Do Calendar Math on the Smartboard Every Day

MATHEMATICS

First Nine Weeks

DO CALENDAR MATH ON THE SMARTBOARD EVERY DAY.

Standard(s) / Concept(s)/ Skill(s) / Lesson in series / Time layout / Manual pages / Assessments
CC.K.CC.1. Know number names and the count sequence. Count to 100 by ones and by tens.
CC.K.CC.3. Know number names and the count sequence. Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CC.K.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.K.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 in which they were counted.
CC.K.CC.5. Count to tell the number of objects. 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.
CC.K.MD.1 Describe and compare measurable attributes. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
CC.K.MD.2. Describe and compare measurable attributes. 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. / Counting to 5
Number identification to 5
Writing numerals to 5 / CHAPTER 1:
Lesson 1: Numbers 1 and 2.
Lesson 2: OMIT
Lesson 3: Number 3
Lesson 4: Number 4
Lesson 5: Number 5
Lesson 6: OMIT
NOT IN SERIES: Teach students explicitly how to write the numbers 1-5. / Lesson 1: 2 days
Lesson 2: NA
Lesson 3: 2 days
Lesson 4: 3 days
Lesson 5: 2 days
Lesson 6: NA
NOT IN SERIES: 2 days to practice writing numbers 1-5 / Lesson 1: 2-5
Lesson 2: NA
Lesson 3: 11-15
Lesson 4: 16-21
Lesson 5: 22-26
Lesson 6: NA
NOT IN SERIES: use lined handwriting paper that you use in your classroom / 9 weeks assessments at the end of the grading period
CC.K.CC.2. Know number names and the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CC.K.CC.3. Know number names and the count sequence. Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CC.K.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.K.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 in which they were counted.
CC.K.CC.4c. Understand that each successive number name refers to a quantity that is one larger.
CC.K.CC.5. Count to tell the number of objects. 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.
CC.K.CC.6. Compare numbers. 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. (Include groups with up to ten objects.)
CC.K.CC.7. Compare numbers. Compare two numbers between 1 and 10 presented as written numerals. / Counting to 9
Number identification to 9
Writing numerals to 9 / CHAPTER 2:
Lesson 1: Number 6
Lesson 2: Number 7
Lesson 3: Number 8
Lesson 4: Numbers 0-9
Lesson 5: Pairing Sets of Numbers
Lesson 6: Pairing one-to-one
NOT IN SERIES: Teach students explicitly how to write numbers 6-9. / Lesson 1: 2 days Lesson 2: 2 days
Lesson 3: 3 days
Lesson 4: 3 days
Lesson 5: 2 days
Lesson 6: 1 day
NOT IN SERIES: 2 days to practice writing numbers 6-9. / Lesson 1: 32-36
Lesson 2: 37-43
Lesson 3: 44-50
Lesson 4: 51-58
Lesson 5: 59-62
Lesson 6: 63-67
NOT IN SERIES: use lined handwriting paper that you use in your classroom
CC.K.MD.1 Describe and compare measurable attributes. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
CC.K.MD.2. Describe and compare measurable attributes. 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.
CC.K.MD.3. Classify objects and count the number of objects in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) / Ordering by size, length, or weight / CHAPTER 3:
Lesson 1: Order by Size, Length, or Weight
Lesson 2: Comparing Sizes
Lesson 3: Ordering Things by Length
Lesson 4: Ordering Things by Weight / Lesson 1: 2 days
Lesson 2: 1 day
Lesson 3: 1 day
Lesson 4: 1 day / Lesson 1: 70-73
Lesson 2: 74-76
Lesson 3: 77-79
Lesson 4: 80-82
DO FIRST NINE WEEKS ASSESSMENT
CC.K.CC.1. Know number names and the count sequence. Count to 100 by ones and by tens.
CC.K.CC.2. Know number names and the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CC.K.CC.3. Know number names and the count sequence. Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CC.K.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.K.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 in which they were counted.
CC.K.CC.4c. Understand that each successive number name refers to a quantity that is one larger.
CC.K.CC.5. Count to tell the number of objects. 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.
CC.K.OA.1. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show mathematics in the problem), sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.
CC.K.OA.3. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 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). / Counting to 10
Numbers identification to 10
Writing numerals to 10 / CHAPTER 4:
Lesson 1: Composing and Decomposing 5 / Lesson 1: 2 days / Lesson 1: 84-89

MATHEMATICS

Second Nine Weeks

DO CALENDAR MATH ON THE SMARTBOARD EVERY DAY.

