Kindergarten Calendar 2013-2014
August
Monday
Tuesday
Wednesday
Thursday
Friday
1
2
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
5
6
12
19
Procedures
26
MD-3: Classify objects into given
categories; count the numbers of
objects in each category and sort the
categories by count.
Problem Solving: Use logical
reasoning
Lesson 1.5
pp 11-12
CC: Counting & Cardinality
7
13
In-Service Day
Morning Meeting Daily Practice
CC.1 – Counting to 100 by 1’s – Continue through 100th day
NBT-1 Begin Place Value – Continue through 100th day
Academic Vocabulary: above, below, beside, in front of, behind,
next to (G.1)
8
14
In-Service Day
15
In-Service Day
21
22
MD-3: Classify objects into given
categories; count the numbers of
objects in each category and sort
the categories by count. (Limit
category counts + ≤ 10)
Same & Different
Lesson 1.1
pp 3-4
MD-3: Classify objects into given
categories; count the numbers of
objects in each category and sort
the categories by count.
Sorting by One Attribute
Lesson 1.2
pp 5-6
MD-3: Classify objects into given
categories; count the numbers of
objects in each category and sort
the categories by count.
Sorting the same set in different
ways
Lesson 1.3
pp 7-8
27
28
29
G-1: Describe objects in the
environment using names of
shapes, and describe the relative
positions of these objects using
terms such as above, below,
beside, in front of, behind, and next
to.
Inside and Outside (Position)
Lesson 2.1
pp 17-18
Over, Under, & On (Position)
Lesson 2.2
pp 19-20
G-1: Describe objects in the
environment using names of
shapes, and describe the relative
positions of these objects using
terms such as above, below,
beside, in front of, behind, and next
to.
Top, Middle, Bottom (Position)
Lesson 2.3
pp 21-22
Before, After (Position)
Lesson 2.4
pp 23-24
G-1: Describe objects in the
environment using names of
shapes, and describe the relative
positions of these objects using
terms such as above, below,
beside, in front of, behind, and next
to.
Left, Right (Position)
Lesson 2.5
pp 25-26
Problem Solving: Act it Out
Lesson 2.6
pp 27-28
NBT: Number & Operations in Base 10
16
1st Day Procedures
20
OA: Operations & Algebraic Thinking
9
23
MD-3: Classify objects into given
categories; count the numbers of objects
in each category and sort the categories
by count.
Sorting more than one attribute
Lesson 1.4
pp 9-10
MD: Measurement & Data
30
Labor Day
G: Geometry
Kindergarten Calendar 2013-2014
September
Monday
Tuesday
Wednesday
2
3
4
In-Service Day
Labor Day
9
Curriculum Adjustment
16
CC-4, CC-4a, CC-4b, CC-4c, CC-5
(See 9/11, 9/12)
Counting 4 and 5
Lesson 4.3
pp 55-56
Thursday
Curriculum Adjustment
10
Curriculum Adjustment
23
24
OA-3: (See 9/20)
Writing Number Sentences for 4 &
5
CC-3 Online Supplemental
Lesson
*Notice flexible placement of equal
sign
CC-6: Identify whether the number
of objects in one group is greater
than, less than, or equal to the
number of objects in another
group, e.g., by using matching and
counting strategies. (groups up to
10 objects)
More, Fewer, Same As
Lesson 4.7
pp 63-64
5
6
Dibels Adjustment
Flexible Day
Dibels Adjustment
Flexible Day
11
12
13
CC-4a: When counting objects, say the number names in the
standard order, pairing each object with one and only one number
name and each number name with one and only one object.
CC-4b: Understand that the last number name said tells the number
of objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
CC-4c: Understand that each successive number name refers to a
quantity that is one larger.
CC-5: Count to answer “how many?” questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as many
as 10 things in a scattered configuration; given a number from 1–20,
count out that many objects.
Counting 1, 2, and 3
Lesson 4.1
pp 51-52
CC-4.b, CC-5 (See 9/12)
Counting 1, 2, 3, in
Different Arrangements
CC-1 Online Supplemental Lesson
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).
CC-4: Understand the relationship between
numbers and quantities; connect counting to
cardinality.
