Troup County School System

CCGPS Math Curriculum Map

Kindergarten – Fourth Quarter

Q4: NY Modules/Eureka Whole Group Resources
Quarter 4 covers standards CC.1, CC.2, CC.3, CC.4, CC.5, CC.6, and NBT.1 from Module 5. Module 6 Standards include CC.4, G.1, G.2, G.4, G.5, and G.6. Use NY Modules-Eureka 5 and 6 to cover these standards. Include the fluency, Concept Development, Problem Set, and Debrief sections daily. Application Problem can be used as an activator when needed. Exit Ticket can be used as a formative assessment when appropriate.
Modules 5 and Module 6
Calendar Time/WMPWMV
Q4 Calendar with What’s My Place, What’s My Value: this should be done every day for 10 minutes
Q4 Whole Group Resources
Pacing Calendar: click here for links to individual whole group lessons
Module 5
Overview: lists lessons, standards, and materials needed
Teacher Manual
Student Blackline Masters
Mid Module Assessment
End Module Assessment
Module 6
Overview: lists lessons, standards, and materials needed
Teacher Manual
Student Blackline Masters
End Module Assessment
Promethean Flipcharts to go with every lesson in the modules. / Q4 Parent Resources
Parent Letters: Module 5
Math News: Topic A (lessons 1-5)
Math News: Topic B (lessons 6-9)
Math News: Topic C (lessons 10-14)
Math News: Topic D (lessons 15-19)
Math News: Topic E (lessons 20-23)
Parent Letters: Module 6
Math News: Topic A (lessons 1-4)
Math News: Topic B (lessons 5-8)
CCGPS / Example/Vocabulary / Differentiation/Supplemental Resources
Underlined standards are linked to GKIDS assessment pages
MCCK.CC.1 Count to 100 by ones and by tens.
Essential Questions
How do I count by 1’s to 100?
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
Refer to beginning of map for all of Module 5 and 6 resources. Refer to Pacing Calendar for individual lessons.
Differentiated/Supplemental Activities – CC.1
BBY Dots
Counting Circles
Pair Share (0-20)
Missing Numbers Game (create cards with different numbers to differentiate)
Technology
BrainPOP Jr.One Hundred
YouTube Video: Counting Super Hero
YouTube Video: I Can Count to 100
ABCYA Math Game: 100 Number Chart
ABCYA Game: Number Grid Fireworks
ABCYA Math Game: Counting Fish
ABCYA Math Game: Fuzz Bugs
ABCYA Math Game: Count to 100
ABCYA Game: Connect the Dots 1-10
ABCYA Game: Connect the Dots 1-20
ABCYA Game: Connect the Dots 1-30
ABCYA Game: Connect the Dots 20-40
ABCYA Game: Connect the Dots 30-50
ABCYA Math Game: Skip Counting
ABCYA Math Game: Numerical Order
Continued from page 2
The following can be found on Promethean Planet website:
Flipchart: Race to 100 By: Jennifer Mitchell
Macarena Count to 100 (Video)
Skip Counting by 10 – Beginner (Video)
Optional Assessment
CC.1 Assessment
Formative Assessment for CC.1-3
Assessment Activities for CC.1 - 4
(Can also be used as a GKids assessment tool.)
CCGPS / Example/Vocabulary / Differentiation/Supplemental Resources
MCCK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones to understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8)
Essential Questions
How can I break a number apart into a group of ten and some ones? / MCCK.NBT.1
This standard asks students to explore the numbers 11-19 using representations, such as manipulatives or drawings. Students should be able to put together (compose) and take apart (decompose) these numbers into ten ones and some more ones using objects and drawings.
The spirit of this standard is that students separate out a set of 11-19 objects into a group of ten objects with leftovers. This ability is a pre-cursor to later grades when they need to understand the complex concept that a group of 10 objects is also one ten (unitizing). Ample experiences with ten frames will help solidify this concept.
Since this set of numbers do not follow a consistent pattern in the verbal counting sequence, teaching them as the “teen numbers” is helpful. For example, when focusing on the number “14,” students should count out fourteen and then use those objects to make one group of ten ones and four additional ones. Students should recognize the pattern that exists in the teen numbers; every teen number is written with a 1 (representing one ten) and ends with the digit that is first stated.
