resources available to teachers for instruction: math in

Kindergarten Math

Neshaminy School District Curriculum Maps Kindergarten Math

Resources Available to Teachers for Instruction:

Math In Focus Curriculum (Teacher Guides, Student Workbook and Textbook, Teacher Resources – Reteach, Extra Practice, Assessments, Enrichment, School-Home Connections)

Think Central - Online access to all Math in Focus materials listed above and Virtual Manipulatives

Calendar Math

Math Buddies

Mathematical Practice Standards

SMP.1 Make sense and persevere in solving problems. Begin to build the understanding that doing mathematics involves solving

problems and discussing how they solved them.

Explain to themselves the meaning of a problem and look for ways to solve it.

Use concrete objects or pictures to help them conceptualize and solveproblems.

Check their thinking by asking themselves, “Does this make sense?” or theymay try another strategy.

SMP.5 Use appropriate tools strategically. Begin to consider the available tools (including estimation) when solving a

mathematical problem.

Decide when certain tools might be helpful.

Decide that it might be advantageous to use linking cubes to represent twoquantities.

Compare the two representations side‐by-side.

SMP.2 Reason abstractly and quantitatively. Begin to recognize that a number represents a specific quantity.

Connect the quantity to written symbols.

Create a representation of a problem while attending to the meanings of thequantities (quantitative reasoning).

SMP.6 Attend to precision. Develop their mathematical communication skills.

Use clear and precise language in their discussions with others and in theirown reasoning.

SMP.3 Construct viable arguments and critique the reasoning of others. Construct arguments using concrete referents, such as objects, pictures,

drawings, and actions.

Begin to develop their mathematical communication skills as they participatein mathematical discussions involving questions like “How did you get that?”and “Why is that true?”

Explain their thinking to others and respond to others’ thinking.

SMP.7 Look for and make use of structure. Begin to discern a pattern or structure. For instance, students recognize

the pattern that exists in the teen numbers; every teen number is writtenwith a 1 (representing one ten) and ends with the digit that is first stated.They also recognize that 3 + 2 = 5 and 2 + 3 = 5.

SMP.4 Model with mathematics. Experiment with representing problem situations in multiple ways including

numbers, words (mathematical language), drawing pictures, using objects,acting out, making a chart or list, creating equations, etc.

Connect the different representations and explain the connections.

Use all of these representations as needed.

SMP.8 Look for and express regularity in repeated reasoning. Notice repetitive actions in counting and computation, etc. For example, they

may notice that the next number in a counting sequence is “one more”.When counting by tens, the next number in the sequence is “ten more” (orone more group of ten).

Continually check their work by asking themselves, “Does this make sense?”

Kindergarten Math

Mathematical Content Standards The content standards are listed by number only on the maps. The numbers refer to the standards below.

PA Core Standard Common Core State Standard

Counting and Cardinality

CC.2.1.K.A.1 Know number namesand write and recite the countsequence.

K.CC.1 Count to 100 by ones and by tens.

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing acount of no objects).

CC.2.1.K.A.2Apply one-to onecorrespondence to count the numberof objects.

K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only onenumber name and each number name with one and only one object.

K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is thesame regardless of their arrangement or the order in which they were counted.

K.CC.4c Understand that each successive number name refers to a quantity that is one larger.

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or acircle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

CC.2.1.K.A.3Apply the concept ofmagnitude to compare numbers andquantities.

K.CC.6 Compare numbers. Identify whether the number of objects in one group is greater than, less than, or equal to thenumber of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to tenobjects.)

K.CC.7 Compare numbers. Compare two numbers between 1 and 10 presented as written numerals

Numbers and Operations

CC.2.1.K.B.1Use place value tocompose and decompose numberswithin 19.

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects ordrawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understandthat these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects ordrawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understandthat these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Kindergarten Math

Operations and Algebraic Thinking

CC.2.2.K.A.1 Extend the concepts ofputting together and taking apart toadd and subtract within 10.

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not showdetails, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbalexplanations, expressions, or equations.

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawingsto represent the problem.

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings,and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by usingobjects or drawings, and record the answer with a drawing or equation.

K.OA.5 Fluently add and subtract within 5.

Geometry

CC.2.3.K.A.1Identify and describetwo- and three-dimensional shapes.

K.G.1 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.

K.G.2 Correctly name shapes regardless of their orientations or overall size.

