Math in Focus Curriculum Kindergarten - Moving To the ... Web viewMath in Focus Curriculum...

Math in Focus Curriculum Kindergarten

Sequence of Kindergarten Modules Aligned with the Standards

Module 1: Numbers to 5 16 Days Module 2: Numbers to 10 18 Days Module 3: Order by Size, Length, or Weight 9 Days Module 4: Counting and Numbers 0 to 10 17 Days Module 5: Size and Position 9 Days Module 6: Numbers 0 to 20 12 Days Module 7: Solid and Flat Shapes 5 Days Module 8: Numbers to 100 18 Days Module 9: Comparing Sets 10 Days Module 10: Ordinal Numbers Content is taught in EveryDay Counts Module 11: Calendar Patterns Content is taught in EveryDay Counts Module 12: Counting On and Counting Back 8 Days Module 13: Patterns Does not match CCSSM Module 14: Number Facts 11 Days Module 15: Length and Height 8 Days Module 16: Classifying and Sorting Content is taught in EveryDay Counts Module 17: Addition Stories 6 Days Module 18: Subtraction Stories 8 Days Module 19: Measurement 5 Days Module 20: Money EveryDay Counts matches CCSM Content

Summary of Year Kindergarten mathematics is about (1) representing, relating, and operating on whole numbers, initially with sets of objects; and (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

Key Areas of Focus for K-2: Addition and subtraction—concepts, skills, and problem solving

Required Fluency: K.OA.5 Add and subtract within 5.

Adapted from Math In Focus.


CCSS Major Emphasis ClustersCounting and Cardinality

Know number names and count sequence. Count to tell the number of objects. Compare numbers.

Operations and Algebraic Thinking Understand addition as putting together and adding to, and

understand subtraction as taking apart and taking from.

Number and Operations in Base Ten Work with numbers 11-19 to gain foundations for place value.

Rationale for Module Sequence in Kindergarten In Module 1, children learn to read and write numerals 1 to 5. Students will sort objects using one attribute to learn sameness and differences. Sorting and classifying skills are necessary as children work with patterns, geometric shapes and data. Sorting activities are closely connected to quantities 1 through 5. Counting is a fundamental skill in the development of number sense. Understanding numbers is the beginning of math literacy.

Touching and counting objects in groups up to 10 provides a concrete introduction to the counting process in Module 2. It also helps develop the concept of one-to-one correspondence. Through the repetition of counting, children develop a visual sense of small quantities and relate those quantities to number words. Students will complete a variety of matching activities to provide practice and reinforcement with counting while developing a visual meaning of number. Students will begin to develop skills in subitizing and conservation of numbers and they begin to match groups of objects without counting.

Children begin by touching, examining and comparing objects to develop awareness of attributes such as length, size and weight in Module 3. Using tools to measure length and weight connects the geometry of physical objects to numbers. Children begin to measure by comparing visually and by feel, laying the foundation for using non-standard units in grade 1.

Counting is one of the most important mathematics skills in the kindergarten curriculum. Counting should be used to compare and order numbers and quantities. It is also a key strategy that children use to find the total of combined groups. In Module 4, students will count up to 10 and down from 10. Counting with one-to-one correspondence is emphasized. Children will determine the number that is one more or one



less than a given number. Basic ideas of addition and subtraction are introduced with concrete manipulatives. Children will combine and take away objects, and then count to find the result.

In Module 5, children begin to form an understanding that objects can be measured by various attributes. Students will compare the sizes of objects: smaller, bigger or the same size. Children will identify objects that are on top of, under, next to, behind, in front of, and inside other objects. This will help children begin to acquire spatial skills needed to find their way around the home, neighborhood and school. This will help prepare students to learn the difference between right and left and give more precise directions.

Children will learn to count in increments, first to 5, then 10 and then to 20. It is important to continue to develop one-to-one correspondence by pointing to each object and saying the number word throughout Module 6. Children should understand that each number that they say is on more than the number before it. This leads to an understanding of one more and one less. Another essential concept related to counting is that the last number named in the sequence is the total of the group of objects.

Kindergarten students will learn more precise names for shapes and they will learn to describe them in Module 7. The next step will be to compare and contrast the shapes. Geometry will help students describe the world around them. Students must be able to explore and examine a wide variety of flat and solid shapes to help make real-world connections. They should be able to identify examples and non-examples of different shapes.

Children have learned throughout the year that counting connects number and number words to particular quantities and objects. Skip-counting is a skill in Module 8 that can help children connect many math topics. Objects can be grouped in twos, fives, and tens in order to shorten the counting method. Students will explore the basics of place value and numbers to 100 with concrete models. Children learn to count to 100 by tens and use groups of tens and ones to represent and name these greater numbers. They will discover patterns within the hundred chart.

