Troup County School System

CCGPS Math Curriculum Map

Kindergarten –Second Quarter

Q2: NY Modules/Eureka Whole Group Resources
Quarter 2 covers standards In Modules 2 and 3. Module 2 Standards are G.1, G.2, G.3, G.4, and MD.3. Module 3 standards are MD.1, MD.2, CC.6 and CC.7. Use NY Modules/Eureka 2 and 3 to cover these standards. Include the Fluency section, Concept Development section, Problem Set section, and Debrief sections daily. Application Problem can be used as an activator when needed. Use the Exit Ticket as a Formative Assessment when appropriate.
Modules 2 and Module 3
Calendar Time/WMPWMV
Q2 Calendar with What’s My Place, What’s My Value: This should be done every day for 10 minutes.
**CC.1 (Counting 0-100 by 1’s & 10’s) and CC.2 (Counting forward from a given number) will not be introduced until quarter 4 in the NY Module/Eureka Modules. These should be taught during What’s My Place, What’s My Value daily/Calendar Time daily.
Q2 Whole Group Resources
Pacing Calendar: click here for links to individual whole group lessons
Module 2
Overview: lists lessons, standards, and materials needed
Teacher Manual
Student Blackline Masters
End Module Assessment
Module 3
Overview: lists lessons, standards, and materials needed
Teacher Manual
Student Blackline Masters
Mid Module Assessment
End Module Assessment
Promethean Flipcharts to go with every lesson in Modules. / Q2 Parent Resources
Parent Letters: Module 2
Math News: Topic A (lessons 1-5)
Math News: Topic B (lessons 6-8)
Math News: Topic C (lessons 9-10)
Parent Letters: Module 3
Math News: Topic A (lessons 1-3)
Math News: Topic B (lessons 4-7)
Math News: Topic C (lessons 8-12)
Math News: Topic D (lessons 13-15)
Math News: Topic E (lessons 16-19)
Math News: Topic F (lessons 20-24)
Math News: Topic G (lessons 25-28)
Math News: Topic H (lessons 29-32)
CCGPS / Example/Vocabulary / Differentiation/Supplemental Resources
Underlined standards are linked to GKIDS assessment pages.
MCCK.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, behind, next to, left, and right.
Essential Questions
Where can we find shapes in the world?
How can I identify shapes in the world?
What is a square? Circle? Triangle? Rectangle? Hexagon? Cube? Cone? Cylinder? Sphere?
How do direction words help us find an object? / MCCK.G.1
This standard asks students to locate and identify shapes in their environment. For example, a student may look at the tile pattern arrangement on the hall floor and say, “Look! I see squares! They are next to the triangle.”
This standard also asks students to use positional words to describe objects in the environment. Kindergarten students need to focus first on location and position of two-and-three-dimensional objects in their classroom prior to describing location and position of two-and-three-dimension representations on paper. Note: Be sure to include left and right as positional words.
Vocabulary
shape
square
circle
triangle
rectangle
hexagon
cube
cone
cylinder
sphere
above
below
beside
in front of
behind
next to / Whole Group
Refer to beginning of map for all of Module 2 and 3 resources. Refer to Pacing Calendar for individual lessons.
Differentiated/Supplemental Activities – G.1
BBY Dots
Where is Abe pg. 47
Explore Shapes pg. 37
What shape is this pg. 20
Copycat pg. 44
Listen and Do! Pg. 41
Shapes on the Geoboard
Barrier Game Grid and Positional Words
Placing 2D Shapes
Placing 3D Shapes
Geometry Sentence Frames – Set 1 (do not have to teach trapezoid)
Pattern Block Barrier Game:
Game
Game Grid (1x3)
3D Shape Sort Cards
Playdoh Shape Mats
Technology
BrainPOP Jr.Plane Shapes
BrainPOP Jr.Solid Shapes
ABCYA Math Games: Shape Match
ABCYA Math Games: Shapes & Colors Bingo
ABCYA Math Games: Shape Construction
YouTube Video: Where Am I Now? The Position Song
Continued from page 2
The following can be found on the Promethean Planet website:
Flipchart: What is a 3D Shape?
Flipchart: Solid Shapes & Postions
Optional Assessment
G.1 Assessment
CCGPS / Example/Vocabulary / Differentiated/Supplemental Resources
MCCK.G.2 Correctly name shapes regardless of their orientations or overall size.
Essential Questions
What makes shapes different from each other? / MCCK.G.2
This standard asks students to identify shapes by their defining attributes, such as number of sides, not by their orientation or size. Students at this level do not yet recognize triangles that are turned upside down as triangles, since they don’t “look like” triangles. Students need ample experiences looking at and manipulating shapes with various typical and atypical orientations. Through these experiences, students will begin to move beyond what a shape “looks like” to identifying particular geometric attributes that define a shape.
Examples:
·  Teacher displays many types of triangles in different orientations in order to eliminate the misconception that a triangle is always right-side-up and equilateral.

