KINDERGARTEN ENVISION MATH CURRICULUM MAP
KINDERGARTEN ENVISION MATH CURRICULUM MAPCANYONS SCHOOL DISTRICT2011 – 2012Curriculum Mapping PurposeCanyons School District’s curriculum math maps are standards-based maps driven by the Common Core StateStandards and implemented using Scott Foresman-Addison Wesley enVisionMATH 2011. Studentachievement is increased when both teachers and students know where they are going, why they are goingthere, and what is required of them to get there. To that end, curriculum maps answer these questions:REVIEW, CORE, EXTEND, ASSESSWhat do students know?COMMON CORE STANDARDWhat concepts and skills dostudents need to know?ENVISION LESSONHow will students learn thestandards?VOCABULARY & NOTESWhat vocabulary is necessary fordepth of understanding?Curriculum Maps are a tool for: ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, andassessments COMMUNICATION: Articulates expectations and learning goals for students PLANNING: Focuses instruction and targets critical information COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about bestpractices pertaining to sequencing, unit emphasis and length, integration, and review strategies
DRAFT 6/16/2011These maps were collaboratively developed and refined by teacher committees using feedbackfrom classroom teachers, achievement coaches, building administrators, and the office ofEvidence-Based Learning. It is with much appreciation that we recognize the many educators thatcollaborated in the effort to provide these maps for the teachers and students of CSD. Specificindividuals that have assisted in the writing and editing of this document JanCathyNancyTaraJessicaLeeAnneCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based dTorayaVidalWalker
DRAFT 6/16/2011TABLE OF CONTENTSKindergarten Common Core At-a-Glancepage 1Common Core Standards for Mathematical Practicepage 2General Instructions for the Mappage 3Kindergarten Year at a Glancepage 4Kindergarten Mappages 5–15Kindergarten Assessment Continuumpage 16Kindergarten Vocabulary Listpages 17-18The Kindergarten Core and More Lesson Checklistpages 19-21Kindergarten Overview of CCSS and enVisionpages 22-25Canyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.
DRAFT 6/16/2011Kindergarten Math Common Core At-a-GlanceKindergarten OverviewCounting and Cardinality(K.CC) Know number names and the count sequence. Count to tell the number of objects. Compare numbers.Operations and Algebraic Thinking(K.OA)Two Critical AreasIn Kindergarten, instructional time should focus on two critical areas:orepresenting, relating, and operating on whole*numbers, initially with sets of objects;odescribing shapes and space. More learning time in Kindergartenshould be devoted to number than to other topics. Understand addition as putting together andadding to, and understand subtraction as takingapart and taking from.Number and Operations in Base Ten(K.NBT) Work with numbers 11–19 to gain foundations forplace value.Measurement and Data(K.MD) Describe and compare measurable attributes. Classify objects and count the number of objects incategories.Geometry(K.G) Identify and describe shapes. Analyze, compare, create, and compose shapes.Common Core Practice StandardsOverarching habits of mind of a productive mathematicalthinker1. Make sense of problems and persevere in solving them6. Attend to precisionReasoning and explaining2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoningof othersModeling and using tools4. Model with mathematics5. Use appropriate tools strategicallySeeing structure and generalizing7. Look for and make use of structure8. Look for and express regularity in repeated reasoningCommon Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.1
