Embedded Files
Module 1: Numbers to 10
Module 1: Numbers to 10
(37 Days)
(37 Days)
August 23 - October 13
Overview
Module 1 of the Kindergarten curriculum in A Story of Units. In Topics A and B, classification activities allow students to analyze and observe their world and articulate their observations. Reasoning and dialogue begin immediately. In Topics C, D, E, and F, students order, count, and write up to ten objects to answer “how many?” questions from linear, to array, to circular, and finally to scattered configurations wherein they must devise a path through the objects as they count. In Topics G and H, students use their understanding of relationships between numbers and know that each successive number name refers to a quantity that is one greater and that the number before is one less.
Students solidify the meaning of numbers to 10 with a focus on embedded numbers and relationships to 5. Students then investigate patterns of “1 more” and “1 less” using models. Students also begin adding within 5.
Standards
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. 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.
b. 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.
c. Understand that each successive number name refers to a quantity that is one larger. K.CC.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.
K.CC.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).
K.OA.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).
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)
Unit Vocab
Exactly the same, not exactly the same, and the same, but…(ways to analyze objects to match or sort)
Match (group items that are the same or that have the same given attribute)
Sort (group objects according to a particular attribute)
How many? (with reference to counting quantities or sets)
Hidden partners (embedded numbers)
Counting path (with reference to order of count)
Number story (stories with add to or take from situations)
Zero (understand the meaning of, write, and recognize)
Number sentence (3 = 2 + 1)
5-group ( * * * * * - linear and organized)
Rows and columns (linear configuration types)
Number path
1 more (e.g., 4. 1 more is 5.)
1 less (e.g., 4. 1 less is 3.)
Topic A: Attributes of Two Related Objects
Topic A: Attributes of Two Related Objects
Standards
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)
Overview
Students reason about matching pairs of objects, identify attributes of the matching pairs, and reason about pairing two objects according to their attributes.
Lessons **ALL Clickable links**
Lesson 1: Analyze To Find Two Objects That Are Exactly The Same *Priority Lesson*
Lesson 2: Analyze To Find Two Similar Objects *Priority Lesson*
Lesson 3: Classify Two Objects By Attributes *Priority Lesson*
Topic B: Classify to make Categories and Count
Topic B: Classify to make Categories and Count
Standards
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. 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.
b. 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.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)
Overview
Students classify groups of objects into pre-defined categories, count the objects in each, with the last number determining the total, and sort by count.
Lessons **ALL Clickable links**
Lesson 4: Classify Items Into Two Pre-Determined Categories *Priority lesson*
Lesson 5: Classify Items Into Three Categories And Determine The Count *Priority lesson*
Lesson 6: Sort And Identify Categories By Count *Priority lesson*
Topic C: Numbers to 5 in Different Configurations
Topic C: Numbers to 5 in Different Configurations
Standards
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. 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.
b. 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.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.
K.OA.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).
Overview
Students answer how many questions of items in various configurations and learn about total numbers of objects no matter their arrangement or order.
Lessons
Lesson 7: Sort By Count In Linear Configurations To 5; Match To Numerals
Lesson 8: Answer How Many Questions To 5. Compare Ways To Count 5 Fingers *Priority lesson*
Lesson 9: Decompose 3, 4, 5 Within Linear And Array Dot Configurations *Priority lesson*
Lesson 10: Hidden Patterns Of 3,4, And 5 In Circular And Scattered Configurations *Priority lesson*
Lesson 11: Model Decompositions Of 3 With Materials, Drawings, And Expressions *Priority lesson*
Topic D: The Concept of Zero and Working 0-5
Topic D: The Concept of Zero and Working 0-5
Standards
K.CC.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).
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. 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.
b. 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.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.
Overview
Students learn about zero, write and order numerals up to 5, and represent decompositions with materials, drawings, and equations.
Lessons
Lesson 12: Understand The Meaning Of Zero. Write The Numeral 0 *Priority Lesson*
Lesson 14: Order And Write Numerals 0–3 To Answer How Many Questions *Priority Lesson*
Lesson 15: Order And Write Numerals 4-5 To Answer How Many Questions *Priority Lesson*
Lesson 16: Decompose Totals Of 4 And 5 Without Equations *Priority Lesson*
Topic E: Working with 6-8 in different configurations
Topic E: Working with 6-8 in different configurations
Standards
K.CC.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).
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. 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.
b. 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.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.
