KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYSTEM
Materials Bank
THERE IS A RUMBLE IN THE JUNGLE/EGG-CEPTIONAL FUN - Apr 14-18,
2014
Unit: Mathematics , Grade(s) KG
This lesson is about the JUNGLE and EASTER. The activities will include:
*MORNING MESSAGE/STAR STUDENT
*PROJECT READ
*STAR STORY
*KINDERROOTS
*CALENDAR MATH/MATH
*LARGE GROUP/PHONEMIC AWARENESS
*WRITING
*THEME
Duration: 1 Week
Unit
Attachment: THERE'S A RUMBLE IN THE JUNGLE -EGG-CEPTIONAL FUN- Apr 14-18, 2014.docx
Standards Covered
1 R : Reading
1RL: Literature
1RL.A: K e y I d e a s a n d D e t a i l s
R.CCR.01: R e a d c l o s e l y t o d e t e r m i n e w h a t t h e t e x t s a y s e x p l i c i t l y a n d t o m a k e l o g i c a l i n f e r e n c e s f r o m i t ; c i t e s p e c i f i c t e x t u a l e v i d e n c e
when writing or speaking to support conclusions drawn from the text.
RL.K.01: W i t h p r o m p t i n g a n d s u p p o r t , a s k a n d a n s w e r q u e s t i o n s a b o u t k e y d e t a i l s i n a t e x t .
R.CCR.02: D e t e r m i n e c e n t r a l i d e a s o r t h e m e s o f a t e x t a n d a n a l y z e t h e i r d e v e l o p m e n t ; s u m m a r i z e t h e k e y s u p p o r t i n g d e t a i l s a n d
ideas.
RL.K.02: W i t h p r o m p t i n g a n d s u p p o r t , r e t e l l f a m i l i a r s t o r i e s , i n c l u d i n g k e y d e t a i l s .
R.CCR.03: A n a l y z e h o w a n d w h y i n d i v i d u a l s , e v e n t s , a n d i d e a s d e v e l o p a n d i n t e r a c t o v e r t h e c o u r s e o f a t e x t .
RL.K.03: W i t h p r o m p t i n g a n d s u p p o r t , i d e n t i f y c h a r a c t e r s , s e t t i n g s , a n d m a j o r e v e n t s i n a s t o r y .
1RL.B: Craft and Structure
R.CCR.04: I n t e r p r e t w o r d s a n d p h r a s e s a s t h e y a r e u s e d i n a t e x t , i n c l u d i n g d e t e r m i n i n g t e c h n i c a l , c o n n o t a t i v e , a n d f i g u r a t i v e
meanings, and analyze how specific word choices shape meaning or tone.
RL.K.04: A s k a n d a n s w e r q u e s t i o n s a b o u t u n k n o w n w o r d s i n a t e x t .
R.CCR.05: A n a l y z e t h e s t r u c t u r e o f t e x t s , i n c l u d i n g h o w s p e c i f i c s e n t e n c e s , p a r a g r a p h s , a n d l a r g e r p o r t i o n s o f t h e t e x t ( e . g . , a s e c t i o n ,
chapter, scene, or stanza) relate to each other and the whole.
RL.K.05: R e c o g n i z e c o m m o n t y p e s o f t e x t s ( e . g . , s t o r y b o o k s , p o e m s ) .
1RL.C: I n t e g r a t i o n o f K n o w l e d g e a n d I d e a s
R.CCR.07: I n t e g r a t e a n d e v a l u a t e c o n t e n t p r e s e n t e d i n d i v e r s e m e d i a a n d f o r m a t s , i n c l u d i n g v i s u a l l y a n d q u a n t i t a t i v e l y , a s w e l l a s i n
words. (Note: Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking
and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.)
RL.K.07: W i t h p r o m p t i n g a n d s u p p o r t , d e s c r i b e t h e r e l a t i o n s h i p b e t w e e n i l l u s t r a t i o n s a n d t h e s t o r y i n w h i c h t h e y a p p e a r ( e . g . ,
what moment in a story an illustration depicts).