K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

CC.2.3.K.A.2Analyze, compare,create, and compose two- and three-dimensional shapes.

K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

K.G.6 Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?”

Measurement and Data

CC.2.4.K.A.1Describe and compareattributes of length, area, weight, andcapacity of everyday objects.

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of asingle object.

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“lessof” the attribute, and describe the difference. For example, directly compare the heights of two children and describeone child as taller/shorter.

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“lessof” the attribute, and describe the difference. For example, directly compare the heights of two children and describeone child as taller/shorter.

CC.2.4.K.A.4Classify objects and countthe number of objects in eachcategory.

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories bycount. (Limit category counts to be less than or equal to 10.)

Kindergarten Math

Approximate Duration: 17 days C

ha

pte

r 1

– N

um

be

rs t

o F

ive

PA Core Standards Big Ideas/Enduring Understandings Essential Questions

All SMP Standards CC.2.1.K.A.1CC.2.1.K.A.2CC.2.4.K.A.1

Counting up to five using one-to-one correspondence.

Recognizing relationships between a number of objects and the relatednumeral.

Identifying same and different attributes such as color, size, and shape.

What are numbers?

Where do you see numbers in your home,school, and world?

Content Skills/Competency Assessment Numbers to 5

Same and Different

Rote count to 5

Write numerals from 0-5

Match numbers to sets up to 5

Identify written numbers 0-5

Count out and up to 5 objects

Represent a count of no objects with a zero

Sort objects by one attribute (color, size, or shape)

Identify same and different

Recognize that the total is the same no matter how they are grouped

Use five frames and/or ten frames to represent numbers 1-5

Calendar Math Assessments

Math in Focus Assessments

District Common Assessments

Ongoing Formative Assessments

District Benchmark Assessments

Misconceptions Proper Conceptions 1. Some students might not see 0 (zero) as a number.2. As students are learning to count, focus on the following:

a. Amount of counting experiences (more experience leads to fewer errors)b. Size of set (children become accurate on small sets first)c. Arrangements of objects (objects in rows make it easier to keep track ofwhat has been counted and what has not)

1. Ask students to write 0 and say zero to represent the number of items leftwhen all items have been taken away. Avoid using the word none torepresent this situation. Find instances for which the response would be zeroin real-world settings to provide experiences with the concept of zero.

2. As with many physical activities, counting will improve with practice and doesnot need to be perfect each time. It is much more important for all childrento get frequent counting practice and watch and help one another, withoccasional help and corrections from the teacher.

Optional Extension Activities Reading/ELA: Review rhyming words with children. Write the number words on the board and ask children to come up with as many rhyming words as they can for each number word. Science: The Big Book has a rhyme about vegetables. Talk to the students about how vegetables are plants. Then discuss the needs of plants, such as air, water, food, and sunlight. Then discuss how the vegetables are the same and different.

Kindergarten Math


ha

pte

r 2

– N

um

be

rs t

o 1

0



Count 0 to 9 using one-to-one correspondence.

Recognizing relationships between a number of objects and the relatednumeral.

Compare two sets of objects or a set of objects and a numeral to determine ifthe difference is one more, one less or the same.

What are numbers?

How are numbers the same and different?

Where do you see numbers in your home,school, and world?


Comparing sets

Comparingnumbers

More and less

Rote count to 10

Write numerals from 5 -10

Match numbers to words up to 10

Count out up to 10 objects

Sort objects by one attribute

Identify same and different

Know that each successive number counted means one more

Count to answer how many with objects in any configuration

Tell whether a set has more than, less than, or is equal to another set

Tell whether a number is more than, less than, or equal to another number

Use ten frames to represent numbers 1-10






Misconceptions Proper Conceptions 1. Some students might not see 0 (zero) as a number.2. As students are learning to count, they often make errors due to the

following reasons:a. Amount of counting experiences (more experience leads to fewer errors)b. Size of set (children become accurate on small sets firstc. Arrangements of objects (objects in rows make it easier to keep track of

what has been counted and what has not)



Optional Extension Activities Reading/ELA: Review initial sounds in the words six, seven, eight and nine. Ask students to write six and seven on a piece of paper and the other two words on separate sheets. As you say other words with the same initial sound, have students hold up that number card with the corresponding sound. PE: Divide the class into 4 or 5 groups. The number of stations should match the number of groups. Label each station with an activity (ex. Jumping Jacks, Touch Toes, etc) and a number 6-9. The groups rotate through the stations and perform the task for that many repetitions (i.e., 6 Jumping Jacks).

