid or a 20 block grid.
Assessment: Student produced product from Number Literacy documents. 100% accuracy / HM TE – Chapter 3, 7, 8, 15
HMME – Unit 1 Lesson 1, 3- 8, 11
Unit 2 – Lesson 2
Unit 5 – Lesson 5
HM - Problem of the Day
Number Literacy (NL)
- What’s My Place What’s My Value
- Reading and Writing the Language of Numbers
- Number Words 0-10
- Number Words 11-20
- Modeling Numbers 0-100
c. compare and order whole numbers up to 20
e.use an organized counting method to keep track of quantities while counting (one-to-one correspondence) (e.g., touch object once and only once as counting a set) / K.CC
1.Count to 100 by ones and by tens.
2.Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
2. Target: Reads, writes, and uses pictures, objects, or numerals to represent quantities to 20.
Reads, writes, and represents numbers 0-10.
Essential Question:
How can quantities to 100 be represented? / Activities:Students may use a variety of manipulatives to count.Students will use a ten-frame and ten counters (or other manipulatives).Move counters from one pile to another counting to various given numbers. Write the number of counters used for each given number.
Assessment: Teacher observation and student product.100% accuracy / HM TE – Chapter 3, 7
HMME – Unit 4 Lesson 7, 9
HM - Problem of the Day
Number Literacy (NL)
- Modeling Numbers 0-100
- Making 10
- Numbers & Words 0-10
- Numbers & Word 11-20
- Reading Writing the Language of Numbers
a. count with understanding and recognize “how many” in sets of objects up to 20
b. reads and writes whole numbers up to 20
d. connect numerals to the quantities they represent using various physical models
e. use an organized counting method to keep track of quantities while counting (one-to-one correspondence) (e.g., touch object once and only once as counting a set)
K.N.2.1
Represent numbers using pictures, objects, or numerals. / 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).
7.Compare two numbers between 1 and 10 presented as written numerals.
3. Target: Counts, compares, sorts and orders objects by attributes such as size, shape, color, number, etc.
Sorts by size, shape and color.
Essential Question:
What are the shapes we know about? / Activities:Students create attribute cards from HMME student activity book pg. 137. Students will sort their cards according to size, shape and color.
Assessment: Teacher observation and student product.100% accuracy
Activities:Students may also use pattern blocks to sort according to size, shape and color.
Assessment: Teacher observation and student product.100% accuracy
Activities:Students will create and draw numbers using a 10 block grid reproducible from Number Literacy: Numbers and Words.100% accuracy
Assessment: Teacher observation and student product. / HM TE – Chapter 3-4
HMME – Unit 3 Lesson 10
HM - Problem of the Day
Number Literacy (NL)
- Number and Words 0-10
- Number and Words 11-20
- Modeling Numbers 0-100
- 2D & 3D Shape Bait
- What’s My Place What’s My Value
- Reading and Writing the Language of Numbers
- HM Manipulatives Pack
a. count with understanding and recognize “how many” in sets of objects up to 20.
d. connect numerals to the quantities they represent using various physical models.
f. order sets of objects and numbers from least to most or most to least
K.A.1.1
Identify the attributes of objects (e.g., the ability to identify attributes is a foundational skill for sorting and classifying)
K.A.1.2
Sort, classify, and order objects by size, number, and other properties. / 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 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.
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.
4. Target: Recognizes, reproduces, describes, extends, creates, compares, and translates repeating patterns (e.g., color, shape, size, sound, movement, and simple numbers).
Recognizes and describes a simple repeating pattern.
Essential Question:
What is the use of patterning in the real world? / Activities:Distribute 10 red square inch tiles and 10 blue square inch tiles to each student. Students will demonstrate a repeating pattern. (Alternative manipulatives may be used.)
Assessment: Teacher observation and student product.100% accuracy / HM TE – Chapter 1
HMME – Unit 2 Lesson 6, 7
HM - Problem of the Day
Number Literacy (NL)
- HM Manipulatives Pack
- NL Baits
Recognize, reproduce, describe, extend, and create repeating patterns (e.g., color, shape, size, sound, movement, and simple numbers).
5. Target: Uses concrete objects to solve simple addition problems.
Uses concrete objects to model simple addition problems (combine two groups).
Essential Question:
How do we make addition equations? / Activities:Students will use 5 cubes of one color and 5 cubes of a different color and work in pairs.One partner will create a train with a specified number of one color. The other partner will create a train with a specified number of the other color. Students will join the cubes together modeling the addition concept of joining two groups. As the activity is taking place the teacher will discuss the concept of adding and combining groups.
