Interdisciplinary Connections

NJSLS: Science:

K-LS-1.1: Use observations to describe patterns of what plants and animals (including humans) need to survive.

Math Tie In: 

K.M.A.2: 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

Activity: Pumpkin Investigation in October. Students will participate in a month-long exploration into plants, specifically a pumpkin. Students will use math terminology to describe different attributes of the pumpkins like size, number of seeds, etc.

Integration of Technology

Technology Literacy:

9.4.2.TL.1: Identify the basic features of a digital tool and explain the purpose of the tool (e.g., 8.2.2.ED.1).

9.4.2.TL.2: Create a document using a word processing application.

9.4.2.TL.7: Describe the benefits of collaborating with others to complete digital tasks or develop digital artifacts

21st Century Skills

Life Literacies and Key Skills:

9.4.2.CT.3: Use a variety of types of thinking to solve problems (e.g., inductive, deductive)

9.4.2.CI.1: Demonstrate openness to new ideas and perspectives

9.4.2.DC.6: Identify respectful and responsible ways to communicate in digital environments.

Career Education

Career Awareness, Exploration, and Preparation:

9.1.2.CAP.1: Make a list of different types of jobs and describe the skills associated with each job.

9.1.2.CAP.2: Explain why employers are willing to pay individuals to work.

SUBJECT: Math

GRADE LEVEL: Kindergarten

UNIT TITLE:  Chapters 1, 2, 3, 4

LENGTH OF STUDY: 40 days  Pacing Guide

START OF UNIT: September 18

END OF UNIT: November 17

Unit Learning Goals

• Name, count, and write numbers to 10
• Pair each number name with an object
• Determine the last number stated names the total
• Count objects in different arrangements
• Count starting from any number within 10
• Order numbers within 10 both forward and backward
• Understand the next number stated is  one number greater
• Use matching and counting to tell whether the number of objects in a group is greater than, less than, or equal to the number of objects in another group
• Count the number of objects in different arrangement
• Compare 2 written numerals between 0 and 10
• Classify objects into categories and sort by counting

Materials

Primary:

• Big Ideas Teacher Manual
• Big Ideas Student Edition
• Big Ideas Online Platform

Supplemental:

• Manipulatives
• Brain Pop
• Online Math Games

Daily Targets

Standards

Instructional Activities

1.1: Model & Count 1 and 2

K.CC.B.4a, K.CC.B.4b, K.CC.B.5

• Name numbers 1 & 2
• Count 1 or 2 objects
• Tell the number of objects in a group

1.2: Understand & Write 1 and 2

K.CC.B5, K.CC.A3

• Identify groups of 1 and 2 objects
• Write the numbers 1 and 2

1.3: Model & Count 3 and 4

K.CC.B.4a, K.CC.B.4b, K.CC.B.5

• Name the numbers 3 and 4
• Count 1 object for each number to 4
• Tell the number of objects in a group

1.4: Understand & Write 3 and 4

K.CC.B5, K.CC.A3

• Identify groups of 3 and 4 objects
• Write the numbers 3 and 4

1.5: Model & Count 5

K.CC.B.4a, K.CC.B.4b, K.CC.B.5

• Name the number 5
• Count 1 object for each number to 5
• Tell the number of objects in a group

1.6: Understand & Write 5

K.CC.B5, K.CC.A3

• Identify a group of 5 objects
• Write the number 5

1.7: The Concept of Zero

K.CC.B5, K.CC.A3

• Name the number 0
• Explain 0 means having no objects
• Identify a group of 0 objects
• Write the number 0

1.8: Count & Order Numbers 0-5

K.CC.B5, K.CC.A3

• Count from 1 to 5
• Identify the starting number
• Order numbers up to 5

2.1: Equal Groups

K.CC.C6

• Match objects from 2 groups
• Tell whether the number of objects in 2 groups are the same or not the same

