1.00+Grade+K

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Ch. 1 Section A || communicate relative positions in space. || MA 0.2.4 a. Demonstrate positional words || 2-4 || inside(in), outside(out), over(above),under(below), on(on top of), top, middle(between), bottom, left, right || volume 1, math manipulatives || Directionality songs (i.e.- Hokey Pokey), hands on practice || individual assessment using manipulatives; modified Ch. 1 test || Ch. 1 Section B || sort, classify, and order objects by relationships.
 * Teachers****:** Hollie Hanna, Lisa Gnewuch, Cheryl Ravenscroft, Brandy Muirhead, Mary Ellen Osnes, Julia Burdick
 * Textbook:** Scott Foresman-Addison Wesley // **Mathematics** //, Pearson, 2008
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1. ||
 * 2. ||

sort, classify, represent, describe, and compare sets of objects. || MA 0.3.1 a. Sort by color, shape, or size b. Create own rule for sorting other than color, shape, and size

MA 0.4.1 a. Sort and classify objects according to an attribute b. Identify the attributes of sorted data c. Compare the attributes of the data || 3-6 || same(alike), different, sort, does not belong, sorting rule || volume 1, math manipulatives, Venn Diagrams || hands on practice || individual assessment using manipulatives; modified Ch. 1 test || 3. || Ch. 2 Section A || collect and organize data || taught but not assessed as a standard || year long || graph, real graph, picture graph, bar graph, survey || Volume 1, Ready Made Graphs by Lakeshore || class surveys/graphs || informal assessment || Ch. 2 Section B, C || identify, create, and extend patterns || taught but not assessed as a standard || 5-6 || pattern, repeat || Volume 1, trade books on patterns || hands on activities || informal assessment || MA 0.1.1 a. Count, read, and write numbers 0-20 b. Count objects using one-to-one correspondence 0-20 d. Match numerals to the quantities they represent 0-20, using a variety of models and representations e. Demonstrate and identify multiple equivalent representations for numbers 1-10 f. Demonstrate relative position of whole numbers 0-10 || 3-7 teacher decision based on class need for review and repetition || zero-five, count, number, more, less, fewer, same, order, most, fewest || Volume 1, “Five Little Pumpkins” book, number rhymes || hands on activities, make individual number books, Model Magic/art materials (i.e.- cotton balls, cereal, feathers) numbers || individual assessment using number cards; Ch. 3 test || MA 0.1.1 a. Count, read, and write numbers 0-20 b. Count objects using one-to-one correspondence 0-20 c. Sequence objects using ordinal numbers (first through fifth). d. Match numerals to the quantities they represent 0-20, using a variety of models and representations e. Demonstrate and identify multiple equivalent representations for numbers 1-10 f. Demonstrate relative position of whole numbers 0-10 || 4-8, teacher decision based on class need for review and repetition || first -fifth, six-ten, one more, one fewer, forward, backward, greater, less, more || Volume 2, “Ten Black Dots” book, number rhymes || hands on activities, make individual number books, Model Magic/art materials (i.e.- cotton balls, cereal, feathers) numbers || individual assessment using number cards; Ch. 4 test || 7. || Ch. 5 || demonstrate, represent and show relationships among whole numbers within the base-ten number system. || MA 0.1.1 a. Count, read, and write numbers 0-20 b. Count objects using one-to-one correspondence 0-20 d. Match numerals to the quantities they represent 0-20, using a variety of models and representations || 2-5, teacher decision based on class need for review and repetition || more than, fewer than, before, after, sixth-tenth, growing pattern eleven-twenty, skip counting, about, greater, less, before, after, between, equally likely, more/most likely, less/least likely || Volume 2, “Math Their Way” || hands on activities, make individual number books, Model Magic/art materials (i.e.