1RL.D: R a n g e o f R e a d i n g a n d L e v e l o f T e x t C o m p l e x i t y
R.CCR.10: R e a d a n d c o m p r e h e n d c o m p l e x l i t e r a r y a n d i n f o r m a t i o n a l t e x t s i n d e p e n d e n t l y a n d p r o f i c i e n t l y .
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KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYSTEM
Materials Bank
RL.K.10: A c t i v e l y e n g a g e i n g r o u p r e a d i n g a c t i v i t i e s w i t h p u r p o s e a n d u n d e r s t a n d i n g .
2RI: Informational Text
2RI.A: K e y I d e a s a n d D e t a i l s
R.CCR.01: R e a d c l o s e l y t o d e t e r m i n e w h a t t h e t e x t s a y s e x p l i c i t l y a n d t o m a k e l o g i c a l i n f e r e n c e s f r o m i t ; c i t e s p e c i f i c t e x t u a l e v i d e n c e
when writing or speaking to support conclusions drawn from the text.
RI.K.01: W i t h p r o m p t i n g a n d s u p p o r t , a s k a n d a n s w e r q u e s t i o n s a b o u t k e y d e t a i l s i n a t e x t .
R.CCR.02: D e t e r m i n e c e n t r a l i d e a s o r t h e m e s o f a t e x t a n d a n a l y z e t h e i r d e v e l o p m e n t ; s u m m a r i z e t h e k e y s u p p o r t i n g d e t a i l s a n d
ideas.
RI.K.02: W i t h p r o m p t i n g a n d s u p p o r t , i d e n t i f y t h e m a i n t o p i c a n d r e t e l l k e y d e t a i l s o f a t e x t .
R.CCR.03: A n a l y z e h o w a n d w h y i n d i v i d u a l s , e v e n t s , a n d i d e a s d e v e l o p a n d i n t e r a c t o v e r t h e c o u r s e o f a t e x t .
RI.K.03: W i t h p r o m p t i n g a n d s u p p o r t , d e s c r i b e t h e c o n n e c t i o n b e t w e e n t w o i n d i v i d u a l s , e v e n t s , i d e a s , o r p i e c e s o f i n f o r m a t i o n
in a text.
2RI.B: Craft and Structure
R.CCR.04: I n t e r p r e t w o r d s a n d p h r a s e s a s t h e y a r e u s e d i n a t e x t , i n c l u d i n g d e t e r m i n i n g t e c h n i c a l , c o n n o t a t i v e , a n d f i g u r a t i v e
meanings, and analyze how specific word choices shape meaning or tone.
RI.K.04: W i t h p r o m p t i n g a n d s u p p o r t , a s k a n d a n s w e r q u e s t i o n s a b o u t u n k n o w n w o r d s i n a t e x t .
R.CCR.05: A n a l y z e t h e s t r u c t u r e o f t e x t s , i n c l u d i n g h o w s p e c i f i c s e n t e n c e s , p a r a g r a p h s , a n d l a r g e r p o r t i o n s o f t h e t e x t ( e . g . , a s e c t i o n ,
chapter, scene, or stanza) relate to each other and the whole.
RI.K.05: I d e n t i f y t h e f r o n t c o v e r , b a c k c o v e r , a n d t i t l e p a g e o f a b o o k .
R.CCR.06: A s s e s s h o w p o i n t o f v i e w o r p u r p o s e s h a p e s t h e c o n t e n t a n d s t y l e o f a t e x t .
RI.K.06: N a m e t h e a u t h o r a n d i l l u s t r a t o r o f a t e x t a n d d e f i n e t h e r o l e o f e a c h i n p r e s e n t i n g t h e i d e a s o r i n f o r m a t i o n i n a t e x t .
