Growing with Mathematics

Growing with Mathematics

Kindergarten

Growing With Mathematics

GWM Content/
Lessons /

State Indicators

/ Timeline / Assessment / Comments
Getting Started
Lessons: / GS-W1 D1-5: Introduce listening/participation
GS-W2-D1-D3, D5:
M 1Identify units of time (day, week, month, year) and compare calendar elements; e.g., weeks are longer than days.
GS-W2-D4:
DAP1 Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes. / September / NA
Sorting and Classifying
Lessons:
Sorting and Classifying (cont.)
Lessons: / T1-W1-D1-D5:
PFA1- Sort, classify and order objects by size, number and other properties.
T1-W2-D2-D3:
PFA1- Sort, classify and order objects by size, number and other properties.
DAP2 Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.
DAP3 Select the category or categories that have the most or fewest objects in a floor or table graph.
T1-W2-D5:
DPA1 Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.
DAP 2- Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.
DAP 3- Select the category or categories that have the most or fewest objects in a floor or table graph. / September
September / Task 1
Task 1
Counting to Ten
Lessons:
Counting to Ten (cont.)
Lessons:
Counting to Ten (cont.)
Lessons: / T2-W1-D1:
PFA1 Sort, classify and order objects by size, number and other properties.
T2-W1-D2-D3:
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
NSO1 Compare and order whole numbers up to 10.
T2-W1-D3:
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
NSO1 Compare and order whole numbers up to 10.
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
T2-W1-D4:
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
NSO1 Compare and order whole numbers up to 10.
T2-W1-D5:
NSO1 Compare and order whole numbers up to 10.
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
T2-W2-D1:
PFA1 Sort, classify and order objects by size, number and other properties.
DAP1 Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.
T2-W2-D2:
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
NSO6 Construct multiple sets of objects each containing the same number of objects.
T2-W2-D3-D5:
NSO1 Compare and order whole numbers up to 10.
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
T2-W2-D5:
NSO 13 Recognize the number or quantity of sets up to 5 without counting; e.g., recognize without counting the dot arrangement on a domino as 5.
PFA 1- Sort, classify and order objects by size, number and other properties.
NSO 7- Compare the number of objects in two or more sets when one set has one or two more, or one or two fewer objects. / October
October
October / Task 2
Task 2
Task 2
Space, 3-D Shapes, and Patterns
Lessons:
Space, 3-D Shapes, and Patterns (cont.)
Lessons:
Space, 3-D Shapes, and Patterns (cont.)
Lessons: / T3-W1-D1:
NSO 1 Compare and order whole numbers up to 10.
T3-W1-D2-D5:
G2 Name and demonstrate the relative position of objects as follows:
a. place objects over, under, inside, outside, on, beside, between, above, below, on top of, upside-down, behind, in back of, in front of;
b. describe placement of objects with terms, such as on, inside, outside, above, below, over, under, beside, between, in front of, behind.
T3-W2-D1:
DAP1 Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.
DAP2 Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.
DAP3 Select the category or categories that have the most or fewest objects in a floor or table graph.
T3-W2-D2-D5:
G1 Identify and sort two-dimensional shapes and three-dimensional objects.
DAP2 Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.
DAP3 Select the category or categories that have the most or fewest objects in a floor or table graph.
T3-W2-D5:
PFA1 Sort, classify and order objects by size, number and other properties.
M2 Compare and order objects of different lengths, areas, weights and capacities; and use relative terms, such as longer, shorter, bigger, smaller, heavier, lighter, more and less.
G2 Name and demonstrate the relative position of objects as follows:
a. place objects over, under, inside, outside, on, beside, between, above, below, on top of, upside-down, behind, in back of, in front of;
b. describe placement of objects with terms, such as on, inside, outside, above, below, over, under, beside, between, in front of, behind.
T3-W3-D1:
PFA2 Identify, create, extend and copy sequences of sounds (such as musical notes), shapes (such as buttons, leaves or blocks), motions (such as hops or skips), and numbers from 1 to 10.
PFA3 Describe orally the pattern of a given sequence.
T3-W3-D2-D5:
PFA2 Identify, create, extend and copy sequences of sounds (such as musical notes), shapes (such as buttons, leaves or blocks), motions (such as hops or skips), and numbers from 1 to 10.
PFA3 Describe orally the pattern of a given sequence.
PFA4 Model a problem situation using physical materials.
G1-Identify and sort two-dimensional shapes and three-dimensional objects
G2-Name and demonstrate the relative position of objects as follows:
a. place objects over, under, inside, outside, on, beside, between, above, below, on top of, upside-down, behind, in back of, in front of;
b. describe placement of objects with terms, such as on, inside, outside, above, below, over, under, beside, between, in front of, behind.
DAP 1- Gather and sort data in response to questions posed by teacher and students. / October/
November
October/
November
October/
November / Task 3
Task 4
Task 3
Task 4
Task 3
Task 4
Exploring Numbers 0-9
Lessons:
Exploring Numbers 0-9 (cont.)
Lessons: / T4-W1-D1:
PFA1 Sort, classify and order objects by size, number and other properties.
