# 1.G.1 Distinguish between defining attributes. Build and draw shapes that possess K.G.3 Identify shapes as 2-D (flat) or 3-D (solid)

Size: px
Start display at page:

Download "1.G.1 Distinguish between defining attributes. Build and draw shapes that possess K.G.3 Identify shapes as 2-D (flat) or 3-D (solid)"

Transcription

1 Identify and describe shapes, including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres (Standards K.G.1 3). Standard 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. Locate and identify shapes in the environment (notice tiles on the floor are squares or the clock is a circle) moving from informal language (ball, box, can, etc.) to formal vocabulary (sphere, cube, cylinder, etc.) Use to indicate relative position of objects; such as above, below, beside, in front of, behind, next to, etc. Teacher note: Students develop geometric concepts and spatial reasoning from experience with two perspectives on space: the shapes of objects and the relative positions of objects. Students refine their informal language by learning mathematical concepts and vocabulary to increasingly describe their physical world from geometric perspectives including shape, orientation, and spatial relations. 1.G.1 Distinguish between defining attributes. Build and draw shapes that possess defining attributes K.G.4 Analyze and compare 2-D and 3-D shapes using informal language 1.G.2 Compose shapes built from more than one shape Recognize and informally name two- and three-dimensional shapes (tiles, bricks, clocks, balls, boxes, cans, hats, etc.) square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, above, on top, below, under, beside, in front of, behind, between, next to Describe the location of shapes in pictures Using both two-dimensional and three-dimensional shapes, find the object in the environment and describe the relative positions compared to other objects Use manipulatives to model and investigate position words Identify 2-dimensional and 3-dimensional shapes in the classroom and environment Ask students to describe what they notice. Students may say, The triangle is above the rectangle. The rectangle is below the triangle. K.G.1

2 Identify and describe shapes, including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres (Standards K.G.1 3). Standard K.G.2 Correctly name shapes regardless of their orientations or overall sizes. Understand orientation does not change the name of the shape Understand size of shape does not change the name of the shape Reorient shapes to show that translating, rotating, or reflecting the shape does not change the shape (students are not expected to use formal vocabulary for these transformations) Teacher Note: In learning about shapes, it is important to vary the examples in many ways so that students do not learn limited concepts that they must later unlearn. Common misconceptions will occur when shapes are rotated or reflected. Students may struggle to identify triangles without a side positioned horizontally on the bottom. Squares rotated with a vertex on top are still squares. The measures of angles and side lengths are preserved and therefore the shape is still a square. Diamond is not a mathematical term, and therefore should not be used to describe shapes. K.G.1 Describe objects in the environment using names of shapes and 1.G.1 Distinguish between defining attributes. Build and draw shapes that possess defining attributes 1.G.2 Compose shapes built from more than one shape K.G.4 Analyze and compare 2-D and 3-D shapes using informal language Recognize and informally name two and three-dimensional shapes (tiles, bricks, clocks, balls, boxes, cans, hats, etc.) square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, shape, size, large, small, medium Students may, but are not expected to use words such as reflect, flip, rotate, turn, slide, move up, move down, etc. Triangles in various orientations and sizes Squares in various orientations and sizes Use geoboards to make shapes in differing sizes and/or orientations Use a long string, pipe cleaners, toothpicks, clay, linking cubes, etc. to create shapes of differing sizes (stretch string into circles, squares, rectangles, triangles, etc.) Use a pattern block shape to describe a similar larger shape in the room, have a partner guess the item Sort shapes of various sizes and orientations into categories based on the name of the shapes Show a shape and have students draw another example of the shape K.G.2

3 Identify and describe shapes, including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres (Standards K.G.1 3). Standard K.G.3 Identify shapes as two-dimensional ("flat") or three-dimensional ("solid"). Distinguish between flat and solid shapes (flat shapes are drawn, solid shapes can be held) Use appropriate vocabulary to name shapes and identify them as two-dimensional or three-dimensional shapes Teacher Note: When identifying an object as a shape, use two-dimensional vocabulary when referring to two-dimensional shapes and use three-dimensional vocabulary when referring to three-dimensional shapes (a ball is a sphere, not a circle). While pattern blocks are three- dimensional shapes, in kindergarten it is appropriate to refer to the base of the pattern block as the name of the two-dimensional shape. K.G.1 Describe objects in the environment using names of shapes and K.G.4 Analyze and compare 2-D and 3-D shapes using informal language 1.G.1 Distinguish between defining attributes. Build and draw shapes that possess defining attributes 1.G.2 Compose two- and three-dimensional shapes built from more than one shape Recognize and informally name shapes as flat or solid (a baseball is a ball and something that can be held in a hand) square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, flat, solid, two-dimensional, three-dimensional Choose a shape from a collection, identify it as flat or solid Go on a shape walk to find two- and three- dimensional shapes Use magnetic shapes to construct two- and three-dimensional shapes Trace the face of a three-dimensional object (such as a pattern block) to identify the two-dimensional shape Name the shapes and tell if they are flat or solid K.G.3

