Kindergarten Pacing Guide      2010-2011      Year at a Glance	
	1st Quarter
44 Instructional Days
42 Lessons	2nd Quarter
46 Instructional Days
32 Lessons	3rd Quarter
44 Instructional Days
40 Lessons	4th Quarter
44 Instructional Days
39 Lessons	
Number and Operations	Unit 1 - Who Is in School Today? Classroom Routines and Materials 

Attendance Routine Unit 1

Unit 2-Counting and Comparing
Measurement and The Number System 

CR: Attendance Unit 3

Attendance Routine Unit 2
	CR: Attendance Unit 4
CR: Attendance Unit 5
Unit 6 How Many Do You Have? – 4 lessons
	Unit 6 How Many Do You Have?
Addition, Subtraction, and The Number System
22  lessons

CR: Attendance Unit 6
CR: Attendance Unit 7
	
Algebra	

	Unit 3 What Comes Next? Patterns and Functions 22 lssns
CR: Patterns on the Pocket Chart U3	CR: Patterns on the Pocket Chart Unit 4
CR: Patterns on the Pocket Chart U5	
CR: Patterns on the Pocket Chart Unit 6

CR: Patterns on the Pocket Chart U7	
Geometry			Unit 5 Make a Shape, Build a Block 2-D and 3-D Geometry 20 lssns
CR: Calendar Unit 5

	
Measurement	
CR: Calendar Unit 1	CR: Calendar Unit 2
CR: Calendar Unit 3

Unit 4 Measuring and Counting- Investigations 1-2
Measurement and The Number System 2    10 lessons
	CR: Calendar Unit 4

Unit 4 Measuring and Counting- Investigations 3-4
Measurement and The Number System 2    16 lessons
	
CR: Calendar Unit 6
CR: Calendar Unit 7

Statistics and Probability		
CR: Today’s Question Unit 2
CR: Today’s Question Unit 3
	
CR: Today’s Question Unit 4
CR: Today’s Question Unit 5
	Unit 7 Sorting and Surveys
Data Analysis
17 lessons

R: Today’s Question Unit 7 CR: Today’s Question U 6

This document was designed with the following objectives in mind:
•	Guide teachers in planning and pacing elementary math instruction for the 2010-2011 school year
•	Align lessons from Investigations with the NCSCOS
Why was a revised pacing guide created?
Provide guidance when choosing ?additional? lessons to use
The elementary math department would like to thank all of the teachers, math facilitators, and administrators who provided feedback for this project.  
Kindergarten Elementary Math Pacing Guide 2010-2011
The following provides a framework for pacing at each quarter.  Please note that       H= Holiday, W = Workday and AL = Annual Leave.  Each quarter includes flex days (indicated in white)

2010-2011 First Quarter at a Glance:  44 Instructional Days

Mon.	Tue.	Wed.	Thur.	
The first 3 days of Kindergarten have been left open in order accommodate school-based staggered entry schedules.

Fri.	
		Aug. 25	26	27 	
30	31	Sept. 1	2	3	
6 H	7	8	9 W	
Unit 1 - Who Is in School Today? Classroom Routines and Materials – 18 Lessons

Investigation 1: The Attendance and calendar Routines- 6 lessons
Investigation 2: The Counting Jar- 5 lessons
Investigation 3:  The Today’s Question Routine – 7 lessons

10 W	
13	14	15	16	17	
20	21	22	23	24 	
27 	28	29  	30	Oct. 1	
4	5	6	7	
Unit 2 - Counting and Comparing Measurement and the Number System - 24 Lessons

Investigation 1: Counting-10 lessons
Investigation 2: Comparing – 14 lessons 

8	
11	12	13	14	15	
18	19	20	21	22 	
25	26	27	28 	29W	

Second Quarter at a Glance:  46 Instructional Days

Mon.	Tue.	Wed.	Thur.	Fri.	
Nov.1                     	2 	3	4	
Unit 3 - What Comes Next? Patterns and Functions 22 lessons

Investigation 1: What do you notice? – 5 lessons
Investigation 2: Constructing Patterns -10 lessons
Investigation 3: What’s the Unit? – 7 lessons  

5 	
8 	9	10	11 H	12	
15	16	17	18	19	
22	23	24 AL	25 H	26 H	
29	30	Dec 1	2	3	
6 	7	8 	9 	
Unit 4 - Measuring and Counting Measurement and the Number System 26 lessons

Investigation 1: Measuring and Counting – 5 Lessons
Investigation 2: Counting Some, Counting More; 5 lessons

10	
13	14	15	16	17  	
20	21	22 AL	23 H	24  H	
Jan 3  	4	5	6	7	
10	11	12	13	14	
17H	18	19	20 	21W	

Third Quarter at a Glance:  46 Instructional Days

Mon.	Tue.	Wed.	Thur.	Fri.	
Jan. 24   	25  	26	27	
Unit 4 Measuring and Counting continued

Investigation 3: Changing Quantities: How Many Now? – 7 lessons 
Investigation 4: Ways to Make Numbers – 9 lessons 

28	
31	Feb. 1	2	3	4 	
7 	8	9	10 	11 	
14 	15	16	17	18 W	
21W	22	23	24	
Unit 5 - Make a Shape, Build a Block 2-D and 3-D Geometry -20 lessons

