5-6 weeks suggested 

Teacher Tips:

• This is the first time these standards are introduced, please note the learning target benchmarks.  We will come back to these standards throughout the remainder of the school year.

• This question deals with numbers within 5.  Some of the activities and lessons need to be modified from working within 10 to working within 5.  Please note the Math in Practice module.

• It is not necessary for students to write expressions to show mastery at this point.

• Throughout the year, students’ thinking should move from concrete (using manipulatives) to pictorial (drawing pictures) to abstract (written equations).

Although the standards call for students to count to 100 and represent to 20, the intent of these standards is not met at this time.  Students begin to develop an understanding of the relationship between numbers and quantities. They point to objects in a sequence and match them to number names, and come to understand that the total number of objects in a set corresponds to the last number said in the sequence. The counting work students do with numbers to 5 is foundational for building fluency in expressing 5 as a sum of two numbers in different ways.

Essential Question #3 pretest

Essential Learning Outcomes (ELO)

∎Students will work to make the connection between the (verbal) number names and quantities. (K.CC.A 1 & 3), MP2, MP6, MP8)

∎Students will attend to precision in both their explanations and particular strategies they use to count. (K.CC.B.4 & 5), MP2, MP6)

∎Students will connect concrete representation of numbers to the written numerals. (K.CC.C.6 & 7), MP2)

∎Students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from by modeling with manipulatives. (K.OA.A.3, MP4, MP5) 

∎Students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from by modeling with manipulatives. (K.OA.A 1&,2, MP4, MP5) 

Learning targets

• • I can count to 20 by ones starting at 1. (K.CC.A.1)

  • I can write numbers 0 to 5 (K.CC.A.3)

  • I can match each object with a number when counting. (K.CC.B.4a)

  • I can tell how many objects are in a group. (K.CC.B.4b)

  • I can tell the number that is one more. (K.CC.B.4c)

  • I can count up to 5 objects that are arranged differently. (K.CC.B.5)

• I can tell if a group of objects is greater than, less than or equal to another group. (K.CC.C.6)

• I can tell if a numeral is greater than, less than, or equal to another number. (K.CC.C.7)

• I can decompose numbers less than or equal to 5 in more than one way. (K.OA.A.3)

• I can identify the symbols for plus, minus and equal.(K.OA.A.1)

• I can show that adding is putting groups together and that subtraction is taking apart or taking away. (K.OA.A.1)

• I can use objects, fingers and pictures to help me show addition and subtraction. (K.OA.A.1)

• I can understand the concept of putting together means to add and taking apart means to subtract. (K.OA.A.2)

• I can solve addition and subtraction word problems. (K.OA.A.2)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Kinder number talk guide printable & Kinder number talks

Addition & Subtraction Strategies within 5

Choose which strategy students need to practice.  You may find that they need many, so start with one for a week or so, then move onto another.  You are looking for efficient strategies, not mastery of all strategies.  Students may find they prefer one strategy over another or change strategies for different problems.  The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.

Addition Strategies

Subitize  w/in 5     Math flips subitize

• Dot Talks Slides

• Subitizing- Dot Cards 

  • Set 3

• Number Talk Prompts within 5

  • Children

  • Fish

  • Monsters

  • Bears in a Cave

  • Frogs Behind a Log

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 5: Compare Numbers to 5 -Sessions 1-5

Assessment Tasks    K.CC.B      K.CC.C             Frayer Model Assessment           Proficiency Rubrics  K.CC

CAN DO/Additional Resources:

Math in Practice:  Module 5 (K.CC.C. 4, K.CC.C. 6, K.CC.C.7)      Math in Practice lesson slides and Essential Question Guide        MIP Resource folder

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 5    Which is More?

Interactive manipulatives 

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 7: Add within 5 -Sessions 1-5

   Lesson 9: Subtract within 5 -Sessions 1-5

   Lesson 10: Add & Subtract within 5 -Sessions 1-5

Assessment Tasks K.OA.A1 & 2       Frayer Model Assessment           Proficiency Rubrics    K.OA.A

CAN DO/Additional Resources:

Math in Practice:  Module 6 (K.OA.A.1)     Module 7 (K.OA.A.1, K.OA.A.2, K.OA. A.5)        Math in Practice lesson slides and Essential Question Guide    MIP Resource folder

Word problems are difficult for many students.  The goal is to support students engaging in the context of the problem and going beyond looking for key words and numbers.  Here is a resource that will support applying close reading with math:   Numberless Word Problems                Addition & Subtraction problem types 

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lessons 7 Make 5     Lesson 9 Draw Some-Take Some Lesson 10    Ways to Make a Number

Interactive manipulatives 

Preview/Review

Nearpod Math lessons

These are activities to give students mixed, spaced practice based on the big ideas for kindergarten math.

Sort, Classify, and Count

• Piles of Tiles 

• Scoops of Buttons