Norwell Public Schools Mathematics Curriculum Map/Pacing Guide Kindergarten. Power Standards Supported:

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1 September Topic 1: Lessons 1 7 Power Standards Supported: Students will know number names and the counting sequence. Students will count to tell the number of objects. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 1 Topic 1 Topic 1 Topic 1 [M] 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). (CC 3) [M] Understand the relationship between numbers and their quantities; connect counting to cardinality (CC 4) [M] 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 4a) MP. 4 Model with mathematics. Ask children to describe all the different ways they can think of to show a number. MP.2 Reason abstractly and quantitatively. Ask children to explain what each counter stands for. Topic 1: Lessons 1 7 one, two, three, four, five, count, number Number Identification 1 20 DDM Counting and Cardinality Observation Counting practice 1 5 writing numbers 1 5 in sand, on sandpaper, chalkboards, tracing dots On a tri fold, represent 1 5 with pictures and numerals Show collections of objects 1 5

2 [M] 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. (CC 4b) [M] 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 5) MP.5 Use appropriate tools strategically. Ask children how using counters can help them keep track of their counting. Topic 1 Test (Newspaper) Topic 1 Performance Assessment Topics 1 6 Benchmark Pre Test

3 October Topic 2: Lessons 1 9 Topic 3: Lessons 1 7 Norwell Public Schools Power Standards Supported: Students will know number names and the counting sequence. Students will count to tell the number of objects. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 2 Topic 2 Topic 2 Topic 2 [M] 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). (CC 3) [M] Understand the relationship between numbers and their quantities; connect counting to cardinality (CC 4) [M] 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. (CC 4b) [M] 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 5) MP. 1 Make sense of problems and persevere in solving them. Ask children how they can use one to one correspondence to help them compare two sets of objects. MP.2 Reason abstractly and quantitatively. Ask children how they would compare groups of objects to find out which group has more. (or fewer) Topic 2: Lessons 1 9 more, fewer, same as, same number of, column, row, 1 more, 2, more, 1 fewer, 2 fewer (more than, fewer than) zero, none, as many, order, first, second, third, fourth, fifth, fewest, most Use data from Counting and Cardinality DDM Use data from Topic tests 1 4 (Assessment Sourcebook) Examples of Formative Assessments: Topic 2: Just Enough Carrots Anecdotal Records Observation Practice ordering numbers Counting to 10 Oral questioning using vocabulary more and fewer

4 [M] 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. (CC 6) Topic 3 [M] 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). (CC 3) [M] Understand the relationship between numbers and their quantities; connect counting to cardinality (CC 4) [M] 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 4a) [M] 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. (CC 4b) [M] Understand that each successive number name refers to a quantity that is one larger. (CC 4c) [M] 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 5) MP.2 Reason abstractly and quantitatively. Ask children how they would represent the numbers 0 5 with objects. Topic 3 MP.2 Reason abstractly and quantitatively. Remind children that there is a special symbol that goes with each number word and that writing numbers is one way to show how many. MP.2 Reason abstractly and quantitatively. Look for and correct the misconception that the arrangement of objects affects the total. MP.7 Look for and make use of structure. Remind children that some problems can be solved by identifying and extending patterns. Topic 3 Topic 3: 1 7 six, seven, eight, nine, ten, growing pattern Topic 2 Test Topic 2 Performance Assessment Topic 3 Use data from Benchmark Test Topics 1 4 (Assessment Sourcebook) Examples of Formative Assessments: Topic 3: Everybody Counts Anecdotal Records Observation Practice ordering numbers Counting to 10 Oral questioning using vocabulary more and fewer Common Post Assessment Topic 3 Test Topic 3 Performance Assessment [M] Compare two numbers between 1 and 10 presented as written numerals. (CC 7)

5 November Topic 4: Lessons 1 10 Power Standards Supported: Students will know number names and the counting sequence. Students will count to tell the number of objects. Students will compare numbers. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 4 Topic 4 Topic 4 Topic 4 [M] Count forward beginning from a given number within the known sequence (instead of having to begin at 1) (CC2) [M] 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). (CC 3) [M] Understand the relationship between numbers and their quantities; connect counting to cardinality (CC 4) [M] 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 4a) MP.2 Reason abstractly and quantitatively. Remind children that they know how to count items in a set and use numbers to tell how many. MP. 4 Model with mathematics. Ask children how to find numbers that are greater than 5 and less than 5 (then 10). Topic 4: Lessons 4 10 greater, less, order, number line, forward, backward Use data from Topics 1 3 (Assessment Sourcebook) Use data from Addition/Subtraction DDM Examples of Formative Assessments: Quick Checks Two partners flip a number card, show with cubes, check each other's work One partner draws a number between 1 10, another partner draws

