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Kindergarten: Guide to Plan for Success 1

Contents

Yearly Progression and Standards...................................................................................................................................................................................................................................2

Kindergarten Daily Math Block Structure.....................................................................................................................................................................................................................5

August and September......................................................................................................................................................................................................................................................6

October...............................................................................................................................................................................................................................................................................7

November............................................................................................................................................................................................................................................................................8

December............................................................................................................................................................................................................................................................................9

January.............................................................................................................................................................................................................................................................................10

February...........................................................................................................................................................................................................................................................................11

March................................................................................................................................................................................................................................................................................12

April..................................................................................................................................................................................................................................................................................13

May....................................................................................................................................................................................................................................................................................14

Updated 6/22/17


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: Know Names and the count sequence Recognize and write numerals 0-5 Comparing numbers 0-5 (more, less, the same as) One-to-one correspondence with counting to 5 Understanding the last number said is the amount in the set Counting forward and backward to 10 (recognizing the numeral as saying it) Count Chorally to 100

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

Addition and Subtraction to 5 Comparing the number of the set to the amount needed to make 5 Solve word problems involving both addends unknown to 5 Solve addition and subtraction word problems to 5

Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)

Name shapes regardless of their size (small/large) or how it is turned –Circles, Sphere, Cone, Triangles (3-sided, not just equilaterals), Quadrilaterals (4-sided), and Pentagons (5-sided)

Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the shape’s name and position

words (above, below, beside, in front of, behind, and next to) Analyze and compare 2D and 3D shapes and describe their similarities and differences (angles,

vertices, sides, edge, face) Model, build, and draw shapes Joining shapes together to form other shapes

Measurement: Classify objects and count the number of objects in each category Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers)

Measure with non-standard units*With objects, fingers, mental images, drawings, verbal explanations, expressions, and equations

Updated 6/22/17


November --- January: Numbers Through 10Counting and Cardinality: Know names and count sequence

Recognize and write numerals 0-10 Comparing numbers 0-10 (more, less, the same as) One-to-one correspondence with counting to 10 Understanding the last number said is the amount in the set Counting forward and backward to 20 (recognizing the numeral as saying it) Count Chorally to 100


Addition and Subtraction to 10 Comparing the number of the set to the amount needed to make 10 (IMPORTANT!) Solve word problems involving both addends unknown to 10 Solve addition and subtraction word problems to 10


Name shapes regardless of their size (small/large) or how it is turned –Review all shapes and add Hexagons (6-sided) and Cubes (6 faces)

Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the shape’s name and

position words (above, below, beside, in front of, behind, and next to) Analyze and compare 2D and 3D shapes and describe their similarities and differences

(angles, vertices, sides, edge, face) Model, build, and draw shapes Join shapes together to form other shapes

Measurement: Classify objects and count the number of objects in each category Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units

*With objects, fingers, mental images, drawings, verbal explanations, expressions, and equations

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.

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.

February –-- May: Teen Numbers Domain: Measurement and DataCLUSTER -Describe and compare measurable attributesCounting and Cardinality: Know names and the count sequences

Updated 6/22/17


Recognize and write numerals 0-20 Comparing numbers 0-20 (more, less, the same as) One-to-one correspondence with counting to 20 Understanding the last number said is the amount in the set Count forward from any given number to 100 by ones and tens Counting forward and backward to 20 by pointing to each number Count Chorally to 100 by ones and tens (using filled ten frames)

Number and Operations in Base Ten: Work with numbers 11-19 to gain foundations for place value. Compose and decompose numbers into tens and some more


Addition and subtraction equations to 20 (10 +___) Comparing the number of the set to the amount needed to make 10 (IMPORTANT!) Solve word problems involving both addends unknown to 10 Solve addition and subtraction word problems to 10


Name shapes regardless of their size (small/large) or how it is turned –Review all shapes and introduce cylinders

Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the shape’s name and

position words (above, below, beside, in front of, behind, and next to) Analyze and compare 2D and 3D shapes and describe their similarities and differences

(angles, vertices, sides, edge, face) Model, build, and draw shapes Join shapes together to form other shapes

Measurement: Classify objects and count the number of objects in each category Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units

*With objects, fingers, mental images, drawings, verbal explanations, expressions, and equations

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)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?”

