# Kindergarten Math Curriculum Guide

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```					           Kindergarten Math Curriculum Guide
The North Carolina Mathematics Standard Course of Study provides a set of mathematical
competencies for each grade to ensure rigorous student academic performance standards that
are uniform across the state. It is based on the philosophy of teaching and learning mathematics
that is consistent with current research, exemplary practices, and national standards. The North
Carolina Mathematics Standard Course of Study is organized in five strands for K-5: Number and
operations, Measurement, Geometry, Data Analysis and Probability, and Algebra. This document
describes the mathematical concepts, skills, operations, and relationships that are the significant
components of mathematics instruction that all North Carolina students should learn and
understand. This curriculum should be made available to every child in the Rowan-Salisbury
School System.

Based on 2004 North Carolina Standard Course of Study
2009-2010
Kindergarten Mathematics Curriculum Guide
Page
North Carolina Standard Course of Study for Mathematics with Sample Essential Questions     3
North Carolina Standard Course of Study Mathematics Strands Early Grades K-2                4
Best Practices in Mathematics                                                               5
Year at a Glance                                                                            7
NCDPI Kindergarten Mathematics Vocabulary                                                   9
Kindergarten Mathematics Pacing Guide                                                       10
Correlation of Week-By-Week Essentials                                                      20
Rowan-Salisbury School System Elementary Mathematics Resources                              21
NCDPI Resources for Mathematics                                                             22
Suggested Children’s Literature for Mathematics Instruction                                 23

2
NORTH CAROLINA STANDARD COURSE OF STUDY FOR MATHEMATICS – KINDERGARTEN
Competency Goal 1 – The learner will recognize, model, and write whole numbers through 30.
Objective(s)                                                                           Sample Essential Question(s)
1.01 Develop number sense for whole numbers through 30.                                            How can I connect a model with a number?
a). Connect model, number word (orally), and number, using a variety of                      Using a variety of ways, how can I determine the number of objects in a set?
representations.                                                                         What are ways to identify and write numbers 0-30?
b). Count objects in a set.                                                                  How can I show relationships between numbers or sets of numbers?
c). Read and write numerals.                                                                 How do I show order using the terms first-tenth?
d). Compare and order sets and numbers.                                                      How do I use estimation strategies to show quantities fewer than or equal to zero?
e). Use ordinals (1st – 10th).                                                               What does equivalence look like and what strategies do I use to determine equivalence?
f). Estimate quantities fewer than or equal to 10.
g). Recognize equivalence in sets and numbers 1-10.
1.02 Share equally (divide) between two people; explain.                                           What is a fair share and how do I know?
1.03 Solve problems and share solutions to problems in small groups.                               How can I use problem-solving strategies to share solutions to problems?

Competency Goal 2: The learner will explore concepts of measurement.
2.01 Compare attributes of two objects using appropriate vocabulary (color, weight, height,        What are some ways to compare attributes of two objects?
width, length, texture).

2.02 Recognize concepts of calendar time using appropriate vocabulary (days of the week,           How do I recognize the passing of time using a calendar?
months of the year, seasons).

Competency Goal 3: The learner will explore concepts of geometry.
3.01 Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and      How can I identify, build, draw, and name plane and solid shapes?
name spheres and cubes.

3.02 Compare geometric shapes (identify likenesses and differences).                               What are ways to show relationships between geometric shapes?

3.03 Model and use directional and positional vocabulary.                                          How can I show and utilize directional and positional vocabulary?

3.04 Complete simple spatial visualization tasks and puzzles.                                      What shapes do I need to complete simple puzzles?

Competency Goal 4: The learner will collect, organize, and display data.
4.01 Collect and organize data as a group activity.                                                How can I collect and organize data?
4.02 Display and describe data with concrete and pictorial graphs as a group activity.             How can I display data using a graph?
Competency Goal 5: The learner will model simple patterns and sort objects.
5.01 Sort and classify objects by one attribute.                                                   What are ways to sort and classify objects by one attribute?

5.02 Create and extend patterns with actions, words, and objects.                                  How can I create and extend patterns in a variety of ways?

3
Nort h Caro lina Standa rd Course of Study Mat hematics – Early Gra des K-2
Number a nd Opera tions
In the early grades, students develop number sense, reading, writing, and counting with whole numbers. Whole numbers are represented
using concrete, pictorial, and symbolic representations. Students recognize different representations for whole numbers and explain why
those representations are equivalent. Whole numbers are compared and ordered and students use a variety of strategies to estimate
quantities and understand place value. Students develop fluency with addition and subtraction using multiple strategies.

MEASUREMENT
Students in the early grades begin to understand the concepts of measurement by using a variety of materials. As they learn about
different tools for measuring, they describe, estimate, and measure length and temperature using non-standard and standard units.
Students use the calendar to follow the days of the week and months of the year. Clocks are used to explore and tell time at the five-
minute intervals.

GEOMETRY
Students learn the names and basic properties of simple geometric shapes. They learn how shapes can be cut or arranged to form new
shapes. Students look for the shapes in the environment, and practice drawing and using the shapes. They learn the meaning of basic
directional and positional relationships.

DATA ANALYSIS AND PROB ABILITY
Students are introduced to the process of statistical investigation. They collect data by counting, measuring, and conducting simple
surveys and experiments. They organize, describe, and display data. Simple probability experiments are conducted and the results
interpreted.