DRAFT 6/16/2011The Common Core Standards for Mathematical PracticeThe Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in theirstudents. These practices rest on important processes and proficiencies with longstanding importance in mathematics education.1. Make sense of problems and persevere in solving them.5. Use appropriate tools strategically.2. Reason abstractly and quantitatively.6. Attend to precision.3. Construct viable arguments and critique the reasoning of others.7. Look for and make use of structure.4. Model with mathematics.8. Look for and express regularity in repeated reasoning.Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content“The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations thatbegin with the word “understand” are often especially good opportunities to connect the practices to the content. Studentswho lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they maybe less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics topractical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to otherstudents, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understandingeffectively prevents a student from engaging in the mathematical practices” (CCSS, 2010).- Common Core State Standards Initiative, 2010: Mathematics Introduction Standards for Mathematical Practice @ Corestandards.orgCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.2
DRAFT 6/16/2011General InstructionsThis map is a guide for curriculum planning and instruction, put together by your peers (Kindergarten teachers), based on yourfeedback.Hands-On Math: Please remember that each math concept should be introduced with hands-on learning. Daily use ofmanipulatives should be encouraged. Management and procedures for manipulative use should be taught, practiced, modeled,and reviewed beginning in August and throughout the year. * See the TE for suggestions and lessons for concrete understandingand manipulative use.Patterns. Although patterns are not taught explicitly, students are expected to recognize patterns in numbers.For example: , 6, 7; 3, , 5;7, 8,Continual review. We need to provide an ongoing review of previously taught concepts and skills.EnVision’s Daily Spiral Review works great!Additional CC Lessons. Under the EnVision Lessons, there are some “CC” lessons. These lessons were added to match thecommon core to the first grade lessons we need to teach. These lessons are not found in the hard copies of the EnVision teacherbooks, however digital copies will be available through SuccessNet. Additionally, one hard copy of these materials will beavailable at each school.Supplemental activities and lessons. Please remember, no program is perfect. Please supplement with additional hands-onactivities to meet the needs of individual students as necessary.Common Formative Assessments (CFA). CFA’s are an accountability piece for you as a teacher. The district does not monitorthem. CFA’s are one form of assessment, and the data should be used to help guide and inform your instruction. For example:Which problem(s) did all students get correct? Which problem(s) did a lot of students miss? What concepts need to be retaught? The results of a CFA should not be used as a math “grade” for students.Canyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.3
