Kindergarten Math Common Core Cluster Maps

1. Kindergarten MathCommon Core Cluster Maps

2. 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 reasoning.

3. Grade – K Domain – Geometry Assessed - 1stNine Weeks Unit Cluster – Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres; 3-d shapes in 4th nine weeks). Common Core Standards 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. K.G.2. Correctly name shapes regardless of their orientations or overall size. K.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”) (4th nine weeks) Classroom Practices K.G.1. Encourage children to use positional words by asking them to describe where objects are located in the environment (e.g.; create an obstacle course and have children crawl under, step over, walk on, crawl inside and so on…); A student may look at the tile pattern arrangement on the hall floor and say, “Look! I see squares! They are next to the triangle.” Display a digital playground using your projector on white board/smart board. Using a clipart image of a child, have students move the child to different spots on the playground using position words. K.G.2. Ask children to name shapes in the environment (e.g., windows are rectangle; the column in front of the school is a cylinder); Students need ample experiences manipulating shapes and looking at shapes with various typical and atypical orientations (e.g.; Is it still a triangle if I turn it like this?), focus on the geometric attributes (number of sides, number of angles, etc.). Display various orientations of shapes (e.g. triangle turned upside down). Students should know that a triangle has three sides and three angles. K.G.3. Encourage children to explore shapes in the environment and identify two-dimensional (flat) shapes and three-dimensional (solid) shapes (e.g.; ask children which shapes would roll). Math Resources Pattern blocks Solid shapes Real world objects (coins) Envision Topics – 2,7 http://www.brainpopjr.com/math/geometry/planeshapes/preview.weml http://www.k-5mathteachingresources.com/geometry-activities.html math.pppst.com/shapes.html Math Vocabulary square circle triangles rectangles hexagon flats sides corners

4. Grade – K Domain – Measurement & Data Assessed - 1stNine Weeks Unit Cluster - Classify objects and count the number of objects in each category. Common Core Standards K.MD.3. Classify objects into given categories; count the number of objects in each category and sort the categories by count. (Limit category counts to be less than or equal 0-10) Classroom Practices K.MD.3. Students identify similarities and differences between objects (e.g., size, color, shape) and use the identified attributes to sort a collection of objects. Once the objects are sorted, the student counts the amount in each set. Once each set is counted, then the student is asked to sort (or group) each of the sets by the amount in each set. For example, when exploring a collection of buttons: First, students separate the buttons into different piles based on color (all the blue buttons are in one pile, all the orange buttons are in a different pile, etc) Count the number of buttons in each pile and organize by quantity. (3 orange, 4 blue, 5 green, etc.) Coins can be sorted by size, color, and kind. Sort shapes by 0, 3, 4, sides or corners. Extension: Sort triangles by three equal sides, two equal sides, etc. Math Resources Coins Pattern Blocks Attribute Shapes Math Manipulative Envision Topics – 1,16 http://www.kidslearningstation.com/shapes/triangles-worksheet.htm http://www.k-5mathteachingresources.com/measurement-and-data-activities.html Math Vocabulary sort classify shape size kind alike different

5. Grade – K Domain – Measurement & Data Assessed - 2ndNine Weeks Unit Cluster: Describe and compare measurable attributes. Common Core Standards K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2. Directly compare two objects with a 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. Classroom Practices K.MD.1. Students describe measurable attributes of objects, such as length, weight, size, and color. For examples, a student m ay describe a shoe with one attribute, “Look! My shoe is blue, too!”, or more than one attribute, “This shoes is heavy! It’s also really long.” K.MD.2. Direct comparisons are made when objects are put next to each other, such as two children, two books, two pencils. For example, a student may line up two blocks and say, “The blue block is a lot longer than the white one.” Students are not comparing objects that cannot be moved and lined up next to each other. Encourage children to measure and compare two objects (e.g., “Which container can hold more water for watering the plants in the classroom?”; Have children measure and compare buildings in block center or unifix cubes; Have children weigh different items on balance and compare. “which side needs more or less to make them the same? Why?”). Math Resources Balance scales unifix cubes math manipulatives Envision Topic 9 www.mathlearningcenter.org/resources/materials/kindergarten/supplements www.eduplace.com/math/mw/background/k/06 Math Vocabulary taller shorter longer length weight heavier lighter long more of less of capacity