Updated 6/22/17


Kindergarten Daily Math Block StructureNumber Talk

(10 min)

Cou

ntin

g Fo

rwar

d an

d B

ackw

ard

Number of the Day (10-15 min)

Problem of the Day (15 min) Upside-Down Teaching

Build and Explore Activities (15+ min)

Purpose: Develop fluency, flexibility with numbers

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 tools)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 (or three act task)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)

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

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

Write the numeral

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 unknownResult UnknownDifference Unknown

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

dominoes, spinners, 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

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); greater than/less than/equal to cards or mat, NOD Graphic Organizer

Journal, whiteboard Anything needed for the game/activity

Standards Specific standards mentioned throughout document

CC

.1.1

and

C

C.1

.2

CC.1.3 (and others mentioned in Number Talks)G.1.1, G.1.2, G.1.3, G.2.4, G.2.5, G.2.6MD.1.1, MD.1.2, MD.1.a, MD.2.3

OA.1.a, OA.1.1, OA.1.2 Practice and modeling the standards

August and SeptemberNumber Talks Focus Teacher Notes Number of the Day Problem Of Build and Resources

Updated 6/22/17

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


(0-10) Focus Flipchart The Day Explore ActivitiesMondays: 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

Recognize and write numerals 0-5 Comparing numbers 0-5 (more, less, the same as) One-to-one correspondence with counting to 5 Understanding the last number said is the amount in the set Counting forward and backward to 10 (recognizing the

numeral as saying it) Count Chorally to 100

Types of word problems that need to be included throughout the week with numbers up to 5

Both addends unknown

Result Unknown

Difference Unknown

Build and Explore Activities 0-5

Number sense activity:



Geometry activity:

Measurement

activity:

NOD Flipchart 0-5POD Flipchart 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 4Thursdays: Rekenreks with 3 and 4

Thursday: Geometry Name shapes regardless of their size (small/large) or how

it is turned –Circles, Sphere, Cone, Triangles (3-sided, not just equilaterals), Quadrilaterals (4-sided), and Pentagons (5-sided)

Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment

using the shape’s name and position words Analyze and compare 2D and 3D shapes and describe their

similarities and differences Model, build, and draw shapes Joining shapes together to form other shapes

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 Classify objects and count the number of objects in each

category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter

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

OctoberNumber Talks (0-10)

Focus Teacher Notes Number of the DayFocus

Problem Of The Day

Build and Explore

Activities

Resources

Updated 6/22/17

https://maximizingmathmentality.wikispaces.com/file/view/problem%20of%20the%20day%20august-october.flipchart/612724213/problem%20of%20the%20day%20august-october.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/The%20Number%20of%20the%20Day%20August%20through%20October%20Numbers%20through%205.flipchart/612912311/The%20Number%20of%20the%20Day%20August%20through%20October%20Numbers%20through%205.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/Build%20and%20Explore%20August%20to%20October%20Numbers%20to%205.flipchart/613521623/Build%20and%20Explore%20August%20to%20October%20Numbers%20to%205.flipchart



Mondays- Dot cards for 5 and 6

Subitizing Fluency of numbers

to 6 Pattern-set

recognition Part-Part-Whole

Number before and after? Monday-Wednesday: Counting and Cardinality

Recognize and write numerals 0-5 Comparing numbers 0-5 (more, less, the same as) One-to-one correspondence with counting to 5 Understanding the last number said is the amount

in the set Counting forward and backward to 10 (recognizing

the numeral as saying it) Count Chorally to 100



Result Unknown

Difference Unknown





Geometry activity:

Measurement activity:

NOD Flipchart 0-5POD Flipchart 0-5






Tuesdays: Ten frames with 5 and 6

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

Thursday: Geometry Name shapes regardless of their size (small/large)

or how it is turned –Circles, Sphere, Cone, Triangles (3-sided, not just equilaterals), Quadrilaterals (4-sided), and Pentagons (5-sided)

Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the

environment using the shape’s name and position words

Analyze and compare 2D and 3D shapes and describe their similarities and differences

Model, build, and draw shapes Joining shapes together to form other shapes

Fridays: “Order Please” ordering numbers to 10

Count sequence Fill in the number line to count forward and backward to ten.

