MATH  KINDERGARTEN Page of
Units: Unit 1. Connecting Counting to Cardinality Unit 2 Counting, Addition & Subtraction Unit 3 Place Value & Measurement Unit 4. Place Value & Geometric Shapes 
Unit Title  Unit 1: Connecting Counting to Cardinality  Timeframe  40 days 
Unit Summary  In Unit 1 the students will know number names and the count sequence to 10 and represent the number of objects with a written numeral by communicating effectively and with reason.(CRP4) Count to tell the number of objects by stating the number before or after and assign a number name for each object in the group through collaboration in small group activities and center work. Understand addition as putting together and adding to and understand subtraction as taking apart and taking from using objects, fingers, drawing, or acting out situations using critical thinking to make sense of problems and persevere in solving them. (CRP8) Identify and describe shapes by using names of the shapes and describe their position (above, below, beside, in front of, behind, next to) through creativity as they apply to real world situations. (9.2.4.A.1) Topic 1 (Numbers 05), Topic 3 (number 610), Topic 6 (Understand Addition), Topic 7 ( Understand Subtraction), Topic 12 (Understand Identify and Describe Shapes)  
Learning Targets  
Essential Questions  Topic 1: How can numbers from 05 be counted, read, and written? Topic 3: How can numbers from 610 be counted, read, and written? Topic 6: What types of situations involve addition? Topic 7: How can representing taking apart and taking from in different ways help you learn about subtraction? Topic 12: How can two and threedimensional shapes be identified and described?  
Enduring Understandings 
 
Know  By the end of this unit, students will know:
 
Do  By the end of this unit, students will be able to:
 
Evidence of Learning  
Formative 
 
Summative/ Benchmark 
 
Alternative Assessments 
 
Learning Activities  
 
Materials / Equipment / Resources  
Core Instructional Materials and Texts  enVisionmath 2.0 ( Hardcopy and electronic edition)
Google Classroom  
Equipment  Chromebooks Smartboards Math Centers  
Supplemental Resources 
Standards  
Content Statement  Mathematical Practice Standards  
 MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure.  
K.CC.B.4a.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. K.CC.B.4b.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. K.CC.B.4c.Understand that each successive number name refers to a quantity that is one larger.  MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure  
 MP.7 Look for and make use of structure.  
21st Century Skills and Themes  
Interdisciplinary Connections  Career Ready Practices  9.2 Career Awareness, Exploration, and Preparation 
SCI.KESS32 SCI.KLS11 SCI.KPS21 NJSLSA.R1. NJSLSA.R4. NJSLSA.R7. NJSLSA.W2. NJSLSA.W1. NJSLSA.W9. NJSLSA.W10. NJSLSA.SL1 NJSLSA.SL2.  DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT
 DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade,

Technology Standards  8.1  
K2 Grade  
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.  
 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
 
 8.1.2.A.2. Create a document using a word processing application.  
8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.  
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).  
8.1.2.A.5 Enter information into a spreadsheet and sort the information.  
8.1.2.A.6 Identify the structure and components of a database.  
8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.  
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.  
 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.  
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  
 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.  
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  
 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.  
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.  
 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
 
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  
 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. 
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS)  

Unit Title  Unit 2: Counting, Addition & Subtraction  Timeframe  40 days 
Unit Summary  In Unit 2 the students will know number names and the count sequence to 50 by ones and tens and starting from numbers other than one by communicating effectively and with reason. (CRP4) Understand addition as putting together and adding to understand subtraction as taking apart and taking from using objects or drawings to solve word problems within 10 using critical thinking to make sense of problems and persevere in solving them. (CRP8). Count to tell the number of objects and represent the number of objects using a written numeral to 20 and answer how many? Up to 20 when objects are configured in a line and up to 10 when arranged in a scattered configuration which will demonstrate creativity and innovation. (CRP6) Compare numbers up to 10 written as numerals. Compare groups of objects to 10 by using the vocabulary greater than, less than or equal to. These skills will lay the foundation for future academic and career success. (9.2.4.A.4) Topic 1 (Numbers 05),Topic 3 (Numbers 610)Topic 9 (Count Numbersto 20), Topic 11 (Count Numbers to 100), Topic 6 (Understand Addition), Topic 7 (Understand Subtraction), Topic 2 (Compare Numbers 05), Topic 4 (Compare Numbers 010)  
Learning Targets  
Essential Questions  Topic 1: How can numbers from 05 be counted, read, and written? Topic 3: How can numbers from 610 be counted, read, and written? Topic 9: How can numbers to 20 be counted, read, written and pictured to tell how many? Topic 11:How can numbers to 100 be counted using a hundred chart? Topic 6: What types of situations involve addition? Topic 7: How can representing taking apart and taking from in different ways help you learn about subtraction? Topic 2: How can numbers 05 be compared and ordered? Topic 4: How can numbers from 010 be compared and ordered  
Enduring Understandings  Students will understand:
 