4 Analyze, compare, create, and compose shapes (Standards K.G.4 6). Standard K.G.4 Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes and orientations, using informal language to describe their similarities, differences, and other attributes (for example, color, size, shape, number of sides). Understand that shapes must be closed; circles are round; squares, triangles, rectangles, and hexagons are composed of straight sides Analyze two- and three-dimensional shapes noticing the similarities and differences Analyze/describe shapes by recognizing the size and color of shapes Compare two-dimensional shapes with two-dimensional shapes, compare three-dimensional shapes with three-dimensional shapes, and compare twodimensional shapes with three-dimensional shapes Sort shapes based on number of dimensions (two-dimensional, three-dimensional), number of sides (three sides, four sides, etc.), size (small, large, etc.), shape (circles, spheres, squares, rectangles, etc.), color (green, blue, etc.) (The teacher should not convey the misconception that size and color are defining attributes of shape; for example, not all triangles should be green and not all squares should be orange. Students will distinguish between defining and non-defining attributes in first grade.) Identify individual faces of three-dimensional solids as two-dimensional geometric shapes (for example, a cylinder has two faces that are circles) Teacher Note: The emphasis at (this) level... is on shapes that students can observe, feel, build take apart, or work with in some manner. The general goal is to explore how shapes are alike and different and to use these ideas to create classes of shapes (both physically and mentally). Some of these classes of shapes have names-- rectangles, triangles, prisms, cylinders, and so on. (Van de Walle, J. A, Karp, K., & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: teaching developmentally. 8th ed. / Boston: Pearson. pp. 403) K.G.4 K.G.1 Describe objects in the environment using names of shapes and (see above) 1.G.1 Distinguish between defining attributes. Build and draw shapes that possess defining attributes shape, square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, flat, solid, two-dimensional, three-dimensional, describe, compare, sort, same, alike, different, size, attributes, sides, straight, round Ring all the shapes that are triangles: Given a collection of two- and/or three-dimensional shapes, sort them and explain why Trace a single face of a three-dimensional figure to identify the twodimensional shape of that face Identify the similarities and differences of two given shapes Given a piece of paper with different shapes drawn on it, circle or color all of the same shape regardless of size or orientation Given a list of attributes describing a shape, point to the correct shape Image source:

5 Analyze, compare, create, and compose shapes (Standards K.G.4 6). Standard K.G.5 Model and create shapes from components such as sticks and clay balls. Model shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) given a name or attributes (such as number of sides or corners) by drawing and creating shapes with clay, sticks, and other materials (accuracy of drawings may be limited by a student s fine motor skills; students are not expected to draw three-dimensional shapes) Teacher Note: Students learn to represent shapes informally with drawings and by building them from components. With repeated experiences such as these, students become more precise. They begin to attend to attributes, such as being a triangle, square, or rectangle, and being closed figures with straight sides. ( K.G.1 Describe objects in the environment using names of shapes and K.G.4 Analyze and compare 2-D and 3-D shapes using informal language 1.G.1 Distinguish between defining attributes. Build and draw shapes that possess defining attributes 1.G.2 Compose 2-D and 3-D shapes to create composite shapes (see above) Recognize and informally name two- and three-dimensional shapes (tiles, bricks, clocks, balls, boxes, cans, hats, etc.) shape, square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, flat, solid, two-dimensional, three-dimensional, build, create, draw, attribute, sides, corners/vertices, straight, round Draw/reproduce shapes in the air, in sand, in clay, etc. Practice modeling/drawing shapes after teacher modeling Move flexibly between shape names, pictured shapes, and physical shape models Identify a shape in a picture, then reproduce that shape Lead the class to count the number of sides in a shape, then instruct the students to draw the shape Create two-dimensional and three-dimensional shapes using components such as sticks, marshmallows, pipe cleaners, etc. K.G.5