·  Teacher brings in a variety of spheres (tennis ball, basketball, globe, ping pong ball, etc) to demonstrate that size doesn’t change the name of a shape.
Vocabulary
square
circle
triangle
rectangle
hexagon
cube
cone
cylinder
sphere / Differentiated/Supplemental Activities – G.2
Going On a Shape Hunt pg.26
Shape sort pg. 51
Exploration of Shapes pg.37
Read the story “The Shape of Things” and complete this activity
Shape Robot Book
Pattern Block Packet of Activities
What Shape Is This? Pg.20
Shape Sort
It’s Not Just A….
Geometry Sentence Frames Set 2
Shape Hunt 1
Technology
BrainPOP Jr.Plane Shapes
BrainPOP Jr.Solid Shapes
ABCYA Math Games: Shape Match
ABCYA Math Games: Shapes & Colors Bingo
ABCYA Math Games: Shape Construction
YouTube Video: Shapes Song 2
YouTube Video: Shape Name Game – Shape Song Video
YouTube Video: 3D Shapes I Know
The following can be found on the Promethean Planet website:
Flipchart: Shapes
Optional Assessment
G.2 Assessment
CCGPS / Example/Vocabulary / Differentiated/Supplemental Resources
MCCK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Essential Questions
Which shapes are two-dimensional?
Which shapes are three-dimensional? / MCCK.G.3
This standard asks students to identify objects that are flat as 2- dimensional and objects that are solid as 3- dimensional. This standard can be done by having students sort flat and solid objects, or by having students describe the appearance or thickness of shapes.
Examples:
·  Student names a shape as two-dimensional because it is flat and can be measured in only two ways (length and width).
·  Student names an object as three-dimensional because it is not flat (it is a solid object/shape) and can be measured in three different ways (length, width, height/depth).
·  Teacher asks, “Is this can of beans two or three dimensional? How do you know? What’s the name of the three dimensional shape?”
Vocabulary
two-dimensional
flat
three-dimensional
solid
shapes: square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere / Differentiated/Supplemental Activities – G.3
What’s in the Bag? (Flat or Solid) pg. 59
Exploration of Shapes pg.37
Shape Sort pg. 51
Going on Shape Hunt (solids) pg. 20
Geometry Sentence Frames (set 3)
Touch It, Count It, Chart It pg.55
Technology
BrainPOP Jr.Plane Shapes
BrainPOP Jr.Solid Shapes
ABCYA Math Games: Shape Match
ABCYA Math Games: Shapes & Colors Bingo
ABCYA Math Games: Shape Construction
The following can be found on the Promethean Planet website:
Flipchart: Flat or Solid: A Shape Sorting Center
Optional Assessment
G.3 Assessment
CCGPS / Example/Vocabulary / Differentiation/Supplemental Resources
MCC.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).
Essential Questions
What is a side and how do I find out how many sides a shape has?
What is a corner and how do I find out how many corners a shape has?
How are shapes the same and how are they different? / MCC.K.G.4
This standard asks students to analyze and compare 2-D and 3-D shapes by observation. Students should relate one shape to another as they note similarities and differences between and among 2-D and 3-D shapes. They should begin to describe shapes using informal language and then refine their vocabulary to include sides and vertices/corners. These experiences help young students begin to understand how 3-dimensional shapes are composed of 2-dimensional shapes (e.g.., the base and the top of a cylinder is a circle; a circle is formed when tracing a sphere).
Examples:
·  When comparing a triangle and a square, the student notes that they both have sides, but the triangle has 3 sides while the square has 4.
·  Students will recognize that a square is a special type of rectangle.
·  Students notice that the faces on the cube are all square shapes.
Vocabulary
side
vertices/corner
angle
length
equal
same
different
shapes: square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere / Differentiated/Supplemental Activities – G.4
Attributes Rule! Pg. 33
Shape Sort pg. 51
Connecting Plane/Solid Figures (pg.83)
Create and Design Shapes (pg.87)
Shape Poster – print off on poster maker
Shapes, Shapes and Shapes
Technology
BrainPOP Jr.Congruent and Similar Shapes
BrainPOP Jr.Solid Shapes
BrainPOP Jr.Plane Shapes
ABCYA Math Games: Shape Match
ABCYA Math Games: Shapes & Colors Bingo
ABCYA Math Games: Shape Construction
The following can be found on the Promethean Planet website:
Flipchart: Shape Central
Optional Assessment
Cumulative Assessment for all Geometry Standards pg.63
CCGPS / Example/Vocabulary / Differentiated/Supplemental Resources
MCCK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
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? / MCC.K.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, etc)
more
less
same amount / Differentiated/Supplemental Activities – MD.3
Sorting Attribute Blocks 1
Who Lives At Your House? pg.81
Sorting Attribute Blocks
Sort and Count
Sort and Count II
Food Sorting Cards
Animal Sorting Cards
Button Sort
Pattern Block Sort
Sorting Money pg.76
Technology
BrainPOP Jr.Plane Shapes
BrainPOP Jr.Counting Coins
BrainPOP Jr.Arrays
BrainPOP Jr.Counting On
GameUpJelly Bean
ABCYA Math Game: Fuzz Bugs
YouTube Video: Sesame Street – Zoe demonstrates “same” and “different”
YouTube Video: The Same or Different Game 1
The following can be found on the Promethean Planet website:
Flipchart: Back to School Sorting
Optional Assessment
Formative Assessment for MD.3 (Can also be used as a GKids assessment tool.)
CCGPS / Example/Vocabulary / Differentiated/Supplemental 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? / 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 / Differentiated/Supplemental Activities – MD.1
Measurement and Me! Pg. 19
How Heavy
How Long
Using a Balance Scale
Measurement Sentence Frames Set 1
Measurement Sentence Frames Set 2
Differentiation for Length, Height, and Weight
Technology
BrainPOP Jr.Ounces, Pounds, and Tons
BrainPOP Jr.Inches and Feet
YouTube Video: Measure, Yeah, Measure
YouTube Video: Ernie’s HEAVY and LIGHT Game
The following can be found on the Promethean Planet website:
Flipchart: Let’s Sort Measurable Attributes (An Active Board Math Center Activity
Optional Assessment
MD 1(Can also be used as a GKids assessment tool.)
CCGPS / Example/Vocabulary / Differentiated/Supplemental 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? / 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.”