Students will continue to develop skills in counting in order to compare quantities in Module 9. Children will match sets with one-to-one correspondence to determine which set has more objects and which one has fewer objects. This leads to determining one number is greater than or less than another. This begins to form a foundation for addition and subtraction.

Modules 10 and 11 do not match the content within CCSSM. The materials are taught within EveryDay Counts calendar activities.

In Module 12, children learn the counting on and counting back strategies. Children will build an understanding of number pairs that make ten. This work increases awareness of addition and subtraction for grades 1 and 2.

Module 13 does not match CCSSM. Patterns are developed in all chapters through subitizing and number patterns.



Children will extend their counting abilities through 20 in Module 14. They count and combine groups of objects and they count on to find differences. Children will count objects and determine how many more are needed to make 10. Counting and grouping tens forms the basic place-value concept. Students will begin to compose and decompose numbers and explore number bonds to lay the foundation for basic facts.

A measurement concept for kindergartners to understand is that the measurements of objects can change depending on the size of the unit. Students will find that measuring length in Module 15 has a variety of applications in the real world. Measurement also connects ideas in the number strand with geometry concepts. Children will be introduced to estimation phrases such as about 4 cubes long, close to 5 cubes long and so on. Children will measure lengths and heights using non-standard units to get the idea that any length can be measured with any same-sized unit.

Module 16 does not match the content within CCSSM. The materials are taught within EveryDay Counts calendar activities.

Children in Kindergarten begin to understand joining situation. They should be able to talk about the idea of equality and use the symbols + and = to write statements about equality. Addition can be shown with objects, pictures, models, numbers and words during Module 17. Children should be provided many opportunities to translate among the different representations.

Story problems are a common context for applying subtraction ideas in Module 18. Students should be able to understand simple separating and comparison subtraction problems. Children will use manipulatives and models to make sense of the problems. The problem situations should be connected to written numerals in number sentences. This forms the basic concepts in the number, algebra and problem solving strands.

The basis of measurement in Module 19 is on comparing objects and situations. Kindergarteners will only measure using non-standard units. Teachers will demonstrate and introduce the use of measurement tools and techniques throughout this module, such as using a balance.

Module 20 does not match the content within CCSSM. The materials are taught within EveryDay Counts calendar activities.Number stairs model.

Alignment Chart



Module and Approximate Number of Instructional Days

Common Core Learning Standards Addressed in Kindergarten Modules

Vocabulary Number Talks and Instructional Strategies

Performance Based Tasks/Assessments

Module 1:Numbers to 5(16 days)

M.P. 2M.P. 4M.P. 5M.P. 6

Know number names and the count sequence.

K.CC.A.3 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).

Count to tell the number of objects.

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

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

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

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

K.CC.B.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.

Describe and compare measurable

One,Two,Three,Four, Five, Same,Not the same,Different,Blue, Green, Red, Yellow, White, Black,Small, Long, Short, Tall, Big

Students should be practicing counting all the sets on a sheet. The different patterns work on subitizing and conservation of numbers.







attributes.

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

K.MD.A.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


M.P. 2M.P. 4M.P. 5

Know number names and the count sequence.K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).K.CC.A.3 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).

Count to tell the number of objects.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.


K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of

Six, Seven, Eight, Nine, Ten, Zero, One more, One less,The same number

Students should be practicing counting all the sets on a sheet. The different patterns work on subitizing and conservation of numbers.


http://www.corestandards.org/Math/Content/K/CC/A/2






objects is the same regardless of their arrangement or the order in which they were counted.



Compare numbers.K.CC.C.6 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.

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

Module 3:Order by Size, Length or Weight (9 days)

M.P. 2M.P. 4M.P. 5M.P. 7

Describe and compare measurable attributes.

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

K.MD.A.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.

Same size, Different size, Biggest, Middle-sized, Smallest,Bigger than,Taller than, Smaller than,Shorter than,Longest, Shortest,Heaviest, Lightest,

Continue to work on numbers 0-10 during Everyday Counts, showing how numbers are used in various situations and recognizing small sets.







Classify objects and count the number of objects in each category.

K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

Heavier,Lighter

Module 4:Counting and Numbers 0 - 10(17 days)

M.P. 1M.P. 4M.P. 5M.P. 7

Know number names and the count sequence.K.CC.A.1 Count to 100 by ones and by tens.

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




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

One more,One less,Fewer

Since this chapter is taught during November (several days out), Everyday Counts will need to focus daily on these numbers to help keep consistency.Students can be working on the dot cards and hopefully recognizing small sets without counting all. Model counting on strategy with students.







counted.



Understand addition, and understand subtraction.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

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

Module 5:Size and Position(9 days)

M.P. 4M.P. 5M.P. 7

Know number names and the count sequence.K.CC.A.1 Count to 100 by ones and by tens.K.CC.A.3 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).

