CURRICULUM FRAMEWORKS PRE-K MATH

CURRICULUM FRAMEWORKS PRE-K MATH

WHO? Pre-K thru 5th grade Planning team included Title I and VPK Training team includes Special Ed When? Summer 2013

WHAT? A way to assure standards are addressed. Why? Anchor standards align with Common Core. Develop a common assessment.

MAKING THE MOST OF INSTRUCTIONAL TIME

MODULES What they are: 9 week blocks of time Aligned with grading periods Standards divided into each modules

MODULES What they are not: Pacing guide Aligned to one particular curriculum Units or themes

MATH ANCHOR STANDARDS Numbers sense and operations Geometry

COMMON ASSESSMENTS District Strategic Plan Measuring progress, achievement and gains Align with TNELDS and COR

AND NOW, THE REST OF THE STORY!

Pre-K 4 Mathematics Year at a Glance 2013-2014 http://esmath.intranet.knoxschools.org Module 1 First Nine-weeks (46 days) Topics Counting and Cardinality, Operations and Algebraic Thinking (Number Sense and Operations) # of lessons 9 Objectives Using number words, counting, adding, subtracting 5 Geometry Measurement and Data Identify shapes and attributes, identify positions (beside, behind, etc) 9 Recognizes attributes of length, weight, and volume; sort and classify items TNELDS PK.CC.2 PK.CC.4 PK.CC.4a PK.CC.5 PK.CC.6 PK.OA.1 PK.CC.1 PK.CC.3 Assessment COR Module1 Assessment PK.G.1 PK.G4 PK.G5 PK.MD.1 PK.MD.3 Module 2 Second Nine-weeks (42 days) Counting and Cardinality, Operations and Algebraic Thinking (Number Sense and Operations) 9 Geometry 8 Measurement and Data 11 Rote count, understand quantities to 10, addition, subtraction Identify shapes and attributes, identify positions (beside, behind, etc) Explore measurement tools (conventional and nonconventional) PK.CC.2 PK.CC.4 PK.CC.4a PK.CC.5 PK.CC.4b PK.CC.6 PK.OA.1 PK.CC.1 PK.CC.3 PK.G.1 PK.G4 PK.G.2 PK.MD.1 PK.MD.2 PK.MD.3 COR Module2 Assessment

Module 3 Third Nine-weeks (46 days) Counting and Cardinality, Operations and Algebraic Thinking (Number Sense and Operations) 10 Identify shapes and attributes of 2 and 3 dimensional objects, construct shapes Geometry 7 . Measurement and Data Count with one-to-one correspondence, rote count, tells how many in a set, addition/subtraction with objects up to 5 PK.CC.2 PK.CC.4 PK.CC.4a PK.CC.5 PK.CC.4b PK.CC.6 PK.OA.1 PK.CC.1 PK.CC.3 COR PK.G.1 PK.G.2 PK.G.4 Module3 Assessment Explore measurement tools (conventional PK.G3 PK.G.6 and nonconventional) PK.MD.1 PK.MD.2 PK.MD.3 11 Module 4 Fourth Nine-weeks (41 days) Counting and Cardinality, Operations and Algebraic Thinking (Number Sense and Operations) 8 Geometry Count fluently to 30, count objects with one-to-one correspondence, addition/subtraction with objects up to 5 7 Identify shapes and attributes of 2 and 3 dimensional objects, construct shapes 10 Use measurement tools (conventional and nonconventional), sort and classify objects by more than one attribute Measurement and Data PK.CC.2 PK.CC.4 PK.CC.4a PK.CC.5 PK.CC.4b PK.CC.6 PK.OA.1 PK.CC.1 PK.CC.3 PK.OA.3 PK.G.1 PK.G3 PK.G.6 PK.G.2 PK.G.4 PK.MD.1 PK.MD.2 PK.MD.3 COR Module4 Assessment