2RI.C: I n t e g r a t i o n o f K n o w l e d g e a n d I d e a s
R.CCR.07: I n t e g r a t e a n d e v a l u a t e c o n t e n t p r e s e n t e d i n d i v e r s e m e d i a a n d f o r m a t s , i n c l u d i n g v i s u a l l y a n d q u a n t i t a t i v e l y , a s w e l l a s i n
words. (Note: Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking
and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.)
RI.K.07: W i t h p r o m p t i n g a n d s u p p o r t , d e s c r i b e t h e r e l a t i o n s h i p b e t w e e n i l l u s t r a t i o n s a n d t h e t e x t i n w h i c h t h e y a p p e a r ( e . g . ,
what person, place, thing, or idea in the text an illustration depicts).
2RI.D: R a n g e o f R e a d i n g a n d L e v e l o f T e x t C o m p l e x i t y
R.CCR.10: R e a d a n d c o m p r e h e n d c o m p l e x l i t e r a r y a n d i n f o r m a t i o n a l t e x t s i n d e p e n d e n t l y a n d p r o f i c i e n t l y .
RI.K.10: A c t i v e l y e n g a g e i n g r o u p r e a d i n g a c t i v i t i e s w i t h p u r p o s e a n d u n d e r s t a n d i n g .
3RF: Foundational Skills
3RF.A: P r i n t C o n c e p t s
RF.K.1: D e m o n s t r a t e u n d e r s t a n d i n g o f t h e o r g a n i z a t i o n a n d b a s i c f e a t u r e s o f p r i n t .
a: F o l l o w w o r d s f r o m l e f t t o r i g h t , t o p t o b o t t o m , a n d p a g e b y p a g e .
b: R e c o g n i z e t h a t s p o k e n w o r d s a r e r e p r e s e n t e d i n w r i t t e n l a n g u a g e b y s p e c i f i c s e q u e n c e s o f l e t t e r s .
c: U n d e r s t a n d t h a t w o r d s a r e s e p a r a t e d b y s p a c e s i n p r i n t .
d: R e c o g n i z e a n d n a m e a l l u p p e r - a n d l o w e r c a s e l e t t e r s o f t h e a l p h a b e t .
3RF.B: P h o n o l o g i c a l A w a r e n e s s
RF.K.2: D e m o n s t r a t e u n d e r s t a n d i n g o f s p o k e n w o r d s , s y l l a b l e s , a n d s o u n d s ( p h o n e m e s ) .
a: R e c o g n i z e a n d p r o d u c e r h y m i n g w o r d s .
b: C o u n t , p r o n o u n c e , b l e n d , a n d s e g m e n t s y l l a b l e s i n s p o k e n w o r d s .
c: B l e n d a n d s e g m e n t o n s e t s a n d r i m e s o f s i n g l e - s y l l a b l e s p o k e n w o r d s .
d: I s o l a t e a n d p r o n o u n c e t h e i n i t i a l , m e d i a l v o w e l , a n d f i n a l s o u n d s ( p h o n e m e s ) i n t h r e e - p h o n e m e ( c o n s o n a n t - v o w e l consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) (Note: Words, syllables, or phonemes
written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the
number of letters in the spelling of the word.)
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e: A d d o r s u b s t i t u t e i n d i v i d u a l s o u n d s ( p h o n e m e s ) i n s i m p l e , o n e - s y l l a b l e w o r d s t o m a k e n e w w o r d s .
