. | MA 0.1 Students will communicate number sense using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

. | Grade K | ||||||||||||||

. | Concept | ||||||||||||||

. | |||||||||||||||

. | INDICATORS | SKILLS Students will do- verbs | CONCEPTS Students will know- nouns | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: Saxon Math K © 2008 Teacher’s Manual correlated to Nebraska Mathematics Standards Grade K | ASSESSMENT core, common | |||||||

. | REGIONAL PRIORITY MA 0.1.1 a | Count, read and write numbers 0-20 | Count, read, write | Numbers 0-20 | Number relationships have a consistent pattern. What do you notice about these numbers (use counting chart)? | knowledge | New Concept Lessons 5–9, 11, 13, 15, 18, 21, 22, 24, 27, 29, 35, 36, 38, 39, 41, 42, 44, 48, 49, 51, 58, 61, 62, 65, 67, 68, 72–76, 80-1, 81, 87, 90-1, 91, 92, 94, 96, 104, 106, 108, 109, 110-1, 111, 113, 114, 116, 120-1, 121, 122, 125, 126, 128, 130-1, 132, 134 Problem Solving Strategies Lessons 50-2, 80-2 Maintenance: Meeting Meetings 1–25 Lesson Practice Lessons 5, 8, 9, 11, 13–17, 19, 21, 22, 29, 31, 33, 35, 36, 38, 58, 65, 71–75, 79, 87, 91, 98, 99, 104, 105, 107, 109, 111, 114, 117, 118, 121, 122, 125, 126, 128, 131, 132 Handwriting Practice Lessons 1–9, 11, 13–17, 19, 21–29, 31–38, 41–48, 51–59, 61–66, 68, 71–75, 77–79, 81–88, 91, 92, 94, 96, 99, 101–102, 104, 106, 108, 112, 114, 116, 117, 121, 123, 125, 126, 128, 129, 131–135 Counting Practice Lessons 66, 67, 93, 95, 98, 103, 105, 107, 109, 111, 113, 115, 118, 122, 124 Math Center Activities 3, 7, 9, 14–17, 27, 28, 32, 34, 35, 36, 38, 45, 48, 60, 61, 67 Extend & Challenge CD Activities 9, 13, 15 Assessment: Oral Assessment 2, 3, 4, 12, 13 | Kindergarten Report Card | |||||||

. | comprehen | 1 recall | Assessment 1.1 | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | REGIONAL PRIORITY MA 0.1.1 b | Count objects using one-to-one correspondence 0-20. | count | one to one correspondence | Knowledge | New Concept Lessons 5–9, 11, 13, 15, 18, 22, 24, 27, 29, 41, 42, 44, 51, 58, 61, 62, 65, 72, 73, 80-1, 87, 90-1, 91, 104, 106, 108, 110-1, 111, 114, 116, 120-1, 121, 122, 128, 130-1, 132, 134 Problem Solving Strategies Lessons 50-2, 80-2 Maintenance: Meeting Meetings 1–25 Lesson Practice Lessons 5, 8, 9, 11, 13–17, 19, 22, 29, 31, 48, 71, 72, 79, 87, 98, 99, 104, 105, 107, 117, 118, 121, 122, 126, 128, 131, 132 Handwriting Practice Lessons 121, 126, 129, 131, 132 Math Center Activities 3, 7, 9, 14, 17, 27, 28, 34, 35, 45 Assessment: Oral Assessment 4, 12 | Saxon Oral Assessment # 6 | ||||||||

. | comprehen | 1 recall | using number cards 0-20 | ||||||||||||

. | application | 2 skills | (1st set of assessment) | ||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 01.1.c | Sequence objects using ordinal numbers (first through fifth.) | sequence | ordinal numbers | Knowledge | New Concept Lessons 28, 30-1, 37, 40-1, 46, 54, 59, 112 Maintenance: Lesson Practice Lessons 28, 37, 46, 112 Assessment: Oral Assessment 8 | Kindergarten Report Card | ||||||||

