Kindergarten Math Pacing by Week
Updated 9/25/07
Week / Concepts / SOLs1, 1A / Measurement – Calendar/ temperature / K.8, K.10
1B / Whole Numbers – Counting Orally / K.5
*1C / Begin Free Exploration of tubs through week 7
2 / Ordinal positions/ terms, comparison of objects / K.3, K.12
3, 4 / Whole numbers / K.2a
5 / Compare sets / K.1
5A / Add/ Subtract Whole Numbers / K.6
6, 7 / Statistics, Graphing / K.14, K.15
8, 9 / Sorting and Classifying / K.13
*9A / Begin Patterns tubs for MTW
*9A / Review previously studied SOLs
10, 11 / Geometry, compare objects / K.11, K.12
12, 13 / Patterns and functions / K.17, K.18
14, 15 / Identify numerals / K.2b
16, 17 / Writing numerals / K.2c
18 / Assess, review, and catch up
*19A / Begin number operation tubs
19, 20, 21 / Number operations/ combining sets / K.2, K.6
21A / Skip counting / K.4
22, 23, 24 / Coin identification and counting / K.7
25 / Counting backward / K.5
26 / Probability / K.16
27 / Assess, review, and catch up
28, 29 / Clock identification and telling time / K.8, K.9
30 / Measurement / K.8, K.10
31 / Measurement, direct comparison / K.8, K.10
32 – 33 / Subtraction / K.6
34 – 36 / Review and Assess
* Beginning of Math Their Way (MTW) Stations *
SUBJECT: Math SOL, Grade___K______Pacing Guide Week # 1_
LEARNING GOAL / ESSENTIAL QUESTIONS
Students will:
· Understand that a calendar is a way of measuring time in terms of days and months and that it is a continuous cycle. / 1. Why do we use a calendar?
2. What can a calendar tell us?
3. How do you use a calendar? (i.e., marking special school events)
4. What would happen if you did not have a calendar?
“LOOK FORS” / ASSESSMENT METHODS
Students will be able to:
· Name days of the week.
· Understand yesterday, today, tomorrow.
· Know parts of a calendar (day, week, month.)
· Demonstrate left to right and top to bottom orientation
Rubric Needed? ____ (Check, if yes) / · Classroom observations (ongoing assignment)
· Teacher interviews
· Student demonstrations
· Assess at week 9/Reassess as needed
· Teacher created checklist
SAMPLE RESOURCES
· DOE p. 3,4
· MTW newsletter, Chapter 4
· Classroom calendar
· Reassess as needed
REVIEW/RECYCLE PREVIOUS SOL
This is a year long SOL which is reinforced daily.
SUBJECT: Math SOL, Grade___K______Pacing Guide Week # 1A_
SOL: K.10 Measurement—Thermometers used to measure temperatureLEARNING GOAL / ESSENTIAL QUESTIONS
Students will:
· Recognize differences between hot and cold and apply this to daily living such as dressing appropriately and safety issues.
· Learn about different types of thermometers and when each is useful. / 1. If you were taking a trip to Florida, what clothes would you pack?
2. Why is it important to know what the outside temperature is?
3. When do we use thermometers? (weather, both temperature, etc.)
“LOOK FORS” / ASSESSMENT METHODS
Students will be able to:
· Identify different thermometers.
· Know thermometers measure temperature (outside air, liquid, body, room, etc.)
· Identify which environment is hot/which is cold.
Rubric Needed? ____ (Check, if yes) / · Classroom observations (ongoing assignment)
· Teacher interviews
· Student demonstrations
· Measurement center with thermometers, etc.
· Assess at week 27
· Reassess as needed
SAMPLE RESOURCES
· Newbridge Science Books
· DOE p. 22
· MTW newsletter, Chapter 7, 12
REVIEW/RECYCLE PREVIOUS SOL
· K.3
· K.12b
· K.1
· K.15
SUBJECT: Math SOL, Grade_____K____ Pacing Guide Week # 1B_
SOL: K.5 Whole Numbers--Counting orally forward to 30LEARNING GOAL / ESSENTIAL QUESTIONS
Students will:
· Understand why counting is a necessary skill in everyday life. / 1. When do you need to count forward?
