Scott Foresman-Addison Wesley Grade Kindergarten Mathematics

13 Pages·2008·0.36 MB·English

by  Hillary Gilles

Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009

Scott Foresman-Addison Wesley
Grade Kindergarten
Mathematics Curriculum Guides

Wisconsin MPS Wisconsin Assessment
Mathematics Learning Target Descriptors for Mathematics Curriculum
Standard (For Beginning Grade 1)

A. Note: Mathematical processes 1) Reasoning: Use reasoning and logic to:
Mathematical need to be embedded in all • Perceive patterns • Identify relationships
Processes mathematical strands • Formulate questions • Pose problems
throughout the school year. • Make conjectures • Justify strategies
r Math processes are assessed on • Test reasonableness of results
a
e the WKCE-CRT and reported
Y
e as a separate proficiency area. 2) Communication: Communicate mathematical ideas and reasoning using
h
T For example, students are the vocabulary of mathematics in a variety of ways (e.g., using words,
t asked to provide written numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
u
ho justifications and explanations,
g
u pose problems, and represent 3) Connections: Connect mathematics to the real world as well as within
o
r concepts. mathematics.
h
T
4) Representations: Create and use representations to organize, record, and
communicate mathematical ideas.

5) Problem Solving: Solve and analyze routine and non-routine problems.

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009

Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections
Units/Lessons District Model CABS
September Readiness pages R1-R16 Geometry #5 Geometry Geometry CABS:
Describe the results of putting • Sorting Shapes
19 teaching Chapter 1 Position and together and taking apart two- C.a:2 Describe, sort, and classify shapes and everyday • Can You Build
days Sorting dimensional shapes and objects using beginning ideas of geometric properties (e.g., What I Build?
describe the location of rolls, slides, straight sides, three corners).
1.1 Inside and
objects using spatial (1.5, 1.6, 1.7, 1.8, 1.9, 1.10)
outside (G)
relationships.

(1.1, 1.2, 1.3, 1.4) C.c:5 Use informal language to describe location of objects in
1.2 Over, under, and on
the classroom or on a simple map (e.g., near to, far away from,
(G)
Geometry #4 on the side by the window). (1.1, 1.2, 1.3, 1.4)

1.3 Top, middle, and Sort, classify, and describe
bottom(G) characteristics of two-
dimensional and three-
1.4 Left and right (G) dimensional shapes and real-
world objects.
1.5 Same and different (1.5, 1.6, 1.7, 1.8, 1.9, 1.10)
(G)

1.6 Sorting by one

attribute (G)

1.7 Sorting the same set in

different ways (G)

1.8 Sorting by more than
one attribute (G)

1.9 Problem solving
strategy-Use logical
reasoning (G)

1.10 Problem solving
application- Take a close
look (G)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009
Chapter 2 Graphing and Number Operations and Relationships
Patterns Number Operations and
B.a:1 Connect number words and numerals to the quantities
Relationships #1 Number Operations and
they represent using various physical models and
2.1 As many, more, and Connect number words and Relationships CABS:
representations.(2,1 3.1, 3.2, 3.3, 3.4, 3.5)
fewer (NO&R) numerals, as well as coins, to
the quantities they represent, B.a:2 Recognize zero as a whole number (e.g., describe a set • Bears in a Box
2.2 Real graphs
and order numbers up to 20. with an absence of objects) and identify zero on the number • Comparing
(Stat/Prob)
October (2,1 3.1, 3.2, 3.3, 3.4, 3.5) line (3.5) Pairs

B.a:3 Demonstrate how to count with understanding and • Estimation
2.3 Picture graphs
20 teaching
recognize “how many” in sets of objects (e.g., use one-to-one
(Stat/Prob)
days Statistics and Probability #7
correspondence to count) (3.1, 3.2, 3.3, 3.4, 3.5)

Collect, organize, represent,
2.4 Bar graphs (Stat/Prob)
and describe data to answer Statistics and

2.5 Algebra: Sound and questions and identify the Probability CABS:
Statistics and Probability
movement patterns (AR) likelihood of events. • Food Sort

(2.1, 2.2, 2.3, 2.4) • All About Us
E.e:1 Pose questions about themselves and their surroundings
2.6 Algebra: Color • I Wonder
which can be answered by collecting numerical and
Patterns (AR) Algebraic Relationships #8
Copy, extend, and generalize categorical data(2.2, 2.3, 2.4) Algebraic Relationships
2.7 Algebra: Shape attribute and geometric E.a:2 Collect and organize data (e.g., grouping and CABS:
Patterns (AR) patterns, and describe the sorting)(2.2, 2.3,2.4) • Extending
core repeating unit. Patterns
2.8 Algebra: Comparing (2.5, 2.6, 2.7, 2.8, 2.9, 2.10, E.a:3 Represent and display data (e.g., pictures, charts, tally
Patterns (AR) 2.11) marks)(2.2, 2.3, 2.4)
E.a:4 Using the context of the data, read and report results
2.9 Algebra: Problem
and answer questions (2.1, 2.2, 2.3, 2.4)
solving strategy-Look for

a pattern (AR)