6 [M] 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. (CC 4b) [M] Understand that each successive number name refers to a quantity that is one larger. (CC 4c) [M] 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 5) [M] 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. (CC 6) [M] Compare two numbers between 1 and 10 presented as written numerals. (CC 7) MP.2 Reason abstractly and quantitatively. Ask children how comparing numbers can help them determine the order in which they come. MP.5 Use appropriate tools strategically. Remind children they have learned how to order numbers 0 10 one more or one fewer Math Games: Center Activity 4 1 Topic 4: Additional Activity (p. 70A) Topic 4 Test Topic 4 Performance Assessment Benchmark Test: Topics 1 4 (Assessment Sourcebook) FALL Fluency Benchmark Assessment Counting by 1 s to 20 (assessment should be given before end of 1st quarter)

7 December Topic 5: Lessons 1 5 Topic 6: Lessons 1 6 Norwell Public Schools Power Standards Supported: Students will know number names and the counting sequence. Students will count to tell the number of objects. Students will compare numbers. Students will work with numbers to gain foundations for place value. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessment Topic 5 Topic 5 Topic 5 Topic 5 [M] Count forward beginning from a given number within the known sequence (instead of having to begin at 1) (CC2) [M] 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). (CC 3) [M] 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. (CC 4b) MP.5 Use appropriate tools strategically. Emphasize the importance of the ten frame as an appropriate model to think about the numbers 11 and 12 as 1 ten and 1 or 2 extra ones. MP. 4 Model with mathematics. Encourage children to see 16 and 17 as a ten and some additional ones. Remind children that the last number name said tells how many counters, regardless of their arrangement. Topic 5: Lessons 1 5 eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty Use data fromt Topic 4 test (Assessment Sourcebook) p.91f, Writing Center Activity Order number cards 0 20 Student Workbook Practice 5 3 Student Workbook Practice 5 4 Using a number line to 20 Connect the dots to 20

8 Topic 6 [M] Count to 100 by ones and by tens. (CC 1) [M] Count forward beginning from a given number within the known sequence (instead of having to begin at 1). (CC 2) [M] 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. (CC 4b) [M] Understand that each successive number name refers to a quantity that is one larger. (CC 4c) [M] 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 5) MP. 1 Make sense of problems and persevere in solving them. Remind children that they can solve problems by using logical Topic 6 MP.6 Attend to precision. Display a large hundred chart. Finger trace across each row. (Rows go across. We read each row on a hundred chart from left to right.) Finger trace down each column. (Columns go up and down. On the hundred chart, the numbers become greater as you go down the column.) Ask children to finger trace along rows and columns on their charts. Help them determine that there are 10 boxes in each row and column. MP.5 Use appropriate tools strategically. Ask children what tools they could use to help them count to 30, estimate large numbers, count to 100,count groups of 10, and use a 100 chart to identify patterns in counting. Topic 6 Topic 6: Lessons 1 6 about, hundred chart, row, column, count by 2 s, count by 10 s Topic 5 Test Topic 5 Performance Assessment Topic 6 Use data from Benchmark Test Topics 5 8 (Assessment Sourcebook) Skip counting by 10 s with hundred chart, Practiced chants and stamping Math Games: 6 1, Count and point to 30 using 1 to 1 correspondence Partner game: call a number and place a counter on it. Topic 6 Test Topic 6 Performance Assessment Topics 1 6 Benchmark Post Test