Overview
Students count and order up to 8 in linear, array, circular, and scattered configurations. They count objects out of larger sets. They continue to work on writing numerals.
Lessons
Lesson 17: Count 4–6 Objects In Linear And Array Configurations *Priority Lesson*
Lesson 18: Count 4–6 Objects In Circular And Scattered Configurations *Priority Lesson*
Lesson 19: Count 5─7 Linking Cubes In Linear Configurations *Priority Lesson*
Lesson 20: Reason About Sets Of 7 Objects In Circular And Scattered Configurations
Lesson 21: Compare Counts Of 8 In Linear And Array Configurations *Priority Lesson*
Lesson 22: Strategize To Count 8 Beans In Circular And Scattered Configurations
Topic F: Working with 9-10 in different configurations
Topic F: Working with 9-10 in different configurations
Standards
K.CC.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).
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. 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.
b. 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.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.
Overview
Students write, represent, count, and compare up to 10 objects in different configurations. Throughout the module, the students learn to be flexible with numbers to 10. They continue to utilize the five-unit as they count.
Lessons
Lesson 23: Organize And Count 9 Objects In Linear And Array Configurations *Priority lesson*
Lesson 24: Strategize To Count 9 Objects In Circular And Scattered Configurations
Lesson 25: Count 10 Objects In Linear And Array Configurations *Priority lesson*
Lesson 26: Count 10 Objects In Linear And Array Configurations. (Continued)
Lesson 27: Count 10 Objects And Move Between All Configurations *Priority lesson*
Lesson 28: Act Out Result Unknown Story Problems Without Equations *Priority lesson*
Topic G: One More with numbers 0-10
Topic G: One More with numbers 0-10
Standards
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. 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.
b. 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.
c. Understand that each successive number name refers to a quantity that is one larger.
Overview
Students use two-dimensional objects to order and match numbers 1–10. They internalize the concept that each successive number name refers to a quantity that is one greater, allowing them to arrange, analyze, and draw 1 more up to 10 in configurations other than the stair or tower format.
Lessons
Lesson 29: State 1 More Than A Given Number *priority lesson*
Lesson 30: Make Math Stairs From 1 To 10 In Cooperative Groups
Lesson 31: Arrange, Analyze, And Draw 1 More Configurations Other Than Towers *priority lesson*
Lesson 32: Explore Sequences Of Quantities Of 1 More *priority lesson*
Topic H: One Less with numbers 0-10
Topic H: One Less with numbers 0-10
Standards
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. 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.
b. 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.
c. Understand that each successive number name refers to a quantity that is one larger.
Overview
Students continue to use their understanding of relationships between numbers to recognize that each successive number name refers to a quantity that is one greater and that the number before is one less
Lessons
Lesson 33: Order Quantities From 10 To 1 And Match Numerals *Priority Lesson*
Lesson 34: Count Down From 10 To 1 And State 1 Less Than *Priority Lesson*
Lesson 35: Arrange Number Towers In Order From 10 To 1 And Describe The Pattern *Priority Lesson*
Lesson 36: Sequences Of Quantities That Are 1 Less In Configurations Other Than Towers
Module 2: 2D and 3D Shapes
Module 2: 2D and 3D Shapes
(10 Days)
(10 Days)
October 24 - November 3
Overview
Module 2 explores two-dimensional and three-dimensional shapes. Students learn about flat and solid shapes independently as well as how they are related to each other and to shapes in their environment. Students begin to use position words when referring to and moving shapes. Students learn to use their words to distinguish between examples and non-examples of flat and solid shapes.
Students identify and describe squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres. They also practice their fluency with numbers to 10.
Standards
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)
K.G.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.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
K.G.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).
Unit Vocab
Above, below, beside, in front of, next to, behind (position words)
Circle
Cone (solid shape)
Cube (solid shape)
Cylinder (solid shape)
Face (flat side of a solid)
Flat (two-dimensional shape)
Hexagon (flat figure enclosed by six straight sides)
Rectangle (flat figure enclosed by four straight sides)
Solid (three-dimensional shape)
Sphere (solid shape)
Square (flat figure enclosed by four straight, equal sides)
Triangle (flat figure enclosed by three straight sides)
Topic A: 2D Flat Shapes
Topic A: 2D Flat Shapes
Standards
K.G.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.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.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).
