# Pinckney Community Schools Grade K Curriculum Map by rtu18834

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```									                              Pinckney Community Schools

GLCE:
N.M.E.00.01 Count whole numbers and recognize how many objects are in sets to
30.

Related State Benchmark:
Students experience counting and measuring activities to develop intuitive sense about
numbers, develop understanding about properties of numbers, understand the need for the
existence of different sets of numbers, and investigate properties of special numbers.

Student Vocabulary
Prerequisite Vocabulary (P):
Count, numbers, set, altogether

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Compose and decompose numbers: to put together or combine and to take apart or
rename in group combinations.

Computation Skills
Prerequisite Skills (P):

New Skills(N):

Resources
Math Investigations: Collecting, Counting and Measuring (Grade 1: Developing Number
Sense); Mathematical Thinking; How Many In All?

Supplemental Resources:
Mathematical Thinking Inv 1 – Attendance Inv 2 – Counting Jar (include numbers to 30)
Collecting, Counting & Measuring Inv 1 – Counting Books Inv 2 - Taking Inventory (needs extending)
How Many In All? Inv 2 – Six Tiles (needs extending)

Lesson Practice counting and grouping to 30; Use two counting jars

Web Resources: http://math.rice.edu/~lanius/counting/count2.html

Related Literature:
1 is One, Tasha Tudor
1, 2, 3 to the Zoo, Eric Carle

1
Anno’s Counting Book, Mitsumasa Anno
Anno’s Journey, Mitsumasa Anno
Caps for Sale, Esphyr Slobodkina
Count and See, Tana Hoban
Counting is for the Birds, Frank Mazzola, Jr.
Counting on Calico, Phyllis Limbacher Tildes
One, Two, Three, Count with Me, Catherine Anholt
One of Each, Mary Ann Hoberman
Fish Eyes: A Book You Can Count On, Lois Ehlert
How the Stars Fell Into the Sky: A Navajo Legend, Jerrie Oughton
Mojo Means One: A Swahili Counting Book, Muriel Feelings
Mouse Counts, Ellen Stoll Walsh
Nine Ducks Nine, Sarah Hayes
Noah’s Ark, Peter Spier
One Fish, Two Fish, Red Fish, Blue Fish, Theodore Seuss Geisel
One was Johnny, Maurice Sendak
Out for the Count: A Counting Adventure, Kathryn Cave
Over in the Meadow, Ezra Jack Keats
Rooster’s Off to See the World, Eric Carle
Ten Black Dots, Donald Crews
Ten Little Rabbits, Virginia Grossman
Ten, Nine, Eight, Molly Bang
The Crayon Counting Book, Pam Munoz Ryan

Topics Covered                    Essential Skills (P)      Student Performance
Key Ideas                      Prerequisite, (N) New      Indicators/Questions
•   Students count sets of         •    (P) one-to-one         Teacher puts out a set of
classroom materials such            correspondence         objects up to 30 and asks
as interlocking cubes,         •    Rote count to 30.      students to count them and
pencils, color tiles and art                               state the number.
supplies, make counting
books and count and
compare the letters in their
names. They play
mathematical games and
solve mathematical
problems which involve
counting and accumulating
amounts.

2
GLCE:
N.ME.00.02 Use one-to-one correspondence to compare and order sets of objects to
30 using such phrases as “same number’, “more than”, or “less than”, use counting
and matching.

Related State Benchmark:
Students experience counting and measuring activities to develop intuitive sense about
numbers, develop understanding about properties of numbers, understand the need for the
existence of different sets of numbers, and investigate properties of special numbers.

Student Vocabulary
Prerequisite Vocabulary (P):

New (N) Vocabulary:
More than, less than, more, less, compare, equal, order, set, least, most

Related Mathematical Terms
Term and Definition:
Compose and decompose numbers: to put together or combine and to take apart or
rename in group combinations.