2.2: Greater Than

K.CC.C6

• Match objects from 2 groups
• Identify the group that has more objects

2.3: Less Than

K.CC.C6

• Match objects from 2 groups
• Identify the group that has fewer objects

2.4: Compare Groups to 5 by Counting

K.CC.C6, K.CC.B5, K.CC.C7

• Compare the numbers of objects in two groups using the words greater than, less than, or equal to
• Explain how to compare 2 groups by counting

2.5: Compare Numbers to 5

K.CC.C6, K.CC.B5, K.CC.C7

• Tell whether 2 numbers are the same
• Use greater than and less than to describe 2 numbers that are not the same.
• Draw to show how 1 number compares to another

3.1: Model & Count to 6

K.CC.B.4a, K.CC.B.4b, K.CC.B.5

• Name the number 6
• Count 1 object for each number to 6
• Tell the number of objects in a group

3.2: Understand and Write 6

K.CC.B5, K.CC.A3

• Identify a group of 6 objects
• Write the number 6

3.3: Model & count 7

K.CC.B.4a, K.CC.B.4b, K.CC.B.5

• Name the number 7
• Count 1 object for each number to 7
• Tell the number of objects in a group

3.4: Understand and write 7

K.CC.B5, K.CC.A3

• Identify a group of 7 objects
• Write the number 7

3.5: Model and count 8

K.CC.B.4a, K.CC.B.4b, K.CC.B.5

• Name the number 8
• Count 1 object for each number to 8
• Tell the number of objects in a group

3.6: Understand & Write 8

K.CC.B5, K.CC.A3

• Identify a group of 8 objects
• Write the number 8

3.7: Model & Count 9

K.CC.B.4a, K.CC.B.4b, K.CC.B.5

• Name the number 9
• Count 1 object for each number up to 9
• Tell the number of objects in a group

3.8: Understand & Write 9

K.CC.B5, K.CC.A3

• Identify a group of 9 objects
• Write the number 9

3.9: Model & Count 10

K.CC.B.4a, K.CC.B.4b, K.CC.B.5

• Name the number 10
• Count 1 object for each number up to 10
• Tell the number of objects in a group

3.10: Understand & Write 10

K.CC.B5, K.CC.A3

• Identify a group of 10 objects
• Write the number 10

3.11: Count & Order numbers to 10

K.CC.B5, K.CC.A3

• Count to 10
• Identify the starting number
• Order numbers to 10

4.1: Compare groups to 10 by matching

K.CC.C6

• Match objects from 2 groups
• Compare the numbers of objects in 2 groups using greater than, less than, or equal to

4.2: Compare groups to 10 by counting

K.CC.C6, K.CC.C7, K.CC.B5

• Compare the numbers of objects in 2 groups using greater than, less than, or equal to
• Explain how to compare 2 groups by counting

4.3: Compare numbers to 10

K.CC.C6, K.CC.C7, K.CC.B5

• Tell whether 2 numbers are the same
• Use greater than and less than to describe 2 numbers that are not the same
• Draw to show how 1 number compares to another

4.4: Classify objects into Categories

K.DL.A.1

• Describe what is the same about a group of objects
• Classify objects into a category
• Identify objects that are not in a category

4.5: Classify and compare by counting

K.CC.C6, K.CC.C7, K.CC.B5, K.DL.A.1

• Use marks to show each object in a category
• Count how many in each category
• Compare the numbers of objects in 2 categories using greater than, less than, or equal to        

Accommodations and Modifications

Special Education

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Multilingual Learners

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions

Students At-Risk of School Failure

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions
• Chunking content into small segments
• Shorten or reduce assignment to focus on one specific skill

Gifted and Talented

• Student Choice
• Student centered activities
• Enhance skill or activity based on Individual Student Need
• Allow for flexible grouping
• Problem solving situations

