Math Trailblazers Skills

Math Trailblazers Skills

Kindergarten Mastery by Month

Topics may be introduced earlier, but the following is the month they should be mastered! If these are all mastered, feel free to add others.

(Purple: Knowledge, Blue: Reasoning, Green: Performance, Orange: Product)

List of ongoing activities to be completed each week. (Once skills appear, continue to do activities related to each) * represents an on-going skill or a repeated skill, please refer to earlier month for standard and deconstructions

1.  Calendar Connections: Do each day. (See pages 5 – 31 in Math Trailblazers Teacher Resource Book.)

a.  Weather graph

b.  Centipede to count on

c.  Five frame and ten frame

d.  Hundred frame

e.  Patterns

f.  Tallies

2.  Counting Connections: Do each day. (See pages 65 - 143 in Math Trailblazers Teacher Resource Book.)

a.  Composing and decomposing numbers

b.  Dot patterns

c.  Counting boxes

d.  Counting bags

e.  Number books

f.  Five frames

g.  Ten frames

h.  Oral counting

i.  Positional terminology

j.  Matching numerals to sets

k.  Greater than, less than, and equal to.

l.  Counting from any given numeral.

3.  Problem Solving in the Kindergarten Day. Devote at least one day per week to this. Note that students will not be tested for mastery on use of equations until month 7 or later, but symbols for +, - and = should be introduced earlier. (See pages 33 - 38 in Math Trailblazers Teacher Resource Book.) **See table attached in Math Pacing Guides folder

a.  Oral problem solving using manipulatives and drawings

b.  Use the 14 types of word problems on pp. 34 – 35**

4.  Data Collection: How many? How much? How far? Sorting, Classifying, and Surveying. Devote one day per week to this. (See pages 39 - 63 in Math Trailblazers Teacher Resource Book.)

a.  Sorting and classifying, including use of Venn diagrams, geometric vocabulary and attributes

b.  Surveying and graphing

c.  Comparing objects using measureable attributes

5.  Lessons and Activities. At least three days per week, choose one or more activities and literature connections from the lessons outlined for the month on pages 173 - 441 in Math Trailblazers Teacher Resource Book.

6.  Literature Connections. Use the trade books linked to Trailblazers lessons. See these on the “N” drive.

7.  Thematic Units. Include as time permits. (See Buildings, On the Go, and Crawly Creatures and Math Trailblazers Teacher Resource Book.)

·  Assess all skills periodically to ensure that the students retain mastered skills.

MONTH 1: (See pages 173 - 198 in Math Trailblazers Teacher Resource Book.)

Students will:

1.  Dot Patterns: Recognize amounts 1 to 5 by seeing number in a variety of ways such as dots, objects, tallies, five frame, etc. (Subitizing) K.CC.1-ongoing

K.CC.1 Count to 100 by ones and by tens.

Count (verbal sequence only) to 100 by ones starting at 1.

Count (verbal sequence only) to 100 by 10’s starting at 10.

I can

·  Recognize 1-5 dots

·  Recognize 1-5 objects

·  Recognize 1-5 tallies

·  Recognize 1-5 dots on a five frame

2.  Oral Problem Solving: Both add (putting together) and subtract (taking apart or taking from) using real life situations for numbers 1 to 5. K.OA.1&2-ongoing

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

2Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the standards.)

Know adding is putting together parts to make the whole.

Know subtracting is taking apart or taking away from the whole to find the other part.

Know the symbols (+, -, =) and the words (plus, minus, equal) for adding and subtracting.

Analyze addition or subtraction problem to determine whether to ‘put together’ or ‘take apart’.

Model an addition/subtraction problem given a real-life story.

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations in multiple ways, e.g., 2+3=5, 5=2+3, ||+|||=|||||, and vertically.

(Writing equations in kindergarten is not required but encouraged.)

K.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.

