K+Math+Standard+1

**6.1.1 – Model addition and subtraction** || **How many objects in these two groups together?** **How do I draw pictures to solve subtraction problems?** ||
 * **Subject/Course:** Math **Grade Level:** Kindergarten ||
 * **Standard: Mathematical Process** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Addition / Subtraction** ||
 * **Essential Question (s):** ||
 * **How can you use blue and red bears to show the total of 3? Or 6?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.1.2 – Begin to develop the concept of estimation using concrete objects** || **When would it be alright to estimate?** **Why might you estimate?** ||
 * **Subject/Course:** Math **Grade Level:** Kindergarten ||
 * **Standard: Mathematical Process** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Estimation** || [[image:http://smithcountyteacher.wikispaces.com/i/c.gif width="10" height="21"]] ||  ||
 * **Essential Question (s):** ||
 * **About how many objects are in the container?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.1.3 – Use words to describe time** || **What time of day do you (eat breakfast, got o bed, east snack, have recess, etc.)?** **What day is / was (today, tomorrow, yesterday)?** ||
 * **Subject/Course:** Math **Grade Level:** Kindergarten ||
 * **Standard: Mathematical Process** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Time of Day** ||
 * **Essential Question (s):** ||
 * **How do you know the difference between day and night?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.1.4 – Tell time to the hour.** || **How might the numerals look on a digital clock compared to an analog clock?** **Why would you need to follow the numbers in numerical order?** **How would the short hand look _ o'clock?** ||
 * **Subject/Course:** Math **Grade Level:** Kindergarten ||
 * **Standard: Mathematical Process** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Tell time to the hour** ||
 * **Essential Question (s):** ||
 * **Where does the long hand on a clock point when a new hour begin?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.1.5 – Recognize a calendar as a way of measuring time** || **What are the months of the year?** **What comes after (month, day of week, year)?** **What comes before (month, day of week, year)?** **How do we measure time for the (week, month, year)?** || **6.1.6 – Name and identify coins and their values.** || **What is this coin and how much is it worth?** **How might you sort this group of coins?** **Why would you need to know the value of coins?** ||
 * **Subject/Course: Math Grade Level: Kindergarten** ||
 * **Standard: Mathematical Process** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Time** ||
 * **Essential Question (s):** ||
 * **What are the days of the week?**
 * **If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).** ||
 * **Subject/Course:** Math **Grade Level:** Kindergarten ||
 * **Standard: Mathematical Process** ||
 * **SPI or Check for Understanding (#):**
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Identify coin and value** ||
 * **Essential Question (s):**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.1.7 – Use words to describe temperatures (e.g. hot, warm, cool, cold)** || When will you need to wear (example of clothing)? ||
 * **Subject/Course:** Math **Grade Level:** Kindergarten ||
 * **Standard: Mathematical Process** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Describe temperature** ||
 * **Essential Question (s):** ||
 * **What is the weather like today? (or in spring, etc with seasons)**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.1.8 – Recognize a thermometer as a way of measuring temperature.** || **Where would the red line be on the thermometer if it is hot or cold?** When will the bar go up or down? ||
 * **Subject/Course:** Math **Grade Level:** Kindergarten ||
 * **Standard: Mathematical Process** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Thermometer** ||
 * **Essential Question (s):** ||
 * **What would we use to know whether it is hot or cold?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.1.9 – Use age-appropriate books, stories, and videos to convey ideas of mathematics.** || Who is using math in this story? What type of math is used in this story? (addition, subtraction, sorting, etc.) When, where, or why might you do the same thing as the characters in the story? ||
 * **Subject/Course:** Math **Grade Level:** Kindergarten ||
 * **Standard: Mathematical Process** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Media** ||
 * **Essential Question (s):** ||
 * **What were they doing in this book? Story? Video? (use math themed media)**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||