CC-4a, CC-4.b, CC-4.c, CC-5 (See 9/11)
Reading and Writing 1, 2, 3
Lesson 4.2
pp 53-54
17
CC-4.b, CC-5 (See 9/12)
Counting 4 & 5 in Different
Arrangements
CC-2 Online Supplemental
Lesson
Friday
18
CC-3, CC-4, CC-4a, CC-4.b, CC-4.c, CC-5
(See 9/11, 9/13)
Reading and Writing 4 and 5
Lesson 4.4
pp 57-58
20
OA-3: Decompose numbers less than or equal
to 10 into pairs in more than one way, e.g., by
using objects or drawings, and record each
decomposition by a drawing or equation (e.g., 5
= 2 + 3 and 5 = 4 + 1).
Making 4 and 5
Lesson 4.6
pp 61-62
25
26
27
pp 65-66
CC-6 (See 9/24)
1 and 2 Fewer
Lesson 4.9
pp 67-68
CC-4b: Understand that the last number name said tells
the number of objects counted. The number of objects
is the same regardless of their arrangement or the
order in which they were counted.
CC-5: Count to answer “how many?” questions about
as many as 20 things arranged in a line, a rectangular
array, or a circle, or as many as 10 things in a scattered
configuration; given a number from 1–20, count out
that many objects.
Problem Solving: Make an Organized List
Lesson 4.10
pp 69-70
CC-6 (See 9/24)
1 and 2 More
Lesson 4.8
19
CC-3, CC-4, CC-4a, CC-4.b, CC-4.c,
CC-5
(See 9/11, 9/13)
Reading and Writing 0
Lesson 4.5
pp 59-60
30
G-1: Describe objects in the environment using
names of shapes, and describe the relative positions
of these objects using terms such as above, below,
beside, in front of, behind, and next to. G-2:
Correctly name shapes regardless of their
orientations or overall size. G-3: Identify shapes as
two-dimensional (lying in a plane, “flat”) or threedimensional (“solid”). G-4: Analyze and compare
two- and 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).
Squares and other Rectangles
Lesson 7.1
pp 115-116
CC: Counting & Cardinality
Morning Meeting Daily Practice
CC.1 – Counting to 100 by 1’s and 10’s
ABB Pattern (MPS)
Academic Vocabulary: shorter, taller, longer, heavier, lighter, (est.)
(MD.2).
OA: Operations & Algebraic Thinking
NBT: Number & Operations in Base 10
MD: Measurement & Data
G: Geometry
Kindergarten Calendar 2013-2014
October
Monday
Tuesday
Morning Meeting Daily Practice
CC.1 – Counting to 100 by 1’s and 10’s
ABB Pattern (MPS)
Academic Vocabulary: shorter, taller,
longer, heavier, lighter, (est.)
(MD.2).
Wednesday
14
Report Card Assessment
Friday
1
2
3
G-1: Describe objects in the environment using names
of shapes, and describe the relative positions of these
objects using terms such as above, below, beside, in
front of, behind, and next to. G-2: Correctly name
shapes regardless of their orientations or overall size.
G-3: Identify shapes as two-dimensional (lying in a
plane, “flat”) or three-dimensional (“solid”). G-4:
Analyze and compare two- and 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).
Circles and Triangles
Lesson 7.2
pp 117-118
G-6: Compose simple shapes to
form larger shapes. For example,
“Can you join these two triangles
with full sides touching to make a
rectangle?”
Making Shapes from other Shapes
Lesson 7.3
pp 119-120
G-6 (See 10/2)
G-4: Analyze and compare two- and threedimensional 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).,
More Making Shapes from Other Shapes
CC-7
Online Supplemental lesson
2 Days
8
9
10
Curriculum Adjustment
7
G-2: Correctly name shapes
regardless of their orientations or
overall size.
Same Size Same Shape
Lesson 7.4
pp 121-122
Thursday
Curriculum Adjustment
15
Report Card Assessment
Curriculum Adjustment
16
22
23
24
OA-3: Decompose numbers less
than or equal to 10 into pairs in
more than one way, e.g., by using
objects or drawings, and record
each decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 +
1).
Making 6 and 7
Lesson 5.2
pp 77-78
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).