6 Analyze, compare, create, and compose shapes (Standards K.G.4 6). Standard. For example, Can you join these two triangles with full sides touching to make a rectangle? Manipulate two or more shapes to create a different shape (two triangles make a square) or larger shape (four triangles make a larger triangle) Understand that larger shapes can be composed of smaller shapes Describe the larger shape made from smaller shapes Teacher Note: This is a concrete standard. Students should informally explore combining physical objects through trial and error. Composing shapes supports measurement concepts and provides students with opportunities to informally examine attributes such as equal side lengths or angle sizes. Composing shapes supports composing and decomposing numbers and also supports partitioning shapes for development of fraction understanding. K.G.1 Describe objects in the environment using names of shapes and K.G.4 Analyze and compare 2-D and 3-D shapes using informal language Students may have experience informally manipulating shapes 1.G.2 Compose 2-D and 3-D shapes to create composite shapes and compose new shapes from the composite shapes (trapezoids, half and quarter circles) 1.G.3 Partition circles and rectangles into two and four equal shares; describe the shares as halves, fourths, and quarters 1.MD.2 Measure length by laying multiple copies of an object (align edges of shapes or objects) 2.G.3 Partition circles and rectangles into two, three, and four equal shares; describe the shares as halves, thirds, half of, etc. create, compose, combine, build, add to, different, larger, simple shape, square, triangle, rectangle, hexagon Use media such as clay, string, pipe cleaners, etc. to create, build, and add to shapes Use manipulatives such as pattern blocks, tangrams, paper shapes, etc. to create, build, and add to shapes Solve puzzles or create pictures from various shapes Describe new shapes comprised of smaller shapes K.G.6

### Essential Question. Kindergarten Unit 9 Compare, Analyze, and Compose 2D and 3D Shapes

Middletown Public Schools Mathematics Unit Planning Organizer Subject Mathematics - Geometry Grade Kindergarten Unit 8 Compare, Analyze, and Compose 2D and 3D Shapes Duration 10 Instructional Days (+5

### Problem of the Month: Between the Lines

Problem of the Month: Between the Lines Overview: In the Problem of the Month Between the Lines, students use polygons to solve problems involving area. The mathematical topics that underlie this POM are

### 1. Choose two shapes. Combine the shapes to make a new shape. Make sure that the two shapes share a side. Draw your new shape.

Name Unit 7 Shape Up!. Choose two shapes. Combine the shapes to make a new shape. Make sure that the two shapes share a side. Draw your new shape. 2. Describe each shape you used. Explain how your new

### Problem of the Month: Between the Lines

Problem of the Month: Between the Lines The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common

### COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count

### Kindergarten Math Curriculum Map

Standards Quarter 1 Dates Taught (For Teacher Use) Academic Vocabulary K.CC.1 Count to 100 by ones and by tens. (0-25) K.CC.2 Count forward beginning from a given number within the known sequence (instead

### Unit 9: May/June Solid Shapes

Approximate time: 4-5 weeks Connections to Previous Learning: Students have experience studying attributes and names of flat shapes (2-dimensional). Focus of the Unit: Students will extend knowledge of

### MATH K-1 Common Core Assessments

MATH K-1 Common Core Assessments Kindergarten/Grade 1 INTRODUCTION SHAPES KINDERGARTEN Describe and Compare Measurable Attributes Introduction to Shapes The assessments associated with the shape progression

### Parent Packet. HAUPPAUGE MATH DEPARTMENT CCLS Grade 1 MODULE 5

Parent Packet HAUPPAUGE MATH DEPARTMENT CCLS Grade 1 MODULE 5 http://www.hauppauge.k12.ny.us/math 2014 2015 School Year Grade 1 Module 5 Identifying, Composing, and Partitioning Shapes In Module 5, students

### KINDERGARTEN GRADE MATH COMMON CORE STANDARDS

1st Nine Weeks K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.4a When counting objects, say the number names in the standard order, pairing each

### Kenmore-Town of Tonawanda UFSD. We educate, prepare, and inspire all students to achieve their highest potential

Kenmore-Town of Tonawanda UFSD We educate, prepare, and inspire all students to achieve their highest potential Grade 2 Module 8 Parent Handbook The materials contained within this packet have been taken

### K Mathematics Curriculum. Analyzing, Comparing, and Composing Shapes. Module Overview... i

K Mathematics Curriculum G R A D E Table of Contents GRADE K MODULE 6 Analyzing, Comparing, and Composing Shapes GRADE K MODULE 6 Module Overview... i Topic A: Building and Drawing Flat and Solid Shapes...