DRAFT 6/16/2011KindergartenYear-at-a-Glance 2011 - 2012MonthSeptember21 daysOctoberMATH CONCEPTSTOPICSfromEnVisionSorting and Classifying1. Same and Different2. SortingPosition and Location1. Emphasis on positional wordsTopic 1Zero to Five1. Counting, reading, writing, and making numbers 0-5Topic 4Six to Ten1. Counting, reading, writing, and making numbers 6-10Topic 5CFA and CBMASSESSMENT DATESCBM Testing 9/5-9/13Topic 217 daysNovemberCFA #1 - Nov. 11Topics 1, 2, 3, and 416 daysDecember12 daysJanuary17 daysFebruary20 daysMarch18 daysApril16 daysMay18 daysComparing Numbers1. Comparing numbers through 102. 1 and 2 more and fewerTopic 6Geometry1. Two dimensional shapes2. Three dimensional shapesMeasurement1. Comparing and ordering length and weightTopic 7Addition1.Joining Groups2. Fluently adds within 5Topic 10Subtraction1. Separating groups2. Fluently subtracts within 5Topic 11Large Numbers1. Counting, reading, writing, and making numbers 11-192. Counting by 10’s to 100Topic 12Graphing1. Collecting data2. Types of graphsTopic 16CBM Testing 11th -13thTopic 9CFA #2 - Jan. 31Topics 5, 6, 7, and 9CFA #3 - Mar. 30Topics 10 and 11Days 18Days 16CFA #4 - May18Topic 12CBM Testing14th - 16thCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.4
DRAFT 7/27/11Kindergarten Math MapSEPTEMBER (20 days)TOPIC 1 – SORTING AND CLASSIFYING (Topic Opener 5 EnVision Lessons)TOPIC 2 – POSITION AND LOCATION (Topic Opener 6 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:Topic 1 items are foundational knowledgefor the Kinder Common CoreENVISION LESSONTopic 1Interactive Math StoryTopic 1 OpenerDuring Topic 1 keepfocus of lessonand teacher language to sort andclassify by attributes of shape, sizeand kind. Begin unit by building on whatVOCABULARY WORDSFOR THIS UNIT:Same (alike)DifferentSortDoes not belongSorting rulethey know of sorting by color and then helpthem recognize attributes other than color.Sorting helps students learn the attributes ofshapes and color is not an attribute of ashape.K.MD.31-1 Same and DifferentK.MD.31-2 Sorting by One AttributeK.MD.31-3 Sorting the Same Set in Different WaysK.MD.31-4 Sorting by More than One AttributeK.MD.3K.G.11-5 Problem Solving: Use Logical ReasoningCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.5
DRAFT 7/27/11Kindergarten Math MapSEPTEMBER (20 days) – cont.TOPIC 2 – POSITION AND LOCATION (Topic Opener 6 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:Topic 2: Envision vocabulary is not anexact match to Common CoreVocabulary. Please be sure to enhancelessons with vocabulary examples listed incommon core objective.ENVISION LESSONTopic 2Interactive Math Story (p. 15 I)Topic 2 Opener (p. 15)Topic 2 Math Project (p.16)See Topic 2 Centers ideas on pp. 15G,15HK.G.12-1 Inside and OutsideK.G.12-2 Over, Under, & OnK.G.12-3 Top, Middle, & BottomK.G.12-4 Before and AfterK.G.12-5 Left and RightK.G.1K.OA.1K.OA.22-6 Problem Solving: Act It OutVOCABULARY WORDSFOR THIS AfterLeftRightCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.6
DRAFT 7/27/11Kindergarten Math MapOCTOBER (17 days)TOPIC 4 – ZERO TO FIVE (Topic Open 13 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:Topic 4: Adapt each lesson as needed. Payspecial attention to the Additional Activity Boxand the extend activity found in each lesson. Wefound that these targeted the core objectives.Supplement other activity ideas as needed.ENVISION LESSONVOCABULARY WORDSFOR THIS UNIT:Topic 4Interactive Math Story (p. 49)Number words (one, two,etc.)CountSame asMoreFewerPartWhole1, 2 more1, 2 fewerTopic 4 Opener (p.49)Topic 4 Math Project (p.50)Use Problem of the Day - DailyK.CC.4K.CC.5K.CC.4.a, b, c4-1 Counting 1, 2, & 3K.CC.4.bK.CC.5CC-1 Counting 1, 2, & 3 inDifferent ArrangementsK.CC.3, K.CC.4, K.CC.4.a, b, c, K.CC.54-2 Reading & Writing 1, 2, and 3K.CC.4 K.CC.4.a, b, c K.CC.54-3 Counting 4 & 5K.CC.4.bK.CC.5CC-2 Counting 4 & 5 in DifferentArrangementsK.CC.3 K.CC.4 K.CC.4.a, b, c K.CC.54-4 Reading and Writing 4 & 5K.CC.3 K.CC.4 K.CC.4.a, b, c K.CC.54-5 Reading & Writing 0K.OA.34-6 Making 4 & 5K.OA.3CC-3 Writing Number Sentencesfor 4 & 5K.CC.64-7 More, Fewer, and Same AsK.CC.64-8 1 and 2 MoreK.CC.64-9 1 and 2 FewerK.CC.5K.CC.4.b4-10 Problem Solving: Make anOrganized ListCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.7
