Assessment Blueprints - As District 11 Diamond
Units/Lessons are designed and linked to the Math Web, we will
add the Assessment Blueprints that teachers created. Teachers
creating Diamond Units and Lessons design those based on the
concepts found in Understanding by Design. It promotes
the development of a comprehensive assessment plan before any of
the activities are designed. This guarantees that learning
activities are appropriately aligned to standards, and provide
varied opportunities for students to demonstrate mastery.
Before presenting the lessons, we encourage you to review the
following Assessment Blueprint for the September unit.
Assessments: Teacher observation, Hundreds Chart, Calendar Activities,
Math Bingo, Manipulative/White Board/Slate assessments, EDM
assessment CD’s.
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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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Numbers can be represented and communicated in different ways.
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Classifying
objects by attributes; seeing how things are the same and different, is an
important learning skill in all subjects.
Essential Questions
are most important “big picture” questions students should be able to answer
after completing learning activities.
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How might you show that you know how to count to 10 or more?
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What are the different ways you can show a pile
of 10 blocks?
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Tell, show, or explain how you compare
what is the same and/or different about objects? (attributes/characteristics)
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 - September
Read, write, count and create 1-to-1 correspondence with objects (matching
numerals to objects) up to 10
Identify one coin
 Order numbers 1 – 20.
Explore numerical properties (adding 0).
Standard 2: Patterns and Algebra - September
Identify simple patterns (AB)
Standard 3: Data and Graphs - September
 Explore picture and bar graphs.
Standard 4: Geometry - September
Sort and classify objects by
one attribute (i.e., size, color, shape).
Standard 5: Measurement - September
Explore attributes of length and weight using non-standard units.
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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Everyday Mathematics Resources |
Math Expressions Resources |
| Everyday Mathematics
requires lesson by lesson presentation to preserve the spiral nature of the
instruction. The page links provided on the Unit Chart are for comparison
only. Teachers are advised to follow the district-determined
EDM pacing of
one lesson per day.
Everyday Math Games for Kindergarten
Everyday
Math Daily Routine |
Math Expressions Lessons have been aligned to the
CSSD11 pacing guide. Click the Daily MX Lesson links below to access lessons.
Click the following links to find books and games
correlated to units of instruction K - 5th grades.
MX Literature Lists
MX Game Lists
MX Daily
Routine |
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September
Standards |
Everyday
Mathematics |
Math Expressions |
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Ordering Numbers |
pp. 10, 24, 29, 30, 36, 50, 52, 66-67, 70, 77, 79-83, 100,
214-215, 248-252, |
pp. 94, 99, 157, 167, 242,
421, 461, 673 |
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Attributes |
pp. 37, 41, 71, 99, 106,
142-144, 166, 180, 220, 274 |
pp. 288, 298, 301, 308, 310,
346, 359, 465, 520, 588-590, 604 |
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Zero |
pp. 22, 27, 34, 56-57, 87, 113 |
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Resources for Teachers
•
For Scott Foresman and Houghton Mifflin page numbers click
here.
• 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)
Parents
Your kindergarten child is building skills in the wonderful world
of numbers and mathematics. The most important support you can provide
is lots of practical experiences with numbers and amounts. Start small
with counting a few pennies or other common objects; money in the piggy
bank, candies in a baggie, or grapes in a cup. Counting by ones and
matching objects to numbers in one to one correspondence are important
beginning mathematical concepts for your kindergartener. Give your child
simple experiences measuring various lengths with non-standard units
like paperclips, hand-widths, foot-lengths, etc. Make math
experiences fun, relaxed, and a way to bond with your child.
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