Example:
·  When asked to represent 13, a student can count by ones and show 13 beans. The student can also represent 13 with a group of ten singles (a bean stick with ten beans) and 3 singles.
Vocabulary
ten ones
number words (eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen) / Differentiated/Supplemental Activities – NBT.1
BBY Dots
Teen Frame Talk (11-12)pg. 27
Teen Frame Talk (13-19)pg. 32
Moving a Cup of 10 pg. 55
Cubes on the Ten Frame
Teens on the Rekenrek
Teens on the Ten Frame
Teens on the Ten Frame Book 1
Teens on the Ten Frame Book 2
Building Teen Numbers (pg. 53)
Intro to Ten Frames (pg.59)
Label Ten Frames (pg.64)
Mystery Numbers (pg.70)
On and Off Ten Frame (pg.73)
Ring Around Tens (pg.80)
Make Set of Less, Same, More pg. 46
Making A 10 and Carry On pg. 60
Race to 100 pg. 65
Tens and Ones with Unifix Cubes
My Double Ten-Frame Riddle
Dot and Numeral Cards
Tens and Ones
More Tens and Ones
Differentiation for 11 and 12
Differentiation for 13 and 14
Differentiation for 15
Differentiation for 16 and 17
Differentiation for 18 and 19
Show a Number in Different Ways
Technology
BrainPOP Jr.Comparing Numbers
Continued from page 4
YouTube Video: Numbers in the Teens (Have a group of 10)
YouTube Video: Numbers in the Teens (They start with a 1.)
ABCYA Math Game: Connect the Dots 1-20
ABCYA Math Game: Base 10 Fun
ABCYA Math Game: Base 10 Blocks
The following can be found on the Promethean Planet website:
Flipchart: Composing and Decomposing with Frozen Characters
Flipchart: Compose-Decompose Numbers
Flipchart: Making Teen Numbers Using Ten Frames
Optional Assessment
K.NBT.1 - Assessment
Formative Assessment for NBT.1
(Can also be used as a GKids assessment tool.)
CCGPS / Example/Vocabulary / Differentiation/Supplemental Resources
MCCK.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).
Essential Questions
How can we record what we count?
Why do we use numbers? / MCCK.CC.3
This standard asks students to write the numerals 0-20 and use the written numerals 0-20 to represent the amount within a set.
Like counting to 100 by either ones or tens, writing numbers from 0 to 20 is a rote process. Initially, students mimic the actual formation of the written numerals. Numbers have meaning when children can see mental images of the number symbols. Using dot cards, dominoes, and number cubes all create different mental images for relating quantity to number words and numerals.
Examples:
·  A student counts 9 objects, then the written numeral “9” is recorded. Students can record the quantity of a set by selecting a number card/tile (numeral recognition) or writing the numeral.
·  A student creates a set of objects based on the numeral presented. For example, if a student picks up the number card “13”, the student then creates a pile of 13 counters.
Vocabulary
numbers
numerals / Differentiated/Supplemental Activities – CC.3
Race to Trace (1-6)
Race to Trace (2-12)
Representing Numbers in 3 Ways
Number Poems
Handwriting Sheets 1-10
BBY Dots
Dice Race Game
Activities For Differentiation
Technology
Lessons/Activities: Writing Numbers Video
BrainPOP Jr.Place Value
BrainPOP Jr.One Hundred
BrainPOP Jr.Counting Coins
BrainPOP Jr.Place Value
BrainPOP Jr.Adding and Subtracting Tens
ABCYA Math Game: Counting Fish
ABCYA Math Game: Birthday Candle Counting
ABCYA Math Game: Number Match
The following can be found on Promethean Planet Website:
Flipchart: Counting to 20
Flipchart: Gingerbread Man – Counting Buttons (Write 1-10)
Flipchart: Gingerbread Man – Counting Buttons (Write 11-19)
Optional Assessment
Formative Assessment for CC.1-3 (Can also be used as a GKids assessment tool.)
