Standards Success K... · 2016-02-21 · Nancy Larson Standards Success Common Core State Standards...

Nancy Larson

Standards SuccessCommon Core State Standards Companion

for use with Saxon Math K 3rd edition

K

K_MNLAEAN628110_FM.indd 1 3/18/11 2:27:50 PM

Copyright © by HMH Supplemental Publishers Inc. and Nancy Larson

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Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

This product is not sponsored or endorsed by the Common Core State Standards Initiative of the National Governors Association Center for Best Practices and the Council of Chief State School Officers.

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ISBN 978-0-547-62811-0

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Table of Contents

Letter from the Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Saxon Math K Table of Contents with Common Core State Standards References . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Correlation to the Common Core State Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Lesson Extension Activities

Lesson 31 – Extension Activity 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29


• Activity Master 2



Lesson 110-1 – Extension Activity 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Lesson 112 – Extension Activity 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Lesson 119 – Extension Activity 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

• Activity Master 7A

• Activity Master 7B

Extension Oral Assessments

Oral Assessment A (for use with Lesson 125)

Oral Assessment B (for use with Lesson 135)

© HMH Supplemental Publishers Inc. and Nancy LarsonSaxon Math K



Letter from the Author

Teachers who use Saxon Math K know that the program helps children become competent and confident learners. The lesson extensions found in this book will help reinforce that experience. Each lesson extension flows naturally from the end of the recommended lesson. As is true with all Saxon lessons, the materials have been developed with the input of classroom teachers who have taught the lessons.

The program Table of Contents included in this book contains references to the primary Common Core State Standards domain and cluster addressed by each meeting and lesson. Because of the incremental nature of the program, some lessons provide foundational instruction necessary for developing more advanced skills. Also, the practice sections of each lesson provide important additional training and review needed for mastery. For those reasons, it is essential to teach all the lessons in the correct order and to include all parts of the meeting and lesson in the daily instruction.

Additional Oral Assessments are included to ensure that all Common Core objectives are assessed. The Lesson Extension Activity pages in this book are perforated so the pages may be placed with the appropriate lessons in the Saxon Math K Teacher’s Manual.

Nancy Larson

© HMH Supplemental Publishers Inc. and Nancy LarsonSaxon Math K Saxon Math K i



Saxon Math K Standards Success

Overview

Common Core State Standards and the Saxon Math PedagogyThe Saxon Math philosophy stresses that incremental and integrated instruction, with the opportunity to practice and internalize concepts, leads to successful mathematics understanding. This pedagogy aligns with the requirements of the Common Core State Standards, which emphasize that, in each grade, children will be instructed to mastery in specified math concepts that serve as a basis for future learning. For example, in Grade K children develop an understanding of number value and the fundamentals of addition and subtraction that can be carried forward to succeeding grades. Having established this solid foundation, the children will have the necessary tools (including confidence in their ability) to tackle increasingly complex problem solving.

The requisites featured in the Mathematical Practices are incorporated throughout the Saxon lessons and activities. For example, children are asked to share ideas and to think critically, to look for patterns, and to make connections in mathematical reasoning.

What Saxon Math K Standards Success ProvidesSaxon Math K Standards Success is a companion to Saxon Math K. The first section, the Table of Contents, lists the Common Core focus of each meeting and lesson. The second section, Correlation of Saxon Math K to the Common Core State Standards for Mathematics Grade K, demonstrates the depth of coverage provided by the Saxon Math K program. The remaining sections, Lesson Extension Activities and Extension Oral Assessments, provide additional reinforcement for selected Common Core standards.

Saxon Math K Table of Contents

The Math K Table of Contents begins with charts showing Common Core State Standards references for the various activities in The Meetings. It then lists the primary Common Core domain and cluster addressed in the New Concept section of each lesson. Some lessons focus on a Mathematical Practice, such as a problem-solving technique.

Correlation of Saxon Math K to the Common Core State Standards for Mathematics Grade K

The correlation lists the specific Saxon Math K components addressing each standard. This correlation is divided into three sections: Meetings, Lessons (including New Concepts, Lesson Practice, Handwriting Practice, and Oral Assessments), and Other (including Math Center Activities, Test-Taking Strategies Practice, and Extend and Challenge CD Activities).

Lesson Extension Activities and Extension Oral Assessments

Lesson Extension Activities and supplementary Oral Assessments are listed in the Table of Contents following the lessons with which they are intended to be used. These additional activities further address and reinforce the Common Core standards. Lesson Extension Activities and Oral Assessments begin on page 29 of this book. All Lesson Extension Activities, Activity Masters, and Oral Assessment Recording Forms may be copied.

© HMH Supplemental Publishers Inc. and Nancy LarsonSaxon Math K iii


Domains, Clusters, and Mathematical Practices for Grade K

The Common Core State Standards are separated into domains, which are divided into clusters.

Grade K Domains and ClustersLarge groups of connected standards are referred to as domains. In Grade K there are five domains. Groups of related standards within a domain are referred to as clusters.

K.CC–Counting and Cardinality1st cluster: Know number names and the count sequence.2nd cluster: Count to tell the number of objects.3rd cluster: Compare numbers.

K.OA–Operations and Algebraic Thinking1st cluster: Understand addition as putting together and adding to, and understand

subtraction as taking apart and taking from.

K.NBT–Number and Operations in Base Ten1st cluster: Work with numbers 11–19 to gain foundations for place value.

K.MD–Measurement and Data1st cluster: Describe and compare measurable attributes.2nd cluster: Classify objects and count the number of objects in each category.

K.G–Geometry1st cluster: Identify and describe shapes (squares, circles, triangles, rectangles,

hexagons, cubes, cones, cylinders, and spheres).2nd cluster: Analyze, compare, create, and compose shapes.

Mathematical PracticesThe Standards for Mathematical Practice list the following essential competencies that students will develop throughout their mathematics education.

CC.K–12.MP.1 Make sense of problems and persevere in solving them.CC.K–12.MP.2 Reason abstractly and quantitatively.CC.K–12.MP.3 Construct viable arguments and critique the reasoning of others.CC.K–12.MP.4 Model with mathematics.CC.K–12.MP.5 Use appropriate tools strategically.CC.K–12.MP.6 Attend to precision.CC.K–12.MP.7 Look for and make use of structure.CC.K–12.MP.8 Look for and express regularity in repeated reasoning.