ALGEBR A
Children in the early grades learn about patterns and describe objects by their attributes. They compare, sort, and order things by one
or more characteristics. Their understanding is extended by finding and creating patterns, correcting errors in patterns, and translating
patterns into different forms. Students gather data pertaining to interests, family, and other things around them. They begin to
understand that a number is a symbol for how much of something there is and begin to explore the use of a variable or placeholder and
write open sentences to express relationships. Students begin to use patterns as a problem-solving strategy.
• Number sense 0-30
• Calendar time
• Recognize basic shapes
• Create and extend patterns
• Sort and Classify
4
BEST PR ACTI CES IN MATHE MATI CS
Evaluations by the U.S. Department of Education, National Science Foundation, American Association for the Advancement of Science, Eisenhower
National Consortia, National Diffusion Network, and the Northwest Regional Educational Laboratory have identified several practices that have proven to
be promising in the math classroom. These practices involve active engagement in problem-solving activities that are built on knowledge of experiences.
The ability to reason is a process that grows out of these experiences. Learning is enhanced by connecting math to the real world through technology
and communication of mathematical ideas.

Bridging the Mathematical Gap Through Best Practices
Begin with the concrete and build toward the abstract.                               Use of manipulatives
Calculators and computers
Kinesthetic learning
Build communication skills.                                                          Use of word walls to teach vocabulary
Word problems with a variety of structure and solution paths
Writing journals
Cooperative groups
Discussion
Solve routine and non-routine word problems.                                         Use of everyday problems and applications
Problem-solving strategies
Investigate problem situations
Problem-solving projects
Build reasoning skills.                                                              Open-ended problems
Questioning
Making conjectures
Justify thinking
Logic puzzles
Syllogisms
Pattern discernment
Make mathematical connections.                                                       Concept mapping of mathematical ideas
Relate real world interests
Integrate with other subject matter
To Close the Achievem ent Gap Mathematics Intervention Strategies Should . . .
•   Be used during or before initial instruction to ensure success for at-          •   Include vocabulary activities, higher-order thinking, and
risk students                                                                       problem solving strategies
•   Validate the concrete, kinesthetic learner                                      •   Teach mathematics concepts from the grade-level North
•   Teach concepts moving from manipulatives, to pictures, to symbols.                  Carolina Standard Course of Study on which students will be
•   Help students transfer “actively learned” concepts to pencil-paper                  tested, scaffolding instruction to fill existing “gaps”
tasks and assessments similar to the end of grade/end-of-course                 •   Be fun, engaging and different than what has already been
tests.                                                                              done!

5
BEST PRACTICE S IN MATHE MATICS

To Make Mathematics Work for Closing the Achievem ent Gap Teachers Must:
•    Structure lessons so all students become more actively involved         •   Continue to improve their knowledge of content so they feel
•    Feel comfortable in their use of technology                                 comfortable with the curriculum
•    Provide connections to prior knowledge, other subject areas,            •   Improve their questioning ability by asking higher order
careers, and student interests                                              questions, allowing for wait time, and encouraging students to
•    Develop an array of teaching strategies so as to address students           give more than one answer
with different learning styles                                          •   Become positive about their ability to teach mathematics to
all students
•   Expect students to want to learn, to do homework, to ask
questions, and to seek assistance

Ten Steps for Solving Mathematics Problems

•       Whisper read the problem at least two times. Make a mental picture of what you are reading.
•       Circle the key words in the question. MAKE SURE YOU UNDERSTAND WHAT THE QUESTION IS ASKING!
•       Identify and circle/underline the key numbers and labels.
•       Eliminate unneeded data by drawing a line through it.
•       Thoroughly study any graphs, charts, or diagrams.
•       Determine the operation(s)/strategies needed to solve the problem.
•       Solve the problem. SHOW YOUR WORK! (Draw a picture, draw a number line, look for a pattern, guess and check,
•       make a table or organized list, use logical reasoning, work backwards, make it simple, etc.).
one through eight.

6
Math Curriculum Guide                                                   Kindergarten                                  “Year At A Glance”
COMPETENCY GOAL 1:                            The learner will recognize, model, and write whole numbers through 30.
COMPETENCY GOAL 2:                            The learner will explore concepts of measurement.
COMPETENCY GOAL 3:                            The learner will explore concepts of geometry.
COMPETENCY GOAL 4:                            The learner will collect, organize, and display data.
COMPETENCY GOAL 5:                            The learner will model simple patterns and sort objects.

First Quarter                                                    Second Quarter                                                           Third Quarter                                                    Fourth Quarter
NUMBER & OPERATIONS
1.01 Develop number sense for whole numbers through 30.               1.01 Develop number sense for whole numbers through 30.                 1.01 Develop number sense for whole numbers                        1.01 Develop number sense for whole numbers
a. Connect the model, number word (orally), and number using          a. Connect the model, number word (orally), and number                  through 30.                                                        through 30.
a variety of representations. (0-5)                                  using a variety of representations. (6-10)                            a. Connect the model, number word (orally), and number             a. Connect the model, number word (orally), and
b. Count objects in a set. (0-5)                                      b. Count objects in a set. (6-10)                                           using a variety of representations. (11-20)                        number using a variety of representations. (21-30)
c. Read and write numerals. (0-5)                                     c. Read and write numerals. (6-10)                                       b. Count objects in a set. (11-20)                                 b. Count objects in a set. (21-30)
d. Compare and order sets and numbers. (0-5)                          d. Compare and order sets and numbers. (6-10)                            c. Read and write numerals. (11-20)                                c. Read and write numerals. (21-30)
f. Estimate quantities fewer than or equal to 10. (0-5)              f. Estimate quantities fewer than or equal to 10. (6-10)                 d. Compare and order sets and numbers. (11-20)                     d. Compare and order sets and numbers. (21-30)
g. Recognize equivalence in sets and numbers 1-10. (0-5)             g. Recognize equivalence in sets and numbers 1-10. (6-10)                e. Use ordinals (1st-10th).                                        e. Use ordinals (1st-10th).
f. Estimate quantities fewer than or equal to 10.                  f. Estimate quantities fewer than or equal to 10.
1.03 Solve problems and share solutions to problems in small                  g. Recognize equivalence in sets and numbers 1-10.                 g. Recognize equivalence in sets and numbers 1-10.
1.03 Solve problems and share solutions to problems in small               groups.
groups.                                                                                                                                  1.02 Share equally (divide) between two people; explain.
1.02 Share equally (divide) between two people; explain.
1.03 Solve problems and share solutions to problems in small
groups.                                                       1.03 Solve problems and share solutions to problems in small
groups.