Pre-K 4 Math Module 1: Counting and Cardinality (Number Sense and Operations) Topics 1-4 Topic 1: Counting and Cardinality Lessons Sub-objectives CCSS 2 Bears On A Boat I can count objects. PK.CC.2 PK.OA.1 3 7 Birthday Cake Button Pizza PK.CC.2 PK.CC.6 PK.CC.4a 9 Counting Candles 10 Counting Shapes on Pizza 11 Counting Song 12 Dinosaur Hunt 19 How Many Steps, Mr. Fox? I can count objects and compare the numbers. I can count up to 7 objects in a scattered formation. I can say names of numbers. I can count up to 7 objects in a scattered formation. I can count up to 7 objects in a scattered formation. I can say names of numbers. I can count up to 7 objects in a scattered formation. I can say names of numbers. I can count up to 7 objects in a scattered formation. Understand the relationship between numerals, names of numbers and quantities up to 10 (including subitizing-can look at a quantity (1-4) and say it quickly) 35 Ten Little Doggies I can count. PK.CC.2 PK.CC.4 PK.CC.1 PK.CC.4a PK.CC.4a PK.CC.1 PK.CC.2 PK.CC.1 PK.CC.4a PK.CC.5 PK.CC.6 PK.CC.3 PK.CC.5 PK.CC.6 PK.OA.1 Notes: Lessons 2, 3, 7, 9, 10, 12 are Small Group lessons. Lessons 11, 19, 35 are Large Group Lessons. Lessons may be repeated if students are interested. Materials from Small Group lessons can be added to Work Time for extended practice. Large Group lessons can be used during Outside Time. Refer to math vocabulary list as needed. See additional activities from TNELDS training (June 2013) and tncore.org Assessment: Module 1 Assessment

Topic 2: Measurement Lesson Sub-Objectives CCSS 1 Building Roads I can talk about the length of things. I can talk about the position of things. 2 Clifford’s House: Building I can talk about the length, width, volume, weight and area of things. 3 Clifford’s House: Measuring I can talk about the length, width, volume, weight and area of things. 4 Color Recipes 17 Mixing Colors I can measure liquid. I can record the number of times I do something. I can measure liquid. I can record the number of times I do something. I can compare things. PK.MD.1 PK.G1 PK.MD.1 PK.MD.3 PK.MD.1 PK.MD.3 PK.MD.1 PK.MD.1 PK.MD.2 PK.MD.3 Notes: Lessons 2 and 3 can be used sequentially or separately depending on student interest. Lessons 4 and 17 include science standards. All lessons are in Small Group time. Materials can be added to Work Time or Outside Time for extended practice. Lessons 2 and 3 may turn into a project over several days depending on student interest. Refer to math vocabulary list as needed. See additional activities from TNELDS training (June 2013) and tncore.org Assessment: Module 1 Assessment

Topic 3: Geometry Lesson Sub-objectives CCSS 1 Bicycle Wash I can use words to describe position, distance and direction of objects. PK.G.1 9 Let’s Dance I can use words to describe position, distance and direction of my body. PK.G.1 13 Obstacle Course I can use words to describe position, distance and direction. PK.G.1 17 Shape Hunt I can name shapes. I can use words to describe position. PK.G.1 PK.G.2 27 Wrapping Paper I can use words to describe shapes and their relations in space. PK.G.1 PK.G.2 Notes: Lessons 17 and 27 are Small Group Activities. Lessons 1, 9 and 13 are Large Group Activities. Lesson 1 is for Outside Time. Lessons 9 and 13 can also be Outside Time or in the gym (if applicable). . Materials can be added to Work Time to provide additional practice. See additional activities from TNELDS training (June 2013) and tncore.org Assessment: Module 1 Assessment Topic 4: Data Analysis Lesson Sub-objectives CCSS 1 Bear Families I can sort by color and size. PK.MD.1 PK.MD.3 3 Collage Creations I can sort by color and size. PK.MD.1 PK.MD.3 10 Laundry Lessons I can sort, describe, and compare attributes. PK.MD.2 PK.MD.3 13 Strike Up the Band I can sort, describe, and compare attributes of sounds. PK.MD.2 PK.MD.3 Notes: Lessons are Small Group activities. Materials can be added to Work Time to provide additional practice. See additional activities from TNELDS training (June 2013) and tncore.org Assessment: Module 1 Assessment

