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District OverviewThe mathematics curriculum provides sequential and comprehensive K-12 instruction in a collaborative, student-centered learning environment that fosters critical thinking, creativity, skillful problem-solving, and effective communication in order to enable all students to adapt to an ever-changing, global society and increase college and career readiness. An emphasis has been placed on conceptual understanding, higher-order thinking, and problem solving skills to prepare students for 21st century careers. This is further embedded through the integrated use of technology into daily lessons. Instruction focuses on meaningful development of mathematical ideas at each grade level where students are given the opportunity to explore, engage, and take risks with content as they build and expand their knowledge and understanding of mathematics. Students will experience mathematics as a coherent and useful subject within the context of real-life situations. In all, the curriculum aims to reach high standards while encouraging curiosity and building confidence in a collaborative atmosphere.

Grade K DescriptionIn Kindergarten, instruction time should focus on:

know number names and count sequence count to tell the number of objects compare numbers classify and count the number of objects in each category understand addition as putting together and adding to, and understand subtraction as taking apart and taking from work with numbers 11-19 to gain foundations for place value identify and describe shapes analyze, compare, create and compose shapes describe and compare measurable attributes

Grade K Topics:The units should equate to a full course (full-year/semester) of instruction.

Topic 1: Numbers 0-5 Topic 2: Compare Numbers 0-5 Topic 3: Numbers 6-10 Topic 4: Compare Numbers 0-10 Topic 5: Classify and Count Data Topic 6: Understand Addition Topic 7: Understand Subtraction Topic 8: More Addition and Subtraction Topic 9: Count Numbers to 20 Topic 10: Compose and Decompose Numbers 11-19 Topic 11: Count to 100

Topic 12: Identify and Describe Shapes Topic 13: Analyze, Compare and Create Shapes Topic 14: Describe and Compare Measurable Attributes Topic 15: Money/Time

Subject: Math Grade: K Suggested Timeline: 13 days (11 lessons, 1 review, 1 assessment)

Unit Title: Topic 1: Numbers 0-5

Unit Overview/Essential Understanding: Counting how many are in a group, regardless of their arrangement or order in which they were counted. The last number said when counting a group is the total. Counting is cumulative.

Unit Objectives: count groups of 1, 2 and 3 objects shown in different ways read and write the numbers 1, 2, and 3 count 4 and 5 objects count groups of 4 and 5 in different ways read and write the numbers 4 and 5 use zero to tell where there are no objects read and write the number 0 show ways to make 5 count up to the number 5 use math to explain what you know about counting

Focus Standards Addressed in this Unit: CC.2.1.K.A.1- Know number names and write and recite the count sequence CC.2.1.K.A.2- Apply one-to one correspondence to count the number of objects

Important Standards Addressed in this Unit:N/A

Misconceptions:N/A

Concepts/Content: Object quantity Number recognition Numerical sequence

Competencies/Skills: Count to 5 Write numbers to 5 Use one-to one correspondence

Description of Activities: Count various objects of varying amounts. Write numbers on whiteboards Practice pages

Represent numbers 0-5 with objects and pictures

Zero represents nothing

Identify numbers using number cards

Assessments: Envision Assessments Kindergarten Level 1 Screening

Interdisciplinary Connections:N/A

Additional Resources: Teachers Pay Teachers Pearson, enVisionmath2.0


Unit Title: Topic 2: Compare Numbers 0-5

Unit Overview/Essential Understanding: Two groups of objects are equal in in number if they can be directly matched, one-to-one, with no extras in either group. The two groups of objects can be directly compared using a matching process.

Unit Objectives: compare groups to see if they are matching tell whether one group is greater than another tell whether one group is less than another compare groups by counting use zero to tell where there are no objects demonstrate understanding of numbers 1-5, write numbers 1-5 tell whether one group is less than another

Focus Standards Addressed in this Unit: CC.2.1.K.A.3- Apply the concept of magnitude to compare numbers and quantities


Misconceptions:N/AConcepts/Content:

Cardinality Comparing Groups Equal or Not Equal

Competencies/Skills: Count to 5 Write numbers to 5 Use one-to one correspondence Represent numbers 0-5 with

objects and pictures Compare groups of objects Compare numbers

Description of Activities: Count various objects of varying amounts, then

compare objects (decide which is greater/less) Write numbers on whiteboards Practice pages Identify numbers using number cards

Assessments:

Envision Assessments Kindergarten Level 1 Screening




Unit Title: Topic 3: Numbers 6-10

Unit Overview/Essential Understanding: Counting how many are in a group, regardless of their arrangement or order in which they were counted. The last number said when counting a group is the total. Counting is cumulative. There is a unique symbol that goes with each number word.

