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Kindergarten: Guide to Plan for Success 1

Contents

Kindergarten Overview...........................................................................................................................................................................................................2

Kindergarten Daily Math Block Structure............................................................................................................................................................................3

Yearly Progression and Standards.........................................................................................................................................................................................4

August and September...........................................................................................................................................................................................................10

October....................................................................................................................................................................................................................................12

November................................................................................................................................................................................................................................14

December.................................................................................................................................................................................................................................16

January....................................................................................................................................................................................................................................18

February..................................................................................................................................................................................................................................20

March.......................................................................................................................................................................................................................................22

April.........................................................................................................................................................................................................................................24

May..........................................................................................................................................................................................................................................26

Updated 09/25/19 to include highlighted Major Standards


Kindergarten Overview

Daily Structure Weekly Structure (Days)Kindergarten Number Talks,

Number of the Day, Problem of the Day, and Build and Explore

3 Number Sense 1 Geometry1 Measurement and Data

Number Talk Number of the Day Problem of the Day Build and ExploreMonday Every day

Mental Math VisualizationTo develop fluency and flexibility with numbers

Number Sense: Aug. – Oct: 0-5Nov. – Jan:0-10Feb. –May: 0-20

Aug. – Oct: 0-5Nov. – Jan:0-10Feb. –May: 0-20

Making sense of word problems with and without numbers.

Every day

Hands-onExploration with manipulatives Peer Discussion

Tuesday

Wednesday

Thursday Geometry Focus

Friday Measurement Focus



Kindergarten Daily Math Block StructureNumber Talk:Mental Math

(~10 min)

Cou

ntin

g Fo

rwar

d an

d B

ackw

ard:

to

10;

to 2

0; to

100

Number of the Day (~10-15 min)

Problem of the Day (~10-15 min)

Build and Explore Activities (~15+ min)

Purpose: Develop fluency, flexibility with numbers (Mental Math)

Place value development and exploration with geometry and measurement

Connecting words and equations (make a model, draw a picture, make an equation)

Independent or cooperative practice of grade-level skills

T: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relate it to an equation

T: reveals number of the day S: Solve independently or in pairs (exploring with manipulatives!)S: Collaborate, explain, and justifyT: Class discussion (whole group)- questioning students to clarify understanding, elaborate, and extend with all NBT standards in mind

T: Poses Word Problem S: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc).T: Class discussion (whole group)- questioning students to clarify understanding (elaborate and extend)

Suggestions: Everyone does the same activity Partners work on the same

activity Daily stations Weekly stations “Grab Bag” activities Activity extending from the

day’s skills

Suggestion:As strategies are introduced throughout the year (naturally), build an anchor chart

Write the numeral

The document that every school made into a flipchart is suggested.

Suggestion:Monday: Number Sense-Mystery Number or Model It Tuesday- Number Sense- Teamwork/gameWednesday- Number Sense-Riddle Thursday- GeometryFriday-Measurement

Three Types of Addition and Subtraction Problems:

Both addends unknown Result Unknown Difference Unknown

Numberless Word ProblemsThree Act Tasks Open Tasks What do you notice, wonder? (put up a statement and let the students create the question)

Number sense, geometry, and measurement activities all year Task cards Math Games (dice, dominoes,

spinners, digit cards, cards) Computer station-math

websites

Tools Any tool that would help clarify a child’s answer to the rest of the class.Ten frames, rekenreks, number lines, number bonds, bar models, 100s chart, counters, dominoes

Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (0-5, 1-6, 2-7, 3-8, 4-9); more than/less than/equal to cards or mat, NOD Graphic Organizer

Active Panel, Journal, whiteboard Number lines, part-part-whole model, five frames, ten frames, digit cards, counters


https://maximizingmathmentality.wikispaces.com/file/view/NOD%20kindergarten%20graphic%20organizer.pdf/610667259/NOD%20kindergarten%20graphic%20organizer.pdf