9 January Topic 7: Lessons 1 7 Topic 8: Lessons 1 8 Norwell Public Schools Power Standards Supported: Students will know number names and the counting sequence. Students will count to tell the number of objects. Students will compare numbers. Students will understand addition and subtraction. Students will works with numbers to gain foundations for place value. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 7 Topic 7 Topic 7 Topic 7 [M] Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (OA 1) [M] Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (OA 2) [M] Fluently add and subtract within 5. (OA 5) MP.5 Use appropriate tools strategically. Ask children how they can use counters to tell a number story. MP. 1 Make sense of problems and persevere in solving them. Ask children what the phrase in all means in a number story. MP.5 Use appropriate tools strategically. Ask children which tools they can use to show how many. Topic 7: Lessons 1 7 number story, join, in all, altogether, add, plus sign, equal sign, sum, addition, sentence Use data from Topic tests 5&6 (Assessment Sourcebook) Topics 7 11 Benchmark Pre Test Quick Checks Topic 7 Test Topic 7 Performance Assessment

10 Topic 8 Topic 8 Topic 8 Topic 8 [M] Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (OA 1) [M] Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (OA 2) [M] Fluently add and subtract within 5. (OA 5) MP. 1 Make sense of problems and persevere in solving them. Help children make sense of the problem by asking guiding questions such as, What are you asked to find? MP.5 Use appropriate tools strategically. Continue to emphasize counters as appropriate tools to model subtraction situations. Remind children that when they take away, they will end up with fewer objects than they began with. Topic 8: Lessons 1 8 Topic 8: left, separate, take away, minus sign, subtract, difference, subtraction sentence Use data from Benchmark Test Topics 5 8 (Assessment Sourcebook) Quick Checks Topic 8 Test Topic 8 Performance Assessment MP. 4 Model with mathematics. Help children think about the order in which numbers appear in subtraction sentences by asking guiding questions such as, What does the first number tell you? What does the second number tell you? What does the third number tell you?

11 February Topic 9: Lessons 1 9 Topic 10: Lessons 1 4 Norwell Public Schools Power Standards Supported: Students will know number names and the counting sequence. Students will count to tell the number of objects. Students will compare numbers. Students will understand addition and subtraction. Students will works with numbers to gain foundations for place value. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 9 Topic 9 Topic 9 Topic 9 [M] Decompose numbers less than or equal to ten into pairs in more than 1 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.) (OA 3) [M] 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. (OA 4) [A] Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (MD 3) MP. 1 Make sense of problems and persevere in solving them. Ask children to find ways to make 5 and emphasize the different parts they come up with. MP.2 Reason abstractly and quantitatively. Encourage children to write number sentences expressing the decomposition of a number into parts from stories and then to reverse the process by creating their own part, part whole stories from written number sentences. MP.5 Use appropriate tools strategically. Have children explain why using a ten frame is helpful when showing different ways to make Topic 9: Lessons 1 9 whole, part, graph Use data from Topics 7&8 (Assessment Sourcebook) Quick Checks Topic 9 Test Administer the Counting & Cardinality DDM Topic 9 Performance Assessments

12 Topic 10 [M] 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 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. (NBT 1) 10. Topic 10 MP.5 Use appropriate tools. Continue to stress the importance of the ten frame as an appropriate tool to think about numbers 14 to 16 as tens and ones and some extra ones. MP. 8 Look for and express regularity in repeated Point out that children can count on from 10 to solve the question How many more? or they can count how many counters are needed on the second ten frame to make the total. Emphasize that either way, the answer is the same. Topic 10 Resources Topic 10: Lessons 1 4 Topic 10 Use data from 7 11 Benchmark Pre Test Quick Checks Topic 10 Test Topic 10 Performance Assessments WINTER Fall Fluency Benchmark Assessment 1 to 1 Correspondence MP.7 Look for and make use of structure. Use colors or labels to highlight the ten more pattern on the 100s chart. Children can learn to look closely for patterns in the structure of numbers. The hundred chart, with its rows of 10, is a valuable tool to help children see the patterns in place value.

13 March Topic 11: Lessons 1 5 Topic 12: Lessons 1 8 Norwell Public Schools Power Standards Supported: Students will compare numbers. Students will understand addition and subtraction. Students will works with numbers to gain foundations for place value. Students will describe and compare measurable attributes. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/Vocabulary Authentic Assessments Topic 11 Topic 11 Topic 11 Topic 11 [M] 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. (NBT 1) MP. 4 Model with mathematics. Encourage the use of red counters in one of the ten frames and yellow counters in the other ten frame. This emphasizes the concept of the numbers as a ten and some ones. MP.5 Use appropriate tools strategically. Ask children how using a double ten frame helps them count the objects. MP.2 Reason abstractly and quantitatively. Remind children that the ten frame with 10 counters represents ten ones, or one ten, and the counters in the second ten frame represent the additional ones. Numbers 11, 12, and 13 can be broken into ten and one, two, or three ones. Topic 11: Lessons 1 5 Use data from Topic tests 9&10 (Assessment Sourcebook) Use data from Addition/Subtraction DDM Quick Check Topic 11 Test Topic 11 Performance Assessment Topic 7 11 Benchmark Post Test Topic12 Test