CC-4, CC-4a, CC-4b, CC-4c, CC-5 (See
10/21)
Reading and Writing 6 & 7
Lesson 5.3
pp 79-80
OA-3: Decompose numbers less
than or equal to 10 into pairs in
more than one way, e.g., by using
objects or drawings, and record
each decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 +
1).
CC: Counting & Cardinality
29
MD-1: Describe measurable attributes of objects,
such as length or weight. Describe several
measurable attributes of a single object.
MD-2: Directly compare two objects with a
measurable attribute in common, to see which
object has “more of”/“less of” the attribute, and
describe the difference. For example, directly
compare the heights of two children and describe
one child as taller/shorter.
Compare by Length
Lesson 9.2
pp 155-156
OA: Operations & Algebraic Thinking
Report Card Assessment
18
Fall Break
21
28
11
17
Report Card Assessment
CC-4: Understand the relationship between numbers
and quantities; connect counting to cardinality. CC-4a:
When counting objects, say the number names in the
standard order, pairing each object with one and only
one number name and each number name with one and
only one object. CC-4b: Understand that the last number
name said tells the number of objects counted. The
number of objects is the same regardless of their
arrangement or the order in which they were counted.
CC-4c: Understand that each successive number name
refers to a quantity that is one larger. CC-5: Count to
answer “how many?” questions about as many as 20
things arranged in a line, a rectangular array, or a circle,
or as many as 10 things in a scattered configuration;
given a number from 1–20, count out that many objects.
Counting 6 and 7
Lesson 5.1
pp 75-76
MD-1: Describe measurable attributes of objects,
such as length or weight. Describe several
measurable attributes of a single object.
MD-2: Directly compare two objects with a
measurable attribute in common, to see which
object has “more of”/“less of” the attribute, and
describe the difference. For example, directly
compare the heights of two children and describe
one child as taller/shorter.
Compare and Order by Size
Lesson 9.1
pp 153-154
4
G-4: Analyze and compare two- and threedimensional shapes, in different sizes and
orientations, using informal language to
describe their similarities, differences,
parts.
G-6 Compose simple shapes to form larger
shapes.
More Making Shapes from Other Shapes
CC-7
Online Supplemental lesson
Day 2
25
Parent/Teacher Conference
Writing Number Sentences for 6 & 7
CC-4 Online Supplemental Lesson
30
MD-1: Describe measurable attributes of objects,
such as length or weight. Describe several
measurable attributes of a single object.
MD-2: Directly compare two objects with a
measurable attribute in common, to see which
object has “more of”/“less of” the attribute, and
describe the difference. For example, directly
compare the heights of two children and describe
one child as taller/shorter.
Ordering by Length
Lesson 9.3
pp 157-158
31
MD-1: Describe measurable attributes of objects,
such as length or weight. Describe several
measurable attributes of a single object.
MD-2: Directly compare two objects with a
measurable attribute in common, to see which
object has “more of”/“less of” the attribute, and
describe the difference. For example, directly
compare the heights of two children and describe
one child as taller/shorter.
Comparing Capacities
Lesson 9.6
pp 163-164
NBT: Number & Operations in Base 10
MD: Measurement & Data
G: Geometry
Kindergarten Calendar 2013-2014
November
Monday
Tuesday
Wednesday
Thursday
Friday
1
Morning Meeting Daily Practice
CC.1 – Counting to 100 by 1’s and 10’s
AABB Pattern (MPS)
CC.2 – Counting Forward
Academic Vocabulary: number line, forward, backward, one more,
one less (CC.2, CC-4c, CC.5)
4
CC-4: Understand the relationship between numbers
and quantities; connect counting to cardinality. CC-4a:
When counting objects, say the number names in the
standard order, pairing each object with one and only
one number name and each number name with one and
only one object. CC-4b: Understand that the last number
name said tells the number of objects counted. The
number of objects is the same regardless of their
arrangement or the order in which they were counted.
CC-4c: Understand that each successive number name
refers to a quantity that is one larger. CC-5: Count to
answer “how many?” questions about as many as 20
things arranged in a line, a rectangular array, or a circle,
or as many as 10 things in a scattered configuration;
given a number from 1–20, count out that many objects.
MD-1: Describe measurable attributes of objects,
such as length or weight. Describe several
measurable attributes of a single object.
