Enduring Understandings are important ideas that students should carry with them years beyond the instruction received this year.

• Appropriate computational skills are needed to communicate solutions of real world problems.

• Recognizing patterns and attributes (characteristics like color, size, and shape) of objects helps us form categories and helps us make sense of our world.

• Understanding geometric concepts helps us see space relationships in solving problems.

Essential Questions are the most important “big picture” questions students should be able to answer after completing learning activities.

• How do we understand the patterns in our number system to count to 50 and on to 100?

• What is easier to read and understand a bar graph or a picture graph? Why?

• How can we use patterns (skip counting) to count to 50 and 100?

• How do the attributes of objects help us put them into categories?

• What do 2-dimensional shapes look like?

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 2: Patterns and Algebra - May

Create and explain complex patterns.

Standard 3: Data and Graphs - May

Read, create and interpret bar and picture graphs.

Apply and communicate a strategy using probability and statistics to solve math problems.

Standard 4: Geometry - May

Sort and classify objects (i.e., color, size, shape, use).

Recognize, name, draw and build 2-dimensional shapes.

Standard 5: Measurement - May

Demonstrate understanding of attributes of length and weight by measuring with nonstandard units.

Apply and communicate a strategy using measurement techniques to solve problems.
 

MORE CHART INFO. TO COME...

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
Consider helping your child finish out Kindergarten mathematics well by reviewing any fun math activities you have done together so far this year. The goal is to send your child to first grade with a full mathematics tool box to use as math concepts become progressively more complex. Add experiences with geometric shapes found in nature and around the house. Be sure your child can name and draw the common 2 dimensional shapes; circle, square, triangle, rectangle, trapezoid, hexagon, rhombus (diamond). Talk about how the shapes are the same or different.  Use math words like about, near, closer to, and a little less than when talking about quantities and values. Use objects (manipulatives) to solve simple addition and subtraction problems together and talk about how you each got the answer. Create and read simple bar and pictographs using data generated from daily activities. Help your child recognize and name pennies, nickels, dimes, and quarters in fun ways. These activities cost you nothing but gain your child important mathematics understanding. We can't put a price on that!

Lessons