Week 1 Aug 3-7:

1.NR.1.1 Count within 120

1.NR.1.3 Compare and order whole numbers up to 100

1.NR.2.1 Addition and subtraction within 20

•  Below is a link to a website that provides several opportunities for students to practice using their problem-solving skills through engaging games and activities.  

Top Marks Math – This website contains games involving place value, counting, number riddles and number puzzles.  

Week 2 Aug 10-14:

1.NR.1.1 Count within 120

1.NR.1.2 Two digits represent tens and ones

1.NR.2.1 Addition and subtraction within 20

1.NR.2.5 Know and apply the equal sign

• Below are links to websites that provide opportunities for students to practice counting objects through engaging games and activities. 

  • Make Mathematics Count Georgia – Videos and resources for parents. 

  • Let’s Learn Georgia – Video lessons. 

  • Math Learning Center Activities – Math Activities using virtual manipulatives.

  • Math Games – Tens and Ones with Spaceships.

  • Counting On – A brief video to learn more about counting on.  

Week 3 Aug 17-21:

1.NR.1.1 Count within 120

1.NR.1.2 Two digits represent tens and ones

• Below are links to websites that provide opportunities for students to practice counting objects through engaging games and activities. 

  • Five Frames- Students manipulate objects to fill and answer the question “how many” in a five frame. 

  • Ten Frames- Students manipulate objects to fill and answer the question “how many” in a ten frame.

  • Number Rack (Rekenrek)- Students use the number rack to develop an understanding of number and quantity. 

  • Okta’s Rescue- Use your counting skills to save as many Oktas you can. Students create a quantity to match a number while being timed. Timing math activities is discouraged; however, you can edit the game to time out at 60 seconds which is adequate time for student thinking in this game. 

  • Make Mathematics Count Georgia – Videos and resources for parents. 

  • Let’s Learn Georgia – Video lessons. 

  • Math Learning Center Activities – Math Activities using virtual manipulatives.

  • Math Games – Tens and Ones with Spaceships.

  • Counting On – A brief video to learn more about counting on.  

Week 4 Aug 24-28:
1.NR.1.1 Count within 120

1.NR.1.2 Two digits represent tens and ones

1.NR.1.3 Compare and order whole numbers up to 100

• Engage in conversations about numbers found in your everyday life such as scores in a football game on television or the number of items that come in a pack while grocery shopping. As students describe these comparisons, they will begin to create statements based on a context and not reliant on the symbols > or <.  

• The Number Frames App from the Math Learning Center to show different arrangements of less than 10 dots.  Students can name how they see the dots in two groups. Use the pencil tool to circle the two groups.  Draw a number bond to reflect student groupings.  

• Let’s Learn Georgia – Video lessons. 

Week 5 Aug 31-Sep 4:

1.NR.1.1 Count within 120

1.NR.1.2 Two digits represent tens and ones

1.MDR.6.4 Ask and answer questions

• Hundreds Chart Bingo 

  • Provide students with a number chart (1-50). The object of the game is to get 4 counters on numbers that are next to each other.  

  • Give students clues for numbers to color/ cover up.

  • For example: A number that is one more than 17; A number that has a 3 in the tens place; A number less than 10; etc.  

Week 6 Sep 7-11:

1.NR.1.1 Count within 120

1.NR.1.3 Compare and order whole numbers up to 100

1.NR.2.1 Addition and subtraction within 20

1.NR.2.5 Know and apply the equal sign

1.MDR.6.4 Ask and answer questions

• Below are some ideas that provide opportunities for students to practice statistical reasoning by investigating statistical investigative questions. The following questions are provided to get you started. However, you may wish to entertain your own questions. 

  • Does a plant grow faster when watered with soda, water, or milk? 

  • Which brand of bubble gum will give you the largest bubble? 

  • On a trip to the zoo or aquarium, data could be collected to answer questions like: 

    • How many animals have no legs, 2 legs, 4 legs, more legs?

    • Are there more animals with fur than those without fur? 

    • How many animals are larger than a golden retriever? 

  • How many convenience stores (clothing stores, variety stores, etc.) are there in our community?  