MD-2: Directly compare two objects with a
measurable attribute in common, to see which
object has “more of”/“less of” the attribute, and
describe the difference. For example, directly
compare the heights of two children and describe
one child as taller/shorter.
Comparing Weights
Lesson 9.8
pp 167-168
5
6
OA-3: Decompose numbers less than
or equal to 10 into pairs in more than
one way, e.g., by using objects or
drawings, and record each
decomposition by a drawing or
equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
CC-3: Write numbers from 0 to 20. Represent
Making 8 & 9
Lesson 5.5
a number of objects with a written numeral 020 (with 0 representing a count of no objects).
CC-4, CC-4a, CC-4b, CC-4c, CC-5 (See
11/4)
Reading and Writing 8 & 9
Lesson 5.6
pp 85-86
7
OA-3 (See 11/5)
Writing Number Sentences for 8 &
9
CC-5 Online Supplemental Lesson
8
CC-4, CC-4a, CC-4b, CC-4c, CC-5
(See 11/4)
Counting 10
Lesson 5.7
pp 87-88
pp 83-84
Counting 8 & 9
Lesson 5.4
pp 81-82
11
OA-3 (See 11/5), 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.
Making 10
Lesson 5.8
2 Days
pp 89-90
12
13
pp 89-90
CC-3 (See 11/5), CC-4, CC-4a, CC-4b,
CC-4c, CC-5 (See 11/4)
Reading and Writing 10
Lesson 5.9
pp 91-92
OA-4 (See 11/11)
Making 10
Lesson 5.8
Day 2
Reteaching Activity
p 90
14
OA-3 (See 11/5)
Writing Number Sentences for 10
CC-6 Online Supplemental Lesson
15
CC-2: Count forward beginning from a
given number within the known
sequence (instead of having to begin at
1).
Ordering Numbers on a Number Line
Lesson 5.10
pp 93-94
18
19
20
21
22
CC-6: Identify whether the number of objects in
one group is greater than, less than, or equal to
the number of objects in another group, e.g., by
using matching and counting strategies.
(Groups with up to 10 objects)
CC-7: Compare two numbers between 1 and 10
presented as written numerals.
Comparing Numbers to 5
Lesson 6.2
pp 103-104
2 Days
CC-6, CC-7 (See 11/18)
Comparing Numbers to 5
Lesson 6.2
pp 103-104
Day 2
CC-6, CC-7 (See 11/18)
Comparing Numbers through 10
Lesson 6.1
pp 101-102
2 Days
CC-6, CC-7 (See 11/18)
Comparing Numbers through 10
Lesson 6.1
pp 101-102
Day 2
CC-6, CC-7 (See 11/18)
Comparing Numbers to 10
Lesson 6.3
pp 105-106
25
26
27
28
29
Curriculum Adjustment
CC: Counting & Cardinality
Curriculum Adjustment
OA: Operations & Algebraic Thinking
Thanksgiving
NBT: Number & Operations in Base 10
MD: Measurement & Data
G: Geometry
Kindergarten Calendar 2013-2014
December
Monday
Tuesday
Wednesday
Thursday
Friday
2
3
4
5
CC-6: Identify whether the number of
objects in one group is greater than, less
than, or equal to the number of objects
in another group, e.g., by using matching
and counting strategies. (Groups with up
to 10 objects)
CC-7: Compare two numbers between 1
and 10 presented as written numerals.
OA-1: Represent addition and
subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps),
acting out situations, verbal
explanations, expressions, or equations.
1 and 2 More and Fewer
Lesson 6.4
pp 107-108
CC-6 (See 12/2)
Problem Solving: Use Objects
Lesson 6.5
pp 109-110
G.3, G.5 (See 12/13)
Problem Solving: Use Objects
Lesson 7.9
pp 131-132
G-1: Describe objects in the
environment using names of shapes,
and describe the relative positions of
these objects using terms such as
above, below, beside, in front of,
behind, and next to. G-2: Correctly
name shapes regardless of their
orientations or overall size.
G-3: Identify shapes as twodimensional (lying in a plane, “flat”) or
three-dimensional (“solid”).
