kindergarten athematics curriculum uide
TRANSCRIPT
KINDERGARTEN MATHEMATICS
CURRICULUM GUIDE
Loudoun County Public Schools
2011-2012 Complete scope, sequence, pacing and resources are available on the LCPS Intranet.
INTRODUCTION TO LOUDOUN COUNTY’S MATHEMATICS CURRICULUM GUIDE
This CURRICULUM GUIDE is a merger of the Virginia Standards of Learning (SOL) and the Mathematics Achievement Standards for Loudoun
County Public Schools. The CURRICULUM GUIDE includes excerpts from documents published by the Virginia Department of Education. Other
statements, such as suggestions on the incorporation of technology and essential questions, represent the professional consensus of Loudoun’s teachers
concerning the implementation of these standards. In many instances the local expectations for achievement exceed state requirements. The GUIDE is the
lead document for planning, assessment and curriculum work. It is a summarized reference to the entire program that remains relatively unchanged
over several student generations. Other documents, called RESOURCES, are updated more frequently. These are published separately but teachers can
combine them with the GUIDE for ease in lesson planning.
Mathematics Internet Safety Procedures
1. Teachers should review all Internet sites and links prior to using it in the classroom.
During this review, teachers need to ensure the appropriateness of the content on the site,
checking for broken links, and paying attention to any
inappropriate pop-ups or solicitation of information.
2. Teachers should circulate throughout the classroom while students are on the
internet checking to make sure the students are on the appropriate site and
are not minimizing other inappropriate sites.
Teachers should periodically check and update any web addresses that they have on their
LCPS web pages.
3. Teachers should assure that the use of websites correlate with the objectives of
lesson and provide students with the appropriate challenge.
4. Teachers should assure that the use of websites correlate with the objectives
of the lesson and provide students with the appropriate challenge.
Kindergarten Mathematics Nine Weeks Overview
1st Quarter
48 days
2nd
Quarter
41 days
3rd
Quarter
48 days
4th
Quarter
43 days
Counting K.1
K.2
Calendar K.8
(introduction)
Ordinal Numbers K.3
Counting K.4 b
K.13
Patterns K.16
Money K.7
(introduction)
Time K.9
(introduction)
Counting K.4 a, c
K.1
K.2
K.4 b
K.15
Counting and Measuring
K.4 a, c
K.2
K.4 b
K.10
K.13
K.14
K.15
Counting K.4 c
K.2
K.13
K.14
K.15
Geometry K.4 a, c
K.5
K.11
K.12
Counting K.1
K.2
K.5
K.6
K.10
K.14
K.15
Kindergarten
First Quarter SY 11-12
Daily Classroom Routines are built on life skills and should be used all year. Teachers introduce calendar concepts, time on a clock, temperature, data, and
ordinal numbers as part of daily routines. Include life skills questions like:
Taking daily attendance and regular use of a counting jar gives students repeated practice of counting and helps make the connection of the number names and
the quantities they represent.
Yesterday was Tuesday. What day is today? What day is tomorrow?
How many days are in this month?
Use temperature data for seasonal changes, patterns, and graphing.
While we are in line for lunch, please count off using your ordinal numbers.
Number
of Weeks
Topic and Essential Questions
(Students should be able to answer
essential questions.)
Essential Understandings
REQUIRED Critical
Thinking Lessons
INV: Investigations in
Number, Data, and Space
Standard(s) of Learning
Essential Knowledge and Skills
Additional Instructional
Resources
ESS: VDOE Enhanced
Scope and Sequence
5 weeks
Mathematical Thinking in
Kindergarten
K.1 Essential Questions
Create and justify the quantity of a
set.
Identify and write the corresponding
numeral of a set of objects.
Prove which of two sets has more,
fewer, or the same objects as the
other set.
K.1 Essential Understandings
Understand how quantities relate to each
other, which leads to an understanding of
how numbers are related to each other.
INV:
Mathematical Thinking
in Kindergarten
One focus time per
week:
Classroom routines
Investigation 1:
“Attendance”
Investigation 2:
“Counting Jars”
SOL K.1 The student, given two sets,
each containing ten or fewer concrete
objects, will identify and describe one
set as having more, fewer, or the same
number of members as the other set,
using the concept of one-to-one
correspondence.