Investigation 1: Describing and Making 2-D Shapes – 6 lessons
Investigation 2: Making and Combining 2-D Shapes -6 lessons
Investigation 3: Describe, Make and Combine 3-D Shapes -8 lessons

25	
28	Mar. 1	2	3	4	
7	8	9	10	11	
14	15  	16	17	18 W	
21 	22	23	24	25	
28 	29 	30	31 	W	

Fourth Quarter at a Glance: 44 Instructional Days

Mon.	Tue.	Wed.	Thur.	
Unit 6 - How Many Do You Have? Addition, Subtraction, and The Number System 26 lessons

Investigation 1: Numbers of Tiles -7 lessons
Investigation 2: Counting and Measuring – 6 lessons 
Investigation 3: How Many In All? -7 lessons
Investigation 4: How Many of Each? – 6 lessons

Fri.	
Apr.4   	5	6	7	8	
11	12	13	14	15	
18………..SPRING BREAK………….22	
25 	26 	27	28	29	
May 2	3	4	5	6	
9	10	11	12 	13	
16	17	18	19	
Unit 7 - Sorting and Surveys Data Analysis17 lessons

Investigation 1: How Many Noses/Eyes- 6 lessons
Investigation 2:  How are they the Same/Different? -6 lessons
Investigation 3: Data Projects- 5 lessons 

20	
23	24	25	26	27	
30 H	31	June 1	2	3	
6	7	8	9	10	

Kindergarten Essential Standards
A more detailed description of the Essential Standards can be found at www. ???.com 

K.N.1 Use counting to determine how many  (to at least 30). 
•	K.N.1.1 Implement correct procedures by matching one object to one object (one-to-one correspondence). 
•	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted. 
•	K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality). 
•	K.N.1.4 Recognize zero as the count of “no objects”. 
•	K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10. 

K.N.2 Understand that there are relationships between and among numbers (to at least 10). 
•	K.N.2.1 Recognize that the number said when the last object of a set is counted includes all of the objects previously counted (inclusion). 
•	K.N.2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.). 
•	K.N.2.3 Recognize sets of objects in common patterned arrangements (0-6) to tell how many without counting (subitizing). 
•	K.N.2.4 Explain numbers (0-10) in relationship to benchmark numbers 5 and 10. 	
•	K.N.2.5 Explain how subsets relate to the set as a whole (part-part-whole). 
•	K.N.2.6 Use numerals to represent physical models and representations. 
•	K.N.2.7 Use estimation to determine if a set of objects is “more than 10,” “less than 10,” or “about the same as ten.” 

K.N.3 Understand the concepts of joining and separating through modeling (to at least 10). 
•	K.N.3.1 Use informal language (and, minus/subtract, the same as) to describe the joining situations (putting together) and separating situations (breaking apart). 

K.N.4 Use fair shares (equipartition) to solve story problems. 	
•	K.N.4.1 Share fairly (equipartition) collections of up to 10 items between 2 or 4 people, and reassemble. 

K.A.1 Understand the concepts of equality.
•	K.A.1.1 Recognize that any given group of objects (up to 10) can be separated into sub groups in multiple ways that are equivalent in number to the original group. 
•	K.A.1.2 Explain equivalent relationships using words (and, minus/subtract, the same as), numbers and objects, rather than symbols (+, -, =). 

K.A.2 Understand the meaning of repeating patterns. 	
•	K.A.2.1 Represent repeating patterns using actions, words or objects. 
•	K.A.2.2 Use repeating patterns to make predictions and extend simple repeating patterns. 

Kindergarten Essential Standards……….continued
A more detailed description of the Essential Standards can be found at www. ???.com 

K.G.1 Classify two-dimensional figures as circles, rectangles (including squares) and triangles and three-dimensional shapes as spheres, cubes, cylinders and cones.  
•	K.G.1.1 Use geometric properties (open, closed, sides and angles) to identify and compare 2- and 3-d figures. 
•	K.G.1.2 Construct a design or figure using its parts. 
•	K.G.1.3 Recognize parts of figures to identify sides and angles of 2-D figures. 

K.G.2 Use spatial reasoning to solve problems. 	
•	K.G.2.1 Use positional and directional terms to describe locations and movement of objects. 
•	K.G.2.2 Use spatial reasoning to move objects to fill shapes. 
•	K.G.2.3 Use spatial reasoning to model objects in the environment. 

K.M.1 Recognize that length and weight* are attributes and can be measured.   *(Mass) 
•	K.M.1.1 Compare two objects using direct comparison in terms of length and weight. 
•	K.M.1.2 Use appropriate vocabulary to describe differences in length and weight (e.g. longer, shorter, taller, heavier and lighter). 

K.M.2 Understand the concept of time as it relates to sequences and personal referents.
•	K.M.2.1 Use the words “day, morning, afternoon, night (evening), today, tomorrow and yesterday” to refer to personal activities and events. 
•	K.M.2.2 Understand that certain tools (such as daily schedule, calendar, clock and timer) are used to keep track of time, personal activities and events. 
•	K.M.2.3 Recognize t hat the days of the week, months of the year and seasons occur in a sequence that repeats. 

K.S.1 Classify objects according to one attribute. 
•	K.S.1.1 Use attribute vocabulary to describe how objects or groups of objects are alike and different. 
•	K.S.1.2 Sort objects according to color, size, shape, texture and other age-appropriate attributes. 

