Q2 Kindergarten Math Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

 

Module 2: Two-Dimensional and Three-Dimensional Shapes

Module explores two-dimensional and three-dimensional shapes.  Students learn about flat and solid shapes independently as well as how they are related to each other and to shapes in their environment.  Students begin to use position words when referring to and moving shapes.  Students learn to use their words to distinguish between examples and non-examples of flat and solid shapes.

Topic A: Two-Dimensional Flat Shapes

Topic B: Three-Dimensional Solid Shapes

Topic C: Two-Dimensional and Three-Dimensional Shapes

 

Advanced Preparation:

  • Three-dimensional shapes: cone, sphere, cylinder, and cube
  • Two-dimensional shapes: circle, hexagon, rectangle, square, and triangle

 

Module 3: Comparison of Length, Weight, Capacity, and numbers to 10

Students compare and analyze length, weight, volume, and, finally, number.. The module supports students’ understanding of amounts and their developing number sense. The module culminates in a three-day exploration, one day devoted to each attribute: length, weight, and volume.

Topic A: Comparison of Length and Height

Topic B: Comparison of Length and Height of Linking Cube Sticks Within

Topic C: Comparison of Weight

Topic D: Comparison of Volume

Topic E: Are There Enough?

Topic F: Comparison of Sets Within 10

Topic G: Comparison of Numerals

Topic H: Clarification of Measurable Attributes

 

Advanced Preparation:

  • Balance scales (as pictured to the right)
  • Centimeter cubes
  • Clay
  • Linking cubes in sticks with a color change at the five
  • Plastic cups and containers for measuring volume

 

Kindergarten Book of Sprints

  • Module Tip Sheet for Parents

    These documents provide parents an opportunity to see what their children are learning in the current module including:

    • Standards
    • Key vocabulary
    • Example Problems
    • Pictorial Models
    • Ideas for how to can help children at home
    • Coherence of learning with past and future modules

    For guides in Spanish, go here.

  • Week 1: November 6

    Module

    2

    Topic

    A

    Lesson

    1

    2

    Standards Addressed in Week's Lessons

    Topic A

    K.G.1

    K.G.2

    K.G.4

    K.MD.3

    Notes:

    Lesson 1

    Students will use descriptive words such as curved, straight, pointy, round, sides and other attributes to describe introduced shapes.  Start a math word wall with appropriate words and pictures so that students will have the vocabulary to participate in the group discussion.  Refer back to these words and pictures throughout the Student Debrief.

     

    Lesson 2

    Students will be introduced to the geoboard in lesson 2.  Use your Morning Meeting to review the expectations when using this new math tool.  Model for students how to use the rubber band to stretch around pegs.  Remind them that the rubber band must remain on the geoboard at all times.

     

  • Week 2: November 13

    Module

    2

    Topic

    A

    B

    Lesson

    3

    4

    6

     Assessment

    Assessment # 1

    Mid-Module Topic A addresses lessons 1-5.

    Administer Mid-Module Topic A only (1 day) on Friday.

    Consider using small group time.

    All assessments are broken up by topic to insure manageable assessments for students and teachers.

    Standards Addressed in Week's Lessons

    Topic A

    K.G.1

    K.G.2

    K.G.4

    K.MD.3

     

    Topic B

    K.G.1

    K.G.2

    K.G.4

    K.MD.3

    Notes:

    Lesson 3

    This is the third lesson students are describing shapes.  This would be a good time to begin to take notes on the students that are struggling to use vocabulary words to describe shapes.  Consider pulling these students in a small group and working on exposing them to the key vocabulary of the lesson.  Continue to use the words with pictures that represent the meaning of these attributes.  In addition, show concrete visual examples with the directions. For example, say, “Hold up a shape that has four corners,” while pointing to a picture of a corner.  This extra practice will alleviate frustration for students as the discussion demands increase.

     

    Lesson 4

    During the Concept Development portion of the lesson, students will work with a partner and search for circles and hexagons in the classroom.  Consider partnering students heterogeneously so that struggling students can receive extra support from advanced students.

     

    Lesson 5 Omit

    For pacing considerations, omit lesson 5. Instead, embed experiences with position words in other content areas and throughout the students’ day. It is not essential that students are introduced to position words through the context of shapes.

     

    Lesson 6

    Make sure to spend time in the Concept Development on MP.6, attend to precision, students use position words to clearly indicate the location of shapes.  When kindergarten students are analyzing and defining attributes such as “3 straight sides,” they are attending to precision.  This is will be important for all students to be exposed to this group discussion in order to be successful during the Student Debrief.