Solid Figures (Cube)
Lesson 7.6
pp 125-126
Day 2
Solid Figures (Sphere)
Lesson 7.6
pp 125-126
4 days
9
10
G-1: G-2, G-3 (See 12/5)
G-1: G-2, G-3 (See 12/5)
Solid Figures (Cone)
Lesson 7.6
pp 125-126
Day 3
Solid Figures (Cylinder)
Lesson 7.6
pp 125-126
Day 4
16
Curriculum Adjustment
17
Curriculum Adjustment
23
24
11
12
13
G-4 (See 12/11)
Comparing Solid Figures
Lesson 7.7
pp 127-128
G-3: Identify shapes as twodimensional (lying in a plane, “flat”)
or three-dimensional (“solid”)
G-4 (See 12/11),
G-5: Model shapes in the world by
building shapes from components
(e.g. sticks and clay balls) and
drawing shapes.
Flat Surfaces of Solid Figures
Lesson 7.8
pp 129-130
18
Report Card Assessment
19
Report Card Assessment
20
25
26
G-2 (See 12/5), G-4: Analyze and
compare two- and threedimensional 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).
Building With Solid Figures
CC-8 Online Supplemental Lesson
Winter Break, Dec. 23 - Jan. 7
30
31
Winter Break
CC: Counting & Cardinality
6
G-1: G-2, G-3 (See 12/5)
OA: Operations & Algebraic Thinking
NBT: Number & Operations in Base 10
End of 1st Semester
Report Card Assessment
27
Morning Meeting Daily Practice
CC.1 – Counting to 100 by 1’s and 10’s
AAB Pattern (MPS)
CC.2 – Counting forward from a given number
Academic Vocabulary: greater than, less than, equal to CC.b
MD: Measurement & Data
G: Geometry
Kindergarten Calendar 2013-2014
January
Monday
Tuesday
Wednesday
1
Morning Meeting Daily Practice
CC.1 – Counting to 100 by 1’s and 10’s
ABC Pattern (MPS)
6
Thursday
Friday
2
3
Winter Break
7
Dibels Adjustment
Flexible Day
8
Dibels Adjustment
Flexible Day
Record Day
9
10
CC-3: Write numbers from 0 to 20. Represent
a number of objects with a written numeral 020 (with 0 representing a count of no objects).
CC-4a: When counting objects, say the number
names in the standard order, pairing each
object with one and only one number name
and each number name with one and only one
object.
CC-4b: Understand that the last number name
said tells the number of objects counted. The
number of objects is the same regardless of
their arrangement or the order in which they
were counted. CC-5: Count to answer “how
many?” questions about as many as 20 things
arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a scattered
configuration; given a number from 1–20,
count out that many objects.
Counting, Reading, and Writing 11 & 12
Lesson 12.1
2 days
pp 213-214
CC-3 CC-4a CC-4b (See 1/9)
Counting, Reading, and Writing 11 & 12
Lesson 12.1
pp 213-214
Day 2
13
14
15
16
17
CC-3, CC-4a, CC-4b, CC-5 (See 1/9), CC4c: Understand that each successive
number name refers to a quantity that
is one larger.
Counting, Reading, and Writing
13 – 14 – 15
Lesson 12.2
pp 215-216
3 days
CC-3, CC-4a, CC-4b, CC-5 (See 1/9),
CC-4c (See 1/13)
Counting, Reading, and Writing
13 – 14 – 15
Lesson 12.2
pp 215-216
Day 2
CC-3, CC-4a, CC-4b, CC-5 (See 1/9),
CC-4c (See 1/13)
Counting, Reading, and Writing
13 – 14 – 15
Lesson 12.2
Day 3
pp 215-216
CC-3, CC-4a, CC-4b, , CC-5 (See 1/9)
CC-4c (See 1/13)
Counting, Reading, and Writing 16
& 17
Lesson 12.3 2 days pp 217-218
CC-3, CC-4a, CC-4b, , CC-5 (See 1/8)
CC-4c (See 1/10)
Counting, Reading, and Writing 16
& 17
Lesson 12.3 Day 2 pp 217-218
20
MLK Jr Day
21
22
23
CC-3, CC-4a, CC-4b, CC-5 (See 1/9),
CC-4c (See 1/13)
Counting and Reading 18, 19, 20
Lesson 12.4 3 days
pp 219-220
CC-3, CC-4a, CC-4b, CC-5 (See 1/9),
CC-4c (See 1/13)
Counting and Reading 18, 19, 20
Lesson 12.4
Day 2
pp 219-220
CC-3, CC-4a, CC-4b, CC-5 (See 1/9),
CC-4c (See 1/13)
Counting and Reading 18, 19, 20
Lesson 12.4
Day 3 pp 219-220
27
28
29
30
CC-1: Count to 100 by ones and by tens.
