BOSTON PUBLIC SCHOOLS

K2 Mathematics
Scope and Sequence Guide 2016-2017

I. Introduction

This document provides a scope and sequence guide that ensures that all students have opportunities to engage in and build proficiency with the mathematical
content and practice standards from the 2011 MCF for Mathematics. This document, along with related resources, can be found on the Mathematics Department
page of Aspen/SIS and also on the new BPS Mathematics Department web page at https://sites.google.com/a/bostonpublicschools.org/bpsmathematics/. Please
check our web page regularly for announcements, updates, and any additional resources to support mathematics teaching and learning in your classrooms.

II. Standards for Mathematical Content

The 2011 MCF for Mathematics indicates that in Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on
whole numbers, initially with sets of objects; and (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other
topics.

1. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as: counting objects in a set; counting
out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with
equations such as 5 + 2 = 7 and 7 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in
kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including
quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets,
or counting the number of objects that remain in a set after some are taken away.
2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe
basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and
orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model
objects in their environment and to construct more complex shapes.

The Standards for Mathematical Practice complement the content standards so that students increasingly engage with the subject matter as they grow in
mathematical maturity and expertise throughout the elementary, middle, and high school years.

III. Standards for Mathematical Practice

I t is intended that the Standards for Mathematical Practice (SMPs) be integrated into mathematics content lessons for all students in grades K-12. The SMPs
include the following:
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 1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

For a fuller description of each of these SMPs, elaborated for the elementary context, see:
http://commoncoretools.me/wp-content/uploads/2014/02/Elaborations.pdf.

Each unit of study in Investigations 3 highlights two SMPs while also addressing the mathematics content that is the focus of the unit. Note that formative
assessment checklists provide tools for monitoring student engagement in the SMPs as well as their engagement in the mathematics that is the focus of the unit.

IV. Instructional Goals and Planning for a Unit

Investigations 3 is a research-based, field-tested and CCSSM-aligned instructional program. Its guiding principles are:

1. Students have mathematical ideas and are given the opportunity to learn in an environment that focuses on making sense of mathematics.
2. Students build on the ideas they already have and learn about new mathematics they have never encountered.
3. Teachers are engaged in ongoing learning about mathematics content, pedagogy, and student learning.
4. Teachers collaborate with the students and use the curriculum to maintain a clear, focused, and coherent agenda for mathematics teaching.

The program uses an instructional approach that supports mathematics learning in a wide variety of classrooms with a diverse range of learners.

It is expected that students in Kindergarten engage in 45 uninterrupted minutes of mathematics instruction daily, and that students in Grades 1 -5 engage in 60

minutes uninterrupted minutes of mathematics instruction daily. In addition, 10 minutes for Number Talks is also provided daily for all students in Kindergarten
through Grade 5.

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Please note that in the attached BPS scope and sequence pacing guide, each unit has more days available than the number of sessions. Based on the needs of
students, you may decide to extend a session for more than one day in order to explore content in greater depth, include additional time for productive summary
discussions at the end of lessons, or revisit formative assessments in ways that move learning forward. (See VI. Assessment Tools below.)

The Implementing Investigations Guide is an important resource for planning because it includes an important overview of the Investigations 3 curriculum
materials. This includes a discussion of guiding principles, the specific components of the curriculum materials, an overview of the important mathematics for the
grade level, and descriptions of classroom routines. It also provides a pacing guide suggesting the number of days for each unit of study along with a scope and
sequence identifying the math focus points for each unit of study. We strongly recommend that your planning process begins with a close read of the contents of
the Implementing Investigations Guide, particularly since this guide will provide you with an opportunity to reflect on your mathematics learning goals for the
year, and it will continue to provide important supports for your instruction as the year unfolds. We also recommend that you review the Common Core Content
Guide that identifies the standards from the CCSSM addressed in each curriculum unit.