Overview
Students examine how flat shapes are similar to or different from one another with respect to their attributes, orientation and relative positions to objects. They develop spatial reasoning and geometric concepts by experiencing flat shapes in their world.
Lessons
Lesson 1: Find And Describe Flat Triangles, Squares, Rectangles, Hexagons, And Circles *Priority Lesson*
Lesson 2: Classifying Rectangles Into Categories Using Examples And Non-Examples *Priority Lesson*
Lesson 3: Classifying Triangles Into Categories Using Examples And Non-Examples *Priority Lesson*
Lesson 4: Classifying Hexagons And Circles Into Categories Using Examples And Non-Examples *Priority Lesson*
Lesson 5: Describe And Communicate Positions Of All Flat Shapes *Priority Lesson*
Topic B: 3D Solid Shapes
Topic B: 3D Solid Shapes
Standards
K.G.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.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.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).
Overview
Students examine how solid shapes are similar to or different from one another with respect to their attributes, orientation and relative positions to objects.
Lessons
Lesson 6: Find And Describe Solid Shapes Using Informal Language *Priority Lesson*
Lesson 7: Classify And Name Solid Shapes *Priority Lesson*
Lesson 8: Describe And Communicate Positions Of All Solid Shapes
Topic C: 2D and 3D Shapes
Topic C: 2D and 3D Shapes
Standards
K.MD.3 Classify objects into given categories: count the numbers of objects in each category and sort the categories by count.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
K.G.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)
Overview
Students identify and sort flat and solid shapes based on their attributes, and relate them to each other. They explain the reason for their sorting.
Lessons
Module 3: Compare length, weight, capacity and Numbers to 10
Module 3: Compare length, weight, capacity and Numbers to 10
(32 Days)
(32 Days)
Nov 12 - Jan 12
Overview
After students observed, analyzed, and classified objects by shape into pre-determined categories in Module 2, they now compare and analyze length, weight, volume, and, finally, number in Module 3. The module supports students’ understanding of amounts and their developing number sense. The module culminates in a three-day exploration, one day devoted to each attribute: length, weight, and volume.
Students compare and analyze length, weight, volume, and, finally, number to build their understanding of amount. They develop the meaning of the word “than” in the context of “taller than,” “shorter than,” “heavier than,” “longer than,” etc. They also continue to develop number sense.
Standards
K.CC.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. (Include groups with up to 10 objects.)
K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.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.
Unit Vocab
Balance scale (tool for weight measurement)
Capacity (with reference to volume)
Compare (specifically using direct comparison)
Endpoint (with reference to alignment for direct comparison)
Enough/not enough (comparative term)
Heavier than/lighter than (weight comparison)
Height (vertical distance measurement from bottom to top)
Length (distance measurement from end to end; in a rectangular shape, length can be used to describe any of the four sides)
Longer than/shorter than (length comparison)
More than/fewer than (discrete quantity comparison)
More than/less than (volume, area, and number comparisons)
Taller than/shorter than (height comparison)
The same as (comparative term)
Weight (heaviness measurement)
Topic A: Comparison of Length and Height
Topic A: Comparison of Length and Height
Standards
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.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.
Overview
Students identify the attribute of length and compare the length and height of various objects with both aligned and non-aligned endpoints. They use taller than, longer than, and shorter than.
Lessons
Lesson 1: Compare Lengths With Aligned And Non-Aligned Endpoints *Priority lesson*
Lesson 2: Compare Length Measurements With String *Priority lesson*
Lesson 3: Make Series Of Longer Than And Shorter Than Comparisons
Topic B: Comparison of Length, and Height of Linking cube sticks
Topic B: Comparison of Length, and Height of Linking cube sticks
Standards
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.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.
Overview
Students compare the lengths and heights of linking cube sticks with other linking cube sticks within 10, as well as various other objects with endpoints that are aligned and not aligned. They practice decomposition and fluency with facts to 5.
Lessons
Lesson 5: Comparing Linking Cube Sticks *Priority lesson*
Lesson 6: Comparing Linking Cube Sticks To Various Objects *Priority lesson*
Lesson 7: Compare Objects Using The Same As *Priority lesson*
Topic C: Comparison of Weight
Topic C: Comparison of Weight
Standards
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.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.
Overview
Students compare the weight of objects, progressing from informal comparisons of objects (comparing the weight of a book to that of a pencil by picking them up) to using balance scales when greater precision is necessary or desired (comparing the weight of a pencil to a marker by using a scale). They also observe the conservation of weight.