### Understand the relationship between numbers and quantities; connect counting to cardinality

Counting and Cardinality Know number names and the count sequence AR.Math.Content.K.CC.A.1 Count to 100 by ones, fives, and tens AR.Math.Content.K.CC.A.2 Count forward, by ones, from any given number up

### The Grade 1 Common Core State Standards for Geometry specify that children should

in the elementary classroom means more than recalling the names of shapes, measuring angles, and making tessellations it is closely linked to other mathematical concepts. For example, geometric representations

### 2 Developing. 2 Developing

Roosevelt School District Report Card Rubric Math Kindergarten Reporting : Knows the number names and the counting sequence. K.CC.A. Counts to 0 by ones. Counts to 0 by ones; count to 00 by tens. Counts

### CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) FOR MATHEMATICS SERIES YABISÍ (SANTILLANA) KINDERGARTEN

CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) FOR MATHEMATICS SERIES YABISÍ (SANTILLANA) KINDERGARTEN CCSS Teacher s Guide Student Edition Student Workbook Counting and Cardinality K.CC Know number names

### Math Kindergarten. Within 10 Within 20 standard order, pairing each object with only one number name, and one name with one number of objects counted.

Math Kindergarten Reporting Categories - Kindergarten Number Sense Counting Identifying number of objects Writing numbers Comparing numbers Instant recognition of quantities (to 6) Counting on Standards

### Standard 4.G.1 4.G.2 5.G.3 5.G.4 4.MD.5

Draw and identify lines and angles, as well as classify shapes by properties of their lines and angles (Standards 4.G.1 3). Standard 4.G.1 Draw points, lines, line segments, rays, angles (right, acute,

### Standards Based Report Card Rubrics

Grade Level: Kindergarten Standards Based Report Card Rubrics Content Area: Math Standard/Strand: MA.K.CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens. count to 100 by ones and/or tens with

### Any items left blank for a given term means the skill is not being assessed at this time.

KINDERGARTEN MATHEMATICS GRADING BENCHMARK (11.29.2016) Any items left blank for a given term means the skill is not being assessed at this time. Counting and Cardinality ENDURING UNDERSTANDING Students

### Grade 1 Unit Unit Title Lesson Day

1 of 4 1-3 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. SMP5 Use appropriate tools SMP6 Attend to precision. Order three objects by length.

### CURRENT RESOURCES THAT SUPPORT TEACHING AND LEARNING OF THE COMMON CORE STATE STANDARDS IN MATHEMATICS

CURRENT RESOURCES THAT SUPPORT TEACHING AND LEARNING OF THE COMMON CORE STATE STANDARDS IN MATHEMATICS KINDERGARTEN Counting and Cardinality Know number names and the count sequence. 1. Count to 100 by

### Kindergarten Mathematics Approved May 30, 2012

Kindergarten Mathematics Approved May 30, 2012 Standard: K.CC.1 Count to 100 by ones and by tens. Counting and Cardinality Know number names and the count sequence Type: X _Knowledge Reasoning Performance

### California Common Core State Standards Comparison - KINDERGARTEN

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. Standards

### First Grade Saxon Math Curriculum Guide Key Standards Addressed in Section

Sections and Lessons First Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 1-10 Making Sets of Tens & Ones with Concrete Objects, Numerals, Comparing Numbers, Using Graphs

### Second Quarter Benchmark Expectations for Sections 4 and 5. Count orally by ones to 50. Count forward to 50 starting from numbers other than 1.

Mastery Expectations For the Kindergarten Curriculum In Kindergarten, Everyday Mathematics focuses on procedures, concepts, and s in two critical areas: Representing and comparing whole numbers, initially

### Contents TABLE OF CONTENTS Math Guide 6-72 Overview NTCM Standards (Grades 3-5) 4-5 Lessons and Terms Vocabulary Flash Cards 45-72

Contents shapes TABLE OF CONTENTS Math Guide 6-72 Overview 3 NTCM Standards (Grades 3-5) 4-5 Lessons and Terms Lesson 1: Introductory Activity 6-8 Lesson 2: Lines and Angles 9-12 Line and Angle Terms 11-12

### Vocabulary Cards and Word Walls. Ideas for everyday use of a Word Wall to develop vocabulary knowledge and fluency by the students

Vocabulary Cards and Word Walls The vocabulary cards in this file match the Common Core Georgia Performance Standards. The cards are arranged alphabetically. Each card has three sections. o Section 1 is