DRAFT 7/27/11Kindergarten Math MapNOVEMBER (16 days)TOPIC 5 – SIX TO TEN (Topic Open 14 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:ENVISION LESSONTopic 5 Interactive Math Story (p.73 I)Topic 5 Opener (p.73)K.CC.4 K.CC.4.a, b, cK.CC.55-1 Counting 6 & 7K.OA.35-2 Making 6 & 7K.CC.3 K.CC.4 K.CC.4.a, b, cK.CC.55-3 Reading & Writing 6 & 7K.OA.3CC-4 Writing Number Sentences for 6 &7K.CC.4 K.CC.4.a, b, cK.CC.55-4 Counting 8 & 9K.OA.35-5 Making 8 & 9K.CC.4 K.CC.4.a, b, cK.CC.55-6 Reading & Writing 8 & 9K.OA.3CC-5 Writing Number Sentences for 8 & 9K.CC.4 K.CC.4.a, b, cK.CC.55-7 Counting 10K.OA.3 K.OA.45-8 Making 10K.CC.3 K.CC.4 K.CC.4.a, b, cK.CC.55-9 Reading & Writing 10K.OA.3CC-6 Writing Number Sentences for 10K.CC.25-10 Ordering Numbers on a NumberLine5-11 Problem Solving: Make a GraphK.MD.4VOCABULARY WORDS FORTHIS UNIT:Number words (six, seven, etc.)OrderForwardBackwardGraphCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.8
DRAFT 7/27/11Kindergarten Math MapDECEMBER (12 days)TOPIC 6 – COMPARING NUMBERS (Topic Opener 5 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:ENVISION LESSONTopic 6 Interactive Math Story (p. 99)VOCABULARY WORDS FORTHIS UNIT:GreaterLessTopic 6 Opener(p. 99)K.CC.6K.CC.76-1 Comparing numbers through 10K.CC.6K.CC.76-2 Comparing Numbers to 5K.CC.6K.CC.76-3 Comparing Numbers to 10K.CC.6K.CC.7K.OA.16-4K.CC.66-5 Problem Solving1 and 2 More and FewerCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.9
DRAFT 7/27/11Kindergarten Math MapJANUARY (17 days)TOPIC 7 – GEOMETRY (Topic Opener 9 EnVision Lessons)TOPIC 9 – MEASUREMENT (Topic Opener 10 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:*P. 117A Math Background for teachersprovides a "shape day" idea which would beanother opportunity to re-teach positionalvocabulary.ENVISION LESSONTopic 7 Interactive Math Storyp. 113 ITopic 7 OpenerLesson on p. 113*Shape Charades (p.113 F) andDramatic Play Center (p. 113H)teaches to K.G.5Topic 7 Math Project p. 114K.G.1, K.G.2, K.G.3, K.G.47-1 Squares and Other RectanglesK.G.1K.G.2K.G.3K.G.47-2 Circles and TrianglesK.G.67-3 Making Shapes from Other ShapesK.G.4K.G.6CC-7 More Making Shapes from OtherShapesK.G.27-4 Same Size, Same ShapeK.G.1K.G.2K.G.37-6 Solid FiguresK.G.2, K.G.4CC-8 Building with Solid FiguresK.G.47-7 Comparing Solid FiguresK.G.3, K.G.4, K.G.57-8 Flat Surfaces of Solid FiguresVOCABULARY WORDSFOR THIS eConeCylinder*2-D terms are only specifically mentioned in thislesson. Use terms interchangeably (i.e. twodimensional, flat) during all lessons in this topic.*Intervention Activity teaches to K.G.5*3-D terms are only specifically mentioned in thislesson. Use terms interchangeably (i.e. threedimensional, solid) during all lessons in this topic.*Extension p. 125 teaches K.G.6Canyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.10