Computation Skills
Prerequisite Skills (P):

New Skills(N):

Resources
Math Investigations: How Many in All?
Mathematical Thinking Inv 2 – Counting Jar (include larger numbers to 30)
Collecting, Counting & Measuring Inv 1 – Counting Books

Supplemental Resources:
Use two counting jars

Web Resources: http://mathcats.com/explore/numberstories.html

Related Literature:
Counting is for the Birds, Frank Mazzola, Jr.
M & M’s Counting Book, Barbara McGrath

3
Topics Covered                Essential Skills (P)       Student Performance
Key Ideas                 Prerequisite, (N) New        Indicators/Questions
Students deepen their          One-to-one correspondence    1) Grab and count: student
understanding of numbers and   Rote count to 30                grabs three handfuls of
number relationships. They     Understand and use terms        three separate colors
play mathematical games in                                     unifix cubes, make a train
same, more than, less than
which they count, combine                                      of each handful, compare
and compare amounts.
Order sets                      and order trains from least
to most.
2) Teacher questions: “Tell
those trains?”; look for
students to use words
order, least, most.

4
GLCE:
N.ME.00.03 Compare and order numbers to 30 using phrases such as “more than”
or “less than”.

Related State Benchmark:
Students experience counting and measuring activities to develop intuitive sense about
numbers, develop understanding about properties of numbers, understand the need for the
existence of different sets of numbers, and investigate properties of special numbers.

Student Vocabulary
Prerequisite Vocabulary (P:

New (N) Vocabulary:

Related Mathematical Terms
Terms: Compose and decompose numbers: to put together or combine and to take apart
or rename in group combinations.

Computation Skills
Prerequisite Skills (P):

New Skills (N):
One-to-one correspondence, rote count to 30, understand and use terms same, more than,
less than, order sets, connect quantities to numerals up to 30.

Resources
Math Investigations: How Many in All?
Collecting, Counting & Measuring Inv 1 – Counting Books          Inv 2 – Taking Inventory

Supplemental Resources:

Web Resources: http://mathforum.org/varnelle/krodsla.html

Related Literature:

Topics Covered               Essential Skills (P)           Student Performance
Key Ideas                Prerequisite, (N) New            Indicators/Questions
Students play mathematical    More than, less than, more,    •     Show students pictures of
games in which they count,    less, compare, equal, order,         two sets of objects, one
combine and compare           set, least, most                     with 12 and one with 22.
amounts.                                                           Ask student to circle set
that has more.
•     Repeat with two sets and
that has less objects.

5
•   Using a class graph, have
students compare using
“more than” and “less
than”.

6
GLCE:
N.ME.00.04 Read and write numerals to 30 and connect them to the quantities they
represent.

Related State Benchmark:
Students experience counting and measuring activities to develop intuitive sense about
numbers, develop understanding about properties of numbers, understand the need for the
existence of different sets of numbers, and investigate properties of special numbers.

Student Vocabulary
Prerequisite Vocabulary (P):
equal

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Compose and decompose numbers: to put together or combine and to take apart or
rename in group combinations.

Computation Skills
Prerequisite Skills (P):

New Skills (N)

Resources
Math Investigations: Collecting, Counting and Measuring
Mathematical Thinking Inv 2 – Counting Jar Inv 3 - Calendar

Supplemental Resources:

Web Resources: http://magickeys.com/books/count/index.html

Related Literature:
1 is One, Tasha Tudor
1, 2, 3 to the Zoo, Eric Carle
Anno’s Counting Book, Mitsumasa Anno
Anno’s Journey, Mitsumasa Anno
Caps for Sale, Esphyr Slobodkina
Count and See, Tana Hoban
Counting is for the Birds, Frank Mazzola, Jr.
Counting on Calico, Phyllis Limbacher Tildes
One, Two, Three, Count with Me, Catherine Anholt
One of Each, Mary Ann Hoberman
Fish Eyes: A Book You Can Count On, Lois Ehlert

