Month

Sept.

Completed

√

NYS Content Performance Indicator # K.G.3 K.G.5

K.G. 1

Half Hollow Hills CSD Mathematics Curriculum Overview Grade K 2009-2010 NYS content performance indicator the lessons are addressing Explore vertical and horizontal orientation of objects Understand and use ideas such as over, under, above, below, on, beside, next to, and between Describe characteristics and relationships of geometric objects

District Wide Assessment Chapter 1-Position and Classify K.S.3 Sort and organize objects by two attributes (e.g. color, size, or shape) K.G.2

Sort groups of objects by size and size order (increasing and decreasing) K.G.1 Describe characteristics and relationships of geometric objects K.N.10 Visually determine how many more or less, and then using the verbal counting sequence, match and count 1 – 10 District Wide Assessment Chapter 2 – Sorting

Textbook Lessons & Supplemental Materials 1.1 – Top, Middle, and Bottom 1.2 – Inside and Outside 1.3 – Over, Under, Behind 1.4 – Left and Right 1.5 – Classify Things That Are the Same 1.6 – Identify What Does Not Belong

2.1 – Sort by One Attributes 2.2- Sort by Two Attributes 2.4 – More Sorting 2.3 – Sort and Order by Size 2.5 – Problem Solving: Reading for Math 2.6 – Problem Solving: Act It Out 2.7 – More or Fewer

Page - 1 - Mathematics Curriculum Overview – Grade K , 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Oct.

Completed

√

NYS Content Performance Indicator # K.N.2 K.N.3

K.S.2

K.S.5 K.N.10

K.N.3 K.N.9

K.N.7

Half Hollow Hills CSD Mathematics Curriculum Overview Grade K 2009-2010 NYS content performance indicator the lessons are addressing Count out (produce) a collection of a specified size 1 – 10 Numerically label a data set of 1 to 5

Help to make simple pictographs for quantities up to 10, where one picture represents one item Identify more, less, and same amounts from pictographs or concrete models Visually determine how many more or less, and then using the verbal counting sequence, match and count 1 - 10 Numerically label a data set of 1 to 5 Write numbers 1 – 10 to represent a collection

Draw pictures or other informal symbols to represent a spoken number up to 10

Textbook Lessons & Supplemental Materials 5.1 – Numbers 1, 2, and 3 5.3 – Zero 5.2 – Numbers 4 and 5 5.4 – More Numbers 0 – 5 5.9 – Order Numbers to 5 5.6 – Problem Solving: Make a Graph

5.7 – Same Number 5.10 – Picture Graphs 5.8 – Compare Numbers to 5

5.9 – Order Numbers to 5 6.1 – Numbers 6 and 7 6.2 – Numbers 8 and 9 6.3 - Ten 6.4 – More Numbers / Number Practice

Page - 2 - Mathematics Curriculum Overview – Grade K , 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed

√

NYS Content Performance Indicator # K.N.10

K.S.2

K.S.5 K.N.3

Half Hollow Hills CSD Mathematics Curriculum Overview Grade K 2009-2010 NYS content performance indicator the lessons are addressing Visually determine how many more or less, and then using the verbal counting sequence, match and count 1 - 10 Help to make simple pictographs for quantities up to 10, where one picture represents one item Identify more, less, and same amounts from pictographs or concrete models Numerically label a data set of 1 to 5

K.N.11

Use and understand verbal ordinal terms, first to tenth Use District Wide Assessment Chapter 6 – Numbers to 10 K.S.4 Represent data using manipulatives

K.N.4

Verbally count by 1’s to 20

Textbook Lessons & Supplemental Materials 6.5 – Problem Solving: Sequence of Events 6.7 – Compare Numbers 0 – 10 6.8 – Order Numbers to 10 6.6 – Problem Solving: Strategy

6.9 – Bar Graphs 6.10 – Count On and Count Back Numbers 1 to 10 6.11 – Ordinal Numbers to 10

7.1 – Numbers 11, 12, and 13 7.2 – Numbers 14 and 15 7.3 – Numbers 16 and 17 7.4 – Numbers 18 and 19 7.7 – Problem Solving: Use Illustrations 7.10 – Order Numbers to 20

Page - 3 - Mathematics Curriculum Overview – Grade K , 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Nov.

