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1 | Standard Code | Content Domain/Subheading or Strand | Standard Text | I Can Statements | Month | Lessons/Supplemental Materials (To add a new line within one box, you need to use [ctrl]+ [enter] | NOTES and IDEAS | Assessment Method - Formative or Summative | Science Connection | Social Studies Connection | Language Arts Connection | |||||||||

2 | CC | Counting and Cardinality | 1a.Count to 20 by 1's. | I can count to 20 by 1s. | September | Everyday Math - 1.12 (counting with a partner workbook page) Everyday Math - 2.6 (count and color workbook page) | ||||||||||||||

3 | CC | Counting and Cardinality | 1b. Count to 50 by 1's. | I can count to 50 by 1s. | December | |||||||||||||||

4 | CC1 | Counting and Cardinality | 1c. Count to 100 by tens. | I can count to 100 by 10s. | December | |||||||||||||||

5 | CC1 | Counting and Cardinality | 1d. Count to 100 by ones. | I can count to 100 by 1s. | January | |||||||||||||||

6 | CC2 | Counting and Cardinality | 2.Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | I can count ahead beginning with any number not just starting at 1. | February | - Give each child a collection of 10-12 small counters that the children line up left to right on their desks. Tell them to count four counters and push them under their left hands. Then say, "point to your hand. How many are there?" (Four.) "So, let's count like this: 4 (point to their hand), 5, six, ..." Repeat with other numbers under the hand. (Activity 9.7) | ||||||||||||||

7 | CC3 | Counting and Cardinality | 3a.Write numbers from 0-10. | I can write the numbers from 0-10. | November | What Comes Next - roll dice or draw dot card Race to Trace Game - Using calculators, students press number presented by teacher and then write it -Write in shaving cream, sand, dry erase, rainbow write, bubble/fancy | ||||||||||||||

8 | CC3 | Counting and Cardinality | 3b. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | I can write a number to show how many objects I see. I can write a zero if there a no objects. | January | |||||||||||||||

9 | CC3 | Counting and Cardinality | 3c.Write numbers from 0 to 20. | I can write numbers 0-20. | January | Bunches of Bubbles | ||||||||||||||

10 | CC4 | Counting and Cardinality | 4a.Connect counting to cardinalty. | I can use a number name or number symbol to represent a number. | September | Dot Cards, Dominoes, Dice Number pages - Lindsey's Number Book 10 Little Fish Book- Fish book with fish pond, Fish Song with sign language DOT Uno - We need to make this Ducks In A Pond Everyday Math Activity - 1.3 (finger stamping apple workbook page) *goes along w/ CC4a, CC4b, CC4c, CC5 Teacher Created Activity - "Why do we count? Good Counting Strategies" (counting strategies workbook page) *goes along w/ CC4a, CC4b, CC4c, CC5 Everyday Math Activity - 1.5 (lucky number workbook page) *goes along w/ CC4a, CC4b, CC4c Everyday Math Activity - 1.14 (counting fingers workbook page) *goes along w/ CC4a, CC4b, CC4c,CC5 http://illuminations.nctm.org/LessonDetail.aspx?ID=U57 In this unit, students make groups of zero through five objects and connect number words to the groups. They use numerals to record the size of a group. Familiar nursery rhymes and songs and visual, auditory, and kinesthetic activities are included in each lesson. | ||||||||||||||

11 | CC4 | Counting and Cardinality | 4b. Understand the relationship between number and quantities. | I can explain "How many" a number word or written number means. | September | |||||||||||||||

12 | CC4. | Counting and Cardinality | 4c.When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. | I can touch one object and say only one number in the correct order. | September | Name Trains Name Bees Brown Bear Patterning Page - ducks, horses, frogs and bears Record Sheet - Apple tasting - Create a simple game board with four "chutes." Each consists of a column of about 12 1" squares with a star at the top. Children take turns rolling a die and collecting the indicated number of counters. They then place these counters in one of the chutes. The object is to fill all of the chutes with counters. As an option, require that the chutes be filled exactly. A roll of 5 cannot be used to fill a chute with 4 spaces. (Activity 9.3) | ||||||||||||||

13 | CC4 | Counting and Cardinality | 4d.Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. | I can explain that the last number I said is the total number of objects counted. | September | Roll number cube - Match that number on the page. Color in the dice cube on the sheet that matches Count the apple pics - find the worm Weather Graph Dice Roll - with partner - Color in Sections to match what they roll using two dift colors. Have a work page - Trees - put apples on the tree using finger prints. Do 4 trees on the page and have each tree a dift number | ||||||||||||||