14 MP. 8 Look for and express regularity in repeated Ask children to explain what the numbers in each number sentence represent. Topic 12 [A] Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (MD 1) [A] 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 (MD 2) Topic 12 MP.5 Use appropriate tools strategically. Emphasize the importance of the cube train, measuring cup, and balance as appropriate tools to explore the measurable attributes of an object. MP.2 Reason abstractly and quantitatively. Ask children how they would go about comparing the lengths and heights of two/three items(objects). MP.2 Reason abstractly and quantitatively. Ask children how they know just by looking that one object can hold more than another object. MP.5 Use appropriate tools strategically. Ask children how they could compare the weights of two objects. Topic 12 Resources Topic 12: Lessons 1 8 length, shorter, longer, as long as, longest, shortest, height, taller, as tall as, tallest, holds more, holds less, empty, full, most, least, weight, lighter, weighs less, heavier, weighs more, about the same, balance scale Topic 12 Topics Benchmark Pre Test Quick Check Topic12 Test Topic 12 Performance Assessment

15 April Topic 13: Lessons 1 7 Topic 14: Lessons 1 8 Power Standards Supported: Students will describe and compare measurable attributes. Students will classify objects and count the number of objects in a category. Students will identify and describe shapes. Students will analyze, compare, create, and compose shapes. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 13 Topic 13 Topic 13 Topic 13 [A] Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (MD 3) [S] 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. (G 1) MP. 1 Make sense of problems and persevere in solving them. Discuss what to look for to tell if objects are alike or different. Help children see that they can compare sizes, colors, or shapes to see how objects are alike or different. MP. 4 Model with mathematics. In introducing sorting, it is easiest for children when each attribute within a category is well defined. Have children focus on a specific attribute to help them determine likenesses and differences. MP. 4 Model with mathematics. Help children see that they can compare the columns on a real graph using one to one correspondence to determine which has more. Topic 13: Lessons 1 7 same (alike), different, sort, does not belong, sorting rule, real graph, picture graph Common Pre Assessments Use data from Topic tests 11&12(Assessment Sourcebook) Examples of Formative Assessments: Quick Checks Topic 13 Test Topic 13 Performance Assessment

16 Topic 14 Topic 14 Topic 14 Topic 14 [S] Correctly name shapes regardless of their orientations or overall size. (G 2) [S] Identify shapes as two dimensional (lying in a plane, flat ) or three dimensional ( solid ). (G 3) MP.7 Look for and make use of structure. Remind children that they can determine shapes by looking at the shape s attribute. Emphasize the words side and corner as important vocabulary. MP.7 Look for and make use of structure. Help children understand that all circles are round and have no sides or corners, regardless of their size. MP.2 Reason abstractly and quantitatively. Ask children how they could apply what they learned about shapes and solids to help them identify the flat surfaces of solid objects. Topic 14: Lessons 1 8 rectangle, side, corner, square, circle, triangle, hexagon, cone, cylinder, sphere, cube, flat surface Common Pre Assessments Use data from Topics Benchmark Pre Test Examples of Formative Assessments: Quick Checks Topic 14 Test Topic 14 Performance Assessment SPRING Fluency Benchmark Assessment Add/Subtract within 5 (should be given before end of 3rd quarter)

17 May Topic 15: Lessons 1 5 Topic 16: Lessons 1 5 Power Standards Supported: Students will describe and compare measurable attributes. Students will classify objects and count the number of objects in a category. Students will identify and describe shapes. Students will analyze, compare, create, and compose shapes. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Topic 15 Topic 15 Topic 15 Topic 15 [S] 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. (G 1) MP.6 Attend to precision. Ask children to use the vocabulary terms inside and outside to describe objects in the classroom. MP.6 Attend to precision. Ask children how they can tell the difference between behind and in front of and left and right. MP.6 Attend to precision. Have children take turns standing in front of, behind, left, and right from each other. Ask them to tell how they knew where to stand. Topic 15: Lessons 1 5 inside, outside, above, below, on, in front of, behind, next to, beside, left, right Common Pre Assessments Use data from Topic Tests 13&14(Assessment Sourcebook) Quick Checks Topic 15 Test Topic 15 Performance Assessment