For the full text of the Common Core State Standards and a comprehensive correlation, including Mathematical Practices, see the Correlation of Saxon Math K to the Common Core State Standards for Mathematics Grade K on pages 21–25.

iv Saxon Math K© HMH Supplemental Publishers Inc. and Nancy Larson


Table of Contents of Saxon Math K

with

Common Core State Standards References

and

Lesson Extension Activities and Extension Oral Assessments

at Points of Use

K_MNLAEAN628110_TOC.indd 1 3/17/11 7:41:23 PM


KTA b L E O f C O n T E n T S

MP Mathematical Practices CC Counting and Cardinality OA Operations and Algebraic ThinkingnbT Number and Operations in Base Ten MD Measurement and Data G Geometry

Meeting 1

Activity CCSS Reference

Calendar CC.K–12.MP.4

Meeting 2

Activity CCSS Reference Activity CCSS Reference

Calendar CC.K–12.MP.4 Number CC.K.CC (1st cluster)

Meeting 3


Calendar CC.K–12.MP.4 Patterning CC.K–12.MP.7

Number CC.K.CC (1st cluster)

Meeting 4A



Meeting 4B

Activity CCSS Reference

Calendar CC.K–12.MP.4

Meeting 5



Meeting 6




Meeting 7




Meeting 8



Number CC.K.CC (1st cluster) Geometry CC.K.G (1st cluster)

Correlation references are read as follows: CC indicates Common Core, the letter K is the grade, the next letters indicate the domain, and the cluster indicates the particular group of related standards. Mathematical Practices are described in the same way for all grades K–12.

The following tables show the Common Core State Standards (CCSS) focus of The Meeting activities.The Meetings

Saxon Math K 1© HMH Supplemental Publishers Inc. and Nancy Larson


Meeting 9

Activity CCSS Reference Activity CCSS ReferenceCalendar CC.K–12.MP.4 Patterning CC.K–12.MP.7Number CC.K.CC (1st cluster)

Meeting 10

Activity CCSS Reference Activity CCSS ReferenceCalendar CC.K–12.MP.4 Patterning CC.K–12.MP.7Number CC.K.CC (1st cluster) Geometry CC.K.G (1st cluster)

Meeting 11

Activity CCSS Reference Activity CCSS ReferenceCalendar CC.K–12.MP.4 Money CC.K.CC (1st cluster)Number CC.K.CC (1st cluster) Patterning CC.K–12.MP.7

Meeting 12

Activity CCSS Reference Activity CCSS ReferenceCalendar CC.K–12.MP.4 Patterning CC.K–12.MP.7Number CC.K.CC (1st cluster) Geometry CC.K.G (1st cluster)Money CC.K.CC (1st cluster)

Meeting 13


Meeting 14


Meeting 15

Activity CCSS Reference Activity CCSS ReferenceCalendar CC.K–12.MP.4 Patterning CC.K–12.MP.7Number CC.K.CC (1st cluster) Geometry CC.K.G (1st cluster)Money CC.K.CC (1st cluster)

Meeting 16


Meeting 17

Activity CCSS Reference Activity CCSS ReferenceCalendar CC.K–12.MP.4 Time CC.K–12.MP.4Number CC.K.CC (1st cluster) Patterning CC.K–12.MP.7Money CC.K.CC (1st cluster) Geometry CC.K.G (1st cluster)

2 Saxon Math K© HMH Supplemental Publishers Inc. and Nancy Larson



Meeting 18Activity CCSS Reference Activity CCSS Reference

Calendar CC.K–12.MP.4 Money CC.K.CC (1st cluster)Number CC.K.CC (1st cluster) Patterning CC.K–12.MP.7


Calendar CC.K–12.MP.4 Time CC.K–12.MP.4Number CC.K.CC (1st cluster) Patterning CC.K–12.MP.7Money CC.K.CC (1st cluster) Geometry CC.K.G (1st cluster)


Calendar CC.K–12.MP.4 Patterning CC.K–12.MP.7Number CC.K.CC (1st cluster) Class Survey CC.K.MD (2nd cluster)Money CC.K–12.MP.4


Calendar CC.K–12.MP.4 Patterning CC.K–12.MP.7Number CC.K.CC (1st cluster) Geometry CC.K.G (1st cluster)Money CC.K–12.MP.4 Class Survey CC.K.MD (2nd cluster)Time CC.K–12.MP.4


Calendar CC.K–12.MP.4 Money CC.K–12.MP.4Number CC.K.CC (1st cluster) Patterning CC.K–12.MP.7

CC.K.G (1st cluster) Class Survey CC.K.MD (2nd cluster)


Calendar CC.K–12.MP.4 Time CC.K–12.MP.4Number CC.K.CC (1st cluster) Patterning CC.K–12.MP.7

CC.K.G (1st cluster) Geometry CC.K.G (1st cluster)Money CC.K–12.MP.4 Class Survey CC.K.MD (2nd cluster)


Calendar CC.K–12.MP.4 Patterning CC.K–12.MP.7Number CC.K.CC (2nd cluster) Class Survey CC.K.MD (2nd cluster)Money CC.K–12.MP.4


Calendar CC.K–12.MP.4 Patterning CC.K–12.MP.7Number CC.K.CC (2nd cluster) Geometry CC.K.G (1st cluster)Money CC.K–12.MP.4 Class Survey CC.K.MD (2nd cluster)Time CC.K–12.MP.4




KTA b L E O f C O n T E n T S


Section 1 • Lessons 1–10

Lesson

Common Core State Standards Focus of Lesson

1 • Exploring Teddy Bear Counters CC.K–12.MP.5

2 • Exploring Teddy Bear Counters CC.K–12.MP.5

3 • Exploring Pattern Blocks CC.K–12.MP.5

4 • Exploring Pattern Blocks CC.K–12.MP.5

5• Placing a Picture on a Pictograph• Identifying More and Less on a Graph

CC.K.MD (2nd cluster)

6• Reading a Graph• Exploring Teddy Bear Counters and Pattern Blocks

CC.K.CC (2nd cluster)

7 • Counting to 5 with One-to-One Correspondence CC.K.CC (2nd cluster)

8• Exploring Linking Cubes• Counting to 5 with One-to-One Correspondence


9• Creating an AB Color Pattern• Counting to 5 with One-to-One Correspondence


10Oral Assessment 1:

Identifying and Naming Shapes

Correlation references are read as follows: CC indicates Common Core, the letter K is the grade, the next letters indicate the domain, and the cluster indicates the particular group of related standards. Mathematical Practices are described in the same way for all grades K–12.




Lesson CCSS Focus of Lesson

11• Placing an Object on a Real Graph• Identifying Most and Fewest on a Graph


12• Using Positional Words and Phrases: Over, Under,

On Top Of, Behind, In Back Of, In Front Of, Beside, Inside, and Outside

CC.K.G (1st cluster)

13 • Counting to 10 with One-to-One Correspondence CC.K.CC (2nd cluster)

14 • Creating Pattern-Block Designs CC.K–12.MP.7

15 • Covering Designs Using Pattern Blocks CC.K–12.MP.7

16 • Sorting by Color CC.K–12.MP.7

17• Sorting by Color• Creating a Real Graph• Comparing Sets of Objects


18 • Acting Out Story Problems CC.K.OA (1st cluster)

19• Identifying, Describing, and Comparing Circles

and RectanglesCC.K.G (1st cluster)

20Oral Assessment 2:

Counting by 1’s to 100






21• Identifying and Ordering the Numbers 1–5• Identifying a Missing Number

CC.K.CC (1st cluster)

22• Placing an Object on a Real Graph• Identifying Most and Fewest on a Graph

CC.K.CC (3rd cluster)

23• Naming a Shape Piece Using Three Attributes

(Shape, Color, and Size)• Describing the Relative Position of Objects

CC.K.G (2nd cluster)