PFA2 Identify, create, extend and copy sequences of sounds (such as musical notes), shapes (such as buttons, leaves or blocks), motions (such as hops or skips), and numbers from 1 to 10.
PFA3 Describe orally the pattern of a given sequence.
PFA4 Model a problem situation using physical materials.
T4-W1-D2-D3, D5:
NSO1 Compare and order whole numbers up to 10.
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
T4-W1-D4-D5:
NSO1 Compare and order whole numbers up to 10.
NSO5 Relate, read and write numerals for single-digit numbers (0 to 9).
T4-W2-D1, D5:
DAP1 Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.
DAP2 Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.
DAP3 Select the category or categories that have the most or fewest objects in a floor or table graph.
T4-W2-D2-D5:
NSO1 Compare and order whole numbers up to 10.
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
NSO5 Relate, read and write numerals for single-digit numbers (0 to 9). / November
November
Introducing Measurement
Lessons:
Introducing Measurement (cont.)
Lessons:
Introducing Measurement (cont.)
Lessons: / T5-W1-D1
NSO1 Compare and order whole numbers up to 10.
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
T5-W1-D2-D3
M2 Compare and order objects of different lengths, areas, weights and capacities; and use relative terms, such as longer, shorter, bigger, smaller, heavier, lighter, more and less.
PFA1 Sort, classify and order objects by size, number and other properties.
T5-W1-D3-D5
M3 Measure length and volume (capacity) using uniform objects in the environment.
T5-W1-D4-D5
M2 Compare and order objects of different lengths, areas, weights and capacities; and use relative terms, such as longer, shorter, bigger, smaller, heavier, lighter, more and less.
T5-W2-D1
DAP1 Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.
T5-W2-D2-D3
M2 Compare and order objects of different lengths, areas, weights and capacities; and use relative terms, such as longer, shorter, bigger, smaller, heavier, lighter, more and less.
T5-W2-D4-D5
M4 Order events based on time.
NSO 4-Determine “how many” in sets (groups) of 10 or fewer objects.
M 2-Compare and order objects of different lengths, areas, weights and capacities; and use relative terms, such as longer, shorter, bigger, smaller, heavier, lighter, more and less.
M 3-Measure length and volume (capacity) using uniform objects in the environment.
M 4-Order events based on time. / December
December
December
Comparing, Ordering, and Joining Numbers
Lessons:
Comparing, Ordering, and Joining Numbers
(cont.)
Lessons:
Comparing, Ordering, and Joining Numbers
(cont.)
Lessons:
Comparing, Ordering, and Joining Numbers
(cont.)
Lessons:
Comparing, Ordering, and Joining Numbers
(cont.)
Lessons:
Comparing, Ordering, and Joining Numbers
(cont.)
Lessons: / T6-W1-D1:
M4 Order events based on time.
T6-W1-D2-D3:
NSO7 Compare the number of objects in two or more sets when one set has one or two more, or one or two fewer objects.
NSO1 Compare and order whole numbers up to 10.
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
T6-W1-D4-D5:
NSO5 Relate, read and write numerals for single-digit numbers (0 to 9).
NSO1 Compare and order whole numbers up to 10.
NSO7 Compare the number of objects in two or more sets when one set has one or two more, or one or two fewer objects.
T6-W2-D1:
PFA 1-Sort, classify and order objects by size, number and other properties. For example:
  1. Identify how objects are alike and different.
  2. Order three events or objects according to a given attribute, such as time or size.
  3. Recognize and explain how objects can be classified in more than one way.
  4. Identify what attribute was used to sort groups of objects that have already been sorted.
DAP2 Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.
DAP3 Select the category or categories that have the most or fewest objects in a floor or table graph.
T6-W2-D2:
NSO1 Compare and order whole numbers up to 10.
NSO7 Compare the number of objects in two or more sets when one set has one or two more, or one or two fewer objects.
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
T6-W2-D3:
NSO1 Compare and order whole numbers up to 10.
NSO4 Determine “how many” in sets (groups) of 10 or fewer objects.
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
T6-W2-D4:
NSO1 Compare and order whole numbers up to 10.
NSO2 Explain rules of counting, such as each object should be counted once and that order does not change the number.
NSO3 Count to twenty; e.g., in play situations or while reading number books.
T6-W2-D5:
NSO10 Model and represent addition as combining sets and counting on, and subtraction as take-away and comparison.
a. Combine and separate small sets of objects in contextual situations; e.g., add or subtract one, two, or another small amount.
b.Count on (forward) and count back (backward) on a number line between 0 and 10.
T6-W3-D1:
DAP1 Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.
PFA 1-Sort, classify and order objects by size, number and other properties. For example:
  1. Identify how objects are alike and different.
  2. Order three events or objects according to a given attribute, such as time or size.
  3. Recognize and explain how objects can be classified in more than one way.
  4. Identify what attribute was used to sort groups of objects that have already been sorted.
T6-W3-D2:
T6-W3-D3:
NSO8 Represent and use whole numbers in flexible ways, including relating, composing and decomposing numbers; e.g., 5 marbles can be 2 red and 3 green or 1 red and 4 green.
T6-W3-D4-D5:
