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Kindergarten: Guide to Plan for Success 1
Contents
Kindergarten Overview...........................................................................................................................................................................................................2
Kindergarten Daily Math Block Structure............................................................................................................................................................................3
Yearly Progression and Standards.........................................................................................................................................................................................4
August and September...........................................................................................................................................................................................................10
October....................................................................................................................................................................................................................................12
November................................................................................................................................................................................................................................14
December.................................................................................................................................................................................................................................16
January....................................................................................................................................................................................................................................18
February..................................................................................................................................................................................................................................20
March.......................................................................................................................................................................................................................................22
April.........................................................................................................................................................................................................................................24
May..........................................................................................................................................................................................................................................26
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 2
Kindergarten Overview
Daily Structure Weekly Structure (Days)Kindergarten Number Talks,
Number of the Day, Problem of the Day, and Build and Explore
3 Number Sense 1 Geometry1 Measurement and Data
Number Talk Number of the Day Problem of the Day Build and ExploreMonday Every day
Mental Math VisualizationTo develop fluency and flexibility with numbers
Number Sense: Aug. – Oct: 0-5Nov. – Jan:0-10Feb. –May: 0-20
Aug. – Oct: 0-5Nov. – Jan:0-10Feb. –May: 0-20
Making sense of word problems with and without numbers.
Every day
Hands-onExploration with manipulatives Peer Discussion
Tuesday
Wednesday
Thursday Geometry Focus
Friday Measurement Focus
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 3
Kindergarten Daily Math Block StructureNumber Talk:Mental Math
(~10 min)
Cou
ntin
g Fo
rwar
d an
d B
ackw
ard:
to
10;
to 2
0; to
100
Number of the Day (~10-15 min)
Problem of the Day (~10-15 min)
Build and Explore Activities (~15+ min)
Purpose: Develop fluency, flexibility with numbers (Mental Math)
Place value development and exploration with geometry and measurement
Connecting words and equations (make a model, draw a picture, make an equation)
Independent or cooperative practice of grade-level skills
T: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relate it to an equation
T: reveals number of the day S: Solve independently or in pairs (exploring with manipulatives!)S: Collaborate, explain, and justifyT: Class discussion (whole group)- questioning students to clarify understanding, elaborate, and extend with all NBT standards in mind
T: Poses Word Problem S: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc).T: Class discussion (whole group)- questioning students to clarify understanding (elaborate and extend)
Suggestions: Everyone does the same activity Partners work on the same
activity Daily stations Weekly stations “Grab Bag” activities Activity extending from the
day’s skills
Suggestion:As strategies are introduced throughout the year (naturally), build an anchor chart
Write the numeral
The document that every school made into a flipchart is suggested.
Suggestion:Monday: Number Sense-Mystery Number or Model It Tuesday- Number Sense- Teamwork/gameWednesday- Number Sense-Riddle Thursday- GeometryFriday-Measurement
Three Types of Addition and Subtraction Problems:
Both addends unknown Result Unknown Difference Unknown
Numberless Word ProblemsThree Act Tasks Open Tasks What do you notice, wonder? (put up a statement and let the students create the question)
Number sense, geometry, and measurement activities all year Task cards Math Games (dice, dominoes,
spinners, digit cards, cards) Computer station-math
websites
Tools Any tool that would help clarify a child’s answer to the rest of the class.Ten frames, rekenreks, number lines, number bonds, bar models, 100s chart, counters, dominoes
Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (0-5, 1-6, 2-7, 3-8, 4-9); more than/less than/equal to cards or mat, NOD Graphic Organizer
Active Panel, Journal, whiteboard Number lines, part-part-whole model, five frames, ten frames, digit cards, counters
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 4
Yearly Progression and StandardsProgression All Kindergarten Standards
(not in order next to month)August --- October: Numbers Through 5 DOMAIN: Counting and Cardinality
CLUSTER - Know Number Names and the Count SequenceMAFS.K.CC.1.1: Count to 100 by ones and by tensMAFS.K.CC.1.3: Read and Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects) MAFS.K.CC.2.4:
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.MAFS.K.CC.2.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. MAFS.K.CC.1.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1)MAFS.K.CC.3.6: (DOK 2)Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.MAFS.K.CC.3.7: (DOK 2)Compare two numbers between 1 and 10 presented as written numerals.