24 • Matching a Number Card (1–5) to a Set of Objects CC.K.CC (2nd cluster)

25 • Creating and Reading an AB Color Pattern CC.K–12.MP.7

26 • Creating and Reading an AB Color Pattern CC.K–12.MP.7

27 • Acting Out Story Problems CC.K.OA (1st cluster)

28 • Identifying Ordinal Position to Fourth CC.K–12.MP.4

29 • Covering Designs Using Pattern Blocks CC.K.G (2nd cluster)

30-1 • Sequencing Daily Events CC.K–12.MP.4

30-2Oral Assessment 3:

Identifying the Numbers 0 –10Sequencing the Numbers 0 –10





31

• Identifying, Describing, and Comparing Triangles and Squares

Lesson Extension Activity 1 (p 29):• Describing the Relative Position of Objects

in the Environment



(Shape, Color, and Size)• Describing the Relative Position of Objects


33• Identifying, Creating, and Extending AB Sound

and Movement PatternsCC.K–12.MP.7

34 • Sorting a Collection of Objects CC.K–12.MP.7

35• Ordering the Numbers 1–10• Identifying a Missing Number


36• Ordering the Numbers 0–10• Counting Backward from 10



38• Ordering the Numbers 0–10• Identifying a Missing Number


39 • Identifying the Numbers 0–9 CC.K.CC (1st cluster)

40-1• Identifying the Day of the Week When Weekly Events

Occur in Class• Sequencing Events

CC.K–12.MP.4

40-2

• Solving a Problem by Looking for a PatternOral Assessment 4:

Counting Objects in a Set

Matching Sets of Objects Using One-to-One Correspondence

CC.K–12.MP.7






41• Identifying Pennies• Counting Pennies


42 • Matching a Number Card (0–10) to a Set of Objects CC.K.CC (2nd cluster)

43

• Naming a Shape Piece Using Three Attributes (Shape, Color, and Size)

• Identifying a Missing Piece in a Matrix• Describing the Relative Position of Objects


44 • Acting Out Story Problems Using Pennies CC.K.OA (1st cluster)

45 • Identifying Time to the Hour CC.K–12.MP.4


47 • Showing Time to the Hour on a Clock CC.K–12.MP.4

48• Identifying the Numbers 0–10 • Identifying Before, After, and Between


49• Writing Money Amounts to 10 Cents• Ordering Money Amounts to 10 Cents


50-1 • Identifying an Object That Doesn’t Belong to a Group CC.K.G (2nd cluster)

50-2

• Solving a Problem by Acting It Out• Solving a Problem by Drawing a PictureOral Assessment 5:

Matching Sets and Numbers

CC.K.OA (1st cluster)





51 • Paying for Items to 10 Cents Using Pennies CC.K.CC (2nd cluster)

52• Copying Patterns• Identifying an AB Pattern

CC.K–12.MP.7

53 • Comparing Objects by Weight (Mass) CC.K.MD (1st cluster)

54

• Naming a Shape Piece Using Two Attributes (Shape and Color)

• Identifying a Missing Piece in a Matrix• Describing the Relative Position of Objects


55• Copying Patterns• Identifying AB and ABB Patterns

CC.K–12.MP.7

56 • Exploring a Geoboard CC.K–12.MP.5

57• Making Shapes on a Geoboard• Describing and Comparing the Attributes

of Geometric ShapesCC.K.G (2nd cluster)

58 • Placing an Object on a Real Graph CC.K.MD (2nd cluster)

59

• Identifying Ordinal Position• Paying for Items Using PenniesLesson Extension Activity 2 (p 31):• Finding Numbers That Add to 10



60-1 • Creating, Describing, and Extending Shape Patterns CC.K–12.MP.7

60-2• Solving a Problem by Acting It OutOral Assessment 6:

Sorting and Identifying the Sorting RuleCC.K.OA (1st cluster)






61• Identifying a Cube• Counting with One-to-One Correspondence


62 • Matching a Number Card to a Set CC.K.CC (2nd cluster)

63• Copying Line Segments, Shapes, and Designs

on a GeoboardCC.K.G (2nd cluster)

64• Estimating Collections• Counting by 10’s


65

• Identifying Dimes• Trading 10 Pennies for a Dime• Comparing Events According to Duration of Time• Counting by 10’s


66• Identifying, Creating, and Extending ABB Sound


67 • Counting Dimes to 50 Cents CC.K.CC (1st cluster)

68 • Paying for Items to 50 Cents Using Dimes CC.K.CC (1st cluster)

69 • Matching a Number to a Set CC.K.CC (2nd cluster)

70-1 • Sharing a Whole by Separating It into Two Equal Parts CC.K–12.MP.4

70-2• Solving a Problem by Guessing and CheckingOral Assessment 7:

Copying and Extending PatternsCC.K–12.MP.1





71• Comparing Sets of Objects• Comparing Numbers Through 6


72• Weighing Objects Using Nonstandard Units• Ordering Objects by Weight

CC.K.MD (1st cluster)

73• Combining Sets by Counting On• Using Numbers to Describe How Many Objects Are in a Set


74

• Identifying the Numbers 0–20• Ordering the Numbers 0–20 Lesson Extension Activity 3 (p 35):• Counting Forward Beginning From a Given Number


75• Identifying the Numbers 0–20• Identifying Before, After, and Between



77• Identifying a 1-Cup Measuring Cup• Following a Recipe

CC.K–12.MP.4

78• Identifying Full, Half-Full, and Empty Containers• Identifying a Quart Container


79 • Covering a Design in More Than One Way CC.K.G (2nd cluster)

80-1 • Using Objects to Represent Numbers to 20 CC.K.NBT (1st cluster)

80-2

• Solving a Problem by Acting It Out• Solving a Problem by Drawing a PictureOral Assessment 8:

Identifying Ordinal Position







81 • Paying for Items to $1.00 Using Dimes CC.K.CC (1st cluster)

82• Identifying the Seasons of the Year• Comparing Temperatures During Different Seasons• Placing a Tag on a Pictograph


83• Comparing Length• Identifying Shorter and Longer


84 • Ordering Four Objects by Length CC.K.MD (1st cluster)


(Shape, Color, and Size)CC.K.G (2nd cluster)

86• Copying Line Segments, Shapes, and Designs

on a GeoboardCC.K.G (2nd cluster)

87• Ordering Objects by Length• Measuring Length Using Nonstandard Units


88 • Making an ABC Pattern Using Pattern Blocks CC.K–12.MP.7

89• Acting Out “Some, Some More” and “Some,

Some Went Away” StoriesCC.K.OA (1st cluster)

90-1

• Estimating and Measuring the Capacity of Containers Using Nonstandard Units

• Comparing and Ordering Containers by Capacity• Writing Numerals Through 20 to Label Sets


90-2• Solving a Problem by Guessing and CheckingOral Assessment 9:

Creating a Real GraphCC.K.OA (1st cluster)





91

• Identifying Nickels• Trading 5 Pennies for a Nickel• Comparing Events According to Duration of Time• Counting by 5’s


92 • Counting Nickels to 25 Cents CC.K.CC (2nd cluster)