K.S.2 Understand that data can be collected, organized and displayed in a way that provides information about a question. 	
•	K.S.2.1 Use concrete objects or pictures to create cluster graphs and picture graphs to organize and represent data. 
•	K.S.2.2 Analyze collected data to determine the answer to the question posed.

Unit 1:  Who Is in School today?
Classroom Routines and Materials - 18 Lessons

Unit Summary:  This unit introduces the processes, structures, and materials that are important features of the kindergarten math curriculum.  It also introduces routines, common to many kindergarten classrooms that students will encounter regularly throughout the year. These routines include taking attendance, using the calendar to count and to keep track of time and events, counting sets of objects, and collecting and discussing data about the class. They offer reinforcement of number concepts that are central to the kindergarten curriculum.

Counting and Quantity:   Developing strategies for accurately counting a set of objects by ones	
In Unit 1, students’ work involves…	NCSCOS Alignment	
Counting the number of students in the class	K.N.1 Use counting to determine how many (to at least 30). 
	
K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality). 	
Using the calendar to count days		
Connecting number names, numerals, and quantities	K.N.1.1 Implement correct procedures by matching one object to one object (one-to-one correspondence). 	
Establishing one-to-one correspondence between equal groups (e.g., students and cubes)	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted. 	
Developing strategies for accurately counting and keeping track of quantities up to the number of students in the class.		
Creating an equivalent set	K.N. 1.1 Implement correct procedures by matching one object to one object (one-to-one correspondence). 	

Data Analysis:   Sorting and Classifying	
In Unit 1, students’ work involves…	NCSCOS Alignment	
Comparing how objects are the same and different	K.S.1 Classify objects according to one attribute. 

K.S.1.2 Sort objects according to color, size, shape, texture and other age-appropriate attributes. 	
Finding objects that share one attribute		
Using attributes to sort a group of objects	K.S.1.1 Use attribute vocabulary to describe how objects or groups of objects are alike and different	
Identifying attributes (e.g., color, size, and shape) and develop language to describe them		

Data Analysis:   Carrying out a data investigation	
In Unit 1, students’ work involves…	NCSCOS Alignment	
Collecting and keeping track of survey data	K.S.2 Understand that data can be collected, organized and displayed in a way that provides information about a question. 

K.S.2.1 Use concrete objects or pictures to create cluster graphs and picture graphs to organize and represent data. 	
Describing and comparing the number of pieces of data in each category		
Interpreting results of a data investigation	K.S.2.2 Analyze collected data to determine the answer to the question posed.	

Unit 1 Investigations Alignment to the NCSCOS…………continued

Whole-Number Operations:   Using manipulatives, drawings, tools, and notation to show strategies and solutions	
In Unit 1, students’ work involves…	NCSCOS Alignment	
Exploring math manipulatives and their attributes	K.S.1 Classify objects according to one attribute.	
Using the calendar as a tool for keeping track of time and events	K.M.2.1 Use the words “day, morning, afternoon, night, today, tomorrow, and yesterday” to refer to personal activities and events.

K.M.2.2 Understand that certain tools (such as daily schedule, calendar, clock and timer) are used to keep track of time, personal activities and events.	
Representing quantities with pictures, numbers, objects, and/or words	K.N.2.6 Use numerals to represent physical models and representations	

This Unit also focuses on:  
Developing language to describe shapes, position, and quantity  

Unit 1 Classroom Routine Alignment to the NCSCOS

During the Attendance Routine, students work involves…	NCSCOS Alignment	
Developing strategies for counting accurately	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted. 
K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality).
K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.
K.N 2.1 Recognize that the number said when the last object of a set is counted includes all of the objects previously counted (inclusion)	
Considering whether order matters when you count		
Comparing quantities	K.N. 2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.)	
During the Calendar Routine, students work involves…	NCSCOS Alignment	
Using the calendar as a tool for keeping track of time	K.M.2.1 Use the words “day, morning, afternoon, night, today, tomorrow, and yesterday” to refer to personal activities and events.
K.M.2.2 Understand that certain tools (such as daily schedule, calendar, clock and timer) are used to keep track of time, personal activities and events.
K.M. 2.3 Recognize that the days of the week, months of the year and seasons occur in a sequence that repeats.	
Collecting, counting, representing, describe, and comparing data	K.S.2.1 Use concrete objects or pictures to create cluster graphs and picture graphs to organize and represent data. 
K.S.2.2 Analyze collected data to determine the answer to the question posed.	

No Benchmarks Assessed

Unit 2:  Counting and Comparing
Measurement and the Number System (1 of 2) – 24 Lessons

Unit Summary:  Students explore numbers through a variety of counting activities. They build knowledge of the counting sequence, use numerals to represent quantities, represent equivalent amounts, and develop skills for accurate counting. They also begin to compare quantities. As an introduction to linear measurement, students measure and compare the lengths of objects using direct comparison.

Counting and Quantity Developing strategies for accurately counting a set of objects by ones	
In Unit 2, students’ work involves…	NCSCOS Alignment	
 Developing strategies for accurately counting and keeping track of quantities up to 12	K.N.1 Use counting to determine how many (to at least 30). 	
K.N.1.1 Implement correct procedures by matching one object to one object (one-to-one correspondence). 
K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted.  	
Connecting number words, numerals, and quantities	K.N.2.6 Use numerals to represent physical models and representations.	
Developing visual images for quantities up to 6	K.N.2.3 Recognize sets of objects in common patterned arrangements (0-6) to tell how many without counting (subitizing).	
Counting backwards	K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.	