### Vocabulary Cards and Word Walls Revised: May 23, 2011

Vocabulary Cards and Word Walls Revised: May 23, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,

### CPSD: Kindergarten Mathematics Curriculum. Module 3. Comparison of Length, weight, capacity, and numbers to 10

CPSD: Kindergarten Mathematics Curriculum Pre-requisite skills Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Numbers Numbers to Ten 2D and 3D shapes Comparison of Length, weight, capacity, and

### Common Core State Standard for Mathematics

Domain: Counting and Cardinality Cluster: Know number names and the count sequence 1. Count to 100 by ones and by tens. CC.K.CC.1 2. Count forward beginning from a given number within the known sequence

### Building Shapes. Geometry. Objective. Common Core State Standards Talk About It. Solve It. More Ideas. Formative Assessment

2 Objective Building Shapes Giving children the opportunity to combine and take apart shapes helps them build several important mathematical skills. Such activities foster spatial reasoning and spatial

### Common Core State Standards for Mathematics Grade K Counting and Cardinality Knowing number names and the count sequence.

PreK Common Core State Standards for Mathematics Grade K Counting and Cardinality Knowing number names and the count sequence. Count to 00 by ones and tens. Count forward beginning from a given number

### Huntington Beach City School District Kindergarten Mathematics Standards Schedule

2016-2017 Interim Assessment Schedule Orange Interim Assessment: November 1 - November 18, 2016 Green Interim Assessment: February 20 - March 10, 2017 Blueprint Summative Assessment: May 1 - June 16, 2017

### NMSD Kindergarten Report Card Rubric: Math

Standard: Math: Counting & Cardinality: Counts to 100 (K.CC.1; K.CC.2; K.CC.4; K.CC.5) 4.0 Exceeds Standard: Applies knowledge into multiple contexts Articulates concept effectively & 3.0 The student is

### Standards Based Map Kindergarten Math

Standards Based Map Kindergarten Math Timeline NxG Standard(s) I Can Statement(s) / Learning Target(s) Counting and Cardinality Essential Questions Academic Vocabulary Strategies / Resources / Materials

### Diocese of Boise Math Curriculum Kindergarten

Diocese of Boise Math Curriculum Kindergarten ESSENTIAL Sample Questions What are numbers? counting and how can it be used Counting and Cardinality Know number names and count sequence Count to tell number

### Common Core Math Curriculum Map

Module 1 - Math Teaching Days: 45 Test: 8/2/2013 (No TLI Identify and describe shapes K.G.1 K.G.2 K.G.3 Describe objects in the environment using names of shapes, and describe the relative positions of

### Shape Study. Preschool Kindergarten

Shape Study Preschool Kindergarten Objectives CCSS Math/Geometry: K.G.1, K.G.2, K.G.3 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres).

### Volumes 1 and 2 Grade K

Grade Level Pacing Guide Grade K Minnesota Volumes 1 and 2 Grade K 2013 1. Counting and Matching Numerals 0-5 with Comparing. 20 Days K.CC.1 Count to 100 by ones and by tens. K.CC.3 Write numbers from

### Mathematics and Visual Art

Springville Museum of Art Mathematics and Visual Art Building with Shapes! First Grade Lesson by Emma Calderwood Objectives Students will: Identify shapes found in artwork Identify shapes in the world

### PA Common Core - Common Core - PA Academic Standards Crosswalk Grades K-8

Grade K CC..1 K.CC.1 Count to 100 by ones and by tens. CC..1 CC..1 CC..2 PA Common Core - Common Core - PA Academic Standards Crosswalk Grades K-8 K.CC.2 Count forward beginning from a given number within

### English 1 st Grade M-Z Vocabulary Cards and Word Walls Revised: 1/13/14

English 1 st Grade M-Z Vocabulary Cards and Word Walls Revised: 1/13/14 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State

### Revised Elko County School District 2 nd Grade Math Learning Targets

Elko County School District 2 nd Grade Math Learning Targets Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;

### Monroe County School District Elementary Pacing Guide

Unit 1: Counting and Cardinality Timeline: August 5-October 7, (8 weeks) CMA: Week of October 3-7, K.CC.1 Count to 100 by ones and by tens. (Knowledge) We can count to 10 by ones. We can count to 20 by

### Second Grade Mathematics Goals

Second Grade Mathematics Goals Operations & Algebraic Thinking 2.OA.1 within 100 to solve one- and twostep word problems involving situations of adding to, taking from, putting together, taking apart,

