MATH - KINDERGARTEN                                                                                         Page  of

 Units: Unit 1. Connecting Counting to CardinalityUnit 2 Counting, Addition & SubtractionUnit 3 Place Value & MeasurementUnit 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 0-5), Topic 3 (number 6-10), 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 0-5 be counted, read, and written?

Topic 3: How can numbers from 6-10 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 three-dimensional shapes be identified and described?

Enduring Understandings

• Know number names and the count sequence to 10
• Count to tell the number of objects
• Understand addition as putting together and adding to and understand subtraction as taking apart and taking from
• Identify and describe shapes

Know

By the end of this unit, students will know:

• Number names and the count sequence up to 10
• Represent the number of objects with a numeral.
• Objects can be counted in any order. Each object is counted once (one-to-one correspondence).
• The next number name in counting is always one greater than the previous number.
• The last number name said tells the number of objects counted.
• Understand subtraction as taking apart and taking from.
• Objects can be sorted based on their properties.
• Shapes have names.
• Positional words (above, below, besides, in front of, behind, next to)

Do

By the end of this unit, students will be able to:

• Count orally by ones up to 10.
• Write numbers from 0 to 10.
• Say number names in the standard order.
• Pair each object with one number name (one-to-one correspondence).
• Count to tell the number of objects arranged in a line, rectangular array, circle, or scattered configuration.
• Count to tell the number of objects when asked how many? questions .
• Given a number from 1-10, count out that many object.
• Create addition events with objects (up to 10).
• Create addition events with drawings and sounds (up to 10).
• Create addition events by acting out situations and with verbal explanations.
• Sort objects into categories
• Name shapes in order to describe objects in the environment.
• Use terms such as above, below, beside, in front of, behind, and next to in order to describe relative positions of objects.

Evidence of Learning

Formative

Summative/ Benchmark

• Topic Assessment
• Topic Performance Assessment
• MAP - Math Assessment

Alternative Assessments

• ## ExamView Test Generator

• Math and Science Project
• End of Year Assessment
• Benchmark Assessment

Learning Activities

• Count by ones up to 10.
• Represent the number of objects with a written numeral up to 10.
• Assign an ascending number name for each object in a group.
• State the last number named as the number of counted objects in the set.
• Identify the next number name in counting as one greater than the
previous number.
• Answer how many? questions about groups of up to 10 objects when arranged in a line, rectangular array or circle.
• Answer how many? questions about groups of up to 5 when arranged in a scattered configuration.
• Create addition events with objects, fingers, drawings, sounds (e.g.,claps), acting out situations and verbal explanations for sums up to 10.
• 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.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

• Teacher Edition
• Student Edition
• Math and Science Project
• Vocabulary Cards and Activities
• Fluency Practice Activity
• Digital Resources

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

K.CC.A.1 Counting Circles

K.CC.A.1 Choral Counting

K.CC.A.3 Number TIC TAC TOE

K.CC.B.4 Counting Mat

K.CC.B.5 Finding Equal Groups

K.MD.B.3 Sort and Count 1

 Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) Reteaching WorksheetsDiagnosis and Intervention System 2.0Visual LearningCenter Games Online GamesVocabulary CardsManipulativesDifferentiated HomeworkDaily Common Core ReviewProblem Solving Reading MatELL ToolkitDifferentiated PracticeGuided ReteachingDigital Math Tools Activities

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 0-5),Topic 3 (Numbers 6-10)Topic 9 (Count Numbersto 20), Topic 11 (Count Numbers to 100), Topic 6 (Understand Addition), Topic 7 (Understand Subtraction), Topic 2 (Compare Numbers 0-5), Topic 4 (Compare Numbers 0-10)

Learning Targets

Essential Questions

Topic 1: How can numbers from 0-5 be counted, read, and written?

Topic 3: How can numbers from 6-10 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 0-5 be compared and ordered?

Topic 4: How can numbers from 0-10 be compared and ordered

Enduring Understandings

Students will understand:

• Know number names and the count sequence to 50
• Understand addition as putting together and adding to understand subtraction as taking apart and taking from
• Count to tell the number of objects
• Compare numbers

Know

By the end of this unit, students will know:

• Number names and the count sequence up to 50
• The number of objects can be represented by a numeral.
• Understand subtraction as taking apart and taking from.
• Count to tell the number of objects arranged in a line, rectangular array, circle, or scattered configuration
• Count to tell the number of objects when asked “how many?” questions.
• Given a number from 1-20, count out that many object.
• Different groups can have different numbers of objects.
• Numbers of objects can be compared using phrases such as greater than, less than and equal to.
• Number names and the count sequence
• The next number name in counting is always one greater than the previous number.
• Count to tell the number of objects.

