Sie sind auf Seite 1von 7

# c

Ryen Muralt
EDMA 3053
July 22 2010
Curriculum Mapping

2    
  

## {re-Kindergarten Standard 2: Number Sense-The child will

understand the relationship between numbers
and quantities.
3. Develops increasing ability to count in
sequence from one to ten.

## Kindergarten Standard 2: Number Sense- The student will

understand the relationship between numbers
and quantities.
4. Count objects in a set one by one from one
through ten.

## First Grade Standard 2: Number Sense- The student will

read, write and model numbers and number
relationships. The student will use models to
construct basic addition and subtraction facts
with whole numbers.
1.cNumber Sense
a.cUse concrete models of tens and one to
develop the concept of place value.
b.cCompare objects by size and quantity
c.cRead and write numerals to 100.
Second Grade Standard 2; Number Sense- The student will use
numbers and number relationships to acquire
basic facts and will be able to compute with
numbers less than 100.
1.cNumber Sense
a.cUse concrete models of hundreds, tens
and ones to develop the concepts to the

## Third Grade Standard 2: Number Sense- the student will use

numbers and number relationships to acquire
basic facts. The student will estimate and
compute with whole numbers.
1.cNumber Sense
a.c{lace value: model the concept of place
value through 4 digits. Read and write
whole numbers up to four digits.

## Fourth Grade Standard 2: Number Sense- The student will use

numbers and number relationships to acquire
basic facts. The student will estimate and
compute with whole numbers and fractions.
1.cNumber Sense
a.c{lace value-apply concept of place
write and rename decimal numbers to the
hundredths.

## Fifth Grade Standard 2: Number Sense-The student will use

numbers and number relationships to acquire
basic facts. The student will estimate and
compute with whole numbers, fractions and
decimals.
b.cIdentify and compare integers using
real world situations. (owing money,
temperature, or measuring elevations
above and below sea level.)

## Sixth Grade Standard 2: Number Sense- The student will use

numbers and number relationships to solve a
variety of problems. The student will estimate
and compute with integers, fractions, and
decimals.
1.cNumber Sense: Convert, compare and order
decimals, fractions and percents using a
variety of methods.

## Seventh Grade Standard 2: Number Sense and Operation- The

student will use numbers and number
relationships to solve a variety of problems.
1.cNumber Sense
a.cCompare and order positive and negative
rational numbers.

## Eighth Grade Standard 2: Number Sense and Operations- The

student will use numbers and number
relationships to solve a variety of problems.
1.cNumber Sense: Represent and interpret
large numbers and numbers less than one
in exponential and scientific notation.

## becoming familiar with geometric shapes. By eighth grade the

objective has moved onto even more complicated issues such as

## knowing the exponent¶s rules, and be capable of practicing

scientific notation.

## stressing activities that involve number sense it hopefully

get the children use to math so that when they move on and

## effectively in each grade. The reason is because the abilities

to recognize, work with different numerical operations or

## foundation of number sense which prepares them for the next

grade and each new year that foundation is added to with new

## the real world.

4.cWhere does the {ASS strand start and how does it change and

## continues to change by becoming more complicated.

As the objective moves on into the older age groups it once

## numbers and the ability to use scientific notification.

5.cLesson/Activity:

## objective at this time is for the students to learn to count a

set from one through ten by one by one. The ten frames would

do exactly that.

The ten frame is a two by five chart with ten empty spaces.

## space, saying the number aloud. They learn the correct

sequence of the numbers as well as counting from one to ten.

The teacher can also hand out frames that already have spaces

## filled with stickers. The students would then have to count

out loud the number of spaces filled and write the number on

the paper. The teacher can also have count the empty spaces.

Once again their counting skills are engaged and they have an

## opportunity to practice writing out numerals which prepares

them for the first grade. I truly believe that when students