Assessment: Teacher observation and student product.100% accuracy / HM TE – Chapter 13
HMME – Unit 4 Lesson 3
Unit 4 Lesson 20
HM - Problem of the Day
Number Literacy (NL)
- Addition Facts 0-10
- Addition Facts 11-20
- Making 10
Use concrete objects to solve simple addition and subtraction story problems (e.g., oral not written).
K.A.2.1
Use concrete, pictorial, and verbal representation to develop an understanding of invented and conventional symbols. / 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.
2. Solve addition and subtraction word problems, and add and subtract within 10, (e.g., by using objects or drawings to represent the problem.)
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.)
5. Fluently add and 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 equation (e.g., 18 = 10 +8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
6. Target: Uses concrete objects to solve simple subtraction problems.
Uses concrete objects to model simple subtraction problems (decompose two groups).
Essential Question:
How do we make subtraction equations? / Activities: Students will need 10 cubes and HM Workmat #7. Students will make a train of 8 cubes and place in the whole section of the map. Then they will remove 2 cubes from the train and move them to one of the Parts sections. Ask how many cubes are left? Students will move the remaining cubes to the other Parts section. Discuss the idea of subtraction. Repeat the process with other examples.
Assessment: Teacher observation and student product.100% accuracy / HM TE – Chapter 14
HM - Problem of the Day
Number Literacy (NL)
- Beginning Subtraction 0-10
- Subtraction Facts 0-10
- Substitution Facts 11-20
- Making Ten
Use concrete objects to solve simple addition and subtraction story problems (e.g., oral not written).
K.A.2.1
Use concrete, pictorial, and verbal representation to develop an understanding of invented and conventional symbols. / 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.
2. Solve addition and subtraction word problems, and add and subtract within 10, (e.g., by using objects or drawings to represent the problem.)
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).
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.)
5. Fluently add and 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 equation (e.g., 18 = 10 +8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
7. Target:Collects data about objects and events in the environment to answer simple questions (e.g., brainstorm questions about self and surroundings, collect data, and record the results using objects, pictures, and pictographs).
Collects and records data.
Essential Question:
How does information we collect help us answer questions? / Activities:Students will need 5 two-color counters each (red and yellow sided), HM Learning Tool 17, and a red and yellow crayon. Students will work in pairs taking turns tossing a counter, saying its color and placing it on their grids. Students will continue until all their counters have been placed. Students will remove their counters one at a time, color them in the space and record their data.
Assessment: Teacher observation and completed grid. 80% accuracy / HM TE – Chapter 4
HMME – pg. 113 A and B, pg. 184 A-D
HM - Problem of the Day
Number Literacy (NL)
- 10, 20, 100 Blank Grid
- Data Graph
Model situations that involve whole numbers using objects or pictures.
K.D.1.1
Collect data about objects and events in the environment to answer simple questions (e.g., brainstorm questions about self and surroundings, collect data, and record the results using objects, pictures, and pictographs).
K.D.2.1
Describe simple data and pose questions about the data.
K.D.3.1
Make simple predictions.
K.D.4.1
Answer questions that relate to the possibility of familiar events happening or not.
8. Target:Utilizes specific vocabulary to model, explain, draw, demonstrate, connect, and describe changes in various contexts.
Models changes of the four seasons (weather bear, etc.).
Essential Question:
What are the changes in the four seasons? / Activities:Divide poster paper into sections labeled Winter, Spring, Summer and Fall. Students will cut from catalogs pictures of clothes worn in each season. Have children glue the pictures to the appropriate sections of the poster.
Assessment: Teacher observation and completed poster. 80% accuracy (3 out of 4 seasons correct) / HM TE – pg. 167 B
HMME – pg. 113 A and B, pg. 184 A-D
HM - Problem of the Day
/ K.A.4.1
Verbally describe changes in various contexts (e.g., plants or animals growing over time).
9. Target: Sorts, classifies orders, describes, identifies, and compares 2D & 3D geometric objects and their attributes (for example circle, oval, triangle, quadrilateral, square, rectangle, regular hexagons, cube, sphere, cone, and cylinder).
Sorts and classifies 2D objects and their attributes.
Essential Question:
How can the five shapes be described using attributes? / Activities: Students will sort and classify pattern blocks by various attributes.
Assessment: Teacher observationand student product. 100% accuracy / HM TE – Chapter 5
HM - Problem of the Day
Number Literacy (NL)
- Shape Bait
Identify the attributes of objects (e.g., the ability to identify attributes is a foundational skill for sorting and classifying).