Each unit of study also provides essential supports for your planning. At the beginning of each unit you will find the following:

Mathematics in this Unit providing an overview of the important mathematics content in the sessions and the classroom routines including any expected
fluencies;
Mathematical Practices in this Unit providing an overview of the two SMPs that are addressed in each unit including sample dialogues that illustrate these
practices in action and how they connect to the mathematics content of the unit;
Assessment in this Unit describing the formative assessment tools available to monitor student learning of the mathematics content and student
engagement in the SMPs including recommendations for student portfolios that demonstrate this learning;
Review and Practice identifying where and how student fluency with the important mathematics content is supported;
Differentiation in this Unit providing resources for addressing the needs of the range of learners including ELL students; and

At the end of each unit you will find a section

labeled Professional Development that includes Teacher Notes and Dialogue Boxes highlighting important facets of
the pedagogical content knowledge needed to successfully engage students in the particular mathematics content of the unit and the identified SMPs. Even though
this material appears at the end of the unit, its contents are essential, so please be sure to read through this material as well as the material in the front of the unit
as you begin to plan your instruction for each unit..

Because there are extensive supports in the Implementing Guide as well as in the units themselves, our scope and sequence will be brief, as it is expected that in
your planning you will use both the Implementing Guide and the teacher supports in each unit as a reference throughout the year.

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 V. Classroom Routines (K-Gr2), Ten Minute Math Routines (Gr3-5), and Number Talks

The Classroom Routines in K-Gr2 and the Ten Minute Math Routines in Gr3-5 are linked to engaging digital presentations and often address important content
not otherwise addressed in the curriculum materials as well as providing distributed practice with important content throughout the year. Pilot classrooms last year
found that these routines worked well as a brief and engaging warm-up for their math lessons.

Number Talks are ten-minute mental math routines to be facilitated at least three times per week, in addition to the routines provided in the curriculum materials
themselves, and are designed to support proficiency with grade level fluency standards and help develop algebraic thinking.
Key components of successful Number Talks are a safe and accepting classroom environment and mathematical community; the identification of purposeful
computation problems that support an understanding of number relationships and help build fluency; and the facilitation of a teacher who plays the role of
questioner, listener, and learner.

The Number Talks PROTOCOL is as follows:

1. Teacher provides the problem.

2. Teacher provides students with the opportunity to solve problem mentally.
3. Students show a visual cue when they are ready with a solution including a signal if they have solved it in more than one way.*
4. Teacher calls for answers and records all answers, both correct and incorrect.
5. Students are invited to share strategies and justifications with peers.

Number Talks may also consist of three or more sequential problems. The sequence of problems within a given number talk allows students to apply strategies
from previous problems to subsequent problems.

* This quiet form of acknowledgement allows time for students to think and provides an additional challenge for those who might already have an answer.

Examples of Number Talks available as video links include: Kindergarten: Quick Images: Visualizing Number Combinations:

https://www.teachingchannel.org/videos/visualizing-number-combinations Grade 3: Reasoning About Multiplication and Division:
https://www.teachingchannel.org/videos/multiplication-division-in-the-core
Grade 3: Grade 3 Number Talk: http://www.mathsolutions.com/videopage/videos/Final/Classroom_NumberTalk_Gr3.swf
Grade 4: Reasoning About Division: https://www.teachingchannel.org/videos/common-core-teaching-division

In Kindergarten, Number Talks include dot images and ten frame images. A Number Talk resource is available on the BPS Math Office page of Aspen/SIS and on
our Math Office web page at https://sites.google.com/a/bostonpublicschools.org/bpsmathematics/?pli=1.

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VI. Assessment Tools

The Investigations Assessment Sourcebook contains all of the formative assessments associated with the curriculum materials including Embedded Assessment
sessions on which students solve problems and show or explain their solution strategies and Assessment Checklists that focus on particular content benchmarks or
Standards for Mathematical Practice (SMPs).

Kindergarten students are expected to engage in the Kindergarten Mathematics Assessment created by the district at the beginning of the school year and at
the end of the school year, with periodic use of selected tasks during the school year to monitor student progress.

Investigations 3 also provides on-line beginning-of-year assessments and end-of-year assessments for Grades 1-5 in a digital format and results from these
assessments are available immediately. In addition, there are on-line end-of-unit assessments for Grades 1-5 in a digital format with results available immediately.
Please note that these end-of-unit assessments are also intended to be formative, as many mathematical ideas are addressed in multiple units, and these ideas
continue to develop across the school year.