. | comprehen | 1 recall | Assessment 1.1 | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | REGIONAL PRIORITY MA 0.1.1d | Match numerals to the quantities they represent (0-20) using a variety of models and representations. | Match | Numberals 0-20, quantities 0-20 | knowledge | New Concept Lessons 24, 42, 51, 59, 62, 69, 80-1, 110-1, 132 Maintenance: Meeting Meetings 1–25 Lesson Practice Lessons 21, 41, 42, 51, 59, 61, 62, 67, 68, 69, 81, 92, 94, 96, 113, 116 Math Center Activities 7, 9, 14, 17, 28, 33, 45, 48 Assessment: Oral Assessment 5 | Saxon Oral Assessment #5 | ||||||||

. | comprehen | 1 recall | using number cards 0 -20 | ||||||||||||

. | application | 2 skills | (2nd section of assessment) | ||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | REGIONAL PRIORITY MA 0.1.1e | Demonstrate and identify multiple equivalent representations for numbers 1-10 (e.g. 10 is 1 and 9; 10 is 6 and 4.) | Demonstrate, identify | Multiple equivalent representations for numbers 1-10 | knowledge | New Concept Lessons 73, 121 Problem Solving Strategies Lessons 90-2, 120-2 Maintenance: Lesson Practice Lessons 73, 98, 99, 121, 122, 126 Handwriting Practice Lessons 75, 77, 126, 129, 131, 132 Math Center Activities 35 | |||||||||

. | comprehen | 1 recall | |||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | REGIONAL PRIORITY MA 0.1.1f | Demonstrate relative position of whole numbers 0 – 10 (e.g., 5 is between 2 and 10; 7 is greater than 3)elative position of whole numbers 0-10 (e.g., 5 is between 2 and 10; 7 is greater than 3.) | Demonstrate | Relative position of whole numbers 0-10 | knowledge | New Concept Lessons 5, 6, 48, 59, 71, 75, 98, 99, 102, 109 Maintenance: Meeting Meetings 22–25 Lesson Practice Lessons 48, 53, 71, 98, 99, 102, 117, 118 | |||||||||

. | comprehen | 1 recall | |||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | Concept | ||||||||||||||

. | MA 0.1.2 OPERATIONS: Students will demonstrate the meaning of addition and subtraction with whole numbers. | ||||||||||||||

. | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

. | REGIONAL PRIORITY MA 0.1.2 a | Use objects and words to explain the meaning of addition as a joining action (e.g., Two girls are sitting at a table. Two more girls join them. How many girls are sitting at the table?) | explain | addition as a joining action | knowledge | New Concept Lessons 18, 27, 44, 89, 119 Problem Solving Strategies: Lesson 50-2 Maintenance: Lesson Practice Lessons 18, 27, 44, 89, 119 Extend & Challenge CD Activities 10 Assessment: Oral Assessment 11 | Kindergarten Report Card | ||||||||

. | comprehen | 1 recall | Assessment 1.2 | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.1.2b | Use objects and words to explain the meaning of addition as parts of a a whole (e.g. Three boys and two girls are going to the zoo. How many children are going to the zoo?) | explain | addition as parts of whole | Knowledge | New Concept Lessons 73, 121, 130-1 Problem Solving Strategies Lesson 120-2 Maintenance: Lesson Practice Lessons 73, 98, 99, 117, 118, 121, 122, 126 Handwriting Practice Lessons 74, 75, 77, 126, 129, 131, 132 Math Center Activities 35 | |||||||||

. | comprehen | 1 recall | |||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | REGIONAL PRIORITY MA 0.1.2c | Use objects and words to explain the meaning of subtraction as a separate action (e.g. Five girls are sitting at a table. Two girls leave. How many girls are left sitting at the table?) | explain | subtraction as a separating action | Knowledge | New Concept Lessons 18, 27, 44, 89, 127, 128 Problem Solving Strategies: Lessons 80-2, 100-2 Maintenance: Lesson Practice Lessons 18, 27, 44, 89, 127, 128, 131, 132 Extend & Challenge CD Activities 10, 14 Assessment: Oral Assessment 11 | Kindergarten Report Card | ||||||||

