kindergarten athematics curriculum uide

KINDERGARTEN MATHEMATICS

CURRICULUM GUIDE

Loudoun County Public Schools

2011-2012 Complete scope, sequence, pacing and resources are available on the LCPS Intranet.

INTRODUCTION TO LOUDOUN COUNTY’S MATHEMATICS CURRICULUM GUIDE

This CURRICULUM GUIDE is a merger of the Virginia Standards of Learning (SOL) and the Mathematics Achievement Standards for Loudoun

County Public Schools. The CURRICULUM GUIDE includes excerpts from documents published by the Virginia Department of Education. Other

statements, such as suggestions on the incorporation of technology and essential questions, represent the professional consensus of Loudoun’s teachers

concerning the implementation of these standards. In many instances the local expectations for achievement exceed state requirements. The GUIDE is the

lead document for planning, assessment and curriculum work. It is a summarized reference to the entire program that remains relatively unchanged

over several student generations. Other documents, called RESOURCES, are updated more frequently. These are published separately but teachers can

combine them with the GUIDE for ease in lesson planning.

Mathematics Internet Safety Procedures

1. Teachers should review all Internet sites and links prior to using it in the classroom.

During this review, teachers need to ensure the appropriateness of the content on the site,

checking for broken links, and paying attention to any

inappropriate pop-ups or solicitation of information.

2. Teachers should circulate throughout the classroom while students are on the

internet checking to make sure the students are on the appropriate site and

are not minimizing other inappropriate sites.

Teachers should periodically check and update any web addresses that they have on their

LCPS web pages.

3. Teachers should assure that the use of websites correlate with the objectives of

lesson and provide students with the appropriate challenge.

4. Teachers should assure that the use of websites correlate with the objectives

of the lesson and provide students with the appropriate challenge.

Kindergarten Mathematics Nine Weeks Overview

1st Quarter

48 days

2nd

Quarter

41 days

3rd

Quarter

48 days

4th

Quarter

43 days

Counting K.1

K.2

Calendar K.8

(introduction)

Ordinal Numbers K.3

Counting K.4 b

K.13

Patterns K.16

Money K.7

(introduction)

Time K.9

(introduction)

Counting K.4 a, c

K.1

K.2

K.4 b

K.15

Counting and Measuring

K.4 a, c

K.2

K.4 b

K.10

K.13

K.14

K.15

Counting K.4 c

K.2

K.13

K.14

K.15

Geometry K.4 a, c

K.5

K.11

K.12

Counting K.1

K.2

K.5

K.6

K.10

K.14

K.15

Kindergarten

First Quarter SY 11-12

Daily Classroom Routines are built on life skills and should be used all year. Teachers introduce calendar concepts, time on a clock, temperature, data, and

ordinal numbers as part of daily routines. Include life skills questions like:

Taking daily attendance and regular use of a counting jar gives students repeated practice of counting and helps make the connection of the number names and

the quantities they represent.

Yesterday was Tuesday. What day is today? What day is tomorrow?

How many days are in this month?

Use temperature data for seasonal changes, patterns, and graphing.

While we are in line for lunch, please count off using your ordinal numbers.

Number

of Weeks

Topic and Essential Questions

(Students should be able to answer

essential questions.)

Essential Understandings

REQUIRED Critical

Thinking Lessons

INV: Investigations in

Number, Data, and Space

Standard(s) of Learning

Essential Knowledge and Skills

Additional Instructional

Resources

ESS: VDOE Enhanced

Scope and Sequence

5 weeks

Mathematical Thinking in

Kindergarten

K.1 Essential Questions

Create and justify the quantity of a

set.

Identify and write the corresponding

numeral of a set of objects.

Prove which of two sets has more,

fewer, or the same objects as the

other set.

K.1 Essential Understandings

Understand how quantities relate to each

other, which leads to an understanding of

how numbers are related to each other.

INV:

Mathematical Thinking

in Kindergarten

One focus time per

week:

Classroom routines

Investigation 1:

“Attendance”

Investigation 2:

“Counting Jars”

SOL K.1 The student, given two sets,

each containing ten or fewer concrete

objects, will identify and describe one

set as having more, fewer, or the same

number of members as the other set,

using the concept of one-to-one

correspondence.