14 | CC4 | Counting and Cardinality | 4e. Understand that each successive number name refers to a quantity that is one larger. | I can explain that the next number in order means 1 more than the number. | February | - Line up 5 children and 5 chairs in front of the class. As the whole class counts from 1 to 5, the children sit down one at a time. When the target number, 5, is reached, it is repeated; the child who sat on 5 now stands, and the count goes back to 1. As the count goes back, the children stand up one at a time, and so on, "1, 2, 3, 4, 5, 5, 4, 3, 2, 1, 1, 2,..." (Activity 9.5) | ||||||||||||||

15 | CC5 | Counting and Cardinality | 5a.Count to answers "how many" questions about as many as 20 things arranged in a line. | I can correctly count up to 20 things in a line when asked "how many". | September | Apple Spinner - Journal is the pics of apples and worms Name Bees | ||||||||||||||

16 | CC5 | Counting and Cardinality | 5b. Count to answer how many in a rectangular array. | I can use a tens frame to count "how many". | September | Ten Frame - for calendar Everday Math Activity - 4.2 (use ten frames or dot cards) (counting dots workbook page) *goes along w/ CC6 Teacher Created Lesson - More or Less (bug jar workbook page) *goes along w/ CC6 | ||||||||||||||

17 | CC5 | Counting and Cardinality | 5c. Given a number from 1-10, count out that many objects. | I can count out up to 10 objects. | October | Pumpkin Seeds Leaves Pattern Blocks | ||||||||||||||

18 | CC5 | Counting and Cardinality | 5d. Count to answer how many in a circle. | I can count to answer "how many" in a circle. | October | Beads on a pipe cleaner - find this everyday math page 364, wkbk pg 21 | ||||||||||||||

19 | CC5 | Counting and Cardinality | 5e. Count to answer how many as 10 things in a scattered configuration. | I can count to answer "how many" in a scattered group. | November | |||||||||||||||

20 | CC5 | Counting and Cardinality | 5f. Given a number from 1-20, count out that many objects. | I can count out up to 20 objects from a given number. | December | |||||||||||||||

21 | CC6 | Counting and Cardinality | 6a. Identify whether the number of objects in one group is equal to the number of objects in another group, e.g., by using matching and counting strategies. Modify vocab as year progresses - begin with "same as" move to "equal". | I can compare groups of objects and use counting and matching strategies to find equal groups. | October | - Comparing pumpkin patches - Give student two quantities of pattern block manipulatives. Lay out two rows, lining up one shape directly below another. If there are "extras" in a row, quantities are not equal. - At a workstation or table, provide about 8 cards with sets of 4-12 objects, a set of small counters or blocks, and some word cards labeled MORE, LESS, and SAME. Next to each card have students make 3 collections of counters: a set that is more, one that is less, and one that is the same. The appropriate labels are placed on the sets. (Activity 9.1) - Give children a collection of cards with sets on them (dot cards). Have the children pick up any card in the collection and then find another card with the same amount to form a pair. Continue to find other pairs. (Activity 9.2) -Make a set of dominoes out of poster board and put a dot pattern on each end. The dominoes can be about 2" by 4". The same patterns can appear on lots of dominoes with different pairs of patterns making up each one. Let the children play dominoes in the regular way, matching up the ends. As a speed activity, spread out all of the dominoes and see how fast the children play all of the dominoes or play until no more can be played. Regular dominoes could also be used. (Activity 9.11) | ||||||||||||||

22 | CC6 | Counting and Cardinality | 6b. Identify whether the number of objects in one group is greater than the number of objects in another group, e.g., by using matching and counting strategies. | I can compare groups of objects and use counting and matching strategies to decide which group has more objects. | October | Leaves Pictures Button Counter Mats - To big pumpkins or two big leaves Everyday Math Activity - 1.8 (comparing groups workbook page) Everyday Math Activity - 1.11 (treat sort workbook page) Everyday Math Activity - 2.8 (heads or tails workbook page) | ||||||||||||||

23 | CC6 | Counting and Cardinality | 6c. Identify whether the number of objects in one group is less than the number of objects in another group, e.g., by using matching and counting strategies. | I can compare groups of objects and use counting and matching strategies to decide which group has less objects. | October | Counter Mat | ||||||||||||||

24 | CC7 | Counting and Cardinality | 7.Compare two numbers between 1 and 10 presented as written numerals. | I can compare two written numerals between 1 and 10. | March | |||||||||||||||

25 | G3 | Geometry | 3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). | I can tell the name of a shape that I see in a picture or drawing. I can tell the name of a shape that is an object. | Added - need the month we will be teaching this | |||||||||||||||

26 | G1 | Geometry | 1.Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. | I can find shapes in the real-world. I can use position words to tell where the shape is located. | Added - need the month we will be teaching this | |||||||||||||||