Kindergarten Math


ha

pte

r 3

– O

rde

r b

y Si

ze, L

en

gth

, or

We

igh

t



Ordering objects from biggest to smallest, shortest to tallest, and heaviest tolightest.

Estimating attributes through sight and touch.

Compare items through vocabulary with size, length and weight.

How would you measure a given object?

How are objects the same and different?

Which object is bigger/taller/heavier?Smaller/shorter/lighter?

Content Skills/Competency Assessment Ordering by size,

weight, or length

Comparing by size

Estimating throughsight and touch.

Describe attributes of objects that can be measured (length, size, weight)

Compare and order length (shortest to longest)

Compare and order size (smallest to biggest)

Compare and order weight (lightest to heaviest)

Estimate length, size, and weight






Misconceptions Proper Conceptions 1. Many students have difficulty with understanding that length does notchange when an object is moved away from the object they are comparing it to.Students often initially hold undifferentiated views of measurable attributessaying that one object is “bigger” than another whether it is longer or greater inarea or volume and so forth.

1. With multiple opportunities, students learn that they have to line up theitems they are comparing and/or measuring. Conversion of length includesunderstanding that if an object is moved, its length does not change. This isimportant when comparing the lengths of two objects. Conversations abouthow they are comparing (length, size, weight) help students learn todiscriminate and name these measurable attributes. As they discuss thesesituations and compare objects using different attributes, they learn todistinguish, label, and describe several measurable attributes of a singleobject.

Optional Extension Activities Reading/ELA: Play an alphabet game. The first student names an object that starts with the letter a. The second student names an object that begins with the letter b. Then the class compares the two objects (ex. Ant and Banana – A banana is bigger than an ant.) The game continues with the next two letters of the alphabet. Social Studies: Relate the concepts of small, medium and large to communities (rural, suburban and city). Ask if students have been to these types of communities and what they noticed about them. Then discuss the items they might find in these communities.

Kindergarten Math


ha

pte

r 4

– C

ou

nti

ng

Nu

mb

ers

0 t

o 1

0


All SMP Standards CC.2.1.K.A.1CC.2.1.K.A.2

Composing and decomposing numbers to build number fact foundation andmental math skills.

Counting up to 10 with one-to-one correspondence.

Identifying one more and one less to solidify the counting sequence.

How can you identify one more or one less?

How can you order numbers?

Content Skills/Competency Assessment Counting to 10

Writing numeralsthrough 10.

Finding one moreor one less.

Order numbers 1-10

Tell one more or one less, given a number

Show what these words mean: some, more, less, fewer

Compose sets to find how many in all

Decompose sets to find how many are left

Tell whether a set has more than, less than, or is equal to another set

Tell whether a number is more than, less than, or equal to another number






Misconceptions Proper Conceptions 1. Students may over generalize the vocabulary in word problems and thinkthat certain words indicate solution strategies that must be used to find ananswer. They might think that the word more always means to add and thewords take away or left always mean to subtract.2. Counting forward builds to the concept of addition while counting back leadsto the concept of subtraction. However, counting is an inefficient strategy.

*Vocabulary note: With addition use the word total instead of sum as studentscan confuse sum with some. Formal vocabulary is not required in Kindergartenfor subtraction.

1. When students use the words take away to refer to subtraction and itssymbol, teachers need to repeat student ideas using the words minus andsubtract.

2. If students’ progress from working with manipulative to writing numericalexpressions and equations, and they skip pictorial thinking – they will bemore likely to use finger counting and rote memorization for work withaddition and subtraction.

3. Teachers need to provide instructional experiences so that students progressfrom the concrete level, to the pictorial level, then to the abstract level whenlearning mathematical concepts.

4. Students need to develop the ability to quickly and accurately understand therelationships between numbers. They need to make sense of numbers asthey find and make strategies for joining and separating quantities.

Optional Extension Activities Reading/ELA: Read Aloud: My Little Counting Book by Roger Priddy. The book contains many groups of objects that students can count and compare. Children can then draw their own pictures and with teacher assistance develop questions to go along with their pictures, like the book. Music: Sing the following counting rhyme. There is an additional version of this rhyme with chapter 6 that will go to 20. One, two, tie my shoe. Three, four, shut the door. Five, six, pick-up sticks. Seven, eight, lay them straight. Nine, ten, a big fat ten. Let’s get up and count again!

