###### The Question:

###### Does anyone out there has a kindergarten ELA and/or math pacing guide and report card to share that represents the new common core standards?

**The Answers:**

**Denise Baker Dillman**

We

We just spent a couple of days working on a new report card to go with the common core standards. We also went through the enVision math series and rearranged them the way we thought they should be taught and came up with a pacing guide for that.

**Here are our results:**

Behavior:

Exercises self-control. (SL.K.1, 1a, 1b)

Pays attention in class.

Keeps hands to self.

Stays in seat.

Treats people right.

Shows respect.

Follows school and classroom rules.

Makes good choices.

Is truthful and trustworthy.

Work Habits:

Stays on task.

Finishes work on time.

Works quietly and independently.

Works neatly.

Follows directions.

Participates in group activities. (SLK.1, 2, 3, 4, 6,

RL.K.4, 10, RI.K.1, 4, 10)

Takes care of belongings.

Self Help:

Attends to bathroom needs independently.

Can button.

Can zip

Can tie.

Can put on and take off coats independently.

READING ______

___I know my letters, upper and lowercase. (R.F.K.1d)

___I know my letter sounds. (R.F.K.3a)

___I know the 2 sounds a vowel makes. (R.F.K.3b)

___I have book awareness. (R.F.K.1, 1a, b,c,RI.K.5, 6, 7, 8, 9)

___I understand word syllables and sounds. (R.F.K.2, 2a, 2b, 2c, 2d,3, 3d, 4)

___I can read sight words. (R.F.K.3c, 3d, 4)

___I can retell stories and identify parts of a story. (RL.K. 1,2,3)

___I can express myself in written form. (W.K. 1, 2, 3, 5, 6, 7, 8, SL.K.5)

___I can write letters correctly. (L.K. 1b)

___I can use question words. (L.K.1e)

___I can write a sentence, using correct capitalization

and punctuation. L.K.2, 2a, 2b)

___I can use my kindergarten spelling. (L.K. 2c, 2d)

___I can speak and write using standard English grammar. (L.K. 1c,1d, 1f, 4, 4a, 4b)

___I can use word relationships and meanings. (L,K. 5, 5a, 5b, 5c, 5d)

___I can use new words and phrases from books. (L.K.6)

___I understand the concepts of literature (fiction,non-fiction, poetry, author, illustrator,

…(RL.K.5, RL.K.6)

___I use the pictures and text to read a story. (RL.K.7, 9, R.I.K.2)

MATH ________

___I can count to 100 by ___ones. ___by tens. (K.CC. 1)

___I can start counting at any number. (K.CC.2)

___I recognize numbers to 20. (K.CC.3)

___I can write numbers to 20. (K,CC.3)

___I can count 20 objects. (K.CC,4, 4a, 4b, 4c,5)

___I can compare and group numbers (greater than, less than, the same) (K.CC.6, 7)

___I can add numbers to 10. (K.OA. 1. 2, 3, 4, 5)

___I can subtract numbers within 5. (K.OA.5)

___I can show you how many tens and how many ones a number has. (K.NO.1)

___I can measure length and width. (K.MD.1, 2)

___I can sort and classify objects. (K.MD.3)

___I can tell the position of objects using words. (K.G.1)

___I can identify and compare ___2-D shapes (circle, square, triangle, rectangle, hexagon) and ___3-D shapes (cubes, cones, cylinders, and spheres) (K.G.2, 3, 5)

___I can recreate shapes (2-D and 3-D). (K.G.5, 6)

___I understand greater than, less than, and equal to. (K.CC.6)

_

ENVISION MATH

SUGGESTED ORDER OF TOPICS

Shapes (purple) – Topics: 14, 15, 16 (5 wks. to complete, till end

of Sept.)

Number Recognition (green)– Topics 1,2,3,4,5,6 (10 wks. to complete,

till end of Dec.)

Composing & Decomposing (blue) – Topics 10, 11 (3 wks. to

complete, till end of Jan.)

Measuring (orange) – Topics 12, 13 (1 month to complete, end of Feb.)

Addition, Subtraction (pink) – Topics 7, 8, 9 (6 wks., end of April)

Money & Time (Introduction) – On your own. (May)

**JEFFERSON TOWNSHIP PUBLIC SCHOOLS**

**COURSE OF STUDY: ****MATHEMATICS IN ****KINDERGARTEN ****2011**

**TABLE OF CONTENTS**

Units of Study

Sample Student Learning Activities

Suggested Teaching Strategies and/or Activities

Teacher Assessment of Student Learning

Bibliography and Resources

**UNITS OF STUDY**

**COUNTING AND CARDINALITY**

**Big Idea**

Numeric reasoning involves fluency and facility with numbers.