Unit Objectives: count the numbers 6 and 7 read and write the numbers 6 and 7 count to the numbers 8 and 9 read and write the numbers 8 and 9 count to the number 10 read and write the number 10 show how to make a group of 10 use counting patterns to solve a problem

Focus Standards Addressed in this Unit: CC.2.1.K.A.1- Know number names and write and recite the count sequence CC.2.1.K.A.2- Apply one-to one correspondence to count the number of objects CC.2.2.K.A.1- Extend the concepts of putting together and taking apart to add and subtract within 10


Misconceptions:N/A

Concepts/Content: Object quantity Number recognition Numerical sequence Zero represents nothing Ten frames


objects and pictures Count and make ten frames

Description of Activities: Count various objects of varying amounts Write numbers on whiteboards Practice pages Identify numbers using number cards Make numbers with ten frames and varies

materials




Subject: Math Grade: K Suggested Timeline: 8 days (6lessons, 1 review, 1 assessment)

Unit Title:

Topic 4: Compare Numbers 6-10


Unit Objectives: compare groups up to 10 compare groups of numbers using the numeral 10 compare groups of numbers by counting compare two numbers count groups of numbers to 10 repeat something from one problem to solve anothe

Focus Standards Addressed in this Unit: CC.2.1.K.A.1- Know number names and write and recite the count sequence CC.2.1.K.A.2- Apply one-to one correspondence to count the number of objects CC.2.1.K.A.3- Apply the concept of magnitude to compare numbers and quantities


Misconceptions:N/A



objects and pictures Compare groups of objects Compare numbers

Description of Activities: Count various objects of varying amounts Write numbers on whiteboards Practice pages Identify numbers using number cards

Assessments:





Unit Title: Topic 5: Classify and Count Data


Unit Objectives: Classify objects into categories and tell why they are in each category Count how many objects are in different categories Use counting to compare how many are in categories Tell if the way objects have been sorted, counted, and compared makes sense

Focus Standards Addressed in this Unit: CC.2.1.K.A.2- Apply one-to one correspondence to count the number of objects CC.2.1.K.A.3- Apply the concept of magnitude to compare numbers and quantities CC.2.4.K.A.4- Classify and count the number of objects in each category

Important Standards Addressed in this Unit:N/AMisconceptions:N/AConcepts/Content:

Object quantity Number recognition Numerical sequence Compare Numbers


objects and pictures Name categories and how objects

fit into each category

Description of Activities: Count various objects of varying amounts Write numbers on whiteboards Practice pages Identify numbers using number cards Sort objects into categories



Additional Resources: Teachers Pay Teachers

Pearson, enVisionmath2.0


Unit Title: Topic 6: Understanding Addition


Unit Objectives: show numbers in many ways represent addition as adding to a number represent addition as putting two or more numbers together add numbers together write an equation to show addition use the plus sign and equal sign in an equation solve addition problems use equations to represent and explain addition use patterns to add numbers together model adding different numbers together by drawing, counting, or writing equations

Focus Standards Addressed in this Unit: CC.2.1.K.A.1- Know number names and write and recite the count sequence CC.2.2.K.A.1- Extend the concepts of putting together and taking apart to add and subtract within 10


Object quantity Number recognition Numerical sequence Addition is adding more

Competencies/Skills: Count to 10 Write numbers to 10 Use one-to one correspondence Represent numbers 0- 10 with

objects and pictures Counting strategies Find numbers that make 10 Represent addition with objects,

number lines, fingers, ten frames and equations

Description of Activities: Write problems on whiteboards Practice pages Use number lines and other manipulatives to

practice adding Use ten frames to help students understand

addition Use objects for students to manipulate the

concept of addition

Equal sign and plus sign



Additional Resources: Ten frames Teachers Pay Teachers Pearson, enVisionmath2.0


Unit Title: Topic 7: Understanding Subtraction

Unit Overview/Essential Understanding: Counting how many are in a group, regardless of their arrangement or order in which they were counted. The last number said when counting a

group is the total. Counting is cumulative.

