Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 Scott Foresman-Addison Wesley Grade Kindergarten Mathematics Curriculum Guides Wisconsin MPS Wisconsin Assessment Mathematics Learning Target Descriptors for Mathematics Curriculum Standard (For Beginning Grade 1) A. Note: Mathematical processes 1) Reasoning: Use reasoning and logic to: Mathematical need to be embedded in all • Perceive patterns • Identify relationships Processes mathematical strands • Formulate questions • Pose problems throughout the school year. • Make conjectures • Justify strategies r Math processes are assessed on • Test reasonableness of results a e the WKCE-CRT and reported Y e as a separate proficiency area. 2) Communication: Communicate mathematical ideas and reasoning using h T For example, students are the vocabulary of mathematics in a variety of ways (e.g., using words, t asked to provide written numbers, symbols, pictures, charts, tables, diagrams, graphs, and models). u ho justifications and explanations, g u pose problems, and represent 3) Connections: Connect mathematics to the real world as well as within o r concepts. mathematics. h T 4) Representations: Create and use representations to organize, record, and communicate mathematical ideas. 5) Problem Solving: Solve and analyze routine and non-routine problems. Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections Units/Lessons District Model CABS September Readiness pages R1-R16 Geometry #5 Geometry Geometry CABS: Describe the results of putting • Sorting Shapes 19 teaching Chapter 1 Position and together and taking apart two- C.a:2 Describe, sort, and classify shapes and everyday • Can You Build days Sorting dimensional shapes and objects using beginning ideas of geometric properties (e.g., What I Build? describe the location of rolls, slides, straight sides, three corners). 1.1 Inside and objects using spatial (1.5, 1.6, 1.7, 1.8, 1.9, 1.10) outside (G) relationships. (1.1, 1.2, 1.3, 1.4) C.c:5 Use informal language to describe location of objects in 1.2 Over, under, and on the classroom or on a simple map (e.g., near to, far away from, (G) Geometry #4 on the side by the window). (1.1, 1.2, 1.3, 1.4) 1.3 Top, middle, and Sort, classify, and describe bottom(G) characteristics of two- dimensional and three- 1.4 Left and right (G) dimensional shapes and real- world objects. 1.5 Same and different (1.5, 1.6, 1.7, 1.8, 1.9, 1.10) (G) 1.6 Sorting by one attribute (G) 1.7 Sorting the same set in different ways (G) 1.8 Sorting by more than one attribute (G) 1.9 Problem solving strategy-Use logical reasoning (G) 1.10 Problem solving application- Take a close look (G) Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 Chapter 2 Graphing and Number Operations and Relationships Patterns Number Operations and B.a:1 Connect number words and numerals to the quantities Relationships #1 Number Operations and they represent using various physical models and 2.1 As many, more, and Connect number words and Relationships CABS: representations.(2,1 3.1, 3.2, 3.3, 3.4, 3.5) fewer (NO&R) numerals, as well as coins, to the quantities they represent, B.a:2 Recognize zero as a whole number (e.g., describe a set • Bears in a Box 2.2 Real graphs and order numbers up to 20. with an absence of objects) and identify zero on the number • Comparing (Stat/Prob) October (2,1 3.1, 3.2, 3.3, 3.4, 3.5) line (3.5) Pairs B.a:3 Demonstrate how to count with understanding and • Estimation 2.3 Picture graphs 20 teaching recognize “how many” in sets of objects (e.g., use one-to-one (Stat/Prob) days Statistics and Probability #7 correspondence to count) (3.1, 3.2, 3.3, 3.4, 3.5) Collect, organize, represent, 2.4 Bar graphs (Stat/Prob) and describe data to answer Statistics and 2.5 Algebra: Sound and questions and identify the Probability CABS: Statistics and Probability movement patterns (AR) likelihood of events. • Food Sort (2.1, 2.2, 2.3, 2.4) • All About Us E.e:1 Pose questions about themselves and their surroundings 2.6 Algebra: Color • I Wonder which can be answered by collecting numerical and Patterns (AR) Algebraic Relationships #8 Copy, extend, and generalize categorical data(2.2, 2.3, 2.4) Algebraic Relationships 2.7 Algebra: Shape attribute and geometric E.a:2 Collect and organize data (e.g., grouping and CABS: Patterns (AR) patterns, and describe the sorting)(2.2, 2.3,2.4) • Extending