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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, ordered, and communicated by understanding
patterns in our number system.
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One to one correspondence is necessary to achieve number sense.
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Recognizing attributes (characteristics) of objects helps us identify categories and help
us make sense of our world.
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Recognizing patterns helps us make sense of our world.
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Ability to communicate understanding of patterns and functions is needed
to solve problems.
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Understanding and communicating geometric concepts helps us see basic spatial
relationships and solve problems.
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 we talk about, show, and arrange numbers in
order?
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How can numbers be represented by objects and how can
objects be represented by numbers?
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How do we recognize, extend, construct, and communicate
patterns?
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How can we sort objects by size, color, and shape?
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What are different ways that we can arrange objects in
order?
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How can patterns help us solve problems?
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What do 2-dimensional shapes look like?
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How can geometry words help us with spatial concepts?
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 - November
 Order
objects using numerical properties or size (four or more objects).
 Read,
write, and count objects using one to one correspondence to 30
Standard 2: Patterns and Algebra - November
Extend
and create patterns such as ABC, AAB, ABB, etc.
Standard 3: Data and Graphs - November
Read, create
and interpret graphs.
Standard 4: Geometry - November
Recognize,
name, draw or form four 2-dimensional shapes: circle, triangle, oval, square,
rectangle, and rhombus.
Sort and classify objects by
two attributes (i.e., size, color, shape).
Identify
spatial terminology: outside, inside, above, below, between, behind.
Standard 5: Measurement - November
 Demonstrate
understanding of attributes of length and weight by measuring with
nonstandard 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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November
Standards |
Everyday
Mathematics |
Math Expressions |
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2-D shapes |
pp. 16, 45, 59,
71-74, 78, 105, 108-110, 218, 220, 269,
305-306, |
pp. 55-56, 74, 100, 457-462 |
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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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Patterns |
pp. 38-39, 72, 75-76, 99, 102-104,
154-156, 163-166, 183,
187-188, 195, 216, 222, 234, 248, 250, 252-253, 288, 308 |
pp. 146-148, 184-185, 188, 190, 202-203, 205-306,
229, 390-391, 393-394, 428-430, 499-500, 520, 562, 594 |
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1 to 1 Correspondence |
pp. 27, 29, 35-36, 119 |
pp. 566, 578-580, 582, 605, 608 |
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)
Assessments
Teacher observation, Hundreds Chart, Calendar Activities, Math Bingo,
Manipulative/White Board/Slate assessments, EDM assessment CD’s.
Sample
Rubric for Math
Parents
Continue
to support your Kindergarten child in mathematics by counting common objects
to 30. If your child loses count, help them by moving each object as you say
its number. Once this skill is mastered and your child is successful, make
groups of two, five, or ten, as you move the objects. Follow up by counting
the objects according to the number in the groups (2’s, 5’s, or 10’s).
Remember not to be in a hurry. These skills develop over time. Take your
cues from your child, and be sure you are both having fun together!
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