Yearly Progression and StandardsProgression All Kindergarten Standards

(not in order next to month)August --- October: Numbers Through 5 DOMAIN: Counting and Cardinality

CLUSTER - Know Number Names and the Count SequenceMAFS.K.CC.1.1: Count to 100 by ones and by tensMAFS.K.CC.1.3: Read and Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects) MAFS.K.CC.2.4:

a. When counting objects, say the number 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.

b. Understand that the last number name said 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.

c. Understand that each successive number name refers to a quantity that is one larger.MAFS.K.CC.2.5: 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. MAFS.K.CC.1.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1)MAFS.K.CC.3.6: (DOK 2)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.MAFS.K.CC.3.7: (DOK 2)Compare two numbers between 1 and 10 presented as written numerals.

Counting and Cardinality: I can read numbers 0-5. I can write numbers 0-5. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and

explain my thinking. I can compare two numbers within 5.

I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 10) I can count forward and backward to 10, pointing at each numeral as I say it.

*Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Given one number, I can find the missing addend to make five (by using drawings, objects, and equations).

I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given,

and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-

Valuing mental images in the brain, not speed)



Geometry: *Introduce the following highlighted shapes as we are talking about the numbers 0-5 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)

o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons

o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes

such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.

Measurement: I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.

DOMAIN: Operations and Algebraic ThinkingCLUSTER – Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. MAFS.K.OA.1.4: (DOK 2)For any number from 1 to 9, find the number 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.MAFS.K.OA.1.1: (DOK 2)Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations.MAFS.K.OA.1.a (DOK 2)Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.)9 = 8 + 1; 9 = 7 + 2; 9 = 6 + 3; 9 = 5 + 4; etc….MAFS.K.OA.1.2: (DOK 2)Solve addition and subtraction word problems, and add and subtract within 10 e.g., by using objects or drawings to represent the problem. MAFS.K.OA.1.5: Fluently add and subtract within 5.



November --- January: Numbers Through 10Counting and Cardinality:

I can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and



*Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations). I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given,



Geometry: *Review and introduce the following highlighted shapes as we are talking about the numbers 0-10

Domain: Measurement and DataCLUSTER -Describe and compare measurable attributes MAFS.K.MD.2.3: (DOK 2)Classify objects (shapes) into given categories, count the numbers of objects in each category and sort the categories by count.MAFS.K.MD.1.1: (DOK 2)Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.MAFS.K.MD.1.a (DOK 2)Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with not gaps or overlaps.MAFS.K.MD.1.2: (DOK 2)Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Domain: GeometryCLUSTER – Analyze, compare, create, and compose shapes.MAFS.K.G.1.1: (DOK 2)Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.MAFS.K.G.1.2: Correctly name shapes regardless of their orientations or overall size.MAFS.K.G.1.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).MAFS.K.G.2.4: (DOK 3)Analyze and compare two-and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (eg.,having sides of equal length).MAFS.K.G.2.5: (DOK 2)



I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle,

trapezoid) pentagons, hexagonso *3d Shapes include sphere, cube, cone, cylinder

I can describe where the shape is using words such as above, below, beside, in front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes



Model shapes in the world by building shapes from components (e.g., sticks and clay balls) drawing shapes.MAFS.K.G.2.6: (DOK 2)Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”



February –-- May: Teen NumbersCounting and Cardinality:

I can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and



Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19 with a group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones.

Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations). I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given,



DOMAIN: Number and Operations in Base TenCLUSTER – Work with numbers 11-19 to gain foundations for place value.MAFS.K.NBT.1.1: (DOK 2)Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition and decomposition by 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.



Geometry: *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)


o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes





August and SeptemberNumber Talks (0-10)

Focus Teacher Notes

Number of the DayFocus

Problem Of The Day Resources

Mondays: Dot cards to 4

Subitizing

Fluency of numbers to 4

Pattern-set recognition

Shorter or longer (with connecting cubes)

Number before and after How many more to get to 5?