7
How the Stars Fell Into the Sky: A Navajo Legend, Jerrie Oughton
Mojo Means One: A Swahili Counting Book, Muriel Feelings
Mouse Counts, Ellen Stoll Walsh
Nine Ducks Nine, Sarah Hayes
Noah’s Ark, Peter Spier
One Fish, Two Fish, Red Fish, Blue Fish, Theodore Seuss Geisel
One was Johnny, Maurice Sendak
Out for the Count: A Counting Adventure, Kathryn Cave
Over in the Meadow, Ezra Jack Keats
Pancakes for Breakfast, Tomi dePaola
Rooster’s Off to See the World, Eric Carle
Ten Black Dots, Donald Crews
Ten Little Rabbits, Virginia Grossman
Ten, Nine, Eight, Molly Bang
The Crayon Counting Book, Pam Munoz Ryan

Topics Covered                 Essential Skills (P)     Student Performance
Key Ideas                  Prerequisite, (N) New      Indicators/Questions
With repeated opportunities to One-to-one correspondence, • Write numbers to 30
count in real ways students    rote count to 30, read         using a calendar-type
build their knowledge of the   numerals to 30, write          grid
counting sequence and of the                              • Match written number
numerals to 30, connect
quantities those numbers
numerals to the quantities     to the set with the
represent. Throughout the unit
correct number of
students begin to explore ways they represent.
to use pictures, numerals,                                    objects:
objects and words to represent                            a) 5
the quantities they count.                                b) 13
c) 19
d) 24

8
GLCE:
N.ME.00.05 Count orally to 100 by ones; count to 30 by 2’s, 5’s and 10’s using
grouped objects as needed.

Related State Benchmark:
Students experience counting and measuring activities to develop intuitive sense about
numbers, develop understanding about properties of numbers, understand the need for the
existence of different sets of numbers, and investigate properties of special numbers.

Student Vocabulary
Prerequisite Vocabulary (P):
set

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Compose and decompose numbers: to put together or combine and to take apart or
rename in group combinations.

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: Building Number Sense Inv 3

Supplemental Resources:

Web Resources: http://everydaymath.uchicago.edu/samplelesons/pre-k/eatingtozero.htm

Related Literature:
One Hundred Ways to Get to 100, Jerry Pallotta
A Million Fish…More or Less, Patricia McKissack
Millions of Cats, Wanda Gag
Reese’s Pieces Count by Fives, Jerry Pallotta
The Wolf’s Chicken Stew, Keiko Kasza
The King’s Commissioners, Aileen Friedman

Topics Covered                Essential Skills (P)       Student Performance
Key Ideas                Prerequisite, (N) New        Indicators/Questions
Students work with the         Rote count to 100, count by   • Orally count to 100
counting sequence up to        2’s to 30, count by 5’s to    • Count up to 30 objects
100.                           30, count by 10’s to 30.         (one to one

9
correspondence)
• Orally count to 30
(using grouped objects
as needed)
a by 2’s
b by 5’s
c by 10’s

10
GLCE:
N.ME.00.06 Understand the numbers 1 to 30 as having one, two or three groups of
ten and some ones. Also count by tens with objects in ten groups to 100.

Related State Benchmark:
Students experience counting and measuring activities to develop intuitive sense about
numbers, develop understanding about properties of numbers, understand the need for the
existence of different sets of numbers, and investigate properties of special numbers.

Student Vocabulary
Prerequisite Vocabulary (P):
Tens, ones, altogether, equal, group

New (N) Vocabulary:
Addition, mathematical sentence/number sentence, sum, unit

Related Mathematical Terms
Term and Definition:
Compose and decompose numbers: to put together or combine and to take apart or
rename in group combinations.

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations:
Collecting, Counting & Measuring Inv 6 – Arrangements of Six

Supplemental Resources:

Web Resources: http://youth.net/cec/cecmath.05.txt

Related Literature:
One Hundred Ways to Get to 100, Jerry Pallotta
A Remainder of One, Elinor J. Pinczes

Topics Covered               Essential Skills (P)       Student Performance
Key Ideas                Prerequisite, (N) New        Indicators/Questions
Count by 10’s to 30; count
by 10’s to 100, understand
place value up to 30 using
sets of 10 and remainders

11
GLCE:
N.MR.00.07 Compose and decompose numbers from 2 to 10, e.g., 5=4+1=2+3, with
attention to the additive structure of numbers, e.g., 6 is 1 more than 5.

