Roswell Independent School District Grade Level Targets Summer 2010

Transcription

1 1 NM Standards Children s Progress Core Standards Target: Possesses a working knowledge of the base ten number system, including ones and tens. Q1 Counts, sketches and represents some numbers. Q2 Counts, sketches and represents numbers 0-9. Q3 Counts, sketches and represents numbers Q4 Demonstrates an understanding of the value of numbers up to 100. Target: Reads, writes, and uses pictures, objects, or numerals to represent quantities to 100. Q1 Student can read, write, and represent some numbers. Q2 Student can read, write, and represent numbers to 20. Q3 Student can read, write, and represent numbers to 50. Q4 Student can read, write, and represent numbers to 100. K.N.1.1 order sets of objects and numbers from least to most or most to least K.N.1.1compare and order whole numbers up to 100 K.N.1.1use an organized counting method to keep track of quantities while counting (one-to-one correspondence) (e.g., touch object once and only once as counting a set) K.N.1.1 count with understanding and recognize how many in sets of objects up to 100 K.N.1.1 reads and writes whole numbers up to 100 K.N.1.1 connect numerals to the quantities they represent using various physical models K.N.2.1 Represent numbers using pictures, objects, or numerals. K.N.2.1 Use concrete, pictorial, and verbal representation to develop an understanding of invented and conventional symbols. Number Identification Quantity Comparison Quantity Identification Subitizing Ordinality Correct Order K.CC 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 7. Compare two numbers between 1 and 10 presented as written numerals. K.NBT 1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 +8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 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).

2 2 NM Standards Children s Progress Core Standards Target: Counts, compares, and sorts objects by attributes such as size, shape, color, number, etc. Q1 Sorts by size, color and shape. Q2 Sorts by quantities; counts and compares. Q3 Counts, identifies, compares and sorts objects multiple ways by attributes. Q4 Creates graphic representation of sorting activity. K.N.1.1 count with understanding and rec ognize how many in sets of objects up to 100 K.N.1.1 connect numerals to the quantities they represent using various physical models Categorization K.CC 4. 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. 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. 5. 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. 6. 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 K.MD 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

3 3 NM Standards Children s Progress Core Standards Target: Recognizes, reproduces, describes, extends, creates, compares and translates repeating patterns (e.g., color, shape, size, sound, movement, simple numbers). K.N.1.3 Recognize, reproduce, describe, extend, and create repeating patterns (e.g., color, shape, size, sound, movement, simple numbers). Shape / Color Patterns Numerical Patterns Q1 Recognizes and describes a simple repeating pattern. Q2 Reproduces a simple repeating pattern. Q3 Reproduces and creates a continuing or growing pattern. Q4 Extends, creates, and compares patterns. Target: Uses concrete objects to solve simple addition problems. Q1 Not evaluated at this time. Q2 Begins to model simple addition concepts. Q3 Uses concrete objects to create addition problems. Q4 Solves simple, single digit addition problems. K.N.2.2 Use concrete objects to solve simple addition and subtraction story problems (e.g., oral not written). Basic and Concrete Addition Formal Addition (up to 20) 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 5. Fluently add and subtract within 5. Target: Uses concrete objects to solve simple subtraction problems. Q1 Not evaluated at this time Q2 Begins to model simple subtraction concepts. Q3 Uses concrete objects to create subtraction problems. Q4 Solves simple, single digit subtraction problems. K.N.2.2 Use concrete objects to solve simple addition and subtraction story problems (e.g., oral not written). Basic and Concrete Subtraction Formal Subtraction (up to 20) 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 = and 5 = 4 + 1). 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 5. Fluently add and subtract within 5.

4 4 NM Standards Children s Progress Core Standards Target: Uses logical reasoning and displays math concepts in problem solving situations connected to everyday life (Possible strategies could include predict, estimate, draw a picture, build a graph, select an appropriate operation, monitor and reflect). Q1 Not evaluated at this time. Q2 Identifies developmentally appropriate strategies to solve problems. Q3 Uses graphic representation to solve problems. Q4 Solves problems utilizing appropriate grade level strategies. Target: Collects data about objects and events in the environment to answer simple questions (e.g., brainstorm questions about self and surroundings, collect data, and record the results using objects, pictures, and pictographs). Q1 Collects and records data. Q2 Organizes information with support. Q3 Constructs graphs using real objects or pictures in order to answer questions. Q4 Analyzes and explains results using objects, pictures or pictographs. Target: Utilizes specific vocabulary to model, explain, draw, demonstrate, connect, and describe mathematical ideas. Q1 Demonstrates mathematical thinking utilizing concrete objects. Q2 Models and draws to communicate mathematical thinking Q3 Explains and describes mathematical thinking using appropriate vocabulary. Q4 Clearly communicates connections between mathematical ideas. K.N.3.1 Estimate quantities of objects up to 20. K.A.3.1 Model situations that involve whole numbers using objects or pictures. K.D.1.1 Collect data about objects and events in the environment to answer simple questions (e.g., brainstorm questions about self and surroundings, collect data, and record the results using objects, pictures, and pictographs). K.A.4.1 Verbally describe changes in various contexts (e.g., plants or animals growing over time). K.D.2.1 Describe simple data and pose questions about the data. K.D.3.1 Make simple predictions. K.D.4.1 Answer questions that relate to the possibility of familiar events happening or not. 2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

