curriculum & grade 4: mathematics pacing guide the ability to problem-solve, innovate and...

Grade 4: Mathematics

Curriculum & Pacing Guide

TVaughan

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011

Updated Summer 2012 tjv

Kindergarten: Mathematics

Refer to the Curriculum Framework for actual lesson planning Updated Summer 2012 tjv

Martinsville City Public Schools’ Instructional Plan of Action

The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st

Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community.

Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their abilities, a Response to Intervention (RtI) system, using STAR Math and STAR Reading, is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year.

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons, & Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21

Curriculum Guide OVERVIEW

st

This symbol is used through to denote a 21

Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

st

This symbol is used throughout to denote a 21

Century skill.

st

Century Global Connection.


Curriculum Big Ideas Instructional Strategies & Model Lessons Assessment Items

The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st

Standards of Learning that meet the 21st Century Learning of Global Connections will be designated with this symbol

Century skills will be identified by this symbol

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.

The Kindergarten student will be provided many opportunities to engage in experiences involving problem solving, data collection and analysis, and algebraic thinking. The Virginia Standards of Learning provide the foundation for kindergarten mathematics. The standards are organized into 6 strands:

Learning Overview

Number/Number Sense: The focus of instruction allows students to understand counting, classification, whole numbers, place value, fractions, number relationships, and the effects of single-step and multistep computations.. Computation and Estimation: The focus of instruction allows students to develop and understanding of the meaning of the operations such as addition and subtraction using real-life experiences where they are simply joining sets, taking away, separating from a set or comparing sets. Measurement: The focus of instruction allows students to developing the skills and tools needed to measure length, weight/mass, capacity, time, temperature, area, perimeter, volume, and money. Geometry: The focus of instruction allows students to systematically represent and describe their world as they learn to represent plane and solid figures through drawing, block construction, dramatization and verbal language. Probability and Statistics: The focus of instructions allows students begin to develop an understanding of the concept of chance, through collecting, organizing, describing, displaying, and interpreting data to answer questions they have posed about themselves and their world. Patterns, Function, and Algebra: The focus of instruction is to observe, recognize, create, extend, and describe a variety of patterns.


Learning Targets at a Glance – Kindergarten Grade Math

**Kindergarten SOLS will be reflected in the 3rd

Grade SOL tests

First Quarter 8/13-10/15

Second Quarter 10/16-12/21

Third Quarter 1/8-3/13

Fourth Quarter 3/14-5/22

K.15 Sort/Classify objects K.16 Repeating patterns K.1 Understanding Numbers K.2 Count objects to 5

K.11 Explore plane geometric figures K.12 Spatial relationships of plane figures K.13 Gather data by counting K.14 Create table from data K.16 Repeating patterns K.15 Sort/Classify objects

K.4 Count forward 0 – 20 K.3 Ordinal Numbers K.6 Intro. To addition/subtraction concept K.5 Fractions K.8 Calendar and temperature K.13 Gather data by tallying K.14 Create object Graph/picture graph from Data

K.10 Comparing K.7 Recognize coins K.8 Measurement K.9 Time

Grade 3 Mathematics Test Blueprint Summary Table

50 question test

Number/Number Sense Computation/Estimation Measurement/Geometry Probability, Statistics, Patterns, Functions and Algebra

10 10 11 9


5 Minutes

10 Minutes25 Minutes

20 Minutes

Suggested Time Allocation for a 60 Minute Math Block

Bellringer

Calendar Activity

Skill Lesson

Practice/Small Group Instruction


21st

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the Century Internet Safety Procedures

appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of information. 2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites. 3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage. 4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.


Content: Mathematics Grade K

Pacing /

Time Frame

Unit/Learning Focus

Instructional Strategies & Model Lessons

Assessment Items

Essential Vocabulary

Manipulatives

Technology Resources

Print

Resources

Instructional

Notes

1st/2nd

Grading period

Ongoing review and practice

SOL K.16 Students will identify, describe, and extend repeating patterns. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Observe and identify the basic repeating pattern (core) found in repeating patterns of common objects, sounds, and movements that occur in practical situations.