Algebraic Relationships

2.10 Algebra: Creating F.a:1 Recognize and describe the core unit that repeats in a

patterns (AR) pattern for both attribute (e.g., color) and geometric patterns

(2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11)
2.11 Problem Solving
application-favorite things
F.a:2 Copy, extend, compare, and generalize patterns (e.g.,
(AR)
blue-white-blue-white is an AB pattern).(2.5, 2.6, 2.7, 2.8, 2.9,

2.10, 2.11)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009
Chapter 3 Numbers Number Operations and Number Operations and Relationships
Through 5 Relationships #1
B.a:1 Connect number words and numerals to the quantities

they represent using various physical models and
3.1 Counting 1,2, and 3 Connect number words and
representations(3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.11)
(NO&R) numerals, as well as coins, to
the quantities they represent, B.a:2 Recognize zero as a whole number (e.g., describe a set
3.2 Reading and writing
November and order numbers up to 20. with an absence of objects) and identify zero on the number Number Operations
1,2, and 3 (NO&R) (3.6, 3.7, 3.8, 3.9, 3.10, 4.1, line (4.8) and Relationships

20 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, CABS:
3.3 Counting 4 and 5 B.a:3 Demonstrate how to count with understanding and
teaching (NO&R) 4.9, 4.10, 4.11) recognize “how many” in sets of objects (e.g., use one-to-one • Seven Objects
days correspondence to count) (3.6, 3.7, 3.8, 3.10, 4.1, 4.2, 4.3, 4.4, • Apples and
3.4 Reading and writing 4 Number Operations and 4.5, 4.6, 4.7, 4.11 ) Bananas
and 5 (NO&R) Relationships #2 • Reading and
B.a:4 Demonstrate understanding of the relative position and
Writing
magnitude of whole numbers by comparing and ordering
3.5 Reading and writing 0 Use strategies for counting Numerals
whole numbers from 0 to 20 using the number line and
(NO&R) and keeping track of
quantities to 20 (e.g., physical models (3.7, 3.8, 3.9, 4.6, 4.7, 4.8, 4.9, 4.11, )
3.6 Algebra: Comparing counting all in a set, counting
numbers through 5 all in two sets, counting on) Algebraic Relationships
(NO&R) in situations with and without F.a:1 Recognize and describe the core unit that repeats in a
word problem contexts. pattern for both attribute (e.g., color) and geometric pattern
3.7 Algebra: Ordering (3.6, 3.7, 3.8, 3.10, 4.6, 4.7, (4.10)
numbers 0 through 5 4.8, 4.10, 4.11)
(NO&R) F.a:2 Copy, extend, compare, and generalize patterns (e.g.,

blue-white-blue-white is an AB pattern) (4.10)
Algebraic Relationships
3.8 Problem-solving
#8
strategy- Make a graph
Copy, extend, and generalize
(NO&R)
attribute and geometric

patterns, and describe the
3.9 Ordinal numbers
core repeating unit. (4.10)
through fifth (NO&R)

3.10 Mix and Match

(NO&R)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009
Chapter 4 Numbers
Through 10
November
4.1 Counting 6 and 7
20 (NO&R)
teaching 4.2 Counting 8 (NO&R)
days
4.3 Reading and writing 7
and 8 (NO&R)