core repeating unit. Patterns 2.8 Algebra: Comparing (2.5, 2.6, 2.7, 2.8, 2.9, 2.10, E.a:3 Represent and display data (e.g., pictures, charts, tally Patterns (AR) 2.11) marks)(2.2, 2.3, 2.4) E.a:4 Using the context of the data, read and report results 2.9 Algebra: Problem and answer questions (2.1, 2.2, 2.3, 2.4) solving strategy-Look for a pattern (AR) Algebraic Relationships 2.10 Algebra: Creating F.a:1 Recognize and describe the core unit that repeats in a patterns (AR) pattern for both attribute (e.g., color) and geometric patterns (2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11) 2.11 Problem Solving application-favorite things F.a:2 Copy, extend, compare, and generalize patterns (e.g., (AR) blue-white-blue-white is an AB pattern).(2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11) Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 Chapter 3 Numbers Number Operations and Number Operations and Relationships Through 5 Relationships #1 B.a:1 Connect number words and numerals to the quantities they represent using various physical models and 3.1 Counting 1,2, and 3 Connect number words and representations(3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.11) (NO&R) numerals, as well as coins, to the quantities they represent, B.a:2 Recognize zero as a whole number (e.g., describe a set 3.2 Reading and writing November and order numbers up to 20. with an absence of objects) and identify zero on the number Number Operations 1,2, and 3 (NO&R) (3.6, 3.7, 3.8, 3.9, 3.10, 4.1, line (4.8) and Relationships 20 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, CABS: 3.3 Counting 4 and 5 B.a:3 Demonstrate how to count with understanding and teaching (NO&R) 4.9, 4.10, 4.11) recognize “how many” in sets of objects (e.g., use one-to-one • Seven Objects days correspondence to count) (3.6, 3.7, 3.8, 3.10, 4.1, 4.2, 4.3, 4.4, • Apples and 3.4 Reading and writing 4 Number Operations and 4.5, 4.6, 4.7, 4.11 ) Bananas and 5 (NO&R) Relationships #2 • Reading and B.a:4 Demonstrate understanding of the relative position and Writing magnitude of whole numbers by comparing and ordering 3.5 Reading and writing 0 Use strategies for counting Numerals whole numbers from 0 to 20 using the number line and (NO&R) and keeping track of quantities to 20 (e.g., physical models (3.7, 3.8, 3.9, 4.6, 4.7, 4.8, 4.9, 4.11, ) 3.6 Algebra: Comparing counting all in a set, counting numbers through 5 all in two sets, counting on) Algebraic Relationships (NO&R) in situations with and without F.a:1 Recognize and describe the core unit that repeats in a word problem contexts. pattern for both attribute (e.g., color) and geometric pattern 3.7 Algebra: Ordering (3.6, 3.7, 3.8, 3.10, 4.6, 4.7, (4.10) numbers 0 through 5 4.8, 4.10, 4.11) (NO&R) F.a:2 Copy, extend, compare, and generalize patterns (e.g., blue-white-blue-white is an AB pattern) (4.10) Algebraic Relationships 3.8 Problem-solving #8 strategy- Make a graph Copy, extend, and generalize (NO&R) attribute and geometric patterns, and describe the 3.9 Ordinal numbers core repeating unit. (4.10) through fifth (NO&R) 3.10 Mix and Match (NO&R) Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 Chapter 4 Numbers Through 10 November 4.1 Counting 6 and 7 20 (NO&R) teaching 4.2 Counting 8 (NO&R) days 4.3 Reading and writing 7 and 8 (NO&R) 4.4 Counting 9 and 10 (NO&R) 4.5 Reading and writing 9 and 10 (NO&R) 4.6 Algebra: Comparing numbers through 10 (NO&R) 4.7 Comparing numbers to 5 and 10 (NO&R) 4.8 Algebra: Ordering numbers 0 through 10 (NO&R) 4.9 Ordinal numbers through tenth (NO&R) 4.10 Look for a pattern (AR) 4.11 Problem-solving applications Let’s have a picnic (NO&R) Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections Units/Lessons District Model CABS December Chapter 5 Numbers Number Operations and Number Operations and Relationships Number Operations and Though 31 Relationships #1 Relationships CABS B.a:1 Connect number words and numerals to the quantities 15 teaching 5.1 Counting 11 to 20 Connect number words and they represent using various physical models and • Apples and days (NO&R) numerals, as well as coins, to representations. (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9) Bananas the quantities they represent, • Comparing 5.2 Reading and writing and order numbers up to 20. B.a:3 Demonstrate how to count with understanding and Pairs 11 and 12 (NO&R) (5.1, 5.2, 5.3, 5.4, 5.5,5.8, 5.9, recognize “how many” in sets of objects (e.g., use one-to-one • Reading and 5.3 Reading and writing 5.11) correspondence to count). Writing 13,14, and 15 (NO&R) (5.1, 5.2, 5.3, 5.4, 5.5,5.6, 5.7, 5.8, 5.9 5.10, 5.13) Numerals 5.4 Reading and Number Operations and • Seven Objects writing16 and 17 (NO&R) Relationships #2 B.a:4 Demonstrate understanding of the relative position and 5.5 Reading and writing Use strategies for counting magnitude of whole numbers by comparing and ordering 18, 19, and 20 (NO&R) and keeping track of 5.6 Algebra: Skip quantities to 20 (e.g., whole numbers from 0 to 20 using the number line and physical models. (5.6, 5.10, 5.11) counting by 2s and 5s counting all in a set, counting (NO&R) all in two sets, counting on) Measurement 5.7 Counting to 31 in situations with and without D.a:2 Demonstrate understanding of the concept of time as (NO&R) word problem contexts. the duration of an event and describe units for measuring time 5.8 Reading and writing (5.1, 5.2, 5.3, 5.4, 5.5,5.6, (minute, hour, day, week, month, season). (5.11) numbers through 31 5.7, 5.8, 5.9 5.10, 5.13) (NO&R) Statistics and Probability 5.9 Using estimation Measurement #6 E.a:3 Represent and display data (e.g., pictures, charts, tally (NO&R) Describe measurable marks). (5,12) 5.10 Algebra: Comparing attributes of objects, time, numbers through 31 and temperature, and use non- (NO&R) standard units to estimate and 5.11 Numbers on a measure objects (e.g., length, calendar (NO&R) weight, height, mass, 5.12 Problem solving capacity). (5.11) strategy: Make a table (Stat/Prob) Statistics and Probability #7 5.13 Problem-solving Collect, organize, represent, application: A world of and describe data to answer bugs. questions and identify the likelihood of events (5.12) Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections Units/Lessons District Model CABS January Chapter 6 Measurement Measurement #6 Measurement Measurement CABS: 18 teaching 6.1 Comparing and Describe measurable D.a:1 Describe measurable attributes (e.g., length, • What Should I days Ordering by Size (M) attributes of objects, time, weight, height, mass) of objects using non-standard units of Wear? and temperature, and use non- measure (e.g., cubes, paper clips). ((6.1, 6.2, 6.3, 6.4, 6.5, 6.7, 6.2 Comparing Length standard units to estimate and 6.8, 6.9, 6.10, 6.12) (M) measure objects (e.g., length, weight, height, mass, D.a:3 Describe and compare attributes of temperature (hot, 6.3 Ordering Length (M) capacity). warm, colder, coldest). (6.11) (6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.4 Measuring Length (M) 6.7, 6.8, 6.9, 6.10, 6.11, 6.12) D.b:1 Use non-standard units to quantify measurable 6.5 Estimating and attributes of objects. (6.4, 6.6) Measuring Length (M) D.c:1 Estimate length and mass of objects using non-standard 6.6 Problem Solving units (e.g., steps, cubes) and known referents (e.g., compare a Strategy Try, Check, and train of 5 cubes to the height of the chair). Revise (M) (6.4, 6.6) 6.7 Comparing and Ordering by Capacity (M) 6.8 Estimating and Measuring Capacity (M) 6.9 Comparing and Ordering by Weight (M) 6.10 Estimating and Measuring Weight (M) 6.11 Temperature (M) 6.12 Problem Solving Applications Around the Home (M) Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 February Number Operations and Number Operations and Relationships Number Operations and Chapter 7 Relationships #1 Relationships CABS: B.a:5 Identify the value of pennies, nickels, and dimes in 20 teaching Time and Money Connect number words and cents (e.g., 1 nickel has the same value as 5 cents or 5 days 7.1 Days of the Week (M) numerals, as well as coins, to • Making Cents pennies). the quantities they represent, (7.10, 7.11, 7.12, 7.13, 7.14, 7.15, 7.16) 7.2 Yesterday, Today, and and order numbers up to 20. Tomorrow (M) (7.10, 7.11, 7.12, 7.13, 7.14, Measurement 7.15, 7.16) Measurement CABS: 7.3 Months and Seasons D.a:2 Demonstrate understanding of the concept of time as • What Can You (M) Do? the duration of an event and describe units for measuring time 7.4 Calendar (M) Measurement (minute, hour, day, week, month, season). • More Time, #6 Less Time (7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.8, 7.9) 7.5 Order of Events (M) Describe measurable attributes of objects, time, 7.6 Time of Day (M) and temperature, and use non- standard units to estimate and 7.7 Telling Time on an measure objects (e.g., length, Analog Clock (M) weight, height, mass, capacity). 