Please refer to the NCTM Research Brief Five Key Strategies for Effective Formative Assessment to learn more about how these and other tasks can be used as part
of a formative assessment process:
http://www.nctm.org/uploadedFiles/Research_News_and_Advocacy/Research/Clips_and_Briefs/Research_brief_04_-_Five_Key%20Strategies.pdf

VII. Family and Student Engagement

Investigations 3 provides informative and family-friendly letters to build the home-school link. In addition, there are many digital resources for families including
the Math Words and Ideas section of each unit.

Consider your role in engaging and partnering with families to support a students academic success. The following BPS Family and Student Engagement
Standards serve as a guide to support the establishment of effective family and student engagement practice in every BPS school.

Another resource to consider are the Parent Roadmaps to the Common Core Standards Mathematics located at http://www.cgcs.org/Page/244. Developed by the
Council of the Great City Schools, these parent roadmaps in mathematics provide guidance to parents about what their children are learning and how they can
support that learning in grades K-8. The parent roadmaps for each grade level also provide three-year snapshots showing how selected standards progress from
year to year so that students will be college and career ready upon their graduation from high school. They are available in English and Spanish.

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VIII. Accessing Digital Resources

Teachers, students, and administrators should be able to log onto the Pearson online platform through www.bostonpublicschools.org/backpack using district email
addresses and passwords. Once logged onto backpack, the Pearson icon should be visible, and clicking onto that icon will get you into the Pearson platform. Once
in Pearson, click on realize.

The link between backpack and the Pearson platform allows for the daily updating of student rosters and access to Pearson digital materials. In order for student
rosters to be uploaded students must be assigned to a math class in SIS since these accounts are not organized by homeroom. Please note that badges for students in
Grades K2, 1, and 2 available for downloading in SIS (see create badges) allow these young students to log onto backpack without entering their email addresses
and passwords.

We are currently working to ensure that administrators as well as teachers have access to the full set of curriculum and formative assessment materials available
digitally as well as the formative assessment results. If teachers or administrators cannot find the Pearson icon once they log onto backpack, please be sure they are
assigned to the appropriate schools, as only schools receiving Pearson materials have access to the Pearson platform. If co-teachers cannot find the Pearson icon,
please be sure they are identified as co-teachers on SIS.

For any difficulties logging onto backpack and locating the Pearson icon, contact the OIIT help desk. For any difficulties once logging into the Pearson platform,
contact Pearson tech support at 800-234-5832.

IX. Additional Resources

A number of additional resources are also available to support your mathematics instruction, particularly as you consider the needs of all your students. Here are
several suggestions:

We are reposting the Investigations 2 appendices, retitled to indicate their mathematics content, that can be used to provide additional thoughtful practice
with that content: check folders on Aspen/SIS and our Mathematics Department web page at
https://sites.google.com/a/bostonpublicschools.org/bpsmathematics/
Illustrative Mathematics Project: https://www.illustrativemathematics.org
Inside Mathematics: http://www.insidemathematics.org
Achieve the Core resources: http://achievethecore.org
PARCC online resources: http://parcconline.org
The Teaching Channel: https://www.teachingchannel.org
youcubed at Stanford University: https://www.youcubed.org
TenMarks: https://www.tenmarks.com

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 First in Math: http://www.firstinmath.com
Association of Teachers of Mathematics in Massachusetts (ATMIM): https://atmim.wildapricot.org
National Council of Teachers of Mathematics (NCTM): http://www.nctm.org
Leadership in Mathematics Education (NCSM): http://www.mathedleadership.org
TODOS: Mathematics for ALL: http://www.todos-math.org

Unit 1: Counting People, Sorting Buttons:

Classroom Routines and Materials
9/12/16-10/7/16 (16 sessions, 20 days)

Content standards addressed in this unit: Investigations in Unit: Unit Focus:

K.CC.1, K.CC.3, K.CC.4, K.CC.5,
K.CC.6, K.MD.3, K.G.1, K.G.4, K.G.6
Mathematical Practice Standards:
MP1: Make sense of problems and
persevere in solving them.
MP5: Use appropriate tools strategically.
Investigation 1 - Counting and Exploring
Math Materials
Investigation 2 - Counting and Describing
Attributes
Investigation 3 - Collecting Data, Counting,
and Sorting
Counting People, Sorting Buttons is the first of eight
units in the Kindergarten sequence. It introduces the
processes, structures, and materials that form the basis of
math instruction throughout the year and establishes the
mathematical community. It also introduces the Classroom
Routines that develop and reinforce concepts and ideas in
the Number and Operations, Data, and Geometry strands
of Investigations.
Please administer the District Kindergarten Assessment
during September and October to inform your instruction
and as a baseline for growth throughout the year.