Monday-Wednesday: Counting and Cardinality

I can read numbers 0-5. I can write numbers 0-5. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less

than, or equal/same as and explain my thinking. I can compare two numbers within 5.


Given one number, I can find the missing addend to make five (by using drawings, objects, and equations).

I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.

I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.

I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.

I can use a symbol to show the missing part in an equation.

Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)

Say:

1. Put a picture in your mind of what is happening.

2. What information is important?

3. What do we need to find out?

Model it Draw it Write an equation Solve

NOD Flipchart 0-5

POD Flipchart 0-5

Build and Explore Activities 0-5

Number Talk: Chapter 1 & 2

Number of the Day:Counting and Cardinality: Chapter 1 & 2

Geometry: Chapter 9 & 10

Measurement: Chapter 11 & 12

Problem of the Day: Any problems throughout the chapters.

Tuesdays: Five frames and ten frames with 3 and 4Wednesdays: Connecting Cubes with 3 and 4

Thursdays: Rekenreks with 3 and 4

Thursday: Geometry*Introduce the following highlighted shapes as we are talking about the numbers 0-5

I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)


o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in

front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and

vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and

different using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.


http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/Build-and-Explore-August-to-October-Numbers-to-5.flipchart


http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/problem-of-the-day-august-october-1.flipchart

http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/The-Number-of-the-Day-August-through-October-Numbers-through-5-1.flipchart


Number Talks (0-10)

Focus Teacher Notes



Fridays: Who has more? Numbers 1-4

More, less, same

Count sequence

Pattern set recognition

How many more?How many more to get to 5?Write the numeral

Fridays: Measurement & Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are

smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and

ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.

Standards: CC.3.7, CC.2.4, CC.3.6, CC.1.2, OA.1.5

OctoberNumber Talks (0-10)

Focus Teacher Notes



Mondays- Dot cards for 5 and

Subitizing

Number before and


Given one number, I can find the missing addend to make five (by

NOD Flipchart 0-5


http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/The-Number-of-the-Day-August-through-October-Numbers-through-5-1.flipchart


Number Talks (0-10)

Focus Teacher Notes



6 Fluency of numbers to 6


Part-Part-Whole

after? I can read numbers 0-5. I can write numbers 0-5. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than,

or equal/same as and explain my thinking. I can compare two numbers within 5.


using drawings, objects, and equations).






Say:





POD Flipchart 0-5







Tuesdays: Ten frames with 5 and 6

Wednesdays: Rekenreks with 5 and 6

Thursdays: “Break It” with connecting cubes- 5 and 6

Thursday: Geometry*Introduce the following highlighted shapes as we are talking about the numbers 0-5





vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and

different using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.

Fridays: “Order Please” ordering numbers to 10

Count sequence

Fill in the number line to count forward and

Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are




http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/problem-of-the-day-august-october-1.flipchart


Number Talks (0-10)

Focus Teacher Notes



backward to ten.

smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending

point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.

Number Talk Standards: CC.2.4, CC.2.5, CC.3.6, CC.1.2, OA.1.5



NovemberNumber Talks (0-10)

Focus Teacher Notes



Mondays: Rekenreks for 7 and 8

Subitizing Fluency of

numbers to 8


Number before and after How many more to get to 10?

Recognizing pattern of the addends

Adjust one addend up and the other addend down in equal intervals to get the same sum3 + 42 + 5


I can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or

equal/same as and explain my thinking. I can compare two numbers within 10.


Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).








Number of the Day:Counting and Cardinality: Chapter 3 & 4 Geometry: Chapter 9 & 10



Tuesdays: Dot Cards for 7 and 8

Wednesdays: “Let’s Compare” 0-10 (same and more)

Same, more, less

Thursdays: Number Bonds for 5-8

Part-Part-Whole

Thursday: Geometry*Review and introduce the following highlighted shapes as we are talking about the numbers 0-

10 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)


o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in front of and

next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and

vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different

using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.


http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/6-10-Build-and-Explore-Activities.docx



Number Talks (0-10)

Focus Teacher Notes



Say:




Model it Draw it Write an

equation Solve

Fridays: “I Wish I Had” for 5-8

Decomposing numbers

Part-Part-Whole

Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth

shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.