Know  By the end of this unit, students will know:
 
Do  By the end of this unit, students will be able to:
 
Evidence of Learning  
Formative 
 
Summative/ Benchmark 
 
Alternative Assessments 
 
Learning Activities  
 
Materials / Equipment / Resources  
Core Instructional Materials and Texts  enVisionmath 2.0 ( Hardcopy and electronic edition)
Google Classroom  
Equipment  Chromebooks Smartboards Math Centers  
Supplemental Resources  K.CC.A.3 Assessing Writing Numbers K.CC.C.6 Which number is greater? Which number is less? How do you know? 
Standards  
Content Statement  Mathematical Practice Standards  
MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP. 2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure.  
 MP.1 Make sense of problems and persevere in solving them. MP. 2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.1 Make sense of problems and persevere in solving them. MP. 2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically.  
 MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.2 Reason abstractly and quantitatively.  
 MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
21st Century Skills and Themes  
Interdisciplinary Connections  Career Ready Practices  9.2 Career Awareness, Exploration, and Preparation 
SCI.KESS32 SCI.KLS11 SCI.KLS11 SCI.KESS32 NJSLSA.R1. NJSLSA.R4. NJSLSA.R7. NJSLSA.W2. NJSLSA.W1. NJSLSA.W9. NJSLSA.W10. NJSLSA.SL1 NJSLSA.SL2.  DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT
 DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade,

Technology Standards  8.1  
K2 Grade  
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.  
 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
 
 8.1.2.A.2. Create a document using a word processing application.  
8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.  
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).  
8.1.2.A.5 Enter information into a spreadsheet and sort the information.  
8.1.2.A.6 Identify the structure and components of a database.  
8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.  
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.  
 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.  
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  
 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.  
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  
 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.  
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.  
 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
 
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  
 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. 
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS)  

Unit Title  Unit 3: Place Value & Measurement  Timeframe  40 days 
Unit Summary  In Unit 3 the students will Know number names and the count sequence to 70 by communicating effectively and with reason. (CRP4) Describe and compare measurable attributes using length, weight and size using single or multiple objects. The students will use the vocabulary more of or less of to compare these objects. Classify and count the number of objects in categories by counting objects in the given categories and sort them by count up to 10 objects. Apply appropriate academic and technical skills when Identifying and describing shapes that are twodimensional or threedimensional and correctly names the shapes regardless of their orientation and overall size. (CRP2) Understand addition as putting together and adding to understand subtraction as taking apart and taking from by finding a missing part of 10 using objects and given a number 19, the students will use drawings or equations to find a number that makes 10. The students will utilize critical thinking to make sense of problems and persevere in solving them as they use mental math strategies to solve addition and subtraction facts within 5. (CRP8) The students will explain the value of addition and subtraction in the everyday world. (9.2.4.A.4) The students will employ valid and reliable research strategies when working with numbers 1119 to gain foundations for place value by composing and decomposing these numbers into a group of tens and ones with or without manipulatives. (CRP7) The children will demonstrate creativity and innovation when recording each decomposition through drawing or equation. (CRP6) Technology will be utilized throughout this unit to enhance student learning and productivity. (CRP11) Topic 1 (Numbers 05), Topic 3 (Numbers 610), Topic 9 (Count Numbers to 20), Topic 11 (Count Numbers to 100), Topic 14 (Describe and Compare Measurable Attributes), Topic 5 (Classify and Count Data), Topic 6 (Understand Addition), Topic 7 (Understand Subtraction), Topic 10 (Compose and Decompose Numbers 11 to 19)  
Learning Targets  
Essential Questions  Topic 1: How can numbers from 05 be counted, read, and written? Topic 3: How can numbers from 610 be counted, read, and written? Topic 9: How can numbers to 20 be counted, read, written and pictured to tell how many? Topic 11:How can numbers to 100 be counted using a hundred chart? Topic 14: How can objects be compared by length, height, capacity and weight? Topic 5: How can classifying data help answer questions? Topic 6: What types of situations involve addition? Topic 7: How can representing taking apart and taking from in different ways help you learn about subtraction? Topic 10: How can composing and decomposing numbers from 1119 into ten ones and some further ones help you understand place value?  
Enduring Understandings 
 
Know  By the end of this unit, students will know:
 
Do  By the end of this unit, students will be able to:
 