Unit Objectives: show numbers in many ways take apart the number and tell the parts count 4 and 5 objects represent subtraction as taking a number apart read and write the numbers 4 and 5 separate numbers separate more numbers use the minus sign in an equation find the difference of two numbers find the patterns in subtraction equations use tools to subtract numbers

Focus Standards Addressed in this Unit: CC.2.2.K.A.1- Extend the concepts of putting together and taking apart to add and subtract within 10


Object quantity Number recognition Numerical sequence Subtraction is taking away


objects and pictures Represent subtraction with

objects, fingers, number lines, ten frames, equations

Equal sign and minus sign Subtraction is the opposite of

addition

Description of Activities: Write problems on whiteboards Practice pages Use ten frames to practice subtraction Use objects and practice taking them away to

understand the concept of subtraction Use number line for subtraction and show the

difference gets smaller

Assessments:



Additional Resources: Ten frames Teachers Pay Teachers Pearson, enVisionmath2.0


Unit Title: Topic 8: More Addition and Subtraction

Unit Overview/Essential Understanding: Addition and subtraction facts have an inverse relationship. Equations +, -, and = can be used to show parts of a whole.

Unit Objectives:

write equations to show the parts of numbers up to 5 solve related addition and subtraction equations reason about numbers and operations write addition and subtraction equations within 5 and remember them

Focus Standards Addressed in this Unit: CC.2.2.K.A.1- Extend the concepts of putting together and taking apart to add and subtract within 10


Misconceptions:N/A

Concepts/Content: Object quantity Number recognition Numerical sequence Subtraction is taking away Addition is adding more


objects and pictures Represent subtraction with

objects, fingers, number lines, ten frames, equations

Find numbers that make 10 Represent addition with objects,

number lines, fingers, ten frames and equations

Equal sign, plus sign, minus sign Subtraction is the opposite of

addition

Description of Activities: Write problems on whiteboards Practice pages Use ten frames to practice subtraction and

addition Use objects and practice taking them away to

understand the concept of subtraction and addition

Use number line for subtraction to show the difference gets smaller and for addition the sum is larger than the addends


Interdisciplinary Connections: Additional Resources:

N/A Ten frames Various objects Teachers Pay Teachers Pearson, enVisionmath2.0


Unit Title: Topic 9: Count numbers to 20

Unit Overview/Essential Understanding: There is a unique symbol that goes with each number word.

Unit Objectives: count and write the numbers 11 and 12 count and write the numbers 13, 14 and 15

count and write the numbers 16 and 17 count and write the numbers 18, 19, and 20 count forward from any number to a number within 20 count to find how many are in a group use reasoning to count and write numbers to the number 20

Focus Standards Addressed in this Unit: CC.2.1.K.A.1- Know number names and write and recite the count sequence CC.2.1.K.A.2- Apply one-to one correspondence to count the number of objects


Misconceptions:N/A

Concepts/Content: Object quantity Number recognition Numerical sequence Place value


objects and pictures The last number named is the

how many objects are counted Count forward from a given

number within a known sequence

Description of Activities: Count various objects of varying amounts Write numbers on whiteboards Practice pages Identify numbers using number cards Use ten frames to identify numbers



Additional Resources: Ten frames Various objects Teachers Pay Teachers Pearson, enVisionmath2.0


Unit Title: Topic 10: Compose and Decompose Numbers 11-19

Unit Overview/Essential Understanding: Numbers from 11-19 can be represented as the sum of 10 and some more. Numbers 11-19 can be decomposed as the sum of ten and some ones.

Unit Objectives: use drawings and equations to make the numbers 11, 12, and 13 make the numbers 14, 15, and 16

make the numbers 17, 18, and 19 find parts of the numbers 11, 12 and 13 find parts of the numbers 14, 15 and 16 find parts of the numbers 17, 18 and 19 use patterns to make and find the parts of numbers to 19

Focus Standards Addressed in this Unit: CC.2.1.K.B.1- Use place value to compose and decompose numbers within 19


Misconceptions:N/A

Concepts/Content: Object quantity Number recognition Numerical sequence Place value




number within a known sequence Compose and decompose

numbers into tens and ones

Description of Activities: Count various objects of varying amounts Write numbers on whiteboards Practice pages Identify numbers using number cards Use ten frames to identify numbers





Unit Title: Topic 11: Count to 100

Unit Overview/Essential Understanding: Counting patterns can be seen on a hundred chart in both the rows and the columns. Some patterns can also be heard when counting aloud.

Unit Objectives: use patterns to count to 30 use patterns to count to 50 skip count by tens to 100 count to the number 100 by using tens and ones

count forward from any number to 100 by ones count by tens and ones from any number up to 100 count on from any number counting by tens and by ones

Focus Standards Addressed in this Unit: CC.2.1.K.A.1- Know number names and write and recite the count sequence


Misconceptions:N/A





number within a known sequence

Description of Activities: Count various objects of varying amounts. Writing numbers on whiteboards Practice pages Identifying numbers using number cards Use hundreds chart to identify patterns (tens

and ones) Count by 10’s and 5’s



Additional Resources: Hundreds chart Teachers Pay Teachers Pearson, enVisionmath2.0


Unit Title: Topic 12: Identify and Describe Shapes

Unit Overview/Essential Understanding: Objects have shape. Some objects are two dimensional, or flat, shapes. Some objects are three dimensional, or solid, shapes. The positions of objects in relation to surrounding objects can be described using words such as above, below, beside, next to, etc.