Related State Benchmark:
Recognize that numbers are used in different ways such as counting, measuring, ordering
and estimating, understand and produce multiple representations of a number, and
translate among equivalent representations.

Student Vocabulary
Prerequisite Vocabulary (P):

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Compose and decompose numbers: to put together or combine and to take apart or
rename in group combinations.

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: How Many in All? Inv 1 - Counting & Measuring
Inv 2 – Six Tiles (extend to ten tiles and use two colors)

Supplemental Resources:

Web Resources: http://cesme.utm.edu/resouces/math/MAG/K-2MAGActivities,pdf/K-
2C1A7.pdf

Related Literature:
Candy Counting, Lisa McCourt
The Doorbell Rang, Pat Hutchins
Hershey’s Kisses Addition Book, Jerry Pallotta
One Hundred Hungry Ants, Elinor J. Pinczes
One Hundred Ways to Get to 100, Jerry Pallotta

12
Topics Covered                 Essential Skills (P)      Student Performance
Key Ideas                  Prerequisite, (N) New       Indicators/Questions
•   Solve problems in which      Rote count to 10, one-to-   Show as many different ways
students find number         one correspondence          to make the number 7 using
combinations (e.g., 6 is 3                               manipulatives.
and 3, or 2 and 3 and 1).                                Students will use pictures and
numbers to describe
arrangements of objects and to
record how many in all; “how
many you know number

13
GLCE:
N.MR.00.08 Describe and make drawings to represent situations/stories involving
putting together and taking apart for totals up to 10; use finger and object counting.

Related State Benchmark:
Experience counting and measuring activities to develop intuitive sense about numbers,
develop understanding about properties of numbers, understand the need for the existence
of different sets of numbers and investigate properties of special numbers.

Student Vocabulary
Prerequisite Vocabulary (P):
Altogether, equal

New (N) Vocabulary:
Addition, subtraction, number sentence, sum, difference, number line

Related Mathematical Terms
Term and Definition:
Compose and decompose numbers: to put together or combine and to take apart or
rename in group combinations.

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: How Many in All?

Supplemental Resources:

Web Resources: http://illuminations.nctm.org/lessonplans.prek-
2/dominoes/index.html#13

Related Literature:
One Hundred Hungry Ants, Elinor J. Pinczes
One Hundred Ways to Get to 100, Jerry Pallotta
Hershey’s Kisses Addition Book, Jerry Pallotta
The Doorbell Rang, Pat Hutchins

Topics Covered                  Essential Skills (P)      Student Performance
Key Ideas                   Prerequisite, (N) New       Indicators/Questions
o   Throughout the unit,          Rote count to 10, one-to-   1. Bob has 5 cookies. Susie
students explore a variety    one correspondence,            has 3 cookies. How many
of different ways to          understand concept of          cookies do Bob and Susie
represent quantities, such                                   have altogether? Student

14
as with manipulative and    putting together and taking      may use pictures or
other objects, with         apart numbers                    objects to represent and
numerals, and with                                           solve the problem.
pictures.                                                 2. Mary has 7 toy cars. She
o   They begin using their                                       gives 3 cars to John. How
growing understanding of                                     many cars does Mary have
numbers to solve addition                                    left? Students use pictures
and subtraction story                                        or objects to represent and
problems.                                                    solve the problem.

15
GLCE:
N.MR.00.09 Record mathematical thinking by writing simple addition and
subtraction sentences, e.g., 7+2=9 and 10-8=2.

Related State Benchmark:
Understand and use various types of operations (e.g., addition, subtraction,
multiplication, division) to solve problems.

Student Vocabulary
Prerequisite Vocabulary (P):
Altogether, equal

New (N) Vocabulary:
Addition, subtraction, number sentence, sum, difference, number line

Related Mathematical Terms
Term and Definition:
Arithmetic: calculation using addition, subtraction, multiplication and division

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: How Many in All?