93

• Identifying a Cylinder• Ordering Objects by HeightLesson Extension Activity 4 (p 37):• Describing Measurable Attributes of Objects


94 • Paying for Items to 25 Cents Using Nickels CC.K.CC (2nd cluster)

95• Identifying, Creating, and Extending ABC Sound


96 • Paying for Items to 50 Cents Using Nickels CC.K.CC (2nd cluster)

97 • Dividing by Sharing CC.K–12.MP.1

98• Identifying and Ordering Numbers• Comparing Sets of Objects


99 • Comparing Numbers Through 10 CC.K.CC (3rd cluster)

100-1 • Identifying Hot and Cold Objects CC.K–12.MP.4

100-2

• Solving a Problem by Drawing a PictureOral Assessment 10:

Naming the Days of the WeekCopying Geoboard Designs







101 • Making an ABBC Pattern Using Pattern Blocks CC.K–12.MP.7

102• Dividing by Sharing• Comparing Numbers Through 10


103 • Identifying Right and Left CC.K–12.MP.4

104 • Exploring Tangrams CC.K–12.MP.5

105• Sorting and Identifying Tangram Pieces• Identifying Small, Medium, and Large Shapes• Covering Designs Using Tangrams


106• Measuring Length Using Nonstandard Units• Estimating and Measuring Length and Width Using

Nonstandard UnitsCC.K.MD (1st cluster)

107 • Graphing a Picture on a Pictograph CC.K.MD (2nd cluster)

108• Covering Designs Using Tangrams• Exploring Slides, Turns, and Flips


109• Identifying the Relationship Between

Larger and Smaller Numbers• Counting Forward and Backward on a Number Line


110-1• Matching a Number Card to a Set of Up to 20 ObjectsLesson Extension Activity 5 (p 39):• Comparing Two Numbers



110-2

• Solving a Problem by Drawing a Picture and Looking for a Pattern

Oral Assessment 11:Identifying a Penny, a Nickel, and a DimeActing Out Addition and Subtraction Stories

CC.K–12.MP.1






112

• Identifying a Sphere• Ordering Objects by Size Lesson Extension Activity 6 (p 41):• Identifying Shapes as Two- or Three-Dimensional



113• Sorting Coins• Comparing Events According to Duration of Time• Identifying a Quarter and a Dollar

CC.K–12.MP.4

114• Covering Designs Using Tangrams• Exploring Slides, Turns, and Flips


115• Identifying Largest and Smallest Shapes• Identifying and Covering Half of a Shape


116• Paying for Items Using Pennies, Nickels, Dimes,

or a QuarterCC.K–12.MP.4

117• Identifying and Matching Equivalent Sets• Identifying Doubles


118• Identifying and Matching Equivalent Sets• Identifying Doubles


119• Acting Out “Some, Some More” StoriesLesson Extension Activity 7 (p 43):• Decomposing a Number


120-1

• Estimating and Measuring the Capacity of Containers Using Nonstandard Units

• Ordering Containers by Capacity• Writing Numerals Through 30 to Label Sets


120-2

• Solving a Problem by Guessing and CheckingOral Assessment 12:

Counting by 10’s to 100Comparing and Measuring Length







121 • Drawing Pictures for “Some, Some More” Stories CC.K.OA (1st cluster)

122• Recording the Answer to a Question on a Chart• Determining Questions for a Two-Choice Survey


123• Identifying a Cone• Sorting Three-Dimensional Objects


124

• Identifying the Time of Day as Day or Night• Identifying the Time of Day as Morning,

Afternoon, or Evening• Sequencing Events That Happen During the Day• Comparing Temperatures at Different Times of the Day• Identifying the Likelihood of Events• Identifying Events as More Likely, Equally Likely,

or Less Likely

CC.K–12.MP.4

125• Counting by 2’s• Identifying Even and Odd Numbers to 10Extension Oral Assessment A


126 • Measuring Distance Using Nonstandard Units CC.K.MD (1st cluster)

127 • Acting Out “Some, Some Went Away” Stories CC.K.OA (1st cluster)

128 • Drawing Pictures for “Some, Some Went Away” Stories CC.K.OA (1st cluster)

129 • Identifying and Making Symmetrical Designs CC.K–12.MP.4

130-1• Counting Pennies to Pay for Items That Together

Cost Less Than 30 Cents• Writing Numerals Through 30 to Label Sets


130-2

• Solving a Problem by Drawing a PictureOral Assessment 13:

Counting by 5’s to 50Identifying Geometric SolidsCovering Designs Using Tangrams





131• Using Indirect Comparisons to Compare the Heights

or Lengths of ObjectsCC.K.MD (1st cluster)

132• Sharing a Whole by Separating It into Two Equal Parts• Using Objects to Represent Numbers to 20• Using Numbers to Represent a Set of Objects


133 • Measuring Length Using Inches CC.K–12.MP.5

134• Sharing a Whole by Separating It into Equal Parts• Identifying Halves and Fourths

CC.K–12.MP.4

135• Placing a Tag on a Pictograph• Comparing Temperatures During Different SeasonsExtension Oral Assessment B






Correlationof Saxon Math K to the

Common Core State Standards

K_MNLAEAN628110_CORR.indd 19 3/17/11 7:27:36 PM


Key: CP: Counting Practice LP(PA): Lesson Practice Parent Activity PSW: Problem-Solving Worksheet CW*: Center Workmats LXA*: Lesson Extension Activity PTW: Performance Task Worksheet EC*: Extend and Challenge CD M: Meeting TTSP*: Test-Taking Strategies Practice HP: Handwriting Practice MCA*: Math Center Activity WM: Workmat L: Lesson OA**: Oral Assessment LP: Lesson Practice OLA: Online Activity

*Activities referenced by activity number. **Assessments referenced by assessment number.

Correlation of Saxon Math K to the Common Core State Standards for Mathematics Grade K

Mathematical Practices – These standards are covered throughout the program; the following are examples.

Make sense of problems and 1. persevere in solving them.

Lessons: L11, L18, LP18, L27, LP27, L40-2, L44, LP44, L50-2, L60-2, L70-2, L80-2, L89, LP89, L90-2, LP97, L100-2, L107, L110-2, L119, LP119, L120-2, L121, LP121, LP122, LP126, L127, LP127, L128, LP128, L130-2, LP131, LP132Other: TTSP4, TTSP5, TTSP6, TTSP7, TTSP8, TTSP9, TTSP10, TTSP11, TTSP12, TTSP13, TTSP15, TTSP16, OA11, TTSP17, TTSP18, TTSP19, TTSP20, TTSP21

Reason abstractly and 2. quantitatively.

Meetings: M16, M18, M20, M22, M24Lessons: L6, L17, L35, L43, L54, LP54, L60-2, L65, LP67, L73, L79, LP85, L90-2, L91, LP92, LP95, LP96, HP101, L102, L110-2, LP113, LP116, HP117, HP121, HP132Other: TTSP11, TTSP15, TTSP17, TTSP18, TTSP19, TTSP20, TTSP21

Construct viable arguments 3. and critique the reasoning of others.