Count to tell the number of objects.K.CC.B.4b Understand that the last number name said

Big,BiggerSmall,Smaller,Same size,On top of,Under,Next to,Behind,Between,

L1 & 2 deal with counting and cardinality as students have to count objects in different size spaces. L 3 & 4 are more positional words. Do not keep all students back if they do not know them, but embed the troublesome words in the Everyday


http://www.corestandards.org/Math/Content/K/CC/B/5






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.


Describe and compare measurable attributes.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.


Classify objects and count the number of objects in each category.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1

Identify and describe shapes.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Beside,In front of,In back of,Inside,Outside, Before,After

Counts and Reading.







Model 6:Numbers 0 to 20(12 Days)

M.P. 2M.P. 4M.P. 5M.P. 7








Compare numbers.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of

Ten, Eleven, Twelve, Thirteen, Fourteen, Fifteen, Sixteen, Seventeen, Eighteen, Nineteen, Twenty, More, Fewer,Greater than,Less than

Major Cluster – build the counting on strategy even more. Do not let student rely on fingers. Keep working with the dot cards in the number talks, activities and games that work on subitizing.







objects in another group, e.g., by using matching and counting strategies.1

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


K.OA.A.4 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.

Module 7:Solid and Flat Surfaces (5 days)

M.P. 2M.P. 4M.P. 5

Identify and describe shapes.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.

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

Analyze, compare, create, and compose shapes.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts

Face,Edge,Corner,Cube,Cone,Cylinder,Sphere,Pyramid,Circle,Triangle,

The content is reinforced with the Everyday Counts. Do lesson 1, 2, 4, 5 keeping to one week and do the assessment on the 5th day.







(e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

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

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

Square,Rectangle,Big,Small,Hexagon,Shape pattern


M.P. 4M.P. 8



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



K.CC.B.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

Pairs,Twos,Fives,Tally,Ten,Twenty,Thirty,Forty,Fifty,Sixty,Seventy,Eighty,Ninety,Hundred,Tens,

Continue to practice counting to 100 from any given number. This needs to be mastered by the end of the year. Practicing with the number line, going forward and backward is fun. Play games that students guess your number on the number line.







configuration; given a number from 1–20, count out that many objects

Module 9:Comparing Sets(10 days)

M.P. 1M.P. 2M.P. 4M.P. 5





Compare numbers.K.CC.C.6 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.1


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

Fewer,Less,More,Most,Fewest

Comparing sets using lots of objects but also the number line. This is a major focus. Remember to skip the next two chapters







drawings to represent the problem.

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

Module 12:Counting On and Counting Back(8 days)

M.P. 1M.P. 2M.P. 4M.P. 5








Compare numbers.

Begin moving away from the number line and seeing if students can do this without any aids. You can give two numbers and ask which is bigger or smaller to count from to embed other concepts.







K.CC.C.6 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.1




Module 14:Number Facts(11 days)

M.P. 1M.P. 2M.P. 4M.P. 8

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


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

Continue using the facts in number talks throughout the end of the year. Students are to be fluency with facts through 5 and building to 10.







one and only one object.







Work with numbers 11-19 to gain foundations for place value.K.NBT.A.1 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 or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Module 15:Length and Height(8 days)

M.P. 1M.P. 4M.P. 7






K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the

Long,Short,Longer,Shorter,Longest,Shortest,Tallest

MD comparing lengths and includes representing, counting, writing numbers. Counting and saying numbers in order. Operations and writing problems is very important!







order in which they were counted.



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

Module 17:Addition Stories(6 days)

M.P. 1M.P. 2M.P. 4





K.OA.A.2 Solve addition and subtraction word problems,

Plus,Is equal to,Number sentence

Students need to master Result Unknown for Addition; Results Unknown for Take From; Total Unknown & Both Addends Unknown for Put Together/Take Apart Problems. Please refer to page 88 of the common core standards for further descriptions of these problem types.







and add and subtract within 10, e.g., by using objects or drawings to represent the problem.



Module 18:Subtraction Stories(8 days)

M.P. 1M.P. 4M.P. 5M.P. 7






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

Minus,Left,How many more,

Students need to master Result Unknown for Addition; Results Unknown for Take From; Total Unknown & Both Addends Unknown for Put Together/Take Apart Problems. Please refer to page 88 of the common core standards for further explanation.


http://www.corestandards.org/Math/Content/K/OA/A/5






drawings to represent the problem.



Module 19:Measurement(5 days)

M.P. 1M.P. 2M.P. 4M.P. 5

Know number names and the count sequence.K.CC.A.3 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).

Compare numbers.K.CC.C.6 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.



Heavy,Heavier,Light,Lighter,Holds more,Holds less,Hold the same amount,More time,Less time

Compare weight with nonstandard units and compare events. Limit to 4 days and no assessment. This will be at the end of the year. Focus on names, count sequence, and comparing numbers.

Key: Major Clusters; Supporting Clusters; Additional Clusters


http://www.corestandards.org/Math/Content/K/OA/A/5

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