Counting and Cardinality: I can read numbers 0-5. I can write numbers 0-5. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and
explain my thinking. I can compare two numbers within 5.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 10) I can count forward and backward to 10, pointing at each numeral as I say it.
*Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Given one number, I can find the missing addend to make five (by using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given,
and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-
Valuing mental images in the brain, not speed)
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 5
Geometry: *Introduce the following highlighted shapes as we are talking about the numbers 0-5 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes
such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.
Measurement: I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
DOMAIN: Operations and Algebraic ThinkingCLUSTER – Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. MAFS.K.OA.1.4: (DOK 2)For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.MAFS.K.OA.1.1: (DOK 2)Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps) acting out situations, verbal explanations, expressions, or equations.MAFS.K.OA.1.a (DOK 2)Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.)9 = 8 + 1; 9 = 7 + 2; 9 = 6 + 3; 9 = 5 + 4; etc….MAFS.K.OA.1.2: (DOK 2)Solve addition and subtraction word problems, and add and subtract within 10 e.g., by using objects or drawings to represent the problem. MAFS.K.OA.1.5: Fluently add and subtract within 5.
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 6
November --- January: Numbers Through 10Counting and Cardinality:
I can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and
explain my thinking. I can compare two numbers within 10.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 20) I can count forward and backward to 20, pointing at each numeral as I say it.
*Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations). I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given,
and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-
Valuing mental images in the brain, not speed)
Geometry: *Review and introduce the following highlighted shapes as we are talking about the numbers 0-10
Domain: Measurement and DataCLUSTER -Describe and compare measurable attributes MAFS.K.MD.2.3: (DOK 2)Classify objects (shapes) into given categories, count the numbers of objects in each category and sort the categories by count.MAFS.K.MD.1.1: (DOK 2)Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.MAFS.K.MD.1.a (DOK 2)Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with not gaps or overlaps.MAFS.K.MD.1.2: (DOK 2)Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
Domain: GeometryCLUSTER – Analyze, compare, create, and compose shapes.MAFS.K.G.1.1: (DOK 2)Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.MAFS.K.G.1.2: Correctly name shapes regardless of their orientations or overall size.MAFS.K.G.1.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).MAFS.K.G.2.4: (DOK 3)Analyze and compare two-and three dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (eg.,having sides of equal length).MAFS.K.G.2.5: (DOK 2)
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 7
I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle,
trapezoid) pentagons, hexagonso *3d Shapes include sphere, cube, cone, cylinder
I can describe where the shape is using words such as above, below, beside, in front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes
such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.
Measurement: I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) drawing shapes.MAFS.K.G.2.6: (DOK 2)Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 8
February –-- May: Teen NumbersCounting and Cardinality:
I can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or equal/same as and
explain my thinking. I can compare two numbers within 20.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I say it.
Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19 with a group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones.
Operations and Algebraic Thinking: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations). I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives. I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems. I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given,
and I have to find the two parts that make up that sum. I can use a symbol to show the missing part in an equation. Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-
Valuing mental images in the brain, not speed)
DOMAIN: Number and Operations in Base TenCLUSTER – Work with numbers 11-19 to gain foundations for place value.MAFS.K.NBT.1.1: (DOK 2)Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition and decomposition by drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 9
Geometry: *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different using attributes
such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.
Measurement: I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 10
August and SeptemberNumber Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Mondays: Dot cards to 4
Subitizing
Fluency of numbers to 4
Pattern-set recognition
Shorter or longer (with connecting cubes)
Number before and after How many more to get to 5?
Monday-Wednesday: Counting and Cardinality
I can read numbers 0-5. I can write numbers 0-5. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less
than, or equal/same as and explain my thinking. I can compare two numbers within 5.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 10) I can count forward and backward to 10, pointing at each numeral as I say it.
Given one number, I can find the missing addend to make five (by using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.
I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.
I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.
I can use a symbol to show the missing part in an equation.
Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)
Say:
1. Put a picture in your mind of what is happening.
2. What information is important?
3. What do we need to find out?
Model it Draw it Write an equation Solve
NOD Flipchart 0-5
POD Flipchart 0-5
Build and Explore Activities 0-5
Number Talk: Chapter 1 & 2
Number of the Day:Counting and Cardinality: Chapter 1 & 2
Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Five frames and ten frames with 3 and 4Wednesdays: Connecting Cubes with 3 and 4
Thursdays: Rekenreks with 3 and 4
Thursday: Geometry*Introduce the following highlighted shapes as we are talking about the numbers 0-5
I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in
front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and
vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and
different using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 11
Number Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Fridays: Who has more? Numbers 1-4
More, less, same
Count sequence
Pattern set recognition
How many more?How many more to get to 5?Write the numeral
Fridays: Measurement & Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are
smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and
ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Standards: CC.3.7, CC.2.4, CC.3.6, CC.1.2, OA.1.5
OctoberNumber Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Mondays- Dot cards for 5 and
Subitizing
Number before and
Monday-Wednesday: Counting and Cardinality
Given one number, I can find the missing addend to make five (by
NOD Flipchart 0-5
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 12
Number Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
6 Fluency of numbers to 6
Pattern-set recognition
Part-Part-Whole
after? I can read numbers 0-5. I can write numbers 0-5. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than,
or equal/same as and explain my thinking. I can compare two numbers within 5.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 10) I can count forward and backward to 10, pointing at each numeral as I say it.
using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.
I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.
I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.
I can use a symbol to show the missing part in an equation.
Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)
Say:
1. Put a picture in your mind of what is happening.
2. What information is important?
3. What do we need to find out?
Model it Draw it Write an equation Solve
POD Flipchart 0-5
Build and Explore Activities 0-5
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality: Chapter 1 & 2
Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Ten frames with 5 and 6
Wednesdays: Rekenreks with 5 and 6
Thursdays: “Break It” with connecting cubes- 5 and 6
Thursday: Geometry*Introduce the following highlighted shapes as we are talking about the numbers 0-5
I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in
front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and
vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and
different using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.
Fridays: “Order Please” ordering numbers to 10
Count sequence
Fill in the number line to count forward and
Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 13
Number Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
backward to ten.
smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending
point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Number Talk Standards: CC.2.4, CC.2.5, CC.3.6, CC.1.2, OA.1.5
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 14
NovemberNumber Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Mondays: Rekenreks for 7 and 8
Subitizing Fluency of
numbers to 8
Pattern-set recognition
Number before and after How many more to get to 10?
Recognizing pattern of the addends
Adjust one addend up and the other addend down in equal intervals to get the same sum3 + 42 + 5
Monday-Wednesday: Counting and Cardinality
I can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or
equal/same as and explain my thinking. I can compare two numbers within 10.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 20) I can count forward and backward to 20, pointing at each numeral as I say it.
Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.
I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.
I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.
I can use a symbol to show the missing part in an equation.
Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)
Build and Explore Activities 0-10
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality: Chapter 3 & 4 Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Dot Cards for 7 and 8
Wednesdays: “Let’s Compare” 0-10 (same and more)
Same, more, less
Thursdays: Number Bonds for 5-8
Part-Part-Whole
Thursday: Geometry*Review and introduce the following highlighted shapes as we are talking about the numbers 0-
10 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in front of and
next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and
vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different
using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 15
Number Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Say:
1. Put a picture in your mind of what is happening.
2. What information is important?
3. What do we need to find out?
Model it Draw it Write an
equation Solve
Fridays: “I Wish I Had” for 5-8
Decomposing numbers
Part-Part-Whole
Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth
shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Number Talk Standards: CC.2.4, CC.2.5, CC.3.6, OA.1.A, CC.1.2, OA.1.5
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 16
DecemberNumber Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Mondays- Ten frames to 8
Subitizing Fluency of
numbers to 10 Pattern-set
recognition Doubles
Monday-Wednesday: Counting and Cardinality
I can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or
equal/same as and explain my thinking. I can compare two numbers within 10.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 20) I can count forward and backward to 20, pointing at each numeral as I say it.
Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.
I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.
I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.
I can use a symbol to show the missing part in an equation.
Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)
Build and Explore Activities 0-10
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality: Chapter 3 & 4 Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: “Figure It Out” adding to 9, doubles
Five and facts Counting on
What would the next one look like? How do you know?