**Know number names and the count sequence.**

**A. Essential Question**

Why are numbers necessary?

**Learning Objectives**

Students will be able to:

Count to 100 by ones and by tens. **K.C.C.1**

Count forward beginning from a given number within the known sequence (instead of having to begin at 1). **K.C.C.2**

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). **K.C.C.3**

**Count to tell the number of objects**

** **

**Essential Question**

How can we connect number words and quantities they represent?

**Learning Objectives**

Students will be able to:

Understand the relationship between numbers and quantities; connect counting to cardinality. **K.C.C.4.**

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. **K.C.C.4.a**

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. **K.C.C.4.b**

Understand that each successive number name refers to a quantity that is one larger. **K.C.C.4.c**

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.**K.C.C.5**

**Compare Numbers**

** **

**A. Essential Question**

How can we compare and contrast numbers?

**B. Learning Objectives**

Students will be able to:

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. **K.C.C.6**

Compare two numbers between 1 and 10 presented as written numerals. **K.C.C.7**

**OPERATIONS AND ALGEBRAIC THINKING**

**Big Idea**

Represent a mathematical situation as an expression or number sentence.

**Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.**

**Essential Question**

How to model situations that involve values up to ten, using pictures, objects or symbols?

**Learning Objectives**

Students will be able to:

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. **K.O.A.1**

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. **K.O.A.2**

Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). **K.O.A.3**

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. **K.O.A.4**

Fluently add and subtract within 5. **K.O.A.5**

**NUMBERS AND OPERATIONS IN BASE TEN**

**Big Idea**

Develop an understanding of whole number relationships, including grouping by tens and ones.

**Work with numbers 11-19 to gain foundations for place value**

**Essential Question**

What is place value?

**Learning Objectives**

Students will be able to:

Compose and decompose numbers from 11-19 into ten ones and some further ones, e.g. by using objects or drawings, and record each composition and decomposition by a drawing or equation (such as 18= 10 + 8); Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. **K.NBT.1**

**1V. MEASUREMENT AND DATA**

**Big Idea**

Measurement is a tool to quantify a variety of phenomena.

**Describe and compare measurable attributes**

**A. Essential Question **

What are the measurable attributes of an object?

**Learning Objectives**

Students will be able to:

Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. **K.MD.1**

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 height of two children and describe one child as taller or shorter. **K.MD.2**

**2. Classify objects and count the number of objects in each category**

**Essential Question**

How can objects/groups be categorized?

**Learning Objectives**

Students will be able to:

Classify objects into given categories; count the number of objects in each category and sort the categories by count (limit category counts to be less than or equal to ten). **K.MD.3**

**GEOMETRY**

**Big Idea**

Spatial sense and geometric relationships are a means to solve problems and make sense of a variety of phenomena.

**Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)**

**Essential Question**

What are the attributes of flat and solid shapes?

**Learning Objectives**

Students will be able to:

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 of, and next to**. K.G.1**

Correctly name shapes regardless of their orientations or overall size.

Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid). **K.G.2**

**Analyze, compare, create, and compose shapes**

**Essential Question**

How are shapes the same and different?

How can you make shapes?

**Learning Objectives**

Students will be able to:

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). **K.G.4**

Model shapes in the world by building from components (e.g. sticks and clay balls) and drawing shapes. **K.G.5**

Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” **K.G.6**

**SAMPLE STUDENTS LEARNING ACTIVITY**

**Grade Level:** Kindergarten

**Cluster:** Counting and Cardinality

**Lesson Plan Title:** **Five Little Pumpkins**

**Concept / Topic to Teach:** Numbers 0-5

**Objectives: **The students will recognize and identify numbers one through five.

**Standards**:

Understand the relationship between numbers and quantities; connect counting to cardinality. **K.C.C.4.**

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. **K.C.C.4.a**

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. **K.C.C.4.b**

Understand that each successive number name refers to a quantity that is one larger. **K.C.C.4.c**

**Required Materials:**

Five Little Pumpkins poem on large chart paper

Teacher-made pumpkin masks (5)

Five die cut pumpkin faces for each student

Large white and blue paper for each student

Gate patterns, scissors, pencils, glue

Number Cards 1-5

**Anticipatory Set (Lead-In): **

Referring to chart, teacher will teach students Five Little Pumpkins finger play.

The students will recite finger play touching appropriate finger.

Students will take turns acting out finger play using puppets.

Review numbers 1-5 by matching number cards to the appropriate pumpkin.

**Step by Step Procedure****:**

The students will create a picture of the Five Little Pumpkins.

Students will trace and cut out gate pattern from white paper.