• Identify the core in a repeating pattern.

• Extend a repeating pattern by adding at least two repetitions to the pattern.

• Create a repeating pattern. • Compare similarities and

differences between patterns.

Pattern Repeat

Attribute links Blocks Unifix cubes Teddy bear counters Dinah Zikes Foldables VDOE Word Wall Voc.

http://www.internet4classrooms.com/skill_builders/patterns_math_kindergarten_k_grade.htm Smart Exchange: Patterns BrainpopJr. Patterns United Stream: Math Monsters: Patterns http://www.ixl.com/math/kindergarten

A Pair of Socks

by Stuart J. Murphy

Patterns Everywhere

by Kari Jenson

Patterns

by Ivan Bulloch

Pattern Fish

by Trudy Harris

Pattern Bugs by

Anne Canevari Green

Patterns

by Henry Pluckrose

A-B-A-B-A- A Book of Pattern

Play by Brian P. Cleary

Food Patterns

by Nathan Olson

Math Out of the Box: Rhythm/Design Lessons: 2-11 Enrichment: Lesson: 12 VDOE ESS: K.16 Repeating Patterns

Teacher Made Assessments Benchmarks

http://www.internet4classrooms.com/skill_builders/patterns_math_kindergarten_k_grade.htm�






http://www.ixl.com/math/kindergarten�





Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

1st /2nd

Grading period

Ongoing review and practice

SOL K.15 Students will sort and classify objects according to attributes: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Sort objects into appropriate groups (categories) based on one attribute.

• Classify sets of objects into groups (categories) of one attribute.

• Label attributes of a set of objects that has been sorted.

• Name multiple ways to sort a set of objects.

Sort Buttons Attribute blocks Teddy Bear Counters Dinah Zikes Foldables VDOE Word Wall Voc.

Smart Exchange: Sorting United Stream: The Number crew: Shape Sorting Learning about Sorting and Grouping Sesame street.com: Sorting http://www.sesamestreet.org/browseallgames?p_p_id=browsegpv_WAR_browsegpvportlet&p_p_lifecycle=1&p_p_state=normal&p_p_mode=view&_browsegpv_WAR_browsegpvportlet_keywords=sorting

Grandma’s Button Box

by Linda Williams Aber

Sorting

by Henry Arthur Pluckrose

3 Little Fire Fighters

by Stuart J. Murphy

Math Out of the Box:

Rhythm/Design Lessons: 1 VDOE ESS: K.15 The Button Box

Teacher Made Assessments

http://www.sesamestreet.org/browseallgames?p_p_id=browsegpv_WAR_browsegpvportlet&p_p_lifecycle=1&p_p_state=normal&p_p_mode=view&_browsegpv_WAR_browsegpvportlet_keywords=sorting�














Content: Mathematics Grade Level: K

Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

1st

Grading period

Introduce and ongoing

SOL K.1 Students will, given two sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Match each member of one set with each member of another set, using the concept of one-to-one correspondence to compare the number of members between sets, where each set contains 10 or fewer items

• Compare and describe two sets of 10 or fewer objects, using the terms more, fewer, and the same.

• Given a set of objects, construct a second set which has more, fewer, or the same number of objects.

• More • Fewer • Same

Counters Bears Dinah Zikes Foldables: VDOE Word Wall Voc.

Smart exchange: kind.math, matching smart notebook lesson, K.1 Math Review smart notebook lesson Brainpop: Comparing Numbers http://www.uen.org/Lessonplan/preview?LPid=21363

http://www.aaamath.com/cmpk1a-morefewer.html

Who Has More?

By Caroline Arnold

Who Has Fewer?

Just Enough Carrots:

Stuart J. Murphy

More or Less

by Judy Mayer


Like/Unlike: Mod A Lessons: 1-3 VDOE ESS: *More, Fewer, or the Same? VDOE Modules: *Build and Compare *How Many Snails?




Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

1st

Grading period


SOL K.2 Students will:

a) Tell how many are in the set containing 15 or fewer concrete objects

b) Write the numeral to tell how many are in the set

c) Select the corresponding numeral from a given set of numerals

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Read and write numerals from 0 to 15.

• Understand that the total number of objects can be found by counting.

• Understand that the last counted number describes the total amount in the set.

• Understand that if the set is empty, it has zero elements.

• Understand that changing the spacial arrangement of a set of objects does not change total amount of the set.

Set empty

Ten frames Counters Bears Number Line Number Poems and Songs Dinah Zikes Foldables: VDOE Word Wall Voc.

United Streaming: The Number Crew You Tube: The Number Rock (Greg & Steve) Numbers in the Teens (Jack Hartman) I can write my numbers 0 to 9 Brainpopjr: Counting On Smart Exchange: Number Identification Balloon Pop Counting Caterpillar www.harcourtschools.com Numbers 0 to 5 and Count to 10 Rockingham County: http://www.rockingham.k12.va.us/resources/elementary/files/numbersk12.notebook

Ten Black Dots

by Donald Crew

Every Buddy Counts

by Murphy (Math Starts Series)


Like/Unlike:Mod. A Lessons: 4-9 VDOE ESS: *Counting Centers *Counting 15 Dots VDOE Modules: *Number Boards *Garbage! *How Many? * Quick Images *Spill the Beans *Splash!


http://www.harcourtschools.com/�

http://www.harcourtschools.com/�



Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

2nd

Grading period

SOL K.11 Students will:

a) Identify, describe, and trace plane geometric figures (circle, triangles, square, and rectangle)

b) Compare the size (larger,smaller) and shape of plane geometric figures (circles, triangles, square, and rectangle)


• Identify a circle, triangle, square, and

rectangle. • Describe the characteristics of

triangles, squares, and rectangles, including number of sides and number of angles.

• Describe a circle using terms such as round and curved.

• Trace a circle, triangle, square, and rectangle.

• Compare and group plane geometric figures (circle, triangle, square, and rectangle) according to their relative sizes (larger, smaller).

• Compare and group plane geometric figures (circle, triangle, square, and rectangle) according to their shapes.

• Distinguish between examples and nonexamples of identified geometric figures (circle, triangle, square, and rectangle).

Circle Triangle Square Rectangle Trace Round Curved Straight Sides/Corners Larger/Smaller

Shape Manipulatives Templates to trace Dinah Zikes Foldables: VDOE Word Wall Voc.

http://www.ixl.com/math/kindergarten Smart Exchange: Shapes Brainpop Jr. Plane Shapes United Streaming: The Number Crew: Shape Escape & Shape Sorting Wilbur: Getting Into Shapes http://www.rockingham.k12.va.us/resources/elementary/kmath.htm 4. Triangles vs. Rectangles 16. Identifying shapes 30. Circles, Triangles and Squares

The Silly Story of Goldilocks and the Three Squares

by Grace Maccarone

Shopping Spree, Identifying Shapes

by Monica Weiss

Icky Bug Shapes

Jerry Pallotta

The Greedy Triangle

by Marilyn Burns

When a Line Bends a shape begins

Rhonda Gowler Greene


Symmetry/Shapes K.11a Lessons: 7-8, 12 K.11b Lessons: 9-11 Enrichment: Lessons: 1-6, 13-16 VDOE ESS: K.11 Geometric Figures in Our Classroom

Shape Songs/ Poems





http://www.rockingham.k12.va.us/resources/elementary/kmath.htm�





http://preschoolteachersresource.blogspot.com/2009/02/shapes-teaching-about-squares.html�










Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

2nd

Grading period

SOL K.12 Students will describe the location of one object relative to another (above, below, next to) and identify representations of plane geometric figures (circles, triangle, square, and rectangle) regardless of their positions and orientations in space: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Identify pictorial representations of a circle, triangle, square, and rectangle, regardless of their position and orientation in space.

• Describe the location of one object relative to another, using the terms above, below, and next to.

