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

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