Unit One 

Welcome to school

Content: 

Counting and Cardinality

●Oral Counting 0-10.

●Concept of zero.

Represent a number of objects with a written numeral (0-10), with 0 representing no objects . 

Measurement and Data

●        Length: Tall, Short

Counting and Cardinality

●        Oral Counting 0-15

●        Concept of zero

●        Represent a number of objects with a written numeral (0-15), with 0 representing no objects

●        The relationship between numbers and quantities; connect counting to cardinality.

Unit Three 

Families & Homes 

Counting and Cardinality

●       Oral Counting 0-20

●       Concept of zero

●       Represent a number of objects with a written numeral (0-20), with 0 representing no objects

●       The relationship between numbers and quantities; connect counting to cardinality.

●       Write numbers 0-5 (Example, count-write the number of people in their family along with a picture)

Measurement and Data

·         Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 

Unit Four 

Food & Nutrition 

Counting and Cardinality

●       Oral Counting 0-30

●       Represent a number of objects with a written numeral (0-20), with 0 representing no objects

●       Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

●       Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies

●       Write numbers 0-8

Algebraic Thinking

·         Addition within 5 with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Measurement and Data

·         Length and weight of foods

·         Describe several measurable attributes of a single object.

·         Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, compare the weights and lengths of different types of fruits and vegetables

Geometry

·         Review of two dimensional shapes in different sizes and orientations: square, rectangle, triangle, oval, heart, star

·         Describe the shape similarities, differences, parts (number of sides, corners, etc.), and other attributes

·         Build and draw shapes from components

Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" 

Unit Five 

Animals 

Counting and Cardinality

●       Oral Counting 0-40

●   Oral counting by 10s to 40

●   Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

●   Compare two numbers between 1 and 10 presented as written numerals.

●   Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies

●   Write numbers 0-12

●   Solve addition word problems within 5

●   Add 10 by using objects or drawings to represent the problem

Measurement and Data

·         Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Counting and Cardinality

●       Oral Counting 0-50

●       Write numbers 0-15

Algebraic Thinking

·         Represent subtraction within 5 with objects, fingers, mental images, drawings, sounds (ex: claps), acting out situations, verbal explanations, expressions, or equations

Geometry

·         Describe objects in the environment using names of shapes

·         Describe the relative positions of objects using prepositions such as above, below, beside, in front of, behind, and next to.

·         Distinguish between two-dimensional (lying in a plane, "flat") or three-dimensional ("solid") (cone, cube, cylinder, sphere)

·         Analyze and compare three-dimensional shapes in different sizes and orientations, including their similarities, differences, parts and other attributes

·         Build and draw shapes from components

Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" 

Unit Seven 

Discovery 

Counting and Cardinality

●       Oral Counting 0-60

●       Oral Counting by 10s to 60

●       Write numbers 0-20

Algebraic Thinking

·         Solve subtraction word problems within 5

·         Subtract within 5 by using objects or drawings to represent the problem

Time

·         Days of the week

·         Months of the year

Seconds, minutes and hours 

Unit Eight 

Plants & the Environment

Counting and Cardinality

●       Oral Counting 0-80

●       Oral counting by 10s to 80

Algebraic Thinking

·         Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

·         For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Measurement and Data

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 

Unit Nine

Celebrations & Traditions 

Counting and Cardinality

●       Oral Counting 0-100

●       Oral counting by 10s to 100

Algebraic Thinking

·         Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

·         For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Geometry

·         Model two and three-dimensional shapes in the world by building and drawing shapes from components (e.g., sticks and clay balls)