 Counting and Quantity Developing the idea of equivalence	
In Unit 2, students’ work involves…	NCSCOS Alignment	
Creating an equivalent set	K.N. 1.1 Implement correct procedures by matching one object to one object (one-to-one correspondence).	
Considering whether order matters when you count	K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality).
K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.
K.N 2.1 Recognize that the number said when the last object of a set is counted includes all of the objects previously counted (inclusion)	

Linear Measurement:   Understanding length	
In Unit 2, students’ work involves…	NCSCOS Alignment	
Sorting objects into two categories according to length	K.S.1 Classify objects according to one attribute. 
K.S.1.2 Sort objects according to color, size, shape, texture and other age-appropriate attributes. 	
Directly comparing two objects to determine which is longer	K.M.1.1 Compare two objects using direct comparison in terms of length and weight.	
Developing language to describe and compare lengths (long, longer than, short, shorter than, the same, equal to)	K.M.1 Recognize that length and weight (mass) are attributes and can be measured. 

K.M.1.2 Use appropriate vocabulary to describe differences in length and weight (e.g. longer, shorter, taller, heavier and lighter).	

Unit 2 Investigations Alignment to the NCSCOS…………continued

Counting and Quantity:   Developing an understanding of the magnitude and position of numbers	
In Unit 2, students’ work involves…	NCSCOS Alignment	
Developing language for comparing quantities (more, greater, less, fewer, most, least, fewest, same, and equal to)	K.N.2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.).	
Comparing two (or more) quantities to determine which is more	K.N.2 Understand that there are relationships between and among numbers (to at least 10). 	
K.N.2.1 Recognize that the number said when the last object of a set is counted includes all of the objects previously counted (inclusion). 	
Ordering quantities from least to most		

Whole-Number Operations:   Using manipulatives, drawings, tools, and notation to show strategies and solutions	
In Unit 2, students’ work involves…	NCSCOS Alignment	
Representing quantities with pictures, numbers, objects, and/or words	K.N.2.6 Use numerals to represent physical models and representations.	
Using numerals to represent quantities		
Using a Ten-Frame to develop visual images of quantities up to 10	K.N.2.4 Explain numbers (0-10) in relationship to benchmark numbers 5 and 10.	

Unit 2 Classroom Routine Alignment to the NCSCOS

During  the Attendance , students’ work involves …	NCSCOS Alignment	
Developing strategies for counting accurately	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted. 	
Considering whether order matters when you count	K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality).
K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.
K.N 2.1 Recognize that the number said when the last object of a set is counted includes all of the objects previously counted (inclusion)	
During  the Calendar , students’ work involves …	NCSCOS Alignment	
Using the calendar as a tool for keeping track of time	K.M.2.1 Use the words “day, morning, afternoon, night, today, tomorrow, and yesterday” to refer to personal activities and events.
K.M.2.2 Understand that certain tools (such as daily schedule, calendar, clock and timer) are used to keep track of time, personal activities and events.
K.M. 2.3 Recognize that the days of the week, months of the year and seasons occur in a sequence that repeats.	
During  the Today’s Question, students’ work involves …	NCSCOS Alignment	
Collect, counting, representing, describe, and comparing data	K.S.2.1 Use concrete objects or pictures to create cluster graphs and picture graphs to organize and represent data. 
K.S.2.2 Analyze collected data to determine the answer to the question posed.	

Assessed Benchmarks
1.	Count a set of up to 10 objects
2.	Decide which of two objects is longer
3.	Compare two quantities up to 10 to see which is greater
Unit 3: What Comes Next?
Patterns and Functions – 22 Lessons

Unit Summary:  In this unit, students investigate what makes a repeating pattern. They focus on attributes of objects and think about which attributes (i.e., size, color, shape, and orientation) are important in the patterns they are making. Students work with simple and complex repeating patterns. They have many opportunities to copy, create, and extend repeating patterns using a variety of materials and common objects. They use patterns to determine what comes next and focus on the part, or unit, of a pattern that repeats.

Data Analysis:  Sorting and classifying	
In Unit 3, students’ work involves…	NCSCOS Alignment	
Finding objects that share one attribute	K.S.1 Classify objects according to one attribute.
K.S.1.1 Use attribute vocabulary to describe how objects or groups of objects are alike and different.
K.S.1.2 Sort objects according to color, size, shape, texture and other age-appropriate attributes.	
Using attributes to sort a group of objects		
Comparing how objects are the same and different		

Repeating Patterns:  Constructing, describing, and extending repeating patterns	
In Unit 3, students’ work involves…	NCSCOS Alignment	
Copying, constructing, comparing, describing, and recording repeating patterns	K.A.2 Understand the meaning of repeating patterns. 	

K.A.2.1 Represent repeating patterns using actions, words or objects. 

K.A.2.2 Use repeating patterns to make predictions and extend simple repeating patterns. 
	