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 Unit 2: Counting Quantities, Comparing Lengths:
Counting and Measurement 1
10/11/16-11/16/16 (22 sessions, 26 days)

Content standards addressed in this unit: Investigations in Unit: Unit Focus:

K.CC.1,K.CC.2,K.CC.3,K.CC.4,K.CC.5,
K.CC.6,K.CC.7,K.G.1,K.MD.1,K.MD.2,
K.MD.3
Mathematical Practice Standards:
MP4: Model with mathematics.
MP8: Look for and express regularity in
repeated reasoning.
Investigation 1 - Counting and
Representing Quantities
Investigation 2 - Comparing Lengths and
Quantities
Counting Quantities, Comparing Lengths is the second
of eight units in the Kindergarten sequence, and the first of
four units in the Kindergarten Number and Operations
strand of Investigations. This strand develops students
ideas about counting and quantity, place value and the
structure of our base-ten number system, the meaning of
operations with whole numbers, the development of
computational fluency, and generalizations about numbers
and operations.

Because counting and comparing are integral ideas in

measurement, three of these units are also a part of the
Measurement strand. This strand develops students ideas
about measureable attributes and the techniques, tools, and
units used to measure each of them.

Unit 3: Make a Shape, Fill a Hexagon:

2-D Geometry
11/17/16-12/9/16 (12 sessions, 15 days)

Content standards addressed in this unit: Investigations in Unit: Unit Focus:

K.CC.1,K.CC.2,K.CC.3,K.CC.4,K.CC.5,
K.CC.6,K.OA.1,K.MD.3K.G.1,K.G.2,K.
G.4,K.G.5,KG.6,K.G.3
Mathematical Practice Standards:
MP6: Attend to precision.
MP7: Look for and make use of structure.
Investigation 1 - Describing and Making
2-D Shapes
Investigation 2 - Making and Combining
2-D Shapes
Make a Shape, Fill a Hexagon is the third of eight units
in the Kindergarten sequence and the first of two units in
the Kindergarten Geometry strand of Investigations. This
strand develops students ideas about the attributes of
two-dimensional (2-D) and three-dimensional (3-D) shapes
and how these attributes determine their classification.

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 Unit 4: Collect, Count and Measure
Counting and Measurement 2
12/12/16-1/27/17 (23 sessions, 26 days)

Content standards addressed in this unit: Investigations in Unit: Unit Focus:

K.CC.1,K.CC.2,K.CC.3,K.CC.4,K.CC.5,
K.CC.6,K.CC.7,K.OA.1,K.OA.2,
K.OA.3,K.OA.5,K.NBT.1,K.MD.1,K.M
D2,.K.MD.3,K.G.1,K.G.2,K.G.6
Mathematical Practice Standards:
MP6: Attend to precision.
MP2: Reason abstractly and
quantitatively.
Investigation 1 - Measuring and Counting
Investigation 2 - Changing Quantities: How
Many Now?
Investigation 3 - Number of Tiles
Collect, Count, and Measure is the fourth of eight units
in the Kindergarten sequence and the second of four units
in the Kindergarten Number and Operations strand of
Investigations. This strand develops students ideas about
counting and quantity, place value and the structure of the
base-ten number system, the meaning of operations with
whole numbers, the development of computational
fluency, and generalizations about numbers and operations.
Because counting and comparing are integral ideas in
measurement, three of these units are also a part of the
Measurement strand. This strand develops students ideas
about measureable attributes and the techniques, tools, and
units used to measure each of them.