MEASUREMENT
2.01 Compare attributes of two objects using appropriate            2.01 Compare attributes of two objects using appropriate                2.02 Recognize concepts of calendar time using appropriate         2.01 Compare attributes of two objects using appropriate
vocabulary (color, weight, height, width, length, texture).         vocabulary (color, weight, height, width, length, texture).             vocabulary (days of the week, months of the year,                  vocabulary (color, weight, height, width, length,
seasons).                                                          texture).
2.02 Recognize concepts of calendar time using appropriate          2.02 Recognize concepts of calendar time using appropriate
vocabulary (days of the week, months of the year,                   vocabulary (days of the week, months of the year,                                                                                     2.02 Recognize concepts of calendar time using appropriate
seasons).                                                           seasons).                                                                                                                                  vocabulary (days of the week, months of the year,
seasons). (More developed calendar skills).

GEOMETRY
3.01 Identify, build, draw, and name triangles, rectangles, and     3.01 Identify, build, draw, and name triangles, rectangles, and         3.01 Identify, build, draw, and name triangles, rectangles, and     3.04 Complete simple spatial visualization tasks/ puzzles,
circles; identify, build, and name spheres and cubes.               circles; identify, build, and name spheres and cubes.                   circles; identify, build, and name spheres and cubes.               (more complex).

3.02 Compare geometric shapes – identify likenesses and             3.02 Compare geometric shapes – identify likenesses and                 3.02 Compare geometric shapes – identify likenesses and
differences.                                                        differences.                                                            differences.

3.04 Complete simple spatial visualization tasks/puzzles.           3.03 Model and use directional and positional vocabulary.               3.03 Model and use directional and positional vocabulary.

3.04 Complete simple spatial visualization tasks/puzzles.

7
Math Curriculum Guide                                                 Kindergarten                                “Year At A Glance”
COMPETENCY GOAL 1:                       The learner will recognize, model, and write whole numbers through 30.
COMPETENCY GOAL 2:                       The learner will explore concepts of measurement.
COMPETENCY GOAL 3:                       The learner will explore concepts of geometry.
COMPETENCY GOAL 4:                       The learner will collect, organize, and display data.
COMPETENCY GOAL 5:                       The learner will model simple patterns and sort objects.

First Quarter                                               Second Quarter                                                Third Quarter                                          Fourth Quarter
DATA ANALYSIS & PROBABILITY
4.01 Collect and organize data as a group activity.          4.01 Collect and organize data as a group activity.              4.01 Collect and organize data as a group activity.    4.01 Collect and organize data as a group activity.

4.02 Display and describe data with concrete and pictorial   4.02 Display and describe data with concrete and pictorial       4.02 Display and describe data with concrete and       4.02 Display and describe data with concrete and
graphs as a group activity.                                  graphs as a group activity.                                      pictorial graphs as a group activity.                  pictorial graphs as a group activity.

ALGEBRA
5.01 Sort and classify objects by one attribute.             5.01 Sort and classify objects by one attribute.                 5.02 Create and extend patterns with actions, words,   5.02 Create and extend patterns with actions, words, and
and objects.                                           objects, (more complex patterns).
5.02 Create and extend patterns with actions, words, and
objects.

8
NCDPI Kindergarten Mathematics Vocabulary

1.01                  1.02            2.02 (Cont’d)                3.03
set                equal             Thursday                     up
0 – zero           fair share(s)           Friday                   down
1 – one            equal shares          Saturday                     left
2 – two                sum               January                    right
3 – three            difference           February                  on top
4 – four                                   March                     over
5 – five              2.01                 April                 beneath
6 – six                 tall               May                     below
7 – seven               short                June                    inside
8 – eight                fat                July                   outside
9 – nine                thin              August                  between
10 – ten              heavy             September                    near
least                light              October                     far
less than                 big            November
3.04 - No new
greatest               little           December
greater than
vocabulary.
smooth                3.01
more than                                                             4.01
bumpy                  circle
equal               shiny                                        popular
triangle
same as               rough                                     most popular
sphere
1st – first             soft                                    least popular
cube
2nd – second              hard                                        favorite
rectangle
3rd – third             light                                   4.02 - No new
4th – fourth                                 3.02
dark                                      vocabulary.
5th – fifth                                   flat
2.02                round                    5.01
6th – sixth
7th – seventh             today              smooth                 intersection
8th – eighth           tomorrow                 top                    sort
9th – ninth           yesterday            bottom                     rule
10th – tenth             week                corner
right on            next week                side         5.02 - No new vocabulary
close              this week              figure
almost              last week             shape
too many                Spring               equal
not enough              Summer                 long
too little              Fall                 short
way over               Autumn               length
equal                Winter               width
not equal              Sunday              straight
equivalent              Monday               curved
same                Tuesday                alike
Wednesday             different

9
KINDERGARTEN MATHEMATICS PACING GUIDE
OBJECTIVES                                                NCDPI RESOURCES                enVision Math Scott Foresman/Addison Wesley,
& Teaching Student-Centered Mathematics
K-3, Volume One – John A. Van de Walle
NUMBER & OPERATIONS                                                                  Week By Week Essentials Weeks 1-9
1.01 Develop number sense for whole numbers through 30.                                                                                       ENVISION MATH 1.01
a. Connect the model, number word (orally), and number, using a variety of          NCDPI Classroom Strategies                          TOPIC 4 – ZERO TO FIVE
representations. (0-5)                                                               1.01, Pages 3-29                           TOPIC 6 – COMPARING NUMBERS
b. Count objects in a set. (0-5)
c. Read and write numerals. (0-5)                                                    Indicators 1.01, Pages 5-14                          VAN DE WALLE K-3
d. Compare and order sets and numbers. (0-5)                                                                         CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER
f. Estimate quantities fewer than or equal to 10. (0-5)                                                                          SENSE
g. Recognize equivalence in sets and numbers 1-10. (0-5)