Do

By the end of this unit, students will be able to:

• Count orally by ones up to 50.
• Count orally by tens up to 50.
• Count orally by ones up to 50, beginning at any number.
• Write numbers from 0 to 20.
• Create subtraction and addition events with objects (up to 10).
• Create subtraction and addition events with drawings and sounds (up to 10).
• Create subtraction and addition events by acting out situations and with verbal explanations.
• Use objects and drawings to represent addition and subtraction.
• Add and subtract within 10.
• Answer how many? questions about groups of up to 20 objects when arranged in a line, rectangular array or circle.
• Answer how many? questions about groups of up to 10 when arranged in a scattered configuration .C
• Compare the number of objects (up to 10) in two groups.
• Identify whether the number of objects in one group is greater than, less than, or equal to to the number of objects in another group.
• Compare numbers (up to 10) written as numerals.
• Add within 5 with accuracy and efficiency .

Evidence of Learning

Formative

Summative/ Benchmark

• Topic Assessment
• Topic Performance Assessment
• MAP - Math Assessment

Alternative Assessments

• ## ExamView Test Generator

• Math and Science Project
• End of Year Assessment
• Benchmark Assessment

Learning Activities

• Count to 50 by ones and by tens
• Count forward up to 50 starting from numbers other than one.
• Represent a number of objects with a written numeral 0 to 20.
• Create addition and subtraction events with objects, fingers, drawings, sounds (e.g., claps), acting out situations and verbal explanations (up to 10)
• Use objects or drawings to represent and solve addition and subtraction  word problems (within 10).
• Answer how many? questions about groups of up to 20 objects when arranged in a line, rectangular array or circle.
• Answer how many? questions about groups of up to 10 when arranged in a scattered configuration .
• Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (groups of up to 10 objects).
• Compare numbers (up to 10) written as numerals
• Use mental math strategies to solve addition facts within 5.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

• Teacher Edition
• Student Edition
• Math and Science Project
• Vocabulary Cards and Activities
• Fluency Practice Activity
• Digital Resources

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

K.CC.A.1 Choral Counting

K.CC.A.2 Start-Stop Counting

K.CC.A.3 Assessing Writing Numbers

K.OA.A.2 What's Missing?

K.CC.B.5 Finding Equal Groups

K.CC.C.6 Which number is greater? Which number is less? How do you know?

K.CC.C.7 Guess the Marbles in the Bag

K.OA.A.5 Many Ways to Do Addition 1

 Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) Reteaching WorksheetsDiagnosis and Intervention System 2.0Visual LearningCenter Games Online GamesVocabulary CardsManipulativesDifferentiated HomeworkDaily Common Core ReviewProblem Solving Reading MatELL ToolkitDifferentiated PracticeGuided ReteachingDigital Math Tools Activities

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 two-dimensional or three-dimensional 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 1-9, 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 11-19 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 0-5), Topic 3 (Numbers 6-10), 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 0-5 be counted, read, and written?

Topic 3: How can numbers from 6-10 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 11-19 into ten ones and some further ones help you understand place

value?

Enduring Understandings

•  Know number names and the count sequence to 70
•  Describe and compare measurable attributes
•  Classify and count the number of objects in categories
•  Identify and describe shapes
•  Understand addition as putting together and adding to understand subtraction as taking apart and taking from
•  Work with numbers from 11 to 19 to gain foundations for place value

Know

By the end of this unit, students will know:

•  Number names and the count sequence up to 70
•  Measurable attributes: length, weight, size (volume)
•  A single object can have more than one measurable attribute.
•  When comparing objects by measuring, each object must have the same starting point.
•  Moving an object does not change its measure.
•  Groups can be sorted by the number of objects in each group.
•  Shapes have names.
•  Shapes can have the same names but appear different.
•  Shapes may be flat or solid.
•  Part-to-whole relationships
•  Some groups of objects can be broken into two smaller groups while the total number remains the same.
•  Some groups of objects can be broken into two smaller groups in more than one way.
•  Numbers from 11 to 19 can be represented as one group of ten ones and another group containing fewer than ten ones.

Do

By the end of this unit, students will be able to:

•   Count orally by ones up to 70.
•   Count orally by tens up to 70
•   Identify measureable attributes.
•   Describe the measurable attributes of multiple objects.
•   Describe multiple measurable attributes of a single object.
•   Directly compare and describe two objects with measurable attribute in common using more of or less of.
•   Sort objects into groups.
•   Sort the group by count.
•   Correctly names shapes regardless of their orientation or overall size.
•   Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional ( not flat, solid).
•   Compare two- and three- dimensional shapes, in different sizes, and orientations.
•   Decompose numbers less than or equal to ten into two numbers.
•   Record the decomposition with a drawing.
•   Record the decomposition with an equation.
•   Recompose the same number in more than one way.
•   Find a missing part of 10 using objects.
•   Given a number from 1 to 9, use drawings, or equations to find the number that makes 10.
•   Compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s).
•   Use the term ones to describe the number of objects in each group.
•   Record each composition or decomposition using objects and drawings.
•   Record each composition or decomposition by a drawing or equation.
•   Add and subtract within 5 with accuracy and efficiency.

