Sept.

Sept.

October

Beginning Nov.

Mid Nov.

Dec./Jan.

Dec./Jan.

Beginn-ing

February

February

March

April

May -

May-June

Book 1

Mathematical Thinking

Patterns

Book 2

Supplemented

*Read and Write Numerals

Patterns

Book 2

Supplemented

*Read & Write Numerals

End of Book 2

Book 3

Collecting, Counting & Measuring

Supplement Position Words

Supplemented

* Read & Write Numerals

Supplement Position Words

of   January

Book 4 Counting Ourselves & Others

Book 5

Making Shapes and Building Blocks

How Many In all

Book 6

June are

Finish Book 6

Supplemented *Read & Write Numerals

Money Supplemented

Number, Number Sense and Operations Standard

1. Use place value concepts to represent whole numbers using numerals, words and physical models.

2. Recognize , classify, compare and order whole numbers.

6. Count using numerals and ordinal numbers.

Measurement Standard

2. Explain the need for standard units of measure.

3. Select appropriate units for length, weight, volume (capacity) and time, using: 

·        Objects; i.e., non-standard units;

·        U.S. customary units:  inch, foot, yard, ounce, pound, cup, quart, gallon, minute, hour, day, week and year.

·        Metric units: centimeter, meter, gram and liter.

C.     Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates.

Patterns, Functions & Algebra

B.     Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns.

C.     Create and extend patterns and describe the rule in words.

Number, Number Sense and Operations Standard

1. Use place value concepts to represent whole numbers using numerals, words and physical models.

6. Count using numerals and ordinal numbers.

Patterns, Functions and Algebra

2. Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns.

3. Create and extend patterns and describe the rule in words.

Number, Number Sense and Operations Standard

1. Use place value concepts to represent whole numbers using numerals, words and physical models.

6. Count using numerals and ordinal numbers.

Number, Number Sense and Operations Standard

1. Use place value concepts to represent whole numbers using numerals, words and physical models.

2. Recognize , classify, compare and order whole numbers.

6. Count using numerals and ordinal numbers.

Data Analysis & Probability

3. Represent data using objects, picture graphs and bar graphs.

Measurement Standard

3. Develop common referents for units of measure for length, weight, volume (capacity) and time to make comparisons and estimates.

4. Apply measurement techniques to measure length, weight and volume (capacity).

Mathematical Processes Benchmark

Number, Number Sense and Operations Standard

1. Use place value concepts to represent whole numbers using numerals, words and physical models.

6. Count using numerals and ordinal numbers.

Geometry and Spatial Sense

D.       Identify, explain and model (superposition, copying) the concept of shapes being congruent and similar.

E.        Recognize two- and three-dimensional objects from different positions.

6. Describe location, using comparative (before, after), directional (above, below), and positional (first, last) words.

G.       Identify and draw figures with line symmetry.

Is    Used    for

Number, Number Sense and Operations Standard

1. Use place value concepts to represent whole numbers using numerals, words and physical models.

2. Recognize , classify, compare and order whole numbers.

6. Count using numerals and ordinal numbers.

Patterns, Functions and Algebra

1. Sort, classify and order objects by size, number, and other properties, and describe the attributes used.

Data Analysis & Probability

1. Pose questions and gather data about everyday situations and familiar objects.

2. Sort and classify objects by attributes, and organize data into categories in a simple table or chart.

D.       Describe the probability of chance events as more, less or equally likely to occur.

Geometry and Spatial Sense

1. Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram and rhombus, and identify them in the environment.

2. Describe solid objects: cube, rectangle prism, sphere, cylinder, cone and pyramid, and identify them in the environment.

3. Sort and compare two-dimensional figures and three-dimensional objects according to their characteristics and properties.

Number, Number Sense and Operations Standard

1. Use place value concepts to represent whole numbers using numerals, words and physical models

2. Recognize , classify, compare and order whole numbers.

6. Count using numerals and ordinal numbers.

7. Model, represent and explain addition as combing sets and counting on.

8. Model, represent, and explain subtraction as comparison, take-away and part-to-whole.

9. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.

11. Demonstration fluency in addition facts with addends through 9 and corresponding subtractions.

Use for assessments for

Patterns, Functions and Algebra

4. Model problem situations using objects, pictures, tables, numbers, letters, and other symbols.

5. Solve open sentences and explain strategies.

6. Represent an unknown quantity as a variable using a symbol, such as Δ, О.

7. Describe and compare qualitative and quantitative change.

Measurement Standard

B.          Select appropriate units for length, weight, volume (capacity) and time, using: 

·        Objects; i.e., non-standard units;

·        U.S. customary units:  inch, foot, yard, ounce, pound, cup, quart, gallon, minute, hour, day, week and year.

·        Metric units: centimeter, meter, gram and liter.

E.        Recognize that using different units of measurement will yield different numbers for the same measurement.

Number, Number Sense and Operations Standard

A.       Use place value concepts to represent whole numbers using numerals, words and physical models.

C.       Represent commonly used fractions using words and physical models.

4. Determine the value of a collection of coins and a dollar bill.

5. Make change using coins for values up to one dollar.

9. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.