1.03 Solve problems and share solutions to problems in small groups.                    NCDPI Classroom Strategies                          ENVISION MATH 1.03
1.03, Pages 20-26                           EMBEDDED THROUGHOUT TOPICS

Indicators 1.03, Pages 16-18                          VAN DE WALLE K-3
CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER
SENSE

MEASUREMENT                                                                              NCDPI Classroom Strategies                           ENVISION MATH 2.01
2.01 Compare attributes of two objects using appropriate vocabulary (color, weight,          2.01, Pages 35-39                         TOPIC 1 – SORTING AND CLASSIFYING
height, width, length, texture).                                                                                                       TOPIC 9 – MEASUREMENT
Indicators 2.01, Pages 19-20
VAN DE WALLE K-3
CHAPTER 8 – DEVELOPING MEASUREMENT CONCEPTS

2.02 Recognize concepts of calendar time using appropriate vocabulary (days of           NCDPI Classroom Strategies                           ENVISION MATH 2.02
the week, months of the year, seasons).                                                 2.02, Pages 39-41                               TOPIC 15 – CALENDAR

Indicators 2.02, Pages 21-22

10
KINDERGARTEN MATHEMATICS PACING GUIDE

OBJECTIVES                                            NCDPI RESOURCES             enVision Math Scott Foresman/Addison Wesley,
& Teaching Student-Centered Mathematics K-3,
Volume One – John A. Van de Walle
GEOMETRY                                                                             NCDPI Classroom Strategies                       ENVISION MATH 3.01
3.01 Identify, build, draw, and name triangles, rectangles, and circles; identify,       3.01, Pages 43-50                            TOPIC 7 – GEOMETRY
build, and name spheres and cubes.
Indicators 3.01, Pages 23-24                      VAN DE WALLE K-3
CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS

3.02 Compare geometric shapes (identify likenesses and differences).                 NCDPI Classroom Strategies                       ENVISION MATH 3.02
TOPIC 7 – GEOMETRY
3.02, Page 51
VAN DE WALLE K-3
Indicators 3.02, Page 25      CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS

3.04 Compare simple spatial visualization tasks and puzzles.                                                                          ENVISION MATH 3.04
CDPI Classroom Strategies                        TOPIC 7 – GEOMETRY
3.04, Pages 56-59
VAN DE WALLE K-3
Indicators 3.04, Page 28      CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS

DATA ANALYSIS AND PROBABILITY                                                        NCDPI Classroom Strategies                       ENVISION MATH 4.01
4.01 Collect and organize data as a group activity.                                        4.01, Page 61                              TOPIC 16 – GRAPHING

Indicators 4.01, Page 29                      VAN DE WALLE K-3
CHAPTER 11 – HELPING CHILDREN USE DATA

NCDPI Classroom Strategies                       ENVISION MATH 4.02
4.02 Display and describe data with concrete and pictorial graphs as a group             4.02, Pages 61-63                            TOPIC 16 – GRAPHING
activity.
Indicators 4.02, Page 30                      VAN DE WALLE K-3
CHAPTER 11 – HELPING CHILDREN USE DATA

ALGEBRA                                                                              NCDPI Classroom Strategies                       ENVISION MATH 5.02
5.01 Sort and classify objects by one attribute.                                         5.01, Pages 65-70                     TOPIC 1 – SORTING AND CLASSIFYING

Indicators 5.01, Pages 31-32                    VAN DE WALLE K-3
CHAPTER 10 – ALGEBRAIC REASONING

11
KINDERGARTEN MATHEMATICS PACING GUIDE
OBJECTIVES                                                  NCDPI RESOURCES                enVision Math Scott Foresman/Addison Wesley,
& Teaching Student-Centered Mathematics K-3,
Volume One – John A. Van de Walle
NUMBER & OPERATIONS                                                                   Week By Week Essentials Weeks 10-18                      ENVISION MATH 1.01
1.01 Develop number sense for whole numbers through 30.                                                                                         TOPIC 5 – OIX TO TEN
a. Connect the model, number word (orally), and number, using a variety of            NCDPI Classroom Strategies                      TOPIC 6 – COMPARING NUMBERS
representations. (6-10)                                                                 1.01, Pages 3-29
b. Count objects in a set. (6-10)                                                                                                           VAN DE WALLE K-3
c. Read and write numerals. (6-10)                                                     Indicators 1.01, Pages 5-14      CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER
d. Compare and order sets and numbers. (6-10)                                                                                       SENSE
f. Estimate quantities fewer than or equal to 10. (6-10)
g. Recognize equivalence in sets and numbers 1-10. (6-10)

1.03 Solve problems and share solutions to problems in small groups. (with                 NCDPI Classroom Strategies                          ENVISION MATH 1.03
increased complexity.                                                                     1.03, Pages 32-33                           EMBEDDED THROUGHOUT TOPICS

Indicators 1.03, Pages 16-18                         VAN DE WALLE K-3
CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER
SENSE

MEASUREMENT                                                                               NCDPI Classroom Strategies                           ENVISION MATH 2.01
2.01 Compare attributes of two objects using appropriate vocabulary (color, weight,           2.01, Pages 35-39                         TOPIC 1 – SORTING AND CLASSIFYING
height, width, length, texture).                                                                                                        TOPIC 9 – MEASUREMENT
Indicators 2.01, Pages 19-20
VAN DE WALLE K-3
CHAPTER 8 – DEVELOPING MEASUREMENT CONCEPTS