6. Grade – K Domain – Counting & Cardinality Assessed-2ndNine Weeks(Numbers 0-10) Unit Cluster Know number names and the count sequence. Common Core Standards K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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). Classroom Practices K.CC.1. Students rote count by starting at one and counting to 100. When students count by tens they are only expected to master counting on the decade (0,10,20,30,40…). This objective does not require recognition of numerals. It is focused on the rote number sequence of 0-10. K.CC.2. Ask children to finish the sequence when you start with a random number such as 5. For instance, use a stop sign or sign language for interrupted counting. Children stop counting when sign is held up and count on when sign is put down. K.CC.3. During morning meeting, children record # of children, girls, or boys at school. Students draw the number of objects for each number. Create a flip book where students put the number on the outside and create a set of objects to match the numeral. Math Resources Envision Topics – 4,5,12 http://www.k-5mathteachingresources.com/kindergarten-math-activities.html http://www.wartgames.com/themes/math/skipcounting.html www.mathlearningcenter.org/resources/materials/kindergarten/supplements Math Vocabulary Numerals 0-10 Count on Number line

7. Grade – K Domain – Counting & Cardinality Assessed-2ndNine Weeks(Numbers 0-10) Unit Cluster-Count to tell the number of objects Common Core Standards 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. K.CC.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. Classroom Practices K.CC.4. a. Practice counting with one-to-one correspondence using math manipulatives. b. Students answer the question “How many are there?” by counting objects in a set and understanding that the last number stated when counting a set (…8,9,10) represents the total amount of objects. Students will understand that the number of objects does not change when objects are moved, rearranged, or hidden. c. Students are asked to understand this concept with and without objects. For example, after counting a set of 8 objects, students answer the question, “How many would there be if we added one more object?” “What if we have 5 cubes and added one more. How many cubes would there be then?” K.CC.5. In order to answer “how many?” students need to keep track of objects when counting. Depending on the amount of objects to be counted, and the students’ confidence with counting a set of objects, students may move the objects as they count each, point to each object as counted, look without touching when counting, or use a combination of these strategies. Math Resources Various types of counters, five frames, ten frames Envision Topics – 4,5,12 http://www.k-5mathteachingresources.com/kindergarten-math-activities.html www.mathlearningcenter.org/resources/materials/kindergarten/supplements Math Vocabulary one more two more numerals 0-10

8. Grade – K Domain – Counting & Cardinality Assessed-4thNine Weeks(Numbers 0-20) Unit Cluster-Count to tell the number of objects Common Core Standards 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. K.CC.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. Classroom Practices K.CC.4. a. Using counters, practice counting to 20 with one to one correspondence. b. Students answer the question “How many are there?” by counting objects in a set and understanding that the last number stated when counting a set represents the total amount of objects. Have volunteers come to the front of the classroom. Count them and write the number. “If we rearrange them, will we still have 13 students?” Have volunteers stand in a different order. Count and discuss. c. When doing the calendar each day, write today’s date on the board. Determine the number that is one more and one less. K.CC.5. Students practice counting up to 20 objects that are arranged in a line, a rectangle array or a circle. Math Resources Math Counters Envision Topic – 12 http://www.k-5mathteachingresources.com/kindergarten-math-activities.html http://math.pppst.com/counting.html Math Vocabulary one more numbers 0-10

9. Grade – K Domain – Counting & Cardinality Assessed-4thNine Weeks(Numbers 0-20) Unit Cluster - Know number names and the count sequence. Common Core Standards K.CC.1. Count to 100 by ones and by tens. K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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). Classroom Practices K.CC.1. Students use a number chart to practice counting numbers to 100. Repeat with 10’s. Have 10 students stand in front of the class and hold up their hands. Count by tens to determine the number of fingers. K.CC.2. Call out a number less than 20. Have students count forward to 20 from the called number. K.CC.3. Use dry erase boards, salt boxes, finger paint, geoboards, or dot tracers to practice writing numbers to 20. Students count out manipulatives to show a group up to 20. Students place a corresponding number card next to the group. Math Resources Number chart, dry erase boards, salt boxes, finger paint, geoboards, number tracers Envision Topics – 12 http://www.k-5mathteachingresources.com/kindergarten-math-activities.html www.mathlearningcenter.org/resources/materials/kindergarten/supplements Math Vocabulary Numerals 0-20 Count on