Above Below Next to Right Left Top Bottom Middle

bean bags stuffed animals Songs Dinah Zikes Foldables VDOE Word Wall Voc.

http://www.ixl.com/math/kindergarten Smart Exchange: Position words United Stream: The Number Crew: nesting time Beginning Social Studies Vocabulary The Number Crew: Fit Club http://www.hummingbirded.com/freebies/Gingerman-positional-words.pdf http://www.atozteacherstuff.com/pages/209.shtml http://www.uen.org/Lessonplan/preview?LPid=16188

Rosie’s Walk

by Pat Hutchins

Tops and Bottoms

by Janet Stevens

Going on a Bear Hunt

by Michael Rosen

Inside, Outside, Upside Down by Stan and Jan Berenstain

Jump Frog Jump

, by Robert Kalan

Math Out of the

Box: Symmetry/Shapes K.12 Lessons: 17 Enrichment: Lessons: 18-20 VDOE ESS: K.12 Geometric Games

Position word cards





http://www.hummingbirded.com/freebies/Gingerman-positional-words.pdf�





http://www.atozteacherstuff.com/pages/209.shtml�




http://www.uen.org/Lessonplan/preview?LPid=16188�






Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

2nd

Grading period


SOL K.13 Students will gather data by counting and tallying: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Use counting and tallying to gather data on categories identified by the teacher and/or student (e.g., favorites, number of days of various types of weather during a given month, types of pets, types of shoes).

Data Tallying Tally Marks

Spinners Popsicle Sticks Songs Dinah Zikes Foldables VDOE Word Wall Voc.

http://www.ixl.com/math/kindergarten http://www.sadlier-oxford.com/math/practice/gr1/CHAPTER4/picto/0104.htm

Tally O’Mally

by Stuart J. Murphy


Like/Unlike: Mod. B Lessons: 16-17 Rhythm/Design Lessons: 13-14 VDOE ESS: K.13 Using Tally Marks





http://www.sadlier-oxford.com/math/practice/gr1/CHAPTER4/picto/0104.htm�








Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

2nd

Grading period


SOL K.14 Students will display gathered data in object graphs, picture graphs, and tables, and will answer questions related to the data: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Display data by arranging concrete objects into organized groups to form a simple object graph.

• Display gathered data, using pictures to form a simple picture graph (e.g., a picture graph of the types of shoes worn by students on a given day).

• Display gathered data in tables, either in rows or columns.

• Answer questions related to the gathered data displayed in object graphs, picture graphs, and tables by: –Describing the categories of data and the data as a whole (e.g., the total number of responses) and its parts. –Identifying parts of the data that represent numerical relationships, including categories with the greatest, the least, or the same.

Data Graph

Graphing Kit Floor Graphs Dinah Zikes Foldables VDOE Word Wall Voc.

http://www.ixl.com/math/kindergarten http://www.sadlier-oxford.com/math/practice/gr1/CHAPTER4/picto/0104.htm http://www2.scholastic.com/browse/lessonplan.jsp?id=1164 Smart Exchange: Graphing Graphs United Stream: Learning to Use Graphs The Number Crew Awards Brainpop Jr. Tally charts and bar graphs Pictographs http://www.harcourtschool.com/menus/math2004/math2004_grk.html

The Great Graph Contest

by Loreen Leedy


Like/Unlike: Mod. B Lessons: 18-19 Enrichment: Lessons: 20 Rhythm/Design Lessons: 15-16, 18-20 VDOE ESS: K.14 My Favorite Things











http://www2.scholastic.com/browse/lessonplan.jsp?id=1164�




http://www.harcourtschool.com/menus/math2004/math2004_grk.html�







Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

1st/2nd

Grading period

SOL K.16 Students will identify, describe, and extend repeating patterns. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Observe and identify the basic repeating pattern (core) found in repeating patterns of common objects, sounds, and movements that occur in practical situations.

• Identify the core in a repeating pattern.

• Extend a repeating pattern by adding at least two repetitions to the pattern.

• Create a repeating pattern. • Compare similarities and

differences between patterns.