  • Week 3: November 20

    Module

    2

    Topic

    B

    C

    Lesson

    7

    9

    10

     Assessment

    Assessment #2: Mid-Module Topic C addresses lessons 9-10.

    Administer Mid-Module Topic C only (1 day) on Friday.

    Consider using small group time.

    All assessments are broken up by topic to insure manageable assessments for students and teachers.

    Standards Addressed in Week's Lessons

    Topic B

    K.G.1

    K.G.2

    K.G.4

    K.MD.3

     

    Topic C

    K.MD.3

    K.G.3

    K.G.4

    K.G.1

    K.G.2

    Notes:

    Lesson 7

    Students will spend a lot of time in this lesson manipulating their geometric solids.  When students are discussing their observations, encourage them to use the names of the solids.  Refer to the word wall if they need scaffolding.  If you have not done so yet, this would be a good time to project sentence starters on your math board.  Facilitate students’ talk by providing them with various sentence frames such as, “These two solids are the same because they have…” and, “This one rolls, but this one just….”

     

    Think ahead: Students will prepare stations for lesson 10's culminating event.  You might consider having another class come visit during this activity so that students can share their learning from Module 2.

     

    Lesson 8 Omit

    For pacing considerations, omit lesson 8. Instead, embed experiences with position words in other content areas and throughout the students’ day. It is not essential that students are introduced to position words through the context of shapes.

     

    Lesson 9

    The priority in lesson 9 is for students to discuss strategies for sorting and then identify and sort flat and solid shapes. Student’s need to focus their attention on the attributes of a flat or solid shape instead of trusting how it looks. The students learn to sort shapes and explain the reason for their groupings.  Make sure to provide ample time in the Concept Development for students to share their rationale with the whole group.  Students will need this exposure to be successful in the Student Debrief.

     

    Lesson 10

    The Fluency Activities have been shortened for this lesson in order make time for the culminating activity.  If time is a concern, conduct the Fluency Activity during Morning Meeting to ensure ample time for the Concept Development. The culminating task begins by asking students to distinguish between variants, non-examples, and examples of flat shapes.  The task continues as students relate the flat shapes to solid shapes as they create a solid and flat shape display.

  • Week 4: November 27

    Module

    3

    Topic

    A

    B

    Lesson

    1

    2

    3

    4

    Standards Addressed in Week's Lessons

    Topic A

    K.MD.1

    K.MD.2

     

    Topic B

    K.MD.1

    K.MD.2

    K.CC.4c

    K.CC.5

    K.CC.6

    Notes:

    Lesson 1

    The objective of this lesson is for students to compare lengths using taller than and shorter than with aligned and non-aligned endpoints.  After Module 2, students should be confident in identifying the attributes of an object.  Continue to add to your word wall and have students speak in complete sentences.

     

    Lesson 2

    The priority of this lesson is for students to compare the length of their strings to the length of various objects within the classroom.  “My string is longer than the marker.” “My string is shorter than my friend’s shoe.” They know to line up the endpoints or the comparison is not valid.

     

    Lesson 3

    Make sure to push students learning and discussion skills by asking probing questions.  When they identify an object as being longer, ask them, "Do you mean that it is longer, like this ribbon is longer than this book? (Dramatize the length of the ribbon.)"

     

    Lesson 4

    Make sure that students are able to explain why there is a color change in the linking stick after they count 5.  This will be important for future lessons in Topic B.  Prioritize the fluency activities as they help solidify students’ understanding of numbers to 10 in relationship to the five, which is also

    useful in upcoming lessons.

     

    Think ahead: Please read comments for lesson 7.

  • Week 5: December 4

    Module

    3

    Topic

    B

    C

    Lesson

    5

    6

    8 / 9

    10

     Assessment

    Assessment # 3

    Mid-Module Topics A and B addresses lessons 1-7.

    Administer Mid-Module Topic A and B only (1 day) on Friday.

    Consider using small group time.

    All assessments are broken up by topic to insure manageable assessments for students and teachers.

    Notes:

    Lesson 5

    If students are struggling during the fluency activities, try putting stickers on their fingers so that they can see the numbers as they count five fingers on the left and 1 finger on the right.  Students might also benefit from plastic gloves (like dish washing gloves) with the numbers written on the fingertips.  This scaffold could benefit visual learners.

     

    Think ahead: Please read comments for lesson 6 and 7.

     

    Lesson 6

    Consider preparing for the Application Problem in Morning Meeting or the day before during art/activity time to save time during the lesson.  Students will need to trace their hands for the Application Problem.  Model for the students how to complete this task.  Allow students to decorate their hand once completed while you pull a small group of strugglers and continue to model and assist them throughout this task.

