Independent School District of Boise City Mathematics - Kindergarten

District Course #008 Course Description The elementary mathematics curriculum of the Boise School District will be vibrant, challenging, and child centered. With consideration for children's needs and their development, the followings NCTM strands, which are of equal importance, will comprise the elementary mathematics curriculum: (1) Numbers and Numeration, (2) Organizing and Interpreting Data, (3) Problem Solving, (4) Measurement, (5) Geometry, (6) Technology, and (7) Algebra - the language of mathematics. However, instruction will be structured as a spiral of strands to insure that children will experience mathematics as a unified whole rather than as a set of disjointed, unrelated parts. In particular, problem-solving and technology should serve to integrate the curriculum across the strands and among other disciplines. Meaning and understanding of mathematics rests upon the foundation of mathematical concepts developed through experience with concrete manipulatives. It is recommended that manipulatives be used as often as possible. Concepts and skills should not be taught in isolation. Both are built on students' past knowledge through meaningful examples and experiences, and students should be provided ample opportunities to apply them to practical, real-life situations. Adopted Materials Title: Houghton Mifflin Math - Kindergarten Edition: 2005 Publisher: Houghton Mifflin ISBN: 0-618-38984-9 Course Scope Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Basic Arithmetic, Estimation, and Accurate Computations Mathematical Reasoning and Problem Solving Concepts and Principles of Measurement Concepts and Language of Algebra Concepts and Principles of Geometry Data Analysis, Probability, and Statistics Functions and Mathematical Models Kindergarten Mathematics Unit 1 Basic Arithmetic, Estimation, and Accurate Computations Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing District Reference 008 Ongoing

Instructional Objective Standard Reference 008.01 Demonstrate knowledge of our numeration system by counting K.M.1.1.1. forward by ones to at least 31. No. Performance Objective Resource Reference Assessment Correlation 01 Demonstrate knowledge of our numeration system Chapters 4, 7, 8, 15, TMA, TO, by counting in a variety of ways. 16 BKAB, Rote count MTW, MTWSM, Box DMT One to one correspondence It and Bag It, Number value/symbol/conservation of number Kindergarten Handbook, Workjobs, Workjobs II Instructional Objective Standard Reference 008.02 Show the verbal, symbolic, and physical representations of a K.M.1.1.2 number up to 10. No. Performance Objective Resource Reference Assessment Correlation 01 Count to at least 30 Chapters 3, 4, 7, 8, TMA, TO, Recognize numerals to at least 30 15, 16 BKAB, Write numerals to 10 *Refer to 008.01 DMT Instructional Objective Standard Reference 008.03 Identify a penny as a value of money. K.M.1.1.3 No. Performance Objective Resource Reference Assessment Correlation 01 Identify a penny as a value of money Chapter 10 TMA, TO, *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.04 Explore the concepts of addition and subtraction using K.M.1.2.1 concrete objects. No. Performance Objective Resource Reference Assessment Correlation 01 Explore the concepts of addition and subtraction Chapters 13, 14 TMA, TO using concrete objects. *Refer to 008.01 Instructional Objective Standard Reference 008.05 Use appropriate vocabulary. K.M.1.2.2. No. Performance Objective Resource Reference Assessment Correlation 01 Use appropriate vocabulary. Dailey Routines: TMA, TO Vocabulary at the beginning of each lesson Instructional Objective Standard Reference 008.06 Use estimation to identify a number of objects. K.M.1.3.1 No. Performance Objective Resource Reference Assessment

Correlation 01 Use estimation to identify a number of objects Chapters 8, 15 TMA, TO, *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.07 Use estimation to evaluate the reasonableness of an answer. K.M.1.3.2 No. Performance Objective Resource Reference Assessment Correlation 01 Recognize when an estimate for the number of Chapters 11, 12 TMA, TO, objects is a reasonable estimate. *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.08 Use estimation to identify a number of objects. Use K.M.1.3.1 appropriate vocabulary. K.M.1.3.3 No. Performance Objective Resource Reference Assessment Correlation 01 Use estimation and appropriate vocabulary to Chapter 2 TMA, TO, identify a number of objects Dailey Routines: BKAB, Vocabulary at the DMT beginning of each lesson *Refer to 008.01 Kindergarten Mathematics Unit 2 Mathematical Reasoning and Problem Solving District Reference 008 Ongoing