Pattern Repeat

Attribute links Blocks Unifix cubes Teddy bear counters Dinah Zikes Foldables VDOE Word Wall Voc.

http://www.internet4classrooms.com/skill_builders/patterns_math_kindergarten_k_grade.htm Smart Exchange: Patterns BrainpopJr. Patterns United Stream: Math Monsters: Patterns http://www.ixl.com/math/kindergarten

A Pair of Socks

by Stuart J. Murphy

Patterns Everywhere

by Kari Jenson

Patterns

by Ivan Bulloch

Pattern Fish

by Trudy Harris

Pattern Bugs by

Anne Canevari Green

Patterns

by Henry Pluckrose

A-B-A-B-A- A Book of Pattern

Play by Brian P. Cleary

Food Patterns

by Nathan Olson

Math Out of the Box: Rhythm/Design Lessons: 2-11 Enrichment: Lesson: 12 VDOE ESS: K.16 Repeating Patterns













Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

1st/2nd

Grading period

SOL K.15 Students will sort and classify objects according to attributes: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

• Sort objects into appropriate groups (categories) based on one attribute.

• Classify sets of objects into groups (categories) of one attribute.

• Label attributes of a set of objects that has been sorted.

• Name multiple ways to sort a set of objects.

Sort Buttons Attribute blocks Teddy Bear Counters Dinah Zikes Foldables VDOE Word Wall Voc.

Smart Exchange: Sorting United Stream: The Number crew: Shape Sorting Learning about Sorting and Grouping Sesame street.com: Sorting http://www.sesamestreet.org/browseallgames?p_p_id=browsegpv_WAR_browsegpvportlet&p_p_lifecycle=1&p_p_state=normal&p_p_mode=view&_browsegpv_WAR_browsegpvportlet_keywords=sorting

Grandma’s Button Box

by Linda Williams Aber

Sorting

by Henry Arthur Pluckrose

3 Little Fire Fighters

by Stuart J. Murphy


Rhythm/Design Lessons: 1 VDOE ESS: K.15 The Button Box

















Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

3rd

Grading period

SOL K.4 Students will :

a) Count forward to 100 and backward from 10

b) Identify one more than a number and one less than a number

c) Count by fives and tens to 100


Count forward from 0 to 100. Count backward from 10 to 0. Recognize the relationship of one

or more than and one less than a number using objects (i.e, five and one more is six; and one less than ten is nine).

Group 100 or fewer objects together into sets of 5’s or 10’s and then count them by 5’s or 10’s.

Investigate and recognize the pattern of counting by 5’s to 100 using a variety of tools.

Investigate and recognize pattern of counting by 10’s to 100, using a variety of tools.

Forward Backward Group

Ten frame Counters Manipulative 100 chart Number line Dinah Zikes Foldables: VDOE Word Wall Voc.

United Stream: The Number crew You Tube: Whatcha’Gonna Do (2’s, 5’s, and 10’s) Exercise and Count by 5’s Climbing up the mountain Smart Exchange: Ten in the Bed (backwards) http://www.rockingham.k12.va.us/resources/elementary/kmath.htm : 24. Skip Counting by 10s to 100 Notebook http://www.internet4classrooms.com/skill_builders/counting_math_kindergarten_k_grade.htm http://www.eduplace.com/kids/mw/manip/mn_k.html http://www.ictgames.com/saucerSorter.html www.sesamestreet.com

Ten Apples up on Top

by Dr. Seuss

100 Hungry ants

by Ellinor J. Pinczes

I can Count to 100… Can You?