3RF.C: P h o n i c s a n d W o r d R e c o g n i t i o n
RF.K.3: K n o w a n d a p p l y g r a d e - l e v e l p h o n i c s a n d w o r d a n a l y s i s s k i l l s i n d e c o d i n g w o r d s .
a: D e m o n s t r a t e b a s i c k n o w l e d g e o f l e t t e r - s o u n d c o r r e s p o n d e n c e s b y p r o d u c i n g t h e p r i m a r y o r m o s t f r e q u e n t s o u n d f o r e a c h
consonant.
b: A s s o c i a t e t h e l o n g a n d s h o r t s o u n d s w i t h c o m m o n s p e l l i n g s ( g r a p h e m e s ) f o r t h e f i v e m a j o r v o w e l s .
c: R e a d c o m m o n h i g h - f r e q u e n c y w o r d s b y s i g h t ( e . g . , t h e , o f , t o , y o u , s h e , m y , i s , a r e , d o , d o e s ) .
d: D i s t i n g u i s h b e t w e e n s i m i l a r l y s p e l l e d w o r d s b y i d e n t i f y i n g t h e s o u n d s o f t h e l e t t e r s t h a t d i f f e r .
3RF.D: F l u e n c y
RF.K.4: R e a d e m e r g e n t - r e a d e r t e x t s w i t h p u r p o s e a n d u n d e r s t a n d i n g .
3 S L : Speaking and Listening
3SL.A: Comprehension and Collaboration
SL.CCR.1: P r e p a r e f o r a n d p a r t i c i p a t e e f f e c t i v e l y i n a r a n g e o f c o n v e r s a t i o n s a n d c o l l a b o r a t i o n s w i t h d i v e r s e p a r t n e r s , b u i l d i n g o n o t h e r s ’
ideas and expressing their own clearly and persuasively.
SL.K.1: P a r t i c i p a t e i n c o l l a b o r a t i v e c o n v e r s a t i o n s w i t h d i v e r s e p a r t n e r s a b o u t k i n d e r g a r t e n t o p i c s a n d t e x t s w i t h p e e r s a n d a d u l t s i n
small and larger groups.
a: F o l l o w a g r e e d - u p o n r u l e s f o r d i s c u s s i o n s ( e . g . , l i s t e n i n g t o o t h e r s a n d t a k i n g t u r n s s p e a k i n g a b o u t t h e t o p i c s a n d t e x t s
under discussion).
b: C o n t i n u e a c o n v e r s a t i o n t h r o u g h m u l t i p l e e x c h a n g e s .
SL.CCR.2: I n t e g r a t e a n d e v a l u a t e i n f o r m a t i o n p r e s e n t e d i n d i v e r s e m e d i a a n d f o r m a t s , i n c l u d i n g v i s u a l l y , q u a n t i t a t i v e l y , a n d o r a l l y .
SL.K.2: C o n f i r m u n d e r s t a n d i n g o f a t e x t r e a d a l o u d o r i n f o r m a t i o n p r e s e n t e d o r a l l y o r t h r o u g h o t h e r m e d i a b y a s k i n g a n d a n s w e r i n g
questions about key details and requesting clarification if something is not understood.
SL.CCR.3: E v a l u a t e a s p e a k e r ’ s p o i n t o f v i e w , r e a s o n i n g , a n d u s e o f e v i d e n c e a n d r h e t o r i c .
SL.K.3: A s k a n d a n s w e r q u e s t i o n s i n o r d e r t o s e e k h e l p , g e t i n f o r m a t i o n , o r c l a r i f y s o m e t h i n g t h a t i s n o t u n d e r s t o o d .
3SL.B: Presentation of Knowledge and Ideas
SL.CCR.4: P r e s e n t i n f o r m a t i o n , f i n d i n g s , a n d s u p p o r t i n g e v i d e n c e s u c h t h a t l i s t e n e r s c a n f o l l o w t h e l i n e o f r e a s o n i n g a n d t h e o r g a n i z a t i o n ,
development, and style are appropriate to task, purpose, and audience.
SL.K.4: D e s c r i b e f a m i l i a r p e o p l e , p l a c e s , t h i n g s , a n d e v e n t s a n d , w i t h p r o m p t i n g a n d s u p p o r t , p r o v i d e a d d i t i o n a l d e t a i l .