Wednesdays: Rekenreks for 6, 8, 5
Decomposing numbers
Thursdays: Story Problem Number Bond for 7-10
Both addends unknown
Part-Part-Whole
Decomposing numbers
Thursday: Geometry*Review and introduce the following highlighted shapes as we are talking about the numbers 0-
10 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in front of and
next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and
vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different
using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 17
Number Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Say:
1. Put a picture in your mind of what is happening.
2. What information is important?
3. What do we need to find out?
Model it Draw it Write an
equation Solve
Fridays: “Let’s Compare” (more and less)
More, Less, Same
Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth
shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Number Talk Standards: CC.3.7, OA.1.a, CC.3.6, CC.2.5, CC.2.4, CC.1.2
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 18
JanuaryNumber Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Mondays: Dot Plates for 8- 10
Subitizing Pattern-Set
recognition Part-Part-Whole Fluency of
numbers to 10 Doubles
Write the expression or equation in different ways
Commutative Property
Monday-Wednesday: Counting and Cardinality I can read numbers 0-10. I can write numbers 0-10. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less than, or
equal/same as and explain my thinking. I can compare two numbers within 10.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 20) I can count forward and backward to 20, pointing at each numeral as I say it.
Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.
I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.
I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.
I can use a symbol to show the missing part in an equation.
Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)
Build and Explore Activities 0-10
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality: Chapter 3 & 4
Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Choral Counting to 100 (1-20, 40-1, 0-30, 30-1)
Counting on from any given number
Number patterns
Wednesdays: Rekenreks for 9 , 10
Ways to make 9 or 10
Part-part-whole
Number bonds and equations
Thursdays: Addition Story problem through 10 (take out one fish of the pond picture on day 9)
Interpreting words Modeling the sum
Writing and recording the equation
Thursday: Geometry*Review and introduce the following highlighted shapes as we are talking about the
numbers 0-10 I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners,
faces)o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals
(square, rectangle, trapezoid) pentagons, hexagonso *3d Shapes include sphere, cube, cone, cylinder
I can describe where the shape is using words such as above, below, beside, in front of and next to.
I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and
vertices/corners. I can describe attributes of 3d shapes based on the number of faces and vertices. I can describe and compare 2d and 3d shapes based on how they are alike and different
using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I created.
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 19
Number Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Say:
1. Put a picture in your mind of what is happening.
2. What information is important?
3. What do we need to find out?
Model it Draw it Write an equation Solve
Fridays: Cubes-Break It for 9, 10
Part-Part-Whole Decomposing
numbers Counting on
Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are smooth
shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and ending
point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Number Talk Standards: CC.3.7, OA.1.a, CC.3.6, CC.2.5, CC.2.4, CC.1.2, OA.1.4
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 20
FebruaryNumber Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Mondays: Closest to 5 or 10
How many more to make 5? Make 10?
Monday-Wednesday: Counting and Cardinality
I can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects
counted. Given a drawing of items, I can circle a number of items and write
the numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given
number. I can count and compare groups of objects using the words greater
than, less than, or equal/same as and explain my thinking. I can compare two numbers within 20.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames,
groups of ten) I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral
as I say it.
Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-
19 with a group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and
ones. I can group objects into an amount of tens and ones.
Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.
I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.
I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.
I can use a symbol to show the missing part in an equation.
Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)
Say:
1. Put a picture in your mind of what is happening.
2. What information is important?3. What do we need to find out?
Model it Draw it Write an equation Solve
POD Teen Numbers Flipchart
Build and Explore Activities 0-20 Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8 Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Number Bond Puzzler for 8, 9
Part-Part-Whole
Make it true.Name another way to get to 8.What could the sum be?
Wednesdays: Perfect Fit or Not up to 20
Counting on Counting
sequence
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 21
Number Talks (0-10)
Focus Teacher Notes
Number of the DayFocus
Problem Of The Day Resources
Thursdays: Ten and Some More Flash
Teen Numbers
Ten and some more
Thursday: Geometry *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20
I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in
front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and
vertices/corners. I can describe attributes of 3d shapes based on the number of faces and
vertices. I can describe and compare 2d and 3d shapes based on how they are alike and
different using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I
created.
Fridays: Domino Connect with one less, one more, two more, two less
Pattern-set recognition
One less, one more, two less, two more
What comes next? Why?
