CSS Math Pacing Guide Grade K Grade Level: K Standard with code: K.CC.1 Count to 100 by ones and by tens. Domain: Counting and Cardinality Cluster: Know number names and the count sequence Quarter 1: Quarter 2: Count (verbal sequence only) to 100 by ones starting at 1. Count (verbal sequence only) to 100 by 10’s starting at 10. Quarter 3: Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
CCSS Math Pacing Guide Grade K Grade Level: K Standard with code: K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Domain: Counting and Cardinality Cluster: Know number names and the count sequence. Quarter 1: Quarter 2: Count forward by 1’s beginning with another number other than 1 (verbal sequence only). Quarter 3: Quarter 4: Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Use the pattern and regularity in the counting sequence to recognize the position of any number between 1 and 100 and then continue counting in sequence from the given number. Students know: Number word sequence. Students understand that/are able to: Count sequentially. The number sequence has an inherent pattern which repeats every decade no matter where in the counting sequence they start. EEK.CC.2. N/A EEK.CC.2. N/A
CCSS Math Pacing Guide Grade K Grade Level: K Standard with code: K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Domain: Counting and Cardinality Cluster: Know number names and the count sequence. Quarter 1: Write numerals 0 to 10 Write the number that represents a given number of objects from 0-10. Quarter 2: Write numerals 0 to 20 Write the number that represents a given number of objects from 0-20. Quarter 3: Quarter 4: Make sense of problems and Reason abstractly and quantitatively. Construct viable Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated
persevere in solving them. arguments and critique the reasoning of others. reasoning. Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a number orally or a quantity of objects (from Write the corresponding numeral. Number Numeral Students know: Number sequence, Number/ numeral correspondence. Students understand that/are able to: Recognize and name numerals 0-20, Write numerals 0-20, Count objects with one-to-one correspondence. Quantities can be represented in a variety of ways (e.g., number words, objects, symbols). EEK.CC.3. N/A EEK.CC.3. N/A
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Justify their identification of the larger or smaller of a pair of numerals using a variety of strategies. (e.g., referring to their order in the counting sequence, modeling the quantities, using relational thinking such as, "I know that 6 is more than 3 and I know that 10 is more than 6, so 10 must be more than 3.). Students know: Number word sequence, Number - numeral correspondence, Strategies for determining whether one number in written form is greater than, less than, or equal to a second number. Students understand that/are able to: Count sequentially, Strategically apply strategies for comparing numbers. Successive number names refer to quantities that are larger than the previous numbers in the counting sequence. EEK.CC.7. N/A EEK.CC.7. N/A
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given oral addition and subtraction word problems within 10, Explain and justify solutions and solution paths using connections among a variety of representations (e.g., acting out with objects, manipulatives, drawings, etc.). Students know: Characteristics of addition and subtraction contexts (putting together, adding to, taking apart, and taking from), Addition and subtraction strategies. Students understand that/are able to: Represent quantities and operations (addition & subtraction) physically, pictorially, or symbolically, Strategically use a variety of representations to solve addition and subtraction word problems, Use informal and mathematical language to communicate the connections among addition and subtraction contexts and related physical, pictorial, or symbolic representations, Accurately compute sums and differences. Both putting together and adding to can be viewed as addition, EEK.OA.2. N/A EEK.OA.2. N/A
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given any number less or equal to 10, Persist as they use objects or drawings to decompose the given number into at least two unique pairs of smaller numbers, Record their solutions using pictures or equations. Decompose Equation Students know: Vocabulary: equal to and the concept of equality meaning the "same amount as". Students understand that/are able to: Represent quantities physically, pictorially, and symbolically. Quantities may be named in a variety of ways. EEK.OA.3. N/A EEK.OA.3. N/A