CC-2: Count forward beginning from a
given number with in the known
sequence (instead of having to begin at
1).
CC-4a, CC-4b, CC-4c (See 1/8 & 1/10)
Count to 100 by 1’s and 10’s
Lesson 12.6
pp 223-224
CC-1 (See 1/27)
Count Groups of 10’s
Lesson 12.7
pp 225-226
CC-1 (See 1/27)
Count to 100 by 1’s and 10’s
Lesson 12.8
pp 227-228
CC-2 (See 1/27)
Problem Solving: Look for Pattern
Lesson 12.10
pp 231-232
CC: Counting & Cardinality
OA: Operations & Algebraic Thinking
NBT: Number & Operations in Base 10
24
CC-1 (See 1/27)
Skip count by 2 & 5
Lesson 12.9
pp 229-230
31
Curriculum Adjustment
MD: Measurement & Data
G: Geometry
Kindergarten Calendar 2013-2014
Morning Meeting Daily Practice
Number Patterns CC.2
OA.2 Addition Word Problem of the Day
Monday
February
Tuesday
Wednesday
3
NBT-1: Compose and decompose numbers
from 11 to 19 into ten ones and some
further ones, e.g., by using objects or
drawings, and record each composition or
decomposition by a drawing or equation
(e.g., 18 = 10 + 8); understand that these
numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight,
or nine ones.
Making 11, 12, 13
CC-9
Online Supplemental Lesson
*emphasis: ten & some more (ex. Ten
frames)
4
NBT-1 (See 2/3)
Making 14, 15, 16
CC-10 Online Supplemental Lesson
10
NBT-1 (See 2/3)
Parts of 14, 15, 16
CC-14 Online Supplemental Lesson
Friday
5
NBT-1 (See 2/3)
Making 17, 18, 19
CC-11 Online Supplemental Lesson
11
NBT-1 (See 2/3)
Parts of 17, 18, 19
CC-15 Online Supplemental Lesson
17
OA-1: Represent addition and subtraction
with objects, fingers, mental images,
drawings, sounds (e.g., claps), acting out
situations, verbal explanations, expressions,
or equations.
OA-2: Solve addition and subtraction word
problems, and add and subtract within 10,
e.g., by using objects or drawings to
represent the problem. OA-5: Fluently add
and subtract within 5.
Stories About Joining
Lesson 10.1
pp 177-178
2 Days
FLUENCY!
Thursday
6
NBT-1 (See 2/3)
Creating Sets to 19
CC-12 Online Supplemental Lesson
12
Curriculum Adjustment
18
7
NBT-1 (See 2/3)
Parts of 11, 12, 13
CC-13 Online Supplemental Lesson
13
Curriculum Adjustment
19
14
Curriculum Adjustment
20
OA-1, OA-2, OA-5 (See 2/17)
Stories About Joining
Lesson 10.1
pp 177-178
Day 2
OA-1, OA-2, OA-5 (See 2/17)
More Joining
Lesson 10.2
pp 179-180
2 Days
OA-1, OA-2, OA-5 (See 2/17)
More Joining
Lesson 10.2
pp 179-180
Day 2
FLUENCY!
FLUENCY!
FLUENCY!
21
Zone Day
24
25
26
27
28
OA-1, OA-2, OA-5 (See 2/17)
Joining Groups
Lesson 10.3
pp 181-182
FLUENCY!
OA-1, OA-2, OA-5 (See 2/17)
Using the + sign
Lesson 10.4
pp 183-184
2 Days
FLUENCY!
OA-1, OA-2, OA-5 (See 2/17)
Using the + sign
Lesson 10.4
pp 183-184
Day 2
FLUENCY!