Unit 5: Build a Block, Build a Wall

3-D Geometry
1/30/17-2/17/17 (10 sessions, 15 days)

Content standards addressed in this unit: Investigations in Unit: Unit Focus:

K.CC.1,K.CC.2,K.CC.3,K.CC.4,K.CC.5,,
K.CC.6,K.OA.1,K.OA.2,K.NBT.1,
K.MD.3, K.G.1,K.G.2,
K.G.3,K.G.4,K.G.5,K.G.6
Mathematical Practice Standards:
MP4: Model with mathematics.
MP3: Construct viable arguments and
critique the reasoning of others.
Investigation 1 - Describing, Making, and
Combining 3-D Shapes
Build a Block, Build a Wall is the fifth of eight units in
the Kindergarten sequence and the second of two units in
the Kindergarten Geometry strand of Investigations. This
strand develops students ideas about the attributes of
two-dimensional (2-D) and three-dimensional (3-D) shapes
and how these attributes determine their classification. The
focus of this unit is on identifying, describing, and
comparing attributes of 3-D shapes (e.g. a cube has 6
congruent faces), naming 3-D shapes, constructing 3-D
shapes, and composing and decomposing 3-D shapes from
and into smaller shapes.

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 Unit 6: How Many Now?
Addition, Subtraction, and the Number System 1
2/27/17-3/30/17 (20 sessions, 24 days)

Content standards addressed in this unit: Investigations in Unit: Unit Focus:

K.CC.1,K.CC.2,K.CC.3,K.CC.4,K.CC.5,
K.CC.6,K.CC.7,K.OA.1,K.OA.2,K.OA.3,
K.OA.5,K.NBT.1,K.MD.1,K.MD.2,K.M
D.3
Mathematical Practice Standards:
MP3: Construct viable arguments and
critique the reasoning of others.
MP5: Use appropriate tools strategically.
Investigation 1 - Counting Larger
Quantities
Investigation 2 - How Many in All?
Investigation 3 - How Many of Each?
How Many Now? Is the sixth of eight units in the
Kindergarten sequence and the third of four units in the
Kindergarten Number and Operations strand of
Investigations. This strand develops students ideas about
counting and quantity, place value and the structure of the
base-10 number system, the meaning of operations with
whole numbers, the development of computational
fluency, and generalizations about numbers and operations.

Unit 7: How Many Noses? How Many Eyes?

Modeling with Data
3/31/17-5/5/17 (15 sessions, 20 days)

Content standards addressed in this unit: Investigations in Unit: Unit Focus:

K.CC.1,K.CC.2,K.CC.3,K.CC.4,K.CC.5,
K.CC.6,K.OA.1,K.OA.2,K.NBT.1,
K.MD.1,K.MD.3,K.G.2,K.G.4
Mathematical Practice Standards:
MP1: Make sense of problems and
persevere in solving them.
MP2: Reason abstractly and
quantitatively.
Investigation 1 - How Are They the Same?
How Are They Different?
Investigation 2 - Data Projects
Investigation 3 - How Many Noses? How
Many Eyes?
How Many Noses? How Many Eyes? Is the seventh of
eight units in the Kindergarten sequence and is the
Kindergarten unit in the Data strand of Investigations. This
strand develops students ideas about collecting,
representing, describing, and interpreting data.

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 Unit 8: Ten Frames and Teen Numbers
Addition, Subtraction, and the Number System 2
5/8/17-6/19/17 (22 sessions, 30 days)

Content standards addressed in this unit: Investigations in Unit: Unit Focus:

K.CC.1,K.CC.2,K.CC.3,K.CC.4,K.CC.5,
K.CC.6,K.OA.1,K.OA.2,K.OA.3,K.OA.4
,K.OA.5,K.NBT.1,K.MD.1,K.MD.2,K.M
D.3
Mathematical Practice Standards:
MP8: Look for and express regularity in
repeated reasoning.
MP7: Look for and make use of structure.
Investigation 1 - Subtraction and Fluency
Within 5
Investigation 2 - Complements of 10 and
the Teen Numbers
Investigation 3 - Measuring and Comparing
Weight
Ten Frames and Teen Numbers is the last of eight units
in the Kindergarten sequence and is the fourth of four units
in the Kindergarten Number and Operations strand of
Investigations. This strand develops students ideas about
counting and quantity, place value and the structure of the
base-ten number system, the meaning of operations with
whole numbers, the development of computational
fluency, and generalizations about numbers and operations.
Please administer the District Kindergarten Assessment
during May and June as a summative assessment to
measure student growth and proficiency with number and
operations.

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