Math Resources
Unit 1: Wondering About My World and Investigating to Find Answers
In this unit, students will explore how numbers up to 10 are used to explain the quantity of objects in their world. Through multiple opportunities to count various objects, they will identify written numerals to represent a given set of objects up to 10. Students will begin learning to rote count to 100 forward and backward from 20. Based on their curiosity and interests, students will generate questions to investigate situations. They will collect data to answer the questions they generated and represent and explain their data.
Below are the standards of what students will be/have been learning and will be assessed on:
- K.NR.1 Demonstrate and explain the relationship between numbers and quantities up to 20 (through 10 for Unit 1); connect counting to cardinality (the last number counted represents the total quantity in a set).
- K.NR.2 Use count sequences within 100 to count forward and backward in sequence (through 10 for Unit 1).
- K.NR.4 Identify, write, represent, and compare numbers up to 20 (through 10 for Unit 1).
- K.MDR.7 Observe, describe, and compare the physical and measurable attributes of objects and analyze graphical displays of data.
Learning Objectives:
- K.NR.1.1 Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement.
- K.NR.1.2 When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order.
- K.NR.2.1 Count forward to 100 by tens and ones and backward from 20 by ones.
- K.NR.4.1 Identify written numerals 0- 20 and represent a number of objects with a written numeral 0- 20 (with 0 representing a count of no objects).
Note: For K.4.1 students will only identify written numerals within 10 and are not expected to write them at this time of the year. - K.NR.4.2 Compare two sets of up to 10 objects and identify whether the number of objects in one group is more or less than the other group, using the words “greater than,” “less than,” or “the same as”.
Note: Symbols for “greater than,” “less than,” or “the same as” will be introduced appropriately in first grade and are not an expectation in kindergarten. - K.MDR.7.3 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
Unit 2: 2-D Shapes in My World
In this unit, students will observe shapes in their environment and describe the shapes based on the number of sides, vertices, and other attributes. They will identify basic two-dimensional shapes (squares, circles, triangles, rectangles, hexagons, and octagons) and form larger shapes by putting two or more basic shapes together. They will explain the location of shapes by saying where a shape is in relation to another shape. Students will identify a pattern created by shapes and extend the pattern. They will observe, describe, and compare the measurable attributes of objects and sort objects into categories by an attribute.
Standards:
- K.NR.2 Use count sequences within 100 to count forward and backward in sequence
- K.MDR.7 Observe, describe, and compare the physical and measurable attributes of objects
- K.GSR.8 Identify, describe, and compare basic shapes encountered in the environment and form two-dimensional shapes and three-dimensional figures
- K.PAR.6 Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time
Learning Objectives:
- K.GSR.8.1 Identify, sort, classify, analyze, and compare two-dimensional shapes and three-dimensional figures, in different sizes and orientations, using informal language to describe their similarities, differences, number of sides and vertices, and other attributes.
- K.GSR.8.2 Describe the relative location of an object using positional words.
- K.GSR.8.3 Use basic shapes to represent specific shapes found in the environment by creating models and drawings.
- K.GSR.8.4 Use two or more basic shapes to form larger shapes.
- K.MDR.7.2 Classify and sort up to ten objects into categories by an attribute; count the number of objects in each category and sort the categories by count.
- K.PAR.6.1 Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern
Unit 3: How Many? (Numbers Up to 20)
In this unit, students will extend the work with numbers and quantities as they explore and count sets of objects up to 20. They will begin to explore sets up to 20 as they see the numbers as 10 and some more. They will use numerals 0 - 20 to represent the number of objects and be able to count out a given number of objects. Students will compare two sets of objects using the phrases “greater than,” “less than”, or “the same as.” When sets are identified as ‘the same as” the equal sign will be introduced. The equal sign will continue to be used as students build equal sets of objects and explore the idea of equality. When given a number 1-20, they will be able to say the number that is
one more than or one less than the number. They will count forward to 100 by ones, and backward from 20. In order to see the sequence in counting by tens, students will count to 50 by tens. Students will identify pennies, nickels, and dimes and know their value. They will ask
questions and answer them as they explore coins.
