Kindergarten Mathematics
Kindergarten Mathematics
Embedded Files
Overview: Grade K Math
Overview: Grade K Math
Story of Kindergarten Math by the IM Authors
Story of Kindergarten Math by the IM Authors
IM The Story of Kindergarten.pdfRead the stories of the mathematics of each course of IM K–5 Math, detailed by authors of the curriculum. These stories convey the coherent structure of grade-level content, how concepts are developed for students, and the deliberate choice of tools and representations used in each grade, from kindergarten through grade 5.
IM Unit Dependency Charts & SBUSD Scope n' Guide
IM Unit Dependency Charts & SBUSD Scope n' Guide
Prioritizing Major Work of Kindergarten
Prioritizing Major Work of Kindergarten
IM Units: 1, 2, 4, 5, 6
IM Units: 1, 2, 4, 5, 6
Why these? Student Achievement Partners' instructional considerations
Report Card Standard Clusters in Unit 1
Report Card Standard Clusters in Unit 1
Counting and Cardinality
CC.B Count to tell the number of objects
IM Assessments for Unit 1 Learning Goals
IM Assessments for Unit 1 Learning Goals
CC.B: Learning Goals and IM Assessments
Recognize and name groups of up to 4 objects and images without counting.
Checkpoint K.1.B; End of Unit 1 Assessment
Answer "are there enough" questions
Checkpoint K.1.C; End of Unit 1 Assessment
Count groups of up to 10 objects
Checkpoint K.1.D; End of Unit 1 Assessment
Unit 1 Learning Targets Self-assessment
Unit 1 Learning Targets Self-assessment
Unit 1 Section Goals Monitoring Sheets
Unit 1 Section Goals Monitoring Sheets
IM Centers for Unit 1
IM Centers for Unit 1
Kindergarten-1-Unit-center-overview.pdfConnecting Cubes (Stages 1, 2)
Pattern Blocks (Stages 1, 2, 3)
Geoblocks (Stages 1, 2)
Picture Books (Stages 1, 2)
Click for Supplemental Independent Practice and Worksheets for Unit 1
Click for Supplemental Independent Practice and Worksheets for Unit 1
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
CC.C.5
NBT.A.1
OA.A.1
OA.A.2
OA.A.3
OA.A.5
Report Card Standard Clusters in Unit 2
Report Card Standard Clusters in Unit 2
Counting and Cardinality
CC.A Know the names of numbers and the count sequence
CC.B Count to tell the number of objects
CC.C Compare numbers
IM Assessments for Unit 2 Learning Goals
IM Assessments for Unit 2 Learning Goals
CC.A: Learning Goals and IM Assessments
Connect quantities with spoken number words.
Checkpoint: K.2.A, K.2.B; End of Unit 2 Assessment
Connect quantities with spoken number words and written numbers.
Checkpoint: K.2.C; End of Unit 2 Assessment
CC.B: Learning Goals and IM Assessments
Understand the relationship between number and quantity.
Checkpoint: K.2.C; End of Unit 2 Assessment
CC.C: Learning Goals and IM Assessments
Count and compare up to 10 objects
Checkpoint: K.2.A, K.2.B; End of Unit 2 Assessment
Compare written numbers 1–10.
Checkpoint: K.2.D; End of Unit 2 Assessment
Unit 2 Learning Targets Self-assessment
Unit 2 Learning Targets Self-assessment
Unit 2 Section Goals Monitoring Sheets
Unit 2 Section Goals Monitoring Sheets
IM Centers for Unit 2
IM Centers for Unit 2
Kindergarten-2-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Connecting Cubes (Stages 1, 2, 3)
Pattern Blocks (Stages 1, 2, 3)
Geoblocks (Stages 1, 2)
Picture Books (Stages 1, 2)
Math Fingers (Stages 1, 2)
Shake and Spill (Stages 1, 2)
Number Race (Stage 1)
Less Same More (Stages 1, 2, 3, 4)
Math Stories (Stage 1)
Bingo (Stages 1, 2)
Math Libs (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 2
Click for Supplemental Independent Practice and Worksheets for Unit 2
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
CC.C.5
NBT.A.1
OA.A.1
OA.A.2
OA.A.3
OA.A.5
Report Card Standard Clusters in Unit 3
Report Card Standard Clusters in Unit 3
Counting and Cardinality
CC.A: Know the names of numbers and the count sequence
CC.B: Count to tell the number of objects
CC.C: Compare numbers
Measurement and Data
MD.A: Describe and compare measurable attributes (shorter, longer, taller, heavier, lighter)
Geometry
G.A: Identify & describe shapes: circle, square, rectangle, hexagon, triangle, sphere, cone, cube, sphere
G.B : Analyze, compare, create, and compose shapes
IM Assessments for Unit 3 Learning Goals
IM Assessments for Unit 3 Learning Goals
CC.A: Learning Goals and IM Assessments
CC.B: Learning Goals and IM Assessments
CC.C: Learning Goals and IM Assessments
MD.A: Learning Goals and IM Assessments
Use informal language to describe and compare shapes and their attributes.