OA-1, OA-2, OA-5 (See 2/17)
Finding Sums
Lesson 10.5
pp 185-186
2 Days
OA-1, OA-2, OA-5 (See 2/17)
Finding Sums
Lesson 10.5
pp 185-186
Day 2
CC: Counting & Cardinality
OA: Operations & Algebraic Thinking
NBT: Number & Operations in Base 10
MD: Measurement & Data
G: Geometry
Kindergarten Calendar 2013-2014
March
Monday
Tuesday
Wednesday
Thursday
Friday
3
4
5
6
OA-1: Represent addition and
subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps),
acting out situations, verbal
explanations, expressions, or equations.
OA-2: Solve addition and subtraction
word problems, and add and subtract
within 10, e.g., by using objects or
drawings to represent the problem.
OA-5: Fluently add and subtract within 5.
OA-1, OA-2, OA-5(See 3/3)
Addition Sentences
Lesson 10.6
pp 187-188
Day 2
OA-1, OA-2, OA-5(See 3/3)
Problem Solving: Draw a Picture
Lesson 10.7
pp 189-190
2 Days
OA-1, OA-2, OA-5 (See 4/1)
Problem Solving: Act It Out
Lesson 10.7
pp 189-190
Day 2
7
Curriculum Adjustment
FLUENCY!
Addition Sentences
Lesson 10.6
pp 187-188
2 Days
10
Curriculum Adjustment
11
Report Card Assessment
12
Report Card Assessment
13
Report Card Assessment
17
18
19
20
14
Parent/Teacher Conference
21
Spring Break
24
25
26
27
28
OA-1, OA-2, OA-5(See 3/3)
Stories About Separating
Lesson 11.1
pp 195-196
3 days
OA-1, OA-2, OA-5(See 3/3)
Stories About Separating
Lesson 11.1
pp 195-196
Day 2
OA-1, OA-2, OA-5(See 3/3)
Stories About Separating
Lesson 11.1
pp 195-196
Day 3
OA-1, OA-2, OA-5(See 3/3)
Stories About Take Away
Lesson 11.2
pp 197-198
2 Days
OA-1, OA-2, OA-5(See 3/3)
Stories About Take Away
Lesson 11.2
pp 197-198
Day 2
FLUENCY!
FLUENCY!
FLUENCY!
FLUENCY!
FLUENCY!
31
OA-1, OA-2, OA-5(See 3/3)
Stories About Comparing
Lesson 11.3
pp 199-200
2 Days
FLUENCY!
CC: Counting & Cardinality
Morning Meeting Daily Practice
Number Patterns CC.2
OA.2 Addition Word Problem of the Day
MD.3 Sorting & Ordering by Collecting Data
Vocab: add, join, put together, plus, combine, & total
OA: Operations & Algebraic Thinking
NBT: Number & Operations in Base 10
MD: Measurement & Data
G: Geometry
Kindergarten Calendar 2013-2014
April
Monday
Tuesday
Wednesday
Thursday
Friday
1
2
3
4
OA-1: Represent addition and
subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps),
acting out situations, verbal
explanations, expressions, or equations.
OA-2: Solve addition and subtraction
word problems, and add and subtract
within 10, e.g., by using objects or
drawings to represent the problem.
OA-5: Fluently add and subtract within 5
Stories About Comparing
Lesson 11.3
pp 199-200
Day 2
FLUENCY!
OA-1, OA-2, OA-5(See 4/1)
Using the minus sign
Lesson 11.4
pp 201-202
2 Days
OA-1, OA-2, OA-5(See 4/1)
Using the minus sign
Lesson 11.4
pp 201-202
Day 2
OA-1, OA-2, OA-5(See 4/1)
Finding Differences
Lesson 11.5
pp 203-204
2 Days
FLUENCY!
FLUENCY!
FLUENCY!
7
8
9
10
11
OA-1, OA-2, OA-5 (See 4/1)
Finding Differences
Lesson 11.5
pp 203-204
Day 2
OA-1, OA-2, OA-5(See 4/1)
Subtraction Sentences
Lesson 11.6
pp 205-206
2 Days
OA-1, OA-2, OA-5 (See 4/1)
Subtraction Sentences
Lesson 11.6
pp 205-206
Day 2
OA-1, OA-2, OA-5 (See 4/1)
Problem Solving: Act It Out
Lesson 11.7
pp 207-208
2 Days
OA-1, OA-2, OA-5 (See 4/1)
Problem Solving: Act It Out
Lesson 11.7
pp 207-208
Day 2
FLUENCY!