Students with 504 Plans

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Assessments

Formative

• Classwork  
• Homework  
• Observation  
• Questioning

Summative

• Chapter Tests

Benchmark

• Cumulative Review
• End of the Year Test

Alternative

• Homework
• Classwork

SUBJECT: Math

GRADE LEVEL: K

UNIT TITLE:  Chapters 5, 6, 7

LENGTH OF STUDY: 30 days

START OF UNIT: November 20

END OF UNIT: January 12

Unit Learning Goals

• Represent addition & subtraction with various models and strategies
• Decompose numbers less than or equal to 10 into pairs in more than 1 way
• Represent addition with various models and strategies
• Write an addition sentence using symbols
• Represent, write, and solve “ add to” and “put together” problems with unknowns
• Break apart numbers to 10 in different ways
• Understand that the next number stated is 1 number greater
• Write the same number when 0 is added
• Solve word problems
• Fluently add within 5
• Find and make number patterns that make 10
• Represent subtraction with various models and strategies
•  Write a subtraction sentence using symbols
• Represent, write, and solve “take from” problems
• Represent, write, and solve “take apart” problems
• Understand that taking away from a group will tell how many are left
• Understand that subtracting 0 doesn’t change the number
• Fluently subtract within 5
• Explain the similarities and differences between addition and subtraction sentences

Materials

Primary:

• Big Ideas Teacher Manual
• Big Ideas Student Edition
• Big Ideas Online Platform

Supplemental:

• Manipulatives
• Brain Pop
• Online Math Games

Daily Targets

Standards

Instructional Activities

5.1: Partner numbers to 5

K.OA.A1, K.OA.A3

• Name each part
• Name the whole
• Name the partner numbers for a whole

5.2: Use number bonds to represent numbers to 5

K.OA.A1, K.OA.A3

• Model putting together parts to show the whole
• Model taking apart the whole to show the parts
• Use a number bond to show the parts and the whole

5.3: Compose and Decompose 6

K.OA.A1, K.OA.A3

• Name the parts and the whole
• Use a number bond to show the parts and the whole

5.4: Compose and Decompose 7

K.OA.A1, K.OA.A3

• Name the parts and the whole
• Use a number bond to show the parts and the whole

5.5: Compose and Decompose 8

K.OA.A1, K.OA.A3

• Name the parts and the whole
• Use a number bond to show the parts and the whole

5.6: Compose and Decompose 9

K.OA.A1, K.OA.A3

• Name the parts and the whole
• Use a number bond to show the parts and the whole

5.7: Compose and Decompose 10

K.OA.A1, K.OA.A3

• Name the parts and the whole
• Use a number bond to show the parts and the whole

5.8: Compose and Decompose Using a group of 5

K.OA.A1, K.OA.A3

• Name the whole
• Find a group fo 5
• Name the partner numbers when 1 part is 5

6.1: Understand Addtion

K.OA.A1, K.OA.A2

• Tell how many objects there are to start.
• Tell how many objects are added to a group
• Tell how many objects there are in all

6.2: Addition: Add to

K.OA.A1, K.OA.A2

• Tell what the + sign means
• Tell what the = sign means
• Explain an addition sentence

6.3: Addition: Put Together

K.OA.A1, K.OA.A2

• Show how to put 2 groups of objects together
• Tell how many there are in all
• Write an addition sentence

6.4: Addition: Number Partners

K.OA.A1, K.OA.A2, K.OA.A3

• Show 2 partner numbers for a whole
• Write an addition sentence with partner numbers

6.5: Addition: Number Patterns

K.OA.A1, K.OA.A2, K.CC.B4c, K.OA.A5

• Describe a pattern
• Explain I have the same number when I add 0
• Explain I have the next number when I add 1

6.6: Practice Addition

K.OA.A1, K.OA.A2, K.OA.A5

• Show and Tell how to add numbers to 5
• Complete an addition sentence

6.7: Use a group of 5 to add

K.OA.A1, K.OA.A2

• Use a 10 frame to add on 5
• Add on 5 to make a whole
• Write an addition sentence