Checkpoint: K.3.A
G.A: Learning Goals and IM Assessments
Recognize and describe shapes in the environment.
Checkpoint: K.3.A; End of Unit 3 Assessment
G.B: Learning Goals and IM Assessments
Use informal language to describe and compare shapes and their attributes.
Checkpoint: K.3.A; End of Unit 3 Assessment
Explore shapes by putting shapes together to form larger shapes.
Checkpoint: K.3.B; End of Unit 3 Assessment
Unit 3 Learning Targets Self-assessment
Unit 3 Learning Targets Self-assessment
Unit 3 Section Goals Monitoring Sheets
Unit 3 Section Goals Monitoring Sheets
IM Centers for Unit 3
IM Centers for Unit 3
Kindergarten-3-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Pattern Blocks (Stages 1, 2, 3, 4, 5)
Geoblocks (Stages 1, 2)
Picture Books (Stages 1, 2, 3)
Shake and Spill (Stages 1, 2)
Less Same More (Stages 1, 2, 3, 4)
Bingo (Stages 1, 2)
Which One? (Stage 1)
Counting Collections (Stage 1)
Build Shapes (Stages 1, 2)
Match Mine (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 3
Click for Supplemental Independent Practice and Worksheets for Unit 3
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
CC.C.5
NBT.A.1
OA.A.1
OA.A.2
OA.A.3
OA.A.5
Priority Unit (Major Work of Kindergarten)
Priority Unit (Major Work of Kindergarten)
(18–20 days)
(18–20 days)
Optional Lessons: 13, 18
Optional Lessons: 13, 18
Report Card Standard Clusters in Unit 4
Report Card Standard Clusters in Unit 4
Counting and Cardinality
CC.A: Know the names of numbers and the count sequence
CC.B: Count to tell the number of objects
CC.C: Compare numbers
Operations and Algebraic Thinking
OA.A: Understand addition as putting together and adding to & subtraction as taking apart and taking from
IM Assessments for Unit 4 Learning Goals
IM Assessments for Unit 4 Learning Goals
CC.A: Learning Goals and IM Assessments
CC.B: Learning Goals and IM Assessments
CC.C: Learning Goals and IM Assessments
OA.A: Learning Goals and IM Assessments
Understand addition as putting together and subtraction as taking from.
Checkpoint: K.4.A; End of Unit 4 Assessment
Represent and solve Add To, Result Unknown and Take From, Result Unknown story problems within 10.
Checkpoint: K.4.B; End of Unit 4 Assessment
Find the value of addition and subtraction expressions within 10.
Relate addition and subtraction expressions to story problems.