Standard(s) / Concept(s)/ Skill(s) / Lesson in series / Time layout / Manual pages / Assessments
CC.K.CC.1. Know number names and the count sequence. Count to 100 by ones and by tens.
CC.K.CC.2. Know number names and the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CC.K.CC.3. Know number names and the count sequence. Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CC.K.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.K.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 in which they were counted.
CC.K.CC.4c. Understand that each successive number name refers to a quantity that is one larger.
CC.K.CC.5. Count to tell the number of objects. 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.
CC.K.OA.1. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show mathematics in the problem), sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.
CC.K.OA.3. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 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). / Counting to 10
Number identification to 10
Writing numerals to 10 / (CHAPTER 4 CONT.)
Lesson 2: Counting and Ordering up to 10
Lesson 3: Using Your Fingers and Toes to Count On
Lesson 4: Same Number and More
Lesson 5: Fewer Than
Lesson 6: How Many In All? / (CHAPTER 4 CONT.)
Lesson 2: 2 days
Lesson 3: 2 days
Lesson 4: 3 days
Lesson 5: 1 day
Lesson 6: 2 days / (CHAPTER 4 CONT.)
Lesson 2: 90-95
Lesson 3: 96-99
Lesson 4: 100-105
Lesson 5: 106-108
Lesson 6: 109-111 / 9 weeks assessments at the end of the grading period
CC.K.CC.1. Know number names and the count sequence. Count to 100 by ones and by tens.
CC.K.CC.3. Know number names and the count sequence. Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CC.K.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 in which they were counted.
CC.K.CC.5. Count to tell the number of objects. 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.
CC.K.OA.1. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show mathematics in the problem), sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.
CC.K.MD.1 Describe and compare measurable attributes. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
CC.K.MD.2. Describe and compare measurable attributes. 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.
CC.K.MD.3. Classify objects and count the number of objects in each category. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)
CC.K.G.1. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 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. / Size and position / CHAPTER 5:
Lesson 1: OMIT
Lesson 2: Does it Fit?
Lesson 3: Positions
Lesson 4: Before and After / Lesson 1: NA
Lesson 2: 1 day
Lesson 3: 2 days
Lesson 4: 1 day / Lesson 1: NA
Lesson 2: 118-121
Lesson 3: 122-125
Lesson 4: 126-128
CC.K.CC.1. Know number names and the count sequence. Count to 100 by ones and by tens.
CC.K.CC.2. Know number names and the count sequence. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CC.K.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.K.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 in which they were counted.
CC.K.CC.4c. Understand that each successive number name refers to a quantity that is one larger.
CC.K.CC.5. Count to tell the number of objects. 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.
CC.K.CC.6. Compare numbers. 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 (include groups with up to two objects).
CC.K.CC.7. Compare numbers. Compare two numbers between one and ten presented as written numerals.
CC.K.OA.1. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show mathematics in the problem), sounds (e.g. claps), acting out situations, verbal explanations, expressions, or equations.
CC.K.OA.4. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. For any number from 1 to 9, find the number that makes 10 when added to a given number, e.g. by using objects or drawings, and record the answer with a drawing or equation.
CC.K.G.1. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). 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. / Counting to 20
Number identification to 20
Writing numerals to 20 / CHAPTER 6:
Lesson 1: All About 10
Lesson 2: Numbers 10-12
Lesson 3: Numbers 13-16
Lesson 4: Numbers 17-20
Lesson 5: Compare and Order
NOT IN SERIES: Teach students explicitly how to write the numbers 10-20. / Lesson 1: 2 days
Lesson 2: 2 days
Lesson 3: 2 days
Lesson 4: 2 days
Lesson 5: 2 days / Lesson 1: 130-137
Lesson 2: 138-142
Lesson 3: 143-148
Lesson 4: 149-155
Lesson 5: 156-160
NOT IN SERIES: use lined handwriting paper that you use in your classroom.
CC.K.G.2. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Correctly name shapes regardless of their orientations of overall size.
CC.K.G.3. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
CC.K.G.4. Analyze, compare, create, and compose shapes. Analyze and compare two- and three-dimensional shapes, in different sizes and orientation, 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).
CC.K.G.5. Analyze, compare, create, and compose shapes. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
CC.K.G.6. Analyze, compare, create, and compose shapes. Compose simple shapes to form larger shapes. For example, “can you join these two triangles with full sides touching to make a rectangle?” / Geometry and Shapes (Solid and Flat) / CHAPTER 7 (new manual):
Lesson 1: Solid Shapes
Lesson 2: Flat Shapes in Solid Shapes
Lesson 3: Flat Shapes
Lesson 4: Flat Shape Pictures
Lesson 5: Shape Patterns
NOT IN SERIES: Students need to create and compose simple shapes to form larger shapes / Lesson 1: 2 days
Lesson 2: 2 days
Lesson 3: 2 days
Lesson 4: 2 days
Lesson 5: 1 day
NOT IN SERIES: 2 days / Lesson 1: 2-5
Lesson 2: 6-10
Lesson 3: 11-14
Lesson 4: 15-17
Lesson 5: 18-20
NOT IN SERIES: Use sticks, clay balls, attribute blocks, tangrams, etc.
DO SECOND NINE WEEKS ASSESSMENT

MATHEMATICS

Third Nine Weeks

DO CALENDAR MATH ON THE SMARTBOARD EVERY DAY.