4L: Language
4L.A: Conventions of Standard English
L.CCR.1: D e m o n s t r a t e c o m m a n d o f t h e c o n v e n t i o n s o f s t a n d a r d E n g l i s h g r a m m a r a n d u s a g e w h e n w r i t i n g o r s p e a k i n g .
L.K.1: D e m o n s t r a t e c o m m a n d o f t h e c o n v e n t i o n s o f s t a n d a r d E n g l i s h g r a m m a r a n d u s a g e w h e n w r i t i n g o r s p e a k i n g .
a: P r i n t m a n y u p p e r - a n d l o w e r c a s e l e t t e r s .
b: U s e f r e q u e n t l y o c c u r r i n g n o u n s a n d v e r b s .
c: F o r m r e g u l a r p l u r a l n o u n s o r a l l y b y a d d i n g / s / o r / e s / ( e . g . , d o g , d o g s ; w i s h , w i s h e s ) .
d: U n d e r s t a n d a n d u s e q u e s t i o n w o r d s ( i n t e r r o g a t i v e s ) ( e . g . , w h o , w h a t , w h e r e , w h e n , w h y , h o w ) .
e: U s e t h e m o s t f r e q u e n t l y o c c u r r i n g p r e p o s i t i o n s ( e . g . , t o , f r o m , i n , o u t , o n , o f f , f o r , o f , b y , w i t h ) .
L.CCR.2: D e m o n s t r a t e c o m m a n d o f t h e c o n v e n t i o n s o f s t a n d a r d E n g l i s h c a p i t a l i z a t i o n , p u n c t u a t i o n , a n d s p e l l i n g w h e n w r i t i n g .
L.K.2: D e m o n s t r a t e c o m m a n d o f t h e c o n v e n t i o n s o f s t a n d a r d E n g l i s h c a p i t a l i z a t i o n , p u n c t u a t i o n , a n d s p e l l i n g w h e n w r i t i n g .
a: C a p i t a l i z e t h e f i r s t w o r d i n a s e n t e n c e a n d t h e p r o n o u n I .
b: R e c o g n i z e a n d n a m e e n d p u n c t u a t i o n .
c: W r i t e a l e t t e r o r l e t t e r s f o r m o s t c o n s o n a n t a n d s h o r t - v o w e l s o u n d s ( p h o n e m e s ) .
d: S p e l l s i m p l e w o r d s p h o n e t i c a l l y , d r a w i n g o n k n o w l e d g e o f s o u n d - l e t t e r r e l a t i o n s h i p s .
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4L.C: Vocabulary Acquisition and Use
L.CCR.4: D e t e r m i n e o r c l a r i f y t h e m e a n i n g o f u n k n o w n a n d m u l t i p l e - m e a n i n g w o r d s a n d p h r a s e s b y u s i n g c o n t e x t c l u e s , a n a l y z i n g m e a n i n g f u l
word parts, and consulting general and specialized reference materials, as appropriate.
L.K.4: D e t e r m i n e o r c l a r i f y t h e m e a n i n g o f u n k n o w n a n d m u l t i p l e - m e a n i n g w o r d s a n d p h r a s e s b a s e d o n k i n d e r g a r t e n r e a d i n g a n d
content.
a: I d e n t i f y n e w m e a n i n g s f o r f a m i l i a r w o r d s a n d a p p l y t h e m a c c u r a t e l y ( e . g . , k n o w i n g d u c k i s a b i r d a n d l e a r n i n g t h e v e r b t o
duck).
b: U s e t h e m o s t f r e q u e n t l y o c c u r r i n g i n f l e c t i o n s a n d a f f i x e s ( e . g . , - e d , - s , r e - , u n - , p r e - , - f u l , - l e s s ) a s a c l u e t o t h e m e a n i n g o f
an unknown word.
L.CCR.5: D e m o n s t r a t e u n d e r s t a n d i n g o f w o r d r e l a t i o n s h i p s a n d n u a n c e s i n w o r d m e a n i n g s .