DRAFT 7/27/11Kindergarten Math MapJANUARY (17 days) – cont.TOPIC 9 – MEASUREMENT (Topic Opener 10 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:ENVISION LESSONTopic 9 Interactive Math Story (p.151 I)Topic 9 Opener (p.151)Math Project (p. 152)K.MD.1K.MD.29-1 Comparing and Ordering by SizeK.MD.1K.MD.29-2 Comparing by LengthK.MD.1K.MD.29-3 Ordering by LengthK.MD.19-4 Measuring LengthK.MD.1K.MD.29-5 Problem Solving: Try, Check andReviseK.MD.1K.MD.29-6 Comparing CapacitiesK.MD.19-7 Measuring CapacityK.MD.1K.MD.29-8 Comparing WeightK.MD.19-9 Measuring WeightK.MD.9-10 Problem Solving: Try, Check, andReviseVOCABULARY WORDSFOR THIS UNIT:SizeLongestMeasureAs long asTallestShortestLarge, larger, largestSmall, smaller, smallestBig, bigger, biggestMediumAs short asAs tall asLonger thanShorter thanTaller thanHolds moreHolds lessAbout the sameHeavierLighterBalanceWeighWeighs moreWeighs lessCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.11
DRAFT 7/27/11Kindergarten Math MapFEBRUARY (20 days)TOPIC 10 – ADDITION (Topic Opener 7 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:In all lessons, under "guided practice" - thereis a "Do You Understand" to help childrenprocess and express why they are doingthingsENVISION LESSONTopic 10 Interactive MathStory (p.175 I)Topic 10 Opener (p.175)Topic 10 Math Project (p.176)K.OA.1K.OA.2K.OA.510-1 Stories About JoiningK.OA.1K.OA.2K.OA.510-2 More JoiningK.OA.1K.OA.2K.OA.510-3 Joining GroupsK.OA.1K.OA.2K.OA.510-4 Using the Plus SignK.OA.1K.OA.2K.OA.510-5 Finding SumsK.OA.1K.OA.2K.OA.510-6 Addition SentencesK.OA.1K.OA.2K.OA.510-7 Problem Solving: Drawa PictureVOCABULARY WORDS FORTHIS UNIT:Number storyJoinIn allAll togetherAddition sentenceAddPlus signEqual signSumCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.12
DRAFT 7/27/11Kindergarten Math MapMARCH (18 days)TOPIC 11 – SUBTRACTION (Topic Opener 7 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:ENVISION LESSONTopic 11 Interactive Math Story (p.193I)Topic 11 Opener (p 193)Topic 11 Math Project (p. 194)K.OA.1K.OA.2K.OA.511-1 Stories About SeparatingK.OA.1K.OA.2K.OA.511-2 Stories About Take AwayK.OA.1K.OA.2K.OA.511-3 Stories About ComparingK.OA.1K.OA.2K.OA.511-4 Using the Minus SignK.OA.1K.OA.2K.OA.511-5 Finding DifferencesK.OA.1K.OA.2K.OA.511-6 Subtraction SentencesK.OA.1K.OA.2K.OA.511-7 Problem Solving: Act It OutVOCABULARY WORDS FORTHIS UNIT:Subtraction sentenceTake awayMinus signSeparateLeftDifferenceSubtractCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.13
DRAFT 7/27/11Kindergarten Math MapAPRIL (16 days)TOPIC 12 – LARGER NUMBERS (Topic Opener 15 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:K.CC.3K.CC.4.a, b, cK.CC.5K.CC.3K.CC.4.a, b, cK.CC.5K.NBT.1ENVISION LESSONTopic 12 Interactive Math Story (p.211 I)Topic 12 Opener (p.211)12 -1 Counting, Reading, and Writing 11 & 12Topic 12 Math Project (p. 212)CC-9 Making 11, 12, and 1312-3 Counting, Reading and Writing 16 & 17K.CC.3 K.CC.4.a, b, c K.CC.512-4 Counting, Reading and Writing 18, 19 & 20K.NBT.1CC-11 Making 17, 18 & 19K.NBT.1CC-12 Creating Sets to 19K.NBT.1CC-13 Parts of 11, 12, & 13K.NBT.1CC-14 Parts of 14, 15, & 16K.NBT.1CC-15 Parts of 17, 18, & 19K.CC.2 K.CC.4.a, b, cNumber words (11-20) –eleven, twelve, etc.)Hundred chartRowColumnCount by Tens12-2 Counting, Reading and Writing 13, 14, & 15K.CC.3K.CC.4.a, b, cK.CC.5K.NBT.1K.CC.1VOCABULARY WORDSFOR THIS UNIT:CC-10 Making 14, 15, & 1612-6 Counting to 100K.CC.112-7 Counting Groups of TensK.CC.112-8 Patterns on a Hundred ChartK.CC.212-10 Problem Solving: Look for a PatternCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.14
DRAFT 7/27/11Kindergarten Math MapMAY (18 days)TOPIC 16 – GRAPHING (Topic Opener 5 EnVision Lessons)COMMON CORE STANDARDSNotes for this unit:ENVISION LESSONTopic 16 Interactive Math Story (p.269 I)Topic 16 Opener (p.269)VOCABULARY WORDS FORTHIS UNIT:FewestPicture graphAs manyBar graphTopic 16 Math Project (p. 270)K.CC.616-1 As Many, More, and FewerK.MD.316-3 Real GraphsK.MD.316-4 Picture GraphsK.MD.316-5 Bar GraphsK.MD.316-7 Problem Solving: Make a GraphCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.15