Number Talk Standards: CC.2.4, CC.2.5, CC.3.6, OA.1.A, CC.1.2, OA.1.5



DecemberNumber Talks (0-10)

Focus Teacher Notes



Mondays- Ten frames to 8

Subitizing Fluency of

numbers to 10 Pattern-set

recognition Doubles


I can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or











Number of the Day:Counting and Cardinality: Chapter 3 & 4 Geometry: Chapter 9 & 10



Tuesdays: “Figure It Out” adding to 9, doubles

Five and facts Counting on

What would the next one look like? How do you know?

Wednesdays: Rekenreks for 6, 8, 5

Decomposing numbers

Thursdays: Story Problem Number Bond for 7-10

Both addends unknown

Part-Part-Whole

Decomposing numbers

Thursday: Geometry*Review and introduce the following highlighted shapes as we are talking about the numbers 0-

10 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)


o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in front of and

next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and







Number Talks (0-10)

Focus Teacher Notes



Say:





equation Solve

Fridays: “Let’s Compare” (more and less)

More, Less, Same


shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.

Number Talk Standards: CC.3.7, OA.1.a, CC.3.6, CC.2.5, CC.2.4, CC.1.2



JanuaryNumber Talks (0-10)

Focus Teacher Notes



Mondays: Dot Plates for 8- 10

Subitizing Pattern-Set

recognition Part-Part-Whole Fluency of

numbers to 10 Doubles

Write the expression or equation in different ways

Commutative Property

Monday-Wednesday: Counting and Cardinality I can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or















Tuesdays: Choral Counting to 100 (1-20, 40-1, 0-30, 30-1)

Counting on from any given number

Number patterns

Wednesdays: Rekenreks for 9 , 10

Ways to make 9 or 10

Part-part-whole

Number bonds and equations

Thursdays: Addition Story problem through 10 (take out one fish of the pond picture on day 9)

Interpreting words Modeling the sum

Writing and recording the equation

Thursday: Geometry*Review and introduce the following highlighted shapes as we are talking about the

numbers 0-10 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners,

faces)o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals

(square, rectangle, trapezoid) pentagons, hexagonso *3d Shapes include sphere, cube, cone, cylinder

I can describe where the shape is using words such as above, below, beside, in front of and next to.

I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and








Number Talks (0-10)

Focus Teacher Notes



Say:





Fridays: Cubes-Break It for 9, 10

Part-Part-Whole Decomposing

numbers Counting on


shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending

point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.

Number Talk Standards: CC.3.7, OA.1.a, CC.3.6, CC.2.5, CC.2.4, CC.1.2, OA.1.4



FebruaryNumber Talks (0-10)

Focus Teacher Notes



Mondays: Closest to 5 or 10

How many more to make 5? Make 10?


I can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects

counted. Given a drawing of items, I can circle a number of items and write

the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given

number. I can count and compare groups of objects using the words greater

than, less than, or equal/same as and explain my thinking. I can compare two numbers within 20.

I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames,

groups of ten) I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral

as I say it.

Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-

19 with a group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and

ones. I can group objects into an amount of tens and ones.







Say:


2. What information is important?3. What do we need to find out?


POD Teen Numbers Flipchart

Build and Explore Activities 0-20 Number Talk: Chapter 5 & 6

Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8 Geometry: Chapter 9 & 10



Tuesdays: Number Bond Puzzler for 8, 9

Part-Part-Whole

Make it true.Name another way to get to 8.What could the sum be?