K.1 Essential Knowledge and Skills Match each member of one set with each
member of another set, using the concept
of one-to-one correspondence to compare
the number of members between sets,
where each set contains 10 or fewer
objects.
INV: Mathematical
Thinking in Kindergarten
pages 65-67 are useful in
developing the attendance
routine.
Identify whether the number
of objects in one group is
greater than, less than, or
equal to the number of
objects in another group.
Include groups with up to ten
objects.
Use pages 68 – 69 to see how
the counting jar can be
extended throughout the year
to building students‟ number
sense.
Compare and describe two sets of 10 or
fewer objects, using the terms more,
fewer, and the same.
Given a set of objects, construct a second
set which has more, fewer or the same
number of objects.
K.2 Essential Understandings Read and write numerals from 0 through
15.
Understand that the total number of objects
can be found by counting.
Understand that the last counted number
describes the total amount in the set.
Understand that if the set is empty, it has 0
elements.
Understand that changing the spatial
arrangement of a set of objects does not
change the total amount of the set.
SOL K.2 The student, given a set
containing fifteen or fewer concrete
objects, will
a) tell how many are in the set by
counting the number of objects orally;
b) write the numeral to tell how many
are in the set; and
c) select the corresponding numeral
from a given set of numerals.
K.2 Essential Knowledge and Skills Count orally the number of objects in a
set containing 15 or fewer concrete
objects, using one-to-one correspondence,
and identify the corresponding numeral.
Identify written numerals from 0 through
15 represented in random order.
Select the numeral from a given set of
numerals that corresponds to a set of 15 or
fewer concrete objects.
Write the numerals from 0 through 15.
Write a numeral that corresponds to a set
of 15 or fewer concrete objects.
Construct a set of objects that corresponds
to a given numeral, including an empty
set.
Count to answer “how
many?” questions about as
many as 15 items. Objects
should be arranged in a
variety of ways i.e., a line, a
rectangular array, a circle,
or a scattered configuration.
-Compare and put in order
numbers between 1 and 10
presented in written symbols:
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
K.8 Essential Questions
What does a calendar measure?
How does calendar measure time?
K.8 Essential Understandings
Identify an appropriate measuring tool for
a given unit of measure.
Ordinal Numbers
K.3 Essential Questions
What is an ordinal position?
Give examples of how ordinal
numbers are used in real life
situations.
Compare and contrast the counting
sequence and ordinal positions.
K.3 Essential Understandings Use
ordinal numbers to describe the position
of objects in a sequence.
Investigation 3: “Calendar”
SOL K.8 The student will identify the
instruments used to measure time
(calendar: day, month, and season) ….
K.8 Essential Knowledge and Skills
Identify the components of a calendar,
including days, months, and seasons.
SOL K.3 The student, given an
ordered set of ten objects and/ or
pictures, will indicate the ordinal
position of each object, first through
tenth, and the ordered position of each
object.
K.3 Essential Knowledge and Skills
-sets should be presented in a variety of
ways such as left-to right; right-to- left; top-to-bottom; and/or bottom-to-top.
K.4 (b) Essential Understandings
Understand that numeric relationships
include one more than, one less than,
two more than, two less than, etc.
Understand benchmarks of five and ten
K.13 Essential Questions
Why do we collect data?
What are some strategies used to
gather data?
Compare and contrast two sets of
objects/data.
K.13 Essential Understandings
Investigation 4: “Today‟s
Question”
SOL K.4 (b) The student will identify
one more than a number and one less
than a number.
K.4 Essential Knowledge and Skills
Recognize the relationship of one
more than and one less than a number
using objects (i.e., five and one more
is six; and one less than ten is nine).
SOL K.13 The student will gather data
by counting and tallying.
K.13 Essential Knowledge and Skills
Use counting and tallying to gather data
on categories identified by the teacher
and/or student (e.g., favorites, number of
days of various types of weather during a
given month, types of pets, types of
shoes).
-Classify objects or people into given
categories; count the numbers in each
category and sort the categories by count.
Understand that when
counting forward, each
successive number refers to a
quantity that is 1 larger.