5 5 NM Standards Children s Progress Core Standards Geometry Target: Sorts, classifies, orders, describes, identifies, models, draws, and compares 2D & 3D geometric objects and their attributes (For example circle, oval, triangle, quadrilateral, square, rectangle, regular hexagons, cube, sphere, cone, cylinder). Q1 Sorts and classifies 2D & 3D objects and their attributes. Q2 Orders and describes 2D & 3D geometric and other objects and their attributes. Q3 Identifies and models 2D & 3D geometric objects and their attributes. Q4 Draws and compares 2D & 3D geometric objects and their attributes. Target: Uses Specific Vocabulary to Describe Geometric Ideas Q1 Identifies, names and describes a variety of 2D shapes. (circle, oval, triangle, quadrilateral, square, rectangle, regular hexagons) Q2 Finds and describes geometric shapes in nature or architecture. Q3 Identifies, names and describes a variety of 3D shapes. (cube, sphere, cone, cylinder) Q4 Identifies specific attributes of 2D and 3D shapes. Target: Is able to recognize and describe spatial relationships Q1 Uses spatial vocabulary (e.g., left, right, above, below) to describe relative positions. Q2 Describes how to get from one location to another (e.g., how to get to the library). Q3 Uses manipulatives (e.g., puzzles, tangrams, blocks) to demonstrate rotation (i.e., turns), translations (i.e., slides), and reflection (i.e., flips). Q4 Investigates the symmetry of two-dimensional shapes (e.g., by folding or cutting paper, using mirrors). K.A.1.1 Identify the attributes of objects (e.g., the ability to identify attributes is a foundational skill for sorting and classifying). K.A.1.2 Sort, classify, and order objects by size, number, and other properties. K.G.1.1 Identify common objects in their environments and describe their geometric features: a. describe, identify, model, and draw common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone) b. compare familiar plane and solid objects by common attributes (e.g., shape, size, number of corners) K.G.2.2 Use spatial vocabulary (e.g., left, right, above, below) to describe relative position. K.G.4.1 Describe how to get from one location to another (e.g., how to get to the library). K.G.4.2 Find and describe geometric shapes in nature or architecture. K.G.2.1 Follow simple directions to find a specific location in space. K.G.3.1 Use manipulatives (e.g., puzzles, tangrams, blocks) to demonstrate rotation (i.e., turns), translations (i.e., slides), and reflection (i.e., flips). K.G.3.2 Investigate the symmetry of twodimensional shapes (e.g., by folding or cutting paper, using mirrors). Shape Matching and Generalization Position Comparison K.G 2. Correctly name shapes regardless of their orientations or overall size. 3. Identify shapes as two-dimensional (lying in a plane, flat ) or three dimensional ( solid ). 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, 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). 5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, 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). 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. 6. Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

6 6 NM Standards Children s Progress Core Standards Measurement Target: Describes measurement properties utilizing standard and non-standard units of measurement. Q1 Compares the length or weight of two objects. Q2 Orders objects according to length or weight. Q3 Uses non-standard unit of measurement to measure objects. Q4 Identifies and uses standard forms of measurement. Target: Identifies and Counts Coins Q1 Identifies pennies and their value. Q2 Identifies nickels and their value. Q3 Identifies dimes and quarters and their value. Q4 Identifies and counts pennies, nickels, dimes. K.M.1.1 Describe and compare, using appropriate concepts and vocabulary, the measurable properties of length (e.g., shorter,longer, taller), volume (e.g., full, empty), weight (e.g., heavy, light), and time (e.g., before, after, morning, afternoon, days of week). K.M.1.2 Use tools to make predictions (e.g., using a balance scale, predicting how many cups a container will hold and then filling it to check the prediction). K.M.1.3 Measure using non-standard units of measurement (e.g., use pencils to measure desk top, use different lengths of rope to measure distance in classroom). K.M.2.1 Explore measuring objects using a repeating non-standard unit of measurement (e.g., paper clips, cubes, etc.). Height / Length / Magnitude Comparison Weight Comparison Measurement Units Currency Identification Currency Addition K.MD 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 2. 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. Target: Uses digital and analog (face) clocks to tell time to the hour; identify days, weeks, months and dates on a calendar. K.M.1.4 Use digital and analog (face) clocks to tell time to the hour. Time Identification Calendar Q1 Graphically illustrates daily routine, including day and night; introduce calendar concepts (days of the week and months of the year). Q2 Demonstrates an understanding that clocks tell time; identify and write date in correspondence to day of the week. Q3 Tells time to the hour with support. Answer simple questions using the calendar. (i.e. today, tomorrow, yesterday.) Q4 Independently tells time to the hour with estimation of events utilizing day, week, and month.

7 7 NM Standards Children s Progress Core Standards Target: Uses logical reasoning and displays math concepts in problem solving situations connected to everyday life (Possible strategies could include predict, estimate, draw a picture, build a graph, select an appropriate operation, monitor and reflect). Q1 Not evaluated at this time. Q2 Identifies developmentally appropriate strategies to solve problems. Q3 Uses graphic representation to solve problems. Q4 Solves problems utilizing appropriate grade level strategies. K.N.3.1 Estimate quantities of objects up to Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.