6.8: Add to make 10

K.OA.A4

• Add onto a number to make 10
• Show partner numbers for 10
• Write an addition sentence for 10 when 1 group is given

7.1: Understand Subtraction

K.OA.A1, K.OA.A2

• Tell how many objects in all
• Tell how many objects are taken away
• Tell how many objects are left

7.2: Subtraction Take From

K.OA.A1, K.OA.A2

• Tell what - sign means
• Tell how many are left
• Explain a subtraction sentence

7.3: Subtraction Take Apart

K.OA.A1, K.OA.A2

• Show how to take apart a group of objects
• Take apart a group of objects to tell the partner numbers
• Write a subtraction sentence

7.4: Subtraction Number Patterns

K.OA.A1, K.OA.A2, K.OA.A5

• Subtract 0, 1, or all objects from a group
• Explain the patterns of subtracting 0, 1, or all

7.5: Practice Subtraction

K.OA.A1, K.OA.A2, K.OA.A5

• Show and tell how to subtract within 5
• Complete the subtraction sentence

7.6: Use a group fo 5 to subtract

K.OA.A1, K.OA.A2

• Use a 10 frame to subtract 5
• Subtract 5 and tell how many are left
• Write a subtraction sentence

7.7: Related Facts

K.OA.A1, K.OA.A2, K.OA.A5

• Write + and - to show related facts
• Explain what is the same and different in these facts

Accommodations and Modifications

Special Education

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Multilingual Learners

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions

Students At-Risk of School Failure

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions
• Chunking content into small segments
• Shorten or reduce assignment to focus on one specific skill

Gifted and Talented

• Student Choice
• Student centered activities
• Enhance skill or activity based on Individual Student Need
• Allow for flexible grouping
• Problem solving situations

Students with 504 Plans

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Assessments

Formative

• Classwork  
• Homework  
• Observation  
• Questioning

Summative

• Chapter Tests

Benchmark

• Cumulative Review
• End of the Year Test

Alternative

• Homework
• Classwork

SUBJECT: Math

GRADE LEVEL: Kindergarten

UNIT TITLE:  Chapters 8, 9, 10

LENGTH OF STUDY: 40  days

START OF UNIT: January 15

END OF UNIT: March 15

Unit Learning Goals

• Name, count, and write numbers to 20
• Pair each object with a number
• Determine the last number stated names the total
• Count objects in different arrangement
• Identify a group of 10 from a larger group
• Decompose numbers 11-19 into 10 ones and some more ones
• Count from 1 number to another number
• Determine that the next number when counting is 1 more
• Use counting to tell whether the number of objects in a group is greater than, less than, or equal to the number of objects in another group
• Write numbers 11-19 as 10 plus a number
• Name, count, and write numbers to 20
• Count by tens and ones to 100
• Count from any number within 100

Materials

Primary:

• Big Ideas Teacher Manual
• Big Ideas Student Edition
• Big Ideas Online Platform

Supplemental:

• Manipulatives
• Brain Pop
• Online Math Games

Daily Targets

Standards

Instructional Activities

8.1: Identify groups of 10

K.CC.B4a, K.CC.B4b, K.CC.B5, K.NBT.A1

• Identify a group of 10 objects
• Show how many more than 10 ones
• Write a sentence that shows 10 ones and more ones

8.2: Count and Write 11 and 12

K.CC.B4a, K.CC.B4b, K.CC.B5, K.NBT.A1, K.CC.A3

• Count 1 object up to 12
• Write the numbers 11 and 12

8.3: Understand 11 and 12

K.NBT.A1, K.CC.A3

• Show the numbers 11 and 12 as a group of 10 and 1 or 2 more
• Write 11 and 12 as 10+ a number

8.4: Count and write 13 and 14

K.CC.B4a, K.CC.B4b, K.CC.B5, K.NBT.A1, K.CC.A3

• Count 1 object up to 14
• Write the numbers 11 and 12

8.5: Understand 13 and 14

K.NBT.A1, K.CC.A3

• Show the numbers 13 and 14 as a group of 10 and 3 or 4 more
• Write 13 and 14 as 10+ a number