By Katherine Howard

One Hundred is a Family

by Pam Munoz Ryan

26 Letters and 99 cents

by Tana Hoban

Math Out of the Box: K.4a Like/Unlike: Mod.B Lessons 2-3 K.4b Like/Unlike :Mod. Lessons:10,16 K.4c Like/Unlike :Mod. B Lesson: 6, 9 K.4 Enrichment Like/Unlike :Mod. B Lessons1, 11, 12 VDOE ESS: *Hundreds Board Math VDOE Modules: *Lily Pad Hop! *Math to 100 and back: More/Less *Sharing






http://www.rockingham.k12.va.us/resources/elementary/files/100thday.notebook�



http://www.internet4classrooms.com/skill_builders/counting_math_kindergarten_k_grade.htm�





http://www.eduplace.com/kids/mw/manip/mn_k.html�



http://www.ictgames.com/saucerSorter.html�



http://www.sesamestreet.com/�




Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

3rd

Grading period

SOL K.3 Students will, given an ordered set of ten objects and/or pictures, will indicate the ordinal position of each object, first through tenth, and the ordered position of each object: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to: Identify the ordinal positions first

through tenth using ordered sets of ten concrete objects and/ or pictures of such sets presented from Left-to-right; Right-left; Top- to bottom; and/or Bottom to top.

ordinals Dinah Zikes Foldables: VDOE Word Wall Voc.

United Streaming: Cardinal and Ordinal Numbers: How Many Objects vs Order of Objects Smart Exchange: Ordinal numbers to ten Ordinal Numbers Ordinal house http://www.uen.org/Lessonplan/preview.cgi?LPid=16242

The Mitten

by Jan Brett

10 Little Rubber Ducks

by Eric Carle


Like/Unlike: Mod. B Lessons: 4-5 VDOE ESS: *Counting On the Bus VDOE Modules: *Paper Chains




Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

3rd

Grading period

SOL K.6 Students will model adding and subtracting whole numbers, using up to 10 concrete objects. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

Combine two sets with known quantities in each set, and count the combined set using up to ten concrete objects, to determine the sum, where the sum is not greater than ten.

Given a set of ten or fewer concrete objects, remove, take away or separate part of the set and determine the result.

Add Subtract Sum Difference

Dice, Dominoes 2 sided Counters Manipulative Number line Dinah Zikes Foldables: VDOE Word Wall Voc.

United Streaming: The Number Crew Math Monsters You Tube: Add and Subtract Body Part Dance Smart Exchange Adding and Subtracting on the Number Line Understanding subtraction Harcourt: Adding Bricks You Tube: Add Um Up Addition Rock

Domino Addition

by Lynette Long

Sea Sums

by Joy N. Hulme

Five Little Monkeys Sitting in a Tree

by Eileen Christelow

Math Monsters by

Grace Maccarone

One Bear with Bees in His Hair

by Jakki Wood

Adding and Subtracting at the Lake by Amy Rauen A Bag full of Pups

by Dick Gackenbach

Adding Alligators and other easy to read Math stories

by Betsy Franco


Like/Unlike: Mod. A Lessons: 11-15, 17-20 Mod. B Lesson: 10 Enrichment: Mod. B Lessons: 13-15 VDOE ESS: K.6 Math Stories



Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

3rd

Grading period

SOL K.5 Students will identify the parts of a set and/or region that represent fractions for halves and fourths. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

Recognize fractions as representing parts of equal size of a whole.

Given a region, identify a half and/or a fourth of the region.

Given a set, identify a half/ and or a fourth of the set.

Equal Whole Half Fourth Fraction

Fraction apple Pizza Various Food objects Dinah Zikes Foldables: VDOE Word Wall Voc.

United Streaming: The Number Crew: Action with Fractions Brainpop Jr. More fraction Basic Parts of a Whole Smart Exchange: Fraction Fun Half Fair Share Part or Whole http://www.ixl.com/math/kindergarten/identify-halves-thirds-fourths

Give Me Half

by Stuart J. Murphy (Math Start 2 series)

Rabbit and the Hare

Divide an Apple by Harriet Ziefert

Eating Fractions

by Bruce McMillan


Like/Unlike: Mod. B Lesson: 8 VDOE ESS: **NONE


http://www.ixl.com/math/kindergarten/identify-halves-thirds-fourths�







Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

2nd/3rd

Grading period

SOL K.13 Students will gather data by counting and tallying: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Use counting and tallying to gather data on categories identified by the teacher and/or student (e.g., favorites, number of days of various types of weather during a given month, types of pets, types of shoes).