K.1 Essential Knowledge and Skills Match each member of one set with each

member of another set, using the concept

of one-to-one correspondence to compare

the number of members between sets,

where each set contains 10 or fewer

objects.

INV: Mathematical

Thinking in Kindergarten

pages 65-67 are useful in

developing the attendance

routine.

Identify whether the number

of objects in one group is

greater than, less than, or

equal to the number of

objects in another group.

Include groups with up to ten

objects.

Use pages 68 – 69 to see how

the counting jar can be

extended throughout the year

to building students‟ number

sense.

Compare and describe two sets of 10 or

fewer objects, using the terms more,

fewer, and the same.

Given a set of objects, construct a second

set which has more, fewer or the same

number of objects.

K.2 Essential Understandings Read and write numerals from 0 through

15.

Understand that the total number of objects

can be found by counting.

Understand that the last counted number

describes the total amount in the set.

Understand that if the set is empty, it has 0

elements.

Understand that changing the spatial

arrangement of a set of objects does not

change the total amount of the set.

SOL K.2 The student, given a set

containing fifteen or fewer concrete

objects, will

a) tell how many are in the set by

counting the number of objects orally;

b) write the numeral to tell how many

are in the set; and

c) select the corresponding numeral

from a given set of numerals.

K.2 Essential Knowledge and Skills Count orally the number of objects in a

set containing 15 or fewer concrete

objects, using one-to-one correspondence,

and identify the corresponding numeral.

Identify written numerals from 0 through

15 represented in random order.

Select the numeral from a given set of

numerals that corresponds to a set of 15 or

fewer concrete objects.

Write the numerals from 0 through 15.

Write a numeral that corresponds to a set

of 15 or fewer concrete objects.

Construct a set of objects that corresponds

to a given numeral, including an empty

set.

Count to answer “how

many?” questions about as

many as 15 items. Objects

should be arranged in a

variety of ways i.e., a line, a

rectangular array, a circle,

or a scattered configuration.

-Compare and put in order

numbers between 1 and 10

presented in written symbols:

1, 2, 3, 4, 5, 6, 7, 8, 9, 10.


What does a calendar measure?

How does calendar measure time?


Identify an appropriate measuring tool for

a given unit of measure.

Ordinal Numbers


What is an ordinal position?

Give examples of how ordinal

numbers are used in real life

situations.

Compare and contrast the counting

sequence and ordinal positions.

K.3 Essential Understandings Use

ordinal numbers to describe the position

of objects in a sequence.

Investigation 3: “Calendar”

SOL K.8 The student will identify the

instruments used to measure time

(calendar: day, month, and season) ….

K.8 Essential Knowledge and Skills

Identify the components of a calendar,

including days, months, and seasons.

SOL K.3 The student, given an

ordered set of ten objects and/ or

pictures, will indicate the ordinal

position of each object, first through

tenth, and the ordered position of each

object.


-sets should be presented in a variety of

ways such as left-to right; right-to- left; top-to-bottom; and/or bottom-to-top.

K.4 (b) Essential Understandings

Understand that numeric relationships

include one more than, one less than,

two more than, two less than, etc.

Understand benchmarks of five and ten


Why do we collect data?

What are some strategies used to

gather data?

Compare and contrast two sets of

objects/data.


Investigation 4: “Today‟s

Question”

SOL K.4 (b) The student will identify

one more than a number and one less

than a number.


Recognize the relationship of one

more than and one less than a number

using objects (i.e., five and one more

is six; and one less than ten is nine).

SOL K.13 The student will gather data

by counting and tallying.


Use counting and tallying to gather data

on categories identified by the teacher

and/or student (e.g., favorites, number of

days of various types of weather during a

given month, types of pets, types of

shoes).

-Classify objects or people into given

categories; count the numbers in each

category and sort the categories by count.

Understand that when

counting forward, each

successive number refers to a

quantity that is 1 larger.