Week 7 Sep 14-17:

1.NR.1.1 Count within 120

1.NR.1.2 Two digits represent tens and ones

1.NR.1.3 Compare and order whole numbers up to 100

1.NR.2.1 Addition and subtraction within 20

1.NR.2.5 Know and apply the equal sign

1.MDR.6.4 Ask and answer questions

S.1.E1. Obtain, evaluate, and communicate weather data to identify weather patterns.

Week 8 Sep 21-25:

1.NR.2.1 Addition and subtraction within 20

1.NR.2.4 Fluently add and subtract within 10

1.NR.2.7 Apply properties of operations

•  Engage in conversations about quantities within 20 in your everyday lives (such as a carton of eggs, a box of doughnuts, basketballs on a ball rack, pictures hanging on your wall, windows on a home, etc.). Ask your student to describe how they see that quantity and to explain their thinking. Listen for ways your student describes how they compose and/or decompose the quantities. 

Week 9 Sep 28-Oct 2:

1.NR.2.1 Addition and subtraction within 20

1.NR.2.2 Strategies for Addition and subtraction

1.NR.2.4 Fluently add and subtract within 10

• Students can engage in addition and subtraction practice with the Addition and Subtraction Ladder Game from Top Marks. 

Week 10 Oct 12-16:

1.NR.2.1 Addition and subtraction within 20

1.NR.2.2 Strategies for Addition and subtraction

1.NR.2.3 Inverse relationship of addition and subtraction

1.NR.2.5 Know and apply the equal sign

• To complete a 3-Act Task, students must discuss what they notice and wonder about mathematical situations in their daily lives. Families can encourage this thinking by having students ask questions and verbally establish a plan of how some of their “wonders” could be answered.  

Week 11 Oct 19-23:

1.NR.2.1 Addition and subtraction within 20

1.NR.2.2 Strategies for addition and subtraction

1.NR.2.3 Inverse relationship of addition and subtraction

1.NR.2.4 Know and apply the equal sign

• This same activity can be duplicated by drawing two playing cards (using cards numbered 2-10) or two dice. Using standard dominoes, dice and/or playing cards, students can use the representations (the pips on the dice and dominoes as well as the cluster of suit graphics on the playing cards) to assist with further experimenting with joining or separating.  

Week 12 Oct 26-30:

1.NR.2.1 Addition and subtraction within 20

1. NR.2.5 Know and apply the equal sign

1.MDR.6.1 Measurement with non-standard units

1.MDR.6.4 Ask and answer questions (Focus on Picture

Graphs)

• Students should see data collection as a way to gather information. Have students gather data on things in their daily lives by surveying family members on things such as a taste test, an activity to complete with their family (such as which board game to play or movie to watch) or collecting items around the house and sorting them based on attributes.  

Week 13 Nov 2-6:

1.NR.2.1 Addition and subtraction within 20

1.NR.2.2 Strategies for Addition and subtraction

1. NR.2.6 Determine the unknown

1.NR.2.7 Apply properties of operations

• Continue to practice solving for an unknown. As you see single digit numbers or quantities in your daily lives (items in a package, digits on a card or dice, numbers on shirt or graphic) and question your student on that number’s distance from 10.  

Week 14 Nov  9-13:

1.NR.2.1 Addition and subtraction within 20

1.NR.2.2 Strategies for Addition and subtraction

1.NR.2.6 Determine the unknown

1.NR.2.7 Apply properties of operations

Week 15 Nov 16-20:

1.GSR.4.1 Classify and compose shapes

1.MDR.6.1 Measurement with non-standard units

• I Spy a Shape- Identify objects around your house that are different shapes (square, triangle, cube, cone, circle, etc.) Take turns choosing an object and describing the attributes of that object.

• Pattern Block Virtual Manipulatives. 

• Practice With Shapes.  

• Shape Hunt- Have your child go on a shape hunt for 2-dimensional and 3-dimensional shapes around the house. You could give them specific requirements for the shapes they have to find. For example:  

  • Two or more shapes that make another shape  (add a period at the end of the sentence)

  • Solids that are like a box, a cylinder, a pyramid, a cone  (add or before a cone)

  • Five shapes that are alike in some way (add a period at the end of the sentence. 