Supplemental Resources:

Web Resources: http://illuminations.nctm.org.reflections/index.html

Related Literature:
One Hundred Hungry Ants, Elinor J. Pinczes
One Hundred Ways to Get to 100, Jerry Pallotta
Hershey’s Kisses Addition Book, Jerry Pallotta
The Doorbell Rang, Pat Hutchens

Topics Covered                Essential Skills (P)            Student Performance
Key Ideas                  Prerequisite, (N) New            Indicators/Questions
Throughout the unit, students    One-to-one correspondence,      Whole group observation
explore a variety of different   understand concept of putting   teaching strategy – using the
ways to represent quantities,    together and taking apart       Number Combination we have
such as with manipulatives       numbers, recognize and write    and groupings, go one step
and other objects, with          mathematical symbols, write     further and have students write
numerals and with pictures.      numbers to 10.                  it as an equation.

16
GLCE:
N.MR.00.10 Create, describe and extend simple number patterns.

Related State Benchmark:
Recognize similarities and generalize patterns, use patterns to create models and make
predictions, describe the nature of patterns and relationships, and construct
representations of mathematical relationships.

Student Vocabulary
Prerequisite Vocabulary (P):
Pattern, before, after, change, next

New (N) Vocabulary:
Order, series

Related Mathematical Terms
Term and Definition:
Repeating patterns: a set pattern that repeats itself at regular intervals, e.g., abcabcabc or
1357913579

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: Building Number Sense

Supplemental Resources:

Web Resources: http://illuminations.nctm.org/lessonplans.preK-
2/dominoes/index.html#13

Related Literature:
A Fly Went By, Mike McClintock
April Rabbits, David Cleveland
M& M’s Color Pattern Book, Barbara McGrath
Giraffe and a Half, Shel Silverstein
The Sultan’s Snakes, Lorna Turpin

17
Topics Covered               Essential Skills (P)           Student Performance
Key Ideas               Prerequisite, (N) New             Indicators/Questions
Represent patterns with      Recognize a pattern,           1.       Students create a
numbers and manipulatives.   describe a pattern, extend a        pattern by coloring on the
pattern.                            one-inch grip provided on
Minimum requirement is
an AB pattern. Pattern
must be extended to at
least three repetitions.

Assessment Rubric:
0 – child cannot create any
type of pattern
1- child can create and
describe a minimum of an AB
pattern.

18
GLCE:
M.UN.00.01 Know and use the common words for the parts of the day (morning,
afternoon, evening, night) and relative time (yesterday, today, tomorrow, last week,
next year).

Related State Benchmark:
Apply measurement to describe the real world and to solve problems.

Student Vocabulary
Prerequisite Vocabulary (P):
Day, week, year, yesterday, today, tomorrow, last, next

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Unit: a precisely fixed quantity or amount used to measure
unit conversions: inches to feet
standard or customary measurement: the measuring system used mainly in the United
States

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: Mathematical Thinking in Kindergarten

Supplemental Resources:

Web Resources: http://illuminations.nctm.org/lessonplans/prek-
2/measurement/index.html#13

Related Literature:
Alexander, Who Used to be Rich Last Sunday, Judith Viorst
All in a Day, Mitsumasa Anno
Chicken Soup with Rice, Maurice Sendak
Three Days on a River in a Red Canoe, Vera B. Williams

19
Topics Covered                 Essential Skills (P)            Student Performance
Key Ideas                   Prerequisite, (N) New            Indicators/Questions
In each of the four              Explain how different           o   Using calendar, ask them
investigations students are      words are used to describe          to tell you which day is
introduced to one classroom      parts of the day and relative       “yesterday”, “tomorrow”,
routine which can be used as                                         “today”.
times.
an ongoing activity throughout                                   o   What time of day do you
the year. These routines                                             eat breakfast (lunch,
include daily attendance,                                            dinner)?
calendar, survey questions,                                      o   When do you go to bed?
and counting jar.                                                o   Students will show on the
clock 8:00 in the morning
and identify an activity
they would usually do at
that time of day. (Use for
other times of day as
well.)