10. Model, represent and explain division as sharing equally, repeated subtraction and rectangular arrays.

11. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.

12. Demonstrate fluency in adding and subtracting multiples of 10, and recognize combinations that make 10.

13. Add and subtract two-digit numbers with and without regrouping.

Number, Number Sense and Operations Standard

5.             Relate, read and write numerals for single-digit number (0-9).

1.             Compare and order whole numbers up to 10.

2.             Explain rules of counting, such as each object should be counted once and that order does not change the number.

4.             Determine “how many” in sets (groups) of 10 or fewer objects.

No indicator.

1.             Identify units of time (day, week, month, year) and compare calendar elements; e.g., weeks are longer than days.

4.             Order events based on time.  For example:

A.     Activities that take a long or short time;

B.     Review what we do first, next, last.

C.     Recall what we did or plan to do yesterday, today, tomorrow.

2.             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.

3.             Describe orally the basic unit or general plan of a repeating or growing pattern.

5.             Relate, read and write numerals for single-digit number (0-9).

2.             Explain rules of counting, such as each object should be counted once and that order does not change the number.

3.             Count to twenty; e.g., in play situation or while reading number books.

2.             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.

3.             Describe orally the pattern of a given sequence.

5.             Relate, read and write numerals for single-digit number (0-9).

2.             Explain rules of counting, such as each object should be counted once and that order does not change the number.

3.             Count to twenty; e.g., in play situation or while reading number books.

5.             Relate, read and write numerals for single-digit number (0-9).

1.             Compare and order whole numbers up to 10.

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.

2.             Explain rules of counting, such as each object should be counted once and that order does not change the number.

3.             Count to twenty; e.g., in play situations or while reading number books.

4.             Determine “how many” in sets (groups) of 10 or fewer objects.

No indicator.

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.

3.             Measure length and volume (capacity) using uniform objects in the environment.  For example, find:

A.       How many paper clips long is a pencil;

B.        How many small containers it takes to fill one big container using sand, rice, beans.

No Indicator

5.             Relate, read and write numerals for single-digit number (0-9).

2.             Explain rules of counting, such as each object should be counted once and that order does not change the number.

3.             Count to twenty; e.g., in play situations or while reading number books.

No Indicator

No Indicator

2.             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.

No Indicator

Assessments   for

5.             Relate, read and write numerals for single-digit number (0-9).

1.             Compare and order whole numbers up to 10.

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.

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.

2.             Explain rules of counting, such as each object should be counted once and that order does not change the number.

3.             Count to twenty; e.g., in play situations or while reading number books.

4.             Determine “how many” in sets (groups) of 10 or fewer objects.

1.             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.

* Need to supplement sorting.

1.             Gather and sort data in response to questions posed by teacher and students; e.g., how many sisters and brothers , what color shoes.

2.             Arrange objects in a floor or table graph according to attributes, such as use, size, color or shape.

3.             Select the category or categories that have the most or fewest object in a floor or table graph.

No Indicator

No grade level indicators.

No grade level indicators.

1.             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.

5.             Relate, read and write numerals for single-digit number (0-9).

1.             Compare and order whole numbers up to 10.

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.

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.

4.             Determine “how many” in sets (groups) of 10 or fewer objects.

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.

10.         Model and represent addition as combining sets and counting on, and subtraction as take-away and comparison.

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.

10.         Model and represent addition as combining sets and counting on, and subtraction as take-away and comparison.

6.             Construct multiple sets of objects each containing the same number of objects.

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.

Report Cards

4.             Model a problem situation using physical materials.

No indicator.

No indicator.

No indicator.

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.

No indicator.

5.         Relate, read and write numerals for single-digit numbers (0 to 9).

No indicator.

9.             Identify and state the value of a penny, nickel and dime.

No indicator

6.             Construct multiple sets of objects each containing the same number of objects.

11.         Demonstrate joining multiple groups of objects, each containing the same number of objects; e.g., combining 3 bags of candy, each containing 2 pieces.

12.         Partition or share a small set of objects into groups of equal size; e.g., sharing 6 stickers equally among 3 children.

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.

No indicator

No indicator

Names numbers from 0 to 20. 

Writes numbers from 0 to 20.

Counts with one to one correspondence.

Patterning Assessment

Patterning Assessment

Names numbers from 0 to 20.  Writes numbers from 0 to 20.

Comparing Sets

Comparing Sets

Teacher Observation

Ordering and Comparing Length, Weight, and Capacity.

Measuring with Units

Counting jar

Names Numerals 0 – 20.

Writes Numerals 0 – 20.

Count with One to One Correspondence.

Location of Objects

Report   Cards

Writes Numerals 0 – 20.

Identify and Sort Objects

Teacher Observations

Teacher Observation

Combines and Separates Sets to Model Addition and Subtraction.

Teacher Observation

Ordering and comparing length, weight and capacity.

Writes Numerals 0 –20.

Names Numerals 0 – 20.

Money Assessment

Month

Unit

Essential Understanding

Grade Level Indicators

Assessment