Standards:
- K.NR.1 Demonstrate and explain the relationship between numbers and quantities up to 20; connect counting to cardinality (the last number counted represents the total quantity in a set).
- K.NR.2 Use count sequences within 100 to count forward and backward in sequence.
- K.NR.3 Use place value understanding to compose and decompose numbers from 11–19.
- K.NR.4 Identify, write, represent, and compare numbers up to 20.
- 1.NR.2 Explain the relationship between addition and subtraction and apply the properties of operations to solve real-life addition and subtraction problems within 20.
Learning objectives:
- K.NR.1.1 Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement.
- K.NR.1.2 When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order.
- K.NR.1.3 Given a number from 1-20, identify the number that is one more or one less.
- K.NR.3.1 Describe numbers from 11 to 19 by composing (putting together) and decomposing (breaking apart) the numbers into ten ones and some more ones.
- K.NR.4.1 Identify written numerals 0-20 and represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
- K.NR.4.2 Compare two sets of up to 10 objects and identify whether the number of objects in one group is more or less than the other group, using the words “greater than,” “less than,” or “the same as”.
Note: Symbols for “greater than,” “less than,” or “the same as” will be introduced appropriately in first grade and are not an expectation in kindergarten. - 1.NR.2.5 Use the meaning of the equal sign to determine if sets of objects to determine whether equations involving addition and subtraction are true or false.
Note: Students will only use the symbol of the equal sign to compare sets of objects in this unit. - K.NR.1.4 Identify pennies, nickels, and dimes and know their name and value.
- K.NR.2.1 Count forward to 100 by tens and ones and backward from 20 by one
Unit 4: Understanding and Using Addition and Subtraction in My Life
In this unit, students will explore the operations of addition and subtraction and use addition and subtraction to fluently solve problems within 10 from real-life where the result or total is unknown. They will represent the situations in various ways using objects, fingers, drawings, expressions, or equations. Students will solve problems they create by generating questions and gathering information. Students will use a variety of strategies to solve addition and subtraction problems within 10. Students will identify and describe patterns with addition of numbers. Students will identify and extend patterns with numbers and shapes. As they have conversations about their days, they will describe patterns related to time from real-life (yesterday, today, tomorrow).
Standards:
- K.NR.5 Explain the concepts of addition, subtraction, and equality and use these concepts to solve real-life problems within 10.
- K.PAR.6 Explain the concepts of addition, subtraction, and equality and use these concepts to solve real-life problems within 10.
- K.MDR.7 Observe, describe, and compare the physical and measurable attributes of objects.
- 1.NR.2 Explain the relationship between addition and subtraction and apply the properties of operations to solve real-life addition and subtraction problems within 20.
Learning Objectives:
- K.NR.5.1 Represent addition and subtraction within 10 from a given context using a variety of representations and strategies.
- K.NR.5.2 Use a variety of strategies to solve addition and subtraction problems within 10.
- K.NR.5.3 Compose (put together) and decompose (break apart) numbers up to 10 using objects and drawings.
- K.NR.5.4 Fluently add and subtract within 5 using a variety of strategies to solve practical, mathematical problems.
- 1.NR.2.4 Fluently add and subtract within 10 using a variety of strategies.
- 1.NR.2.5 Use the meaning of the equal sign to determine if sets of objects to determine whether equations involving addition and subtraction are true or false.
- K.MDR.7.3 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
- K.PAR.6.1 Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern.
- K.PAR.6.2 Describe patterns involving the passage of time using words and phrases related to actual events
Unit 5: Using Numbers within 20
In this unit, students will continue to explore numbers and develop understanding of numbers (number sense). They will use place value as they compose (put together) and decompose (break apart) numbers into ten and some more. Students will represent the numbers as ten and some more using objects and drawings, representing equal sets with the equal sign. They will count to 100 by tens and ones, and now begin counting to 100 by fives. Students will count backward from 20 by ones.
Standards:
- K.NR.3: Use place value understanding to compose and decompose numbers from 11–19.
- K.NR.2 Use count sequences within 100 to count forward and backward in sequence.
- 1.NR.2 Explain the relationship between addition and subtraction and apply the properties of operations to solve real-life addition and subtraction problems within 20.