Kindergarten Math


ha

pte

r 5

– S

ize

an

d P

osi

tio

n



Recognize big and small things while using estimation to determine fit.

Use prepositions to describe position.

Ordering objects using positional language.

How can you identify one more or one less?


Content Skills/Competency Assessment Comparing big and

small objects Review size comparisons using big and small

Identify same-sized objects

Identify how many objects can fit into a given space

Describe location of objects using positional words

Use positional language to identify objects in a sequence






Misconceptions Proper Conceptions 1. Students often initially hold undifferentiated views of measurable attributes

saying that one object is “bigger” than another whether it is longer or greater inarea or volume and so forth.


Optional Extension Activities Reading/ELA: Discuss with students how stories follow a sequence of events. Ask them to tell a story with the events in order, encouraging them to use positional words in their story. Science: Use the concepts big/bigger and small/smaller to explain how living things grow from small to big. Show pictures of baby animals and adult animals. Have students explain the changes that they see. You can extend further by asking students to bring in their own baby picture and talk about how they have changed.

Kindergarten Math

Approximate Duration: 14 days

Ch

ap

ter

6 –

Nu

mb

ers

0 t

o 2

0


All SMP Standards CC.2.1.K.A.1CC.2.1.K.A.2CC.2.1.K.A.3CC.2.1.K.B.1

Counting to 20 using one-to-one correspondence.

Build on “one more” using a ten frame.

Comparing and sequencing numbers to 20.


How do ten frames help you with math?

Content Skills/Competency Assessment Counting to 20.

Writing numeralsthrough 20.

Compare numbersup to 20.

Rote count to 20

Count up to 20 objects by counting a group of 10 and leftovers

Write numerals from 11-20

Match numbers to sets up to 20

Use ten frames to represent numbers 11-20

Tell whether a set or a number has more than, less than, or is equal to anotherset

Explain how teen numbers are 10 plus leftovers

Order numbers 0-20

Count objects when arranged in a line, rectangular array, circle or scattered






Misconceptions Proper Conceptions 1. Some students might not see zero as a number. Ask students to write 0 and

say zero to represent the number of items left when all items have been takenaway. Avoid using the word none to represent this situation. Find instances forwhich the response would be zero in real-world settings to provide experienceswith the concept of zero.2. The idea that ten ones can also be one ten is difficult for young children andthis concept takes time to develop.3. Due to varied development of fine motor and visual development, reversal ofnumerals is anticipated.

1. As with many physical activities, counting will improve with practice anddoes not need to be perfect each time. It is much more important for allchildren to get frequent counting practice and watch and help one another,with occasional help and corrections from the teacher.

2. Teacher need to provide many opportunities for students to work with tenones = one ten.

3. While reversals of numerals should be pointed out to students and correctformation modeled in instruction, the emphasis on this standard is on theuse of numerals to represent quantities rather than the correct handwritingformation of the actual numeral itself.

Optional Extension Activities Reading/ELA: Explore opposites after students have learned bigger/smaller. Brainstorm a list of opposites, making sure to include position words. Social Studies: Discuss with students how families are different (i.e., some have one child, while others have more.) Then talk about how some people take surveys to find out about families. Conduct a class survey about families (# of children, pets, etc.) Have a student in the class count the number of students raising their hand for each category, while another can write the number down on a chart. Make sure to change up the volunteers for counting and writing.

Kindergarten Math


ha

pte

r 7

– S

olid

an

d F

lat

Shap

es



The world is made up of plane and solid figures.

Identify circles, triangles, squares, rectangles and hexagons.

Identify faces, corners, and edges of shapes.

Create or extend shape patterns.

How can you describe plane and solid figures?

How can you identify a plane or solid figure?

Content Skills/Competency Assessment Flat and solid

shapes (squares,circles, triangles,rectangles,hexagons, cubes,cones, cylinders,spheres)

Identify examples and non-examples of shapes

Name shapes regardless of orientation

Sort shapes according to whether they are 2 D – plane OR 3D- solid

Describe how shapes compare to each other (could be 2D to 2D, 2D to 3D or3D to 3D)

Find examples of shapes in the real world

Model shapes in the real world by building shapes from components ordrawings

Compose simple shapes to form larger shapes (2 triangles can make arectangle)






Misconceptions Proper Conceptions 1. Students, at many times, use incorrect terminology when describing shapes.

