# Kindergarten Math Syllabi Units 8-10

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Kindergarten Math Syllabi Units 8-10

TPSD Kindergarten Math Syllabus Units 8-10, Third Nine Weeks Unit 8: Compose and Decompose Numbers 11-19 Unit 9: Count Numbers to 100 Unit Summary: Topic10buildsafoundationforunderstandingplacevaluebyfocusing onthecompositionanddecompositionofnumbers11-19into“onegroupoftenonesand someotherones.”Ex:14wouldbe1groupof10and4otherones. Performance Skills: ❏ I can use drawings and equations to make the numbers 11-19. Unit Summary: Topic11concludesthedevelopmentofthecountingsequence. Thistopichelpsstudentscountto100andextendtheirusageofnumbernames. Studentslearnaboutverbalandwrittenpatternsinthecountingsequenceto100 andbegincountingbyonesandtensbeginningfromanynumber. Performance Skills: ❏ I can use patterns to count to 30 and 50. ❏ ❏ I can find parts of the numbers 11-19. ❏ I can skip count by tens to 100. ❏ I can count to the number 100 by using tens and ones. ❏ I can count forward from any number to 100 by ones. ❏ I can count by tens and ones from any number up to 100. ❏ I can count on from any number counting by tens and ones. ❏ I can use tools to subtract numbers. I can use patterns to make and find the parts of numbers to 19. Academic Vocabulary/Words to Understand: Asking/answering “How many more?” Academic Vocabulary/Words to Understand: column, ones, pattern, tens, decade, hundred chart Hankins, Susan J Wednesday, January 4, 2017 at 1:29:43 PM Central Standard Time 64:76:ba:b6:09:76 Unit 10: Identify and Describe Shapes Unit Summary: Topic12formallyintroducesmanygeometricideasbyaskingstudents toidentifyshapesastwo-dimensional(flat)orthree-dimensional(solid),namesquares, circles,triangles,rectangles,hexagons,cubes,cones,cylinders,andspheres,andtouse thepositionalwordsofabove,below,beside,nextto,infrontof,andbehindtodescribe thepositionofshapesintheirenvironments.Ex:Thedogisbesidethecar. Performance Skills: ❏ I can name shapes as flat or solid. ❏ I can identify and describe circles and triangles. ❏ I can identify and describe squares and other rectangles. ❏ I can describe and identify hexagons. ❏ I can describe and identify solid figures. ❏ I can describe shapes in the environment. ❏ I can describe positions of shapes in the environment. Wednesday, January 4, 2017 at 1:29:43 PM Central Standard Time 1. What do I need to find? After reading a math problem with your child, ask your child to tell you what he or she is being asked to do. Ex: Sam has 5 dogs. Some of the dogs are white and 2 of the dogs are brown. Write an equation to show how many dogs are white. What do I need to find? I need to find how many dogs are white. 2. How can you use the math you know? Academic Vocabulary/Words to Understand: Sort, two-dimensional shape (flat), three-dimensional shape (solid), circle, side, triangle, vertex/vertices (corner), rectangle, square, hexagon, cone, cube, cylinder, sphere, above, behind, below, beside, in front of, next to Hankins, Susan J When helping your child with math at home, consider asking these questions: 64:76:ba:b6:09:76 If your child is learning about counting by tens, ask your child when it might be helpful to know how to count by tens. Using real-world situations and conversations helps students understand the value of mastering math concepts. Hankins, Susan J Wednesday, January 4, 2017 at 1:29:43 PM Central Standard Time 64:76:ba:b6:09:76 Hankins, Susan J Wednesday, January 4, 2017 at 1:29:43 PM Central Standard Time 64:76:ba:b6:09:76 Hankins, Susan J Wednesday, January 4, 2017 at 1:29:43 PM Central Standard Time 64:76:ba:b6:09:76 Hankins, Susan J Wednesday, January 4, 2017 at 1:29:43 PM Central Standard Time 64:76:ba:b6:09:76