4.4 Counting 9 and 10
(NO&R)

4.5 Reading and writing 9
and 10 (NO&R)

4.6 Algebra: Comparing
numbers through 10
(NO&R)

4.7 Comparing numbers
to 5 and 10 (NO&R)

4.8 Algebra: Ordering
numbers 0 through 10
(NO&R)

4.9 Ordinal numbers
through tenth (NO&R)

4.10 Look for a pattern
(AR)

4.11 Problem-solving
applications Let’s have a
picnic (NO&R)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009

Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections
Units/Lessons District Model CABS
December Chapter 5 Numbers Number Operations and Number Operations and Relationships Number Operations and
Though 31 Relationships #1 Relationships CABS
B.a:1 Connect number words and numerals to the quantities
15 teaching 5.1 Counting 11 to 20 Connect number words and they represent using various physical models and • Apples and
days (NO&R) numerals, as well as coins, to representations. (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9) Bananas
the quantities they represent, • Comparing
5.2 Reading and writing and order numbers up to 20. B.a:3 Demonstrate how to count with understanding and Pairs
11 and 12 (NO&R) (5.1, 5.2, 5.3, 5.4, 5.5,5.8, 5.9, recognize “how many” in sets of objects (e.g., use one-to-one • Reading and
5.3 Reading and writing 5.11) correspondence to count). Writing
13,14, and 15 (NO&R) (5.1, 5.2, 5.3, 5.4, 5.5,5.6, 5.7, 5.8, 5.9 5.10, 5.13) Numerals
5.4 Reading and Number Operations and • Seven Objects
writing16 and 17 (NO&R) Relationships #2 B.a:4 Demonstrate understanding of the relative position and
5.5 Reading and writing Use strategies for counting
magnitude of whole numbers by comparing and ordering
18, 19, and 20 (NO&R) and keeping track of
5.6 Algebra: Skip quantities to 20 (e.g., whole numbers from 0 to 20 using the number line and
physical models. (5.6, 5.10, 5.11)
counting by 2s and 5s counting all in a set, counting
(NO&R) all in two sets, counting on) Measurement
5.7 Counting to 31 in situations with and without D.a:2 Demonstrate understanding of the concept of time as
(NO&R) word problem contexts.
the duration of an event and describe units for measuring time
5.8 Reading and writing (5.1, 5.2, 5.3, 5.4, 5.5,5.6,
(minute, hour, day, week, month, season). (5.11)
numbers through 31 5.7, 5.8, 5.9 5.10, 5.13)
(NO&R) Statistics and Probability
5.9 Using estimation Measurement #6 E.a:3 Represent and display data (e.g., pictures, charts, tally
(NO&R) Describe measurable marks). (5,12)
5.10 Algebra: Comparing attributes of objects, time,
numbers through 31 and temperature, and use non-
(NO&R) standard units to estimate and
5.11 Numbers on a measure objects (e.g., length,
calendar (NO&R) weight, height, mass,
5.12 Problem solving capacity). (5.11)
strategy: Make a table

(Stat/Prob) Statistics and Probability #7

5.13 Problem-solving Collect, organize, represent,

application: A world of and describe data to answer

bugs. questions and identify the

likelihood of events
(5.12)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009

Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections
Units/Lessons District Model CABS
January Chapter 6 Measurement Measurement #6 Measurement Measurement
CABS:
18 teaching 6.1 Comparing and Describe measurable D.a:1 Describe measurable attributes (e.g., length, • What Should I
days Ordering by Size (M) attributes of objects, time, weight, height, mass) of objects using non-standard units of Wear?
and temperature, and use non- measure (e.g., cubes, paper clips). ((6.1, 6.2, 6.3, 6.4, 6.5, 6.7,
6.2 Comparing Length standard units to estimate and 6.8, 6.9, 6.10, 6.12)
(M) measure objects (e.g., length,
weight, height, mass, D.a:3 Describe and compare attributes of temperature (hot,
6.3 Ordering Length (M)
capacity). warm, colder, coldest). (6.11)

(6.1, 6.2, 6.3, 6.4, 6.5, 6.6,
6.4 Measuring Length (M)
6.7, 6.8, 6.9, 6.10, 6.11, 6.12) D.b:1 Use non-standard units to quantify measurable

6.5 Estimating and attributes of objects. (6.4, 6.6)
Measuring Length (M)
D.c:1 Estimate length and mass of objects using non-standard
6.6 Problem Solving units (e.g., steps, cubes) and known referents (e.g., compare a
Strategy Try, Check, and train of 5 cubes to the height of the chair).
Revise (M) (6.4, 6.6)

6.7 Comparing and
Ordering by Capacity (M)

6.8 Estimating and
Measuring Capacity (M)

6.9 Comparing and
Ordering by Weight (M)

6.10 Estimating and
Measuring Weight (M)

6.11 Temperature (M)

6.12 Problem Solving

Applications Around the
Home (M)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009
February Number Operations and Number Operations and Relationships Number Operations and
Chapter 7 Relationships #1 Relationships CABS:
B.a:5 Identify the value of pennies, nickels, and dimes in
20 teaching Time and Money Connect number words and
cents (e.g., 1 nickel has the same value as 5 cents or 5
days 7.1 Days of the Week (M) numerals, as well as coins, to • Making Cents
pennies).
the quantities they represent,
(7.10, 7.11, 7.12, 7.13, 7.14, 7.15, 7.16)
7.2 Yesterday, Today, and and order numbers up to 20.