Teaching Student-Centered

Mathematics Grades K-3

by John A. Van de Walle and

LouAnn H. Lovin

Chapter 11: “Helping

Children Use Data”, page

310.

4 weeks

Pattern:


What is a pattern?

Demonstrate and justify a pattern.

Compare and contrast student created

patterns.

K.16 Essential Understandings Understand that patterns are a way to

recognize order and organize their world

and to predict what comes next in an

arrangement.

Understand that the sound pattern „snap,

clap, snap, clap‟ is the same in form as the

color pattern „red, blue, red, blue‟.

Investigations: Patterns, Trains, and Hopscotch Paths: Investigation 2: What Comes Next? Investigation 3: Hopscotch Paths Investigation 4: Pattern Borders

SOL K.16 The student will identify,

describe, and extend repeating patterns.

K.16 Essential Knowledge and Skills Observe and identify the basic repeating

pattern (core) found in repeating patterns

of common objects, sounds, and

movements that occur in practical

situations.

Identify the core in a repeating pattern.

Extend a repeating pattern by adding at

least two repetitions to the pattern.

Create a repeating pattern.

Compare similarities and differences

between patterns.


Mathematics Grades K-3

by John A. Van de Walle and

LouAnn H. Lovin

Chapter 10, “Algebraic

Thinking”, page 275

-Understand that patterns

are a way to recognize

order, organize their

world, and predict what

comes next.

T-he simplest form of

pattern is the repeating

pattern: ABAB,

ABCABC, AABAAB,

ABBABB, ABAABA,

AABCAABC,

ABACABAC.

-Observe and describe

attributes, such as color

and shape.

-Recognize and describe

a pattern.

-Create and extend

patterns.

-Predict what comes next in a

pattern.

1 week Enrichment, Assessment, and

Remediation

Daily Classroom Routines are built on life skills and should be used all year. Teachers introduce calendar concepts, time on a clock, temperature, data,

and ordinal numbers as part of daily routines. Include life skills questions like:

Taking daily attendance and regular use of a counting jar gives students repeated practice of counting and helps make the connection of the number names

and the quantities they represent.





Quarter 2

Topics, Essential Questions, and


(Students should be able to answer

essential questions.)

REQUIRED

Critical Thinking

Lessons




Resources

ESS:VDOE Enhanced Scope

and Sequence

3 weeks

Money (introduction-instruction

will continue through the year)



Develop common referents for

identifying pennies, nickels,

dimes, and quarters.

Understand the value of a

collection of coins whose value is

10 cents or less.

SOL K.7 The student will recognize a penny, nickel,

dime, and quarter and will determine the value of a

collection of pennies and/or nickels whose total value is

10 cents or less.


Describe the properties/characteristics (e.g., color,

relative size) of a penny, nickel, dime, and quarter.

Identify a penny, nickel, dime, and quarter.

Identify that a nickel is the same value as five

pennies.

Count a randomly placed collection of pennies

and/or nickels (or models of pennies and/or nickels)

whose value is 10 cents or less, and determine the

value of the collection.

2 weeks

Time (introduction—instruction

will continue through the year)

K.9 Essential Understanding

Apply an appropriate technique,

depending on the type of clock, to

determine time to the nearest hour.

SOL K.9 The student will tell time to the hour, using

analog and digital clocks.


Tell time on an analog clock to the hour.

Tell time on a digital clock to the hour.

4 weeks

Counting

K.4 Essential Understandings Use the correct oral counting

sequence in both forward and

backward counting situations.

Understand that skip counting can

be used to count a collection of

objects.

Describe patterns in skip counting

and use those patterns to predict

the next number or numbers in the

skip counting sequence.

Understand benchmarks of five

and ten.

Counting

K.1, K.2, K.4 b

When counting objects:

The number names are said in

standard order.

Each object is paired with one

and only one number name.

The last number name said tells

the number of objects counted.

Say the number name sequence

to 100.

Say the number name sequence

forward or backward beginning

from a given number within the

known sequence, instead of always

beginning with 1.

Recognize the relationship of one

more than and one less than a

number using objects (i.e., five

and one more is six; and one less

than ten is nine).