Lessons
Lesson 8: Compare The Weight Of Classroom Objects *Priority Lesson*
Lesson 9: Compare Objects That Are Approximately The Same Using Balance Scales *Priority Lesson*
Lesson 10: Compare The Weight Of An Object To A Set Of Weights On A Balance Scale
Lesson 11: Observe Conservation Of Weight On The Balance Scale
Lesson 12: Compare The Weight Of An Object With Sets Of Different Objects *Priority Lesson*
Topic D: Comparison of Volume
Topic D: Comparison of Volume
Standards
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.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.
Overview
Students compare volumes of containers of various shapes and sizes. They observe how volume is conserved, and consider the different measurable attributes of various items.
Lessons
Lesson 13: Compare Volume Using More Than, Less Than, And The Same As By Pouring *Priority Lesson*
Lesson 15: Compare Using The Same As With Units *Priority Lesson*
Topic E: Are there enough?
Topic E: Are there enough?
Standards
K.CC.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. (Include groups with up to ten objects.)
Overview
Students consider, “Is there enough?” in various contexts. Students explore area and compare numbers of objects using more than, less than, and the same as. Students explore and compare area by participating in everyday activities such as comparing two pieces of paper to see which one will allow them to make a bigger drawing
Lessons
Lesson 17: Compare To Find If There Is Enough *Priority Lesson*
Lesson 18: Compare Using More Than And The Same As *Priority Lesson*
Lesson 19: Compare Using Fewer Than And The Same As *Priority Lesson*
Topic F: Comparisons of Sets within 10
Topic F: Comparisons of Sets within 10
Standards
K.CC.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. (Include groups with up to ten objects.)
K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.
Overview
Students begin with comparing lengths, then move on to comparing numbers, and end with making and identifying sets with the same number of objects, 1 more or 1 fewer object.
Lessons
Lesson 21: Compare Sets Informally Using More, Less, And Fewer *Priority Lesson*
Lesson 22: Identify And Create A Set That Has The Same Number Of Objects *Priority Lesson*
Lesson 23: Reason To Identify And Make A Set That Has 1 More *Priority Lesson*
Lesson 24: Reason To Identify And Make A Set That Has 1 Less *Priority Lesson*
Topic G: Comparison of Numerals
Topic G: Comparison of Numerals
Standards
K.CC.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. (Include groups with up to ten objects.)
K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.
Overview
Students first compare numerals by connecting number to length, then shift from linear sets to other configurations, ending with comparing numerals using no materials as they visualize the task
Lessons
Lesson 26: Match And Count To Compare Two Sets Of Objects *Priority Lesson*
Lesson 28: Visualize Quantities To Compare Two Numerals *Priority Lesson*
Topic H: Clarification of Measurable Attributes
Topic H: Clarification of Measurable Attributes
Standards
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
K.MD.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.
Overview
Students synthesize their knowledge of the attributes previously studied in this module. Students engage in three measurement and comparison tasks about volume, weight, and height. They consider the measurable attributes of various objects and what tools they could use to measure them.
Lessons
Lesson 29: Observe Constant Volume Moving Between Different Containers *Priority Lesson*
Lesson 31: Create And Compare Rectangles Of Different Lengths To Build Structures
Module 4: Number Pairs, Addition and Subtraction to 10
Module 4: Number Pairs, Addition and Subtraction to 10
(41 Days)
(41 Days)
Jan 17 - March 15
Overview
Module 4 marks the next exciting step in math for kindergartners, addition and subtraction! They begin to harness their practiced counting abilities, knowledge of the value of numbers, and work with embedded numbers to reason about and solve addition and subtraction expressions and equations. In Topics A and B, decomposition and composition are taught simultaneously using the number bond model so that students begin to understand the relationship between parts and wholes before moving into formal work with addition and subtraction in the rest of the module.
Standards
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.)
K.OA.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.OA.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).
K.OA.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.
K.OA.5 Fluently add and subtract within 5.
Unit Vocab
Addition (specifically using add to with result unknown, put together with total unknown, put together with both addends unknown)
Addition and subtraction sentences (equations)
Make 10 (combine two numbers from 1 to 9 that add up to 10)
Minus (–)
Number bond (mathematical model)
Number pairs or partners (embedded numbers)
Part (addend or embedded number)
Put together (add)
Subtraction (specifically using take from with result unknown)
Take apart (decompose)
Take away (subtract)
Whole (total)
Topic A: Compositions and Decompositions of 2-5
Topic A: Compositions and Decompositions of 2-5
Standards
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.)