2.02 Recognize concepts of calendar time using appropriate vocabulary (days of            NCDPI Classroom Strategies                           ENVISION MATH 2.02
the week, months of the year, seasons).                                                  2.02, Pages 39-41                               TOPIC 15 – CALENDAR

Indicators 2.02, Pages 21-22                         VAN DE WALLE K-3
CHAPTER 8 – DEVELOPING MEASUREMENT CONCEPTS

12
KINDERGARTEN MATHEMATICS PACING GUIDE
OBJECTIVES                                              NCDPI RESOURCES             enVision Math Scott Foresman/Addison Wesley,
& Teaching Student-Centered Mathematics K-3,
Volume One – John A. Van de Walle
GEOMETRY                                                                                 NCDPI Classroom Strategies                        ENVISION MATH 3.01
3.01 Identify, build, draw, and name triangles, rectangles, and circles; identify,           3.01, Pages 43-50                             TOPIC 7 – GEOMETRY
build, and name spheres and cubes.
Indicators 3.01, Pages 23-24                       VAN DE WALLE K-3
CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS

3.02 Compare geometric shapes (identify likenesses and differences).                     NCDPI Classroom Strategies                        ENVISION MATH 3.02
TOPIC 7 – GEOMETRY
3.02, Page 51
VAN DE WALLE K-3
Indicators 3.02, Page 25
CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS

3.03 Model and use directional and positional vocabulary.                                                                                  ENVISION MATH 3.03
NCDPI Classroom Strategies                  TOPIC 2 – POSITION AND LOCATION
3.03, Pages 52-56                             TOPIC 7 – GEOMETRY

Indicators 3.03, Pages 26-27                       VAN DE WALLE K-3
CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER
SENSE
CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS

DATA ANALYSIS & PROBABILITY                                                              NCDPI Classroom Strategies                        ENVISION MATH 4.01
4.01 Collect and organize data as a group activity.                                            4.01, Page 61                               TOPIC 16 – GRAPHING

4.02 Display and describe data with concrete and pictorial graphs as a group activity.     Indicators 4.01, Page 29                        VAN DE WALLE K-3
CHAPTER 11 – HELPING CHILDREN USE DATA

NCDPI Classroom Strategies                        ENVISION MATH 4.02
4.02, Pages 61-63                             TOPIC 16 – GRAPHING

Indicators 4.02, Page 30                        VAN DE WALLE K-3
CHAPTER 11 – HELPING CHILDREN USE DATA

13
KINDERGARTEN MATHEMATICS PACING GUIDE
SECOND QUARTER
OBJECTIVES                            NCDPI RESOURCES             enVision Math Scott Foresman/Addison Wesley,
& Teaching Student-Centered Mathematics K-3,
Volume One – John A. Van de Walle
ALGEBRA                                                                  NCDPI Classroom Strategies                     ENVISION MATH 5.01
5.01 Sort and classify objects by one attribute.                             5.01, Pages 65-70                   TOPIC 1 – SORTING AND CLASSIFYING

Indicators 5.01, Pages 31-32                   VAN DE WALLE K-3
CHAPTER 10 – ALGEBRAIC REASONING

5.02 Create and extend patterns with actions, words, and objects.        NCDPI Classroom Strategies                     ENVISION MATH 5.02
5.02, Pages 71-75                          TOPIC 3– PATTERNS
TOPIC 12 – LARGER NUMBERS
Indicators 5.02, Pages 33-34
VAN DE WALLE K-3
CHAPTER 10 – ALGEBRAIC REASONING

14
KINDERGARTEN MATHEMATICS PACING GUIDE
OBJECTIVES                                                 NCDPI RESOURCES               enVision Math Scott Foresman/Addison Wesley,
& Teaching Student-Centered Mathematics K-3,
Volume One – John A. Van de Walle
NUMBER & OPERATIONS                                                                  Week By Week Essentials Weeks 19-27                       ENVISION MATH 1.01
1.01 Develop number sense for whole numbers through 30. (11-20)                                                                         TOPIC 8 – FRACTIONS AND ORDINALS
a. Connect the model, number word (orally), and number, using a variety of          NCDPI Classroom Strategies                        TOPIC 12 – LARGER NUMBERS
representations. (11-20)                                                             1.01, Pages 3-29                                   TOPIC 13 - MONEY
b. Count objects in a set. (11-20)
c. Read and write numerals. (11-20)                                                  Indicators 1.01, Pages 5-14                           VAN DE WALLE K-3
d. Compare and order sets and numbers. (11-20)                                                                        CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER
e. Use ordinals (1st-10 th).                                                                                                      SENSE
f. Estimate quantities fewer than or equal to 10.                                                                     CHAPTER 9 – EARLY FRACTION CONCEPTS
g. Recognize equivalence in sets and numbers 1-10.

1.02 Share equally (divide) between two people; explain.                                  NCDPI Classroom Strategies                            ENVISION MATH 1.02
1.02, Pages 30-31                          TOPIC 8 – FRACTIONS AND ORDINALS

Indicators 1.02, Page 15                           VAN DE WALLE K-3
TOPIC 10 – ALGEBRAIC REASONING

1.03 Solve problems and share solutions to problems in small groups (more                 NCDPI Classroom Strategies                          ENVISION MATH 1.03
complex).                                                                                1.03, Pages 32-33                           EMBEDDED THROUGHOUT TOPICS

Indicators 1.03, Pages 16-18                         VAN DE WALLE K-3
CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER
SENSE

MEASUREMENT                                                                              NCDPI Classroom Strategies                            ENVISION MATH 2.02
2.02 Recognize concepts of calendar time using appropriate vocabulary (days of the           2.02, Pages 39-41                                TOPIC 15 – CALENDAR
week, months of the year, seasons).
Indicators 2.02, Pages 21-22                         VAN DE WALLE K-3
CHAPTER 8 – DEVELOPING MEASUREMENT CONCEPTS

