Bay Math Gr K Course of Study FINAL
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Standard CodeContent Domain/Subheading or StrandStandard TextI Can StatementsMonthLessons/Supplemental Materials
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NOTES and IDEASAssessment Method - Formative or SummativeScience ConnectionSocial Studies ConnectionLanguage Arts Connection
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CCCounting and Cardinality1a.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)

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CCCounting and Cardinality1b. Count to 50 by 1's.I can count to 50 by 1s.December
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CC1Counting and Cardinality1c. Count to 100 by tens.I can count to 100 by 10s.December
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CC1Counting and Cardinality1d. Count to 100 by ones.I can count to 100 by 1s.January
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CC2Counting and Cardinality2.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)
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CC3Counting and Cardinality3a.Write numbers from 0-10.I can write the numbers from 0-10.NovemberWhat 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
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CC3Counting and Cardinality3b. 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
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CC3Counting and Cardinality3c.Write numbers from 0 to 20.I can write numbers 0-20.JanuaryBunches of Bubbles
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CC4Counting and Cardinality4a.Connect counting to cardinalty.I can use a number name or number symbol to represent a number.SeptemberDot 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.
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CC4Counting and Cardinality4b. Understand the relationship between number and quantities.I can explain "How many" a number word or written number means.September
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CC4.Counting and Cardinality4c.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.SeptemberName 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)
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CC4Counting and Cardinality4d.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.SeptemberRoll 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
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CC4Counting and Cardinality4e. 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)
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CC5Counting and Cardinality5a.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".SeptemberApple Spinner - Journal is the pics of apples and worms
Name Bees
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CC5Counting and Cardinality5b. 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

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CC5Counting and Cardinality5c. Given a number from 1-10, count out that many objects.I can count out up to 10 objects.OctoberPumpkin Seeds
Leaves
Pattern Blocks
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CC5Counting and Cardinality5d. Count to answer how many in a circle.I can count to answer "how many" in a circle.OctoberBeads on a pipe cleaner - find this everyday math page 364, wkbk pg 21
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CC5Counting and Cardinality5e. Count to answer how many as 10 things in a scattered configuration.I can count to answer "how many" in a scattered group.November
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CC5Counting and Cardinality5f. Given a number from 1-20, count out that many objects.I can count out up to 20 objects from a given number.December
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CC6Counting and Cardinality6a. 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)
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CC6Counting and Cardinality6b. 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.OctoberLeaves 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)
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CC6Counting and Cardinality6c. 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.OctoberCounter Mat
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CC7Counting and Cardinality7.Compare two numbers between 1 and 10 presented as written numerals.I can compare two written numerals between 1 and 10.March
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G3
Geometry3. 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
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G1Geometry1.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
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G4Geometry4a. 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
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G4Geometry4b. 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
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G5Geometry5a.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
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G5Geometry5b. Model shapes in the world by drawing shapes.I can draw shapes I see in the real-world.MarchGeoboards, geoboard ActivBoard lesson: http://www.nctm.org/standards/content.aspx?id=25008
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G6Geometry6.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
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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 facingAdded - need the month we will be teaching this
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MD1Measurement and Data1. Describe measurable attributes of objects, such as length or weight.I can describe an object using its length or weight.All YearSpinner 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
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MD1Measurement and Data1. Describe several measurable attributes of a single object.I can use words like: heavy, light, short, long, tall, small to describe an objectAll Year
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MD2Measurement and Data2. 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.OctoberFind something taller than you, shorter than you and the same as you. Everyday Math p 70
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MD3Measurement and Data3. 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 YearSorting Snack Grid
Sorting Bean Mat
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MD3Measurement and Data4.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 YearLiving and Non Living -
Sorting Attributes Blocks
Page - Draw a picture to show how you sorted the attribute blocks
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NO1Numbers 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.
JanuaryRoll 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
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OA1Operations and Algebraic Thinking1a.Represent subtraction with objects.I can show subtraction as taking objects away.Novemberonline 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
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OA1Operations and Algebraic Thinking1b. Represent addition with objects.I can show addition as putting objects together.Novemberonline 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
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OA1Operations and Algebraic Thinking1c. Represent subtraction with acting out situations.I can show subtraction by acting-out taking things away.November
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OA1Operations and Algebraic Thinking1d. Represent addition with acting out situations.I can show addition as by acting-out putting things together.November
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OA1Operations and Algebraic Thinking1e. Represent addition with fingers.I can use my fingers to show addition as putting things together.DecemberOn a workmat with pictures of hands, color in correct number of fingers
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OA1Operations and Algebraic Thinking1f. Represent subtraction with fingers.I can use my fingers to show subtraction as taking things away.December
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OA1Operations and Algebraic Thinking1g. Represent addition with sounds (claps, etc.).I can use sounds to show addition.January
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OA1Operations and Algebraic Thinking1h. Represent subtraction with sounds (claps, etc.).I can use sounds to show subtraction.January
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OA1Operations and Algebraic Thinking1i. 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.
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OA1Operations and Algebraic Thinking1j. Represent subtraction with mental images.I can make mental pictures for subtraction.February
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OA1Operations and Algebraic Thinking1k. Represent addition with expressions, e.g., what is two more than 5?I can write a sentences that show addition.February
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OA1Operations and Algebraic Thinking1l.Represent subtraction with expressions, e.g., what is two less than 7?I can write a sentence that show subtraction.February
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OA1Operations and Algebraic Thinking1m. Represent addition with drawings.I can draw pictures to show addition.April
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OA1Operations and Algebraic Thinking1n. Represent subtraction with drawings.I can draw pictures to show subtraction.April
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OA1Operations and Algebraic Thinking1o.Represent addition with verbal explanations.I can say a sentence that shows addition.April
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OA1Operations and Algebraic Thinking1p. Represent addition with equations (numerical expressions) 5+2=7.I can write a number sentence that shows addition.April
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OA1Operations and Algebraic Thinking1q.Represent subtraction with equations (numerical expressions) 5-2=3.I can write number sentence that shows subtraction.May
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OA2Operations and Algebraic Thinking2a.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
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OA2Operations and Algebraic Thinking2b. 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
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OA3Operations and Algebraic Thinking3a. 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
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OA3Operations and Algebraic Thinking3b..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
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OA4Operations and Algebraic Thinking4. 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.FebruaryUsing 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.
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OA5Operations and Algebraic Thinking5a. Fluently add within 5.I can fluently add within 5.April
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OA5Operations and Algebraic Thinking5b. Fluently subtract within 5.I can fluently subtract within 5.April
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