Fridays: Measurement Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what
attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are
smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am
sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and
ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 22
March Number Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day Resources
Mondays- How Many Under the Cup?
Part-Part-Whole
Counting on Addition and
subtraction equations
Fact families
Write equations including unknowns
Monday-Wednesday: Counting and Cardinality
I can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the
numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than,
less than, or equal/same as and explain my thinking. I can compare two numbers within 20.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of
ten) I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I
say it.
Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19
with a group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones.
Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.
I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.
I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.
I can use a symbol to show the missing part in an equation.
Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)
Say:1. Put a picture in your mind
of what is happening. 2. What information is
important?3. What do we need to find
out? Model it Draw it Write an equation Solve
POD Teen Numbers Flipchart
Build and Explore Activities 0-20
NOD Geometry and Measurement Flipchart
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8 Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: “What’s the Weight” (lesson 2 is wrong-change the 10 to a number greater than 5)
Write equations including unknowns
Discuss shapes
Wednesdays: “Clue Me In”-riddle to 20
Teen numbers Interpreting a
riddle More, less,
same Numeral-set
recognition
Use a number line. Variation: Just do the riddle without the ten frames to focus on more than one answer and justifying “why”.
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 23
Number Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day Resources
Thursdays: Story Problem
Interpreting words to model and write equations
Represent addition and subtraction problems with models and equations
Thursday: Geometry *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20
I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside,
in front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles,
and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and
vertices. I can describe and compare 2d and 3d shapes based on how they are alike and
different using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I
created.Fridays: “Is It True?” Equalities
Meaning of equal sign
Addition and subtraction
Make it true.Name another way to get to ____What could the sum be?
Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what
attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are
smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am
sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and
ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 24
April Number Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day Resources
Mondays: “Terrific Ten”-ways to add to ten with rekenreks, dominoes, story problem, show 10
Ways to make 10
Decomposing 10
Look for patterns in the addends6 + 47 + 3
Monday-Wednesday: Counting and Cardinality
I can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the
numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than, less
than, or equal/same as and explain my thinking. I can compare two numbers within 20.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of ten) I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I say it.
Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19 with a
group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones.
Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.
I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.
I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.
I can use a symbol to show the missing part in an equation.
Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)
POD Teen Numbers Flipchart
Build and Explore Activities 0-20
NOD Geometry and Measurement Flipchart
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8
Geometry: Chapter 9 & 10
Tuesdays: “Clue Me In”-riddle to 20
Greater than, less than, same as
Counting sequence
Counting on 10 and some
moreWednesdays: “2 Card Build”-sums compared to 10
More, less, and equal to 10
addition
How many more or less than 10?
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 25
Number Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day Resources
Say:
1. Put a picture in your mind of what is happening.
2. What information is important?
3. What do we need to find out?
Model it Draw it Write an
equation Solve
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Thursdays: Number Bond Puzzler-add to 16
Part-Part-Whole
Make it true.Name another way to get to _____.What could the sum be?
Thursday: Geometry *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20
I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in
front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles,
and vertices/corners. I can describe attributes of 3d shapes based on the number of faces and
vertices. I can describe and compare 2d and 3d shapes based on how they are alike and
different using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I
created.
Fridays: Function Machine-add/subtract
Adding and subtracting
Finding the rule
Number patterns
Have a number line, ten frame and counters available
Fridays: Measurement & Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what
attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are
smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am
sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and
ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4, OA.1.5
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 26
MayNumber Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day Resources
Mondays: Beat the Sum
Part-Part-WholeMore, less, the same
Monday-Wednesday: Counting and Cardinality
I can read numbers 0-20. I can write numbers 0-20. I can draw a given number of items. I can say and show how to count objects one at a time. I can use objects to show a number. I can write the number that matches the amount of objects counted. Given a drawing of items, I can circle a number of items and write the
numeral. I can count objects in counting order in a line. I can count objects in counting order in an array. I can count objects in counting order in a circle. I can count objects in counting order when they are in a pile. I can explain what happens each time I count on from a given number. I can count and compare groups of objects using the words greater than,
less than, or equal/same as and explain my thinking. I can compare two numbers within 20.
I can count by ones to 100. I can count by tens to 100. (dimes, hundred charts, ten frames, groups of
ten) I can count on starting from a given number. (to 100) I can count forward and backward to 20, pointing at each numeral as I
say it.