### JAY PUBLIC SCHOOLS CURRICULUM MAP Kindergarten Mathematics Subject: Kindergarten Updated: 2018

JAY PUBLIC SCHOOLS CURRICULUM MAP Kindergarten Mathematics 2017-18 Subject: Kindergarten Updated: 2018 Math 1 st Quarter Estimated Time: 2 Weeks Content Strands: Number & Operations, Geometry & Measurement

### Please be sure to save a copy of this activity to your computer!

Thank you for your purchase Please be sure to save a copy of this activity to your computer! This activity is copyrighted by AIMS Education Foundation. All rights reserved. No part of this work may be

### Grade 2 Mathematics Scope and Sequence

Grade 2 Mathematics Scope and Sequence Common Core Standards 2.OA.1 I Can Statements Curriculum Materials & (Knowledge & Skills) Resources /Comments Sums and Differences to 20: (Module 1 Engage NY) 100

### Correlation of Nelson Mathematics 2 to The Ontario Curriculum Grades 1-8 Mathematics Revised 2005

Correlation of Nelson Mathematics 2 to The Ontario Curriculum Grades 1-8 Mathematics Revised 2005 Number Sense and Numeration: Grade 2 Section: Overall Expectations Nelson Mathematics 2 read, represent,

### GRADE 3 TEKS ALIGNMENT CHART

GRADE 3 TEKS ALIGNMENT CHART TEKS 3.2.A compose and decompose numbers up to,000 as the sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial

### Lesson Template. Lesson Name: 3-Dimensional Ojbects Estimated timeframe: February 22- March 4 (10 Days. Lesson Components

Template Name: 3-Dimensional Ojbects Estimated timeframe: February 22- March 4 (10 Days Grading Period/Unit: CRM 13 (3 rd Nine Weeks) Components Grade level/course: Kindergarten Objectives: The children

### 2.NBT.1 20) , 200, 300, 400, 500, 600, 700, 800, NBT.2

Saxon Math 2 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

### Module on Geometric and Spatial Sense for Kindergarten. Cindy Clark, Kelly Brown, and Shawna Hudson

Module on Geometric and Spatial Sense for Kindergarten By Cindy Clark, Kelly Brown, and Shawna Hudson Table Of Contents Math Module Outline Pretest Form A Lesson 1: Three Dimensional Figures Lesson 2:

### Kindergarten Mathematics Scope and Sequence

Kindergarten Mathematics Scope and Sequence Quarter 1 Domain Counting and Cardinality Geometry Standard K.CC.1 Count to 100 by ones and by tens. K.CC.2 Count forward within 100 beginning from any given

### 4NPO3a Add and subtract: Whole numbers, or Fractions with like denominators, or Decimals through hundredths.

Correlation: 2016 Alabama Course of Study, Mathematics standards and NAEP Objectives When teaching Alabama Course of Study content, NAEP objectives and items are useful for identifying a level of rigor

### A SPECIAL RECTANGLE. To be a rectangle, I must have 4 straight sides that are connected. I have those! I must have four corners, or vertices.

2 3 4 5 6 7 9 2 3 4 5 6 7 9 2 2 3 4 5 6 7 9 2 3 4 5 6 7 9 2 To be a rectangle, I must have 4 straight sides that are connected. A SPECIAL RECTANGLE I have those! I must have four corners, or vertices.

### Objective: Create composite shapes from two-dimensional shapes.

Lesson 4 1 5 Lesson 4 Objective: Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time (13 minutes) (7 minutes) (30 minutes) (10 minutes) (60 minutes)

### Saxon Math Manipulatives in Motion Primary. Correlations

Saxon Math Manipulatives in Motion Primary Correlations Saxon Math Program Page Math K 2 Math 1 8 Math 2 14 California Math K 21 California Math 1 27 California Math 2 33 1 Saxon Math Manipulatives in

### Istation Math Correlation of Standards Idaho Content Standards Mathematics

Istation Math Correlation of Standards Idaho Content Standards Mathematics Grades KN-G1 Copyright 2017 Istation - All rights reserved Kindergarten K-12 Standards for Mathematical Practices (MP) The Standards

### PRACTICE TASK: Tangram Challenge Approximately 1 day

Kindergarten Mathematics Unit 1 PRACTICE TASK: Tangram Challenge Approximately 1 day STANDARDS FOR MATHEMATICAL CONTENT MCC.K.G.5. Model shapes in the world by building shapes from components (e.g., sticks