2. In what jobs would people use counting?
“LOOK FORS” / ASSESSMENT METHODS
Students will be able to:
· Rote count forward 1 to 30
Rubric Needed? ____ (Check, if yes) / · Teacher observation
· Student demonstration
· Assess first 9 weeks
· Reassess as needed
· Teacher created checklist
SAMPLE RESOURCES
· DOE 1, 2, 3, 4, 7, 8
· MTW Chapter 4
· MTW Newsletter Chapter 4,5
REVIEW/RECYCLE PREVIOUS SOL
Year-long SOL, reinforced daily
SUBJECT: Math SOL, Grade_____K_____ Pacing Guide Week # 2_
SOL: K.3 Ordinal positions/termsK.12 Comparison of two objects or events using nonstandard units of
measure.
LEARNING GOAL / ESSENTIAL QUESTIONS
Students will:
· Understand that objects and/or people occupy positions relative to other objects or people.
· Compare two objects or events using nonstandard units of measure (length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder.)
Examples of nonstandard units include foot length, hand span, new pencil, paperclip, etc. / 1. Why do we use the terms 1st, 2nd, 3rd?
2. When have you heard these terms?
3. When do we use this:
Calendar?
In reading?
ASSESSMENT METHODS
· Name writing sample
· Teacher observation
· Student demonstration
· Assess 1, 2, 3, at week 9
· Assess left to right orientation at week 18
· Reassess as needed
· Teacher created checklist
“LOOK FORS”
Student will be able to:
· Identify 1st, 2nd, 3rd in a set depending on orientation. (i.e. left to right, top to bottom)
· Do they have left to right orientation in writing?
· Can the student demonstrate a beginning knowledge of book orientation, (i.e., top-to-bottom, front-to-back, left-to-right)?
Rubric Needed? ____ (Check, if yes)
SAMPLE RESOURCES
· DOE p. 1, 2, 5, 6
· MTW book 205 and 207
· MTW Newsletter Chapter 4
· calendar
· Classroom calendar
REVIEW/RECYCLE PREVIOUS SOL
· K.8
· This goal is modeled by the teacher continually
SUBJECT: Math SOL, Grade____K___ Pacing Guide Week # 3, 4_
SOL: K.2a Whole numbers: Representation and Relationships—Counting OrallyLEARNING GOAL / ESSENTIAL QUESTIONS
The student will:
· Be able to count orally up to 10 items in a set using one-on-one correspondence. / · What kinds of things do we need to count?
· Why is it important to count things?
· What kinds of jobs do people have that require counting?
“LOOK FORS” / ASSESSMENT METHODS
Students will:
· Count orally to 10 in the correct sequence.
· Touch each item as they count.
Rubric Needed? ____ (Check, if yes) / · Teacher observation
· Student demonstration
· Counting stations
· Assess at week 9
· Reassess as needed
· Teacher created checklist
SAMPLE RESOURCES
· DOE p. 1, 7, 8, 9, 10, 13
· MTW Chapter 4
· MTW Newsletter Chapter 5
· MTW manipulatives
REVIEW/RECYCLE PREVIOUS SOL
· K.3
· K.8
· K.12
SUBJECT: Math SOL, Grade_____K_____ Pacing Guide Week # 5_
SOL: K.1 Compare 2 setsLEARNING GOAL / ESSENTIAL QUESTIONS
Student will:
· Successfully identify the set with fewer, more or the same number of objects when comparing two sets. (less than 10 objects each) / 1. What does compare mean?
2. When do we compare two sets?
3. When is it important to have more of something/less of something?
“LOOK FORS” / ASSESSMENT METHODS
Students will be able to:
· Correctly identify set with fewer, more, the same.
· Given one set, the student should be able to create a set with more/fewer or the same amount.
· Verbally explain what fewer, more, same mean.