Lessons: L8, L11, L40-1, PTW40, PTW50, L53, PTW60, L63, PTW70, L72, L77, PTW80, L82, L83, PTW90, PTW100, L107, PTW110, L115, L120-1, PTW120, L122, PTW130, L131Other: TTSP2, TTSP3, TTSP4, TTSP5, TTSP6, TTSP7, TTSP8, TTSP9, TTSP10, TTSP11, TTSP12, TTSP13, TTSP14, TTSP15, TTSP16, TTSP17, TTSP18, TTSP19, TTSP20, TTSP21

Model with mathematics.4. Lessons: LP24, HP24, HP29, HP34, HP38, LP42, HP44, HP48, HP54, HP56, LP58, LP59, LP62, LP68, L69, LP69, LP71, LP73, HP74, HP75, HP77, LP98, LP99, LP107, L110-1, LP117, LP118, L121, HP126, L128, HP129, HP131, HP132Other: OA5, TTSP12, TTSP13, TTSP19, TTSP20

Use appropriate tools 5. strategically.

Meetings: M20, M21, M23–M25Lessons: L47, L65, L72, L77, L91, L113, L116, L122, L131, L133Other: TTSP21

Attend to precision.6. Meetings: M11, M14, M17–M25Lessons: L30-1, L40-1, LP45, L47, LP48, LP49, L51, LP53, LP58, HP58, L59, HP59, L60-1, HP63, L64, LP64, CP66, L72, LP72, LP74, L77, LP77, L78, LP78, L81, L84, LP84, LP87, L90-1, HP91, L93, LP93, CP93, HP96, CP98, LP102, HP102, CP103, L105, L106, LP106, L109, LP109, L110-1, HP112, LP114, CP115, L120-1, L126, HP128, L130-1, L133, LP133, HP134Other: MCA17, MCA19, MCA21, MCA23, MCA34, MCA39, TTSP7, MCA42, MCA45, TTSP8, TTSP9, TTSP10, TTSP13, TTSP14, TTSP16, MCA59, TTSP17, MCA62, OA12, MCA70

Look for and make use of 7. structure.

Meetings: M3, M6–M10, M12–M15, M17, M20–M22, M25Lessons: LP15, L19, LP19, L22, LP23, L29, L31, LP31, L34, LP34, L43, L57, LP57, LP63, L65, LP79, LP85, L91, HP101, L105, L116, HP117, HP121, LP123, HP126, HP129Other: MCA26, OA6, OA9, OA13

Look for and express 8. regularity in repeated reasoning.

Meetings: M1–M25Lessons: L26, L40-1, LP45, L47, L70-1, HP74, HP75, HP77, L78, LP78, L82, L84, L97, LP97, L109, LP115, L117, LP117, LP118, L124, LP124, L125, HP126, HP129, L131, HP131, L134, LP134

© HMH Supplemental Publishers Inc. and Nancy LarsonSaxon Math K 21


Common Core State Standards Saxon Math K – Italic references indicate foundational.

Counting and Cardinality K.CC

Know number names and the count sequence.

Count to 100 by ones and by tens.1. Meetings: M1–M25Lessons: LP(PA)3, L7, L8, L9, L13, OA2, LP21, LP33, LP35, LP36, LP38, L64, L65, LP65, CP66, L67, LP67, LP(PA)67, CP67, L68, LP68, CP69, L81, LP81, HP102, CP103, HP104, CP105, HP106, CP107, HP108, CP109, CP111, HP112, CP113, HP114, CP115, HP116, CP118, OA12, CP122, HP123, CP124, HP133, HP135Other: MCA27, MCA32, MCA41, OLA81, EC15

Count forward beginning from a given number 2. within the known sequence (instead of having to begin at 1).

Meetings: M17, M19, M21, M23, M25Lessons: LP(PA)64, L73, LP109, HP112, HP114, HP116, HP123, HP133, HP135Other: LXA3, TTSP20, TTSP21, OA-A

Write numbers from 0 to 20. Represent a number 3. of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Meetings: M20–M25Lessons: HP1–HP12, HP13–HP17, HP19, HP21–HP23, L24, LP24, HP24–HP26, HP28, HP29, HP31–HP38, LP41, LP(PA)41, HP41, L42, LP42, LP(PA)42, HP42–HP48, OA5, L51, LP51, HP51–HP57, LP58, HP58, LP59, HP59, LP61, HP61, L62, LP62, HP62, LP63, HP63–HP65, HP68, L69, LP69, LP71, HP71, LP72, HP72, L73, LP73, HP73–HP75, HP77–HP79, L80-1, HP81–HP88, L90-1, HP91, HP92, HP94, HP96, LP98, LP99, HP99, HP101, HP102, LP104, HP104, HP106, LP107, HP108, L110-1, HP112, LP113, HP114, LP116, HP116, LP117, HP117, LP118, L120-1, HP121, HP123, HP125, HP126, HP128, HP129, L130-1, HP131, L132, HP133–HP135Other: MCA9, MCA17, MCA28, MCA29, MCA33, TTSP2, TTSP3

Count to tell the number of objects.

Understand the relationship between numbers 4. and quantities; connect counting to cardinality.

When counting objects, say the number a. names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

Meetings: M2, M3, M4A, M5–M25Lessons: L7, L8, L9, LP(PA)12, L13, L21, L35, L36, L38, OA4, L80-1, L109, L132Other: MCA28, MCA36

Understand that the last number name said b. tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

Meetings: M2, M3, M4A, M5–M25Lessons: L7, L8, LP8, L9, LP(PA)12, L13, L24, LP24, OA4, L41, LP41, L42, LP42, LP51, LP59, LP61, LP62, LP(PA)64, L69, LP69, LP71, LP72, L73, LP73, L90-1, L120-1, L130-1, L132Other: MCA3, MCA9, MCA17, MCA28, MCA29, MCA33

Understand that each successive number c. name refers to a quantity that is one larger.

Meetings: M2, M3, M4A, M5–M25Lessons: L8, LP8, L9, L13, HP14, HP17, L21, HP22, HP26, HP32, L35, HP36, LP41, LP42, HP42, HP46, L48, LP48, L49, LP(PA)49, LP51, HP52, LP53, HP57, LP59, LP61, LP62, LP69, L74, L75, L80-1, L109, L110-2, PSW110, LP117, HP126Other: MCA7, MCA14, TTSP17, TTSP18

© HMH Supplemental Publishers Inc. and Nancy Larson22 Saxon Math K



5. 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.

