Grade K 2015-2016 Pacing Guide: Instructional Block 1 – Units 1 & 2: August 24th – November 13th
Math Expressions UNIT 1
August 24-October 2
18 Lessons: 28 Days
CURRICULUM
COUNTING AND CARDINALITY K.CC
Know number names and the count sequence.
1. Count to 20 100 by ones and by tens.
3. Write numbers from 1 to 5 0 to 20. Represent a number of objects with a written numeral 1-5 0–20 (with 0 representing a count of no objects).
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a. 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.
b. 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.
5. Count to answer “how many?” questions about as many as 5 20 things arranged in a line, a rectangular array, or a circle, or as many as 5 10 things in a scattered
configuration; given a number from 1-5 1–20, count out that many objects.
GEOMETRY K.G
Identify and describe shapes (squares, circles, triangles, and rectangles, hexagons, cubes, cones, cylinders, and spheres).
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.
2. Correctly name shapes regardless of their orientations or overall size.
Analyze, compare, create, and compose shapes.
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).
RELATED STANDARDS: K.CC.6, K.OA.2, K.MD.3, K.G.4
Vocabulary
Models
Strategies
INSTRUCTION: Math Expressions Unit 1: Understand Numbers 1-10
Daily Routines: Counting Tens and Ones- 120 Poster, Flip Chart, Giant Number Cards
Lessons 1-6: Counting and Cardinality 1-5
Lessons 7-10: Adding, Subtracting, and Comparing Through 5
Lessons 11-14: Show Numbers 1 Through 10
Lessons 15-18: Practice Numbers 1 Through 10
 Lessons 1, 8, 10, and 14 may take two days.
ST Math
Number and Objects to 5 → Subitizing → Exploring Shapes
ASSESSMENT
SLCSD Kindergarten Fall Assessment
MX Beginning of Year Inventory Test
Unit 1 Review and Test
MX Unit 1 Test Form A & Form B
MX Unit 1 Performance Assessment: Number Train
MX Unit 1 Performance Task: Count On It
Grade K 2015-2016 Pacing Guide: Instructional Block 1 – Units 1 & 2: August 24th – November 13th
Math Expressions UNIT 2
October 5 – November 13
20 Lessons: 27 Days
CURRICULUM
COUNTING AND CARDINALITY K.CC
Know number names and the count sequence.
1. Count to 30 100 by ones and by tens.
3. Write numbers from 1 to 10 0 to 20. Represent a number of objects with a written numeral 6-10 0–20 (with 0 representing a count of no objects).
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
c. Understand that each successive number name refers to a quantity that is one larger.
5. Count to answer “how many?” questions about as many as 6-10 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 6-10 1–20, count out that many objects.
OPERATIONS AND ALGEBRAIC THINKING K.OA
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
1.Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
(Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.)
GEOMETRY K.G
Identify and describe shapes (squares, circles, triangles, and rectangles, hexagons, cubes, cones, cylinders, and spheres).
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.
2. Correctly name shapes regardless of their orientations or overall size.
Analyze, compare, create, and compose shapes.
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).
RELATED STANDARDS: K.CC.2, K.OA.1, K.OA.2, K.OA.3, K.MD.3, K.G.4
Vocabulary
Models
Strategies
INSTRUCTION: Math Expressions Unit 2: 5-Groups in Numbers 6-10
Daily Routines: Counting Tens and Ones- 120 Poster, Flip Chart, Giant Number Cards
Lessons 1-5: 5-Groups in Numbers 6 to 10
Lessons 6-10: Addition and Subtraction Stories
Lessons 11-15: Practice Numbers 1 Through 10, the + Pattern
Lessons 16-20: Numbers 1 Through 10, the – Pattern
 Lessons 1, 3, 9, 13, and 17 may take two days.
ST Math
Number and Objects to 10 → Analyzing Shapes → Greater Than, Less Than, Equal To
ASSESSMENT
Unit 2 Review/Test and Summative Assessment
MX Unit 2 Test Form A & Form B
MX Unit 2 Performance Assessment: Train Stories
MX Unit 2 Performance Task: Marco’s Animals
SLCSD Mathematics Kinderim #1 (Trimester 1 Assessment)