. | comprehen | 1 recall | Assessment 1.2 | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.1.2d | Use objects and words to explain the meaning of subtraction as finding part of a whole (e.g., Jacob has 5 pencils. Three are blue and the rest are red. How many red pencils does Jacob have?) | explain | subtraction as parts of a whole | knowledge | Problem Solving Strategies Lesson 130-2 | |||||||||

. | comprehen | 1 recall | |||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.1.3 COMPUTATION Mastery not expected at this level. | ||||||||||||||

. | MA 0.1.4 ESTIMATION Mastery not expected at this level. | ||||||||||||||

. | MA 0.2 Students will communicate geometric concepts and measurement concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

. | Grade K | ||||||||||||||

. | MA 0.2.1 CHARACTERISTICS: Students will identify two-dimensional geometric shapes. | ||||||||||||||

. | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

. | REGIONAL PRIORITY MA 0.2.1a | Sort and name two-dimentional shapes (e.g., squares, circles, rectangle, triangle) | Two-dimensional shapes, suare, circle, triangle, rectangle | Sort, name | The world is made up of shapes. How are shapes used? How are shapes different? | knowledge | New Concept Lessons 19, 23, 31, 32, 34, 37, 43, 50-1, 54, 57, 60-1, 63, 85, 105, 108, 114, 117 Maintenance: Meeting Meetings 8, 10, 12, 13, 15, 17, 19, 21, 23, 25 Lesson Practice Lessons 19, 23, 31, 32, 37, 43, 56, 57, 63, 85, 86, 104, 108 Math Center Activities 30 Assessment: Oral Assessment 1 | Kindergarten Report Card | |||||||

. | comprehen | 1 recall | Assessment 1.4 and Saxon | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | |||||||||||||||

. | MA 0.2.2 COORDINATE GEOMETRY: Mastery not expected at this level. | ||||||||||||||

. | |||||||||||||||

. | MA 0.2.3 TRANSFORMATIONS: Mastery not expected at this level. | ||||||||||||||

. | MA 0.2.4 SPATIAL MODELING: Students will communicate relative positions in space. | ||||||||||||||

. | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

. | REGIONAL PRIORITY MA 0.2.4.a | Demonstrate positional words (e.g., above/below, near/far, over/under, in/out, down/up, around/through) | Positional words- above/below, near/far, over/under, in/out, down,up around/through | Demonstrate | Words tell us where something is. How do words help tell us where something is? Why is it important to use positional words? | knowledge | New Concept Lessons 12, 23, 32, 43, 54, 103 Maintenance: Lesson Practice Lessons 103, 115 | Numerous Language for | |||||||

. | comprehen | 1 recall | Learning Assessments | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.2.5 MEASUREMENT: Students will measure using nonstandard units and time. | ||||||||||||||

. | REGIONAL PRIORITY MA 0.2.5a | Identify the name and amount of a penny, nickel, dime and quarter | Name and amout of penny, nickel, dime, and quarter | Identify name and value of pennies, nickels, dimes, quarters | We use money for our basic needs. How do we count pennies, nickels, dimes, and quarters? Why do we need money? How do we use pennies, nickels, dimes, and quarter? | knowledge | New Concept Lessons 41, 42, 49, 51, 59, 65, 67, 68, 81, 91, 92, 94, 96, 113, 116, 130-1 Maintenance: Meeting Meetings 11–25 Lesson Practice Lessons 41, 42, 49, 51, 59, 67, 68, 81, 92, 94, 96, 113, 116 Handwriting Practice Lessons 101, 117, 121 Math Center Activities 20, 32, 41, 48, 50, 62, 64 Extend & Challenge CD Activities 7 Assessment: Oral Assessment 11 | Kindergarten Report Card | |||||||