L.K.5: W i t h g u i d a n c e a n d s u p p o r t f r o m a d u l t s , e x p l o r e w o r d r e l a t i o n s h i p s a n d n u a n c e s i n w o r d m e a n i n g s .
a: S o r t c o m m o n o b j e c t s i n t o c a t e g o r i e s ( e . g . , s h a p e s , f o o d s ) t o g a i n a s e n s e o f t h e c o n c e p t s t h e c a t e g o r i e s r e p r e s e n t .
b: D e m o n s t r a t e u n d e r s t a n d i n g o f f r e q u e n t l y o c c u r r i n g v e r b s a n d a d j e c t i v e s b y r e l a t i n g t h e m t o t h e i r o p p o s i t e s ( a n t o n y m s ) .
c: I d e n t i f y r e a l - l i f e c o n n e c t i o n s b e t w e e n w o r d s a n d t h e i r u s e ( e . g . , n o t e p l a c e s a t s c h o o l t h a t a r e c o l o r f u l ) .
d: D i s t i n g u i s h s h a d e s o f m e a n i n g a m o n g v e r b s d e s c r i b i n g t h e s a m e g e n e r a l a c t i o n ( e . g . , w a l k , m a r c h , s t r u t , p r a n c e ) b y a c t i n g
out the meanings.
L.CCR.6: A c q u i r e a n d u s e a c c u r a t e l y a r a n g e o f g e n e r a l a c a d e m i c a n d d o m a i n - s p e c i f i c w o r d s a n d p h r a s e s s u f f i c i e n t f o r r e a d i n g , w r i t i n g ,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
L.K.6: U s e w o r d s a n d p h r a s e s a c q u i r e d t h r o u g h c o n v e r s a t i o n s , r e a d i n g a n d b e i n g r e a d t o , a n d r e s p o n d i n g t o t e x t s .
K . 1 C C : Counting and Cardinality
K.1CC.A: Know number names and the count sequence.
K.CC.1: Count to 100 by ones and by tens.
K.CC.2: C o u n t f o r w a r d b e g i n n i n g f r o m a g i v e n n u m b e r w i t h i n t h e k n o w n s e q u e n c e ( i n s t e a d o f h a v i n g t o b e g i n a t 1 ) .
K.CC.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
K.1CC.B: Count to tell the number of objects.
K.CC.4: U n d e r s t a n d t h e r e l a t i o n s h i p b e t w e e n n u m b e r s a n d q u a n t i t i e s ; c o n n e c t c o u n t i n g t o c a r d i n a l i t y .
a: W h e n c o u n t i n g o b j e c t s , s a y t h e n u m b e r n a m e s i n t h e s t a n d a r d o r d e r , p a i r i n g e a c h o b j e c t w i t h o n e a n d o n l y o n e n u m b e r n a m e a n d
each number name with one and only one object.
b: U n d e r s t a n d t h a t t h e l a s t n u m b e r n a m e s a i d t e l l s t h e n u m b e r o f o b j e c t s c o u n t e d . T h e n u m b e r o f o b j e c t s i s t h e s a m e r e g a r d l e s s o f
their arrangement or the order in which they were counted.
c: U n d e r s t a n d t h a t e a c h s u c c e s s i v e n u m b e r n a m e r e f e r s t o a q u a n t i t y t h a t i s o n e l a r g e r .
K.CC.5: C o u n t t o a n s w e r “ h o w m a n y ? ” q u e s t i o n s a b o u t a s m a n y a s 2 0 t h i n g s a r r a n g e d i n a l i n e , a r e c t a n g u l a r a r r a y , o r a c i r c l e , o r a s m a n y a s
10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.1CC.C: C o m p a r e n u m b e r s .
K.CC.6: I d e n t i f y w h e t h e r t h e n u m b e r o f o b j e c t s i n o n e g r o u p i s g r e a t e r t h a n , l e s s t h a n , o r e q u a l t o t h e n u m b e r o f o b j e c t s i n a n o t h e r g r o u p ,
e.g., by using matching and counting strategies. (Note: Include groups with up to ten objects.)