For example, students may say a cube is a square or that a sphere is a circle.The use of the two-dimensional shape that appears to be part of a three-dimensional shape to name the three-dimensional shape is a commonmisconception.2. Kindergarten students have difficulty with the terms two-dimensional andthree-dimensional.

1. Work with students to help them understand that the two-dimensionalshape is a part of the object but it has a different name.

2. Manipulatives used for shape identification actually have three dimensions.However, Kindergarteners need to think of these shapes as two-dimensionalor “flat” and typical three-dimensional shapes as “solid.” Students willidentify two-dimensional shapes that form surfaces on three-dimensionalobjects. Students need to focus on noticing two and three dimensions, noton the words two-dimensional and three-dimensional.

Optional Extension Activities Reading/ELA: Read Aloud: Shapes by Tana Hoban. Students look at shapes found in the photographs. As you read through the story, ask students to find the same shapes in the classroom. Art: Explain that many artists use shapes to make their artwork. Have examples to show students. Students can then make their own shape art, using either pattern block or stencils for students to trace and color or provide pre-cut shapes for students to glue onto paper.

Kindergarten Math


ha

pte

r 8

– N

um

be

rs t

o 1

00



We count to find out how many

The position of the digit in a number

Counting by 2s, 5s, and 10s is the foundation of simple multiplication

How do you count?

Why are some ways of counting better thanothers?


Counting by 2s, 5s,and 10s

Rote count to 100 starting at any number within 100

Count up to 100 objects counting groups of 10 and leftover ones

Use ten frames to represent numbers to 100

Skip count by 10’s to 100

Skip count by 5’s to 20

Use tally marks to show larger amounts of objects

Identify patterns on the hundred chart

Model numbers from 20 – 99 as groups of 10 and leftover ones using concretematerials.






Misconceptions Proper Conceptions 1. Some students might not see zero as a number. Ask students to write 0 andsay zero to represent the number of items left when all items have been takenaway. Avoid using the word none to represent this situation. Find instances forwhich the response would be zero in real-world settings to provide experienceswith the concept of zero.2. The idea that ten ones can also be one ten is difficult for young children andthis concept takes time to develop.3. Due to varied development of fine motor and visual development, reversal ofnumerals is anticipated.




Optional Extension Activities Reading/ELA: Review initial sounds in the words six, seven, eight and nine. Ask students to write six and seven on a piece of paper and the other two words on separate sheets. As you say other words with the same initial sound, have students hold up that number card with the corresponding sound. PE: Divide the class into 4 or 5 groups. The number of stations should match the number of groups. Label each station with an activity (ex. Jumping Jacks, Touch Toes, etc) and a number 6-9. The groups rotate through the stations and perform the task for that many repetitions (i.e., 6 Jumping Jacks).

Kindergarten Math


ha

pte

r 9

– C

om

par

ing

Sets



Comparing sets is the most basic form of subtraction skills.

Combining sets is the foundation of addition skills.

Understanding comparison vocabulary

Why would you need to compare things orcombine things together?

Can you find how many more or how manyless?

Content Skills/Competency Assessment Comparing sets up

to 20

Comparing sets tofind the difference

Combining sets

Use 1 to 1 correspondence to compare 2 sets

Count the difference between 2 sets

Count on to find how many in 2 sets

Use the word “less” at times when objects can’t be counted

Demonstrate adding 1 or 2 using counting strategies










Optional Extension Activities Reading/ELA: Introduced the use of –er and –est endings. Ensure that students understand the meaning of the anchor word (ex. Few) and explain that -er is used to compare two things while –est is used to compare three or more things. Ask students to name other words that they know using these endings. Social Studies: Discuss with students how a number line shows numbers in order. Explain how a number line and a time line are similar and that a time line shows events in order. You can use a timeline to connect to how different modes of transportation were invented (train, cars, airplanes) or time lines of students’ lives. You could have students bring in a timeline of their life so far with 3 major events on the timeline.

Kindergarten Math


ha

pte

r 1

0 –

Ord

inal

Nu

mb

ers


All SMP Standards CC.2.1.K.A.2

Ordering small sets using first, second, third and last.

Numbers can be used for different purposes and in different ways.

Why is it important to put things into orderbased on size, event, position or preference?