DRAFT 7/27/11KindergartenMath Assessment ContinuumM-CBM’sM-CBM’sCFA #1* Nov. 11M-CBM’sCFA #2* Jan. 31CFA #3* Mar. 30CFA #4* May icTopic12345679101112 optional assessment* Please submit quarterly CFA scoresto your school principal by this date.Canyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.16
DRAFT 7/27/11Kindergarten Envision Vocabulary by Topic and Math StandardsTopic VocabularyTopic 1 – Sorting and ClassifyingSame (alike), different, sort, does not belong, sortingruleTopic 2 – Position and LocationOver, under, on, inside, outside,Top, middle, bottom,Before, after,Left, rightTopic 3 - PatternsRepeat, pattern, growing patternTopic 4 – Zero to FiveNumber wordsCountSame asMore, fewerPart1, 2 moreMath StandardK.MD – classify objects into givencategories, sort categories**reinforce the count in each groupK.G – relative positionsK.CC 4a, b – one to one countingK.CC 4b – last number said is numberK.CC 6, K.CC 7 – compare 2 numbersK.CC 4c – each successive #, is 1more1, 2 fewerTopic 5 – Six to TenNumber wordsNumber lineorderForward, backwardgraphTopic 6 – Comparing NumbersGreater, lessTopic 7 - GeometrySquare, rectangle, circle, triangle, Sphere, cube,cone, cylinderMatching parts, corner, edge, side, roll, stack, slide,flat surfaceK.CC 7 – compare 2 numbersK.CC 6,7K.G – add hexagonK.G2 – name shape regardless of sizeor orientationKG 6, KG 4 – compare 2-D and 3-Dshapes, compose simple shapes tomake larger shapesTopic 8 – Fractions and OrdinalsEqual partsHalf/halvesFirst, second, third tenthCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.17
DRAFT 7/27/11Topic 9 - MeasurementSize, longest, measure, as long as, tallest, shortest,large/larger/largest, small/ smaller/smallest,big/bigger/biggest, medium, as short as, as tall as,longer than, shorter than, taller than, hold more, holdsless, about the same, heavier, lighter, balance, weigh,weighs more, weighs lessMost, least, estimate, checkK.MD 1 describe using length orweightK.MD 2 compare 2 objects to see whathas “more of”/”less of”Topic 10 - AdditionNumber story, join, in all, altogether, additionsentence, add, plus sign, equal sign, sumK.OA 1-5 – word problemsAdd up to 10, add fluently within 5Topic 11 - SubtractionSubtraction sentence, take away, minus sign,separate, left, difference, subtractK.OA 1-5 – word problems Subtractwithin 10, subtract fluently within 5Topic 12 – Larger NumbersNumbers 11-20K.CC 3 – write #’s 0-20K.CC 5 – count out objects to 20K.NBT – place value foundation withnumbers 11-20. (e. g. 18 10 8)Odd/evenHundred chart, row, columnSkip countingCount by 2s, count by 5sCount by 10sK.CC 1 – count by 1s/10s to 100K.CC 1 – count by 1s/10s to 100Topic 16 – GraphingFewestSurveyPicture graphReal graphAs manyBar graphMore likelyLess likelyCanyons School District elementary math maps are created by CSD elementary teachersand published by the CSD Office of Evidence-Based Learning.18
DRAFT 7/27/11Kindergarten Math MapThe Kindergarten Core and MORE Instruction ChecklistThe CCSS Standard:The Envision Lesson:EXPLICIT INSTRUCTIONI do it, We do it, Y’all do it, You do itPROACTIVE PLANNINGENGAGEMENTAll StudentsSaying, Writing, DoingVOCABULARY WORDSThe following questions should be considered for each part of the lesson:-What are the predictable failures for this lesson? (conceptually and behaviorally)How will you prevent these failures?What will you do to maintain consistency?How will you know if it is working?ANTICIPATORY SETChoose from the many options: Review What You KnowInteractive Math StoriesMath JournalingSpiral ReviewProblem of the DayBUILDING A FOUNDATIONThe Language of Math: Vocabulary instruction1- How will you explicitly teach new vocabulary?2- How will you provide multiple opportunities for vocabulary to be used in context?