. | comprehen | 1 recall | Assessment 1.1 | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.2.5b | Identify time to the hour | Time to the hour | Identify | We use time in our everyday lives. Why is time important? How do we tell time? | knowledge | New Concept Lessons 45, 47 Maintenance: Meeting Meetings 17, 19, 21, 23, 25 Lesson Practice Lessons 45, 47 Handwriting Practice Lessons 58, 59, 63, 125, 128, 134 Math Center Activities 18, 19 | ||||||||

. | comprehen | 1 recall | |||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.2.5c | Measure using nonstandard units | Nonstandard units | Measure | Why do we measure objects? How does measurement help us in our daily lives? | knowledge | New Concept Lessons 72, 87, 90-1, 106, 120-1, 126 Maintenance: Lesson Practice Lessons 72, 87, 106 Math Center Activities 34, 45, 58, 68 Assessment: Oral Assessment 12 | Saxon Oral Assessment # 12 | |||||||

. | comprehen | 1 recall | (3rd section of assessment) | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | REGIONAL PRIORITY MA 0.2.5d | Compare objects according to length | Length, shorter, longer, same as | Compare | We compare objects to find out how they are the same or different. Why do we need to know if something is longer or shorter? | knowledge | New Concept Lessons 83, 84, 87, 93, 131 Maintenance: Lesson Practice Lessons 83, 84, 87 Math Center Activities 42, 43 Assessment: Oral Assessment 12 | Saxon Oral Assessment # 12 | |||||||

. | comprehen | 1 recall | (2nd section of assessment) | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.2 Students will communicate algebraic concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

. | Grade K | ||||||||||||||

. | MA 0.3.1 RELATIONSHIPS: Students will sort, classify, and order objects by relationships. | ||||||||||||||

. | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

. | MA 0.3.1a | Sort by color, shape or size. | Color, shape, size | Sort | We sort objects to give us information. How can we sort a group of different shapes? Why do we sort objects? | knowledge | New Concept Lessons 16, 17, 23, 26, 29, 32, 43, 50-1, 54, 83, 85, 105, 123 Maintenance: Lesson Practice Lessons 16, 123 Math Center Activities 6, 8, 9, 13, 42 Extend & Challenge CD Activities 2 Assessment: Oral Assessment 6, 9 | Saxon Oral Assessment # 6 | |||||||

. | comprehen | 1 recall | |||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | REGIONAL PRIORITY MA 0.3.1b | Create own rule for sorting other than color, shape or size. | Rule for sorting | Create | We use rules to sort objects. How do you sort objects? How can objects be sorted in different ways? | Knowledge | New Concept Lessons 34, 58, 113, 116 Maintenance: Lesson Practice Lesson 34 Math Center Activities 13, 26, 62 | Saxon Oral Assessment # 6 | |||||||

. | comprehen | 1 recall | |||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.3.2 MODELING IN CONTEXT: Students will use objects as models to represent mathematical situations. | ||||||||||||||

. | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

. | MA 0.3.2a | Model situations that involve the addition and subtraction of whole numbers 0-10 using objects. | Addition, subtraction, whole numbers 0-10 | Model | We use objects to show addition and subtraction problems. How can we show an addition or subtraction problem using objects? | knowledge | New Concept Lessons 18, 27, 44, 73, 89, 119, 121, 127, 128, 130-1 Problem Solving Strategies Lessons 50-2, 80-2, 100-2, 120-2, 130-2 Maintenance: Lesson Practice Lessons 18, 27, 44, 73, 89, 98, 99, 117, 118, 119, 121, 122, 126, 127, 128, 131, 132 Handwriting Practice Lessons 74, 75, 77, 126, 129, 131, 132 Math Center Activities 35 Extend & Challenge CD Activities 10, 14 Assessment: Oral Assessment 11 | Kindergarten Report Card | |||||||