Content Skills/Competency Assessment Sequencing events

Physical position

Orderingpreferences

Sequencing events

Uses ordinal vocabulary (first, next, last, before, after, second, third)

Make graphs based on preferences

Understand vocabulary as it relates to physical position, sequence of events,and personal preference.






Misconceptions Proper Conceptions 1. Some students might not see 0 (zero) as a number.2. As students are learning to count, they often make one or more of the

following errors:a. Amount of counting experiences (more experience leads to fewer errors)b. Size of set (children become accurate on small sets firstc. Arrangements of objects (objects in rows make it easier to keep track ofwhat has been counted and what has not)



Optional Extension Activities Reading/ELA: Read students a story that is easily summarized in pictures. Have students recall what happened first, next, last, etc. in the story. Have students then summarize the story in pictures (and words if they are able). They should draw 3-4 pictures and write the corresponding sequence word with the picture. Drama: Put children into small groups (approx. 4 in a group) and have them act out a sequencing scenario (i.e. racing to the finish line.) Have groups present their skits to the class. Have the audience report out about the skit using ordinal vocabulary words.

Kindergarten Math


ha

pte

r 1

1 –

Cal

en

dar

Pa

tte

rns


All SMP Standards Recognize the names of the days of the week and the months of the year.

Recognize the pattern in the days and the months.

How many days are in a week?

How many months are in a year?

What patterns can you see in the calendar?

Content Skills/Competency Assessment Days of the week

Months of the year

Know the days of the week, how many there are and what order they go in.

Know the months of the year, how many there are and what order they go in.

Use calendar vocabulary accurately (today, tomorrow, yesterday, before,after, in between)

Make and interpret pictographs






Misconceptions Proper Conceptions N/A N/A

Optional Extension Activities Reading/ELA: Use the classroom calendar to have students identify where they see capital letters. Guide students to see that days of the week and months of the year begin with capital letters because they are the names of the days and months. Science: Discuss weather forecasting with students and how meteorologists make predictions about the weather for the week. Use a newspaper or news clip to show a five or seven-day forecast. Have each student make their own five day weather forecast using pictures. You can also graph the actual weather each day.

Kindergarten Math


hap

ter

12

– C

ou

nti

ng

On

an

d C

ou

nti

ng

Bac

k


All SMP Standards CC.2.1.K.A.1CC.2.1.K.A.2CC.2.1.K.A.3CC.2.2.K.A.1

Understanding how to count on and back from 10.

Using more than one strategy to find the difference between two sets.

Developing mental math and basic fact recall.

How can you compare two sets of items?

How many ways can you make 10?

What strategies can you use to find thedifference between sets or when combiningsets?

Content Skills/Competency Assessment Counting on to 10

Counting back

Finding differences

Pairs with sums of10

Count on to get 10

Count back from 10 starting at any number within 10

Count to find difference

Use ten frames to see how many more make ten and record equation

Use ten frames to see how many are left if you remove chips from a full tenframe












Optional Extension Activities Reading/ELA: Read Aloud: Anno’s Counting Book Big Book by Mitsumasa Anno. Have students share stories about the pictures, count up or back to compare the number of objects on each page. Assign students a number and then have students draw their own pictures for a counting book. Make a class book of the pictures. Students can then report out how their pictures could be used for counting up or back. PE: Make a number line on the floor (use masking tape or painters tape.) Have students hop up or back from one given number to another. They should explain how many jumps it takes them to get from point A to point B. (ex. I started on 4 and took 3 jumps to get to 7.)

Kindergarten Math


ha

pte

r 1

3 -

Pat

tern

s


All SMP Standards Create and extend patterns of shapes.

Developing a foundation for number patterns.

What patterns can you see around you?

Content Skills/Competency Assessment Repeating patterns Recognize, extend and create a repeating pattern.

Identify a missing portion of a repeating pattern.

Create ABAB, AABAAB, ABBABBA, and ABCABC patterns.






Misconceptions Proper Conceptions N/A N/A

Optional Extension Activities Reading/ELA: Display shape patterns for students. Have students identify the names of the shapes and the beginning letter of each name (ex. Circle, square, heart – C, S, H.) Then have students give other words they know with those same beginning letters to create a new pattern (ex. Cow, snake, horse.)Art: Explain that many artists use shapes to make their artwork. Have examples to show students. Students can then make their own shape art, using eitherpattern block or stencils for students to trace and color or provide pre-cut shapes for students to glue onto paper.