Instructional Objective Standard Reference 008.09 Select strategies appropriate for solving a problem. K.M.1.1.4 No. Performance Objective Resource Reference Assessment Correlation 01 Guess and check. All Chapters TMA, TO, Act it out. *Refer to 008.01 BKAB, Draw a picture. DMT Build a model. Instructional Objective Standard Reference 008.10 Use concrete objects to identify and show a solution to K.M.3.1.1 problems. No. Performance Objective Resource Reference Assessment Correlation 01 Use concrete objects to identify and show a Chapter 2 TMA, TO, solution to problems. *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.11 Select appropriate models to represent mathematical ideas. No. Performance Objective Resource Reference Assessment

Correlation 01 Select appropriate models to represent Chapters 7, 8 TMA, TO, mathematical ideas. *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.12 Use appropriate vocabulary to communicate mathematical K.M.1.1.5 information. No. Performance Objective Resource Reference Assessment Correlation 01 Use vocabulary terms: more, less, same, number. Chapters 3, 6, 8 TMA, TO, Daily Routines: BKAB, Vocabulary at the DMT beginning of each lesson *Refer to 008.01 Kindergarten Mathematics Unit 3 Concepts and Principles of Measurement District Reference 008 Ongoing

Instructional Objective Standard Reference 008.13 Compare the lengths or sizes of objects (e.g., longer, shorter, K.M.2.1.1 larger, smaller). No. Performance Objective Resource Reference Assessment Correlation 01 Explore the use of standard and non-standard tools Chapters 9, 11, 12 TMA, TO for measuring time, length, volume, weight, Daily Routines temperature and interpreting calendars. *Refer to 008.01 Instructional Objective Standard Reference 008.14 Estimate measurement using concrete objects. K.M.2.1.2 No. Performance Objective Resource Reference Assessment Correlation 01 Apply estimation of measurement to real-world Chapters 11,12 TMA, TO and content problems, using actual measuring *Refer to 008.01 devices. Instructional Objective Standard Reference 008.15 Use appropriate vocabulary. K.M.2.1.4 No. Performance Objective Resource Reference Assessment Correlation 01 Use appropriate vocabulary Chapter 9, 11, 12 TMA, TO Daily Routines: Vocabulary at the beginning of each lesson

Kindergarten Mathematics Unit 4 Concepts and Language of Algebra

District Reference 008 Ongoing

Instructional Objective Standard Reference 008.16 Compare sets of objects using vocabulary (less than, greater K.M.3.1.2 than, same as). No. Performance Objective Resource Reference Assessment Correlation 01 Compare sets of objects using vocabulary (less Chapters 3, 8 TMA, TO, than, greater than, same as). *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.17 Explore the relationship between addition and subtraction. No. Performance Objective Resource Reference Assessment Correlation 01 Explore the relationship between addition and Chapter 14 TMA, TO subtraction *Refer to 008.01 Kindergarten Mathematics Unit 5 Concepts and Principles of Geometry District Reference 008 Ongoing

Instructional Objective Standard Reference 008.18 Recognize, name, compare, and sort two and threeK.M.4.1.1 dimensional shapes (triangle, rectangle, square, circle, cone, cube). K.M.4.1.2 No. Performance Objective Resource Reference Assessment Correlation 01 Identify and classify geometric figures (square, Chapters 5, 6 TMA, TO, circle, rectangle, and triangle). *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.19 Recognize and create shapes that have symmetry. No. Performance Objective Resource Reference Assessment Correlation 01 Name the shape of a pictured figure as a square, Chapter 5 TMA, TO, circle, rectangle, and triangle. *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.20 Explore slides, flips, and turns. No. Performance Objective Resource Reference Assessment Correlation 01 Locate a specified geometric figure in simple Chapters 5, 6 TMA, TO, pictures containing several geometric figures. *Refer to 008.01 BKAB, DMT