• You can have them take pictures of the items or draw them on a sheet of paper to display and make a shape museum. 

Week 16 Nov 30-Dec 4:

1.GSR.4.1 Classify and compose shapes

1. MDR.6.4 Ask and answer questions

• Students can engage in solving Tangram Puzzles using Math Playground.

Week 17 Dec 7-11:

1.GSR.4.1 Describe shares using halves, fourths &

quarters

1.GSR.4.2 More equal shares creates smaller shares

1.GSR.4.3 Partition circles and rectangles

• Students can practice fractioning circles.

• Test your students’ knowledge of partitioning shapes with this Kahoot! 

• Pattern Block Virtual Manipulatives.

• Foster conversations of equal shares and partitioning during daily conversations. For example, This will naturally occur when splitting a tasty treat such as a cookie or brownie. 

Week 18 Dec 14-18:

1.PAR.3.1 Repeating patterns

•  Exploring Patterns and Shapes- Look for fabric or artwork around your house that has patterns or shapes. 

  • Talk about the shapes and patterns in the fabric. 

  • Talk about symmetry and the sizes of the shapes. 

Week 19 Jan 6-8:

1.MDR.6.1 Measure and Compare

• Encourage conversations at home about length measurement. This would include conversations of comparisons using the terms taller/shorter, longer/shorter, and equal. Conversations about measuring items with nonstandard units are really helpful to build connections for students. Those conversations could include questions like “How many playing cards long is our kitchen table?”. 

Week 20 Jan 11-15:

1.MDR.6.1 Measure and Compare

• Encourage conversations at home about length measurement. This would include conversations of comparisons using the terms taller/shorter, longer/shorter, and equal. Conversations about measuring items with nonstandard units are really helpful to build connections for students. Those conversations could include questions like “How many playing cards long is our kitchen table?”. 

Week 21 Jan 18-22:

1.MDR.6.1 Measure and Compare

• Students will be strengthening their estimation skills. Encourage students to make predictions with activities such as “How many steps will it take us to get across the room?” Once students make a prediction, measure, and reflect on how their estimation aligned with the true measurement. Now, what would happen if you took smaller steps? What would happen if you took larger steps? 

Week 22 Jan 24-28:

1.MDR.6.2 Time and elapsed time

• Families can create a clock together. (Ideas can be found at https://www.teachingexpertise.com/classroom-ideas/preschool-telling-time-activities/

• Call out an activity and allow students to determine the approximate time it would occur. Students should show the time on their created clocks. Have the students show the time on their clock. Give the student time to explain/ justify their answer.

  • Suggestions: What time would you: Eat dinner? Get dressed for school? Attend baseball practice? Sleep? Take a bath? Read a book? Have recess? Eat lunch? Write a story? 

Week 23 Feb 1-5:

1.MDR.6.2 Time and elapsed time

• Families can create a clock together. 

• Call out an activity and allow students to determine the approximate time it would occur. Have the students show the time on a clock at home. Have the student justify their answers. 

  • Suggestions: When would you…  

    • Eat dinner 

    • Get dressed for school  

    • Attend baseball practice  

    • Sleep  

    • Take a bath  

    • Read a book   

    • Have recess  

    • Eat lunch  

    • Write a story 

• Using sidewalk chalk, families can practice creating and labeling clocks outside.  Encourage students to use what they have learned about clocks to correctly place the numbers. Students can find sticks to use as the clock hands to practice creating different times.

• Families can practice telling time with the online games below: 

  • Telling Time to the Half Hour 

  • Learn to Tell Time 

Week 24 Feb 8-12:

1.MDR.6.2 Time and elapsed time

1.MDR.6.4 Ask and answer questions

1.MDR.6.2 Time and elapsed time

• Families can engage in activity that focuses on the idea of “Which takes Longer?”. 

  • Provide two activities for the student to do. Have them estimate which activity they think will take longer. Allow students to perform each task and time which takes longer. 