15
KINDERGARTEN MATHEMATICS PACING GUIDE
OBJECTIVES                                           NCDPI RESOURCES              enVision Math Scott Foresman/Addison Wesley, &
Teaching Student-Centered Mathematics K-3, Volume
One – John A. Van de Walle
GEOMETRY                                                                             NCDPI Classroom Strategies                          ENVISION MATH 3.01
3.01 Identify, build, draw, and name triangles, rectangles, and circles; identify,       3.01, Pages 43-50                               TOPIC 7 – GEOMETRY
build, and name spheres and cubes.
Indicators 3.01, Pages 23-24                         VAN DE WALLE K-3
CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS

3.02 Compare geometric shapes (identify likenesses and differences).                 NCDPI Classroom Strategies                          ENVISION MATH 3.02
TOPIC 7 – GEOMETRY
3.02, Page 51
VAN DE WALLE K-3
Indicators 3.02, Page 25
CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS

ENVISION MATH 3.03
3.03 Model and use directional and positional vocabulary.                            NCDPI Classroom Strategies                     TOPIC 2 – POSITION AND LOCATION
3.03, Pages 52-56                                TOPIC 7 – GEOMETRY

Indicators 3.03, Pages 26-27                          VAN DE WALLE K-3
CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER SENSE
CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS
3.04 Complete simple spatial visualization tasks and puzzles.                        NCDPI Classroom Strategies
3.04, Pages 56-59                               ENVISION MATH 3.04
TOPIC 7 – GEOMETRY
Indicators 3.04, Page 28
VAN DE WALLE K-3
CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS
DATA ANALYSIS & PROBABILITY                                                          NCDPI Classroom Strategies                          ENVISION MATH 4.01
4.01 Collect and organize data as a group activity.                                        4.01, Page 61                                 TOPIC 16– GRAPHING

Indicators 4.01, Page 29                            VAN DE WALLE K-3
CHAPTER 11 – HELPING CHILDREN USE DATA
CHAPTER 12 – EARLY EXPERIENCES WITH PROBABILITY CONCEPTS

4.02 Display and describe data with concrete and pictorial graphs as a group         NCDPI Classroom Strategies                          ENVISION MATH 4.02
activity.                                                                                4.02, Pages 61-63                               TOPIC 16 – GRAPHING

Indicators 4.02, Page 30                            VAN DE WALLE K-3
CHAPTER 11 – HELPING CHILDREN USE DATA
CHAPTER 12 – EARLY EXPERIENCES WITH PROBABILITY CONCEPTS

16
KINDERGARTEN MATHEMATICS PACING GUIDE
OBJECTIVES                              NCDPI RESOURCES             enVision Math Scott Foresman/Addison Wesley,
& Teaching Student-Centered Mathematics K-3,
Volume One – John A. Van de Walle
ALGEBRA                                                                NCDPI Classroom Strategies                     ENVISION MATH 5.02
5.02 Create and extend patterns with actions, words, and objects.           5.02, Pages 71-75                         TOPIC 3 – PATTERNS
Indicators 5.02, Pages 33-34               TOPIC 12 – LARGER NUMBERS

VAN DE WALLE K-3
CHAPTER 10 – ALGEBRAIC REASONING

17
KINDERGARTEN MATHEMATICS PACING GUIDE
OBJECTIVES                                         NCDPI RESOURCES                enVision Math Scott Foresman/Addison Wesley, &
Teaching Student-Centered Mathematics
K-3, Volume One – John A. Van de Walle
NUMBER & OPERATIONS                                                     Week By Week Essentials Weeks 28-36                         ENVISION MATH 1.01
1.01 Develop number sense for whole numbers through 30. (21-30)                                                                     TOPIC 10 – ADDITION
a. Connect the model, number word (orally), and number using a         NCDPI Classroom Strategies                            TOPIC 11 – SUBTRACTION
variety of representations. (21-30)                                     1.01, Pages 3-29                                    TOPIC 13 – MONEY
b. Count objects in a set. (21-30)
c. Read and write numerals. (21-30)                                     Indicators 1.01, Pages 5-14                             VAN DE WALLE K-3
d. Compare and order sets and numbers. (21-30)                                                           CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER SENSE
e. Use ordinals (1st-10 th).
f. Estimate quantities fewer than or equal to 10.
g. Recognize equivalence in sets and numbers 1-10.
ENVISION MATH 1.02
1.02 Share equally (divide) between two people; explain.                     NCDPI Classroom Strategies                       TOPIC 8 – FRACTIONS AND ORDINALS
1.02, Pages 30-31
VAN DE WALLE K-3
Indicators 1.02, Page 15                    CHAPTER 9 – EARLY FRACTION CONCEPTS
CHAPTER 10 – ALGEBRAIC REASONING

1.03 Solve problems and share solutions to problems in small groups          NCDPI Classroom Strategies                            ENVISION MATH 1.03
(more complex).                                                             1.03, Pages 32-33                             EMBEDDED THROUGHOUT TOPICS

Indicators 1.03, Pages 16-18                            VAN DE WALLE K-3
CHAPTER 2 – DEVELOPING EARLY NUMBER CONCEPTS AND NUMBER SENSE

MEASUREMENT                                                                 NCDPI Classroom Strategies                              ENVISION MATH 2.01
2.01 Compare attributes of two objects using appropriate vocabulary             2.01, Pages 35-39                            TOPIC 1 – SORTING AND CLASSIFYING
(color, weight, height, width, length, texture).                                                                             TOPIC 9 – MEASUREMENT
Indicators 2.01, Pages 19-20
VAN DE WALLE K-3
CHAPTER 8 – DEVELOPING MEASUREMENT CONCEPTS

2.02 Recognize concepts of calendar time using appropriate vocabulary       NCDPI Classroom Strategies                              ENVISION MATH 2.02
(days of the week, months of the year, seasons).                           2.02, Pages 39-41                                     TOPIC 14 - TIME
TOPIC 15 – CALENDAR
Indicators 2.02, Pages 21-22
VAN DE WALLE K-3
CHAPTER 8 – DEVELOPING MEASUREMENT CONCEPTS