- 1.PAR.3: Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns found in real-life situations.
Learning Objectives:
- K.NR.3.1 Describe numbers from 11 to 19 by composing (putting together) and decomposing (breaking apart) the numbers into ten ones and some more ones.
- 1.NR.2.4 Fluently add and subtract within 10 using a variety of strategies.
- 1.NR.2.5 Use the meaning of the equal sign to determine if sets of objects to determine whether equations involving addition and subtraction are true or false.
- K.NR.2.1 Count forward to 100 by tens and ones and backward from 20 by ones.
- *1.PAR.3.2 identify, describe, and create growing and shrinking patterns based on the repeated addition or the subtraction of 1s, 2s, 5s, and 10s.
Note – in Kindergarten, students will only identify, describe, and create growing patterns with 1s, 5s, and 10s - K.NR.2.2 Count forward beginning from any number within 100 and count backward from any number within 20.
Unit 6: 3-D Shapes in My World
In this unit, students will revisit shapes in their environment and identify three-dimensional shapes (cubes, cones, cylinders, and spheres) in their environment. Students will explore and compare two-dimensional shapes and three-dimensional shapes in various sizes and orientations. They will describe how shapes are similar and different. They will order common objects based on measurable attributes using non-standard units, and sort objects by an attribute. Students will generate statistical questions about shapes in their world and collect, represent, analyze, and explain their findings.
Standards:
- K.GSR.8: Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.
- K.MDR.7: Observe, describe, and compare the physical and measurable attributes of objects.
- 1.MDR.6: Use appropriate tools to measure, order, and compare intervals of length and time, as well as denominations of money to solve real-life, mathematical problems and answer relevant questions.
Learning Objectives:
- K.GSR.8.1 Identify, sort, classify, analyze, and compare two-dimensional shapes and three-dimensional figures, in different sizes and orientations, using informal language to describe their similarities, differences, number of sides and vertices, and other attributes.
- K.GSR.8.2 Describe the relative location of an object using positional words.
- K.GSR.8.3 Use basic shapes to represent specific shapes found in the environment by creating models and drawings.
- K.GSR.8.4 Use two or more basic shapes to form larger shapes.
- K.MDR.7.1 Directly compare, describe, and order common objects, using measurable attributes (length, height, width, or weight) and describe the difference.
- 1.MDR.6.1 Estimate, measure, and record lengths of objects using non-standard units, and compare and order up to three objects using the recorded measurements. Describe the objects compared.
- K.MDR.7.2 Classify and sort up to ten objects into categories by an attribute; count the number of objects in each category and sort the categories by count.
- K.MDR.7.3 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life
Unit 7: Using Numbers and Data to Make Sense of My World
In this unit, students will further investigate place value and solve addition and subtraction problems in the real-world. They will explain patterns they see and have additional experiences in creating, extending, and describing patterns with numbers and shapes. Students will describe patterns related to the passage of time in their lives (yesterday, today, and tomorrow). Based on their interests and curiosity, they will create investigative statistical questions, collect data, analyze the data, and explain the data to answer their questions.
Standards:
- K.NR.5 Explain the concepts of addition, subtraction, and equality and use these concepts to solve real-life problems within 10.
- K.PAR.6 Explain the concepts of addition, subtraction, and equality and use these concepts to solve
- real-life problems within 10.
- K.MDR.7: Observe, describe, and compare the physical and measurable attributes of objects
Learning objectives:
- K.NR.3.1 Describe numbers from 11 to 19 by composing (putting together) and decomposing (breaking apart) the numbers into ten ones and
- some more ones.
- K.NR.5.1 Represent addition and subtraction within 10 from a given context using a variety of representations and strategies.
- K.NR.5.2 Use a variety of strategies to solve addition and subtraction problems within 10.
- K.NR.5.3 Compose (put together) and decompose (break apart) numbers up to 10 using objects and drawings.
- K.NR.5.4 Fluently add and subtract within 5 using a variety of strategies to solve real-life, mathematical problems.
- K.MDR.7.3 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.
- K.PAR.6.1 Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern.
- K.PAR.6.2 Describe patterns involving the passage of time using words and phrases related to actual events.