Pre-K Math Assessment Pre-Test/Module 1 (post test) Numbers Plus-Numbers Sense Lesson #3 Birthday Cake 1. At small group time, students make a birthday cake using playdough and candles (candles can be real birthday candles or pretend candles such as crayons). Model making the cake and put six candles on. Ask students how many candles are on the cake and count them together. Give each child a ball of playdough, a rolling pin and a set of candles (no more than 10). Say “What kind of birthday cake will you make. Circulate and observe. Ask students how old they are. Ask students to count the candles on their cakes. Materials: For each child prepare: Balls of playdough Rolling pin (or cylinder block) Candles (real, pipe cleaners, crayons, pegs) CC.PK.1 CC.PK.2 Activity 1 Counting and Cardinality Below Basic Student says number words in no particular order/without actual meaning. COR S level 2 Basic Student rote counts but does not demonstrate one:one correspondence. COR S level 3 PK.CC.1 PK.CC.2 Mastered Student consistently counts items with one:one correspondence up to 10. COR S Level 3 Advanced Student consistently counts items with one:one correspondence up to 30. COR S Level 4 Numbers Plus-Numbers Sense Lesson #2 Bears on a Boat 2. At small group time, students use counting bears to put on and off blocks. Students count the number of bears they take off (subtraction) and add on (addition). Begin by modeling and telling a story such as “This block is a boat. Once upon a time there were bears living on one side of the river and more bears lived on the other side of the river. They wanted to have a

Numbers Plus-Measurement #2 Clifford’s House Building 1. At small group time and continued with a small group at work time, look at a Clifford book (such as Clifford the Big Red Dog). Say “I wonder how big a house we would need to build for Clifford to live in?. Model measuring with your hands and have students show “how big”. Model using unconventional measuring tools such as lengths of string, pipe cleaners, blocks, etc.). Offer students boxes and/or cartons of different sizes or blocks. Ask students to build a house that is tall enough, long enough, and wide enough for Clifford to live in. After small group, students can continue to work on their houses at work time. Materials: Clifford book Assorted sizes of boxes, cartons and or blocks Materials to hold boxes/carton together such as tape, glue, string Unconventional measuring tools (string, pipe cleaners, blocks) PK.MD.1 Activity 3 PK.MD.2 Measurement Below Basic Student builds with materials but has no labels for properties (big, little, short, tall, etc) COR U level 0 Basic Student builds placing objects in order according to size (small blocks together, then medium, then larger). COR U level 2 PK.MD.1 PK.MD.2 Mastered Builds using words such as long, tall, short, etc. Compares 2 objects and uses words to describe attributes (shorter, taller, etc) COR U Level 4 Advanced Student on his/her own correctly measures with two different units and explains what the unit measures and why the outcome is different. COR U Level 6

Numbers Plus-Geometry Lesson #9 Let’s Dance 1. At large group time, children dance and use position and direction words to describe the movements of their bodies. Model dancing moves and say “I am taking one step forward”; “I am sliding sideways”, etc. Ask students to make up a dance. As students move, ask them to describe their movements. Model and look for vocabulary such as forward, backward, sideways, around in a circle, stretching up, etc. Materials: CD with a variety of music, fast/medium/slow tempos PK.G.1 Activity 4 Geometry Below Basic Student moves body and uses 2 words to describe a position or direction. COR T level 2 Basic Student moves body and uses 5 words to describe a position or direction. COR T level 2 PK.G.1 Mastered Student moves body and uses at least 7 words to describe a position or direction. COR T level 2 Advanced Student moves body and uses at least 10 words to describe a position or direction. Student moves body parts and labels them with shape words (such as arms over his head and says” I made a circle with my arms.”) COR T Level 3

Numbers Plus-Geometry Lesson #7 Shape Hunt 1. At small group time or outside time, take students on a shape hunt. Hide shapes made of paper/plastic/foam around the room or on the playground or throughout the school. Hold up a shape (triangle, rectangle, square, or circle). Say I have lost some triangles and rectangles. I need your help to find them. Give each child a paper bag and begin the Shape Hunt. At the end of the time, ask students to sort or match their shapes and name their shapes. Materials: Various shapes at least 5 per child Paper bags (or other containers) for each child PK.G.2 Activity 5 Geometry Below Basic Student does not label names of shapes. COR T level 0 Basic Students match and/or sort shapes by attributes but does not name them. COR T level 0 PK.G.2 Mastered Student identify and name four basic shapes. COR T level 3 Advanced Student identifies, names and describes attributes of shapes. Transforms shapes into other shapes. COR T Level 4