CURRICULUM FOR MATHEMATICS KINDERGARTEN

CCUURRRRIICCUULLUUMM

FFOORR

MMAATTHHEEMMAATTIICCSS

KKIINNDDEERRGGAARRTTEENN

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Dr. Kevin K. Robinson, Program Supervisor of STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

Cara Scott

Dr. Debra Sheard, Assistant Superintendent of Curriculum and Instruction

Subject/Course Title: Date of Board Adoptions:

Mathematics Revised – September 19, 2017

Kindergarten

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: Mathematics

Unit Title: Connecting Counting to Cardinality

Target Course/Grade Level: Kindergarten

Unit Summary: This unit will focus on developing counting skills through multisensory activities and games. They will

learn number names and know how to count to 100 by ones and tens. They will count objects and learn to write numbers

from 0-20 representing the total amount. Students will compare groups of objects using matching and counting strategies.

Approximate Length of Unit: 2 to 3 month integrated throughout the school year

Primary interdisciplinary connections: Science, English Language Arts, 21st Century Life & Career Skills, and

Technology

LEARNING TARGETS

Standards:

K.CC.A.1. Count to 100 by ones and by tens. *(benchmarked)

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). *(benchmarked)

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. *(benchmarked)

K.OA.A.1. Represent addition and subtraction up to 10 with objects, fingers, mental images, drawings, sounds (e.g.,

claps), acting out situations, verbal explanations, expressions, or equations. *(benchmarked)

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

categories by count *(benchmarked)

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, and next to.

CRP2. Apply appropriate academic and technical skills.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future

academic and career success.

NJSLSA.L1. Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

RL.K.4. Ask and answer questions about unknown words in a text.

RL.K.10. Actively engage in group reading activities with purpose and understanding.

Unit Understandings

Students will…

● Know number names and the count sequence to 10.

● Count to tell the number of objects.

● Understand addition as putting together and adding to and understand subtraction as taking apart and taking from.

● Identify and describe shapes.

Unit Essential Questions:

● How many ways would you show (given) amount? ● How can you tell which group has more? Less? ● What is counting and how can it be used? ● How does counting help us in our everyday lives?

Knowledge and Skills

Students will know…

Vocabulary: the same number, count, compare, less than, greater than, equal to, least, most, count on, count back, all

together

● number names and the count sequence up to 10.

● how to represent the number of objects with a numeral.

● objects can be counted in any order. Each object is counted once (one-to-one correspondence).

● the next number name in counting is always one greater than the previous number.

● the last number name said tells the number of objects counted.

● addition as putting together and adding to.

● subtraction as taking apart and taking from.

● objects can be sorted based on their properties.

● shapes have names.

● positional words (above, below, besides, in front of, behind, next to).

Students will be able to…

● count orally by ones up to 10.

● write numbers from 0 to 10.

● count to tell the number of objects arranged in a line, rectangular array, circle, or scattered configuration.

● count to tell the number of objects when asked how many.

● given a number from 1-10, count out that many object.

● create addition events with objects (up to 10).

● create addition events with drawings and sounds (up to 10).

● create addition events by acting out situations and with verbal explanations.

● sort objects into categories.

● name shapes in order to describe objects in the environment.

● use terms such as above, below, beside, in front of, behind, and next to in order to describe relative positions of

objects.

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

● Math in Focus chapter assessments

● Math in Focus cumulative assessments

● teacher observations both whole group

● small group and one-on-one

● Math Minute

● anecdotal notes

● teacher checklists

● teacher interviews

● number stories

● district-wide beginning & end of year math assessment

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

● Math in Focus Program Activities:

○ Enrichment worksheets/ activities

○ Extra Practice worksheets Math in Focus “Big Book” stories

○ Calendar

○ Teacher-created activities

RESOURCES

Teacher Resources:

● Math in Focus Teacher Resource Blackline Masters

● Math in Focus Teacher Edition

● Math in Focus Big Book

● Math in Focus Enrichment and Extra Practice worksheets

● Math in Focus Student book

● Teacher created material

Equipment Needed:

● Counters

● Connecting cubes

● Number cubes

● Crayons

● Paperclips

● Attribute blocks

● Colored pencils

● Student activity cards

● Ten frame

● Numeral cards

● Grid paper

● Dominoes

● Songs

Technology Resources for Students:

● MIF Virtual Manipulatives http://www-

k6.thinkcentral.com/content/hsp/math/mathinfocus/common/itools_pri_9780547673851_/main.html

● Game- Fishy count http://www.primarygames.com/math/fishycount/

● Game- Count to 3 http://www.ixl.com/math/kindergarten/count-to-3

● Video- Interactive Kinesthetic activity (Counting up to 100) https://www.youtube.com/watch?v=0TgLtF3PMOc

● Game- Khan Academy https://www.khanacademy.org/math/early-math/cc-early-math-counting-topic/cc-early-

math-counting/e/count-to-100

http://www-k6.thinkcentral.com/content/hsp/math/mathinfocus/common/itools_pri_9780547673851_/main.html


http://www.primarygames.com/math/fishycount/

http://www.ixl.com/math/kindergarten/count-to-3

http://www.youtube.com/watch?v=0TgLtF3PMOc

https://www.khanacademy.org/math/early-math/cc-early-math-counting-topic/cc-early-math-counting/e/count-to-100

https://www.khanacademy.org/math/early-math/cc-early-math-counting-topic/cc-early-math-counting/e/count-to-100

● Ten Frame Activity

http://illuminations.nctm.org/Activity.aspx?id=3565

● Number Sense Activity

http://www.kidport.com/GradeK/Math/NumberSense/MathKNumbers.htm

Technology Resources for Teachers/Parents:

● MIF Interactive Whiteboard http://www-

k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/MainK.html

● MIF- “Learning how to count and how you can help”

http://brightcove.vo.llnwd.net/pd16/media/936125974001/936125974001_1079373478001_PSV-Singapore-

PeggyFoo-Kinderg-H-264-LAN- Streaming.mp4

● Activities pertaining to the Common Core Standard: K.CC.A.1

http://www.internet4classrooms.com/common_core/count_100_ones_tens_counting_cardinality_kindergarten_ma

th_mathematics.htm

Useful websites for teachers to explore:

● https://www-k6.thinkcentral.com/ePC/start.do

● http://illuminations.nctm.org/Search.aspx?view=search&type=ls_ac&gr=Pre-K-2 3.

● http://www.ixl.com/standards/common-core/math/kindergarten (the activities on this website are broken down by

specific CCSS standards under each and every domain)

● http://www.k-5mathteachingresources.com

● https://sites.google.com/site/emilou2010/k-3-links

● http://www.onlinemathlearning.com/kindergarten.html

http://www.internet4classrooms.com/common_core/operations_algebraic_thinking_kindergarten_math_mathemat

ics.htm

http://illuminations.nctm.org/Activity.aspx?id=3565

http://www.kidport.com/GradeK/Math/NumberSense/MathKNumbers.htm

http://www-k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/MainK.html


http://brightcove.vo.llnwd.net/pd16/media/936125974001/936125974001_1079373478001_PSV-Singapore-PeggyFoo-Kinderg-H-264-LAN-

http://brightcove.vo.llnwd.net/pd16/media/936125974001/936125974001_1079373478001_PSV-Singapore-PeggyFoo-Kinderg-H-264-LAN-

http://www.internet4classrooms.com/common_core/count_100_ones_tens_counting_cardinality_kindergarten_math_mathematics.htm

http://www.internet4classrooms.com/common_core/count_100_ones_tens_counting_cardinality_kindergarten_math_mathematics.htm

https://www-k6.thinkcentral.com/ePC/start.do

http://illuminations.nctm.org/Search.aspx?view=search&type=ls_ac&gr=Pre-K-2

http://www.ixl.com/standards/common-core/math/kindergarten

http://www.k-5mathteachingresources.com/

https://sites.google.com/site/emilou2010/k-3-links

http://www.internet4classrooms.com/common_core/operations_algebraic_thinking_kindergarten_math_mathematics.htm