8.6: Count and write 15

K.CC.B4a, K.CC.B4b, K.CC.B5, K.NBT.A1, K.CC.A3

• Count 1 object up to 15
• Write the number 15

8.7: Understand 15

K.NBT.A1, K.CC.A3

• Show the numbers 15 as a group of 10 and 5 more
• Write 15 as 10+ a number

8.8: Count and write  16 and 17

K.CC.B4a, K.CC.B4b, K.CC.B5, K.NBT.A1, K.CC.A3

• Count 1 object up to 17
• Write the numbers 16 and 17

8.9: Understand 16 and 17

K.NBT.A1, K.CC.A3

• Show the numbers 16 and 17 as a group of 10 and 6 or 7 more
• Write 16 and 17 as 10+ a number

8.10: Count and write 18 and 19

K.CC.B4a, K.CC.B4b, K.CC.B5, K.NBT.A1, K.CC.A3

• Count 1 object up to 19
• Write the numbers 18 and 19

8.11: Understand 18 and 19

K.NBT.A1, K.CC.A3

• Show the numbers 18 and 19 as a group of 10 and 8 or 9 more
• Write 18 and 19 as 10+ a number

9.1: Model and Count

K.CC.B5

• Name the number 20
• Count 1 object for each number to 20
• Tell the number of objects in a group

9.2: Count and Write 20

K.CC.B5, K.CCb3

• Name the number 20
• Count 1 object for each number to 20
• Write the number 20

9.3: Count to find how many

K.CC.B5, K.CC.B4a, K.CC.B4b, K.CC.B4c

• Name each number to 20
• Identify a group with a given number of objects
• Draw a given number of objects

9.4: Count forward any number to 20

K.CC.A3, K.CC.A1, K.CC.A2

• Count from a starting number to an ending number
• Explain that the next number when counting is 1 more

9.5: Order numbers to 20

K.CC.B5, K.CC.A3, K.CC.A2

• Identify the starting number
• Order numbers by using a model
• Order numbers by using the counting sequence

9.6: Compare numbers to 20

K.CC.A3, K.CC.C6

• Compare numbers of objects in 2 groups using greater than, less than, or equal to
• Explain how to compare 2 groups by counting                        

10.1: Count to 30 by ones

K.CC.A1, K.CC.A2

• Use a chart to count to 30 by ones
• Tell a missing number
• Count on from a number to 30

10.2: Count to 50 by ones

K.CC.A1, K.CC.A2

• Use a chart to count to 50 by ones
• Tell a missing number
• Count on from a number to 50

10.3: Count to 100 by ones

K.CC.A1, K.CC.A2

• Use a chart to count to 100 by ones
• Tell a missing number
• Count on from a number to 100

10.4: Count to 100 by tens

K.CC.A1

• Use a chart to count to 100s by ten
• Tell a missing number
• Count by 10s and tell the decade number

10.5: Count by tens and ones

K.CC.A1

• Count by tens and count on by ones
• Tell how many in all
• Explain how to count by tens and ones

10.6: Count by tens from a number

K.CC.A1, K.CC.A2

• Count on by tens from a number
• Tell the missing number
• Describe a pattern when you count by tens from a number

Accommodations and Modifications

Special Education

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Multilingual Learners

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions

Students At-Risk of School Failure

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions
• Chunking content into small segments
• Shorten or reduce assignment to focus on one specific skill

Gifted and Talented

• Student Choice
• Student centered activities
• Enhance skill or activity based on Individual Student Need
• Allow for flexible grouping
• Problem solving situations