### Second Quarter Benchmark Expectations for Units 3 and 4

Mastery Expectations For the Second Grade Curriculum In Second Grade, Everyday Mathematics focuses on procedures, concepts, and s in four critical areas: Understanding of base-10 notation. Building fluency

### Contents. PART 1 Unit 1: Probability and Data Management: Sorting and Attributes. Unit 2: Number Sense: Counting to 10

Contents PART 1 Unit 1: Probability and Data Management: Sorting and Attributes PDM1-1 Sorting into Groups 1 PDM1-2 Circles 3 PDM1-3 Identifying Attributes 5 Unit 2: Number Sense: Counting to 10 NS1-1

### Alignment of DoDEA s College and Career Ready Standards for Mathematics with DoDEA Academic Standards

DoDEA Mathematics Standards Gap Analysis Alignment of DoDEA s College and Career Ready Standards for Mathematics with DoDEA Academic Standards AIR: AMERICAN INSTITUTES FOR RESEARCH Tad Johnston, Robin

### Space and Shape (Geometry)

Space and Shape (Geometry) INTRODUCTION Geometry begins with play. (van Hiele, 1999) The activities described in this section of the study guide are informed by the research of Pierre van Hiele. According

### Refer to Blackboard for Activities and/or Resources

Lafayette Parish School System Curriculum Map Mathematics: Grade 5 Unit 4: Properties in Geometry (LCC Unit 5) Time frame: 16 Instructional Days Assess2know Testing Date: March 23, 2012 Refer to Blackboard

### 2nd Grade Math 2007 Standards, Benchmarks, Examples & Vocabulary

2nd Grade Math 2007 Stards, Benchmarks, s & Vocabulary Str Stard No. Benchmark (2nd Grade) 2.1.1.1 Read, write represent whole numbers up to 1000. Representations may include numerals, addition, subtraction,

### Common Core State Standard I Can Statements 2 nd Grade

CCSS Key: Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Common Core State Standard 2 nd Grade Common Core State Standards for Mathematics

### PRACTICE TASK: Tangram Challenge

PRACTICE TASK: Tangram Challenge Approximately 1 day Back To Task Table STANDARDS FOR MATHEMATICAL CONTENT MGSEK.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay

### Grade 2: Mathematics Curriculum (2010 Common Core) Warren Hills Cluster (K 8)

Focus Topic:OA Operations and Algebraic Thinking TSW = The Student Will TSW use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from,

### Standards for Mathematical Practice

Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct

### Eureka Math. Grade K, Module 2. Student File_A. Contains copy-ready classwork and homework as well as templates (including cut outs)

A Story of Units Eureka Math Grade K, Module 2 Student File_A Contains copy-ready classwork and homework as well as templates (including cut outs) Published by the non-profit Great Minds. Copyright 2015

### Shapes and Spaces at the Circus

Ready-Ed Publications E-book Code: REAU0011 The Shapes & Spaces Series Book 1 - For 6 to 8 Year Olds Shapes and Spaces at the Circus Written by Judy Gabrovec. Illustrated by Melinda Parker. Ready-Ed Publications

### 2nd Grade Math Curriculum Map

Standards Quarter 1 2.OA.2. Fluently add and subtract within 20 using mental strategies.* By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.3. Determine whether a group of objects

### The learner will recognize and use geometric properties and relationships.

The learner will recognize and use geometric properties and relationships. Notes 3and textbook 3.01 Use the coordinate system to describe the location and relative position of points and draw figures in

### Counting and Cardinality (CC)

Counting Cardinality (CC) K.CC.B Count to tell the number of objects. K.CC.A Know number names the counting sequence. Domain Cluster Stards 1 st nd rd 4 th K.CC.A.1 Count to 100 by ones, fives by tens.

### 122 Taking Shape: Activities to Develop Geometric and Spatial Thinking, Grades K 2 P

Game Rules The object of the game is to work together to completely cover each of the 6 hexagons with pattern blocks, according to the cards chosen. The game ends when all 6 hexagons are completely covered.

### 21st Century Learning Skills

Contents: Lesson Focus & Standards Lesson Content Review.. Vocabulary.... Math Content Trivia.. ¼ Turn Practice... Memory Game... p. 1-2 p. 3-9 p. 10-11 p. 11 p. 12 p. 12 p. 13-15 p. 16-17 21st Century

### Performance Assessment Task Quilt Making Grade 4. Common Core State Standards Math - Content Standards

Performance Assessment Task Quilt Making Grade 4 The task challenges a student to demonstrate understanding of concepts of 2-dimensional shapes and ir properties. A student must be able to use characteristics,

### Games for Young Mathematicians Pattern Block Puzzles HOW TO PLAY: PATTERN BLOCK PUZZLES

HOW TO PLAY: PATTERN BLOCK PUZZLES Math children are practicing: Knowing names of familiar shapes Describing and comparing attributes of shapes using age-appropriate geometric language (corners/angles,

### Math Grade 2. Understand that three non-zero digits of a 3-digit number represent amounts of hundreds, tens and ones.