Checkpoint: K.4.C; End of Unit 4 Assessment
IM Centers for Unit 4
IM Centers for Unit 4
Kindergarten-4-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Math Fingers (Stages 1, 2, 3)
Shake and Spill (Stages 1, 2, 3)
Number Race (Stage 1)
Math Stories (Stages 1, 2)
Bingo (Stages 1, 2, 3)
Math Libs (Stage 1)
Counting Collections (Stage 1)
Build Shapes (Stages 1, 2)
Match Mine (Stage 1)
Subtraction Towers (Stage 1)
Roll and Add (Stages 1, 2)
Find the Value of Expressions (Stage 1)
5 Frames (Stages 1, 2)
Click for Supplemental Independent Practice and Worksheets for Unit 4
Click for Supplemental Independent Practice and Worksheets for Unit 4
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
CC.C.5
NBT.A.1
OA.A.1
OA.A.2
OA.A.3
OA.A.5
Priority Unit (Major Work of Grade 3)
Priority Unit (Major Work of Grade 3)
(15–17 days)
(15–17 days)
Optional Lessons: 4, 15
Optional Lessons: 4, 15
Report Card Standard Clusters in Unit 5
Report Card Standard Clusters in Unit 5
Counting and Cardinality
CC.A: Know the names of numbers and the count sequence
CC.B: Count to tell the number of objects
Operations and Algebraic Thinking
OA.A: Understand addition as putting together and adding to & subtraction as taking apart and taking from
IM Assessments for Unit 5 Learning Goals
IM Assessments for Unit 5 Learning Goals
CC.A: Learning Goals and IM Assessments
CC.B: Learning Goals and IM Assessments
Checkpoint: K.5.C
OA.A: Learning Goals and IM Assessments
Compose and decompose numbers up to 9 in more than 1 way. Write expressions to represent decompositions.
Checkpoint: K.5.A; End of Unit 5 Assessment
Solve Put Together, Total Unknown, Put Together/Take Apart, Both Addends Unknown, Add To, Result Unknown, and Take From, Result Unknown story problems.
Checkpoint: K.5.B; End of Unit 5 Assessment
For any number from 1 to 9, find the number that makes 10 when added to the given number.
Checkpoint: K.5.C; End of Unit 5 Assessment
IM Centers for Unit 5
IM Centers for Unit 5
Kindergarten-5-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Math Fingers (Stages 1, 2, 3, 4)
Shake and Spill (Stages 1, 2, 3)
Math Stories (Stages 1, 2, 3)
Bingo (Stages 1, 2, 3)
Counting Collections (Stage 1)
Roll and Add (Stages 1, 2)
Find the Value of Expressions (Stage 1)
Make or Break Apart Numbers (Stage 1)
5 Frames (Stages 1, 2)
Check it Off (Stage 1)
What's Behind My Back? (Stages 1, 2)
Click for Supplemental Independent Practice and Worksheets for Unit 5
Click for Supplemental Independent Practice and Worksheets for Unit 5
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
CC.C.5
NBT.A.1
OA.A.1
OA.A.2
OA.A.3
OA.A.5
Report Card Standard Clusters in Unit 6
Report Card Standard Clusters in Unit 6
Counting and Cardinality
CC.A: Know the names of numbers and the count sequence
CC.B: Count to tell the number of objects
Operations and Algebraic Thinking
OA.A.5: Fluently* Add and Subtract within 5
Note: Student demonstrates flexibility and efficiency in their progression toward, but not complete mastery of, the Grade 2 standard “By end of Grade 2, know from memory all sums of two one-digit numbers” (i.e., addition facts).
Numbers and Operations in Base Ten
NBT.A: Composes and decomposes numbers from 11 to 19 into tens and ones
IM Assessments for Unit 6 Learning Goals
IM Assessments for Unit 6 Learning Goals
CC.A: Learning Goals and IM Assessments
Student can consistently,
Count to 100 by ones and count to 100 by tens
Name numbers 0-20 (out of sequence)
Write numbers from 0-20.
Checkpoints K.6.B, K.6.C; End of Unit 6 Assessment
CC.B: Learning Goals and IM Assessments
When given a collection of up to 20 objects, student can consistently count objects with one to one correspondence and identify the correct number of objects.
Checkpoint: K.6.A, K.6.B, K.6.C; End of Unit 6 Assessment
OA.A.5: Learning Goals and IM Assessments
With consistency, student adds and subtracts within 5 with flexibility, accuracy, and efficiency:
Student flexibly uses strategies* (e.g., counting on, relating addition to subtraction, using already known addition facts, visualizing small numbers, part-part-whole, counting back, thinking addition to subtract, using doubles, using fact families, etc.) to add and subtract within 5.
With flexible strategy use, student accurately and efficiently computes within
Checkpoint K.6.A
NBT.A: Learning Goals and IM Assessments
Student can consistently compose and decompose numbers from 11 to 19 using objects, drawings, or equations.