Unit Objectives: name shapes as flat or solid identify and describe circles and triangles identify and describe squares and other rectangles describe and identify hexagons describe and identify solid figures

describe shapes in the environment describe positions of shapes in the environment

Focus Standards Addressed in this Unit: CC.2.3.K.A.1- Identify and describe two- and three- dimensional shapes CC.2.3.K.A.2- Analyze, compare, create, and compose two- and three-dimensional shapes


Misconceptions:N/A

Concepts/Content: Two dimensional shapes Three dimensional shapes

Competencies/Skills: Identify shape at two or three

dimensional Name shape regardless of size or

orientation Describe objects in the

environment in terms of position (above, below, beside, in front, behind, and next to)

Description of Activities: Sort pattern blocks and name shapes Practice pages Use everyday items to name three dimensional

shapes



Additional Resources: Everyday items that represent three dimensional shapes Pattern blocks Pearson, enVisionmath2.0


Unit Title: Topic 13: Analyze, Compare and Create Shapes

Unit Overview/Essential Understanding: 2-D and 3-D shapes can be sorted and identified by their attributes. Students can make 2-D shapes by putting two or more 2-D shapes together and you can make 3-D shapes can be combined to make other 3-D shapes.

Unit Objectives: analyze and compare 2-D shapes analyze and compare 3-D shapes analyze and compare 2-D and 3-D shapes analyze, compare, and make different 2-D and 3-D shapes using math make 2-D shapes using other 2-D shapes build 2-D shapes that match given attributes 3-D shapes can be combined to make other 3-D shapes

Focus Standards Addressed in this Unit: CC.2.3.K.A.1- Identify and describe two- and three- dimensional shapes CC.2.3.K.A.2- Analyze, compare, create, and compose two- and three-dimensional shapes


Misconceptions:N/A

Concepts/Content: Two dimensional shapes Three dimensional shapes

Competencies/Skills: Identify shape at two or three

dimensional Name shape regardless of size or

orientation Use simple shapes, both two and

three dimensional, to make larger shapes

Analyze and compare attributes Build and create two and three

dimensional shapes

Description of Activities: Sort pattern blocks and name shapes Practice pages Use pattern blocks to create shapes Build three dimensional shapes with a variety of

items



Additional Resources: Pattern blocks Teachers Pay Teachers Pearson, enVisionmath2.0


Unit Title: Topic 14: Describe and Compare Measurable Attributes

Unit Overview/Essential Understanding: Objects have measurable attributes that can be recognized and described. When thinking about length or height, students are thinking about how long or tall an object is. When thinking about capacity, students are thinking about how much an object holds. When thinking about weight, students are thinking about how heavy an object is. They can compare these measurable attributes.

Unit Objectives: compare objects by length and height compare objects by capacity compare objects by weight use attributes to describe different objects use words to describe how an object can be measured solve math problems about objects with measurable attributes by using precision

Focus Standards Addressed in this Unit: CC.2.4.K.A.1- Describe and compare attributes of length, area, weight, and capacity of everyday objects


Misconceptions:N/A

Concepts/Content: Measurable attributes

Competencies/Skills: Describe measurable attributes of

objects, such as length, weight, area or capacity

Describe several measurable attributes of a single object

Compare two objects with a measurable attribute in common and describe the difference

Description of Activities: Use cubes and other materials for nonstandard

measuring Practice pages




Subject: Math Grade: K Suggested Timeline: 15 (15 lessons, 1 review, 0 assessment)

Unit Title: Topic 15: Money and Time


Unit Objectives: count by 1s, 5s, and 10s identify heads and tails of coins identify what is on heads and tails of coins identify name of 4 coins tell time to the hour identify hour and minute hand

Focus Standards Addressed in this Unit: N/A

Important Standards Addressed in this Unit: CC.2.1.K.A.2 Apply one-to-one correspondence to count the number of objects

Misconceptions:N/A


Competencies/Skills: Count by 5s Count by 10s

Description of Activities: Examine coins Count coins Practice pages Use small clocks



Additional Resources: Teachers Pay Teachers Money Small clocks and large “Judy” clock Pearson, enVisionmath2.0

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