Number Sense Place value Counting Skip counting Other names for numbers Comparing numbers Using properties or place value to add and subtract Standards to be addressed in Number Sense Standard Topic Term

### CCGPS Frameworks Mathematics

CCGPS Frameworks Mathematics Fourth Grade Geometry Unit 6: GEOMETRY TABLE OF CONTENTS Overview...3 Standards For Mathematical Content...4 Standards For Mathematical Practice...5 Enduring Understandings...5

### Math 2 nd Grade GRADE LEVEL STANDARDS/DOK INDICATORS

Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop

### The Grade 6 Common Core State Standards for Geometry specify that students should

The focus for students in geometry at this level is reasoning about area, surface area, and volume. Students also learn to work with visual tools for representing shapes, such as graphs in the coordinate

### xcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopa Grade 2 Math Crook County School District # 1 Curriculum Guide

qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklz Crook County School District

### Student Book SERIES. Space and Shape. Name

Student ook Space and Shape Name Contents Series Space and Shape Topic 1 2D space (pp. 1 18) l sorting l squares and rectangles l circles and ovals l triangles l sides and corners l pentagons and hexagons

### Thinking Kids. Second Grade. NCTM Strands Covered: Number and Operations. Algebra. Geometry. Measurement. Data Analysis and Probability.

Thinking Kids Second Grade NCTM Strands Covered: Number and Operations Algebra Geometry Measurement Data Analysis and Probability Posttest 2.2 2.3 to another 6 5 4 3 2 1 N W E S How to Use This Assessment

### Mathematics Expectations Page 1 Grade 04

Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to

### DCSD Common Core State Standards Math Pacing Guide 2nd Grade Trimester 1

Trimester 1 OA: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve oneand two-step word problems involving

### Lesson 1 Meeting the Cube

Lesson 1 Meeting the Cube How To Solve The Rubik's Cube Instructional Curriculum Meeting the Cube Standards & Skills: Lesson 1 (For complete details, see Standards & Skills Book) Kindergarten Grade 1 Common

### Mathematics Grade 2. grade 2 17

Mathematics Grade 2 In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard

### SHAPE level 2 questions. 1. Match each shape to its name. One is done for you. 1 mark. International School of Madrid 1

SHAPE level 2 questions 1. Match each shape to its name. One is done for you. International School of Madrid 1 2. Write each word in the correct box. faces edges vertices 3. Here is half of a symmetrical

### We can sort objects in lots of different ways. How do you think we have sorted these shapes? Can you think of another way we could sort them?

2D space sorting We can sort objects in lots of different ways. How do you think we have sorted these shapes? Can you think of another way we could sort them? Answers 1 Cut out these children and look

### Middle School Geometry. Session 2

Middle School Geometry Session 2 Topic Activity Name Page Number Related SOL Spatial Square It 52 6.10, 6.13, Relationships 7.7, 8.11 Tangrams Soma Cubes Activity Sheets Square It Pick Up the Toothpicks

### Enduring Understanding Shapes can be divided into equal fractions, recombined into new shapes, and arranged in balance within artistic compositions.

ARTS IMPACT LESSON PLAN Visual Arts and Math Infused Lesson Lesson Two: Balancing Shapes: Parts and Wholes Author: Meredith Essex Grade Level: First Enduring Understanding Shapes can be divided into equal

### Shapes and Patterns. Practice 1 Exploring Plane Shapes. Trace the dots. Then match each shape to its name. 1. triangle. square. rectangle.

CHAPTER 5 Shapes and Patterns Practice 1 Exploring Plane Shapes Trace the dots. Then match each shape to its name. 1. triangle square rectangle circle Lesson 1 Exploring Plane Shapes 93 A part of each

### Vocabulary Cards and Word Walls

Vocabulary Cards and Word Walls Revised: June 29, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,

### Space and Shape (Geometry)

Space and Shape (Geometry) INTRODUCTION Geometry begins with play. (van Hiele, 1999) The activities described in this section of the study guide are informed by the research of Pierre van Hiele. According