27 | G4 | Geometry | 4a. Analyze and compare two-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). | I can compare pictures of shapes I see in pictures or a drawing looking at how they are the same and different. | March | |||||||||||||||

28 | G4 | Geometry | 4b. Analyze and compare three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). | I can compare shape blocks by looking at how they are the same and different. | March | |||||||||||||||

29 | G5 | Geometry | 5a.Model shapes in the world by building shapes from components (e.g., sticks and clay balls). | I can make shapes I see in the real-world using sticks and clay. | March | |||||||||||||||

30 | G5 | Geometry | 5b. Model shapes in the world by drawing shapes. | I can draw shapes I see in the real-world. | March | Geoboards, geoboard ActivBoard lesson: http://www.nctm.org/standards/content.aspx?id=25008 | ||||||||||||||

31 | G6 | Geometry | 6.Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?". | I can put together simple shapes to make larger shapes. | March | |||||||||||||||

32 | G2 | Geometry | 2. Correctly name shapes regardless of their orientations or overall size. | I can use the right names for shapes no matter what size or way they are facing | Added - need the month we will be teaching this | |||||||||||||||

33 | MD1 | Measurement and Data | 1. Describe measurable attributes of objects, such as length or weight. | I can describe an object using its length or weight. | All Year | Spinner Game - Large/Small Touch and Feel Box - Draw what you feel, circle what was heavy lighter Lighter Heavier Work Mat Treasure Hunt - find small ball, large ball, draw what you find | ||||||||||||||

34 | MD1 | Measurement and Data | 1. Describe several measurable attributes of a single object. | I can use words like: heavy, light, short, long, tall, small to describe an object | All Year | |||||||||||||||

35 | MD2 | Measurement and Data | 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. For example, directly compare the heights of two children and describe one child as taller/shorter. | I can compare 2 objects by using words like: shorter, taller, longer, shorter, heavier, lighter, more or less than. | October | Find something taller than you, shorter than you and the same as you. Everyday Math p 70 | ||||||||||||||

36 | MD3 | Measurement and Data | 3. Once objects are sorted into given categories, count the numbers of objects in each category and sort the categories by count. | I can sort groups of objects into given categories and tell "how many" are in each group. | All Year | Sorting Snack Grid Sorting Bean Mat | ||||||||||||||

37 | MD3 | Measurement and Data | 4.Classify objects into given categories. Infer the rule. | I can put objects into given groups and figure out the rule. (rule may be by color, size, shape) | All Year | Living and Non Living - Sorting Attributes Blocks Page - Draw a picture to show how you sorted the attribute blocks | ||||||||||||||

38 | NO1 | Numbers and Operations | 1. Compose/decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 18=10+8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. | I can break apart and put back together numbers between 11-19. I can show each way I can break apart a number by using drawings or a number sentence. I can tell that a number between 11-19 is made up of 10 1s and 1,2,3,4,5,6,7,8 or 9 1s. | January | Roll and record teen number game: http://investigations.terc.edu/library/common_core/KU6_Session.pdf Use a laminated tens frame and chips. Fill in the tens frame first, then continue with "some further ones": http://www.kindergartenworks.com/2011/11/composing-decomposing-guided-math.html Build It Teen Number Game: https://gradekcommoncoremath.wikispaces.hcpss.org/file/view/Unit_6_Session_5-A3.pdf | ||||||||||||||

39 | OA1 | Operations and Algebraic Thinking | 1a.Represent subtraction with objects. | I can show subtraction as taking objects away. | November | online game: After Okta hides some bubbles under a shell, he then either adds more bubbles or takes some away. Students have to determine how many bubbles are left under the shell. http://illuminations.nctm.org/ActivityDetail.aspx?id=198 | ||||||||||||||

40 | OA1 | Operations and Algebraic Thinking | 1b. Represent addition with objects. | I can show addition as putting objects together. | November | online game: After Okta hides some bubbles under a shell, he then either adds more bubbles or takes some away. Students have to determine how many bubbles are left under the shell. http://illuminations.nctm.org/ActivityDetail.aspx?id=198 | ||||||||||||||

41 | OA1 | Operations and Algebraic Thinking | 1c. Represent subtraction with acting out situations. | I can show subtraction by acting-out taking things away. | November | |||||||||||||||

42 | OA1 | Operations and Algebraic Thinking | 1d. Represent addition with acting out situations. | I can show addition as by acting-out putting things together. | November | |||||||||||||||

43 | OA1 | Operations and Algebraic Thinking | 1e. Represent addition with fingers. | I can use my fingers to show addition as putting things together. | December | On a workmat with pictures of hands, color in correct number of fingers | ||||||||||||||