. | comprehen | 1 recall | Assessment 1.2 | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.3.3 PROCEDURES: Students will use concrete and verbal representations to solve number stories. | ||||||||||||||

. | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

. | REGIONAL PRIORITY MA 0.3.3a | Use objects to solve addition and subtraction of whole numbers 0-10. | Subtraction, addition, whole numbers 0-10 | Use | We use objects to solve addition and subtraction problems. How can objects help us solve addition and subtraction problems? Why do we use objects to solve addition and subtraction problems? | knowledge | New Concept Lessons 18, 27, 44, 89, 119, 121, 127, 128, 130-1 Problem Solving Strategies Lessons 50-2, 80-2, 120- Maintenance: Lesson Practice Lessons 18, 27, 44, 89, 119, 127 Extend & Challenge CD Activities 10 Assessment: Oral Assessment 11 | Kindergarten Report Card | |||||||

. | comprehen | 1 recall | Assessment 1.2 | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.4 Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines. | ||||||||||||||

. | Grade K | ||||||||||||||

. | Concept | ||||||||||||||

. | MA 0.4.1 DISPLAY AND ANALYSIS: Students will sort, classify, represent, describe, and compare sets of objects. | ||||||||||||||

. | INDICATORS | CONCEPTS Students will know-nouns | SKILLS Students will do- verbs | ESSENTIAL QUESTIONS and BIG IDEAS | BLOOMS taxonomy | WEBBS Depth of Knowledge | CURRICULUM ALIGNMENT: | ASSESSMENT core, common | |||||||

. | MA 0.4.1a | Sort and classify objects according to an attribute (e.g., size, color, shape.) | Objects, attributes | Sort, classify | We sort and classify objects everyday. How do we sort and classify objects? Why do we sort and classify objects? | knowledge | New Concept Lessons 16, 17, 22, 23, 26, 29, 32, 34, 43, 50-1, 54, 58, 83, 85, 105, 113, 116, 123 Maintenance: Lesson Practice Lessons 16, 34, 123 Math Center Activities 6, 8, 9, 13, 26, 42, 62 Extend & Challenge CD Activities 2 Assessment: Oral Assessment 6, 9 | Saxon Oral Assessment # 6 | |||||||

. | comprehen | 1 recall | |||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | REGIONAL PRIORITY MA 0.4.1b | Identify the attributes of sorted data | Attributes, data | Identify | We describe objects to tell them apart. How do we describe an object? Why do we describe objects? | Knowledge | New Concept Lessons 23, 29, 32, 34, 43, 50-1, 54, 85, 105 Maintenance: Lesson Practice Lessons 23, 32, 34, 43, 54, 85, 123 Math Center Activities 13 Extend & Challenge CD Activities 5, 6 Assessment: Oral Assessment 6 | ||||||||

. | comprehen | 1 recall | |||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | REGIONAL PRIORITY MA 0.4.1c | Compare the attributes of the data (e.g., most, least, same.) | Attributes, data, most, least, same | compare | We describe objects to tell how they are the same and different. How do we tell if objects are the same or different? Why do we need to know if objects are the same or different? | Knowledge | New Concept Lessons 5, 6, 11, 17, 22, 58, 82, 107, 122 Maintenance: Lesson Practice Lessons 5, 6, 11, 17, 22, 24, 29, 58, 107 Math Center Activities 8, 26 Extend & Challenge CD Activities 2 Assessment: Oral Assessment 4, 9 | Kindergarten Report Card | |||||||

. | comprehen | 1 recall | Assessment 1.1 | ||||||||||||

. | application | 2 skills | |||||||||||||

. | analysis | 3 strategic | |||||||||||||

. | synthesis | 4 extended | |||||||||||||

. | eval | ||||||||||||||

. | MA 0.4.2 PREDICTIONS AND INFERENCES: Mastery not expected at this level. | ||||||||||||||

. | MA 0.4.3 PROBABILITY: Mastery not expected at this level. | ||||||||||||||

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