Completed

√

NYS Content Performance Indicator # K.N.8

Half Hollow Hills CSD Mathematics Curriculum Overview Grade K 2009-2010 NYS content performance indicator the lessons are addressing

Draw pictures of other informal symbols to represent how many in a collection up to 10 *1.N.10 Draw pictures or other informal symbols to represent a spoken number up to 20 *1.N.1 Count the items in a collection and know the last counting word tells how many items are in the collection *1.N.7 Skip count by 2’s to 20 Use District Wide Assessment Chapter 7 – Numbers to 20 K.S.2 Help to make simple pictographs for quantities up to 10, where one picture represents one item K.S.1 Gather data in response to questions posed by the teacher and students K.S.4 Represent data using manipulatives K.S.5

Identify more, less, and same amounts from pictographs or concrete models Use District Wide Assessment Chapter 3 – Data and Graphs

Textbook Lessons & Supplemental Materials 7.8 – Problem Solving: Draw a Picture 7.5 – Twenty 7.6 – More Numbers to 20 / Number Practice 7.11 – Skip Count by Twos 3.1 – Make a Graph 3.2 – Picture Graphs 3.3 – Problem Solving: Story Details 3.4 – Problem Solving: Make a Real Graph 3.5 – Bar Graphs

Page - 4 - Mathematics Curriculum Overview – Grade K , 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Dec.

Completed

√

NYS Content Performance Indicator # K.A.1

K.A.2

Jan.

Half Hollow Hills CSD Mathematics Curriculum Overview Grade K 2009-2010 NYS content performance indicator the lessons are addressing Use a variety of manipulatives to create patterns using attributes of color, size, or shape Recognize, describe, extend, and create patterns that repeat (e.g. ABAB or ABAABA)

Use District Wide Assessment Chapter 4 - Patterns *1.N.15 Explore and use place value *1.N.2 *1.N.16 *1.N.4

Count out (produce) a collection of a specified size (10 to 100 items), using groups of 10 Compare and order whole numbers up to 100 Count by 1’s to 100

*1.N.5 *1.N.6

Skip count by 10’s to 100 Skip count by 5’s to 100

Textbook Lessons & Supplemental Materials 4.1 – Explore Patterns 4.8 – Create a Pattern 4.2 – Copy Patterns 4.3 – Extend Patterns 4.4 – More Extend Patterns 4.5 – Problem Solving: Make Predictions 4.6 – Problem Solving: Find a Pattern 4.7 – Complete a Pattern 8.1 – Numbers to 25 8.3 – Numbers to 50 8.2 – Numbers to 30 8.4 – Comparing Numbers to 50 8.5 – Problem Solving: Summarize 8.6 – Problem Solving: Make a Table 8.7 – Count to 100 8.8 – Count by Tens 8.9 – Count by Fives

Page - 5 - Mathematics Curriculum Overview – Grade K , 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Feb.

March

Completed

√

NYS Content Performance Indicator # *1.N.30

Half Hollow Hills CSD Mathematics Curriculum Overview Grade K 2009-2010 NYS content performance indicator the lessons are addressing

Estimate the number in a collection to 50 and then compare by counting the actual items in the collection Use District Wide Assessment Chapter 8 – Numbers to 100 K.M.1 Name, discuss, and compare attributes of length (longer than, shorten than)

K.M.2

Compare the length of two objects by representing each length with string or a paper strip

K.S.1

Gather data in response to questions posed by the teacher and students

Use District Wide Assessment Chapter 10 - Measurement K.N.12 Solve and create addition and subtraction verbal word problems (use counting-based strategies, such as counting on and to 10)

Textbook Lessons & Supplemental Materials 8.10 – Estimate Numbers 8.11 – More Practice with Estimating

10.1 – Longer or Shorter 10.2 – Explore Distance 10.4 – Problem Solving: Story Details 10.3 – Length 10.5 – Problem Solving: Guess and Check 10.9 – Use Tools to Measure 10.6 – Capacity 10.7 – Weight 10.8 – Temperature 12.1 – Explore Joining 12.2 – Join Groups 12.5 –Show Addition 12.6 – Problem Solving: Compare and Contrast