Checkpoints K.6.B, K.6.C; End of Unit 6 Assessment
IM Centers for Unit 6
IM Centers for Unit 6
Kindergarten-6-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Number Race (Stages 1, 2)
Bingo (Stages 1, 2, 3, 4)
Subtraction Towers (Stage 1)
Find the Value of Expressions (Stage 1)
Make or Break Apart Numbers (Stages 1, 2)
5 Frames (Stages 1, 2)
Find the Pair (Stages 1, 2)
Tower Build (Stages 1, 2)
Grab and Count (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 6
Click for Supplemental Independent Practice and Worksheets for Unit 6
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
CC.C.5
NBT.A.1
OA.A.1
OA.A.2
OA.A.3
OA.A.5
Report Card Standard Clusters in Unit 7
Report Card Standard Clusters in Unit 7
Operations and Algebraic Thinking
OA.A.5: Fluently* Add and Subtract within 5
Note: Student demonstrates flexibility and efficiency in their progression toward, but not complete mastery of, the Grade 2 standard “By end of Grade 2, know from memory all sums of two one-digit numbers” (i.e., addition facts).
Measurement and Data
MD.B: Describe and compare measurable attributes (shorter, longer, taller, heavier, lighter)
MD.A Classify objects and count the number of objects in each category
Geometry
G.B: Analyze, compare, create, and compose shapes
IM Assessments for Unit 7 Learning Goals
IM Assessments for Unit 7 Learning Goals
OA.A.5: Learning Goals and IM Assessments
With consistency, student adds and subtracts within 5 with flexibility, accuracy, and efficiency:
Student flexibly uses strategies* (e.g., counting on, relating addition to subtraction, using already known addition facts, visualizing small numbers, part-part-whole, counting back, thinking addition to subtract, using doubles, using fact families, etc.) to add and subtract within 5.
With flexible strategy use, student accurately and efficiently computes within 5.
Checkpoint K.7.A
MD.B: Learning Goals and IM Assessments
Student can consistently describe and compare measurable attributes (using shorter, longer, taller, heavier, lighter) between 2 objects.
Checkpoint K.7.B
MD.A: Learning Goals and IM Assessments
Student can consistently classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Checkpoint K.7.B
G.B: Learning Goals and IM Assessments
Student can consistently analyze and compare two- and three-dimensional shapes using informal language to describe their similarities, differences, and other attributes.
Checkpoints K.7.A, K.7.B; End of Unit 7 Assessment
IM Centers for Unit 7
IM Centers for Unit 7
Kindergarten-7-Unit-center-overview.pdfLook for stages in bolded Red to target math fluency & number sense (good for Tier II Intervention)
Pattern Blocks (Stages 1, 2, 3, 4, 5, 6, 7)
Geoblocks (Stages 1, 2, 3, 4)
Shake and Spill (Stages 1, 2, 3, 4)
Counting Collections (Stage 1)
Build Shapes (Stages 1, 2, 3)
Match Mine (Stages 1, 2)
Find the Pair (Stages 1, 2)
Grab and Count (Stage 1)
Click for Supplemental Independent Practice and Worksheets for Unit 7
Click for Supplemental Independent Practice and Worksheets for Unit 7
These resource sheets adapted from Howard County Public Schools and commoncoresheets.com can be used for independent practice or homework. They are intended to reinforce procedures and concepts.
They should not be used as a source of direct instruction or whole-group practice.
CC.C.5
NBT.A.1
OA.A.1
OA.A.2
OA.A.3
OA.A.5
Report Card Standard Clusters in Unit 8
Report Card Standard Clusters in Unit 8
Counting and Cardinality
CC.A: Know the names of numbers and the count sequence
CC.B: Count to tell the number of objects
CC.C: Compare numbers
Operations and Algebraic Thinking
OA.A.5: Fluently* Add and Subtract within 5
Note: Student demonstrates flexibility and efficiency in their progression toward, but not complete mastery of, the Grade 2 standard “By end of Grade 2, know from memory all sums of two one-digit numbers” (i.e., addition facts).