Numbers and Operations in Base Ten I can use objects and ten frames/snap cubes to model numbers 11-19
with a group of ten and ones. I can draw a model of numbers 11-19 with group of ten and ones. I can write an equation to show how to find numbers 11-19. I can write an equation to match my drawing of a group of ten and ones. I can group objects into an amount of tens and ones.
Given one number, I can find the missing addend to make ten (by using drawings, objects, and equations).
I can explain and show addition and subtraction using pictures, numbers, words, and manipulatives.
I can use pictures, numbers, words, and manipulatives to solve addition and subtraction word problems.
I can use pictures, numbers, words, and manipulatives to solve a word problem where the sum is given, and I have to find the two parts that make up that sum.
I can use a symbol to show the missing part in an equation.
Given an addition or subtraction equation, I can mentally add and subtract within five. (Fluency Standard-Valuing mental images in the brain, not speed)
Say:
1. Put a picture in your mind of what is happening.
2. What information is important?
3. What do we need to find out?
Model it Draw it Write an equation Solve
POD Teen Numbers Flipchart
Build and Explore Activities 0-20
NOD Geometry and Measurement Flipchart
Number Talk: Chapter 5 & 6
Number of the Day:Counting and Cardinality and NBT: Chapter 7 & 8
Geometry: Chapter 9 & 10
Measurement: Chapter 11 & 12
Problem of the Day: Any problems throughout the chapters.
Tuesdays: Is It True-equalities
Meaning of equal sign
Addition and subtraction
Make it true.Name another way to get to ____What could the sum be?
Wednesdays: Double Ten Frame Images
Subitizing Pattern-set
recognition Part-Part-
Whole 10 and some
more Add/subtract
What’s the equation?
Updated 09/25/19 to include highlighted Major Standards
Kindergarten: Guide to Plan for Success 27
Number Talks (0-10)
Focus Teacher Notes Number of the DayFocus
Problem Of The Day Resources
Thursdays: The Answer Is, add/subtract
Addition and subtraction story problems
Create words to represent models
Record, model, and write equations based on student responses
Thursday: Geometry *Review and introduce the following highlighted shapes as we are talking about the numbers 0-20
I can name a 2d or 3d shape based on its attributes. (sides, angles, vertices/corners, faces)
o *2d Shapes include circles, polygons: triangles (all types), quadrilaterals (square, rectangle, trapezoid) pentagons, hexagons
o *3d Shapes include sphere, cube, cone, cylinder I can describe where the shape is using words such as above, below, beside, in
front of and next to. I can identify a shape as 2d (plane/flat) or 3d (solid). I can describe attributes of 2d shapes based on the number of sides, angles, and
vertices/corners. I can describe attributes of 3d shapes based on the number of faces and
vertices. I can describe and compare 2d and 3d shapes based on how they are alike and
different using attributes such as sides, angles, corners/vertices, and faces. I can use objects to build a 2d and 3d shape. I can draw a picture of a 2d shape. I can combine shapes to make new shapes and describe the new shape I
created.Fridays: How Many Under the Cup-addition to 10
Part-Part-Whole
Counting on Addition
and subtraction equations
Fact families
Write equations including unknowns
Fridays: Measurement and Data I can identify how objects are alike and different. I can sort objects and explain how I sorted them (what
attributes/characteristics). I can put a name to each group I sorted. (ex. These are bumpy shells, these are
smooth shells, etc). I can write and say the amount of objects in each set. I can use the words same, different, more, or less to compare groups I am
sorting. I can describe the measurable attributes for a given object. I can explain what shorter, longer, taller, lighter and heavier mean. I can tell which object is shorter or longer. (length) I can tell which object is shorter or taller. (height) I can tell which object is lighter or heavier. (weight) I can line up objects I am using to measure correctly (no gaps, starting and
ending point). I can tell you how long an object is using different tools to measure. I can explain how to measure the length of an object using different tools.
Number Talk Standards: NBT.1.1, CC.3.7, CC.3.6, CC.2.5, CC.2.4, CC.1.2 , OA.1.a, OA.1.4, OA.1.5
Updated 09/25/19 to include highlighted Major Standards