Teaching Student-Centered
Mathematics Grades K-3
by John A. Van de Walle and
LouAnn H. Lovin
Chapter 11: “Helping
Children Use Data”, page
310.
4 weeks
Pattern:
K.16 Essential Questions
What is a pattern?
Demonstrate and justify a pattern.
Compare and contrast student created
patterns.
K.16 Essential Understandings Understand that patterns are a way to
recognize order and organize their world
and to predict what comes next in an
arrangement.
Understand that the sound pattern „snap,
clap, snap, clap‟ is the same in form as the
color pattern „red, blue, red, blue‟.
Investigations: Patterns, Trains, and Hopscotch Paths: Investigation 2: What Comes Next? Investigation 3: Hopscotch Paths Investigation 4: Pattern Borders
SOL K.16 The student will identify,
describe, and extend repeating patterns.
K.16 Essential Knowledge and Skills Observe and identify the basic repeating
pattern (core) found in repeating patterns
of common objects, sounds, and
movements that occur in practical
situations.
Identify the core in a repeating pattern.
Extend a repeating pattern by adding at
least two repetitions to the pattern.
Create a repeating pattern.
Compare similarities and differences
between patterns.
Teaching Student-Centered
Mathematics Grades K-3
by John A. Van de Walle and
LouAnn H. Lovin
Chapter 10, “Algebraic
Thinking”, page 275
-Understand that patterns
are a way to recognize
order, organize their
world, and predict what
comes next.
T-he simplest form of
pattern is the repeating
pattern: ABAB,
ABCABC, AABAAB,
ABBABB, ABAABA,
AABCAABC,
ABACABAC.
-Observe and describe
attributes, such as color
and shape.
-Recognize and describe
a pattern.
-Create and extend
patterns.
-Predict what comes next in a
pattern.
1 week Enrichment, Assessment, and
Remediation
Daily Classroom Routines are built on life skills and should be used all year. Teachers introduce calendar concepts, time on a clock, temperature, data,
and ordinal numbers as part of daily routines. Include life skills questions like:
Taking daily attendance and regular use of a counting jar gives students repeated practice of counting and helps make the connection of the number names
and the quantities they represent.
Yesterday was Tuesday. What day is today? What day is tomorrow?
How many days are in this month?
Use temperature data for seasonal changes, patterns, and graphing.
While we are in line for lunch, please count off using your ordinal numbers.
Quarter 2
Topics, Essential Questions, and
Essential Understandings
(Students should be able to answer
essential questions.)
REQUIRED
Critical Thinking
Lessons
Standard(s) of Learning
Essential Knowledge and Skills
Additional Instructional
Resources
ESS:VDOE Enhanced Scope
and Sequence
3 weeks
Money (introduction-instruction
will continue through the year)
K.7 Essential Questions
K.7 Essential Understandings
Develop common referents for
identifying pennies, nickels,
dimes, and quarters.
Understand the value of a
collection of coins whose value is
10 cents or less.
SOL K.7 The student will recognize a penny, nickel,
dime, and quarter and will determine the value of a
collection of pennies and/or nickels whose total value is
10 cents or less.
K.7 Essential Knowledge and Skills
Describe the properties/characteristics (e.g., color,
relative size) of a penny, nickel, dime, and quarter.
Identify a penny, nickel, dime, and quarter.
Identify that a nickel is the same value as five
pennies.
Count a randomly placed collection of pennies
and/or nickels (or models of pennies and/or nickels)
whose value is 10 cents or less, and determine the
value of the collection.
2 weeks
Time (introduction—instruction
will continue through the year)
K.9 Essential Understanding
Apply an appropriate technique,
depending on the type of clock, to
determine time to the nearest hour.
SOL K.9 The student will tell time to the hour, using
analog and digital clocks.
K.9 Essential Knowledge and Skills
Tell time on an analog clock to the hour.
Tell time on a digital clock to the hour.
4 weeks
Counting
K.4 Essential Understandings Use the correct oral counting
sequence in both forward and
backward counting situations.
Understand that skip counting can
be used to count a collection of
objects.
Describe patterns in skip counting
and use those patterns to predict
the next number or numbers in the
skip counting sequence.