(5 MINUTES) Choral Responses Partner Responses Written Responses(whiteboards) Random call on students(5 MINUTES) Choral Responses Partner Responses Random call on studentsCanyons School District’s Evidence-Based Learning (EBL) Office ensures a proactive educational system for all students by supporting educators withevidence-based practices in instruction, assessment, curriculum and problem-solving for improving academic and social competencies.19
DRAFT 7/27/11WHOLE GROUP INSTRUCTION: ConcreteDevelop the Concept: Interactive Learning (Hands-on)1- What materials/manipulatives will you need?2- Will each student have enough materials to model the problems?-If they do not, will you have them pair up or adjust the problems?3- Where will students record their work during this phase of the lesson?Kindergarten Math Map(5-10 MINUTES) Choral Responses Partner Responses Written Responses(whiteboards) Random call on students4- How will you check for understanding during this phase of the lesson?5- Will you use the Extend?6- Will you use the Link to Investigations?SCAFFOLDED INSTRUCTION: RepresentationalDevelop the Concept: VisualThe Visual Learning Bridge, at the top of each lesson, is critical to connecting the Concrete to theRepresentational and then to the Abstract. Look for Prevent Misconceptions.Choose one option: Visual Learning Animation (on-line or CD) Document camera(5-10 MINUTES) Choral Responses Partner Responses Written Responses(whiteboards)1- Check for understanding during the Guided Practice.2- Where will students record their work?INDEPENDENT PRACTICE: ABSTRACTIndependent Practice and Problem Solving1234-Which problems will you assign?Where will students record their work?Will you collect, grade and record the independent practice?How will you check for understanding?(5-10 MINUTES) Choral Responses Partner Responses Written Responses(whiteboards) Random call on studentsCanyons School District’s Evidence-Based Learning (EBL) Office ensures a proactive educational system for all students by supporting educators withevidence-based practices in instruction, assessment, curriculum and problem-solving for improving academic and social competencies.20
DRAFT 7/27/11FORMATIVE ASSESSMENTKindergarten Math Map(5 MINUTES)Concept Understanding PLC/Grade-Level common formative assessment Quick Check (in Teacher Resource Masters) Writing to ExplainFormative Assessment Tools Topic tests (online or in text) CBM-Math PLC/Grade-Level common formative assessment Other assessment toolEnd of each Quarter: District Common Formative Assessment (CFA)Canyons School District’s Evidence-Based Learning (EBL) Office ensures a proactive educational system for all students by supporting educators withevidence-based practices in instruction, assessment, curriculum and problem-solving for improving academic and social competencies.21
DRAFT 7/27/11Kindergarten Math MapMath Standards and Envision LessonsGrade K OverviewCounting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers.Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apartand taking from.Number and Operations in Base Ten Work with numbers 11–19 to gain foundations for place value.Measurement and Data Describe and compare measurable attributes. Classify objects and count the number of objects in categories.Geometry Identify and describe shapes. Analyze, compare, create, and compose shapes.Mathematical Practices1.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.COMMON CORE STATE STANDARDS for MATHEMATICSCanyons School District’s Evidence-Based Learning (EBL) Office ensures a proactive educational system for allstudents by supporting educators with evidence-based practices in instruction, assessment, curriculum andproblem-solving for improving academic and social competencies.22