Determining what comes next in a repeating pattern		
Comparing repeating and non-repeating arrangements		
Distinguishing between patterns and non-patterns		
Constructing a variety of patterns using the same elements		

Repeating Patterns:  Identifying the unit of a repeating pattern	
In Unit 3, students’ work involves…	NCSCOS Alignment	
Identifying the unit of a repeating pattern	
K.A.2 Understand the meaning of repeating patterns. 	
K.A.2.2 Use repeating patterns to make predictions and extend simple repeating patterns. 	
Counting the number of units in a repeating pattern		
Extending a repeating pattern by adding on units to the pattern		

This Unit also focuses on:
Observing and describing
Using information to figure out what is missing
Counting, creating, and representing quantities
Counting 12 objects

Unit 3 Classroom Routine Alignment to the NCSCOS

During the Attendance Routine, students’ work involves …	NCSCOS Alignment	
Developing strategies for counting accurately	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted.	
Considering whether order matters when you count	K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality).
K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.
K.N 2.1 Recognize that the number said when the last object of a set is counted includes all of the objects previously counted (inclusion)	
Comparing quantities	K.N. 2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.)	
During  the Calendar Routine, students’ work involves …	NCSCOS Alignment	
Using the calendar as a tool for keeping track of time	K.M.2.1 Use the words “day, morning, afternoon, night, today, tomorrow, and yesterday” to refer to personal activities and events.
K.M.2.2 Understand that certain tools (such as daily schedule, calendar, clock and timer) are used to keep track of time, personal activities and events.
K.M. 2.3 Recognize that the days of the week, months of the year and seasons occur in a sequence that repeats.	
Collect, counting, representing, describe, and comparing data	K.S.2 Understand that data can be collected, organized and displayed in a way that provides information about a question. 	
K.S.2.1 Use concrete objects or pictures to create cluster graphs and picture graphs to organize and represent data. 
K.S.2.2 Analyze collected data to determine the answer to the question posed.
	
During  the Patterns on the Pocket Chart, students’ work involves …	NCSCOS Alignment	
Determining what comes next in a repeating pattern	K.A.2.2 Use repeating patterns to make predictions and extend simple repeating patterns.	
Describe repeating patterns	K.A.2 Understand the meaning of repeating patterns. 	
K.A.2.1 Represent repeating patterns using actions, words or objects.	

Assessed Benchmarks
1.	Copy, construct, and extend simple repeating patterns, such as AB, ABC
2.	Begin to identify the unit of a repeating pattern

Unit 4: Measuring and Counting:
Measurement and the Number System (2 of 2) – 26 Lessons

Unit Summary:  Students gain a deeper understanding of numbers and number relationships as they engage in activities in which they count, combine, and compare amounts. They develop visual images of numbers and solve problems in which they find different combinations of the same number. Students are introduced to addition and subtraction situations through story problem contexts. Work with linear measurement continues as students use nonstandard units to measure the length of objects and paths.

Linear Measurement:   Understanding length and using linear units	
In Unit 4, students’ work involves……	NCSCOS Alignment	
Understanding what length is	K.M.1 Recognize that length and weight (a.k.a mass) are attributes and can be measured. 
K.M.1.1 Compare two objects using direct comparison in terms of length and weight. 
K.M.1.2 Use appropriate vocabulary to describe differences in length and weight (e.g. longer, shorter, taller, heavier and lighter).	
Identify the longest dimension of an object		
Comparing lengths of different objects		
Repeating multiple nonstandard units to quantify length		
Developing strategies for measuring the length of an object		

Counting and Quantity:  Developing strategies for accurately counting a set of objects by ones	
In Unit 4, students’ work involves……	NCSCOS Alignment	
Counting a set of objects and creating an equivalent set	K.N.1.1 Implement correct procedures by matching one object to one object (one-to-one correspondence)	
Creating a set of a given size		
Connecting number words, numerals, and quantities	K.N.2.6 Use numerals to represent physical models and representations.	
Keeping track of a growing set of objects	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted.
K.N.1.3 Recognize that the last number tells the quantity of the set ( 	
Counting spaces and moving on a game board		
Developing and analyzing visual images for quantities up to 10	K.N.2.3 Recognize sets of objects in common patterned arrangements (0-6) to tell how many without counting (subitizing).
K.N.2.4 Explain numbers (0-10) in relationship to benchmark numbers 5 and 10.	

Whole-Number Operations:  Making sense of and developing strategies to solve addition and subtraction problems with small numbers	
In Unit 4, students’ work involves……	NCSCOS Alignment	
Finding the total after a small amount (1, 2, 3) is added to a set of up to 7	K.N.3.1 Use informal language (and, minus/subtract, the same as) to describe the joining situations (putting together) and separating situations (breaking apart)

K.N.3 Understand the concepts of joining and separating through modeling (to at least 10).
	
Modeling the action of combining and separating situations		
Separating one amount from another  and Combining two amounts		
Adding or subtracting one to/from numbers up to 10		
Adding to or subtracting from one quantity to make another quantity		
Decomposing numbers in different ways	K.N.2.5 Explain how subsets relate to the set as a whole (part-part-whole)
K.A.1.1 Recognize that any given group of objects (up to 10) can be separated into sub groups in multiple ways that are equivalent in number to the original group.	
Explore combinations of a number (e.g., 6 is 3 and 3 and also 5 and 1)		
Unit 4 Investigations Alignment to the NCSCOS…………continued

Counting and Quantity: Developing an understanding of the magnitude and position of numbers	
In Unit 4, students’ work involves……	NCSCOS Alignment	
Developing an understanding of more and fewer than	K.N.2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc)	
Comparing two quantities to determine which is more		