FLUENCY!
FLUENCY!
FLUENCY!
FLUENCY!
14
Curriculum Adjustment
15
Curriculum Adjustment
16
OA-5 (See 4/1)
17
OA-5 (See 4/1)
Fluently Add and Subtract within 5
Fluently Add and Subtract within 5
5 Days
21
22
OA-5(See 4/1)
OA-5(See 4/1)
Fluently Add and Subtract within 5
Fluently Add and Subtract within 5
Day 4
Day 5
FLUENCY!
18
OA-5(See 4/1)
Fluently Add and Subtract within 5
Day 2
23
Dibels Adjustment
Flexible Day
Day 3
24
Dibels Adjustment
Flexible Day
25
Dibels Adjustment
Flexible Day
FLUENCY!
28
MD-1: Describe measurable attributes of
objects, such as length or weight.
Describe several measurable attributes
of a single object.
Measuring Length
Lesson 9.4
pp 159-160
29
MD-1
Measuring Length
Lesson 9.4
pp 159-160
Day 2
2 Days
CC: Counting & Cardinality
OA: Operations & Algebraic Thinking
30
MD-1 (See 4/28), MD-2: Directly
compare two objects with a measurable
attribute in common, to see which object
has “more of”/“less of” the attribute,
and describe the difference. For
example, directly compare the heights of
two children and describe one child as
taller/shorter.
Problem Solving: Try, Check, & Revise
Lesson 9.5
pp 161-162
NBT: Number & Operations in Base 10
Morning Meeting Daily Practice
OA.2 Subtraction Word Problem of the Day
MD.3 Sorting & Ordering by Collecting Data
Vocab (minus): minus, take away, separate,
difference, & compare
MD: Measurement & Data
G: Geometry
Kindergarten Calendar 2013-2014
May
Monday
Tuesday
Wednesday
Thursday
Morning Meeting Daily Practice
OA.2 Subtraction Word Problem of the Day
MD.3 Sorting & Ordering by Collecting Data
5
6
MD-1 (See 5/1)
Measuring Weight
Lesson 9.9
pp 169-170
MD-1 (See 5/1)
Problem Solving: Try, Check, &
Revise
Lesson 9.10
pp 171-172
12
G-4: Analyze and compare two- and
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). G-5: Model shapes in the world
by building shapes from components
(e.g. sticks and clay balls) and drawing
shapes. G-6: Compose simple shapes to
form larger shapes. For example, “Can
you join these two triangles with full
sides touching to make a rectangle?”
Analyze, Compare, Create, & Compose
Shapes Using Pattern Blocks, Attribute
Blocks, Tangrams.
5 Days
CC: Counting & Cardinality
2
MD-1 (See 5/1)
Measuring Capacities
Lesson 9.7
pp 165-166
Day 2
Measuring Capacities
Lesson 9.7
pp 165-166
2 Days
7
Report Card Assessment
8
Report Card Assessment
9
Report Card Assessment
13
14
15
16
G-4, G-5, G-6 (See 5/12)
Analyze, Compare, Create, &
Compose Shapes Using Pattern
Blocks, Attribute Blocks, Tangrams.
Day 3
G-4, G-5, G-6 (See 5/12)
Analyze, Compare, Create, &
Compose Shapes Using Pattern
Blocks, Attribute Blocks, Tangrams.
Day 4
G-4, G-5, G-6 (See 5/12)
Analyze, Compare, Create, &
Compose Shapes Using Pattern
Blocks, Attribute Blocks, Tangrams.
Day 5
20
Curriculum Adjustment
26
Memorial Day
1
MD-1: Describe measurable attributes of
objects, such as length or weight.
Describe several measurable attributes
of a single object.
G-4, G-5, G-6 (See 5/12)
Analyze, Compare, Create, &
Compose Shapes Using Pattern
Blocks, Attribute Blocks, Tangrams.
Day 2
19
Curriculum Adjustment
Friday
21
Curriculum Adjustment
27
22
Curriculum Adjustment
28
23
Last Day of School
Curriculum Adjustment
29
30
Record Day OR
Last Day of School if
Snow Day Needed
OA: Operations & Algebraic Thinking
NBT: Number & Operations in Base 10
MD: Measurement & Data
G: Geometry