Understand benchmarks of five
and ten.
Counting
K.1, K.2, K.4 b
When counting objects:
The number names are said in
standard order.
Each object is paired with one
and only one number name.
The last number name said tells
the number of objects counted.
Say the number name sequence
to 100.
Say the number name sequence
forward or backward beginning
from a given number within the
known sequence, instead of always
beginning with 1.
Recognize the relationship of one
more than and one less than a
number using objects (i.e., five
and one more is six; and one less
than ten is nine).
K.15 Essential Understanding
Understand that the same set of objects
can be sorted and classified in
different ways.
Investigations
: Collecting,
Counting, and
Measuring
Investigation
1: Counting
Books
Investigation
2:
Taking
Inventory
Investigation 3:
Comparing
Towers
SOL K.4 The student will
a) count forward to 100 and backward from 10;
c) count by fives and tens to 100.
K.4 Essential Knowledge and Skills
Count forward from 0 to 100.
Count backward from 10 to 0.
Group 100 or fewer objects together into sets of
fives or tens and then count them by fives or by
tens.
Investigate and recognize the pattern of counting by
fives to 100, using a variety of tools.
Investigate and recognize the pattern of counting by
tens to 100, using a variety of tools.
SOL K.1 The student, given two sets, each containing
10 or fewer concrete objects, will identify and describe
one set as having more, fewer, or the same number of
members as the other set, using the concept of one-to-
one correspondence.
SOL K.2 The student, given a set containing 15 or
fewer concrete objects, will
a) tell how many are in the set by counting the number
of objects orally;
b) write the numeral to tell how many are in the set; and
c) select the corresponding numeral from a given set of
numerals.
SOL K.4 The student will …
b) identify one more than a number and one less than a
number; ….
K.15 The student will sort and classify objects
according to attributes.
K.15 Essential Knowledge and Skills
Sort objects into appropriate groups (categories)
based on one attribute.
Classify sets of objects into groups (categories) of
one attribute.
Label attributes of a set of objects that has been
Teaching Student-Centered
Mathematics Grades K-3 by
John A. Van de Walle and
LouAnn H. Lovin
Chapter 2: Developing Early
Number Concepts and
Number Sense
Trade Books
Anno’s Counting House
The Very Hungry Caterpillar
Two Ways to Count to Ten
1 week Enrichment, Assessment, and
Remediation
Kindergarten
Third Quarter SY 11-12
Daily Classroom Routines are built on life skills and should be used all year. Teachers introduce calendar concepts, time on a clock, temperature, data,
and ordinal numbers as part of daily routines. Include life skills questions like:
Taking daily attendance and regular use of a counting jar gives students repeated practice of counting and helps make the connection of the number
names and the quantities they represent.
Yesterday was Tuesday. What day is today? What day is tomorrow?
How many days are in this month?
Use temperature data for seasonal changes, patterns, and graphing.
While we are in line for lunch, please count off using your ordinal numbers.
Number of
Weeks
Topics, Essential Questions, and
Essential Understandings
REQUIRED Critical
Thinking Lessons
Standard(s) of Learning
Essential Knowledge and Skills
Additional Instructional
Resources
3 weeks
Collecting, Counting, and Measuring
K.4 a, c; K.2; K.4 b; K.10; K.13;
K.14;K.15 Essential Questions
How can the quantity of two sets of objects
be compared?
What strategies can be used to sort and
sequence objects?
Classify objects or people into given
categories; count the numbers in each
category and sort the categories by count.
Can a single object have several
measurable attributes of interest?
Explain or show.
K.10 Essential Understandings
Compare and order objects according
to their attributes.
Develop an understanding of
Classroom
routines
Calendar: How
many days have
we been in
school?
INV: Collecting,
Counting, and
Measuring
Investigation 4:
Counting &
Comparing
Investigation 5:
Least to Most
Investigation 6:
Arrangements of Six
SOL K.10 The student will compare two
objects or events, using direct comparisons or
nonstandard units of measure, according to one
or more of the following attributes: length
Teaching Student-
Centered Mathematics
Grades K-3 by John A.