Data Tallying Tally Marks

Spinners Popsicle Sticks Songs Dinah Zikes Foldables VDOE Word Wall Voc.

http://www.ixl.com/math/kindergarten http://www.sadlier-oxford.com/math/practice/gr1/CHAPTER4/picto/0104.htm

Tally O’Mally

by Stuart J. Murphy


Like/Unlike: Mod. B Lessons: 16-17 Rhythm/Design Lessons: 13-14 VDOE ESS: K.13 Using Tally Marks













Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

2nd/

3rd Grading period

SOL K.14 Students will display gathered data in object graphs, picture graphs, and tables, and will answer questions related to the data: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Display data by arranging concrete objects into organized groups to form a simple object graph.

• Display gathered data, using pictures to form a simple picture graph (e.g., a picture graph of the types of shoes worn by students on a given day).

• Display gathered data in tables, either in rows or columns.

• Answer questions related to the gathered data displayed in object graphs, picture graphs, and tables by: –Describing the categories of data and the data as a whole (e.g., the total number of responses) and its parts. –Identifying parts of the data that represent numerical relationships, including categories with the greatest, the least, or the same.

Data Graph

Graphing Kit Floor Graphs Dinah Zikes Foldables VDOE Word Wall Voc.

http://www.ixl.com/math/kindergarten http://www.sadlier-oxford.com/math/practice/gr1/CHAPTER4/picto/0104.htm http://www2.scholastic.com/browse/lessonplan.jsp?id=1164 Smart Exchange: Graphing Graphs United Stream: Learning to Use Graphs The Number Crew Awards Brainpop Jr. Tally charts and bar graphs Pictographs http://www.harcourtschool.com/menus/math2004/math2004_grk.html

The Great Graph Contest

by Loreen Leedy


Like/Unlike: Mod. B Lessons: 18-19 Enrichment: Lessons: 20 Rhythm/Design Lessons: 15-16, 18-20 VDOE ESS: K.14 My Favorite Things






















Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulative

s


Print

Resources

Instructional

Notes

4th

Grading period

SOL K.10 Students will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, and block: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Compare and describe lengths of two objects (as shorter or longer), using direct comparison or nonstandard units of measure (e.g., foot length, hand span, new pencil, paper clip, block).

• Compare and describe heights of two objects (as taller or shorter), using direct comparison or nonstandard units of measure (e.g., book, hand span, new pencil, paper clip, block).

• Compare and describe weights of two objects (as heavier or lighter), using direct comparison or nonstandard units of measure (e.g., book, cubes, new pencil, paper clip, block).

• Compare and describe temperatures of two objects or environment (as hotter or colder), using direct comparison.

Shorter Longer Taller Shorter Heavier Lighter Hotter Colder

Objects to compare: Paper clips foot length hand span Scale Unifix cubes Dinah Zikes Foldables: VDOE Word Wall Voc.

http://www.ixl.com/math/kindergarten Smart Exchange: CA K Measurement 1.1

Slower than a Snail

by Marilyn Burns & Anne Schreiber

A Pig is Big

by Douglas Florian


Over/Under Lessons: 1-9, 17 Enrichment: Lessons: 18-20 VDOE ESS: K.10 How Long is it? How tall are You? How Heavy is it? How Hot or Cold?

Teacher Made






Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

4th SOL K.7 Grading Period

Students will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

Describe the properties/ characteristics (e.g., color, relative size) of a penny, nickel, dime, and quarter.

Identify a penny, nickel, dime, and quarter.

Identify that a nickel is the same value as five pennies.

Count a randomly placed collection of pennies and/or nickels ( or models of pennies and/or nickels) whose value is 10 cents or less, and determine the value of a the collection.

Value Penny Nickel Dime Quarter

Plastic Coins Coin Bingo Dinah Zikes Foldables: VDOE Word Wall Voc.

