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Lisett Sierra

on 10 October 2013

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Transcript of Kindergarten

K-3 Curriculum Pathway for
Counting and Cardinality & Number and Operations in Base Ten

Grade 1
Grade 2
Counting and Cardinality
Count to 100 by ones and tens
Count forward from any given number within the known sequence
Know number names and write the numerals up to 20
Count to tell the number of objects
Compare numbers presented as written numerals between 1 and 10
Compare how the number of objects in one group relate to the number of objects in another
Number & Operations in Base Ten
Work with numbers 11-19 to gain foundations for place value
Decompose numbers between 11 - 19 into tens and ones by grouping them using objects, drawings or equations
Number & Operations in Base Ten
Grade 1
Extend the counting sequence to 120
Use place value understanding of ones and tens
and properties of operations to add and subtract within 100
Understand the relationship between addition and subtraction
Expand the idea of 10 chunks to 120 to go up or down in the 10s place

Questions & Possible Resolutions
Grade 1
Q: Why 120?

PR: Random??

Q: Mentally finding 10 more or 10 less vs. concept of subtraction and addition?

PR: Be familiar with the core to read students' needs and also these two concepts might be separated in order to allow multiple access points to these ideas
Number & Operations in Base Ten
Grade 2
Count, read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Skip count by 5's, 10's and 100's
Continue to understand place value
100 can be thought as a bundle of ten 10s
Compare two three-digit numbers
based on place value meaning
Use place value understanding and
properties of operations to add and subtract
Mentally add and subtract 10 or 100 to a given number between 100 - 900
Add up to 4 two-digit numbers
using properties of place value
Add or subtract two three-digit numbers
and understand that when we do that, we add and subtract by place value
Explain why addition and subtraction strategies work
, using place value and
the properties of operations
(explanations can be supported with drawings or objects).

Questions & Possible Resolutions
Grade 2
Q: Wondering why we don't do skip counting in earlier grades?

PR: We have noticed that although we do not call it skip counting we kind of do that before. For example, in kindergarten students have to count by 10's to 100 but it is not called skip counting.
Numbers & Operations in Base Ten
Grade 3
Use place value understanding and

properties of operations to perform multi-digit arithmetic.
Use place value understanding to round whole numbers to the nearest 10 or 100
Fluently add and subtract within 1000
Multiply one digit whole numbers by multiples of 10 in the range 10-90
Conclusion Comments
Curriculum Structure:
It's difficult to re-arrange standards because they are not independent
It's difficult to analyze these strands without the context of everything else
No standard lives in isolation

From an intuitive understanding of numbers and their meaning to a computational understanding of numbers under 1000
Questions and Possible Resolutions
Q: What do you think the objective of decomposing a number should fall under?

Place value
or is it both
How do you think a student can go from an intuitive understanding of numbers and their meaning to a computational understanding of numbers under 1000?
Number Sense in K-3
This presentation is broken down by grade and the objectives have been broken down into 4 categories:

Place value
Questions and Possible Resolutions
Grade 3
Q: Why does the Number and Base Ten strand seem so small?

PR: Because other strands like "Operations and Algebraic Thinking" and "Measurement and Data" are seen in more depth by expanding the concepts from the Number and Operations in Base Ten

Notice that fractions and division are in grade 3 but not in the NBT strand
Grade 3
Full transcript