CCSS Math Pacing Guide Grade K Grade Level: K Standard with code: K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Domain: Operations and Algebraic Thinking Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Quarter 1: Quarter 2: Quarter 3: Know that two numbers can be added together to make ten Using materials or representations, find the number that makes 10 when added to the given number for any number from 1 to 9, and record the answer using materials, representations, or equations. Quarter 4: Know that two numbers can be added together to make ten Using materials or representations, find the number that makes 10 when added to the given number for any number from 1 to 9, and record the answer using materials, representations, or equations. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given any number from 1 to 9, Use a variety of representations and problem solving strategies to determine the number that when added to the given number equals 10, Orally explain and justify the written representations (drawing or equation) of their solutions. Students know: Strategies for finding missing parts of numbers when numbers are being composed or decomposed. Students understand that/are able to: Represent quantities and operations physically, pictorially, or symbolically, Strategically use a variety of representations to solve problems. Two smaller quantities may be joined to create a larger target quantity, A quantity may be broken into two smaller quantities, Mathematical tools and representations (e.g., ten frames, ten fingers) can be used EEK.OA.4. N/A EEK.OA.4. N/A
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Use an efficient strategy (e.g., recall, doubles, derived facts, close to doubles, counting on 1 or 2, counting back 1 or 2) to accurately name the sums or differences within 5. Students know: Strategies for efficiently determining sums and differences within 5. Students understand that/are able to: Use addition strategies efficiently. Efficient use of computation strategies involves sense-making with the numbers in the problem. EEK.OA.5. N/A EEK.OA.5. N/A
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Use visual characteristics of shapes to orally justify naming 2D and 3D shapes in a variety of sizes and orientations. Students know: 2D and 3D shapes (triangle, square, rectangle, hexagon, rhombus, circle, cube, pyramid, sphere, and cone). Students understand that/are able to: Use geometric reasoning and visual characteristics of shapes to name shapes in a variety of sizes and orientations. Geometric shapes can be grouped into classes of shapes that all seem to be alike based on their visual characteristics (and thereby named). EEK.G.2-3. Match two-dimensional shapes (circle, square, and triangle). Level IV Students will: EEK.G.2-3. Match two-dimensional shapes that vary in size (circle, square, and triangle). Ex. Given an assortment of shapes that vary in size, match the shapes according to shape and size. Ex. Using computer software, select a triangle and match it to a target triangle that is a different size. Ex. Given a circle, go on a “Circle Hunt” to find other examples of circles around the school. Level III Students will: EEK.G.2-3. Match two-dimensional shapes (circle, square, and triangle). Ex. Given a collection of pairs of identically sized shapes, match the shapes. Ex. Match shapes in an interactive whiteboard activity. Ex. Given four poker chips and four blocks, match the objects based on shape. Level II Students will: EEK.G.2-3. Match a shape to its duplicate. Ex. Given one shape and shown two shapes, select the matching shape from the two choices to one of hers/his. Ex. Match a colored construction paper circle to an outline on paper. Ex. Complete a shape-sorting box. Level I Students will:
Analyze and compare three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g. number of sides and vertices/”corners”) and other attributes (e.g. having sides of equal length). Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Use informal language to describe, compare, and contrast a variety of 2D and 3D shapes. Informal language Students know: Shape components (e.g., sides, corners, vertices, faces, edges, etc.), Informal language to describe these components. Students understand that/are able to: Decompose shapes into component parts, Use geometric reasoning and attributes to compare and contrast a variety of shapes. Geometric shapes can be grouped into classes of shapes that all seem to be alike based on their visual characteristics (and thereby named). EEK.G.4. N/A EEK.G.4. N/A
Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given simple shapes, Construct designated larger shapes. Students know: 2D and 3D shapes (triangle, square, rectangle, hexagon, rhombus, circle, cube, pyramid, sphere, and cone). Students understand that/are able to: Use simple shapes to form larger shapes. Geometric shapes can be composed of and decomposed into smaller shapes. EEK.G.6. N/A EEK.G.6. N/A