K.OA.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).
K.OA.5 Fluently add and subtract within 5.
Overview
Students are formally taught composition and decomposition using number bonds as they explore the relationships between numbers, setting the foundation for addition and subtraction.
Lessons
Lesson 1: Composition And Decomposition To 5 Using Objects And Drawings *Priority Lesson*
Lesson 2: Composition And Decomposition To 5 Using Fingers And Cube Sticks
Lesson 3: Represent Composition Stories Using Number Bonds *Priority Lesson*
Lesson 4: Represent Decomposition Stories Using Number Bonds *Priority Lesson*
Lesson 5: Composition And Decomposition To 5 Using Drawings And Number Bonds *Priority Lesson*
Lesson 6: Represent Number Bonds With Composition And Decomposition
Topic B: Decompositions 6-8 and Intro Number Pairs
Topic B: Decompositions 6-8 and Intro Number Pairs
Standards
K.OA.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)
Overview
Students decompose 6, 7, and 8 into all number pairs using story situations, objects, sets, arrays and numerals, exploring the patterns that emerge. They work with different configurations of the number bond model to support flexible thinking moving from part to whole and whole to part, composition to decomposition.
Lessons
Lesson 7: Model Decompositions Of 6 *Priority Lesson*
Lesson 8: Model Decompositions Of 7 *Priority Lesson*
Lesson 9: Model Decompositions Of 8 *Priority Lesson*
Lesson 10: Model Decompositions Of 6–8 *Priority Lesson*
Lesson 11: Represent Decompositions For 6–8 Using Number Bonds
Lesson 12: Represent The 5 + N Pattern To 8 *Priority Lesson*
Topic C: Addition with Totals of 6-8
Topic C: Addition with Totals of 6-8
Standards
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.)
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Overview
Topic C introduces formal addition concepts including writing and solving expressions and equations. The first three lessons ask students to represent addition story problems involving decomposition and composition, modeled by A + B = C and C = A + B. In these first formal addition lessons the stories are told with no unknown. “There are 7 apples in the bowl. 5 of them are red and 2 of them are green.” Students write addition sentences and identify the referent of each number within the problem.
Lessons
Lesson 13: Represent Decomposition And Composition Addition Stories To 6 With No Unknown
Lesson 14: Represent Decomposition And Composition Addition Stories To 7 With No Unknown
Lesson 15: Represent Decomposition And Composition Addition Stories To 8 With No Unknown *Priority Lesson*
Lesson 16: Solve Add To With Results Unknown Word Problems Within 8 *Priority Lesson*
Lesson 17: Solve Put Together With Total Unknown Word Problems Within 8 *Priority Lesson*
Lesson 18: Solve Both Addends Unknown Word Problems Within 8 *Priority Lesson*
Topic D: Subtraction from Numbers to 8
Topic D: Subtraction from Numbers to 8
Standards
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.)
K.OA.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.OA.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).
Overview
Students are introduced to formal subtraction concepts including writing and solving expressions and equations, moving from concrete processes to reasoning abstractly and quantitatively.
Lessons
Lesson 19: Use Objects And Drawings To Find How Many Are Left *Priority Lesson*
Lesson 20: Solve Take From Expressions And Equations With No Unknown *Priority Lesson*
Lesson 21: Represent Subtraction Story Problems *Priority Lesson*
Lesson 24: Decompose 8 Using 5-Group Drawings *Priority Lesson*
Topic E: Decompositions of 9 and 10, Number pairs
Topic E: Decompositions of 9 and 10, Number pairs
Standards
K.OA.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)
Overview
Students return to work with number bonds, decomposing 9 and 10 into number pairs and exploring their patterns. They solve problems of the put together both addends unknown addition equations modeled by the equation C = ___ + ___.
Lessons
Lesson 25: Model Decomposition Of 9 Using A Story Situation Or Objects
Lesson 26: Model Compositions Of 9 Using Fingers And Linking Cubes *Priority Lesson*
Lesson 27: Model Decomposition Of 10 Using A Story Situation Or Objects
Lesson 28: Model Compositions Of 10 Using Fingers And Linking Cubes *Priority Lesson*
Topic F: Addition with Totals of 9-10
Topic F: Addition with Totals of 9-10
Standards
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Overview
Topic F asks students to connect their understanding of number pairs for 9 and 10 to addition expressions and equations. Core Fluency Practice Sets and Sprints are introduced in this topic to give students practice adding and subtracting numbers to 5 quickly and accurately (K.OA.5)
Students continue formal addition concepts including writing and solving expressions and equations, first with no unknowns, then with results, totals or addends unknown.