20
GLCE:
M.TE.00.02 Identify tools that measure time (clocks measure hours and minutes;
calendars measure days, weeks and months).

Related State Benchmark:
Compare attributes of two objects, or of one object with a standard (unit), and analyze
situations to determine what measurement(s) should be made and to what level of
precision.

Student Vocabulary
Prerequisite Vocabulary (P):
Day, week, year, hour, minute, clock, calendar

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Unit: a precisely fixed quantity or amount used to measure

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: Mathematical Thinking at Kindergarten

Supplemental Resources:

Web Resources: http://illuminations.nctm.org/lessonplans/prek-
2/measurement/index.html#13

Related Literature:
Baboushka and the Three Kings, Ruth Robbins
Clocks and More Clocks, Pat Hutchins
Clocks in the Woods, Leon Steinmetz
The Sun’s Day, Mordecai Gerstein

Topics Covered                Essential Skills (P)         Student Performance
Key Ideas                  Prerequisite, (N) New         Indicators/Questions
In each of the four             Recognize that time is        Place 3 measuring tools in
investigations students are     measured; name different      front of the child (a ruler, a
introduced to one classroom     tools that measure time.      scale and a clock). Students
routine which can be used as                                  will pick the tool they would

21
an ongoing activity throughout   use to tell time.
the year. These routines
include daily attendance,
calendar, survey questions and
counting jar.

22
GLCE:
M.UN.00.03 Identify daily landmark times to the nearest hour (lunchtime is 12
o’clock, bedtime is 8 o’clock).

Related State Benchmark:
Compare attributes of two objects, or of one object with a standard (unit) and analyze
situations to determine what measurement(s) should be made and to what level of
precision.

Student Vocabulary
Prerequisite Vocabulary (P):
Minute, hour, clock, o’clock

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Unit: a precisely fixed quantity or amount used to measure

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations:

Supplemental Resources:

Web Resources: http://illuminations.nctm.org/lessonplans/prek-
2/measurement/index.html#13

Related Literature:
Baboushka and the Three Kings, Ruth Robbins
Clocks and More Clocks, Pat Hutchins
Clocks in the Woods, Leon Steinmetz
My First Book of Time, Claire Llewellyn

Topics Covered                Essential Skills (P)         Student Performance
Key Ideas                  Prerequisite, (N) New         Indicators/Questions
Recognize that numbers are    Students will show on the
used to measure landmark      clock 8:00 in the morning
times; recognize numbers 1-   and identify an activity they
12                            would usually do at that

23
time of day (use for other
times of day as well). Use
for other times of day as
well: Show me 12:00, what
do we do at 12:00?

24
GLCE:
M.UN.00.04 Compare two or more objects by length, weight and capacity (e.g.,
which is shorter, longer, taller?)

Related State Benchmark:
Compare attributes of two objects, or of one object with a standard (unit), and analyze
situations to determine what measurement(s) should be made and to what level of
precision.

Student Vocabulary
Prerequisite Vocabulary (P):
Same, shorter, longer, taller, heavier, lighter, bigger, smaller, more, less

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Non-standard units: using paper clips or hands or shoes to find a length as opposed to
inches, feet, etc.

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: Collecting, Counting and Measuring

Supplemental Resources:

Web Resources: http://mathforum.org/paths/measurement/nonstand.html

Related Literature:
The Best Bug Parade, Stuart J. Murphy
Big Dog … Little Dog: A Bedtime Story, Phillip D. Eastman
Big Ones, Little Ones, Tana Hoban
How Big is a Foot? Rolf Myller
Inch by Inch, Leo Lionni
Is It Larger? Is It Smaller? Stuart J. Murphy
Much Bigger than Martin, Steven Kellogg
Over and Over, Charlotte Zolotow