Kindergarten Math


ha

pte

r 1

4-

Nu

mb

er

Fact

s



Making groups of 10 to establish basic place value.

Combining number sets to see how many more are needed to make a wholenumber.

Can you identify the parts and whole of agiven number?

Can you identify how many more are neededto make a number?

Content Skills/Competency Assessment Number facts to

10/Number bonds

Combining sets

Composing anddecomposingnumbers to 20

Compose and decompose using concrete materials for numbers to 20

Label parts and whole of a number bond

Make different number bond models for the same whole using concretematerials and/ or numbers (e.g. 5 can be 1,4 or 2,3 or 0,5)

Show counting on and back with a number line

Decompose a teen number as a ten and leftover ones and record as anequation

Show and explain that 10 + any 1 digit number is the same as a teen number







1. As with many physical activities, counting will improve with practice anddoes not need to be perfect each time. It is much more important for allchildren to get frequent counting practice and watch and help one another,with occasional help and corrections from the teacher.



Optional Extension Activities Reading/ELA: Use pages 26-27 of the Big Book to have students tell a story about the scene. Encourage them to use details about what the children in the picture are doing and what is going on in the picture. On pages 28-29, the students can identify the different bugs, give details about what the bugs look like and what they are doing. Science: Use pages 28-29 in the Big Book to discuss insects. Discuss how all insects have six legs and three body parts. Insects also have their skeleton on the outside of their body. Many insects have wings and/or antennae. Have students describe similarities and differences between the insects and the other bugs on the pages. Students can then classify the bugs into insects and not-insects.

Kindergarten Math


ha

pte

r 1

5 –

Le

ngt

h a

nd

He

igh

t



Comparing lengths using vocabulary terms (longer/shorter)

Comparing lengths and height.

Can you identify which object islonger/shorter? Taller/shorter?

How many objects are the same length/heightas a given object?

Content Skills/Competency Assessment Comparing lengths

Comparing lengthsand height usingnon-standard units

Identify and use vocabulary terms

Compare lengths of various objects; explain which is longer and shorter ortaller and shorter.

Use non-standard units to measure and compare length and height.

Understand that more units make for a longer/taller object.

Find differences in lengths and heights using non-standard measures.








Optional Extension Activities Reading/ELA: Explain that long, short and tall are describing words to tell about objects. Ask students to name objects in the room that are long, short, or tall. Then point out other objects and have students report if they are long, short, or tall. PE: Mark a line on the floor with masking or painter’s tape. Have each student stand on the line and jump as far as they can. Mark the jump with another piece of tape and the student’s name. Once all students have jumped, have students determine who’s jump was the longest and who’s was the shortest. Then measure each jump with a non-standard unit. (This can be done in small groups or as a whole class.)

Kindergarten Math


ha

pte

r 1

6-

Cla

ssif

yin

g an

d S

ort

ing



Objects have attributes that can be sorted. What are some ways to group objects?

Content Skills/Competency Assessment Classifying things

by one attribute

Classifying andsorting things bytwo attributes

Classify objects into given categories

Count the number of objects in each category

Group the sets with the same number together

Identify objects that don’t belong in a category






Misconceptions Proper Conceptions 1. Some students believe that orientation is tied to shape. A student may seethe first of the figures as a triangle, but not know the second.2. Students also confuse the name of a two-dimensional shape with a relatedthree-dimensional shape or the shape of its face.

1. Students need to have many experiences with shapes in differentorientations.

2. It is important when students are exploring 2-dimensional shapes (flat) thatthe shapes they are working with are on paper or other FLAT material.

Optional Extension Activities Reading/ELA: Point out items in the classroom and encourage students to use comparison language to discuss similarities and differences between the objects. Provide support to students with vocabulary and sentence structure. Science: Write a variety of attributes on the board/chart paper (hot/cold, fast/slow, soft/hard) and have students name objects that go in each category. You could conduct experiments if the attributes you choose to use are things like float/sink, magnetic/not-magnetic.

Kindergarten Math


ha

pte

r 1

7 –

Ad

dit

ion

Sto

rie

s



Addition is used to find how many

Symbols can be used to represent magnitude, equality, and operations

Proficiency with basic facts helps with larger and smaller numbers

When given an addition number sentence,how do I know which math story will match it?