Van de Walle and
LouAnn H. Lovin
Chapter 8: Developing
Measurement Concepts,
page 223
Directly compare two
objects with a
measurable attribute
in common, to see
which object has
“more of” the
attribute (i.e.,
temperature-hotter
colder).
Create and justify a
set of a given size.
Kindergarten
Third Quarter SY 11-12
measuring with nonstandard and
standard units of measure.
Recognize attributes (length, height,
weight, temperature) that can be
measured.
K.13 Essential Understanding
Pose questions and gather data.
Understand how data are collected and
presented in an organized manner by
counting and tallying.
K.14 Essential Understandings
Understand that data can be
(shorter, longer), height (taller, shorter), weight
(heavier, lighter), temperature (hotter, colder).
Examples of nonstandard units include foot
length, hand span, new pencil, paper clip, and
block.
K.10 Essential Knowledge and Skills
Compare and describe lengths of two
objects (as shorter or longer), using direct
comparison or nonstandard units of
measure (e.g., foot length, hand span, new
pencil, paper clip, block).
Compare and describe heights of two
objects (as taller or shorter), using direct
comparison or nonstandard units of
measure (e.g., book, hand span, new
pencil, paper clip, block).
Compare and describe weights of two
objects (as heavier or lighter), using direct
comparison or nonstandard units of
measure (e.g., book, cubes, new pencil,
paper clip, block).
Compare and describe temperatures of
two objects or environment (as hotter or
colder), using direct comparison.
SOL K.13 The student will gather data by
counting and tallying.
K.13 Essential Knowledge and Skills
Use counting and tallying to gather data
on categories identified by the teacher
and/or student (e.g., favorites, number of
days of various types of weather during a
given month, types of pets, types of
shoes).
SOL K.14 The student will display gathered
data in object graphs, picture graphs, and
tables, and will answer questions related to the
Identify whether the
number of objects in
one group is greater
than, less than, or
equal to the number
of objects in another
group.
Kindergarten
Third Quarter SY 11-12
represented using concrete objects,
pictures, and graphs.
Understand that different types of
representations emphasize different
things about the same data.
Understand that picture graphs use
pictures to show and compare
information; object graphs use
concrete materials to represent
categorical data; and tables can be used
to show an orderly arrangement of data
in columns and rows.
Answer questions related to the
gathered data from object graphs,
picture graphs, and tables.
Relate their ideas about the data to
concepts such as part-part-whole and
number relationships.
K.15 Essential Understanding Understand
that the same set of objects can be sorted
and classified in different ways.
data.
K.14 Essential Knowledge and Skills
Display data by arranging concrete objects
into organized groups to form a simple
object graph.
Display gathered data, using pictures to
form a simple picture graph (e.g., a
picture graph of the types of shoes worn
by students on a given day).
Display gathered data in tables, either in
rows or columns.
Answer questions related to the gathered
data displayed in object graphs, picture
graphs, and tables by:
– Describing the categories of data and
the data as a whole (e.g., the total
number of responses) and its parts.
– Identifying parts of the data that
represent numerical relationships,
including categories with the
greatest, the least, or the same.
SOL K.15 The student will sort and classify
objects according to attributes.
K.15 Essential Knowledge and Skills
Sort objects into appropriate groups
(categories) based on one attribute.
Classify sets of objects into groups
(categories) of one attribute.
Label attributes of a set of objects that has
been sorted.
Name multiple ways to sort a set of
objects.
Kindergarten
Third Quarter SY 11-12
Number
of Weeks
Topics, Essential Questions, and
Essential Understandings
REQUIRED Critical
Thinking Lessons
Standard(s) of Learning
Essential Knowledge and Skills
Additional Instructional
Resources
6 weeks
Counting Ourselves and Others
K.4 C; K.2; K.13; K.14; K.15
Essential Questions
Demonstrate strategies for counting the
quantity of items in a group then represent it
with a numeral.
Prove one more than a number and one less
than a number.
How can objects be sorted and classified
according to attributes?
Compare and contrast a variety of sorts for a
set of objects.
Create and display gathered data.
Compare and contrast methods of gathering
data.
Compare and contrast methods of recording
data.
Classroom
routines
INV: Counting
Ourselves and
Others
Investigation 1:
How Many Are
We?