Standard Reference K.M.4.1.3 K.M.4.3.1 No. Performance Objective Resource Reference Assessment Correlation 01 Use appropriate vocabulary: above, below, up, Chapter 2 TMA, TO, down, over, under, inside, outside, top, bottom, Daily Routines: BKAB, between, middle, before, after. Vocabulary at the DMT beginning of each lesson Instructional Objective Standard Reference 008.22 Apply graphing in two dimensions. Apply ideas about direction and distance. No. Performance Objective Resource Reference Assessment Correlation 01 Apply graphing in two dimensions. Apply ideas Chapter 6 TMA, TO, about direction and distance. *Refer to 008.01 BKAB, DMT Instructional Objective 008.21 Apply appropriate vocabulary for position and size. Kindergarten Mathematics Unit 6 Data Analysis, Probability, and Statistics District Reference 008 Ongoing

Instructional Objective Standard Reference 008.23 Interpret information from real objects graphs and simple K.M.5.1.1 pictographs. No. Performance Objective Resource Reference Assessment Correlation 01 Provide a simple graph such as how many girls Chapters 3, 4 TMA, TO, and how many boys and determine most, least, and *Refer to 008.01 BKAB, same. DMT Instructional Objective Standard Reference 008.24 Understand and use appropriate vocabulary, K.M.5.1.2 No. Performance Objective Resource Reference Assessment Correlation 01 Use appropriate vocabulary: graph, same, Chapters 3, 4 TMA, TO, different, least, most, sort, predict, and tally. Daily Routines BKAB, DMT Instructional Objective Standard Reference 008.25 Create a graph using real objects or pictorial representations. K.M.5.2.1 No. Performance Objective Resource Reference Assessment Correlation 01 Create a graph using real objects or pictorial Chapters 3, 4 TMA, TO, representations. Daily Routines BKAB, *Refer to 008.01 DMT

Instructional Objective Standard Reference 008.26 Predict and perform results of simple probability experiments. No. Performance Objective Resource Reference Assessment Correlation 01 Predict and perform results of simple probability Chapter 5 TMA, TO, experiments. Daily Routines BKAB, *Refer to 008.01 DMT Instructional Objective Standard Reference 008.27 Make predictions or decisions based on probable results or past experiences. No. Performance Objective Resource Reference Assessment Correlation 01 Make predictions or decisions based on probable Chapter 5 TMA, TO, results or past experiences. Given a series of *Refer to 008.01 BKAB, pictures depicting a story, the student will arrange DMT the pictures in a given sequence (e.g., left-to-right, top-to-bottom). Kindergarten Mathematics Unit 7 Functions and Mathematical Models District Reference 008 Ongoing

Instructional Objective Standard Reference 008.28 Replicate and extend simple patterns and use appropriate K.M.3.4.1 vocabulary. K.M.3.4.2 No. Performance Objective Resource Reference Assessment Correlation 01 Copy, describe or extend a pattern using classroom Chapters 2, 7 TMA, TO, items. *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.29 Sort and classify objects by attributes. K.M.4.1.2 No. Performance Objective Resource Reference Assessment Correlation 01 Sort by shape, color, size, and other attributes Chapter 1 TMA, TO, using classroom items. *Refer to 008.01 BKAB, DMT Instructional Objective Standard Reference 008.30 Understand and use appropriate vocabulary. K.M.3.4.2 No. Performance Objective Resource Reference Assessment Correlation 01 Use appropriate vocabulary: sort, pattern, and Chapters 1, 2 TMA, TO count.