Lessons
Lesson 29: Represent Pictorial Decomposition And Composition Addition Stories To 9
Lesson 30: Represent Pictorial Decomposition And Composition Addition Stories To 10
Lesson 31: Solve Add To With Total Unknown And Put Together With Total Unknown Problems *Priority lesson*
Lesson 32: Solve Both Addends Unknown Word Problems Using 5-Group Drawings *Priority lesson*
Topic G: Subtraction From 9 and 10
Topic G: Subtraction From 9 and 10
Standards
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.)
K.OA.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.OA.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).
Overview
Students continue practice with formal subtraction concepts, including writing and solving number sentences with totals of 9 or 10. They now work with subtraction number sentences (C – B = A) instead of addition sentences (C = __ + __ ).
Lessons
Lesson 33: Solve Take From Equations With No Unknown Using Numbers To 10
Lesson 34: Represent Subtraction Story Problems To 10 *Priority Lesson*
Lesson 35: Decompose The Number 9 And Record With An Equation *Priority Lesson*
Lesson 36: Decompose The Number 10 And Record With An Equation *Priority Lesson*
Topic H: Patterns with Adding 0-1 and Making 10
Topic H: Patterns with Adding 0-1 and Making 10
Standards
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.)
K.OA.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.OA.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.
Overview
Students will see patterns when adding 0 (the additive property) and 1, explore the inverse relationship of addition and subtraction, and make compositions to 10.
Lessons
Lesson 37: Additive Identity: Zero *Priority Lesson*
Lesson 39: Find The Number That Makes 10 And Record With A Drawing Priority Lesson*
Lesson 40: Find The Number That Makes 10 And Record With An Equation Priority Lesson*
Module 5: Numbers 10-20, Count to 100 by tens and ones
Module 5: Numbers 10-20, Count to 100 by tens and ones
(24 Days)
(24 Days)
March 27 - May 1
Overview
Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek during fluency practice. This work sets the stage for this module where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100. Students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.
Standards
K.CC.1 Count to 100 by ones and by tens.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.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).
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
b. 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.
c. Understand that each successive number name refers to a quantity that is one larger.
K.CC.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
K.NBT.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.
Unit Vocab
10 and __
10 ones and some ones
10 plus
Hide Zero cards (called Place Value cards in later grades, pictured to the right)
Regular counting by ones from 11 to 20 (e.g., eleven, twelve, thirteen, etc.)
Regular counting by tens to 100 (e.g., ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred) S
ay Ten counting by tens to 100 (e.g., 1 ten, 2 tens, 3 tens, 4 tens, 5 tens, 6 tens, 7 tens, 8 tens, 9 tens, 10 tens)
Teen numbers
Topic A: Count 10 ones and Some ones
Topic A: Count 10 ones and Some ones
Standards
K.CC.1 Count to 100 by ones and by tens.
K.NBT.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
Overview
Students learn to count two separate parts within teen numbers, 10 ones and some ones. They also learn to count their 10 ones and some ones to 20 the Say Ten way (e.g., ten one, ten two, ten three, ten four, ten five, ten six, ten seven, ten eight, ten nine, 2 ten).
Lessons
Lesson 1: Count 10 As 10 Ones *Priority Lesson*
Lesson 2: Describe A Count Of 10 To 20 Objects *Priority Lesson*
Lesson 3: Count And Circle 10 Objects Within Images Of 10 To 20 *Priority Lesson*
Lesson 4: Count Straws The Say Ten Way To 19 *Priority Lesson*
Topic B: Compose Numbers 11-20 from 10 ones and some ones
Topic B: Compose Numbers 11-20 from 10 ones and some ones
Standards
K.CC.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).
K.NBT.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.
Overview
Compose Numbers 11-20 from 10 Ones and Some Ones to understand the tens place in teen numbers.
Lessons
Topic C: Decompose numbers 11-20 and Count to answer "how many"
Topic C: Decompose numbers 11-20 and Count to answer "how many"
Standards
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. b. 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. c. Understand that each successive number name refers to a quantity that is one larger.