Evidence of Learning  
Formative 
 
Summative/ Benchmark 
 
Alternative Assessments 
 
Learning Activities  
 
Materials / Equipment / Resources  
Core Instructional Materials and Texts  enVisionmath 2.0 ( Hardcopy and electronic edition)
Google Classroom  
Equipment  Chromebooks Smartboards Math Centers  
Supplemental Resources 
Standards  
Content Statement  Mathematical Practice Standards  
 MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.7 Look for and make use of structure.  
For example, directly compare the heights of two children and describe one child as taller/shorter.  MP.6 Attend to precision. MP.7 Look for and make use of structure.  
 MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure.  
 MP.7 Look for and make use of structure  
 MP.7 Look for and make use of structure  
 MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
21st Century Skills and Themes  
Interdisciplinary Connections  Career Ready Practices  9.2 Career Awareness, Exploration, and Preparation 
SCI.KESS32 SCI.KLS11 SCI.KPS32 SCI.KLS11 SCI.KPS31 NJSLSA.R1. NJSLSA.R4. NJSLSA.R7. NJSLSA.W2. NJSLSA.W1. NJSLSA.W9. NJSLSA.W10. NJSLSA.SL1 NJSLSA.SL2.  DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT
 DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade,

Technology Standards  8.1  
K2 Grade  
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.  
 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
 
 8.1.2.A.2. Create a document using a word processing application.  
8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.  
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).  
8.1.2.A.5 Enter information into a spreadsheet and sort the information.  
8.1.2.A.6 Identify the structure and components of a database.  
8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.  
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.  
 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.  
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  
 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.  
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  
 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.  
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.  
 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
 
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  
 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. 
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS)  

Unit Title  Unit 4: Place Value & Geometric Shapes  Timeframe  40 days 
Unit Summary  In Unit 4 students will identify reasons why people work to help a person achieve personal and professional goals by learning to count, identify and solve word problems.(9.2.4A.1) Know number names and the count sequence to 100. Fluently add and subtract within 5 using critical thinking to make sense of problems and persevere in solving them. (CRP8) . Analyze, compare, create, and compose shapes through creativity as they apply to real world situations. (9.2.4.A.1). The students will employ valid and reliable research strategies when working Work with numbers 1119 to gain foundations for place value. (CRP7) Topic 1 (Numbers 05), Topic 3 (Numbers 610)Topic 9 (Count Numbers to 20), Topic 11 (Count Numbers to 100), Topic 8 (More Addition and Subtraction), Topic 13 (Analyze, Compare and Compose Shapes), Topic 10 (Compose and Decompose Numbers 1119).  
Learning Targets  
Essential Questions  Topic 1: How can numbers from 05 be counted, read, and written? Topic 3: How can numbers from 610 be counted, read, and written? Topic 9: How can numbers to 20 be counted, read, written and pictured to tell how many? Topic 11:How can numbers to 100 be counted using a hundred chart? Topic 8: How can decomposing numbers in more than one way help you learn about addition and subtraction? Topic 13: How can solid figures be named, described, compared and composed? Topic 10: How can composing and decomposing numbers from 1119 into ten ones and some further ones help you understand place value?  
Enduring Understandings  Students will understand:
 
Know  By the end of this unit, students will know:
 
Do  By the end of this unit, students will be able to:
Differences.
threedimensional shapes, in different sizes and orientations.
 
Evidence of Learning  
Formative 
 
Summative/ Benchmark 
 
Alternative Assessments 
 
Learning Activities  
 
Materials / Equipment / Resources  
Core Instructional Materials and Texts  enVisionmath 2.0 ( Hardcopy and electronic edition)
Google Classroom  
Equipment  Chromebooks Smartboards Math Centers  
Supplemental Resources 
Standards  
Content Statement  Mathematical Practice Standards  
 MP.8 Look for and express regularity in repeated reasoning MP.7 Look for and make use of structure.  
 MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.7 Look for and make use of structure.  
 MP.1 Make sense of problems and persevere in solving them. MP.4 Model with mathematics. MP.7 Look for and make use of structure.  
For example: “Can you join these two triangles with full sides touching to make a rectangle?”  MP.1 Make sense of problems and persevere in solving them. MP.4 Model with mathematics. MP.7 Look for and make use of structure  
 MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
21st Century Skills and Themes  
Interdisciplinary Connections  Career Ready Practices  9.2 Career Awareness, Exploration, and Preparation 
SCI.KESS32 SCI.KLS11 SCI.KPS31 NJSLSA.R1. NJSLSA.R4. NJSLSA.R7. NJSLSA.W2. NJSLSA.W1. NJSLSA.W9. NJSLSA.W10. NJSLSA.SL1 NJSLSA.SL2.  DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT
 DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade,

Technology Standards  8.1  
K2 Grade  
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.  
 8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
 
 8.1.2.A.2. Create a document using a word processing application.  
8.1.2.A.3 Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each.  
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).  
8.1.2.A.5 Enter information into a spreadsheet and sort the information.  
8.1.2.A.6 Identify the structure and components of a database.  
8.1.2.A.7 Enter information into a database or spreadsheet and filter the information.  
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.  
 8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.  
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  
 8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.  
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  
 8.1.2.D.1 Develop an understanding of ownership of print and nonprint information.  
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.  
 8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.
 
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  
 8.1.2.F.1 Use geographic mapping tools to plan and solve problems. 
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS)  