UNIT OVERVIEW


Unit Title: Counting, Addition, & Subtraction


Unit Summary: This unit will focus on knowing number names, the count sequence, counting to tell the number of

objects, and comparing numbers. It will will focus on understanding that addition is putting together and adding to, and

that subtraction is taking apart and taking from. Students will learn how to apply properties of operation, fluently add and

subtract within five, and represent and solve problems.



Technology

LEARNING TARGETS

Standards:

K.CC.A.1. Count to 100 by ones and by tens.*(benchmarked)

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).*(benchmarked)

K.OA.A.1. Represent addition and subtraction up to 10 with objects, fingers, mental images, drawings, sounds (e.g.,

claps), acting out situations, verbal explanations, expressions, or equations. *(benchmarked)

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.

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. *(benchmarked)

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.

K.OA.A.5. Demonstrate fluency for addition and subtraction within 5. (by the end of Kindergarten). *(benchmarked)






speaking.



Unit Understandings

Students will…

● know number names and the count sequence up to 50.

● understand addition as putting together and adding to.

● understand subtraction as taking apart and taking from.

● count to tell the number of objects.

● compare numbers.


● What is addition?

● What is subtraction?

● Why do I need to add?

● Why do I need to subtract?

● What happens when we combine groups and what happens when we take groups apart?



Vocabulary: add, subtract, join, take away, remove, equal, more, less, number stories, word problems, how many, count

on, count back, plus sign (+), minus sign (-)

● know number names and the count sequence up to 50.

● count orally by ones up to 50, beginning at any number.

● understand that number of objects can be represented by a numeral.

● understand addition as putting together and adding to.

● understand subtraction as taking apart and taking from.

● understand different groups can have different numbers of objects.

● know number names and the count sequence.

● understand that the next number name in counting is always one greater than the previous number.

● count to tell the number of objects.



● count orally by tens up to 50.

● write numbers from 0 to 20.

● create subtraction and addition events with objects (up to 10).

● create subtraction and addition events with drawings and sounds (up to 10).

● create subtraction and addition events by acting out situations and with verbal explanations.

● use objects and drawings to represent addition and subtraction.

● add and subtract within 10.

● count to tell the number of objects arranged in a line, rectangular array, circle, or scattered configuration.

● count to tell the number of objects when asked “how many?” questions.

● given a number from 1-20, count out that many object.

● compare the number of objects (up to 10) in two groups.

● identify whether the number of objects in one group is greater than, less than, or equal to to the number of objects

in another group.

● compare numbers (up to 10) written as numerals.

● add within 5 with accuracy and efficiency.


Assessment






● Math Minute

● anecdotal notes



● number stories


Learning Activities





○ Calendar

○ teacher-created activities

RESOURCES

Teacher Resources:







Equipment Needed:

● Counters


● Number cubes

● Crayons

● Paperclips


● Colored pencils


● Ten frame

● Numeral cards

● Grid paper

● Dominoes

● Songs

Technology Resources for Students:

● MIF Virtual Manipulatives http://www-


● Interactive lesson- Add and subtract within10

https://msde.blackboard.com/bbcswebdav/courses/pearson_modules/Math/M001/M001/player.html

● Video- Introduction to addition within 5- Khan Academy

https://www.khanacademy.org/math/arithmetic/addition- subtraction/basicaddition/e/addition_1

● Addition with pictures http://www.ixl.com/math/kindergarten/addition-with-pictures-sums-up-to-5

● Subtraction with pictures http://www.ixl.com/math/kindergarten/subtract-with-pictures-numbers-up-to-5

