Standards: Connecticut has adopted the Common Core State Standards (CCSS) as the Connecticut State Standards (CSS). The relevant Common Core State/Connecticut State Standard is listed after each content bullet (example: 4.OA.C.5).

Instruction: The standards include Math Practices 1-8, which allow all students to engaging in problem solving using mathematical communication, mathematical reasoning, connections and representation throughout the year.

The standards also expect that kindergarten students will be exposed to the many different story types for solving word problems involving addition and subtraction. These types include: Result, Unknown, Total Unknown, Difference Unknown.

Instruction includes concrete, pictorial, and abstract components. Students are encouraged to draw pictures, use concrete materials to model numbers and thinking so they may talk about how they solve problems. Students also explore concepts in hands-on experiences.

Personalized Learning Resources: DreamBox

STANDARDS

Know number names and the count sequence.

• K.CC.A.1 - Count to 100 by ones and by tens.

Count to tell the number of objects.

• K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.
  • K.CC.B.4.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.

BIG IDEAS / UNDERSTANDINGS

• Counting has a numerical sequence that can be used to determine the quantity of a set of objects and that quantity can be represented by written numerals.

CONTENT / CONCEPTS

The student will be able to . . .

• count up to 5 objects by touching or sliding.
• say 1 number name as each object is touched.
• name the total objects in a group of up to 5 objects.
• count 5 objects in different configurations.
• recognize the numerals 1-5.
• select and write the numeral that matches a group of objects.
• recognize that in the counting sequence each number said is 1 more than the last number said.
• use counting and sliding strategies to count up to 10 objects in different configurations.
• name the number of objects 0-10.
• recognize and write numerals 0-10.
• recognize that in the counting sequence each number said is 1 more than the last number said.

STANDARDS

Know number names and the count sequence

• K.MD.B.3 - Classify objects into given categories; count the number of objects in each category and sort the categories by count.

BIG IDEAS / UNDERSTANDINGS

• Objects have measurable attributes that can be described and compared to other objects.

CONTENT / CONCEPTS

The student will . . .

• sort items into groups.
• describe how items are sorted.
• add an item to a sorted group.

STANDARDS

Describe and compare measurable attributes.

• 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 difference.

BIG IDEAS / UNDERSTANDINGS

• Objects have measurable attributes that can be described and compared to other objects.

CONTENT / CONCEPTS

The student will . . .

• explore measurable attributes of objects.
• describe measurable attributes with words like short, tall, long, heavy, light.
• compare two objects by a measurable attribute.

STANDARDS

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

• K.OA.A.1 - Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
• K.OA.A.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.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.

BIG IDEAS / UNDERSTANDINGS

• Addition and subtraction are operations that can be represented in many ways to show adding on and taking away.
• Decomposition of numbers, represented by drawings or objects, develops conceptual understanding of facts

CONTENT / CONCEPTS

The student will . . .

• decompose numbers to 10 using manipulatives, pictures, diagrams, and equations. (part-part-whole diagrams)
• explore decomposing 10 in greater depth, including when given one number, finding the other number that makes 10.
• use decomposing numbers to solve math problems.

STANDARDS

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

• 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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
• 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).
• K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.
  • K.CC.B.4.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.
  • K.CC.B.4.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.B.4.C - 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.

BIG IDEAS / UNDERSTANDINGS

• Numbers beyond 10 represent ten ones and an amount of ones, building a foundation for place value understanding.
• Counting has a numerical sequence that can be used to determine the quantity of a set of objects and that quantity can be represented by written numerals.

CONTENT / CONCEPTS

The student will . . .

• understand the operation of subtraction as taking from or separating.
• show subtraction situations by acting out problems, using objects to model problems, or drawing pictures of problem situations.
• recognize and write subtraction equations to represent problem situations.

STANDARDS

Know number names and the count sequence.

• K.CC.A.1 - Count to 100 by ones and by tens.
• K.CC.A.2 - Count forward beginning from a given number within the known sequence (instead of having to begin at 1)

BIG IDEAS / UNDERSTANDINGS

• Counting has a numerical sequence that can be used to determine the quantity of a set of objects and that quantity can be represented by written numerals.

CONTENT / CONCEPTS

The student will be able to . . .

• count to 100 by ones.
• count to 100 by tens.
• count beginning at any number to 100.

STANDARDS

Understand addition as putting together and adding to, and understanding subtraction as taking apart and taking from.

• K.OA.A.1 - Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
• 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.

BIG IDEAS / UNDERSTANDINGS

• Addition and subtraction are operations that can be represented in many ways to show adding on and taking away.
• Decomposition of numbers, represented by drawings or objects, develops conceptual understanding of facts.

CONTENT / CONCEPTS

The student will . . .

• understand the operation of addition as putting together or adding to.
• understand the operation of subtraction as taking from or separating.
• Show addition and subtraction situations by acting out problems using objects to model problems, or drawing pictures of problem situations.
• recognize and write addition and subtraction equations to represent problem situations.

STANDARDS

Compare numbers.

• 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.

BIG IDEAS / UNDERSTANDINGS

• Counting has a numerical sequence that can be used to determine the quantity of a set of objects and that quantity can be represented by written numerals

CONTENT / CONCEPTS

The student will be able to . . .

• compare two quantities to decide which is more or less by using manipulatives or drawing pictures
• compare two quantities to decide which is more or less by looking at the numbers

STANDARDS

Count to tell the number of objects.

Compare numbers.

• K.CC.B.4.C - Understand that each successive number name refers to a quantity that is one larger.
• K.CC.C.1 - 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.B.1 - Understand the relationship between numbers and quantities; connect counting to cardinality.

BIG IDEAS / UNDERSTANDINGS

• Counting has a numerical sequence that can be used to determine the quantity of a set of objects and that quantity can be represented by written numerals.

CONTENT / CONCEPTS

The student will . . .

• explore +/- 1 to make connections to 1 more or 1 less.
• explore +/- 0 to discover that adding or subtracting 0 does not change a quantity.
• write equations to show +/-1 and +/- 0 facts.

STANDARDS

Identify and describe shapes.

• 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, behind, and next to.
• K.G.A.2 - Correctly name shapes regardless of their orientations or overall size.
• K.G.A.3 - Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Analyze, compare, create, and compose shapes.

• 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.

BIG IDEAS / UNDERSTANDINGS

• Shapes can be described by using names and position regardless of size.
• Two- and three-dimensional shapes can be analyzed and compared based on size, orientation, side lengths, and corners.

CONTENT / CONCEPTS

The student will . . .

• distinguish between flat and solid shapes.
• name and describe flat and solid shapes.
• accurately using words that show position like: above, below, next to, in front of and behind.
• analyze and compare two dimensional and three dimensional shapes through discussion and modeling.
• combine simple shapes to form larger shapes through models and drawings.