Whole-Number Operations:   Using manipulatives, drawings, tools, and notation to show strategies and solutions	
In Unit 4, students’ work involves……	NCSCOS Alignment	
Recording measurements with pictures, numbers, and/or words	K.M.1 Recognize that length and weight are attributes and can be measured.	
Using numbers to represent quantities and to record how many	K.N.2.6 Use numerals to represent physical models and representations.	
Using a Ten-Frame to develop visual images of quantities up to 10	K.N.2.4 Explain numbers (0-10) in relationship to benchmark numbers 5 and 10.	
Recording an arrangement of a quantity	K.A.1.2 Explain equivalent relationships using words, numbers and objects, rather than symbols	

Unit 4 Classroom Routine Alignment to the NCSCOS

During the Calendar Routine, students’ work involves …	NCSCOS Alignment	
Using the calendar as a tool for keeping track of time	See Classroom Routines, Unit 3 for alignment	
During Attendance, students’ work involves …	NCSCOS Alignment	
Developing strategies for counting accurately	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted.	
Considering whether order matters when you count	K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.	
Comparing quantities	K.N. 2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.)	
During Today’s Question students’ work involves …	NCSCOS Alignment	
Collecting, counting, representing, describing, and comparing data	K.S.2 Understand that data can be collected, organized and displayed in a way that provides information about a question. 	
K.S.2.1 Use concrete objects or pictures to create cluster graphs and picture graphs to organize and represent data. 
K.S.2.2 Analyze collected data to determine the answer to the question posed.	
During Patterns on the Pocket Chart, students …	NCSCOS Alignment	
Determining what comes next in a repeating pattern	K.A.2.2 Use repeating patterns to make predictions and extend simple repeating patterns	
Describe repeating patterns	K.A.2 Understand the meaning of repeating patterns. 
K.A.2.1 Represent repeating patterns using actions, words or objects	

Assessed Benchmarks
1.	Measure the length of an object by lining up multiple units
2.	Count a set of up to 15 objects
3.	Figure out what is one more or one fewer than a number
Unit 5: Make a Shape, Build a Block
2-D and 3-D Geometry – 20 Lessons

Unit Summary:  Students explore geometry using a variety of materials, including Geoblocks, pattern blocks, interlocking cubes and geoboards. They describe, sort, and compose and decompose two- and three-dimensional shapes. They think about shapes in their environment and match two-dimensional shapes to three-dimensional objects. The Shapes software is introduced as a tool for extending and deepening this work. This tool is designed for K–2 students to explore how different shapes go together, experiment with different sorts of geometric transformations (rotations, translation, reflection), explore patterning, and investigate symmetry.

 Features of Shapes Describing, identifying, comparing, and sorting 2-D and 3-D shapes	
In Unit 5, students’ work involves……	NCSCOS Alignment	
Developing language to describe and compare 2-D and 3-D shapes and their attributes	K.G.1 Classify 2-D figures as circles, rectangles (including squares) and triangles and 3-D shapes as spheres, cubes, cylinders and cones
K.G.1.1 Use geometric properties (open, closed, sides and angles) to identify and compare 2- and 3-D figures.	
Relating 2-D and 3-D shapes to real-world objects		
Describe the attributes of circles and rectangles	K.G.1 Classify 2-D figures as circles, rectangles (including squares) and triangles and 3-D shapes as spheres, cubes, cylinders and cones
K.G.1.1 Use geometric properties (open, closed, sides and angles) to identify and compare 2- and 3-D figures.
K.G.1.3 Recognize parts of figures to identify sides and angles of 2-D figures.	
Describe the attributes of triangles and squares		
Explore relationships among pattern block shapes		
Comparing the faces of different 3‑D shapes and the faces of a single 3‑D shape	K.G.1.1 Use geometric properties (open, closed, sides and angles) to identify and compare 2- and 3-D figures.	

Features of Shapes Composing and decomposing 2-D and 3-D shapes	
In Unit 5, students’ work involves……	NCSCOS Alignment	
Constructing 2-D shapes	K.G.1.2 Construct a design or figure using its parts.	
Constructing 3-D shapes		
Finding combinations of shapes that fill an area	K.G.2.2 Use spatial reasoning to move objects to fill shapes.	
Combining 3-D shapes to make a given 3-D shape		

This Unit also focuses on
Relating 3‑D objects to 2‑D pictures of 3-D shapes
Exploring Geoblocks and their attributes
Matching a 3-D block to a 2-D outline of one of the block faces

Unit 5 Investigations Alignment to the NCSCOS…………continued

Unit 5 Classroom Routine Alignment to the NCSCOS

During Attendance, students’ work involves …	NCSCOS Alignment	
Developing strategies for counting accurately	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted.	
Considering whether order matters when you count	K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality).
K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.
K.N.2.1 Recognize that the number said when the last object of a set is counted includes all of the objects previously counted (inclusion)	
Comparing quantities	K.N.2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.)	
Counting forward and backward	K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.	
During the Calendar Routine, students’ work involves …	NCSCOS Alignment	
Using the calendar as a tool for keeping track of time	K.M.2.1 Use the words “day, morning, afternoon, night, today, tomorrow, and yesterday” to refer to personal activities and events.
K.M.2.2 Understand that certain tools (such as daily schedule, calendar, clock and timer) are used to keep track of time, personal activities and events.
K.M.2.3 Recognize that the days of the week, months of the year and seasons occur in a sequence that repeats.	
During Today’s Question students’ work involves …	NCSCOS Alignment	
Collect, counting, representing, describe, and comparing data	K.N.2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.)	
During Patterns on the Pocket Chart, students …	NCSCOS Alignment	
Determining what comes next in a repeating pattern	K.A.2.2 Use repeating patterns to make predictions and extend simple repeating patterns	
Describe repeating patterns	K.A.2 Understand the meaning of repeating patterns. 
K.A.2.1 Represent repeating patterns using actions, words or objects	