Brainpop Jr. : Counting Coins Smart Exchange: Money, Money, Money Harcourt: Money to Build a Notebook http://www.internet4classrooms.com/skill_builders/beginning_money_math_kindergarten_k_grade.htm You Tube: Coins in my hand Elmo Counting Coins Money, Money, Money by Rhonda Crigger http://www.eduplace.com/kids/mw/manip/mn_k.html

Bunny Money

by Rosemary Wells

Let’s find Out About Coins

by Kathy Barabas

A Chair for My mother

by Vera Williams

The Coin Counting book

by Rozanne Williams

Monster Money

by Grace MacCarone

Jelly Beans for Sale

by Bruce McMillan


Over/Under Lessons: 10-11 VDOE ESS: K.7 Money Math


http://www.internet4classrooms.com/skill_builders/beginning_money_math_kindergarten_k_grade.htm�









Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

4th

Grading period

SOL K.9 Students will tell time to the hour, using analog and digital clocks: The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

• Tell time on an analog clock to the hour.

Tell time on a digital clock to the hour.

Digital Analog

Clocks Dinah Zikes Foldables: VDOE Word Wall Voc.

United Stream: The Number Crew: The Number Slide (time) Harcourt.com Telling Time Brainpop Jr. Time to the Hour http://www.internet4classrooms.com/skill_builders/telling_time_math_kindergarten_k_grade.htm Smart Exchange: Telling Time Clocks and time You Tube: Hip Hop Around the Clock Match My Clock Rock around the Clock http://www.teachingtime.co.uk/draggames/sthec1.html

Bats Around the Clock

by Kathi Appelt

Telling Time on a Digital and Analog Clock

by Jules Older

The Grouchy Lady Bug

by Eric Carle

Telling Time with Big Mama Cat

by Dan Harper


Over/Under Lessons: 12-13 VDOE ESS: K.9 What Time Is It?


http://www.internet4classrooms.com/skill_builders/telling_time_math_kindergarten_k_grade.htm�






http://www.teachingtime.co.uk/draggames/sthec1.html�





Pacing /

Time Frame

Unit/Learning Focus


Assessment Items


Manipulatives


Print

Resources

Instructional

Notes

4th

Grading period

SOL K.8 Students will identify the instruments used to measure length (ruler), weight (scale), time (clock: digital and analog), calendar(day, month, year), and temperature (thermometer) The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to:

Identify a ruler as an instrument to measure length.

Identify different types of scales as instruments to measure weight.

Identify different types of clocks (analog and digital) as instruments to measure time.

Identify the components of a calendar, including days, months, and seasons.

Identify different types of thermometers as instruments used to measure temperature.

Ruler Scale Clock Calendar Thermometer Length Weight Digital Analog Temperature

Thermometers Scales Rulers Calendar non standard measurement tools: unifix cubes, links Dinah Zikes Foldables: VDOE Word Wall Voc.

United Stream: Math Monsters: Standard and Non-Standard Measurement The Number Crew Harcourt.com Telling Time Brainpop Jr. Inches and Feet Temperature Smart Exchange: You Tube: http://www.sowashco.k12.mn.us/ro/Pages/studentlinks/math/K-1math.htm www.sesamestreet.com Measure that Animal

Inch by Inch

by Leo Lionni

How Many? How Much? Measuring

by Monica Weiss

How Big is a Foot?

Rulf MyllerHarper

Carrie Measures Up by

Linda Aber

Armadillo Rodeo

by Jan Brett

Inchworm and a Half

by Pinczes

Just a Little Bit

by Ann Tompert

Marvin Weighs in

by Dave Browning

The Dragon’s Scales

by Sarah Albee

What is a thermometer

by Lisa Trumbauer


Over/Under Lessons: 14-16 VDOE ESS: K.8 Calendar Math Instruments

http://sci.tamucc.edu/~eyoung/measure_literature.html lesson to accompany Armadillo Book

Teacher Made

http://www.sowashco.k12.mn.us/ro/Pages/studentlinks/math/K-1math.htm�







http://sci.tamucc.edu/~eyoung/measure_literature.html�



curriculum & grade 4: mathematics pacing guide the ability to problem-solve, innovate and...

Documents