● Addition word problems http://www.ixl.com/math/kindergarten/addition-word-problems-sums-up-to-10

● Subtraction word problems http://www.ixl.com/math/kindergarten/subtraction-word-problems-numbers-up-to-5

● Addition sentences/equations http://www.ixl.com/math/kindergarten/addition-sentences-sums-up-to-10

● Interactive subtraction game http://www.sheppardsoftware.com/mathgames/earlymath/subHarvest.htm





k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/

● MainK.html MIF- Video – Addition Stories http://www-

k6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760346_te/chapter/chapter17.html

● MIF- Video- Subtraction Stories http://www-


● Useful websites to explore:

○ https://www-k6.thinkcentral.com/ePC/start.do

○ http://illuminations.nctm.org/Search.aspx?view=search&type=ls_ac&gr=Pre-K-2

○ http://www.ixl.com/standards/common-core/math/kindergarten (the activities on this website are broken

down by specific CCSS standards under each and every domain)

○ http://www.k-5mathteachingresources.com.

○ https://sites.google.com/site/emilou2010/k-3-links

○ http://www.onlinemathlearning.com/kindergarten.html

http://www.internet4classrooms.com/common_core/operations_algebraic_thinking_kindergarten_math_m

athematics.htm




https://www.khanacademy.org/math/arithmetic/addition-

http://www.ixl.com/math/kindergarten/addition-with-pictures-sums-up-to-5

http://www.ixl.com/math/kindergarten/subtract-with-pictures-numbers-up-to-5

http://www.ixl.com/math/kindergarten/addition-word-problems-sums-up-to-10

http://www.ixl.com/math/kindergarten/subtraction-word-problems-numbers-up-to-5

http://www.ixl.com/math/kindergarten/addition-sentences-sums-up-to-10

http://www.sheppardsoftware.com/mathgames/earlymath/subHarvest.htm



http://www-k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/

http://www-k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/

http://www-k6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760346_te/chapter/chapter17.html








http://www.k-5mathteachingresources.com./


http://www.onlinemathlearning.com/kindergarten.html





UNIT OVERVIEW


Unit Title: Place Value and Measurement


Unit Summary: This unit will focus on working with numbers 11-19 to gain foundations for place value. It will focus on

describing and comparing measurable attributes. Students will classify objects into categories, count the number of objects

in each category, and sort the categories by count.



Technology

LEARNING TARGETS

Standards:


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 differences. For example, directly compare the heights of two

children and describe one child as taller/shorter.

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

categories by count. *(benchmarked)

K.G.A.2. Correctly name shapes regardless of their orientation or overall size.

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

K.OA.A.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g. using objects or

drawings, and record each decomposition by a drawing or equation (e.g. 5 = 3 + 2 and 5 = 4 + 1)

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 each decomposition by a drawing

or equation (e.g. 5 = 3 + 2 and 5 = 4 + 1).

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 (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. *(benchmarked)

K.OA.A.5. Demonstrate fluency for addition and subtraction within 5 (by the end of Kindergarten). *(benchmarked)






speaking.



Unit Understandings

Students will…



● add and subtract within 5 with accuracy and efficiency.

● compare two- and three- dimensional shapes in different sizes and in different orientations and identify

similarities and differences.

● compare parts of two- and three-dimensional shapes [e.g. number of sides, number of vertices (corners)].

● compare attributes of two- and three-dimensional shapes [e.g. sides have equal length.]

● use informal language to describe similarities, differences, parts, and other attributes when comparing two-and

three-dimensional shapes, in different sizes and orientations.


● Why do we break numbers apart into tens and ones?

● How do we tell which object is longer? Heavier?

● How do we sort objects? What are attributes?

● How can you show numbers 11 to 19 with objects?



Vocabulary: attribute, heavier, lighter, longer, shorter, bar graph, ones, tens, set, group, digit, value, sum, compose,

decompose


● measurable attributes: length, weight, size (volume)

● a single object can have more than one measurable attribute.