Wednesdays: Perfect Fit or Not up to 20

Counting on Counting

sequence


http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/Feb-through-May-Teen-numbers-Build-and-explore.docx



http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/problem-of-the-day-numbers-to-20.flipchart




Number Talks (0-10)

Focus Teacher Notes



Thursdays: Ten and Some More Flash

Teen Numbers

Ten and some more

Thursday: Geometry *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20





vertices/corners. I can describe attributes of 3d shapes based on the number of faces and

vertices. I can describe and compare 2d and 3d shapes based on how they are alike and

different using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I

created.

Fridays: Domino Connect with one less, one more, two more, two less


One less, one more, two less, two more

What comes next? Why?

Fridays: Measurement Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what

attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are

smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am

sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and


Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4



March Number Talks (0-10)

Focus Teacher Notes Number of the DayFocus


Mondays- How Many Under the Cup?

Part-Part-Whole

Counting on Addition and

subtraction equations

Fact families

Write equations including unknowns


I can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the

numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than,

less than, or equal/same as and explain my thinking. I can compare two numbers within 20.

I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of

ten) I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I

say it.

Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19

with a group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones.







Say:1. Put a picture in your mind

of what is happening. 2. What information is

important?3. What do we need to find

out? Model it Draw it Write an equation Solve



NOD Geometry and Measurement Flipchart


Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8 Geometry: Chapter 9 & 10



Tuesdays: “What’s the Weight” (lesson 2 is wrong-change the 10 to a number greater than 5)


Discuss shapes

Wednesdays: “Clue Me In”-riddle to 20

Teen numbers Interpreting a

riddle More, less,

same Numeral-set

recognition

Use a number line. Variation: Just do the riddle without the ten frames to focus on more than one answer and justifying “why”.


http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/Feb-through-May-Geometry-and-Meaurement-.flipchart









Number Talks (0-10)



Thursdays: Story Problem

Interpreting words to model and write equations

Represent addition and subtraction problems with models and equations




o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside,

in front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles,

and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and



created.Fridays: “Is It True?” Equalities

Meaning of equal sign

Addition and subtraction

Make it true.Name another way to get to ____What could the sum be?

Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what





Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4



April Number Talks (0-10)



Mondays: “Terrific Ten”-ways to add to ten with rekenreks, dominoes, story problem, show 10

Ways to make 10

Decomposing 10

Look for patterns in the addends6 + 47 + 3



numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less

than, or equal/same as and explain my thinking. I can compare two numbers within 20.


Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19 with a

group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones.











Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8


Tuesdays: “Clue Me In”-riddle to 20

Greater than, less than, same as

Counting sequence

Counting on 10 and some

moreWednesdays: “2 Card Build”-sums compared to 10

More, less, and equal to 10

addition

How many more or less than 10?












Number Talks (0-10)



Say:





equation Solve



Thursdays: Number Bond Puzzler-add to 16

Part-Part-Whole

Make it true.Name another way to get to _____.What could the sum be?





front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles,

and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and



created.

Fridays: Function Machine-add/subtract

Adding and subtracting

Finding the rule

Number patterns

Have a number line, ten frame and counters available

Fridays: Measurement & Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what





Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4, OA.1.5



MayNumber Talks (0-10)



Mondays: Beat the Sum

Part-Part-WholeMore, less, the same



numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than,

less than, or equal/same as and explain my thinking. I can compare two numbers within 20.

I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of

ten) I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I

say it.

Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19

with a group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones.







Say:









Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8




Tuesdays: Is It True-equalities

Meaning of equal sign

Addition and subtraction

Make it true.Name another way to get to ____What could the sum be?

Wednesdays: Double Ten Frame Images

Subitizing Pattern-set

recognition Part-Part-

Whole 10 and some

more Add/subtract

What’s the equation?











Number Talks (0-10)



Thursdays: The Answer Is, add/subtract

Addition and subtraction story problems

Create words to represent models

Record, model, and write equations based on student responses






vertices/corners. I can describe attributes of 3d shapes based on the number of faces and



created.Fridays: How Many Under the Cup-addition to 10

Part-Part-Whole

Counting on Addition

and subtraction equations

Fact families


Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what





Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4, OA.1.5


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