     

    Lesson 7 Omit

    In order to do so, offer the same as as one more option to describe the

    comparison in Lessons 4–6. Be sure to include objects for comparison that yield descriptions of shorter than, longer than, and the same length as.

     

    Lessons 8 & 9 Combine

    Lessons 8 and 9 cover the same skill (weight).  If students progress quickly in comparing weight by estimating, they may be ready to use the balance scale sooner, allowing for the consolidation of Lessons 8 and 9. To bridge their understanding, have students model the movement of the balance scale with their arms and hands.

     

    Lesson 10

    Prioritize the fluency activity Make it Equal as this will prepare students for success in the lesson and rest of the module.

    Standards Addressed in Week's Lessons

    Topic B

    K.MD.1

    K.MD.2

    K.CC.4c

    K.CC.5

    K.CC.6

     

    Topic C

    K.MD.1

    K.MD.2

  • Week 6: December 11

    Module

    3

    Topic

    C

    D

    Lesson

    11

    12

    13 / 14 / 15

     Assessment

    Assessment #4

    Mid-Module Topic D addresses lessons 13-15.

    Administer Mid-Module Topic D only (1 day) on Friday.

    Consider using small group time.

     

    All assessments are broken up by topic to insure manageable assessments for students and teachers.

    Notes:

    Lesson 11

    The fluency activities are preparing students for today's lesson and builds foundational skills that will be essential in Module 4.  Make sure time is devoted to all activities.

     

    Lesson 12

    As you continue to add to your word wall and push student thinking in group and partner discussion, rephrase sentences for students that respond with one word answers.  For example, “You think your [object] is [number] pennies heavy?”  Encourage them to respond in complete sentences.

     

    Lesson 13/14/15 Combine

    Students might better grasp the concepts of volume and capacity if they observe first and explore afterwards. Consolidate Lessons 13–15 into a series of demonstrations with students engaged chorally, as recorders, and as acute observers (e.g., “Count the scoops as I fill the container”; “Record the number of scoops it took to fill the container”; and “Share with your partner about what happened to the water”). Students might then gain hands-on experience and explore the concept later (e.g., in centers, science). If pacing is a challenge and students study volume as part of science, consider omitting Lessons 14 and 15.

     

     

    Standards Addressed in Week's Lessons

    Topic C

    K.MD.1

    K.MD.2

     

    Topic D

    K.MD.1

    K.MD.2

  • Week 7: December 18

    Module

    3

    Topic

    E

    F

    Lesson

    16

    18 / 19

    20

     Assessment

    Assessment # 5

    End-of-Module Topic E addresses lessons 16-19.

    Administer End-of-Module Topic E only (1 day) on Friday.

    Consider using small group time.

    All assessments are broken up by topic to insure manageable assessments for students and teachers.

    Notes:

    Lesson 16

    MP.7, look for and make use of structure, is a priority in this lesson.  Students might need extra time to manipulate and test objects within their structure.  Provide time for students to share their thinking with partners and group.

     

    Lesson 17 Omit

    Use the Concept Development in this lesson as a rewards activity at an appropriate time during the week.

     

    Lesson 18 & 19 Combine

    Teachers should consider combining lessons 18 and 19.  Both lessons focus on comparing, however, lesson 18 uses more than and the same as and lesson 19 uses fewer than and same as.  It might help students to learn both words during the same lesson.  Make sue to use the fluency activities in lesson 19 as they prepare students for sprints that start in lesson 20.

     

    Lesson 20

    Investing time in reviewing fluency activities such as lesson 20's Building up to the Sprint Routine: Observing and Noticing will be worth the investment.  It will help students understand the expectations and build enthusiasm for the exercise.

     

     

    Standards Addressed in Week's Lessons

    Topic E

    K.CC.6

     

    Topic F

    K.CC.6

    K.CC.7

    K.CC.4c

    K.MD.2

  • Week 8: January 8

    Module

    3

    Topic

    F

    Lesson

    21

    22

    23

    24

    Notes:

    Lesson 21

    This is the first lesson where students will participate in the Sprint.  Make sure to ring the bell before students have stopped so that they do not have the expectation of finishing each time.  Remind them the only score they are concerned about is theirs and not to worry about how others do.  In order to build excitement and make students feel like teachers grading their own papers, you might provide a colored pen for them to correct answers.

     

    Lesson 22

    During the Concept Development, make sure to say the step-by-step directions of the activity while you model it for students.  Once students begin the activity, pull struggling students in a small group and model again for them.  Have them say the step-by-step directions as you model.