Assessed Benchmarks
1.	Describe the overall size, shape, function, and/or features of familiar 2-D and 3-D shapes
2.	Construct 2-D and 3-D shapes
3.	Make 2-D and 3-D shapes by combining shapes

Unit 6: How Many Do You Have?
 Addition, Subtraction, and the Number System – 26 Lessons

Unit Summary:  Students continue to work with counting and number composition as they count sets of objects and find multiple combinations of the same number as they decompose numbers to 10. They use numbers and notation to describe arrangements of tiles and number combinations. Students continue to develop an understanding of the operations of addition and subtraction as they act out, model, solve story problems, and play games that involve combining or separating small amounts.

Counting and Quantity Developing strategies for accurately counting a set of objects by ones	
In Unit 6, students’ work involves……	NCSCOS Alignment	
Developing and analyzing visual images for quantities up to 10	K.N.2.3 Recognize sets of objects in common patterned arrangements (0-6) to tell how many without counting (subitizing)
K.N.2.4 Explain numbers (0-10) in relationship to benchmark numbers 5 and 10.	
Developing strategies for accurately counting and keeping track of quantities up to 20	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted.	
Counting spaces and moving on a game board		
Using subsets to count a set of objects	K.N.2.5 Explain how subsets relate to the set as a whole (part-part-whole)	

Whole-Number Operations:   Making sense of and developing strategies to solve addition and subtraction problems with small numbers	
In Unit 6, students’ work involves……	NCSCOS Alignment	
Finding the total after 1, 2, or 3 is added to, or subtracted from, a set	K.N.2.5 Explain how subsets relate to the set as a whole (part-part-whole).
K.N.3 Understand the concepts of joining and separating through modeling (to at least 10).
K.N.3.1 Use informal language (and, minus/subtract, the same as) to describe the joining situations (putting together) and separating situations (breaking apart)
	
Combining two single-digit numbers, with totals to 20		
Modeling the action of combining and separating situations		
Separating one amount from another		
Developing strategies for solving addition and subtraction story problems		
Finding combinations of five and six		
Considering combinations of a number (e.g., 6 is 3 and 3 and also 5 and 1)	K.A.1.1 Recognize that any given group of objects (up to 10) can be separated into sub groups in multiple ways that are equivalent in number to the original group.	
Decomposing numbers in different ways		

Whole-Number Operations:   Using manipulatives, drawings, tools, and notation to show strategies and solutions	
In Unit 6, students’ work involves……	NCSCOS Alignment	
Using numbers, and/or addition notation, to describe arrangements of objects, to record how many, and to represent an addition situation	K.A.1.2 Explain equivalent relationships using words (and, minus, subtract, the same as), numbers and objects, rather than (+,-, =).
K.N.3.1 Use informal language (and, minus/subtract, the same as) to describe the joining situations (putting together) and separating situations (breaking apart)
	
Using numbers, pictures, and/or words to represent a quantity, measurement, or a solution to a problem		

Unit 6 Investigations Alignment to the NCSCOS…………continued

This Unit also focuses on
Creating an equivalent set
Thinking strategically about moves on a game board
Repeating multiple nonstandard units to quantify length
Counting and comparing quantities to
20 to determine which is more
Beginning to recognize that some problems have more than one solution

Unit 6 Classroom Routine Alignment to the NCSCOS

During Attendance, students’ work involves …	NCSCOS Alignment	
Developing strategies for counting accurately	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted.	
Considering whether order matters when you count	K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality).
K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.
K.N 2.1 Recognize that the number said when the last object of a set is counted includes all of the objects previously counted (inclusion)	
Comparing quantities	K.N. 2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.)	
During the Calendar Routine, students’ work involves …	NCSCOS Alignment	
Counting forward and backward	K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.	
Using the calendar as a tool for keeping track of time	K.M.2.1 Use the words “day, morning, afternoon, night, today, tomorrow, and yesterday” to refer to personal activities and events.
K.M.2.2 Understand that certain tools (such as daily schedule, calendar, clock and timer) are used to keep track of time, personal activities and events.
K.M. 2.3 Recognize that the days of the week, months of the year and seasons occur in a sequence that repeats.	
During Today’s Question students’ work involves …	NCSCOS Alignment	
Collect, counting, representing, describe, and comparing data	K.N. 2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.)	
Making a representation of a set of data	K.S.2.1 Use concrete objects or pictures to create cluster graphs and picture graphs to organize and represent data. 	
During Patterns on the Pocket Chart, students …	NCSCOS Alignment	
Determining what comes next in a repeating pattern	K.A.2.2 Use repeating patterns to make predictions and extend simple repeating patterns	
Describe repeating patterns	K.A.2 Understand the meaning of repeating patterns. 
K.A.2.1 Represent repeating patterns using actions, words or objects	

Assessed Benchmarks
1.	Write the numbers up to 10
2.	Count a set of up to 20 objects
3.	Combine two small quantities
Unit 7: Sorting and Surveys: 
Data Analysis – 17 Lessons

Unit Summary:  This unit develops ideas about sorting and classifying, counting, representing, conducting a data investigation, and using data to solve a problem. In this unit, students sort objects according to common attributes, as well as sort data about their class. They collect, record, and represent categorical and numerical data about their class, and they carry out their own data investigation by collecting responses to their own survey questions.