18
KINDERGARTEN MATHEMATICS PACING GUIDE
OBJECTIVES                                         NCDPI RESOURCES             enVision Math Scott Foresman/Addison Wesley, &
Teaching Student-Centered Mathematics
K-3, Volume One – John A. Van de Walle
GEOMETRY                                                                       NCDPI Classroom Strategies                         ENVISION MATH 3.04
3.04 Complete simple spatial visualization tasks and puzzles.                      3.04, Pages 56-59                              TOPIC 7 – GEOMETRY

Indicators 3.04, Page 28                         VAN DE WALLE K-3
CHAPTER 7 – GEOMETRIC THINKING AND GEOMETRIC CONCEPTS

DATA ANALYSIS & PROBABILITY                                                    NCDPI Classroom Strategies                          ENVISION MATH 4.01
4.01 Collect and organize data as a group activity.                                  4.01, Page 61                                TOPIC 16 – GRAPHING

Indicators 4.01, Page 29                          VAN DE WALLE K-3
CHAPTER 11 – HELPING CHILDREN USE DATA
CHAPTER 12 – EARLY EXPERIENCES WITH PROBABILITY CONCEPTS
4.02 Display and describe data with concrete and pictorial graphs as a group
activity.                                                                 NCDPI Classroom Strategies                          ENVISION MATH 4.02
4.02, Pages 61-63                              TOPIC 16 – GRAPHING

Indicators 4.02, Page 30                          VAN DE WALLE K-3
CHAPTER 11 – HELPING CHILDREN USE DATA
CHAPTER 12 – EARLY EXPERIENCES WITH PROBABILITY CONCEPTS
ALGEBRA                                                                        NCDPI Classroom Strategies                          ENVISION MATH 5.02
5.02 Create and extend patterns with actions, words, and objects. (with            5.02, Pages 71-75                               TOPIC 3 – PATTERNS
increased complexity)                                                                                                     TOPIC 12 – LARGER NUMBERS
Indicators 5.02, Pages 33-34
VAN DE WALLE K-3
CHAPTER 10 – ALGEBRAIC REASONING

19
Correlation of Week-by-Week Essentials
With Kindergarten Objectives
Number &             Measurement             Geometry            Data Analysis &   Algebra
Operations                                                         Probability
1st Quarter    1.01a, 1.01b, 1.01f,       2.01, 2.02            3.03, 3.04             4.01, 4.02      5.01
1.02c, 1.03
*2nd Quarter    1.01c, 1.01g, 1.03          2.02                3.01, 3.02             4.01, 4.02    5.01, 5.02

3rd Quarter       1.01c, 1.01d,               2.02             3.01, 3.02              4.01, 4.02      5.01
1.01e, 1.02                                    3.04
4th Quarter         1.01, 1.02                2.02                3.04                 4.01, 4.02
1.03
*2nd Quarter Link Strega Nona by Tomie DePaola (1.01a, 4.01, 5.01, 5.02)

20
Rowan-Salisbury School System Elementary Mathematics Resources

MATH RENAISSANCE
Math Renaissance gives you the tools and information you need to improve student achievement in math.
These resources are aligned to the state standards of North Carolina. Each elementary school has
Accelerated Math, STAR Math and MathFacts in a Flash. (http://renlearn.com/math.htm)

student’s level and scores automatically. Educators   12 is fast, accurate, and easy. STAR Math helps you   facts. . . MathFacts is an innovative way to
can use these reports to identify specific problem    determine the math level of each student and          improve students’ computational skills.
areas.                                                measure individual and class growth. Students can     •   Allows students to work at their own levels
•   Generates unlimited practice assignments          complete the computer adaptive assessment in less         to maximize learning
tailored to each student’s level                  that 12 minutes.                                      •   Motivates students in all grades to practice
•   Gives immediate and individualized feedback       •    Determine placement of levels for all                and improve their math skills
•   Lets you see at a glance how each student is           students                                         •   Addresses 44 levels in addition, subtraction,
progressing with each math objective              •    Deliver time-saving data within seconds              multiplication, division, sequencing, and more
•   Automatically scores all assignments              •    Measure student growth with specific             •   Improve students’ computational skills
•   Helps each student practice the precise skills         objectives                                       •   Monitors student and class progress
necessary to move ahead at their own pace         •    Assess student progress when needed              •   Encourages students to get additional math
facts practice by using Home Practice
Programs

21
NCDPI RESOURCES FOR MATHEMATICS
RESOURCES FOR MATHEMATICS

Week by Week Essentials
Week by Week Mathematics Essentials are written to reflect the North Carolina Standard Course of Study in mathematics. Each week (1-36) focuses on the five strands of mathematics with integration
of reading and writing. Students will benefit more from hands-on involvement than from paper and pencil. Effective learning takes place when a child has the opportunity to experience how numbers
work as they build number concepts. Week by Week Essentials can be located on the Rowan-Salisbury Elementary website http://www.rss.k12.nc.us/eled/handouts.html).

Classroom Strategies
Classroom Strategies provide activities for the classroom that focus on the Five Strands (Numbers and Operations, Measurement, Geometry, Data Analysis and Probability and Algebra). Black line
masters are also located on this website. These can be located on the Rowan-Salisbury Elementary web-site. (http://www.rss.k12.nc.us/eled/handouts.html).

Indicators
Indicators are measures to determine mastery of a concept, procedure, or application within a specific objective or group of objectives. The Indicators illustrate and elaborate each objective with sample
problems and tasks, vocabulary and related concepts and skills. Indicators are summative in nature, that is, they are intended to show the kind of mathematical problem-solving that is appropriate to
indicate a student’s mastery of the curriculum after an extended period of instruction and practice. The items contained in this document are intended to represent sample end-of-grade test questions.
These resources can be located on the Rowan-Salisbury Elementary website (http://rss.k12.nc.us/eled/handouts.html).