● when comparing objects by measuring, each object must have the same starting point.

● moving an object does not change its measure.

● groups can be sorted by the number of objects in each group.

● shapes have names.

● shapes can have the same names but appear different.

● shapes may be flat or solid.

● part-to-whole relationships.

● some groups of objects can be broken into two smaller groups while the total number remains the same.

● some groups of objects can be broken into two smaller groups in more than one way.

● numbers from 11 to 19 can be represented as one group of ten ones and another group containing fewer than ten

ones.




● identify measurable attributes.

● describe the measurable attributes of multiple objects.

● describe multiple measurable attributes of a single object.

● directly compare and describe two objects with measurable attribute in common using more of or less of.

● sort objects into groups.

● sort the group by count.

● correctly name shapes regardless of their orientation or overall size.

● identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (not flat, solid).

● compare two- and three- dimensional shapes, in different sizes, and orientations.

● decompose numbers less than or equal to ten into two numbers.

● record the decomposition with a drawing.

● record the decomposition with an equation.

● decompose the same number in more than one way.

● find a missing part of 10 using objects.

● given a number from 1 to 9, use drawings, or equations to find the number that makes 10.

● compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s).

● use the term ones to describe the number of objects in each group.

● record each composition or decomposition using objects and drawings.

● record each composition or decomposition by a drawing or equation.

● add and subtract within 5 with accuracy and efficiency.


Assessment






● Math Minute

● anecdotal notes



● number stories


Learning Activities





○ Calendar


RESOURCES

Teacher Resources:







Equipment Needed:

● Counters


● Number cubes


● Colored pencils


● Ten frame

● Numeral cards


● Number cubes

● Crayons

● Paperclips

● Balance Scale

Technology Resources for students:

● Game - Measure different lengths

○ http://www.ixl.com/math/kindergarten/long-and-short

○ http://pbskids.org/clifford/games/measuring_up.html

○ http://www.zoodles.com/free-online-kids-games/kindergarten_measurement?source=nav_subjects

● MIF Virtual Manipulatives

○ http://www-


● Interactive lesson- Add and subtract within 10

○ https://msde.blackboard.com/bbcswebdav/courses/pearson_modules/Math/M001/M001/player.html


● MIF- Interactive Whiteboard

○ http://www-k6.thinkcentral.com/content/hsp/math/mathinfocus/common/iwb_dl_v2/contents/MainK.html

● MIF- Video- Order by size, Length, or Weight

○ http://www-

k6.thinkcentral.com/content/hsp/math/hspmath/common/mif_pd_vid/9780547760346_te/chapter/chapter3

.html

Useful websites to explore:


● http://illuminations.nctm.org/Search.aspx?view=search&type=ls_ac&gr=Pre-K-2

● http://www.ixl.com/standards/common-core/math/kindergarten (the activities on this website are broken down by

specific CCSS standards under each and every domain)



● http://www.onlinemathlearning.com/kindergarten.html

http://www.internet4classrooms.com/common_core/operations_algebraic_thinking_kindergarten_math_mathemat

ics.htm

http://www.ixl.com/math/kindergarten/long-and-short

http://pbskids.org/clifford/games/measuring_up.html

http://www.zoodles.com/free-online-kids-games/kindergarten_measurement?source=nav_subjects

















UNIT OVERVIEW


Unit Title: Place Value and Geometric Shapes


Unit Summary: Students will work with numbers 11-9 to gain foundations for place value. They will explore these

numbers using objects and drawings in math games and daily routines. Student will identify, name, compose and observe

two-dimensional (flat) and 3-dimensional (solid) shapes in the environment (triangles, squares, circles, rectangles,

hexagons, cubes, cones, cylinders, and spheres)



Technology

LEARNING TARGETS

Standards:


K.OA A.5. Demonstrate fluency for addition and subtraction within 5.