Evidence of Learning

Formative

Summative/ Benchmark

• Topic Assessment
• Topic Performance Assessment
• MAP - Math Assessment

Alternative Assessments

• ## ExamView Test Generator

• Math and Science Project
• End of Year Assessment
• Benchmark Assessment

Learning Activities

• Count to 70 by ones and by tens.
• Describe measurable attributes of multiple objects and describe several measurable attributes of a single object.
• Directly compare two objects with a measurable attribute in common; use more of or less of to compare the objects.
• Count the objects in given categories and sort the categories by count (up to 10 objects).
• Correctly names shapes regardless of their orientation or overall size.
• Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional ( not flat, solid).
• Decompose numbers less than or equal to ten into pairs of numbers in more than one way and record with a drawing or equation.
• Given a number less than 10, find the number that makes 10.
• Compose and decompose numbers from 11 to 19 into a group of ten and one(s) with or without manipulatives; record each composition or decomposition through a drawing or equation.
• Use mental math strategies to solve addition and subtraction facts within 5.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

• Teacher Edition
• Student Edition
• Math and Science Project
• Vocabulary Cards and Activities
• Fluency Practice Activity
• Digital Resources

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

 Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) Reteaching WorksheetsDiagnosis and Intervention System 2.0Visual LearningCenter Games Online GamesVocabulary CardsManipulativesDifferentiated HomeworkDaily Common Core ReviewProblem Solving Reading MatELL ToolkitDifferentiated PracticeGuided ReteachingDigital Math Tools Activities

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 11-19 to gain foundations for place value.  (CRP7)

Topic 1 (Numbers 0-5), Topic 3 (Numbers 6-10)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 11-19).

Learning Targets

Essential Questions

Topic 1: How can numbers from 0-5 be counted, read, and written?

Topic 3: How can numbers from 6-10 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 13: How can solid figures be named, described, compared and composed?

Topic 10: How can composing and decomposing numbers from 11-19 into ten ones and some further ones help you understand place

value?

Enduring Understandings

Students will understand:

•  Know number names and the count sequence to 100
• Fluently add and subtract within 5
• Analyze, compare, create, and compose shapes
• Work with numbers 11-19 to gain foundations for place value

Know

By the end of this unit, students will know:

•  Number names and sequence up to 100
•  Orientation does not alter attributes or size.
•  Shapes may have sides of unequal or equal length.
•  Shapes may or may not have the same number of sides or ‘corners’.
•  Basic shapes exist in real world objects.
•  Shapes can be combined to make larger shapes.
•  Numbers from 11 to 19 can be represented as one group of ten ones and another group containing fewer than ten ones.

Do

By the end of this unit, students will be able to:

• Count orally by ones up to 100
• Count orally by tens up to 100
• Add and subtract within 5 with accuracy and efficiency.
• Compare two- and three- dimensional shapes in different sizes and in different orientations and identify similarities and

Differences.

• Compare parts of two- and three-dimensional shapes [e.g. number of sides, number of vertices  (corners)].
• Compare attributes of two- and three-dimensional shapes [e.g. sides have equal length.]
• Use informal language to describe similarities, differences, parts, and other attributes when comparing two-and

three-dimensional shapes, in different sizes and orientations.

• Recognize basic shapes in the real world.
• Use objects (clay, sticks, etc) to model shapes.
• Model shapes in the world by drawing shapes.
• Compose simple shapes to form larger shapes.
• Compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s).
• Use the term ones to describe the number of objects in each group.
• Record each composition or decomposition using objects and drawings.
• Record each composition or decomposition by a drawing or equation.
• Compose simple shapes to form larger shapes.
• Compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s).
• Use the term ones to describe the number of objects in each group.
• Record each composition or decomposition using objects and drawings.
• Record each composition or decomposition by a drawing or equation.

Evidence of Learning

Formative

Summative/ Benchmark

• Topic Assessment
• Topic Performance Assessment
• MAP - Math Assessment

Alternative Assessments

• ## ExamView Test Generator

• Math and Science Project
• End of Year Assessment
• Benchmark Assessment

Learning Activities

• Count to 100 by ones and by tens.
• Fluently add and subtract within 5.
• Use informal language to describe similarities, differences, parts number of sides, number of corners), and other attributes (having sides of equal length) when comparing two- and three- dimensional shapes, in different sizes and orientations.
• Model shapes in the world by building and drawing shapes.
• Compose simple shapes to form larger shapes.
• Compose and decompose numbers from 11 to 19 into a group of ten and one(s) with or without manipulatives.  Record each composition or decomposition through a drawing or equation.

Materials / Equipment / Resources

Core Instructional

Materials and Texts

enVisionmath 2.0 ( Hardcopy and electronic edition)

• Teacher Edition
• Student Edition
• Math and Science Project
• Vocabulary Cards and Activities
• Fluency Practice Activity
• Digital Resources

Seesaw

Equipment

Chromebooks

Smartboards

Math Centers

Supplemental Resources

K.CC.A.1 Counting by Tens

K.G.B.4 Alike or Different Game

K.NBT.A.1 What Makes a Teen Number