     

    Lesson 23

    Some students might require scaffolding support during the Concept Development.  Give struggling students pattern blocks so that they can prioritize "one more than" instead of recalling shapes and drawing them.  Check in with them throughout the lesson to see if you can take the scaffolds away.

     

    Lesson 24

    During the application problem, you might notice students dedicating too much time and energy to the drawing of the objects in the story problem.  Pull this group and model for them how to draw a representation of the object.  Show them that the organization and labeling is more useful than accuracy of object.

    Standards Addressed in Week's Lessons

    Topic F

    K.CC.6

    K.CC.7

    K.CC.4c

    K.MD.2

  • Week 9: January 15

    Module

    3

    Topic

    G

    Lesson

    25

    26

    27

    Notes:

    Lesson 25

    Students will revisit the sprint from lesson 20.  Make sure to dedicate time to reviewing the expectations and how students should correct their papers since it has been a few lessons since they practiced.  Students will practice the sprint two times so that a discussion about beating your score can happen.  Make sure students get a couple more seconds the second time around so they can build enthusiasm around that feeling of success.

     

    Lesson 26

    During the Concept Development, make sure to emphasize as you model that objects should be lined up directly next to the other object.  For students still struggling with one-to-one correspondence, this is an opportunity for them to learn the importance of organizing their counting and comparing when they have groups of objects.

     

    Lesson 27

    The activity in the Concept Development relies on student's mastery of skills taught in lesson 25 and 26.  Consider pulling your students that are still struggling for small group time while other students engage in activity.  Use this time to revisit skills taught in the previous two lessons.  Model and say what you are doing.  Monitor students as they mimic what you do.

    Standards Addressed in Week's Lessons

    Topic G

    K.CC.6

    K.CC.7

    K.CC.4c

  • Week 10: January 22

    Module

    3

    Topic

    G

    H

    Lesson

    28

    29

    Notes:

    Lesson 28

    This lesson requires students to be able to verbalize their thinking and observations.  Some students might benefit from a cheat sheet with sentences on it such as, “I see the number __.” “I see a number, and I see __ dots on the back.” Have above grade level students model the more than/less than statements. “3 dots is less than 6 dots.” Use objects to represent these statements for your visual learners.  It is important to make sure you are recording observations throughout the Concept Development in order to determine who is still needs support.

     

    Lesson 29

    If time permits, an extension activity could be for students to work in partners and make their own model of cups that are full, not full, or empty.  Provide students with 3 different sized plastic cups and water to fill the small cup.  Have them repeat the experiment you conducted.  Students could discuss the Student Debrief discussion questions from their experiment spots.  It could give students who do not participate as often a chance to explain their thinking with the visual.

     

     

     

     Assessment

    Assessment # 6

    End-of-Module Topic G addresses lessons 25-28.

    Administer End-of-Module Topic G only (1 day) on Friday.

    Consider using small group time.

    All assessments are broken up by topic to insure manageable assessments for students and teachers.

    Standards Addressed in Week's Lessons

    Topic G

    K.CC.6

    K.CC.7

    K.CC.4c

     

    Topic H

    K.MD.1

    K.MD.2

    K.CC.6

    K.CC.7

  • Week 11: January 29

    Module

    3

    Topic

    H

    Lesson

    30

    31

    32

     Assessment

    End-of-Module Topic H addresses lessons 29-32.

    Administer End-of-Module Topic H only (1 day) on Friday.

    Consider using small group time.

    All assessments are broken up by topic to insure manageable assessments for students and teachers.

    Standards Addressed in Week's Lessons

    Topic H

    K.MD.1

    K.MD.2

    K.CC.6

    K.CC.7

    Notes:

    Lesson 30

    Provide opportunities throughout the Application Problem and the Concept Development for above grade level students to explain why the differently shaped objects made with the clay still weigh the same when placed on the balance scale. Ask them how they would go about proving their thinking to an alien who just landed on earth.

     

    Lesson 31

    Model the Application Problem for students working below grade level and English language learners. Help them compare the lengths of their bracelets by modeling what to say: “My bracelet is longer than/shorter than yours because….”  Challenge students working above grade level by asking them to think about and explain how comparing their buildings to something else in the room helps the class create the math city. Encourage them to use

    their math vocabulary in expressing their ideas.

     

    Lesson 32

    Lesson 32 serves as a culminating topic where students synthesize their knowledge of the attributes previously

    studied in this module.  If pacing has become an issue for you, move the game in the Concept Development to another time of the day and use this lesson to catch up.