Understand that the same set of objects

can be sorted and classified in

different ways.

Investigations

: Collecting,

Counting, and

Measuring

Investigation

1: Counting

Books

Investigation

2:

Taking

Inventory

Investigation 3:

Comparing

Towers

SOL K.4 The student will

a) count forward to 100 and backward from 10;

c) count by fives and tens to 100.


Count forward from 0 to 100.

Count backward from 10 to 0.

Group 100 or fewer objects together into sets of

fives or tens and then count them by fives or by

tens.

Investigate and recognize the pattern of counting by

fives to 100, using a variety of tools.

Investigate and recognize the pattern of counting by

tens to 100, using a variety of tools.

SOL K.1 The student, given two sets, each containing

10 or fewer concrete objects, will identify and describe

one set as having more, fewer, or the same number of

members as the other set, using the concept of one-to-

one correspondence.

SOL K.2 The student, given a set containing 15 or

fewer concrete objects, will

a) tell how many are in the set by counting the number

of objects orally;

b) write the numeral to tell how many are in the set; and

c) select the corresponding numeral from a given set of

numerals.

SOL K.4 The student will …

b) identify one more than a number and one less than a

number; ….

K.15 The student will sort and classify objects

according to attributes.


Sort objects into appropriate groups (categories)

based on one attribute.

Classify sets of objects into groups (categories) of

one attribute.

Label attributes of a set of objects that has been


Mathematics Grades K-3 by

John A. Van de Walle and

LouAnn H. Lovin

Chapter 2: Developing Early

Number Concepts and

Number Sense

Trade Books

Anno’s Counting House

The Very Hungry Caterpillar

Two Ways to Count to Ten

1 week Enrichment, Assessment, and

Remediation

Kindergarten

Third Quarter SY 11-12



Taking daily attendance and regular use of a counting jar gives students repeated practice of counting and helps make the connection of the number

names and the quantities they represent.





Number of

Weeks



REQUIRED Critical

Thinking Lessons




Resources

3 weeks

Collecting, Counting, and Measuring

K.4 a, c; K.2; K.4 b; K.10; K.13;

K.14;K.15 Essential Questions

How can the quantity of two sets of objects

be compared?

What strategies can be used to sort and

sequence objects?

Classify objects or people into given

categories; count the numbers in each

category and sort the categories by count.

Can a single object have several

measurable attributes of interest?

Explain or show.


Compare and order objects according

to their attributes.

Develop an understanding of

Classroom

routines

Calendar: How

many days have

we been in

school?

INV: Collecting,

Counting, and

Measuring

Investigation 4:

Counting &

Comparing

Investigation 5:

Least to Most

Investigation 6:

Arrangements of Six

SOL K.10 The student will compare two

objects or events, using direct comparisons or

nonstandard units of measure, according to one

or more of the following attributes: length

Teaching Student-

Centered Mathematics

Grades K-3 by John A.

Van de Walle and

LouAnn H. Lovin

Chapter 8: Developing

Measurement Concepts,

page 223

Directly compare two

objects with a

measurable attribute

in common, to see

which object has

“more of” the

attribute (i.e.,

temperature-hotter

colder).

Create and justify a

set of a given size.

Kindergarten


measuring with nonstandard and

standard units of measure.

Recognize attributes (length, height,

weight, temperature) that can be

measured.


Pose questions and gather data.

Understand how data are collected and

presented in an organized manner by

counting and tallying.


Understand that data can be

(shorter, longer), height (taller, shorter), weight

(heavier, lighter), temperature (hotter, colder).

Examples of nonstandard units include foot

length, hand span, new pencil, paper clip, and

block.


Compare and describe lengths of two

objects (as shorter or longer), using direct

comparison or nonstandard units of

measure (e.g., foot length, hand span, new

pencil, paper clip, block).

Compare and describe heights of two

objects (as taller or shorter), using direct


measure (e.g., book, hand span, new

pencil, paper clip, block).

Compare and describe weights of two

objects (as heavier or lighter), using direct


measure (e.g., book, cubes, new pencil,

paper clip, block).