INDEPENDENT SCHOOL DISTRICT OF BOISE CITY IDAHO ACHIEVEMENT STANDARDS KINDERGARTEN MATHEMATICS Mathematical reasoning and problem solving processes should be incorporated throughout all mathematics standards. Students should use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models to communicate mathematical information and to explain mathematical reasoning and concepts. Standard 1: Number and Operation Students in Kindergarten demonstrate knowledge of our numeration system by counting forward by ones to at least 31. Students show the verbal, symbolic, and physical representations of a number up to 10. Goal 1.1: Understand and use numbers. Objective(s): By the end of Kindergarten, the student will be able to: K.M.1.1.1 Demonstrate knowledge of our numeration system by counting forward by ones to at least 31. K.M.1.1.2 Show the verbal, symbolic, and physical representations of a number up to 10. K.M.1.1.3 Identify a penny as a value of money. K.M.1.1.4 Select strategies appropriate for solving a problem. K.M.1.1.5 Use appropriate vocabulary. Goal 1.2: Perform computations accurately. Objective(s): By the end of Kindergarten, the student will be able to: K.M.1.2.1 Use concrete objects to illustrate the concepts of addition and subtraction. K.M.1.2.2 Use appropriate vocabulary. Goal 1.3: Estimate and judge reasonableness of results. Objective(s): By the end of Kindergarten, the student will be able to: K.M.1.3.1 Use estimation to identify a number of objects. K.M.1.3.2 Use estimation to evaluate the reasonableness of an answer. K.M.1.3.3 Use appropriate vocabulary. Standard 2: Concepts and Principles of Measurement Students in Kindergarten use appropriate vocabulary. Goal 2.1: Understand and use U.S. customary and metric measurements. Objective(s): By the end of Kindergarten, the student will be able to: K.M.2.1.1 Compare the lengths or sizes of objects (e.g., longer, shorter, larger, smaller). K.M.2.1.2 Estimate measurement using concrete objects. K.M.2.1.3 Name the day of the week and the days date using a calendar. K.M.2.1.4 Use appropriate vocabulary. Goal 2.2: Apply the concepts of rates, ratios, and proportions. No objectives at this grade level. Goal 2.3: Apply dimensional analysis.

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No objectives at this grade level. Standard 3: Concepts and Language of Algebra and Functions Students in Kindergarten compare sets of objects using the vocabulary words/phrases of less than, greater than, and same as. Students replicate and extend simple repeating patterns. Goal 3.1: Use algebraic symbolism as a tool to represent mathematical relationships. Objective(s): By the end of Kindergarten, the student will be able to: K.M.3.1.1 Use concrete objects to identify and show a solution to problems. K.M.3.1.2 Compare sets of objects using vocabulary (less than, greater than, and same as). Goal 3.2: Evaluate algebraic expressions. No objectives at this grade level. Goal 3.3: Solve algebraic equations and inequalities. No objectives at this grade level. Goal 3.4: Understand the concept of functions. Objective(s): By the end of Kindergarten, the student will be able to: K.M.3.4.1 Replicate and extend simple repeating patterns (e.g., ABAB). K.M.3.4.2 Use appropriate vocabulary. Goal 3.5: Represent equations, inequalities and functions in a variety of formats. No objectives at this grade level. Goal 3.6: Apply functions to a variety of problems. No objectives at this grade level.

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Standard 4: Concepts and Principles of Geometry Students in Kindergarten recognize, name, compare, and sort the two- and three- dimensional shapes of triangles, squares, circles, cones, and cubes. Students apply appropriate vocabulary for position and size. Goal 4.1: Apply concepts of size, shape, and spatial relationships. Objective(s): By the end of Kindergarten, the student will be able to: K.M.4.1.1 Recognize, name, compare, and sort two- and three- dimensional shapes (triangle, rectangle, square, circle, cone, cube). K.M.4.1.2 Sort and classify objects. K.M.4.1.3 Apply appropriate vocabulary. Goal 4.2: Apply the geometry of right triangles. No objectives at this grade level. Goal 4.3: Apply graphing in two dimensions. Objective(s): By the end of Kindergarten, the student will be able to: K.M.4.3.1 Describe the location of an object relative to another (e.g., next to, under, over, behind). Standard 5: Data Analysis, Probability, and Statistics Students in Kindergarten interpret information from real object graphs and simple pictographs. Goal 5.1: Understand data analysis. Objective(s): By the end of Kindergarten, the student will be able to: K.M.5.1.1 Interpret information from real object graphs and simple pictographs. K.M.5.1.2 Use appropriate vocabulary. Goal 5.2: Collect, organize, and display data. Objective(s): By the end of Kindergarten, the student will be able to: K.M.5.2.1 Create a graph using real objects or pictorial representations. Goal 5.3: Apply simple statistical measurements. No objectives at this grade level. Goal 5.4: Understand basic concepts of probability. No objectives at this grade level.

Goal 5.5: Make predictions or decisions based on data. No objectives at this grade level.

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