The gate will be glued onto the blue paper.

Students will glue 5 pumpkins on the top of the gate.

Teacher will help students find the left side of the paper and direct students to draw and color a sun or moon in top left corner.

**Closure:**

Students will show understanding of ordinal numbers by following teacher directions.

Color pumpkin number one’s eye yellow.

Color pumpkin number three’s nose green.

Color pumpkin number five’s mouth red.

Color pumpkin number four’s eyes blue.

Color pumpkin number two’s nose purple.

**Plan for Independent Practice****:**** **

Learning Center activities: number puzzles, pocket charts, magnetic boards and cards, flannel board activities

**Assessment Based on Objectives: **

Teacher observations.

Teacher directed questions.

Completed task by following directions.

Classroom participation

**Adaptations (For Students with Learning Disabilities): **

Repeat key materials

Draw illustrations and representations

Increase hands-on activities

Use small group instruction

Provide extra time to complete task

**Extensions (For Gifted Students):**

Provide opportunities for higher level thinking

Increase learning of ordinal numbers from 1st to 5th

**Possible Connections to Other Subjects:**

Art

Science

Language Arts

**SUGGESTED TEACHING STRATEGIES AND/OR ACTIVITIES**

Class Discussions

Concept Attainment

Cooperative Learning

Cross-Curricular Connections

Different purposes for problem-solving

Formal /Informal Writing

Graphic/Visual Organizers

Independent/Group Project

Integration of Technology

Interpretation of Graphics (maps, graphs, cartoons, tables…)

Lecture “bursts”

Modeling/Demonstration

Pairs Check/Review

Problem-solving with decision-making

Reciprocal Teaching

Roundtable

Scaffolded Questioning

Skill-Building Activities

Think Aloud

Think-Pair-Share

Use of Audio Clip/Music

Use of Video Clip

**TEACHER ASSESSMENT OF STUDENT LEARNING**

Check for Completion

Checklist

Collect and Grade

Constructed Response

Cooperative learning

Group work

In-Class Check

Informal Assessment

Open-ended questions

Oral participation/Discussion skills

Oral presentations

Peer/Self Assessment

Performance Assessment

Presentation

Projects

Rubric

Student created puzzles

Teacher observation

Tests

Written homework**BIBLIOGRAPHY AND RESOURCES**

**Textbook Series****:**

Randall, I.C., Caldwell, J.H., Cavanagh, M., Chancellor, M. *e**nVsionMath*. Scott Foresman-Addison Wesley, Boston, Massachusetts: 2011.

**Technology****:**

Calculators

Computers

Educational software

**Internet Resources****:**

**AMTNJ**: http://www.amtnj.org

**NCTM**: http://www.nctm.org

**NJDOE: ** http://www.state.nj.us

**Illuminations: ** HYPERLINK “http://illuminations.nctm.org/” http://illuminations.nctm.org/

**MathTools: ** HYPERLINK “http://www.mathforum.org/mathtools/” http://www.mathforum.org/mathtools/

**AAA Math: ** HYPERLINK “http://www.aaamath.com/” http://www.aaamath.com/

**Arcytech – Educational Java Programs: ** HYPERLINK “http://arcytech.org/java/” http://arcytech.org/java/

**Cyberchase for Parents and Teachers: ** HYPERLINK “http://pbskids.org/cyberchase/parentsteachers/lessons.html” http://pbskids.org/cyberchase/parentsteachers/lessons.html

**National Library of Virtual Manipulatives for Interactive Mathematics: ** HYPERLINK “http://matti.usu.edu/nlvm/nav/index.html” http://matti.usu.edu/nlvm/nav/index.html

**Project Interactivate**

HYPERLINK “http://www.shodor.org/master/interactivate/” http://www.shodor.org/master/interactivate/

**ThinkQuest Online Math Applications**

HYPERLINK “http://www.thinkquest.org/library/cat_show.html?cat_id=9” http://www.thinkquest.org/library/cat_show.html?cat_id=9

**Supplemental Resources:**

*Mathematics Their Way, *Mary Baratta-Lorton

Mathematics Their Way Summary Newsletter*, Cynthia Garland*

Even Steven and Odd Todd*, Kathryn Cristaldi*

New Jersey Core Curriculum Standards for Mathematics, January 9, 2008.

New Jersey Core Curriculum Content Standards for Career Education and Consumer, Family, and Life Skills, *July, 2009.*

New Jersey Core Curriculum Content Standards for Technology

Principles and Standards for School Mathematics, *National Council of Teachers of Mathematics, Virginia 2000*

Teaching Children Mathematics, *NCTM journals*

Teaching Mathematics in the Middle School, * NCTM journals*