Students with 504 Plans

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Assessments

Formative

• Classwork  
• Homework  
• Observation  
• Questioning

Summative

• Chapter Tests

Benchmark

• Cumulative Review
• End of the Year Test

Alternative

• Homework
• Classwork

SUBJECT: Math

GRADE LEVEL:  Kindergarten

UNIT TITLE:  Coins

LENGTH OF STUDY: 7 days

START OF UNIT: February 18

END OF UNIT: February 26

Unit Learning Goals

• Understand that certain objects are coins and dollar bills
• Coins and dollar bills represent money
• Identify the value of all US coins and the one dollar bill

Materials

Primary:

• Lessons from Teachers Pay Teachers
• Coins and One Dollar Bills
• Books about coins and money

Supplemental:

• Manipulatives
• Brain Pop
• Online Math Games

Daily Targets

Standards

Instructional Activities

Introduce the concept of money

K.M.B.3

• Identify objects that are and are not money
• Discuss what money is for

What is a penny?

K.M.B.3

• Identify a penny
• Discuss the value of a penny

What is a nickel and dime?

K.M.B.3

• Identify a nickel and dime
• Discuss the value of a nickel and dime

What is a quarter?

K.M.B.3

• Identify a quarter
• Discuss the value of a quarter

What is a one dollar bill?

K.M.B.3

• Identify a one dollar bill
• Discuss the value of a one dollar bill
• Discuss how a one dollar bill is different from a coin

What is money?

K.M.B.3

• Identify different coins and a one dollar bill
• Discuss the value of coins and a one dollar bill

What is money?

K.M.B.3

• Identify different coins and a one dollar bill
• Discuss the value of coins and a one dollar bill

Accommodations and Modifications

Special Education

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Multilingual Learners

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions

Students At-Risk of School Failure

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions
• Chunking content into small segments
• Shorten or reduce assignment to focus on one specific skill

Gifted and Talented

• Student Choice
• Student centered activities
• Enhance skill or activity based on Individual Student Need
• Allow for flexible grouping
• Problem solving situations

Students with 504 Plans

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Assessments

Formative

• Classwork  
• Homework  
• Observation  
• Questioning

Benchmark

• Review
• End of the Year Test

Alternative

• Homework
• Classwork

SUBJECT: Math

GRADE LEVEL:  Kindergarten

UNIT TITLE:  Chapters 11, 12, 13

LENGTH OF STUDY: 40 days

START OF UNIT: March 18

END OF UNIT: May 24

Unit Learning Goals

• Analyze shapes and their attributes
• Name shapes when they are shown with different sizes and orientations
• Build and draw shapes
• Put shapes together to make new shapes
• Tell whether a shape is 2d or 3d
• Describe positions of shapes
• Describe attributes than can be measured
• Describe more than 1 attribute of an object
• Compare the measurable attributes of 2 objects
• Describe how the measurable attributes of 2 objects are different

Materials

Primary:

• Big Ideas Teacher Manual
• Big Ideas Student Edition
• Big Ideas Online Platform

Supplemental:

• Manipulatives
• Brain Pop
• Online Math Games

Daily Targets

Standards

Instructional Activities

11.1: Describe 2 D Shapes

K.G.B4

• Identify straight sides or curves on a shape
• Identify vertices on a shape
• Describe 2-D shapes

11.2: Triangles

K.G.B4, K.G.A2, K.G.B5

• Identify a triangle
• Tell why a shape is a triangle
• Draw a triangle

11.3: Rectangles

K.G.B4, K.G.A2, K.G.B5

• Identify a rectangle
• Tell why a shape is a rectangle
• Draw a rectangle

11.4: Squares

K.G.B4, K.G.A2, K.G.B5

• Identify a square
• Tell why a shape is a square
• Tell why a square is a rectangle
• Draw a square

11.5: Hexagons and Circles

K.G.B4, K.G.A2, K.G.B5

• Identify a circle or a hexagon
• Tell why a shape is a circle
• Tell why a shape is a hexagon
• Draw a hexagon and a circle