• Possible tasks to compare: 

  • Counting a certain amount of objects 

  • Stacking a certain number of blocks/Unifix cubes and then removing them one at a time 

  • Walking/ Running a certain path  

  • Writing their name 

Week 25 Feb 22-26:

1.MDR.6.3 Denominations of money

• Engage your students by asking them to count coins with them. While students are counting, encourage them to establish a process to keep track of their thinking. In some situations, counting coin values from largest to smallest, while in other circumstances establishing a benchmark number of ten or five is helpful. 

• The following link provides students and families an opportunity to play a game that involves practicing counting money. 

  • Learn to Count Money game – from ABCya. 

Week 26 Mar 1-5:

1.MDR.6.3 Denominations of money

• Additional engaging money activities can be found at:  https://educationtothecore.com/2022/09/23-money-activities-for-primary-students/ 

Week 27 Mar 8-12:

1.NR.1.1 Count within 120

1.NR.1.2 Two digits represent tens and ones

1.NR.1.3 Compare and order whole numbers up to 100

1.NR.2.2 Strategies for Addition and subtraction

1.NR.5.1 Add and subtract whole numbers

1.NR.5.2 Mentally find 10 more or 10 less than the number

1.NR.5.3 Add and subtract multiples of 10

• Play an interactive Race Car Number Comparison Game in which students can click and drag the comparison symbols (>, <, or =) into the center of two number. This game can be played independently of collaboratively.  

Week 28 Mar 15-19:

1.NR.2.1 Addition and subtraction within 20

1.MDR.6.4 Ask and answer questions

•  Students should see data collection as a way to gather information. Have students gather data on things in their daily lives by surveying family members on things such as a taste test, an activity to complete with the family (such as which board game to play or movie to watch), or collecting items around the house and sorting them based on attributes.  

Week 29 Mar 22-26:

1.NR.2.1 Addition and subtraction within 20

1.NR.2.2 Strategies for Addition and subtraction

1.NR.2.3 Inverse relationship of addition and subtraction

1.NR.2.4 Fluently add and subtract within 10

1.NR.2.5 Know and apply the equal sign

1.NR.2.6 Determine the unknown

1.NR.2.7 Apply properties of operations

• Below is a link to a website that provides several activities for students to practice addition and subtraction skills. 

  • Big Puppy Canoe Race  

  • Check out more fun addition and subtraction activities. 

Week 30 Mar 28- Apr 2:

1.NR.5.1 Add and subtract whole numbers

• Below is a link to a website that provides several opportunities for students to practice using their addition and subtraction skills through engaging games and activities.  

  • Addition and Subtraction Games  

Week 31 Apr 12-16:

1.NR.5.1 Add and subtract whole numbers

1.NR.5.2 Mentally find 10 more or 10 less than the number

1.NR.5.3 Add and subtract multiples of 10

• For additional practice with determining 10 more and less, students can engage in the Hundred Chart Patterns  or Treasure Quest.  

• After students have had practice using manipulatives to add and subtract 10 from a number, they can watch the 10 More, 10 Less math song to remind them what to do when adding and subtracting 10.  

• For additional practice with adding and subtracting 10, students can engage in the iknowit 10 more, 10 less lesson. Students will earn points for correct answers. Incorrect answers will be explained and demonstrated using a hundreds chart. 

Week 32 Apr 19-23:

1.NR.5.1 Add and subtract whole numbers

1.NR.5.2 Mentally find 10 more or 10 less than the number

1.NR.5.3 Add and subtract multiples of 10

1.MDR.6.3 Identify and compare coins

• Discuss coin values with your student by asking them to assist you in counting change. Also consider providing your students with an amount and challenging them to create a coin combination to establish that coin total.  

Week 33 Apr 26-30:

1.MDR.6.2 Time in hours and half hours

• Students can play Telling Time at for more practice with telling time to the hour and half hour 

• For more hands-on activities on telling time, please visit: https://www.weareteachers.com/5-hands-on-ways-to-teach-telling-time/

Week 34 May 3-7:

1.MDR.6.1 Measure and Compare

• Encourage your students to discuss measurement in their daily lives. This could include conversations of “longer/shorter” to describe length of step, string, or even length of items around the house such as a blanket.  

Week 35 May 10-14:

Review skills taught throughout the year.

Week 36 May 17-26: 

Review skills taught throughout the year.