Teachers should utilize these NCDPI Resources in classroom mathematics instruction and assessment.

North Carolina Manipulative Kits                                                                               2009 Summer Calendars
The North Carolina Manipulative Kits have been revised and                                       The teachers in the Teaching Excellence and Mathematics project
updated to reflect changes in both curriculum and assessment                                     worked together to create summer calendars with mathematics
since 2003. The consistent use of manipulatives with hands-                                      activities that reinforce what was learned in school during the previous
on activities is mandated as a component of math instruction                                     year. We hope that you will enjoy doing these activities each day.
in North Carolina. A new contract for the purchase of these                                      Because calendar space is limited, some of the directions are
kits has been awarded to ETA Cuisenaire.                                                         abbreviated. You may want to include the Math Calendars as a warm-
up activity or as a brain-teaser during your daily instruction. We
suggest you use the previous grade’s calendar for the first and second
fourth quarters.

Calendars can be located on the Rowan-Salisbury Elementary Website

22
S UG GES TED       CHI L DR EN ’ S LITERA TUR E FOR M A TH EMA TI CS I NS TR UC TI ON

Counting Books                                             Geometry                            Number Relationships
One Crow                                            Picture Pie                       One, Two, Three Going to Sea
Ten, Nine, Eight                                    Shapes and Things                   Anno’s Mysterious Multiplying Jar
One Bear All Alone                                  Shapes, Shapes, Shapes                       Anno’s Counting House
Six Little Ducks                              Circles, Triangles, and Squares                      Too Many Eggs
Ten Black Dots                                      Changes, Changes                             Millions of Cats
Fish Eyes (A Book You Can Count On)                              Square is a Shape                        Don’t Count Your Chicks
Moja Means One (Swahili Counting Book)                             Straight is a Line                One, Two, Three, and Four. No More?
Ross Over                                               Shapes                                 More Than One
How Many Snails?                            A Light in the Attic (“Shapes” p.77)                  The Doorbell Rang
Ten Green Bottles                                                                             The Wolf’s Chicken Stew
Count Your Way Through China                                   Graphing                                 One Watermelon Seed
Count and See                              Guess Who My Favorite Person Is               Bunches & Bunches of Bunnies
More Than One                                   The Mysterious Tadpole                        The Hundred Penny Box
Seven Eggs                                        Stone Soup                                    Billions of Bugs
1 Hunter                                         Red is Best                                  A Grain of Rice
One Bear At Bedtime                                     Whose Shoes                                    So Many Cats
Two, Four, Six, Eight (A book about legs)                                                                    How Much is a Million
When Sheep Cannot Sleep                                                                              If You Made a Million
The Twelve Days of Christmas
Money                            Millions and Millions and Millions
Ocean Parade                                    \$1.00 Word Riddle Book             Where the Sidewalk Ends (“Bandaids” p.140)
Counting Wildflowers                        Where the Sidewalk Ends (“Smart” p.35)       The 500 Hats of Bartholomew Cubbins
Farm Counting Book                       Alexander, Who Used to be Rich Last Sunday     I Can Count the Petals of the Flower
Monster Bubbles                                                                                   The 329th Friend
Numbers of Things                                  Measurement
A Farmer’s Dozen                                     Ten Beads Tall
One Was Johnny                                   Mr. Archimedes’ Bath
Who Wants One?                                      The King’s Flower
A Light in the Attic (“How Many, How Much p.8)               The Chocolate Chip Cookie Contest
One Sun, Two Eyes, and a Million Stars                       Jim and the Beanstalk
One Woolly Wombat                                Much Bigger Than Martin
1 is One                                      The Carrot Seed
Who’s Counting?                                      Inch By Inch
1 is No Fun But 20 is Plenty                       The Biggest House in the World
An Invitation to the Butterfly Ball                           How Big is a Foot
Fractions                                      The Borrowers (Chapter One)
Pezzettino
Gator Pie

23
S UG GES TED    CHI L DR EN ’ S LITERA TUR E FOR M A TH EMA TI CS I NS TR UC TI ON
The Very Busy Spider                                  Anno’s Math Games                            David Schwartz
Round Trip                                    Anno’s Math Games II                             Greg Tang
Reflections                                 Socrates and the Three Pigs                        Loreen Leedy
A Light in the Attic (“Reflections”,p29)                    First Grade Takes a Test                         Marilyn Burns
The Mirror Puzzle Book                                  Changes, Changes                            Stuart Murphy
Numblers                                Shel Silverstein
Probability                                          Pumpkin, Pumpkin
Anno’s Hat Tricks                               Each Orange Had 8 Slices
Journey                                     Grandfather Tang’s Story         *Additional Math Literature, Pages T62-T65
Mouse Tales                                  17 Kings and 42 Elephants        (Found in Teacher’s Manuals)
Caps For Sale
Elephant Buttons                                         Time
Anno’s Sundial
Sorting                                         Anno’s Counting Book
The Baby’s Cantaloupe                           Caps, Hats, Socks, and Mittens
Harriet’s Halloween Candy                           This is a Book About Time
Is it Red? Is it Smooth? Is it Blue?                        The Grouchy Ladybug
A House is a House For Me                          The Very Hungry Caterpillar
Growing Colors                               Ramona the Pest (Chapter 7)
People                                 Season of Arnold’s Apple Tree
Those Green Things                                     Boss for a Week
Frederick
Knots on a Rope
Time To . . .
Monday I Was An Alligator
Time
One Hundred Years Ago
On Friday Something Funny Happened
Only Six More Days
This Year’s Garden
The Tomorrow Book
Chicken Soup With Rice
One Monday Morning
All Year Long
You’ll Grow Into It

24

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