K.CC.7: C o m p a r e t w o n u m b e r s b e t w e e n 1 a n d 1 0 p r e s e n t e d a s w r i t t e n n u m e r a l s .
K . 2 O A : Operations and Algebraic Thinking
K.2OA.A: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.1: R e p r e s e n t a d d i t i o n a n d s u b t r a c t i o n w i t h o b j e c t s , f i n g e r s , m e n t a l i m a g e s , d r a w i n g s , s o u n d s ( e . g . , c l a p s ) , a c t i n g o u t s i t u a t i o n s , v e r b a l
explanations, expressions, or equations. (Note: Drawings need not show details, but should show the mathematics in the problem. (This
applies wherever drawings are mentioned in the Standards.))
K.OA.2: S o l v e a d d i t i o n a n d s u b t r a c t i o n w o r d p r o b l e m s , a n d a d d a n d s u b t r a c t w i t h i n 1 0 , e . g . , b y u s i n g o b j e c t s o r d r a w i n g s t o r e p r e s e n t t h e
problem.
K.OA.3: D e c o m p o s e n u m b e r s l e s s t h a n o r e q u a l t o 1 0 i n t o p a i r s i n m o r e t h a n o n e w a y , e . g . , b y u s i n g o b j e c t s o r d r a w i n g s , a n d r e c o r d e a c h
decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
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KENTUCKY CONTINUOUS INSTRUCTIONAL IMPROVEMENT TECHNOLOGY SYSTEM
Materials Bank
K.OA.4: F o r a n y n u m b e r f r o m 1 t o 9 , f i n d t h e n u m b e r t h a t m a k e s 1 0 w h e n a d d e d t o t h e g i v e n n u m b e r , e . g . , b y u s i n g o b j e c t s o r d r a w i n g s , a n d
record the answer with a drawing or equation.
K . 3 N B T : Number and Operations in Base Ten
K.3NBT.A: Work with numbers 11–19 to gain foundations for place value.
K.NBT.1: C o m p o s e a n d d e c o m p o s e n u m b e r s f r o m 1 1 t o 1 9 i n t o t e n o n e s a n d s o m e f u r t h e r o n e s , e . g . , b y u s i n g o b j e c t s o r d r a w i n g s , a n d r e c o r d
each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones
and one, two, three, four, five, six, seven, eight, or nine ones.
K . 4 M D : Measurement and Data
K.4MD.A: Describe and compare measurable attributes.
K.MD.1: D e s c r i b e m e a s u r a b l e a t t r i b u t e s o f o b j e c t s , s u c h a s l e n g t h o r w e i g h t . D e s c r i b e s e v e r a l m e a s u r a b l e a t t r i b u t e s o f a s i n g l e o b j e c t .
K.MD.2: D i r e c t l y c o m p a r e t w o o b j e c t s w i t h a m e a s u r a b l e a t t r i b u t e i n c o m m o n , t o s e e w h i c h o b j e c t h a s “ m o r e o f ” / “ l e s s o f ” t h e a t t r i b u t e , a n d
describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
K . 5 G : Geometry
K.5G.A: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.1: D e s c r i b e o b j e c t s i n t h e e n v i r o n m e n t u s i n g n a m e s o f s h a p e s , a n d d e s c r i b e t h e r e l a t i v e p o s i t i o n s o f t h e s e o b j e c t s u s i n g t e r m s s u c h a s
above, below, beside, in front of, behind, and next to.
Additional Properties
Author: Morris, Anna
Publisher: Kentucky Continuous Instructional Improvement Technology System
Cost/Fee: No
Restricted Use: No
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Created by: Morris, Anna (4/13/2014 11:53:00 PM)
Last modified by: Morris, Anna (4/14/2014 12:10:00 AM)
Other revisions of this resource:
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