Rubric Needed? ____ (Check, if yes) / · Teacher Observation
· Student demonstration
· Assess at Week 9
· Reassess as needed.
· Teacher created checklist
SAMPLE RESOURCES
· MTW Chapter 5
· MTW Newsletter Chapter 7
· Manipulatives
REVIEW/RECYCLE PREVIOUS SOL
· K.2a
SUBJECT: Math SOL, Grade_____K_____ Pacing Guide Week # 5A_
SOL: K.6 The student will add and subtract whole numbers, using up to 10concrete items
LEARNING GOAL / ESSENTIAL QUESTIONS
Student will:
· Successfully compare and estimate objects in groups up to 10.
· Successfully compare and estimate physical characteristics of a single object (weight, length, height). / 1. Why do items need to be compared?
2. Does your guess have to be correct?
3. Where do people estimate?
“LOOK FORS” / ASSESSMENT METHODS
Students will be able to:
· Correctly identify set with fewer, more, the same.
· Recognize when numbers are reasonable and make sense.
· Guess and check characteristics of item(s) in any of the following areas: capacity, quantity, length, weight, time.
Rubric Needed? ____ (Check, if yes) / · Teacher Observation
· Student demonstration
· Assess at Week 9
· Reassess at weeks 18, 27 & 34 as needed.
· Teacher created checklist
SAMPLE RESOURCES
· MTW Chapter 11
· MTW Newsletter Chapter 12
· Manipulatives
REVIEW/RECYCLE PREVIOUS SOL
· K.1
· K.2a
· K.6
SUBJECT: Math SOL, Grade___K____ Pacing Guide Week # 6, 7_
SOL: K.14 Statistics—counting and tallyingK.15 Displaying data through graphing
LEARNING GOAL / ESSENTIAL QUESTIONS
Students will:
· Participate in activities in which they will collect and record information. / 1. When do we need to graph or tally specific information? Why?
2. What types of people use this information?
3. What kinds of materials do we need to collect and record this information?
4. Where would we find graphs?
“LOOK FORS” / ASSESSMENT METHODS
Students will be able to:
· Use an object graph and interpret the information.
· Use a pictorial graph and interpret the information.
· Verbally compare and contrast the categories (reading the graph)
· Interpret various formats, (i.e., bar graphs, Venn diagrams, pie graphs, etc.)
Rubric Needed? ____ (Check, if yes) / · Teacher observation
· Student demonstration
· Assess first 9 weeks
· Reassess as needed
SAMPLE RESOURCES
· Floor Graph
· DOE p. 3, 38, 39, 43, 44
· MTW Chapter 6
· MTW Newsletter Chapter 8
REVIEW/RECYCLE PREVIOUS SOL
· K.1
· K.2a
SUBJECT: Math SOL, Grade_____K___ Pacing Guide Week # 8, 9_
SOL: K.13 Sorting/Classifying shapes/attributesLEARNING GOAL / ESSENTIAL QUESTIONS
Student will:
· Sort a specific group of objects by one attribute and identify how the items are grouped (good organizational strategy for later learning) / · When do you sort things?
· What can be sorted?
· How specific items the same are different?
· What would happen if we didn’t sort things? (i.e., food, classrooms, library books)?
“LOOK FORS” / ASSESSMENT METHODS
Students will be able to:
· Sort objects into appropriate groups using one attribute. (e.g., size, shape, color.)
· Sort sets of objects into three sets. (e.g., sort sets of circles into small, medium, large.)
· Sort and classify shapes according to sizes or shapes.
· Verbally identify sorting methods used.