K.CC.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.
K.NBT.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.
Overview
Students show, count, and write the numbers 11 to 20 using a variety of configurations to answer "how many". They continue to decompose teens into 10 ones and some ones.
Lessons
Lesson 10: Build A Rekenrek To 20 *Priority Lesson*
Lesson 11: Show, Count, And Write Numbers 11 To 20 In Tower Configurations Increasing By 1 *Priority Lesson*
Lesson 12: Represent Numbers 20 To 11 In Tower Configurations Decreasing By 1 *Priority Lesson*
Lesson 13: Show, Count, And Write To Answer How Many Questions In Linear And Array Configurations *Priority Lesson*
Lesson 14: Show, Count, And Write To Answer How Many Questions In Circular Configurations
Topic D: Extend the Say Ten and Regular Count Sequence to 100
Topic D: Extend the Say Ten and Regular Count Sequence to 100
Standards
K.CC.1 Count to 100 by ones and by tens.
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Overview
Students count up and down to 100 the regular way (ten, twenty, thirty…) and the Say Ten way (ten, 2 tens, 3 tens…). They build understanding of how 1-9 repeats within a decade as they count within and across decades.
Lessons
Lesson 15: Count Up And Down By Tens To 100 With Say Ten *Priority Lesson*
Lesson 17: Count Across Tens When Counting By Ones Through 40 *Priority Lesson*
Lesson 18: Count Across Tens By Ones To 100 *Priority Lesson*
Topic E: Represent and Apply Compositions and Decompositions of Teen Numbers
Topic E: Represent and Apply Compositions and Decompositions of Teen Numbers
Standards
K.CC.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.
K.NBT.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.
Overview
Students represent teen number decompositions and compositions by writing addition sentences and number bonds. They compare teen numbers by counting and comparing the extra ones. They also reason to determine if they are decomposing or composing a teen number and analyze the number sentences that best represent each situation.
Lessons
Lesson 20: Represent Compositions And Decompositions As Addition *Priority Lesson*
Lesson 21: Represent Teen Number Decompositions And Find The Hidden Part *Priority Lesson*
Lesson 22: Decompose Teen Numbers And Compare Using The Some Ones
Lesson 23: Represent Situations, Composing And Decomposing Teen Numbers *Priority Lesson*
Module 6: Analyzing, Comparing, and Composing Shapes
Module 6: Analyzing, Comparing, and Composing Shapes
(8 Days)
(8 Days)
May 2 - May 15
Overview
Kindergarten comes to a close with another opportunity for students to explore geometry in Module 6. Throughout the year, students have built an intuitive understanding of two- and three-dimensional figures by examining exemplars, variants, and non-examples. They have used geometry as a context for exploring numerals as well as comparing attributes and quantities. To wrap up the year, students further develop their spatial reasoning skills and begin laying the groundwork for an understanding of area through composition of geometric figures.
Standards
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
d. Develop understanding of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
Unit Vocab
First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth (ordinal numbers)
Topic A: building and Drawing Flat and Solid Shapes
Topic A: building and Drawing Flat and Solid Shapes
Standards
K.CC.4d Understand the relationship between numbers and quantities; connect counting to cardinality.
d. Develop understanding of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Overview
In this final kindergarten module, students will extend and build upon their learning about two- and three-dimensional shapes from Module 2. Students use their knowledge about common features of flats and solids to create, construct, and compose shapes by building and drawing. Throughout, they use ordinal numbers to describe the systematic construction of their flats (K.CC.4d).
Lessons
Lesson 1: Describe Construction Of Flat Shapes *Priority Lesson*
Lesson 3: Compose Solids Using Flat Shapes As A Foundation *Priority Lesson*
Lesson 4: Describe The Relative Position Of Shapes Using Ordinal Numbers *Priority Lesson*
Topic B: Composing and Decomposing Shapes
Topic B: Composing and Decomposing Shapes
Standards
K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
Overview
Students explore how simple shapes can be combined to compose larger shapes, and larger shapes can be decomposed into smaller shapes.
Lessons
Lesson 5: Compose Flat Shapes Using Drawings *Priority Lesson*
Lesson 6: Decompose Flat Shapes Into Two Or More Shapes *Priority Lesson*
Lesson 7: Compose Simple Shapes To Form A Larger Shape *Priority Lesson*
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