7.8 Telling Time on a (7.1, 7.2, 7.3, 7.4, 7.5, 7.6, Digital Clock (M) 7.7, 7.8, 7.9) 7.9 More Time and Less Time (M) 7.10 Penny (NO&R) 7.11 Nickel (NO&R) 7.12 Dime (NO&R) 7.13 Problem-solving Strategy: Act it Out 7.14 Quarter and Dollar (NO&R) 7.15 Comparing Values (NO&R) 7.16 Problem-solving application: Time to Play Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 Chapter 8 Geometry #4 Geometry Geometry CABS: Geometry and Fractions Sort, classify, and describe • Can You Build March characteristics of two- C.a:1 Identify and explain examples and non-examples of What I Build? 8.1 Solid Figures (G) dimensional and three- two-dimensional figures (e.g., triangle, rectangle, circle) and • Footprints dimensional shapes and real- three-dimensional figures (e.g., cubes, cylinders, prisms). • Oh Hexagon! 8.2 Comparing Solid 14 Teaching world objects. (8.1, 8.4, 8.5, 8.12) • Sorting Shapes Figures (G) Days (8.1 ,8.2, 8.3, 8.4, 8.5, 8.6, 8.12) C.a:2 Describe, sort, and classify shapes and everyday objects 8.3 Flat Surfaces on Solid using beginning ideas of geometric properties (e.g., rolls, Figures (G) Geometry #5 slides, straight sides, three corners). 8.4 Squares and Other Describe the results of putting (8.2, 8.3, 8.4, 8.5, 8.6) Rectangles (G) together and taking apart two- dimensional shapes and C.b:3 Create two-dimensional shapes by combining and 8.5 Circles and Triangles describe the location of decomposing other shapes (e.g., using pattern blocks make a (G) objects using spatial hexagon with six triangles, cut a square into two triangles). relationships. (8.7, 8.8, 8.9, 8.10) 8.6 Slides, Flips, and (8.7, 8.8, 8.9, 8.10) Turns (G) Algebra #9 Use informal C.b:4 Match three-dimensional figures to two-dimensional 8.7 Combining and language to explain equality patterns of their faces. (8.3) Separating Shapes (G) of number combinations and adding zero, and write 8.8 Symmetry (G) number sentences for simple Algebraic Relationships F.b:3 Demonstrate an understanding of equality by finding 8.9 Equal Parts (G) addition word problems. combinations that make a specific number (e.g., find all the (8.11, 8.12) ways to make six). (8.11, 8.12) 8.10 Halves and Fourths (G) 8.11 Problem-solving Strategy: Use Objects (G) 8.12 Problem Solving Application: I Spy (G) Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Pacing Guide Scott Foresman-Addison Wesley 2008-2009 Number Operations and Number Operations and Relationships Chapter 9 Relationships #3 B.a:1 Connect number words and numerals to the quantities Readiness for Addition Number Operations and Uses strategies to find they represent using various physical models and and Subtraction Relationships CABS: combinations of numbers representations. (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8) April 9.1 Ways to Make 4 and 5 • Apples and with sums to 10 in real-world (NO&R) Bananas situations or with objects B.b:7 Decompose numbers less than 10 into parts using • Bears in a Box (e.g., dots on dominoes). objects and record the combinations (e.g., 6 buttons can be 21 teaching 9.2 Ways to Make 6 and 7 • Estimation (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, decomposed into 2 and 4, 5 and 1, 6 and 0, 3 and 3). days (NO&R) 9.7, 9.8) (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8 ) Algebraic Relationships 9.3 Ways to Make 8 and 9 CABS: (NO&R) Algebraic Relationships #9 Algebraic Relationships • Addition Combinations 9.4 Ways to Make 10 F.b:3 Demonstrate an understanding of equality by finding Use informal language to to 10 (NO&R) combinations that make a specific number (e.g., find all the explain equality of number ways to make six). (9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8) combinations and adding 9.5 Problem Solving zero, and write number Strategy: Make an sentences for simple addition Organized List (NO&R) word problems. (9.1, 9.2, 9.6 1 More and 2 More 9.3, 9.4, 9.5, 9.6, 9.7, 9.8) (NO&R) 9.7 1 Fewer and 2 Fewer (NO&R) 9.8 Problem Solving Application: Visit, Look, and Learn Curriculum Guide Scott Foresman-Addison Wesley Mathematics-K5 Developed by the Milwaukee Mathematics Partnership with support by the National Science Foundation under Grant No. 0314898. 8/26/08