Rubric Needed? ____ (Check, if yes) / · Teacher observation
· Student demonstration
· Assess at Week 9
· Reassess as needed
· Teacher created checklist
SAMPLE RESOURCES
· DOE p. 26—31, 45—47
· MTW Chapter 3
· MTW Newsletter Chapter 9
REVIEW/RECYCLE PREVIOUS SOL
SUBJECT: Math SOL, Grade_____K___ Pacing Guide Week # 9A_
SOL: Review and use all SOLsLEARNING GOAL / ESSENTIAL QUESTIONS
“LOOK FORS” / ASSESSMENT METHODS
SAMPLE RESOURCES
REVIEW/RECYCLE PREVIOUS SOL
· K.1
· K.2A
· K.5
· K.8
· K10
· K12
· K13
· K14
· K15
SUBJECT: Math SOL, Grade___K____ Pacing Guide Week # 10, 11_
K.12 Comparison of two objects or events using nonstandard units of
measure
LEARNING GOAL / ESSENTIAL QUESTIONS
Students will:
· Understand that shapes are found throughout every aspect of their world. Shapes retain their properties regardless of their size, position and orientation in space. / 5. Where do you find shapes in school? At home?
6. How are shapes different?
7. Who uses shapes in their job?
8. What would the world be like if everything were one shape?
“LOOK FORS” / ASSESSMENT METHODS
Students will be able to:
· Name shapes correctly.
· Describe the characteristics of the shapes.
· Draw the shape.
· Name the shapes regardless of position or size.
Rubric Needed? ____ (Check, if yes) / · Teacher observations
· Student demonstrations
· Assess at week 9
· Reassess as needed
· Teacher created checklists
· Retain hard copy shape activity
SAMPLE RESOURCES
· DOE p. 26—32
· MTW newsletter, Chapter 12
· MTW Chapter 3
REVIEW/RECYCLE PREVIOUS SOL
SUBJECT: Math SOL, Grade___K____ Pacing Guide Week # 12, 13_
SOL: K.17 Patterns and functionsK.18 Patterns and Functions: Representations and Relationships
Patterning
LEARNING GOAL / ESSENTIAL QUESTIONS
The students will:
· Recognize that patterns are seen in everyday life.
· Patterns can be reproduced/copied and extended. / · What is a pattern?
· Where do we see patterns?
· Can we hear patterns?
· How can we make patterns?
· What patterns do we see in nature?
· Can you change a pattern?
“LOOK FORS” / ASSESSMENT METHODS
Students will be able to:
· Find and verbally identify a basic pattern found in repeating patterns with four or fewer elements.
· Describe the basic repeating pattern, (i.e., AB, ABC pattern, etc.)
· Copy a pattern, (clap, represent it with manipulatives)
· Extend a repeating pattern given.
· Create their own repeating patterns.
Rubric Needed? ____ (Check, if yes) / · Teacher observation
· Student demonstration
· Assess at week 18
· Reassess as needed
· Retain hard copy for records
SAMPLE RESOURCES
· DOE p. 45, 48, 49
· MTW Chapter 2, 10, 12
· MTW Newsletter Chapter 9
· Classroom calendar
REVIEW/RECYCLE PREVIOUS SOL
· K.17
· K.13
SUBJECT: Math SOL, Grade__K_____ Pacing Guide Week # 14, 15_
SOL: K.2(b) Identify written numeralsLEARNING GOAL / ESSENTIAL QUESTIONS
Students will understand that an amount of objects can be given a specific numeral name—assigning meaning to it. / · Who uses numbers?
· What is the difference between numbers and letters?
· Where do you see numbers?
· What would happen if we didn’t have numbers?
“LOOK FORS” / ASSESSMENT METHODS
Student will be able to:
· Match a set of items with the correct written numeral.
· Identify all numbers 0-10, in random order.
· Given a written numeral, create it with manipulatives.
· Bring an item with numbers on it from home.
Rubric Needed? ____ (Check, if yes) / · Teacher observation
· Student demonstration
· Assess at week 18
· Reassess as needed
· Teacher created checklist
SAMPLE RESOURCES
· DOE p. 1, 2, 7-10, 13
· MTW Chapter 8
· MTW Newsletter Chapter 10
REVIEW/RECYCLE PREVIOUS SOL
· K.2 (a)
· K.5
SUBJECT: Math SOL, Grade__K____ Pacing Guide Week # 16, 17_