Meetings: M11–M15, M17, M19–M25Lessons: LP5, LP(PA)6, L7, LP7, LP11, LP(PA)12, L13, LP13, LP14, HP14, LP15, HP15, LP17, HP17, LP19, HP19, LP22, HP22, L24, HP24, HP26, HP28, LP29, HP29, HP31–HP34, HP36–HP38, OA4, L41, LP(PA)41, L42, LP(PA)42, HP42–HP44, HP46–HP48, OA5, L51, HP52–HP54, HP56, HP57, LP58, L61, L64, LP(PA)64, L69, LP69, LP71, LP72, L73, LP73, HP74, HP75, HP77, LP79, L80-1, LP98, LP99, LP104, LP105, LP107, L110-1, L110-2, PSW110, LP117, LP118, HP126, HP129, HP131, L132, HP132Other: MCA9, MCA17, MCA20, MCA27, MCA33, TTSP2, TTSP3

Compare numbers.6. 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.1

Lessons: L5, LP5, L6, LP(PA)6, LP7, L11, LP11, LP13, L17, LP17, L22, LP22, LP24, LP29, OA4, L58, LP58, LP61, LP62, LP69, L71, LP71, L72, L73, L90-1, OA9, L98, LP98, L99, LP99, L102, LP102, LP(PA)102, LP107, L110-2, PSW110, L117, LP117, L118, LP118, L120-1Other: MCA6, EC2, MCA8, MCA26, TTSP3, MCA34, TTSP4, TTSP5, MCA52, MCA62, MCA65

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

Lessons: L21, OA3, L35, L36, L38, LP(PA)39, L48, LP48, L49, LP(PA)49, LP53, L71, L74, L75, LP(PA)76, L99, L102, LP(PA)102, L109Other: MCA7, MCA14, MCA15, TTSP7, TTSP8, TTSP9, TTSP10, MCA52, TTSP13, TTSP15, MCA56, TTSP18, TTSP19, TTSP20, LXA5, OA-A

Operations and Algebraic Thinking K.OA

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Represent addition and subtraction with objects, 1. fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Lessons: LP6, L18, LP(PA)18, HP24, L27, LP(PA)27, HP29, HP34, HP38, L44, LP(PA)44, HP44, HP48, L50-2, PSW50, HP54, HP56, L73, LP73, HP74, HP75, HP77, L80-2, PSW80, L89, LP(PA)89, L90-2, PSW90, LP98, LP99, L100-2, PSW100, OA11, LP117, LP118, L119, LP(PA)119, L121, LP121, LP122, LP126, HP126, L127, LP(PA)127, L128, LP128, L130-1, L130-2, PSW130, LP131, HP131, LP132, HP132, OA-BOther: EC7, MCA35, TTSP4–TTSP7, EC10, TTSP8–TTSP13, TTSP15–TTSP21, EC14

Solve addition and subtraction word problems, 2. and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Lessons: L18, LP(PA)18, HP24, L27, LP(PA)27, HP29, HP34, HP38, L44, LP(PA)44, HP44, HP48, L50-2, PSW50, HP54, HP56, L73, LP73, HP74, HP75, HP77, L80-2, PSW80, L89, LP(PA)89, L90-2, PSW90, LP98, LP99, L100-2, PSW100, OA11, LP117, LP118, L119, LP(PA)119, L121, LP121, LP122, LP126, HP126, L127, LP(PA)127, L128, LP128, L130-2, PSW130, LP131, HP131, LP132, HP132Other: MCA35, EC7, TTSP4–TTSP7, EC10, TTSP8–TTSP13, TTSP15, TTSP16, TTSP17, TTSP18, TTSP19–TTSP21, EC14

1Include groups with up to ten objects.2 Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Key: CP: Counting Practice LP(PA): Lesson Practice Parent Activity PSW: Problem-Solving Worksheet CW*: Center Workmats LXA*: Lesson Extension Activity PTW: Performance Task Worksheet EC*: Extend and Challenge CD M: Meeting TTSP*: Test-Taking Strategies Practice HP: Handwriting Practice MCA*: Math Center Activity WM: Workmat L: Lesson OA**: Oral Assessment LP: Lesson Practice OLA: Online Activity





Decompose numbers less than or equal to 10 into 3. 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).

Lessons: L73, HP74, HP75, L90-2, PSW90, L120-2, PSW120, HP126, HP129Other: LXA2, MCA35, LXA7, OA-B

For any number from 1 to 9, find the number 4. 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.

Lessons: L120-2, PSW120Other: TTSP17, TTSP18, OA-B

Fluently add and subtract within 5.5. Lessons: L18, LP(PA)18, HP24, LP(PA)27, HP29, HP34, HP38, L44, L50-2, PSW50, HP74, L80-2, PSW80, L89, OA11, LP117, LP118, L121, LP121, LP122, LP126, HP126, L128, LP128, L130-2, PSW130, LP131, HP131, LP132, HP132Other: EC7, MCA35, TTSP4–TTSP6, EC10, TTSP8–TTSP13, TTSP15–TTSP21, EC14

Number and Operations in Base Ten K.NBT

Work with numbers 11–19 to gain foundations for place value.

Compose and decompose numbers from 11 to 19 1. into ten ones and some further ones, e.g., by using objects or drawings, and record 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.

Meetings: M17, M19, M21, M23, M25Lessons: L65, L80-1, L110-1, L132

Measurement and Data K.MD

Describe and compare measurable attributes.

Describe measurable attributes of objects, such 1. as length or weight. Describe several measurable attributes of a single object.

Lessons: L53, L72, LP72, L83, LP83, L84, LP84, L87, LP87, L93, LP93, L106, LP106, LP112, OA12, L131, L133, LP133Other: MCA23, MCA34, TTSP5–TTSP7, MCA42, MCA43, MCA45, TTSP8, TTSP10, TTSP11, LXA4, TTSP12, MCA58, TTSP17, TTSP18, MCA70

Directly compare two objects with a measurable 2. attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.

Lessons: LP23, LP32, LP43, L53, L72, L83, LP83, L84, LP84, L87, LP87, L90-1, L93, LP93, L112, LP112, L115, L120-1, OA12, L131Other: MCA23, MCA34, TTSP5–TTSP7, MCA42, MCA43, TTSP8, TTSP10, TTSP11, LXA4, TTSP12, TTSP17, TTSP18

Classify objects and count the number of objects in each category.

Classify objects into given categories; count the 3. numbers of objects in each category and sort the categories by count.3

Lessons: L11, LP14, LP15, L16, LP16, L17, LP17, LP19, L22, LP22, L23, LP29, LP31, L32, L34, LP34, L43, L54, L58, LP58, OA6, LP79, L85, OA9, LP104, L105, LP105, L113, L123, LP123Other: MCA6, EC2, MCA9, EC5, OLA32, MCA13, EC6, MCA26, MCA62

3Limit category counts to be less than or equal to 10.

© HMH Supplemental Publishers Inc. and Nancy Larson24 Saxon Math K


Key: CP: Counting Practice LP(PA): Lesson Practice Parent Activity OLA: Online Activity CW*: Center Workmats LXA*: Lesson Extension Activity PSW: Problem-Solving Worksheet EC*: Extend and Challenge CD M: Meeting PTW: Performance Task Worksheet HP: Handwriting Practice MCA*: Math Center Activity TTSP*: Test-Taking Strategies Practice L: Lesson OA**: Oral Assessment WM: Workmat LP: Lesson Practice



Geometry K.G

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Describe objects in the environment using names 1. of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Meetings: M8, M10, M12, M13, M15, M19, M21, M22, M23, M25Lessons: LP4, L12, LP14, LP15, L19, LP19, LP22, L23, LP23, LP28, LP29, L31, LP31, L32, LP37, L43, LP46, LP48, LP53, L54, LP56, LP57, LP63, LP79, LP86, LP104, LP108Other: LXA1, MCA30, TTSP2–TTSP6, TTSP9, TTSP10, TTSP13, TTSP18, TTSP19

Correctly name shapes regardless of their 2. orientations or overall size.