25
Topics Covered                   Essential Skills (P)        Student Performance
Key Ideas                    Prerequisite, (N) New         Indicators/Questions
Students explore the concept      Recognize examples of        •   Students will order a
of measurement as they            more, less, same, heavier,       marker, paper clip, crayon
directly compare the lengths      lighter, longer, shorter         and unifix cube by length,
of objects to find out which is                                    from shortest to longest.
longer.                                                            Student must then
verbalize what they did,
using words such as
shorter than or longer
than.
•   Given various objects
such as a paper clip,
empty glass, full soup can,
students should compare
them based on weight and
order them from lightest to
heaviest. Students should
verbalize what they did
using such words as
heavier and lighter.

26
GLCE:
M.PS.00.05 Compare length and weight of objects by comparing to reference
objects and use terms such as shorter, longer, taller, lighter, heavier.

Related State Benchmark:
Compare attributes of two objects, or of one object with a standard (unit), and analyze
situations to determine what measurement(s) should be made and to what level of
precision.

Student Vocabulary
Prerequisite Vocabulary (P):
Same, shorter, longer, taller, heavier, lighter, bigger, smaller, more, less

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Non-standard unit: using paper clips or hands or shoes to find a length as opposed to
inches, feet, etc.

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: How Many in All?

Supplemental Resources:

Web Resources: http://illuminations.nctm.org/lessonplans/prek-
2/measurement/index.html#15

Related Literature:
The Best Bug Parade, Stuart J. Murphy
Big Dog … Little Dog: A Bedtime Story, Phillip D. Eastman
Big Ones, Little Ones, Tana Hoban
How Big is a Foot? Rolf Myller
How High is a Pepperoni, Nancy Skolos
How Tall? How Short? How Far Away? David Adler
Inch by Inch, Leo Lionni
Is It Larger? Is It Smaller? Stuart J. Murphy

27
Topics Covered                  Essential Skills (P)        Student Performance
Key Ideas                   Prerequisite, (N) New         Indicators/Questions
Students practice counting       Recognize examples of        •   Students will order a
quantities as they use objects   more, less, same, heavier,       marker, paper clip, crayon
to measure length and            lighter, longer, shorter         and unifix cube by length,
distance.                                                         from shortest to longest.
Students must then
verbalize what they did
using words such as
shorter than and longer
than.
•   Given various objects
such as a paper clip,
empty glass, full soup can,
students should compare
them based on weight and
order them from lightest to
heaviest. Students should
then verbalize what they
did using such words as
heavier and lighter.

28
GLCE:
G.GS.00.01 Relate familiar three-dimensional objects inside and outside the
classroom to their geometric name, e.g., ball/sphere, box/cube, soup can/cylinder, ice
cream cone/cone, refrigerator/prism.

Related State Benchmark:
Develop spatial sense, use shape as an analytic and descriptive tool, identify
characteristics and define shapes, identify properties and describe relationships among
shapes.

Student Vocabulary
Prerequisite Vocabulary (P):

New (N) Vocabulary:
Sphere, cylinder, cone, prism, cube

Related Mathematical Terms
Term and Definition:
Attribute: qualities, characteristics or classifications of objects; e.g., a square has four
equal sides and four right angles

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: Making Shapes and Building Blocks

Supplemental Resources:

Web Resources: http://illuminations/nctm.org/lessonplans/prek-2/shape/index.html#

Related Literature:
A Cloak for a Dreamer, Alice Friedman
Big Ones, Little Ones, Tana Hoban
Cubes, Cones, Cylinders and Spheres, Tana Hoban
Grandfather Tang’s Story, Ann Rompert
Sea Shapes, Suse MacDonald
Shapes, Shapes, Shapes, Tana Hoban
So Many Circles, So Many Squares, Tana Hoban
The Secret Birthday Message, Eric Carle
The Shape of Things, Dayle Ann Dodds
The Village of Round and Square House, Ann Grifalconi
The Greedy Triangle, Marilyn Burns

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Topics Covered                Essential Skills (P)         Student Performance
Key Ideas                 Prerequisite, (N) New          Indicators/Questions
Students are introduced to      • Identify two-               Investigations activity unit:
geometry by looking at the 2-      dimensional geometric      Making Shapes and Building
and 3- dimensional shapes in       shapes: circle, square,    Blocks Choice Time Activity
their classroom environment.                                  – this has the children find the
triangle, oval, diamond,
3-D items in the classroom.
rhombus, trapezoid,
rectangle
• Identify three-
dimensional geometric
shapes: cone, prism,
cube, sphere, cylinder
• Recognize three-
dimensional shapes in
everyday objects.