Investigation 2:
What Did You
Eat for Lunch?
Investigation 3:
Collecting Data
About Our Class
Investigation 4: Who
Is Here? Who Is Not?
Count using a variety of strategies, such as
counting by groups: 2s, 5s, and 10s.
Say a number name sequence forward or
backward beginning with a number other
than 1.
Explain and justify the quantity of a set.
Sort a set of objects several different ways.
Gather data by counting and tallying.
Display gathered data in object graphs,
picture graphs, and tables.
Analyze data and answer “how many”
questions concerning the data.
Teaching Student-
Centered Mathematics
Grades K-3 by John A.
Van de Walle and
LouAnn H. Lovin
Chapter 11: Helping
Children Use Data, page
310
Chapter 6: Strategies for
Whole-Number
Computation
0.6
weeks
Enrichment, Assessment, and
Remediation
Daily Classroom Routines are built on life skills and should be used all year. Teachers introduce calendar concepts, time on a clock, temperature, data,
and ordinal numbers as part of daily routines. Include life skills questions like:
Taking daily attendance and regular use of a counting jar gives students repeated practice of counting and helps make the connection of the number names
and the quantities they represent.
Yesterday was Tuesday. What day is today? What day is tomorrow?
How many days are in this month?
Use temperature data for seasonal changes, patterns, and graphing.
While we are in line for lunch, please count off using your ordinal numbers.
Number
of Weeks
Topic and Essential Questions
(refer to 2009 SOL only)
REQUIRED Critical
Thinking Lessons
Standard(s) of Learning
Essential Knowledge and Skills
Essential Understandings
Additional Instructional
Resources
4 weeks
Geometry
K.4 a, c; K.5; K.11; K.12
Essential Questions
Identify and describe plane
geometric figures.
Compare and contrast the size and
shape of plane geometric figures.
Identify and describe the location
of one object relative to another.
Prove orientation does not change
the identity of plane geometric
figures.
What does a fraction represent?
K.5 Essential Understandings
Understand that fractional parts are equal
shares of a whole region or a whole set.
Understand that the fraction name (half,
fourth) tells the number of equal parts in
the whole.
Understand that the fraction name (half,
fourth) of the set model is a subset of the
whole set with equal numbers.
K.11 Essential Understandings
Use their knowledge of plane figures to
Classroom
routines
Calendar: How
many days have
we been in school?
INV: Making
Shapes and
Building Blocks:
Investigation 1: 2-
D Shapes Around
Us
Investigation 2:
Exploring Shapes
with the Computer
Investigation 4:
Making Shapes
and Building
Blocks
Investigation 5: 2-
D Faces on 3D
Blocks
SOL K.4 a, c The student will
a) count forward to 100 and backward
from 10;
c) count by fives and tens to 100.
SOL K.5 The student will identify the
parts of a set and/or region that represent
fractions for halves and fourths.
K.5 Essential Knowledge and Skills
Recognize fractions as representing parts of
equal size of a whole.
Given a region, identify half and/or a fourth
of the region.
Given a set, identify half and/or a fourth of
the set.
SOL K.11 The student will
Teaching Student-
Centered Mathematics
Grades K-3 by John A.
Van de Walle and LouAnn
H. Lovin
Chapter 7: Geometric
Thinking and Geometric
Concepts, page 186
Shapes Sorts, page 221
help them systematically represent and
describe their world.
Identify the characteristics of plane
geometric figures (circle, triangle, square,
and rectangle).
Compare the size and shape of plane
geometric figures by using strategies to
sort and/or group and begin to refine the
vocabulary used to explain their strategies.
K.12 Essential Understanding
Understand that objects can have different
orientations in space.
a) identify, describe, and trace plane
geometric figures (circle, triangle, square, and
rectangle); and
b) compare the size (larger, smaller) and
shape of plane geometric figures (circle,
triangle, square, and rectangle).
K.11 Essential Knowledge and Skills
Identify a circle, triangle, square, and
rectangle.
Describe the characteristics of triangles,
squares, and rectangles, including number
of sides and number of angles.
Describe a circle using terms such as round
and curved.
Trace a circle, triangle, square, and
rectangle.