11.6: Join 2 D Shapes

K.G.B6

• Join shapes to make larger shapes
• Tell how many of each shape you used to make the larger shape
• Use shapes to make a picture

11.7: Build 2 D Shapes

K.G.B5

• Build 2 D shapes when given a picture
• Build 2D shapes when given a description

12.1: 2 and 3d shapes

K.G.A3

• Tell whether a shape is 2D or 3D
• Describe what makes a shape 2D or 3D

12.2: Describe 3D shapes

K.G.B4

• Identify solid shapes that stack
• Identify solid shapes that roll
• Identify solid shapes that slide

12.3: Cubes and Spheres

K.G.A3, K.G.B4, K.G.A2, K.G.B5

• Identify a cube or a sphere
• Tell why a solid shape is a cube or a sphere
• Explain how a cube and sphere are the same and different

12.4: Cones and Cylinders

K.G.A3, K.G.B4, K.G.A2, K.G.B5

• Identify a cone or a cylinder
• Tell why a shape is a cone or a cylinder
• Explain how a cone and a cylinder are the same and different

12.5: Build 3D shapes

K.G.B5, K.G.B6

• Build 3D shapes when given a picture
• Build 3D shapes when given a description

12.6: Positions of solid shapes

K.G.A2, K.G.A1

• Use vocabulary words to describe the position of an object
• Identify an object given a description of its position

13.1: Compare the heights of 2 objects

K.M.A.1, K.M.A.2

• Explain how to compare the heights of 2 objects
• Tell whether 2 objects are the same height
• Use taller and shorter to compare the heights of 2 objects

13.2: Compare lengths

K.M.A.1, K.M.A.2

• Explain how to compare the lengths of 2 objects
• Tell whether 2 objects are the same length
• Use longer and shorter to compare lengths of 2 objects

13.3: Use numbers to compare lengths

K.M.A.1, K.M.A.2

• Use linking cubes to compare lengths
• USe numbers to compare lengths of 2 objects

13.4: Compare weights

K.M.A.1, K.M.A.2

• Explain how to compare the weights of 2 objects
• Tell whether 2 objects have the same weight
• Use heavier and lighter to compare the weights of 2 objects

13.5: Use numbers to compare weights

K.M.A.1, K.M.A.2

• Use linking cubes and a balance scale to compare weights
• Use numbers to compare weights of 2 objects

13.6: Compare capacities

K.M.A.1, K.M.A.2

• Explain how to compare the capacities of 2 objects
• Tell whether 2 objects have the same capacity
• Tell whether and object holds more or less than another object

13.7: Describe Objects by Attributes

K.M.A.1

• Decide whether an object has a given attribute
• Give an example of an object that has a given attribute

Supplemental Lesson- Coins

K.M.B.3 Understand that certain objects are coins and dollar bills, and that coins and dollar bills represent money. Identify the values of all U.S. coins and the one-dollar bill.

• Supplemental on K Shared Drive

Accommodations and Modifications

Special Education

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Multilingual Learners

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions

Students At-Risk of School Failure

• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Utilize visual and audio cues
• Highlight, define, or demonstrate important vocabulary
• Restate, reword, clarify directions
• Chunking content into small segments
• Shorten or reduce assignment to focus on one specific skill

Gifted and Talented

• Student Choice
• Student centered activities
• Enhance skill or activity based on Individual Student Need
• Allow for flexible grouping
• Problem solving situations

Students with 504 Plans

• Follow 504/IEP accommodations
• Step by step examples
• Visual demonstration of skill or activity
• Allow for flexible grouping
• Student centered activities
• Learning Stations
• Small group & large group discussions
• Problem solving situations
• Restate, reword, clarify directions
• Provide Educational “breaks” as necessary
• Utilize visual and audio cues

Assessments

Formative

• Classwork  
• Homework  
• Observation  
• Questioning

Summative

• Chapter Tests

Benchmark

• Cumulative Review
• End of the Year Test

Alternative

• Homework
• Classwork