Add and subtract within 10 (Maximum sum and minuend is 10)

Solve addition and subtraction word problems within 10.

Use objects/drawings to represent an addition and subtraction word problem.

I can solve problems using objects and numbers up to 5.

3.  Oral Counting: Rote count to 5. K.CC.1-ongoing

K.CC.1 Count to 100 by ones and by tens.

Count (verbal sequence only) to 100 by ones starting at 1.

Count (verbal sequence only) to 100 by 10’s starting at 10.

I can count to 5.

4.  One to one correspondence: Touch and count to 5. K.CC.4a-ongoing

K.CC.4abc 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.

Represent quantities using numbers and represent numbers using quantities.

Match each object with one and only one number name and each number with one and only one object.

When counting objects, say the number names in order while matching each object with a number.

I can touch and count objects to 5

5.  Geometry: Understand spatial concepts of above, below, beside, next to. K.G.1

K.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.

Describe positions such as above, below, beside, in front of, behind, and next to.

Determine the relative position of the 2-dimensional or 3-dimensional shapes within the environment, using the appropriate positional words.

I can

·  Identify objects above a given object

·  Identify objects below a given object

·  Identify objects beside a given object

·  Identify objects that come next to a given object

MONTH 2: (See pages 199 - 226 in Math Trailblazers Teacher Resource Book.)

Students will:

1.  Dot Patterns: Recognize amounts 1 to 6 by seeing number in a variety of ways such as dots, objects, tallies, five frame, ten frame, etc. (Subitizing)

K.CC.1-ongoing*

I can

·  Recognize 1-6 dots

·  Recognize 1-6 objects

·  Recognize 1-6 tallies

·  Recognize 1-6 dots on a ten frame

2.  Oral Problem Solving: Both add (putting together) and subtract (taking apart or taking from) using real life situations for numbers 1 to 6. K.OA.1&2-ongoing*

I can solve problems using objects, pictures and numbers up to 6.

3.  Oral Counting: Rote count to 10. K.CC.1-ongoing*

I can count to 10.

4.  One to one correspondence: Touch and count to 10. K.CC.4a-ongoing*

I can touch and count objects to 10.

5.  Numeral Recognition: Recognize and write numerals 1 to 5. K.CC.3-ongoing

K.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).

Write numerals 0 to 20

Write the number that represents a given number of objects from 0-20.

I can recognize numerals 1 to 5.

I can write numerals 1 to 5.

6.  Matching numerals to sets: Match a set of objects to the corresponding numeral 1 to 5. K.CC.3-ongoing*

I can match a set of objects to the numerals 1-5.

7.  Number Concepts: Understand the last number said is the number that represents the entire group regardless of arrangement 1 to 10. K.CC.4bc

K.CC.4bc Understand the relationship between numbers and quantities; connect counting to cardinality.

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.

c. Understand that each successive number name refers to a quantity that is one larger.

Recognize the number of objects is the same regardless of their arrangement or the order in which they were counted.

Realize that the last number name said tells the number of objects counted.

Generalizes that each successive number name refers to a quantity that is one larger.

I can count objects and know that the last number said was the total number of objects.

8.  Geometry: Understand spatial concepts of between, inside, outside, in front of. K.G.1

K.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.

Describe positions such as above, below, beside, in front of, behind, and next to.

Determine the relative position of the 2-dimensional or 3-dimensional shapes within the environment, using the appropriate positional words.

I can

·  Identify object(s) between two given objects

·  Identify object(s) inside a given object

·  Identify object(s) outside a given object

·  Identify object(s) that is in front of a given object

9.  Classification: Classify objects into given categories sorting by attribute using 1 characteristic such as, color, shape, weather, boy/girl, etc. K.MD.3-ongoing

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3

3Limit category counts to be less than or equal to 10.