Fridays: Measurement and DataClassify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter

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

NovemberNumber Talks (0-10)


Problem Of The Day

Build and Explore

Activities

Resources

Updated 6/22/17

https://maximizingmathmentality.wikispaces.com/file/view/problem%20of%20the%20day%20august-october.flipchart/612724213/problem%20of%20the%20day%20august-october.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/The%20Number%20of%20the%20Day%20August%20through%20October%20Numbers%20through%205.flipchart/612912311/The%20Number%20of%20the%20Day%20August%20through%20October%20Numbers%20through%205.flipchart




Mondays: Rekenreks for 7 and 8

Subitizing Fluency of numbers to

8 Pattern-set recognition

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


Recognize and write numerals 0-10 Comparing numbers 0-10 (more, less, the same as) One-to-one correspondence with counting to 10 Understanding the last number said is the amount in the set Counting forward and backward to 20 (recognizing the numeral as

saying it) Count Chorally to 100



Result Unknown

Difference Unknown





Geometry activity:



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 Name shapes regardless of their size (small/large) or how it is

turned –Review all shapes and add Hexagons (6-sided) and Cubes (6 faces)

Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the

shape’s name and position words Analyze and compare 2D and 3D shapes and describe their

similarities and differences Model, build, and draw shapes Join shapes together to form other shapes

Fridays: “I Wish I Had” for 5-8

Decomposing numbers Part-Part-Whole

Fridays: Measurement and Data Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter

Number Talk Standards: CC.2.4, CC.2.5, CC.1.6, OA.1.A, CC.1.2, OA.1.5

DecemberNumber Talks (0-10)


Problem Of The Day

Build and Explore Activities

Resources

Mondays- Ten frames to 8

Subitizing Fluency of numbers to 10 Pattern-set recognition


Recognize and write numerals 0-10

Types of word problems that need to be



Updated 6/22/17

https://maximizingmathmentality.wikispaces.com/file/view/6-10%20Build%20and%20Explore%20Activities.docx/613521673/6-10%20Build%20and%20Explore%20Activities.docx






Doubles Comparing numbers 0-10 (more, less, the same as) One-to-one correspondence with counting to 10 Understanding the last number said is the amount

in the set Counting forward and backward to 20

(recognizing the numeral as saying it) Count Chorally to 100

included throughout the week with numbers up to 5


Result Unknown

Difference Unknown




Geometry activity:


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 Name shapes regardless of their size (small/large)

or how it is turned –Review all shapes and add Hexagons (6-sided) and Cubes (6 faces)

Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the

environment using the shape’s name and position words

Analyze and compare 2D and 3D shapes and describe their similarities and differences

Model, build, and draw shapes Join shapes together to form other shapes

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

More, Less, Same Fridays: Measurement and Data Classify objects and count the number of objects

in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter

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)


Problem Of The Day

Build and Explore

Activities

Resources

Mondays: Dot Plates for 8- 10

Subitizing Pattern-Set

recognition Part-Part-Whole Fluency of

Write the expression or equation in different ways

Monday-Wednesday: Counting and Cardinality Recognize and write numerals 0-10 Comparing numbers 0-10 (more, less, the same as) One-to-one correspondence with counting to 10 Understanding the last number said is the amount in the set

Types of word problems that need to be included throughout the week with



Updated 6/22/17





numbers to 10 Doubles

Commutative Property

Counting forward and backward to 20 (recognizing the numeral as saying it) Count Chorally to 100

numbers up to 5


Result Unknown

Difference Unknown




Geometry activity:






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 Name shapes regardless of their size (small/large) or how it is turned –Review

all shapes and add Hexagons (6-sided) and Cubes (6 faces) Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the shape’s

name and position words Analyze and compare 2D and 3D shapes and describe their similarities and

differences Model, build, and draw shapes Join shapes together to form other shapes

Fridays: Cubes-Break It for 9, 10

Part-Part-Whole Decomposing

numbers Counting on


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

Number Talks (0-10)

Focus Teacher Notes

Number of the DayFocus

Problem Of The Day

Build and Explore Activities

Resources

Mondays: Closest to 5 or 10

How many more to make 5? Make 10?


