• Kindergarten

 Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1  Numbers 0-5 Unit 2 Numbers 6-10 Unit 3 Geometry Unit 4 Numbers Within 10 Unit 5 Numbers 11-100 Unit 6 Measure-ment

Unit Themes
 Developing Mathematical Mindsets Becoming a confident learner and doer of mathematics begins first with believing we are capable, that mistakes are essential to developing depth of understanding, and that most often our highest level work happens through collaboration with others. Unit 1: Numbers  0-5:Counting, Writing, and Comparing Counting is an important skill. Knowing how to count a group of objects lets you know how many are in the group. You say one number for each object in a group when you count. You can use what you know about counting to build sets from smaller sets. Unit 2: Numbers 6-10: Counting, Writing, Comparing and Sorting Knowing the counting sequence will help you know how much is one more than a given number. You can compare the number of objects in groups by counting them to see whether one number is greater than, less than, or equal to another. You can combine two numbers to make another number. Unit 3: Geometry: Naming, Comparing, and Building Shapes You can identify shapes as flat or solid and learn their names. Flat shapes make up the faces of solid shapes. You can use words to describe the position of a shape. Unit 4: Numbers Within 10: Addition and Subtraction When you join or put together groups, you are adding. When you separate or take away groups, you are subtracting. Unit 5: Numbers 11-100: Teen Numbers  Teen numbers are the numbers 11-19. Teen numbers are made of ten ones and some more ones. You can use what you know about counting by tens to help you learn the counting sequence all the way 100. Unit 6: Measurement: Comparing Length, Height, and Weight You can compare objects by telling which is longer (or taller) and which is shorter, and by telling which is heavier and which is lighter.

Kindergarten Math Content Standards

What are the math expectations of kindergarten students?

Counting and Cardinality

• Counts to 100 by ones and tens

• Reads and writes numbers from 0-20

• Counts forward beginning with any number less than 100

• Counts up to 20 objects when asked “How many?”

• Compares two groups of objects as greater than, less than, or equal to

• Compares two numbers between 1-10 (e.g., greater, less)

Operations and Algebraic Thinking

• Understands subtraction as taking from and taking apart

• Solves addition and subtraction word problems using objects or drawings

• Fluently adds and subtracts within 5

Number and Operations in Base Ten

• Works with numbers 11-19 to begin to understand place value (e.g., tens, ones)

Measurement and Data

• Describes and compares attributes (e.g., heavier, lighter, more, less, larger, smaller)

• Sorts and classifies objects and counts the number of objects in each category

Geometry

• Identifies and describes two and three dimensional shapes

• Analyzes, compares, and creates two and three dimensional shapes

• Describes objects in the environment using shape names and position terms (e.g., above, below, beside, behind, next to)

• Identifies common shapes found in the environment (e.g., squares in tiles, rectangles  in windows)

• Uses basic shapes to construct other shapes (e.g., two triangles make a rectangle)

Standards for Mathematical Practice

The eight standards for mathematical practice describe the “know-how” or habits of mind that we seek to develop in students. These practices define important methods and skills that students need to be mathematically proficient.

1. Make sense of problems and persevere in solving them.

Students are able to “stick with” problems and will try multiple methods to reach a solution.

2. Reason abstractly and quantitatively.

Students understand that written numerals represent real world objects and quantities.

3. Construct viable arguments and critique the reasoning  of others.

Students are able to explain their own mathematical ideas and strategies and they respond to the thinking of others.

4. Model with mathematics.

Students use pictures, objects, numbers, and/or words to express their mathematical thinking and reasoning.

5. Use appropriate tools strategically.

Students select the appropriate tools and resources to solve a problem.

6. Attend to precision.

Students use detailed and accurate mathematical vocabulary to communicate mathematical understandings.

7. Look for and make use of structures.

Students notice attributes and structures in mathematics such as: sorts shapes by the number of sides or recognizes that 4+6=10 and 6+4=10.

8. Look for and express regularity in repeated reasoning.

Students identify patterns, make predictions and use repetitive actions that support computation: 12 + 5 is the same as 10 + 2 + 5.