Recognize non-measurable attributes such as shape, color

Recognize measurable attributes such as length, weight, height

Know what classify means

Know what sorting means

Know that a category is the group that an object belongs to according to a particular, selected attribute

Understand one to one correspondence with ten or less objects. Note: This target being included here depends on the ordering and grouping of content standards from Counting and Cardinality.

Classify objects into categories by particular attributes

Count objects in a given group. Note: This is addressed in another content standard. K.CC.5. It is important to integrate standards to assist students with making connections and building deeper understanding.

Sort objects into categories then determine the order by number of objects in each category (limit category counts to be less than or equal to ten) For example, if m&m’s are categorized by the attribute of color, then are “sorted” or ordered by the number in each group (there are more red than green, the blue group has fewer than the green.)

I can sort objects based on one attribute.

MONTH 3: (See pages 227 - 260 in Math Trailblazers Teacher Resource Book.)

Students will:

1.  Dot Patterns: Recognize amounts 1 to 10 by saying number in a variety of ways such as dots, objects, tallies, ten frame, etc. K.CC.1-ongoing*

I can

·  Recognize 1-10 dots

·  Recognize 1-10 objects

·  Recognize 1-10 tallies

·  Recognize 1-10 dots on a ten frame

2.  Oral Counting: Rote count to 15. K.CC.1-ongoing*

I can count to 15.

3.  One to one correspondence: Touch and count to 15. K.CC.4a-ongoing*

I can touch and count objects to 15.

4.  Zero: Understand that zero (0) represents no objects. K.CC.3*

I can understand that (0) represents no objects.

5.  Numeral Recognition: Recognize and write numerals 1 to 10. K.CC.3-ongoing*

I can recognize numerals to 10.

I can write numerals to 10.

6.  Matching numerals to sets: Match a set of objects to the corresponding numeral 1 to 10. (Emphasize 5 plus an amount for numbers 6 – 10.) K.CC.3-ongoing*

I can match a set of objects to the numerals 1-10.

MONTH 4: (See pages 261 - 288 in Math Trailblazers Teacher Resource Book.)

Students will:

1.  Dot Patterns: Recognize amounts 0 to 20 by seeing number in a variety of ways such as ten frame, number line base ten blocks, etc. (Visual representation of tens and ones (place value) with numbers 0 to 20 – emphasize ten plus a number) K.CC.1-ongoing*

I can name and recognize numbers 0-20 using ten frames.

I can name and recognize numbers 0-20 using base ten (longs) and unit cubes.

I can locate numbers 0-20 on a number line.

2.  Compose & Decompose Numbers: Decompose numbers less than and equal to 5. K-OA-3

K.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).

Solve addition number sentences within 10.

Decompose numbers less than or equal to 10 into pairs in more than one way.

Use objects or drawings then record each composition by a drawing or writing an equation.

(EMPHASIS on making and breaking 5. Use models such as five frames, fingers and linking cubes.) K.CC.3-ongoing*

I can put two numbers together to equal 5.

I can subtract a number less than 5 from 5.

3.  Oral Counting: Rote count to 20. K.CC.1-ongoing*

I can count to 20.

4.  Oral Counting: Count backward from 10.

I can count backward from 10.

5.  One to one correspondence: Touch and count to 20. K.CC.4a-ongoing*

I can touch and count objects to 20.

6.  Zero: Recognize and write numeral 0. K.CC.3-on-going*

I can recognize 0

I can write 0.

7.  Matching numerals to sets: Match a set of objects to the corresponding numeral 0 to 10. K.CC.3-ongoing*

I can match a set of objects to the numerals 0-10.

8.  Measurement: Introduce terminology of more, less, equal to, about the same as, close to longer, shorter, taller, larger, smaller (i.e., comparing 2 things) K.MD.1&2-ongoing

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object .

K.MD.2 Directly compare two objects with a measureable 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.

Know that objects have measurable attributes and know what they are called, such as length and weight.

Describe an object by using attributes such as: width, height, length, weight, etc.

Describe more than one measurable attribute of a single object.