18 Topic 16 [S] Correctly name shapes regardless of their orientations or overall size. (G 2) [S] Identify shapes as two dimensional (lying in a plane, flat ) or three dimensional ( solid ). (G 3) [S] 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). (G 4) Topic 16 MP.7 Look for and make use of structure. Tell children that two figures can have the same size and shape, but different orientations. Display two identical pattern blocks and tilt one slightly. Ask children if the two blocks are the same size and shape. MP.7 Look for and make use of structure. Remind children to use attributes such as curved or flat surfaces to determine which three dimensional (solid) figures can roll, stack, and slide. Ask children how they can tell the difference between solid figures and flat shapes. MP.5 Use appropriate tools strategically. Ask children what tools they could use to make shapes. Topic 16 Topic 16: Lessons 1 5 same size, same shape, roll, stack, slide Topic 16 Common Pre Assessments Use data from Topics Benchmark Pre Test Quick Checks Topic 16 Test Topic 16 Performance Assessment Topics Benchmark Post Test [S] Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. (G 5) [S] Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? (G 6)

19 June Step Up Lessons Norwell Public Schools Power Standards Supported: Students will know number names and the counting sequence. Students will count to tell the number of objects. Students will compare numbers. Students will understand addition and subtraction. Students will works with numbers to gain foundations for place value. Students will describe and compare measurable attributes. Students will classify objects and count the number of objects in a category. Students will identify and describe shapes. Students will analyze, compare, create, and compose shapes. Mathematical Practices: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated Content Standards Opportunities to Connect Content to Practices Resources/ Vocabulary Authentic Assessments Step Up Lessons (ALL First Grade Standards) Step Up Lessons Step Up Lessons Step Up Lessons Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). (OA 5) Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., MP. 4 Model with mathematics. Encourage the use of red counters in one of the ten frames and yellow counters in the other ten frame. This emphasizes the concept of the numbers as a ten and some ones. MP.5 Use appropriate tools strategically. Ask children how using a double ten frame helps them count the objects. Step Up Lessons Use data from Topic Tests 15&16 Step Up Reteaching Lessons 1 10 Step Up Practice Lessons 1 10

20 by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (OA 1) Apply properties of operations as strategies to add and subtract. Examples: If = 11 is known, then = 11 is also known. (Commutative property of addition.) To add , the second two numbers can be added to make a ten, so = = 12. (Associative property of addition.) (OA 3) Understand subtraction as an unknown addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. (OA 4) MP.2 Reason abstractly and quantitatively. Remind children that the ten frame with 10 counters represents ten ones, or one ten, and the counters in the second ten frame represent the additional ones. Numbers 11, 12, and 13 can be broken into ten and one, two, or three ones. MP. 8 Look for and express regularity in repeated Ask children to explain what the numbers in each number sentence represent. MP.7 Look for and make use of structure. Tell children that two figures can have the same size and shape, but different orientations. Display two identical pattern blocks and tilt one slightly. Ask children if the two blocks are the same size and shape. add, sum, addition sentence, join, order, addends, subtract, difference, subtraction sentence, minus sign, equal sign, taken away, fact family, tens, sort, sides, corner, flat surfaces, vertices Common Post Assessment: End of Year Lessons 1 16 Test END OF YEAR Fluency Benchmark Assessment add/subtract within 5 (should be given before the end of the 4th quarter) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). (NBT 2c) 10 can be thought of as a bundle of ten ones called a ten. (NBT 2a) Distinguish between defining attributes (e.g., triangles are closed and three sided) versus non defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. (G 1) MP.7 Look for and make use of structure. Remind children to use attributes such as curved or flat surfaces to determine which three dimensional (solid) figures can roll, stack, and slide. Ask children how they can tell the difference between solid figures and flat shapes. MP.5 Use appropriate tools strategically. Ask children what tools they could use to make shapes.