Tomorrow (M) (7.10, 7.11, 7.12, 7.13, 7.14, Measurement
7.15, 7.16) Measurement CABS:
7.3 Months and Seasons
D.a:2 Demonstrate understanding of the concept of time as • What Can You
(M)
Do?
the duration of an event and describe units for measuring time

7.4 Calendar (M) Measurement (minute, hour, day, week, month, season). • More Time,
#6 Less Time

(7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9)
7.5 Order of Events (M) Describe measurable
attributes of objects, time,
7.6 Time of Day (M) and temperature, and use non-

standard units to estimate and
7.7 Telling Time on an measure objects (e.g., length,
Analog Clock (M) weight, height, mass,

capacity).
7.8 Telling Time on a
(7.1, 7.2, 7.3, 7.4, 7.5, 7.6,
Digital Clock (M)
7.7, 7.8, 7.9)

7.9 More Time and Less

Time (M)

7.10 Penny (NO&R)

7.11 Nickel (NO&R)

7.12 Dime (NO&R)

7.13 Problem-solving

Strategy: Act it Out

7.14 Quarter and Dollar

(NO&R)

7.15 Comparing Values
(NO&R)

7.16 Problem-solving
application: Time to Play

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009
Chapter 8 Geometry #4 Geometry Geometry CABS:
Geometry and Fractions Sort, classify, and describe • Can You Build
March characteristics of two- C.a:1 Identify and explain examples and non-examples of What I Build?
8.1 Solid Figures (G) dimensional and three- two-dimensional figures (e.g., triangle, rectangle, circle) and • Footprints
dimensional shapes and real- three-dimensional figures (e.g., cubes, cylinders, prisms). • Oh Hexagon!
8.2 Comparing Solid
14 Teaching world objects. (8.1, 8.4, 8.5, 8.12) • Sorting Shapes
Figures (G)
Days (8.1 ,8.2, 8.3, 8.4, 8.5, 8.6,

8.12) C.a:2 Describe, sort, and classify shapes and everyday objects
8.3 Flat Surfaces on Solid
using beginning ideas of geometric properties (e.g., rolls,
Figures (G)
Geometry #5 slides, straight sides, three corners).

8.4 Squares and Other Describe the results of putting (8.2, 8.3, 8.4, 8.5, 8.6)
Rectangles (G) together and taking apart two-
dimensional shapes and C.b:3 Create two-dimensional shapes by combining and
8.5 Circles and Triangles describe the location of
decomposing other shapes (e.g., using pattern blocks make a
(G) objects using spatial
hexagon with six triangles, cut a square into two triangles).
relationships.
(8.7, 8.8, 8.9, 8.10)
8.6 Slides, Flips, and (8.7, 8.8, 8.9, 8.10)
Turns (G)
Algebra #9 Use informal
C.b:4 Match three-dimensional figures to two-dimensional
8.7 Combining and
language to explain equality
patterns of their faces. (8.3)
Separating Shapes (G)
of number combinations and
adding zero, and write
8.8 Symmetry (G)
number sentences for simple Algebraic Relationships

F.b:3 Demonstrate an understanding of equality by finding
8.9 Equal Parts (G) addition word problems.
combinations that make a specific number (e.g., find all the
(8.11, 8.12)
ways to make six). (8.11, 8.12)
8.10 Halves and Fourths
(G)

8.11 Problem-solving
Strategy: Use Objects (G)

8.12 Problem Solving

Application: I Spy (G)

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08
Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009
Number Operations and Number Operations and Relationships
Chapter 9 Relationships #3
B.a:1 Connect number words and numerals to the quantities
Readiness for Addition Number Operations and
Uses strategies to find they represent using various physical models and
and Subtraction Relationships CABS:
combinations of numbers representations. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8)
April 9.1 Ways to Make 4 and 5 • Apples and
with sums to 10 in real-world
(NO&R) Bananas
situations or with objects B.b:7 Decompose numbers less than 10 into parts using
• Bears in a Box
(e.g., dots on dominoes). objects and record the combinations (e.g., 6 buttons can be
21 teaching 9.2 Ways to Make 6 and 7 • Estimation
(9.1, 9.2, 9.3, 9.4, 9.5, 9.6, decomposed into 2 and 4, 5 and 1, 6 and 0, 3 and 3).
days (NO&R)
9.7, 9.8) (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8 )
Algebraic Relationships
9.3 Ways to Make 8 and 9
CABS:
(NO&R)
Algebraic Relationships #9 Algebraic Relationships • Addition

Combinations
9.4 Ways to Make 10 F.b:3 Demonstrate an understanding of equality by finding
Use informal language to
to 10
(NO&R) combinations that make a specific number (e.g., find all the
explain equality of number

ways to make six). (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8)
combinations and adding
9.5 Problem Solving
zero, and write number
Strategy: Make an
sentences for simple addition
Organized List (NO&R)
word problems. (9.1, 9.2,
9.6 1 More and 2 More 9.3, 9.4, 9.5, 9.6, 9.7, 9.8)
(NO&R)

9.7 1 Fewer and 2 Fewer
(NO&R)

9.8 Problem Solving

Application:

Visit, Look, and Learn

Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8/26/08