Recognize and write numerals 0-20 Comparing numbers 0-20 (more, less, the same as) One-to-one correspondence with counting to 20 Understanding the last number said is the amount in the set Count forward from any given number to 100 by ones and tens Counting forward and backward to 20 by pointing to each number

POD Teen Numbers Flipchart

Types of word problems that need to be included





Number of the Day:Counting and

Tuesdays: Number Bond Puzzler for 8, 9

Part-Part-Whole Make it true.Name another way to get to 8.What could

Updated 6/22/17

https://maximizingmathmentality.wikispaces.com/file/view/Feb-through%20May%20Teen%20numbers%20Build%20and%20explore.docx/613521691/Feb-through%20May%20Teen%20numbers%20Build%20and%20explore.docx


https://maximizingmathmentality.wikispaces.com/file/view/problem%20of%20the%20day%20numbers%20to%2020.flipchart/612588981/problem%20of%20the%20day%20numbers%20to%2020.flipchart




the sum be? Count Chorally to 100 by ones and tens (using filled ten frames) throughout the week with numbers up to 10 (standard goes to 10)


Result Unknown

Difference Unknown


Geometry activity:


Cardinality and NBT: Chapter 7 & 8 Geometry: Chapter 9 & 10



Wednesdays: Perfect Fit or Not up to 20

Counting on Counting

sequence

Thursdays: Ten and Some More Flash

Teen Numbers Ten and some

more

Thursday: Geometry Name shapes regardless of their size (small/large) or how it is turned –

Review all shapes and introduce cylinders Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the

shape’s name and position words Analyze and compare 2D and 3D shapes and describe their similarities

and differences Model, build, and draw shapes Join shapes together to form other shapes

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

Pattern-set recognition

One less, one more, two less, two more

What comes next? Why?

Fridays: Measurement Data Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter

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.1.4March

Number Talks (0-10)


Problem Of The Day

Build and Explore

Activities

Resources

Mondays- How Many Under the Cup?

Part-Part-Whole

Counting on Addition and

subtraction equations

Fact families

Write equations including unknowns



Types of word problems that need to be included throughout the week with numbers up to 10 (standard goes to 10)




NOD Geometry and Measurement Flipchart

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


Discuss shapes

Updated 6/22/17

https://maximizingmathmentality.wikispaces.com/file/view/Feb%20through%20May%20Geometry%20and%20Meaurement%20.flipchart/613527721/Feb%20through%20May%20Geometry%20and%20Meaurement%20.flipchart











Result Unknown

Difference Unknown



Geometry activity:



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



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”.

Thursdays: Story Problem

Interpreting words to model and write equations

Represent addition and subtraction problems with models and equations

Thursday: Geometry Name shapes regardless of their size (small/large) or how it is turned –

Review all shapes and introduce cylinders Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the

shape’s name and position words Analyze and compare 2D and 3D shapes and describe their similarities

and differences Model, build, and draw shapes Join shapes together to form other shapes

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?


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)


Problem Of The Day

Build and Explore

Activities

Resources

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






Number



Number Talk:

Tuesdays: “Clue Me In”-riddle to 20

Greater than, less than, same as

Counting sequence

Updated 6/22/17











Counting on 10 and some

more


Result Unknown

Difference Unknown

sense activity:


Geometry activity:


Chapter 5 & 6

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




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

More, less, and equal to 10

addition

How many more or less than 10?

Thursdays: Number Bond Puzzler-add to 16

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

Thursday: Geometry Name shapes regardless of their size (small/large) or how it is

turned –Review all shapes and introduce cylinders Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using the

shape’s name and position words Analyze and compare 2D and 3D shapes and describe their


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 Classify objects and count the number of objects in each category Shorter or longer Taller or shorter (towers) Measure with non-standard units Heavier or lighter

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.1.5May

Number Talks (0-10)


Problem Of The Day

Build and Explore

Activities

Resources

Mondays: Beat the Sum

Part-Part-WholeMore, less, the same




Both




Number sense




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

What’s the equation?

Updated 6/22/17











Part-Part-Whole 10 and some more Add/subtract

addends unknown

Result Unknown

Difference Unknown

activity:

Geometry activity:


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




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

Thursday: Geometry Name shapes regardless of their size (small/large) or how it is

turned –Review all shapes and introduce cylinders Identify a shape as a 2D shape or 3D Describe objects (2D and 3D shapes) in the environment using

the shape’s name and position words Analyze and compare 2D and 3D shapes and describe their


Fridays: How Many Under the Cup-addition to 10

Part-Part-Whole Counting on Addition and

subtraction equations

Fact families



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

Updated 6/22/17

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