Meetings: M8, M10, M12, M15, M17, M19, M21, M23, M25Lessons: OA1, LP14, LP15, L19, LP19, LP23, LP29, L31, LP31, L32, LP32, LP37, L40-2, PSW40, L43, LP43, L54, LP54, L56, LP56, L57, LP57, L63, LP63, L70-2, PSW70, LP79, L85, LP85, LP86, LP101, LP104, L105, LP105, L108, LP108, L114, LP129, OA13Other: MCA5, EC1, MCA12, EC4, EC5, OLA32, EC6, MCA25, MCA30, TTSP2, TTSP3, MCA40, TTSP4–TTSP6, MCA44, TTSP9, TTSP10, TTSP13, MCA53, MCA57, MCA59, TTSP18, TTSP19, MCA63, MCA69

Identify shapes as two-dimensional (lying in a 3. plane, “flat”) or three-dimensional (“solid”).

Lessons: L19, LP19, L31, LP31, L61, L93, LP93, L112, LP112, L123, LP123Other: LXA6

Analyze, compare, create, and compose shapes.

Analyze and compare two- and three-dimensional 4. shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

Lessons: L19, L23, LP23, LP29, L31, LP31, L32, LP32, L43, LP43, L50-1, L54, LP54, LP56, L57, LP57, OA6, L61, L63, LP63, L85, LP85, L86, LP86, L93, LP93, LP104, L105, LP105, L108, LP108, L112, LP112, L123, LP123Other: EC5, EC6, TTSP2, TTSP3, MCA44, TTSP4–TTSP6, TTSP9, TTSP10, TTSP13, MCA69

Model shapes in the world by building shapes 5. from components (e.g., sticks and clay balls) and drawing shapes.

Lessons: L14, LP14, HP14, L15, LP15, HP17, HP22, HP26, L29, LP29, HP32, LP33, LP35, LP36, HP36, LP38, L40-2, PSW40, HP42, HP46, HP52, L56, L57, LP57, HP57, L63, LP63, LP65, CP66, CP67, CP69, L70-2, PSW70, L79, LP79, L86, LP86, LP88, LP91, CP93, CP95, CP98, LP101, CP103, LP104, CP105, L108, LP108, CP109, CP111, CP113, L114, CP115, CP118, LP121, LP122, CP122, LP123, CP124, LP125, LP126, LP128, L129, LP129, LP131, LP132Other: MCA5, MCA12, MCA25, MCA30, TTSP2, TTSP3, MCA40, TTSP4–TTSP6, MCA44, MCA59, MCA63, MCA69

Compose simple shapes to form larger shapes.6. Lessons: L3, L4, L14, LP14, L15, LP15, WM15, L29, LP29, WM29, L70-2, PSW70, L79, LP79, WM79, L104, LP104, L105, WM105, L108, LP108, WM108, L114, WM114, OA13Other: MCA2, MCA5, CW5, EC1, MCA12, CW12, EC4, MCA40, CW40, MCA57, MCA59, MCA63; Tangrams




Lesson Extension Activities and Activity Masters

• Lesson31–ExtensionActivity1


ActivityMaster2



• Lesson110-1–ExtensionActivity5



ActivityMaster7A

ActivityMaster7B

K_MNLAEAN628110_EA.indd 27 3/17/11 7:48:25 PM


Saxon Math K

DescribingtheRelativePositionofObjectsintheEnvironment (CC.K.G.1)

Instruction and Practice

Point to an object in the classroom with a circular shape, such as a clock face. *

“What is the shape of the (clock)?”“Is the (clock) above or below your head?”

Repeat with another circular object. *

Point to an object in the classroom with a rectangular shape, such as a table. *

“What is the shape of the (table)?”“Is the (table) in front of or behind you?”

Repeat with another rectangular object. *

Point to an object in the classroom with a square shape. *

“What is the shape of the (square object)?”“What is something that is next to the (square object)?”

Point to an object in the classroom with a triangular shape. *

“What is the shape of the (triangular object)?”“What is something that is next to the (triangular object)?”

At the end of Lesson 31 complete the following activity, which is a continuation of the lesson.

Lesson31–ExtensionActivity1




Saxon Math K

FindingNumbersThatAddto10 (CC.K.OA.3)

materialsbags of Student Number Cards 1–10• (one per child)1 copy of • Activity Master 2 per child (see the night before)

the night beforeCopy • Activity Master 2 for the class.


“You have 10 pennies in your cup.”“Let’s find all the ways you could put the ten pennies in two pockets.”

Distribute * Activity Master 2 and a bag of Student Number Cards to each child.

“Put the paper on the floor in front of you.”“Put your number cards in order above the paper.”

Allow time for the children to do this. *

“Put one penny in the first pocket.”“Put all the rest of the pennies in the other pocket.”“Count the pennies in the first pocket and put a number card below the pocket to show how many pennies are in this pocket.”


“What number is below the first pocket?” 1“Count the pennies in the second pocket and put a number card below the pocket to show how many pennies are in the pocket.”


“What number is below the second pocket?” 9

Write the following on chart paper or the board: * 1 + 9 = 10“One penny plus nine pennies equal ten pennies.”“Take the pennies out of the pockets.”“Put your number cards in order above your mat.”“Now put nine pennies in the first pocket.”“Put all the rest of the pennies in the other pocket.”



Lesson Preparation




“Count the pennies in the first pocket and put a number card below the pocket to show how many pennies are in the pocket.”


“What number is below the first pocket?” 9“Count the pennies in the second pocket and put a number card below the pocket to show how many pennies are in the pocket.”


“What number is below the second pocket?” 1

Write the following on chart paper or the * board: 9 + 1 = 10“Nine pennies plus one penny equal ten pennies.”

Repeat with other numbers of pennies in the first pocket. *


Activity Master

Saxon Math K (for use with Lesson 59 Extension Activity)

2Name

© HMH Supplemental Publishers Inc. and Nancy Larson



Saxon Math K

CountingForwardBeginningFromaGivenNumber(CC.K.CC.2)


Remove the number cards 15–20 from the set of Teacher Number Cards. Turn over *

the remaining Teacher Number Cards and mix them up.

“Let’s practice counting to 20.”“Who would like to choose one of my number cards?”

Ask a child to choose one of the number cards and hand it to you. *

Show the children the number card. *

“Who would like to tell us what number this is?”

Ask a child to name the number. *

“Let’s count together from (number on number card) to 20.”

Count with the children. *

Repeat with 5 additional number cards. *






Saxon Math K

DescribingMeasurableAttributesofObjects (CC.K.MD.1)

materialsbalance (scale)•


Place the foam cylinder and the shortest cylindrical object next to one another. *

“Which cylinder is taller?”“Which cylinder do you think is heavier?”“We could use a balance to find out which cylinder is heavier.”

Place the foam cylinder in one bucket of the balance and the cylindrical object in *

the other bucket.