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 (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?”

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 (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. *(benchmarked)






speaking.



Unit Understandings

Students will…

● Know number names and the count sequence to 100.

● Fluently add and subtract within 5.

● Analyze, compare, create, and compose shapes.

● Work with numbers 11-19 to gain foundations for place value.


● How can shapes be broken into simpler parts?

● Why are attributes are important for naming shapes?

● How can you show numbers 11 to 19 with objects?

● How does knowing about place value make it easier to count?

● Why do we break numbers apart into tens and ones?



Vocabulary: ones, tens, set, group, digit, value, sum, above, below, beside, in front of, behind, and next to, shapes, circle,

square, rectangle, triangle, oval, rhombus(diamond), sphere, pyramid, rectangular prism, cube, cone, cylinder


● orientation does not alter attributes or size.

● shapes may have sides of unequal or equal length.

● shapes may or may not have the same number of sides or ‘corners’.

● basic shapes exist in real world objects.

● shapes can be combined to make larger shapes.

● numbers from 11 to 19 can be represented as one group of ten ones and another group. containing fewer than ten

ones.




● compare two- and three- dimensional shapes in different sizes and in different orientations and identify

similarities and differences.

● compare parts of two- and three-dimensional shapes [e.g. number of sides, number of vertices (corners)].

● compare attributes of two- and three-dimensional shapes [e.g. sides have equal length].

● use informal language to describe similarities, differences, parts, and other attributes when comparing two-and

three-dimensional shapes, in different sizes and orientations.

● recognize basic shapes in the real world.

● use objects (clay, sticks, etc) to model shapes.

● model shapes in the world by drawing shapes.

● compose simple shapes to form larger shapes.

● compose and decompose numbers from 11 to 19 into a group of ten ones and another group of one(s).

● use the term ones to describe the number of objects in each group.

● record each composition or decomposition using objects and drawings.

● record each composition or decomposition by a drawing or equation.

●


Assessment






● Math Minute

● anecdotal notes



● number stories


Learning Activities





○ Calendar


RESOURCES

Teacher Resources:







Equipment Needed:

● Counters


● Number cubes


● Colored pencils


● Ten frame


● Number cubes

● Crayons

● Paperclips

● Solid shapes

● Flat shapes

Technology Resources for students:

● Find the shape that is above or below

http://www.ixl.com/math/kindergarten/above-and-below

● Determine the position of the object http://www.ixl.com/math/kindergarten/left-middle-and-right

http://www.ixl.com/math/kindergarten/top-middle-and-bottom

● Identify shapes

http://www.ixl.com/math/kindergarten/identify-shapes-ii

http://www.kidspsych.org/shapes.html

● MIF Virtual Manipulative http://www-


● Game- Classify 2D and 3D Shapes http://www.math-play.com/geometric-figures-game/geometric-figures-

game.html

http://www.ixl.com/math/kindergarten/above-and-below

http://www.ixl.com/math/kindergarten/left-middle-and-right

http://www.ixl.com/math/kindergarten/left-middle-and-right

http://www.ixl.com/math/kindergarten/identify-shapes-ii

http://www.kidspsych.org/shapes.html



http://www.math-play.com/geometric-figures-game/geometric-figures-game.html

http://www.math-play.com/geometric-figures-game/geometric-figures-game.html


● MIF- Interactive Whiteboard http://www-


● MIF- Video- Solid and Flat Shapes- Math background http://www-


Useful websites to explore:


● http://illuminations.nctm.org/Search.aspx?view=search&type=ls_ac&gr=Pre-K-2

● http://www.ixl.com/standards/common-core/math/kindergarten



● http://www.onlinemathlearning.com/kindergarten.html http://www.internet4classrooms.com/common_core/operations_algebraic_thinking_kindergarten_math_mathemat

ics.htm













Date post:	25-Jan-2023
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CURRICULUM FOR MATHEMATICS KINDERGARTEN

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