30
GLCE:
G.GS.00.02 Identify, sort and classify objects by attribute and identify objects that
do not belong in a particular group.

Related State Benchmark:
Compare attributes of two objects, or of one object with a standard (unit), and analyze
situations to determine what measurement(s) should be made and to what level of
precision.

Student Vocabulary
Prerequisite Vocabulary (P):
Same, different, sort, belong

New (N) Vocabulary:
classify

Related Mathematical Terms
Term and Definition:
Attribute: qualities, characteristics or classifications of objects, e.g., a square has four
equal sides and four right angles.

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: Making Shapes and Building Blocks; Counting Ourselves & Others

Supplemental Resources:

Web Resources: http://richlandone.org/teachers/connections/kindergarten/rollerslide.htm

Related Literature:
Math Counts: Sorting, Henry Pluckrose

Topics Covered                    Essential Skills (P)         Student Performance
Key Ideas                     Prerequisite, (N) New          Indicators/Questions
•   Using a variety of             Recognize how attributes of   •   Given a collection of blue
materials including pattern    objects are similar and           paper starts of different
blocks, Geoblocks, clay        different.                        sizes and one red paper
and the shapes software,                                         triangle, ask students to
students observe, describe,                                      identify the object in the
construct and represent 2-                                       group that does not belong
and 3-D shapes.                                                  and explain why it does
•   In this unit, students use                                       not belong.

31
counting and sorting and      •   Given a collection of
classifying to collect,           different buttons, students
organize and represent            will identify an attribute
information about                 and then sort the buttons
themselves their                  according to the chosen
classmates and their              attribute.
environment.                  •   Task 6 categorize and sort
•   Throughout the unit,              objects based on
students engage in a              attributes.
variety of activities which
involve describing objects
and sorting and classifying
them according to
common attributes.

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GLCE:
G.GS.00.03 Create, describe and extend simple geometric patterns.

Related State Benchmark:
Compare attributes of two objects, or of one object with a standard (unit), and analyze
situations to determine what measurement(s) should be made and to what level of
precision.

Student Vocabulary
Prerequisite Vocabulary (P):
Pattern, same, different

New (N) Vocabulary:

Related Mathematical Terms
Term and Definition:
Growing pattern: a pattern that increases in specific amounts such as doubling or tripling
a number or the building of a triangle shape with tiles

Computation Skills
Prerequisite Skills (P):

New Skills (N):

Resources
Math Investigations: Pattern Trains and Hopscotch Paths

Supplemental Resources:

Web Resources: http://MathCentral/uregine/ca/RR/database/RR.09.96/hanline1.html

Related Literature:
Math Counts: Patterns, Henry Pluckrose
The Sultan’s Snakes, Lorna Turpin

Topics Covered                   Essential Skills (P)      Student Performance
Key Ideas                     Prerequisite, (N) New      Indicators/Questions
Students investigate what          Recognize a pattern;        Pattern Snakes: “Explain your
makes apattern and how             recognize two-dimensional   pattern”
patterns give us information in    shapes; recognize three-    Unit Pattern Trains and
order to predict what will                                     Hopscotch Paths, pg 34-35.
dimensional shapes.
come next. They have many
opportunities to copy, create
and extend linear patterns
using a variety of math
materials and common

33
objects. In the second half of
the unit, students work with
more complex patterns such as
borders and staircases. They
also make pattern paths based
on hopscotch, a familiar
playground game.

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