“Which cylinder is heavier?”“How do you know?”

Repeat with two other cylindrical objects. *



Lesson Preparation




Saxon Math K

ComparingTwoNumbers (CC.K.CC.7)


“Take your number cards out of the bag.”


“Put the card with the number 11 in the bag.”

Repeat with the number cards in the following order: 14, 18, 15, 12, 19, 17, 13, 20, * 16, and 0.

“Put your bag of number cards behind you.”“Turn the rest of the cards face down so you can’t see the numbers.”

Demonstrate using a set of number cards. *

“Mix up your cards.”

Demonstrate mixing the number cards. *

“Choose one of your cards.”“Hold your card in front of you so I can see the number on your card.”

Ask a child who is holding a number card with the number 6 to name the number *

on his or her number card. If no one is holding the number 6, use the next higher number.

“If your card has the number 6, put your card face down on the floor in front of you.”“If you have a number that is greater than 6, hold your card above your head.”“If you have a number that is less than 6, hold your card next to your knee.”

Ask a child whose number is greater than 6 to name the number on his or her card. *

“(Child’s number) is greater than 6.”“If you are holding the number (child’s number), put your card face down on the floor.”

Repeat with one other number that is greater than 6. *

“If you are holding a (list other numbers that are greater than the child’s number), your number is greater than 6.”

“Put your card face down on the floor in front of you.”

Repeat with two numbers that are less than 6. *

“Mix up your number cards and choose a new number card.”

Ask a child who is holding a number card with the number 4 to name the number *

on his or her number card. If no one is holding the number 4, use the next higher number.

At the end of Lesson 110-1 complete the following activity, which is a continuation of the lesson.

Lesson110-1–ExtensionActivity5




Repeat the activity, using numbers you have not used before. *

“Put your cards back in your bag.”

Collect the bags of number cards *


Saxon Math K

IdentifyingShapesasTwo-orThree-Dimensional(CC.K.G.3)

materialsrectangle (from Lesson 23 Shape Pieces)•square and triangle (from Lesson 31 Shape Pieces)•pyramid, cube, and rectangular prism from foam geometric solids set•

Hold the circle and sphere next to one another. *

“How is a circle different from a sphere?”“The circle is flat.”“People say that flat objects are two-dimensional.”“The sphere is not flat.”“People say that objects that are not flat are solid or three-dimensional.”

Hold up the cylinder. *

“Is a cylinder two- or three-dimensional?” three-dimensional

Repeat, holding up other two- or three-dimensional shapes or objects. *




Lesson Preparation




Saxon Math K

DecomposingaNumber (CC.K.OA.3)

materials1 copy• of Activity Master 7A and Activity Master 7B per child (see the night before)

the night beforeCopy • Activity Master 7A and Activity Master 7B for the class.Draw • Activity Master 7A on chart paper or project it on the board.

Have the children return to their seats. *

Give each child * five teddy bear counters and Activity Master 7A.

“Let’s pretend that the circle and the square are swimming pools for teddy bears.”“Five teddy bears are going to the pools.”“The round pool is for teddy bears that don’t know how to swim and the square pool is for the teddy bears that do know how to swim.”

“Four teddy bears could not swim.”“Which pool will they go into?” the round pool“Put 4 teddy bears in the round pool.”“How many teddy bears will swim in the square pool?” 1“Put 1 teddy bear in the square pool.”

Circulate and check the children’s papers. *

“Point to the box with the star.”“We will make dots in each pool to show how many teddy bears are in each pool.”Point to the round pool. *

“How many dots will we draw in the round pool?” 4Draw this on the chart. *

“Draw this on your paper.”Point to the square pool. *

“How many dots will we draw in the square pool?” 1Draw this on the chart. *

“Draw this on your paper.”“Now we will write a number sentence to show how many teddy bears are in each pool.”




Lesson Preparation




Point to the number 5 on the chart. *

“The five tells us that 5 teddy bears went to the pools.”“Four went to the round pool for teddy bears that don’t know how to swim and one went to the square pool for teddy bears that do know how to swim.”

Write 4 on the line below the circle and * 1 on the line below the square.

“How many teddy bears are in the round pool?” 4“Write 4 on the line below the round pool.”“How many teddy bears are in the square pool?” 1“Write 1 on the line below the square pool.”


“Now the teddy bears went home.”“Clear the pools.”“The next week the five teddy bears went back to the pools.”“During the week some of the teddy bears learned how to swim.”“Put some teddy bears in each pool.”


“Point to the box with the heart.”“You will make dots in this box to show how many teddy bears are in each pool.”“Count the teddy bears in your round pool.”“Draw dots in the circle to show how many teddy bears are in your round pool.”


“Count the teddy bears in your square pool.”“Draw dots in the square to show how many teddy bears are in your square pool.”


“Now you will write a number sentence to show how many teddy bears are in each pool.”

“The five tells us that 5 teddy bears went to the pools.”“Count the number of teddy bears in the round pool and write the number on the line below the circle.”


“Count the number of teddy bears in the square pool and write the number on the line below the square.”


Repeat with two more combinations of 5. *

Give each child five more teddy bear counters and * Activity Master 7B.

Use * Activity Master 7B for decomposing other numbers to 10.


Activity Master


7A

55 1 55 1

55 1 55 1

Name




Activity Master


7B

5 1

5 1

5 1

5 1

Name




Extension Oral Assessments

• Oral Assessment A

• Oral Assessment B

K_MNLAEAN628110_OAA.indd 49 3/17/11 7:38:21 PM


Teacher

Date Oral Assessment A Classroom Recording FormSaxon Math K (for use with Lesson 125)

• Comparing Numbers• Counting by 1’s From a Given Number

Student’s Name

•Give the child two number cards.

“Which number is greater?”•Repeat with two other number

cards.

•Give the child the card with the number 4.

“Count from 4 to 20.”

Materials:Number cards 1–10 (from Assessment 3)




Oral Assessment B Classroom Recording FormSaxon Math K (for use with Lesson 135)

• Decomposing Numbers Less Than or Equal to 10• Identifying a Missing Addend for a Sum of 10

Student’s Name

•GivethechildActivity Master 7A and 5 teddy bear counters.

“Pretend that the circle and square are swimming pools.”

“Put some teddy bears in each pool.”

“Write a number sentence to show how many bears are in each pool.”

•Repeatwithatleastonemorenumber sentence.

•GivethechildActivity Master 7B and 10 teddy bear counters. Writethenumber10onthefirstlineineachnumbersentenceonthe master.

“Ten teddy bears are swimming.”“One teddy bear is in the round pool and the other teddy bears are in the square pool.”

“Write a number sentence to show how many bears are in each pool.”

•Repeatwith2,5,and9teddybearsintheroundpool.

Materials:10 teddy bear

countersActivity Master 7A Activity Master 7B pencil

Teacher

Date


K_MNLAEAN628110_OAB.indd 53 3/17/11 7:39:07 PM

K_MNLAEAN628110_OAB.indd 54 3/17/11 7:39:07 PM

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Standards Success K... · 2016-02-21 · Nancy Larson Standards Success Common Core State Standards...

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