- cotton balls, cereal, feathers) numbers, beans in cups || individual assessment using number cards; Ch. 5 test || Ch. 6 Section A || measure using non-standard units and time. || MA 0.2.5 c. Measure using nonstandard units d. Compare objects according to length || 3-6 || larger(bigger), smaller, small, smallest, medium, large, largest, big, bigger, biggest, longer than, shorter than, taller, than, as long as(same length as), as short as, as tall as, shortest, longest, tallest, measure, most, least, about the same || Volume 2, unifix cubes, paper clips || hands on activities- measure things using nonstandard objects such as gummy bears, paper clips || individual assessment using manipulatives; Ch. 6 test || Ch. 6 Section B || measure using non-standard units and time. || MA 0.2.5 c. Measure using nonstandard units || 3-6 || empty, full, holds more, holds less, heavier, lighter, balance, weight, warmer, cooler, hotter, colder, thermometer || Volume 2, thermometer, balance scale, || hands on activities || informal assessment, Ch. 6 test || 10. || Ch. 7 Section A || identify the different parts of the calendar || taught but not assessed for a standard || Year long || days of the week, yesterday, today, tomorrow, month, year, season, date, day, calendar, first, next, last, before, after, day, night, morning, afternoon, evening || Volume 3, calendar, “Math Their Way” || daily calendar work || informal assessment, Ch. 7 test || 11. || Ch. 7 Section B, C || measure using non-standard units and time. || MA 0.2.5 a. Identify the name and amount of a penny, nickel, dime, and quarter b. Identify time to the hour || 5-11 || clock, hands, o'clock, face, digital clock, more time, less time, penny, cent, cent sign, nickel, dime, quarter || Volume 3, play money/coins, instructional clocks || hands on activities || individual assessment using manipulatives; Ch. 7 test || identify two-dimensional geometric shapes. || a. Sort and name two-dimensional shapes || 2-4 || flat surface, square, rectangle, circle, triangle, slide, flip, turn || Volume 3, trade books on shapes, manipulatives- attribute blocks || hands on activities, shapes books || individual assessment using shape cards; modified Ch. 8 test || Ch. 8 Section A, C || explore solid figures and fractions || taught but not assessed for a standard || 4-8 || cube, cylinder, cone, sphere, roll, stack, matching parts, whole, equal parts, halves, fourths, symmetry || Volume 3, solid figures, trade books on fractions || hands on activities || informal assessment || 14. || Ch. 9 || demonstrate the meaning of addition and subtraction with whole numbers. || MA 0.1.2 a. Use objects and words to explain the meaning of addition as a joining action b. Use objects and words to explain the meaning of addition as parts of a whole c. Use objects and words to explain the meaning of subtraction as a separation action d. Use objects and words to explain the meaning of subtraction as finding part of a whole. || 4-8 || whole, part, 1 and 2 more, 1 and 2 fewer || Volume 4, manipulatives || hands on activities, worksheets || individual assessment using manipulatives; Ch. 9 test || Ch. 10 || demonstrate the meaning of addition and subtraction with whole numbers. || MA 0.1.2 a. Use objects and words to explain the meaning of addition as a joining action b. Use objects and words to explain the meaning of addition as parts of a whole || 4-8 || number story, join, in all, altogether, add, plus sign, equal sign, sum, addition sentence || Volume 4, manipulatives || hands on activities, worksheets || individual assessment using manipulatives; Ch. 10 test || Ch. 11 || demonstrate the meaning of addition and subtraction with whole numbers. || MA 0.1.2 c. Use objects and words to explain the meaning of subtraction as a separation action d. Use objects and words to explain the meaning of subtraction as finding part of a whole. || 4-9 || left, take away, more, fewer, minus sign, subtract, equal sign, difference, subtraction sentence || Volume 4, manipulatives || hands on activities, worksheets || individual assessment using manipulatives; Ch. 11 test || MA 0.1.1 || year long || count by 10s, 5s, 2s, hundreds charts || Volume 4, calendar, sticks/straws- something to bundle, manipulatives, ten frames, poems for odds and even numbers || calendar time || individual assessment on counting ||
 * 4. ||
 * 5. || Ch. 3 || demonstrate, represent and show relationships among whole numbers within the base-ten number system. ||
 * 6. || Ch. 4 || demonstrate, represent and show relationships among whole numbers within the base-ten number system ||
 * 8. ||
 * 9. ||
 * 12. || Ch. 8 section B ||
 * 13. ||
 * 15. ||
 * 16. ||
 * 17. || Ch. 12 || demonstrate, represent and show relationships among whole numbers within the base-ten number system. ||