| Decatur City Schools |
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| Pacing Guide |
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| Kindergarten: Math |
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| Projected
Pacing ( Sept. 18 - Oct. 20) |
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| AL COS Standards |
Vocabulary |
Suggested Materials/Resources |
Documentation Date(s) Taught |
Comments |
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Greater, fewer |
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| Number and
Operations |
Big, bigger, biggest |
Scott Foresman Ch. 3 & 4 |
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| Demonstrate concepts of number |
Small, smaller, smallest |
Collecting,
Counting, and |
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| sense by using one to one |
Large, larger, largest |
Measuring Investigations |
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| correspondence using numbers |
Backward, forward |
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| from 0-5, counting in
sequence by |
Ordinal numbers |
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| ones from 1 to 10, recognizing |
Part/part/whole |
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| numerals 0, 4, 5, and
comparing |
Addition, add |
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| sets of objects up to 5 |
Altogether, in all, join |
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| (AL COS #1 {Partial) |
Sum, equals, one more |
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longer than, as long as |
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Shorter than, as short as |
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holds more, |
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as heavy as |
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penny, nickel, dime, quarter, cent, dollar |
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| Algebra |
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Scott Foresman Ch. 1 & 2 |
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| Replicate patterns using
concrete |
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Patterns, Trains, and Hopscotch |
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| objects (AL COS #5) |
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Paths (Investigations) |
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| Geometry |
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Scott Foresman Ch. 8 |
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| Create combinations of
rectangles, |
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Making Shapes and Building |
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| squares, circles and
triangles using |
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Blocks (Investigations) |
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| shapes or drawings |
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Scott Foresman Ch. 6 |
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| (AL COS #6) |
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How Many in All? (Investigations) |
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| Measurement |
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| Data Analysis and Probability |
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Scott Foresman Ch. 2 |
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| Complete data displays such
as single- |
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Patterns, Trains, and Hopscotch |
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| loop Venn diagrams and yes/no |
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Paths ( Investigations) |
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| charts using real objects,
concrete |
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| representations or pictorial |
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| representations (AL COS #10) |
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| Yes/No graph |
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