DRAFT 7/27/11Counting and CardinalityKindergarten Math MapK.CCKnow number names and the count sequence.1.2.3.Count to 100 by ones and by tens.Envision Lessons 12-6, 12-7Count forward beginning from a given number within the known sequence (instead of having tobegin at 1).Envision Lessons 12-8Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0representing a count of no objects).Envision Lessons 4-2, 4-4, 4-5, 5-3, 5-6, 5-9, 12-1, 12-2, 12-3,12-4Count to tell the number of objects.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 eachobject with one and only one number name
Comparing Numbers 1. Comparing numbers through 10 2. 1 and 2 more and fewer Topic 6 January 17 days Geometry 1. Two dimensional shapes 2. Three dimensional shapes Measurement 1. Comparing and ordering length and weight Topic 7 Topic 9 CBM Testing 11th -13th CFA #2 - Jan. 31 Topics 5,
Fallen Leaves 7231-58 New Leaves 7335-58 Carrara Envision 7494-58 Pebble Envision 7495-58 Saltillo Envision 7497-58 Folkstone American Granite 658-90 Omega Granite 3177-58 Jasper Envision 7499-58 Lapis Envision 7498-58 Noir Envision 7500-58 Lime Stone 7264-58 Sand
Math Materials Review Committee Reports For Pearson enVision SBCUSD 2014-15 For Internal Use Only . Kindergarten Pearson enVision ! ! Mathematics!Textbook!Review! 201472015!! . morepracticeand!lesswastedspaceonpracticepages.!
Last school year, grades 3-5 piloted enVision Math. As a result, it was decided to expand our implementation of enVision Math and SuccessMaker Math to include grades K - 5 this school year. Middle School math teachers are into their 2nd year of enVision Math implementation. We now have a grades K-8 vertically-aligned math program for our .
FIFTH GRADE ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT 2013 – 2014 . This map was created by grade level teachers as a scope and sequence to guide and support math curriculum planning and instruction for the year. . Pacing . Increasing Opportunities to Respond . Saying, Writing, Doing .
ENVISION MATH CURRICULUM MAP CANYONS SCHOOL DISTRICT 2014– 2015 Curriculum Mapping Purpose Canyons School District’s curriculum math maps are standards-based maps driven by the Utah Core State Standards and implemented using Pearson enVisionMATH 2011 with supplem
ENVISION LESSON VOCABULARY & NOTES ASSESS & from Kindergarten, and assessing students’ needs. REVIEW Reviews Kindergarten Core & Student Readiness Readiness R1-4 This is the time for establishing routines, reviewing math concepts *It is recommended that time, odd/even, expanded form, math
Envision credits and laying the foundation for Envision v3. The work of the technical committees was then carried forward by ISI staff and the Envision Review Board, a group of industry-leading professionals accountable to the ISI Board of Directors for maintaining the integrity of the Envision framework.
4 enVision 2.0 5-4 Use Partial Quotients to Divide ENV TE p. 257 5 enVision 2.0 5-5 Divide by Multiples of 10 ENV TE p. 263 6 enVision 2.0 5-6 Use Estimation to Place the First Digit of the Quotient ENV TE p. 269 7 enVision 2.0 5-7 Divide by 2-Digit Divisors ENV TE p. 275 8 Georgia Are These All 364/15 Unit p. 9 9