NSO10 Model and represent addition as combining sets and counting on, and subtraction as take-away and comparison.
a. Combine and separate small sets of objects in contextual situations; e.g., add or subtract one, two, or another small amount.
b. Count on (forward) and count back (backward) on a number line between 0 and 10.
T6-W3-D5:
NSO 4-Determine “how many” in sets (groups) of 10 or fewer objects.
NSO 1-Compare and order whole numbers up to 10.
NSO 8-Represent and use whole numbers in flexible ways, including relating, composing and decomposing numbers; e.g., 5 marbles can be 2 red and 3 green or 1 red and 4 green. 8
NSO 10-Model and represent addition as combining sets and counting on, and subtraction as take-away and comparison.
a. Combine and separate small sets of objects in contextual situations; e.g., add or subtract one, two, or another small amount.
b. Count on (forward) and count back (backward) on a number line between 0 and 10.
DAP 1-Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.
DAP 2-Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.
DAP 3- Select the category or categories that have the most or fewest objects in a floor or table graph.
PFA 1-Sort, classify and order objects by size, number and other properties. For example:
  1. Identify how objects are alike and different.
  2. Order three events or objects according to a given attribute, such as time or size.
  3. Recognize and explain how objects can be classified in more than one way.
  4. Identify what attribute was used to sort groups of objects that have already been sorted.
/ January
January
January
January
January
January / Task 5
Task 6
Task 7
Task 8
Task 9
Task 5
Task 6
Task 7
Task 8
Task 9
Task 5
Task 6
Task 7
Task 8
Task 9
Task 5
Task 6
Task 7
Task 8
Task 9
Task 5
Task 6
Task 7
Task 8
Task 9
Task 5
Task 6
Task 7
Task 8
Task 9
Exploring Patterns and 2-D Shapes
Lessons:
Exploring Patterns and 2-D Shapes
(cont.)
Lessons:
Exploring Patterns and 2-D Shapes
(cont.)
Lessons:
Exploring Patterns and 2-D Shapes
(cont.)
Lessons:
Exploring Patterns and 2-D Shapes
(cont.)
Lessons:
Exploring Patterns and 2-D Shapes
(cont.)
Lessons: / T7-W1-D1:
NSO8 Represent and use whole numbers in flexible ways, including relating, composing and decomposing numbers; e.g., 5 marbles can be 2 red and 3 green or 1 red and 4 green.
T7-W1-D2-D5:
G1 Identify and sort two-dimensional shapes and three-dimensional objects. For example:
a.Identify and describe two-dimensional figures and three-dimensional objects from the environment using the child’s own vocabulary.
b.Sort shapes and objects into groups based on student-defined categories.
c.Select all shapes or objects of one type from a group.
d.Build two-dimensional figures using paper shapes or tangrams; build simple three-dimensional objects using blocks.
T7-W2-D1:
PFA1 Sort, classify and order objects by size, number and other properties. For example:
a.Identify how objects are alike and different.
b.Order three events or objects according to a given attribute, such as time or size.
c.Recognize and explain how objects can be classified in more than one-way.
d.Identify what attribute was used to sort groups of objects that have already been sorted.
NSO7 Compare the number of objects in two or more sets when one set has one or two more, or one or two fewer objects.
DAP2 Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.
DAP3 Select the category or categories that have the most or fewest objects in a floor or table graph.
T7-W2-D2-D3:
G1 Identify and sort two-dimensional shapes and three-dimensional objects. For example:
a.Identify and describe two-dimensional figures and three-dimensional objects from the environment using the child’s own vocabulary.
b.Sort shapes and objects into groups based on student-defined categories.
c.Select all shapes or objects of one type from a group.
d.Build two-dimensional figures using paper shapes or tangrams; build simple three-dimensional objects using blocks.
T7-W2-D4:
DAP2 Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.
PFA1 Sort, classify and order objects by size, number and other properties. For example:
a.Identify how objects are alike and different.
b.Order three events or objects according to a given attribute, such as time or size.
c.Recognize and explain how objects can be classified in more than one-way.
d.Identify what attribute was used to sort groups of objects that have already been sorted.
T7-W2-D5:
PFA1 Sort, classify and order objects by size, number and other properties. For example:
a.Identify how objects are alike and different.
b.Order three events or objects according to a given attribute, such as time or size.
c.Recognize and explain how objects can be classified in more than one-way.
d.Identify what attribute was used to sort groups of objects that have already been sorted.
G1 Identify and sort two-dimensional shapes and three-dimensional objects. For example:
  1. Identify and describe two-dimensional figures and three-dimensional objects from the environment using the child’s own vocabulary.
  2. Sort shapes and objects into groups based on student-defined categories.
  3. Select all shapes or objects of one type from a group.
  4. Build two-dimensional figures using paper shapes or tangrams; build simple three-dimensional objects using blocks.
T7-W3-D1:
DAP1 Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers, what color shoes.
T7-W3-D2-D5:
PFA2 Identify, create, extend and copy sequences of sounds (such as musical notes), shapes (such as buttons, leaves or blocks), motions (such as hops or skips), and numbers from 1 to 10.