Numbers and Operations in Base Ten
NBT.A: Composes and decomposes numbers from 11 to 19 into tens and ones
Geometry
G.B: Analyze, compare, create, and compose shapes
IM Assessments for Unit 8 Learning Goals
IM Assessments for Unit 8 Learning Goals
CC.A: Learning Goals and IM Assessments
Student can consistently:
Count to 100 by ones and count to 100 by tens
Name numbers 0-20 (out of sequence)
Write numbers from 0-20.
Checkpoint K.8.A, K.8.B; End of Kindergarten Assessment
CC.B: Learning Goals and IM Assessments
When given a collection of up to 20 objects, student can consistently count objects with one to one correspondence and identify the correct number of objects.
Checkpoint K.8.A, K.8.B; End of Kindergarten Assessment
CC.C: Learning Goals and IM Assessments
Student can identify whether the number of objects in a group is greater than/less than, or equal to the number of objects in another group (group size to 20).
Checkpoint K.8.A, K.8.B; End of Kindergarten Assessment
OA.A.5: Learning Goals and IM Assessments
With consistency, student adds and subtracts within 5 with flexibility, accuracy, and efficiency:
Student flexibly uses strategies* (e.g., counting on, relating addition to subtraction, using already known addition facts, visualizing small numbers, part-part-whole, counting back, thinking addition to subtract, using doubles, using fact families, etc.) to add and subtract within 5.
With flexible strategy use, student accurately and efficiently computes within 5.
Checkpoint K.8.B, K.8.C; End of Kindergarten Assessment
NBT.A: Learning Goals and IM Assessments
Student can consistently compose and decompose numbers from 11 to 19 using objects, drawings, or equations.
Checkpoint K.8.D; End of Kindergarten Assessment
G.B: Learning Goals and IM Assessments
Student can consistently analyze and compare two- and three-dimensional shapes using informal language to describe their similarities, differences, and other attributes.
Checkpoint K.8.A, K.8.B, K.8.C, K.8.D; End of Kindergarten Assessment
Unit 8 Learning Targets Self-assessment
Unit 8 Learning Targets Self-assessment
Unit 8 Section Goals Monitoring Sheets
Unit 8 Section Goals Monitoring Sheets
IM Centers for Unit 8
IM Centers for Unit 8
As Needed, Choose Any of the Centers from Previous Units
IM Practice Problems for Each Section of Unit 8
IM Practice Problems for Each Section of Unit 8
For Lesson 2: Practice Problems (Unit 6 Section A)
For Lesson 3: Practice Problems (Unit 2 Section D) and Practice Problems (Unit 4 Section B)
For Lesson 4: Practice Problems (Unit 2 Section D)
For Lesson 5: Practice Problems (Unit 6 Section B)
For Lesson 6 and Lesson 7: Practice Problems (Unit 2 Section C)
For Lesson 8 and Lesson 9: Practice Problems (Unit 4 Section B)
For Lesson 10 and Lesson 11: Practice Problems (Unit 5 Section B)
For Lesson 12 and Lesson 16: Practice Problems (Unit 5 Section A)
For Lesson 13: Practice Problems (Unit 5 Section B)
For Lesson 14 and Lesson 15: Practice Problems (Unit 4 Section C)
Additional Support
Additional Support
For Lesson 1, look to Unit 2 Section A: Count and Compare Groups of Objects
For Lesson 2, look to Unit 6 Section A: Count Groups of 11-20 Objects
For Lesson 3, look to Unit 2 Section D: Compare Numbers and Unit 4 Section B: Represent and Solve Story Problems
For Lesson 4, look to Unit 2 Section D: Compare Numbers
For Lesson 5, look to Unit 6 Section B: 10 Ones and Some More
For Lesson 6 and Lesson 7, look to Unit 2 Section C: Connect Quantities and Numbers
For Lesson 8 and Lesson 9, look to Unit 4 Section B: Represent and Solve Story Problems
For Lesson 10 and Lesson 11, look to Unit 5 Section B: More Types of Story Problems
Lesson 12 and Lesson 16, look to Unit 5 Section A: Make and Break Apart Numbers to 9
Lesson 13, look to Unit 5 Section B: More Types of Story Problems
Lesson 14 and Lesson 15, look to Unit 4 Section C: Addition and Subtraction Expressions
Math Manipulatives
Math Manipulatives
Anytime Resources
Anytime Resources
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