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Enduring Understandings
are important ideas that students should carry with them years beyond the
instruction received this year.
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In order to communicate
estimates, we must be able to understand and use the language of math.
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A
sense of order is necessary in counting.
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A sense of number is
necessary to find reasonable estimates.
Essential Questions
are the most important “big picture” questions students should
be able to answer after completing learning activities.
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How can I learn and
apply estimation vocabulary?
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Why is it important to
learn about estimation?
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What is the best
strategy for making estimates?
CSAP
Tested Standards
Highest Frequency
 High
Frequency
 Other
Standards and E-Skills
Highest Frequency = the timing, intensity and
level of accountability is extremely high because mastery of these
skills will must be demonstrated at this grade level.
High
Frequency = the timing, intensity and level of
accountability is high because mastery of these skills is expected at this grade level.
Other
Standards and E-Skills = the timing, intensity, and level of mastery are
not urgent. It should be introduced during this time so students can
experience the concept and return in future quarters to strive
towards mastery. |
Standard 1: Number Sense - January
Make reasonable estimates on simple activities.
Read, write and count numbers 1 – 50.
Identify coins
three coins
 Order numbers 1 – 50.
Apply and communicate a strategy demonstrating number sense and estimation
to solve problems.
Make one-to-one correspondences (numerals to objects).
Match numerals with objects (number sets).
Standard 2: Patterns and
Algebra - January
Create and extend three part patterns (ABC, AAB, ABB)
Unit Vocabulary
*Please Note: Bolded words are vocabulary words to highlight this unit.
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Use the
Visual Thesaurus and use
the approved login and password to the right. |
Login:
es35@d11.org
Password: d112009 |
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January
Standards |
Everyday
Mathematics |
Math Expressions |
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Read, write and count numbers |
page #'s coming |
pp. 3, 26-27, 34-36, 51, 62-63, 79-80, 89-90,
122-123, 143, 153, 161, 164, 171, 179, 193, 213, 220, 267,
395-400, 462, 567, 672 |
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Estimating |
page #'s coming |
pp. 189, 333, 501, 517, 653 |
Resources for Teachers
• Mountain Math, Math Their Way, Creative Mathematics (Kim Sutton), Math
Solutions (Marilyn Burns), Math Perspectives (Kathy Richardson) (if your
building has purchased these resources)
• Your particular math series (see chart on Unit pages listing page numbers
to support standards)
• Success Maker (ask your LTE)
• Exemplars (CSAP style problem solving with writing, 4-point rubrics, and
sample student papers available on D11 website For Teachers pages)
• Math Keys (electronic manipulative – ask your LTE)
Assessments
Teacher observation, Hundreds Chart, Calendar Activities, Math Bingo,
Manipulative/White Board/Slate assessments, EDM assessment CD’s.
Parents
How your Kindergartener has grown in mathematical concepts by
this point in the school year! You can continue to support your child by
including him/her in everyday activities that involve counting, adding, and
subtraction. Use pennies, beans, dice, and dominoes to provide lots of
practice adding and subtracting actual objects. These activities will help
your child grasp the important concepts of composing and decomposing numbers
that lead directly to formal addition and subtraction. You'll be working
hard, but it will feel like fun to you and your child!
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