Compare and group plane geometric
figures (circle, triangle, square, and
rectangle) according to their relative sizes
(larger, smaller).
Compare and group plane geometric
figures (circle, triangle, square, and
rectangle) according to their shapes.
Distinguish between examples and
nonexamples of identified geometric
figures (circle, triangle, square, and
rectangle).
SOL K.12 The student will describe the
location of one object relative to another
(above, below, next to) and identify
representations of plane geometric
figures (circle, triangle, square, and
rectangle) regardless of their positions
and orientations in space.
K.12 Essential Knowledge and Skills
Identify pictorial representations of a circle,
triangle, square, and rectangle, regardless
of their position and orientation in space.
Describe the location of one object relative
to another, using the terms above, below,
and next to.
5 weeks
Counting
K.1; K.2, K.5; K.6; K.10; K.14; K.15
Essential Questions
What is measurement?
What tools are used for measurement?
What are real life examples for
measurement?
Create, represent, and explain a
growing collection of 15 objects.
Demonstrate and justify strategies for a
solution within story problems.
Compare the total of two sets of
numbers.
Identify and explain a region that
represents fractions for halves and
fourths.
Model and explain addition and
subtraction with an unknown change.
K.6 Essential Understanding
Understand that addition means putting things
together and that subtraction is the inverse of
addition and means to separate things out.
INV: How Many
In All?
Investigation 1:
Counting and
Measuring
Investigation 2:
Six Tiles
Investigation 3:
Story Problems
Investigation 4:
Blue and Red
Crayons
SOL K.1 The student, given two sets, each
containing 10 or fewer concrete objects, will
identify and describe one set as having
more, fewer, or the same number of
members as the other set, using the concept
of one-to-one correspondence.
SOL K.2 The student, given a set
containing 15 or fewer concrete objects, will
a) tell how many are in the set by
counting the number of objects orally;
b) write the numeral to tell how many
are in the set; and
c) select the corresponding numeral
from a given set of numerals.
SOL K.5 The student will identify the parts
of a set and/or region that represent fractions
for halves and fourths.
SOL K.6 The student will model adding
and subtracting whole numbers, using up
to 10 concrete objects.
K.6 Essential Knowledge and Skills
Combine two sets with known quantities in
each set, and count the combined set using
up to 10 concrete objects, to determine the
sum, where the sum is not greater than 10.
Given a set of 10 or fewer concrete objects,
remove, take away, or separate part of the
set and determine the result.
SOL K.10 Compare and describe lengths of
two objects (as shorter or longer), using direct
comparison or nonstandard units of measure
(e.g., foot length, hand span, new pencil, paper
clip, block).
Teaching Student-
Centered Mathematics
Grades K-3 by John A.
Van de Walle and LouAnn
H. Lovin
Chapter 6: Strategies for
Whole-Number
Computation
Chapter 9: Early Fraction
Concepts
-Understand that objects
have measurable length or
weight. A single object may
have several measurable
attributes of interest.
-Directly compare two
objects with a measurable
attribute in common, to see
which object has “more of”
the attribute.
-Identify the instruments
used in measurement.
-Understand that addition as
putting together (e.g.,
finding the number of
objects in a group formed
by putting two groups
together).
-Understand that subtraction
is taking apart (e.g., finding
the number of objects left
when one group is taken
from another).
-Represent addition and
subtraction with objects,
mental images, drawings,
acting out situations, verbal
explanations, or equations.
-Compose and decompose
numbers less than or equal
to 10 in two different ways.
For example, 7 may be
shown as a group of 2 and a
group of five, or a group of
4 and the other of 3.
-Decompose numbers less than
SOL K.14 The student will display
gathered data in object graphs, picture
graphs, and tables, and will answer
questions related to the data.
SOL K.15 The student will sort and
classify objects according to attributes.
or equal to 10 into pairs in
various ways (e.g., using objects
or drawings to record equations,
for example 5=2+3) Compose
numbers using drawings or
objects to show equations, for
example 3+1=4)
-Solve addition and
subtraction word problems
within 10, using objects or
drawings to represent the
problem.
0.4 weeks Enrichment, Assessment, and
Remediation