CCGPS / Example/Vocabulary / Differentiation/Supplemental Resources
MCCK.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
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 (cardinality).
c.  Understand that each successive number name refers to a quantity that is one larger.
Essential Questions
How do I know how many objects are in a group? / CC.4 b and c
Students answer the question “How many are there?” by counting objects in a set and understanding that the last number stated when counting a set (…8, 9, 10) represents the total amount of objects: “There are 10 bears in this pile.” (This is cardinality.) Students should understand that the same set counted three different times will end up being the same amount each time. Thus, a purpose of keeping track of objects is developed. Therefore, a student who moves each object as it is counted recognizes that there is a need to keep track in order to figure out the amount of objects present. The goal of this objective is for students to be able to count a set of objects; regardless of the formation those objects are placed. / Differentiated/Supplemental Activities– CC.4
More or Less Guess pg. 72
More or Less pg. 59
Five Frame Match
Five Frame Flash
Five Frame Numeral Match
Five Frame Concentration
Ten Frame Dice Match
Ten Frame Numeral Match
Ten Frame Flash
Fill The Frame 1-10
BBY Dots
Activities for Differentiation - Circle 5

Technology
ABCYA Math Game: Birthday Candle Count
ABCYA Math Game: Counting Fish
ABCYA Math Game: Fuzz Bugs
ABCYA Math Game: Number Match
The following can be found on Promethean Planet webstite:
Flipchart: Counting Fun
Flipchart: How Many Gingerbread (11-20)
Optional Assessment
Assessment Activities for CC.1 - 4
CC.4 Assessment
CC.4b Assessment
(Can also be used as GKids assessment tools.)
CCGPS / Example/Vocabulary / Differentiated/Supplemental Activities
MCCK.CC.5 Count to answer “how many” questions.
a.  Count to answer “how many” questions about as many as 20 things arranged in a variety of ways (a line, a rectangular array, or a circle), or as many as 10 things in a scattered configuration.
b.  Given a number from 1-20, count out that many objects.
c.  Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts).
Essential Questions
How do I know how many objects are in a group?
How do I keep track of the objects I have counted?
How do I count objects to show a given number?
What does a penny look like? / MCCK.CC.5
This standard asks students use counting strategies to help them organize the counting process to avoid re-counting or skipping objects. Based on early childhood mathematics experts, such as Kathy Richardson, students go through a progression of four general ways to count. These counting strategies progress from least difficult to most difficult. First, students move objects and count them as they move them. The second strategy is that students line up the objects and count them. Third, students have a scattered arrangement and they touch each object as they count. Lastly, students have a scattered arrangement and count them by visually scanning without touching them.
Depending on the amount of objects to be counted, students may move the objects as they count each, point to each object as counted, look without touching when counting, or use a combination of these strategies. It is important that children develop a strategy that makes sense to them based on the realization that keeping track is important in order to get an accurate count, as opposed to following a rule, such as “Line them all up before you count”, in order to get the right answer.
Vocabulary
Count
penny / Differentiated/Supplemental Activities – CC.5
Number Jigsaws
Playdough Numbers
Picture Count
Coloring Shapes
Differentiation for up to 10
Differentiation for up to 20
Concentration – Beginner Advanced
Math Read Aloud Task Cards:
Ten Black Dots
The Enormous Watermelon
The Very Hungary Caterpillar
Rooster’s Off to See the World
Technology
BrainPOP Jr.One Hundred
BrainPOP Jr.Arrays
BrainPOP Jr.Counting Coins
BrainPOP Jr.Place Value
BrainPOP Jr.Adding and Subtracting Tens
GameUpJelly Bean
ABCYA Math Game: Counting Fish
ABCYA Math Game: Birthday Candle Count
ABCYA Math Game: Learning Coins
The following can be found on Promethean Planet website:
Flipchart: Count out Pennies to 30 Cents
Flipchart: Mr. Bevil’s Kindergarten Counters
Optional Assessment
Formative Assessment for CC.4 & 5 (Can also be used as a GKids assessment tool.)
CCGPS / Example/Vocabulary / Differentiation/Supplemental Activities
MCCK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Essential Questions
How do I count forward by 1’s from any number to 25? / 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.