K.A.1.2
Sort, classify, and order objects by size, number, and other properties.
K.G.1.1
Identify common objects in their environments and describe their geometric features:
a. describe, identify, model, and draw common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone)
b. compare familiar plane and solid objects by common attributes (e.g., shape, size, number of corners)
10. Target: Uses Specific Vocabulary to Describe Geometric Ideas
Uses specific vocabulary to get from one location to another (e.g. how to get to a destination).
Essential Question:
What vocabulary can be used to describe going from one location to another? / Activities: Students will use specific vocabulary to describe how to get to a certain location within the school (library, office, nurse, etc.)
Assessment: Teacher Observationand checklist. 100% accuracy / HM TE – Chapter 1
HM - Problem of the Day
/ K.G.2.2
Use spatial vocabulary (e.g., left, right, above, below) to describe relative positions.
K.G.4.1
Describe how to get from one location to another (e.g., how to get to the library).
K.G.3.1
Use manipulatives (e.g., puzzles, tangrams, blocks) to demonstrate rotation (e.g., turns), translations (e.g., slides), and reflection (e.g., flips).
K.G.3.2
Investigate the symmetry of two-dimensional shapes (e.g., by folding or cutting paper, using mirrors).
11. Target: Recognizes and describes spatial relationships.
Finds and describes geometric shapes in nature or architecture(circle, oval, triangle, quadrilateral, square, rectangle, regular hexagons).
Essential Question:
How are spatial relationships used in everyday life? / Activities: Students will work in groups to look through magazines to find pictures of real-world objects that are comprised of shapes. Students will cut out the pictures and glue them on a poster. Students will then share their poster and name the solids that were discovered.
Assessment: Teacher observation and finished product.100% accuracy / HM TE – Chapter 5
HM - Problem of the Day
Number Literacy (NL)
- Baits
Follow simple directions to find a specific location in space.
K.G.4.1
Describe how to get from one location to another (e.g., how to get to the library).
K.G.4.2
Find and describe geometric shapes in nature or architecture.
12. Target: Describes measurement properties utilizing standard and non-standard units of measurement.
Compares the length or weight of two objects.
Essential Question:
What is the relationship between standard and non-standard units of measure? / Activities: Students will build and create a cube train. Students will trace the train. Then students will add cubes to make the train longer. Students will identify the train as longer than the traced train. Students will also work backwards to demonstrate shorter.
Assessment:Teacher observation and completed project.100% accuracy
Activities: Students will find objects in the classroom and make comparisons according to their weights. Students may confirm their observations through the use of a balance.
Assessment: Teacher observation andcompleted project.100% accuracy / HM TE – Chapter 11, 12
HMME –Unit 6 Lesson 7-9
HM - Problem of the Day
Number Literacy (NL)
- Baits
Describe and compare, using appropriate concepts and vocabulary, the measurable properties of length (e.g., shorter, longer, taller), volume (e.g., full, empty), weight (e.g., heavy, light), and time (e.g., before, after, morning, afternoon, days of week).
K.M.1.2
Use tools to make predictions (e.g., using a balance scale, predicting how many cups a container will hold and then filling it to check the prediction).
K.M.1.3
Measure using non-standard units of measurement (e.g., use pencils to measure desk top, use different lengths of rope to measure distance in classroom).
K.M.2.1
Explore measuring objects using a repeating non-standard unit of measurement (e.g., paper clips, cubes, etc.).
13. Target: Identifies and Counts Coins
Identifies pennies and their value.
Essential Question:
How are coins and their values used? / Activities: Students will look at a collection of five pennies and identify the coin, its value, and total value.
Assessment: Teacher observation and student product. 100% accuracy / HM TE – Chapter 10
HM - Problem of the Day
Money Manipulatives
Number Literacy (NL)
- Money Bait
14. Target: Uses digital and analog (face) clocks to tell time to the hour; identifies days, weeks, months and dates on a calendar.
Graphically illustrates daily routines, including day and night; introduce calendar concepts (days of the week and months of the year).
Essential Question:
How do we use time? / Activities: Students will fold a paper into 3 parts, heading each part with the headings: morning, afternoon and evening. Students will draw a picture under each heading of something they do during that time of day.
Assessment: Teacher observation and student produced work.100% accuracy / HM TE – pg. 165A-166C
HMME –pg. 175A-180
HM - Problem of the Day
Number Literacy (NL)
- Time Bait
- Simple Clocks
Use digital and analog (face) clocks to tell time to the hour.
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