Counting and Quantity:   Developing strategies for accurately counting a set of objects by ones	
In Unit 7, students’ work involves……	NCSCOS Alignment	

Counting and keeping track of quantities	K.N.1.1 Implement correct procedures by matching one object to one object (one-to-one correspondence). 
K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted. 	

Matching sets with a one-to-one correspondence		
Working with two-to-one correspondence		
Counting by groups of 2		

Data Analysis:   Representing data	
In Unit 7, students work involves…	NCSCOS Alignment	
Making a representation of a set of data	K.S.2.1 Use concrete objects or pictures to create cluster graphs and picture graphs to organize and represent data. 	
Seeing the one-to-one correspondence between a set of data and a representation of this data set	K.N.1.1 Implement correct procedures by matching one object to one object (one-to-one correspondence). 	

Data Analysis:   Sorting and classifying	
In Unit 7, students work involves…	NCSCOS Alignment	
Identifying the attributes of an object	K.S.1 Classify objects according to one attribute. 
K.S.1.1 Use attribute vocabulary to describe how objects or groups of objects are alike and different. 
	
Identifying an attribute that is common to several objects		
Comparing how objects are the same and different		
Using attributes to sort a set of objects	K.S.1.2 Sort objects according to color, size, shape, texture and other age-appropriate attributes. 
	
Grouping data into categories based on similar attributes		
Sorting a set of objects or data in different ways		

Unit 7 Investigations Alignment to the NCSCOS…………continued

Data Analysis Carrying out a data investigation	
In Unit 7, students work involves…	NCSCOS Alignment	
Choosing a survey question with two possible responses	K.S.2 Understand that data can be collected, organized and displayed in a way that provides information about a question.	
Collecting and keeping track of survey data		
Interpreting results of a data investigation	K.S.2.2 Analyze collected data to determine the answer to the question posed	
Using data to solve a problem		

This Unit also focuses on
Comparing two quantities to determine which is more

Unit 7 Classroom Routine Alignment to the NCSCOS

During Classroom Routines, students…	NCSCOS Alignment	
Developing strategies for counting accurately	K.N.1.2 Implement correct counting procedures by pointing to one object at a time (one-to-one tagging) using one counting word for every object (synchrony), while keeping track of objects that have and have not been counted.	
Considering whether order matters when you count	K.N.1.3 Recognize that the last number tells the quantity of the set (cardinality).
K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.
K.N .2.1 Recognize that the number said when the last object of a set is counted includes all of the objects previously counted (inclusion)	
Comparing quantities	K.N.2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.)	
Counting forward and backward	K.N.1.5 Use the 0-9 sequence in a fixed order when counting to recall the forward number sequence to at least 30 and the backward number sequence from 10.	
Using the calendar as a tool for keeping track of time	K.M.2.1 Use the words “day, morning, afternoon, night, today, tomorrow, and yesterday” to refer to personal activities and events.
K.M.2.2 Understand that certain tools (such as daily schedule, calendar, clock and timer) are used to keep track of time, personal activities and events.
K.M.2.3 Recognize that the days of the week, months of the year and seasons occur in a sequence that repeats.	
Collect, counting, representing, describe, and comparing data	K.N.2.2 Compare sets of objects and numbers using appropriate vocabulary (more, less, same/equal, one more, one less, first, second, third, etc.)	
Determining what comes next in a repeating pattern	K.A.2.2 Use repeating patterns to make predictions and extend simple repeating patterns	
Describe repeating patterns	K.A.2 Understand the meaning of repeating patterns. 
K.A.2.1 Represent repeating patterns using actions, words or objects	

Assessed Benchmarks
1.	Represent a set of data
2.	Use data to solve a problem
3.	Sort a set of objects according to their attributes

Title and Unit Locations	Description	NC SCOS Alignment	
Attendance
U. 1, 2, 3, 4, 5, 6, 7
	Students develop strategies for counting accurately as they count their classmates for attendance. Attendance provides regular practice with counting a quantity that is significant to students.  Students…
- connect the counting number to the quantity they are counting
- consider whether order matters when you count
- practice counting forward and backward
- compare quantities  		
Calendar U. 1, 2, 3, 4, 5, 6, 7
	Calendar provides repeated practice with the counting sequence as well as experience with a real-world tool for keeping track of time and events. Students…
-	develop strategies for counting accurately
-	identify patterns 
-	learn days of the week and months of the year		
Today’s Question
U.  2, 3, 4, 5, 6, 7
	Today’s Question provides students with regular opportunities to collect, record, and discuss data.  It also allows for regular practice with counting and comparing quantities.  		
Patterns on the Pocket Chart
U.  3, 4, 5, 6, 7
	In Patterns on the Pocket Chart students describe and extend repeating patterns, with a focus on determining what would come next if the pattern were to continue.