How can I represent a number sentence with anumber bond?

Content Skills/Competency Assessment Addition stories

Addition sentences

Addition fact fluency to5

Using number bonds toshow addition(Part + Part = Whole)

Model and solve addition word problems with concrete materials

Match a number sentence to a picture or model

Write a number sentence to match a word problem and solve

Draw a picture to match a number sentence and solve

Model and explain what an = sign means

Model and explain what the + sign means

Use counting strategy and five or ten frame visualization to become morefluent in number facts to 5

Model addition problem using number bonds












Optional Extension Activities Reading/ELA: Explain to students that just like we write number sentences in math for different pictures, we can use words can be used to create sentences that describe pictures or situations. Explain sentence rules such as capital letters and periods. Have students look at pictures throughout their student book and say a sentence to go with the picture. Some students may be able to write their sentences. Social Studies: Create a tally chart of common favorite activities students like to do with their families. Then work with students to develop number sentences about the data.

Kindergarten Math


ha

pte

r 1

8 –

Su

btr

acti

on

Sto

rie

s



Subtraction can be used to find how many are left or to compare things

Symbols can be used to represent magnitude, equality, and operations

Proficiency with basic facts helps with larger and smaller numbers

When given a subtraction number sentence,how do I know which math story will match it?

How can I represent a number sentence with anumber bond?

Content Skills/Competency Assessment Subtraction sentences

and representingsubtraction stories

Subtraction fact fluencyto 5

Using number bonds toshow subtraction(Whole – part = part)

Model and solve subtraction word problems with concrete materials –“take away” and “how many more”

Match a number sentence to a picture or model

Write a number sentence to match a word problem and solve

Draw a picture to match a number sentence and solve

Model and explain what an = sign and the - sign means

Use counting strategy and five or ten frame with number facts to 5

Model addition problem using number bonds












Optional Extension Activities Reading/ELA: Provide students with examples of take-away or comparison problems. Then have them work in small groups to come up with their own stories for the problems. Students can then share their stories to the class. PE: Play a modified version of Red Rover. Have two or three groups of students. Give directions like Red rover, red rover, Group 1 send 3 friends right over to Group 2. Then have the members of Group 1 come up with a subtraction sentence for how many players they started with, how many moved to Group2 , and how many are left.

Kindergarten Math


ha

pte

r 1

9 –

Me

asu

rem

en

t



Measurement involving non-standard units is a form of estimation

Comparing events to determine what takes more or less time

Measuring capacity is the foundation of volume measurement

Can objects of different sizes weigh the sameamount?

How much of a given substance will fit into agiven container?

How much time will it take to complete atask?

Content Skills/Competency Assessment Comparing weights

using non-standardunits

Comparingcapacities

Comparing eventsin time

Use vocabulary to compare objects weight or capacity and time.

Compare weights using non-standard units

Compare capacity with different containers

Compare events based on time








Optional Extension Activities Reading/ELA: Explain to students that words like bigger, smaller, heavier and lighter are all comparison words. Ask students to come up with other comparison words they know. Then explain how more and less are also used to compare things (i.e. more time, less time, etc.) Have students compare objects in the room using comparison words include more and less. Social Studies: Talk about different jobs that people have and what they do in these jobs. Write down a few ideas and then discuss with students which jobs have activities that take more time or less time. Encourage students to use comparison language.

Kindergarten Math


ha

pte

r 2

0 -

Mo

ne

y



Identify penny, nickel, dime and quarter

Understand how to use pennies, nickels, and dimes to make ten cents.

What combination of coins can you use tomake ten cents?

What is the value of a given coin?

How do you identify a given coin?

Content Skills/Competency Assessment Coin values

Counting coins

Comparing eventsin time

Identify coins looking at either face

Identify values of coins

Counting coins

Combining coin values up to ten cents.










Optional Extension Activities Reading/ELA: After the students have listened to the rhyme in lesson one, have them name as many rhyming words as they can for the coin vocabulary (penny, nickel, dime, quarter, and cent.) Then encourage students to create rhyming phrases or sentences using the rhyming words and coin vocabulary words. Social Studies: Discuss with students how people earn money for the jobs that they do. Then discuss classroom jobs that students can do. Compile a list and assign a monetary value (less than 10 cents) to each job. When a student has completed the task, have them show that amount of money using coins. See if they can show more than one way.

resources available to teachers for instruction: math in

Documents