Page - 6 - Mathematics Curriculum Overview – Grade K , 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed

√

NYS Content Performance Indicator # K.N.13

April

Half Hollow Hills CSD Mathematics Curriculum Overview Grade K 2009-2010 NYS content performance indicator the lessons are addressing

Determine sums and differences by various means

Use District Wide Assessment Chapter 12 – Addition Concepts K.N.12 Solve and create addition and subtraction verbal word problems (use counting-based strategies, such as counting on and to 10)

K.S.5 K.N.13

Identify more, less, and same amounts from pictographs or concrete models Determine sums and differences by various means

Textbook Lessons & Supplemental Materials 12.7 – Problem Solving: Draw a Picture 12.3 – Count On 1 to Add 12.4 – More Counting On to Add 12.8 – Ways to Make 4 and 5 12.9 – Ways to Make 6 and 7 12.10 –Ways to Make 8 and 9 12.11 – Ways to Make 10 12.12 – Addition in Vertical Form 12.13 – More Practice with Addition 12.14 – Explore Turnaround Facts 13.1 – Explore Separating 13.2 – Separating Groups 13.3 – Taking Away 1 13.5 – Show Subtraction 13.6 – Problem Solving: Use Illustrations 13.4 – Compare 13.7 – Problem Solving: Choose the Operation 13.8 – Subtracting from 4 and 5 13.9 – Subtracting from 6 and 7

Page - 7 - Mathematics Curriculum Overview – Grade K , 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

Completed

√

NYS Content Performance Indicator #

Textbook Lessons & Supplemental Materials 13.10 – Subtracting from 8 and 9 13.11 – Subtracting from 10 13.12 – Subtracting in Vertical Form 13.13 – More Practice with Subtraction 13.14 – Explore Patterns in Subtraction

May

Use District Wide Assessment Chapter 13 – Subtraction Concepts K.G.1 Describe characteristics and relationships of 14.1 – Sort Solid Figures geometric objects 14.2 – Solid and Plane Figures 14.3 – Compare Plane Figures 14.4 – More Compare Plane Figures 14.8 – Equal Parts K.A.1 Use a variety of manipulatives to create 14.5 – Shape Patterns patterns using attributes of color, size, or shape K.G.2 Sort groups of objects by size and size order 14.6 – Problem Solving: Classify and (increasing and decreasing) Organize K.G.3 Explore vertical and horizontal orientation of 14.7 – Problem Solving: Act it Out objects K.G.4 Manipulate two-and three-dimensional shapes 14.9 – Halves to explore symmetry 14.10 – Equal Groups *1.G.4 Identify symmetry in two-dimensional shapes 14.11 - Symmetry Page - 8 - Mathematics Curriculum Overview – Grade K , 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.

Month

June

Completed

NYS Content Performance Indicator # Use District Wide Assessment Chapter 14 – Geometry and Fractions *1.M.4 Know vocabulary and recognize coins (penny, nickel, dime, quarter) √

*1.M.6

Use different combinations of coins to make money amounts up to 25 cents

*1.M.9

Know the days of the week and the months of the year in sequence.

*1.M.10

Classify months and connect to seasons and other events. Tell time to the hour, using both digital and analog clocks.

*1.M.8

Textbook Lessons & Supplemental Materials

9.1 – Pennies 9.2 – Nickels 9.3 – Dimes 9.4 – More practice with coins 9.7 – Explore Quarters and Dollar Bills 9.5 – Problem Solving: Summarize 9.6 – Problem Solving: Act it Out 9.8 – Money as an Exchange 11.1 – Months of the Year 11.2 - Calendar 11.3 – Problem Solving: Sequence of events 11.4 – Problem Solving: Use Logical Reasoning 11.5 – Tell time to the hour 11.6 – Tell time to the half hour 11.7 – How long?

* Enrichment topic for Kindergarten. *

Page - 9 - Mathematics Curriculum Overview – Grade K , 2009-2010 Note: Although all content performance indicators listed must be addressed, you should use your own professional judgment about the specific pacing that is most appropriate for your students.