44 | OA1 | Operations and Algebraic Thinking | 1f. Represent subtraction with fingers. | I can use my fingers to show subtraction as taking things away. | December | |||||||||||||||

45 | OA1 | Operations and Algebraic Thinking | 1g. Represent addition with sounds (claps, etc.). | I can use sounds to show addition. | January | |||||||||||||||

46 | OA1 | Operations and Algebraic Thinking | 1h. Represent subtraction with sounds (claps, etc.). | I can use sounds to show subtraction. | January | |||||||||||||||

47 | OA1 | Operations and Algebraic Thinking | 1i. Represent addition with mental images. | I can make mental pictures for addition. | February | - This "game" for 2 children requires a deck of cards, with numbers 1 to 7, a die, a paper cup, and some counters. The 1st player turns over the top number card and places the indicated number of counters in the cup. The card is placed next to the cup as a reminder of how many are there. The 2nd child rolls the die and places that many counters next to the cup. Together they decide how many counters in all. A record sheet with columns for "In the Cup," "On the Side," and "In All" is an option. The largest number in the card deck can be adjusted if needed. (Activity9.8) - Using chips, allow some chips to be visible and some covered by your hand. Tell how many are in all. Stds determine how many are under hand. | ||||||||||||||

48 | OA1 | Operations and Algebraic Thinking | 1j. Represent subtraction with mental images. | I can make mental pictures for subtraction. | February | |||||||||||||||

49 | OA1 | Operations and Algebraic Thinking | 1k. Represent addition with expressions, e.g., what is two more than 5? | I can write a sentences that show addition. | February | |||||||||||||||

50 | OA1 | Operations and Algebraic Thinking | 1l.Represent subtraction with expressions, e.g., what is two less than 7? | I can write a sentence that show subtraction. | February | |||||||||||||||

51 | OA1 | Operations and Algebraic Thinking | 1m. Represent addition with drawings. | I can draw pictures to show addition. | April | |||||||||||||||

52 | OA1 | Operations and Algebraic Thinking | 1n. Represent subtraction with drawings. | I can draw pictures to show subtraction. | April | |||||||||||||||

53 | OA1 | Operations and Algebraic Thinking | 1o.Represent addition with verbal explanations. | I can say a sentence that shows addition. | April | |||||||||||||||

54 | OA1 | Operations and Algebraic Thinking | 1p. Represent addition with equations (numerical expressions) 5+2=7. | I can write a number sentence that shows addition. | April | |||||||||||||||

55 | OA1 | Operations and Algebraic Thinking | 1q.Represent subtraction with equations (numerical expressions) 5-2=3. | I can write number sentence that shows subtraction. | May | |||||||||||||||

56 | OA2 | Operations and Algebraic Thinking | 2a.Solve subtraction word problems, and subtract within 10, e.g., by using objects or drawings to represent the problem. | I can use drawings or objects to help me solve subtraction number stories within 10. | April | |||||||||||||||

57 | OA2 | Operations and Algebraic Thinking | 2b. Solve addition word problems, and add within 10, e.g., by using objects or drawings to represent the problem. | I can use objects or drawings to help me solve addition problems within 10. | April | |||||||||||||||

58 | OA3 | Operations and Algebraic Thinking | 3a. Compose/decompose numbers 0-5 by using objects or drawing and record each comp./decomp. by a drawing or equation (5=4+1). | I can put together numbers0-5 in many different ways using objects, drawings or number sentences. | October | -Using 5 frames -Online 5 frame activities: http://illuminations.nctm.org/ActivityDetail.aspx?ID=74 -Can use a generic game board. Have children move forward/backward on board using number sentences | ||||||||||||||

59 | OA3 | Operations and Algebraic Thinking | 3b..Compose/decompose numbers 6-10 by using objects or drawings and record each comp./decomp. by a drawing or equation (10=6+4). | I can break apart numbers in many different ways using objects, drawings or number sentences. | November | |||||||||||||||

60 | OA4 | Operations and Algebraic Thinking | 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the anwer with a drawing or equation. | For any number 1-9 I can find the number that will make 10 by using objects or drawings. | February | Using a 10 frame, students fill in all the boxes. From that quantity, they cross out the number that they know (e.g. I see 3 chips, I have 2 cubes already, etc.). The unknown is now represented in boxes that aren't crossed off. | ||||||||||||||

61 | OA5 | Operations and Algebraic Thinking | 5a. Fluently add within 5. | I can fluently add within 5. | April | |||||||||||||||

62 | OA5 | Operations and Algebraic Thinking | 5b. Fluently subtract within 5. | I can fluently subtract within 5. | April | |||||||||||||||

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