Compare and describe temperatures of

two objects or environment (as hotter or

colder), using direct comparison.

SOL K.13 The student will gather data by

counting and tallying.


Use counting and tallying to gather data

on categories identified by the teacher

and/or student (e.g., favorites, number of

days of various types of weather during a

given month, types of pets, types of

shoes).

SOL K.14 The student will display gathered

data in object graphs, picture graphs, and

tables, and will answer questions related to the

Identify whether the

number of objects in

one group is greater

than, less than, or

equal to the number

of objects in another

group.

Kindergarten


represented using concrete objects,

pictures, and graphs.

Understand that different types of

representations emphasize different

things about the same data.

Understand that picture graphs use

pictures to show and compare

information; object graphs use

concrete materials to represent

categorical data; and tables can be used

to show an orderly arrangement of data

in columns and rows.

Answer questions related to the

gathered data from object graphs,

picture graphs, and tables.

Relate their ideas about the data to

concepts such as part-part-whole and

number relationships.

K.15 Essential Understanding Understand

that the same set of objects can be sorted

and classified in different ways.

data.


Display data by arranging concrete objects

into organized groups to form a simple

object graph.

Display gathered data, using pictures to

form a simple picture graph (e.g., a

picture graph of the types of shoes worn

by students on a given day).

Display gathered data in tables, either in

rows or columns.

Answer questions related to the gathered

data displayed in object graphs, picture

graphs, and tables by:

– Describing the categories of data and

the data as a whole (e.g., the total

number of responses) and its parts.

– Identifying parts of the data that

represent numerical relationships,

including categories with the

greatest, the least, or the same.

SOL K.15 The student will sort and classify

objects according to attributes.


Sort objects into appropriate groups

(categories) based on one attribute.

Classify sets of objects into groups

(categories) of one attribute.

Label attributes of a set of objects that has

been sorted.

Name multiple ways to sort a set of

objects.

Kindergarten


Number

of Weeks



REQUIRED Critical

Thinking Lessons




Resources

6 weeks

Counting Ourselves and Others

K.4 C; K.2; K.13; K.14; K.15

Essential Questions

Demonstrate strategies for counting the

quantity of items in a group then represent it

with a numeral.

Prove one more than a number and one less

than a number.

How can objects be sorted and classified

according to attributes?

Compare and contrast a variety of sorts for a

set of objects.

Create and display gathered data.

Compare and contrast methods of gathering

data.

Compare and contrast methods of recording

data.

Classroom

routines

INV: Counting

Ourselves and

Others

Investigation 1:

How Many Are

We?

Investigation 2:

What Did You

Eat for Lunch?

Investigation 3:

Collecting Data

About Our Class

Investigation 4: Who

Is Here? Who Is Not?

Count using a variety of strategies, such as

counting by groups: 2s, 5s, and 10s.

Say a number name sequence forward or

backward beginning with a number other

than 1.

Explain and justify the quantity of a set.

Sort a set of objects several different ways.

Gather data by counting and tallying.

Display gathered data in object graphs,

picture graphs, and tables.

Analyze data and answer “how many”

questions concerning the data.

Teaching Student-



Van de Walle and

LouAnn H. Lovin

Chapter 11: Helping

Children Use Data, page

310

Chapter 6: Strategies for

Whole-Number

Computation

0.6

weeks

Enrichment, Assessment, and

Remediation



Taking daily attendance and regular use of a counting jar gives students repeated practice of counting and helps make the connection of the number names

and the quantities they represent.





Number

of Weeks

Topic and Essential Questions

(refer to 2009 SOL only)

REQUIRED Critical

Thinking Lessons





Resources

4 weeks

Geometry

K.4 a, c; K.5; K.11; K.12

Essential Questions

Identify and describe plane

geometric figures.

Compare and contrast the size and

shape of plane geometric figures.

Identify and describe the location

of one object relative to another.

Prove orientation does not change

the identity of plane geometric

figures.

What does a fraction represent?


Understand that fractional parts are equal

shares of a whole region or a whole set.

Understand that the fraction name (half,

fourth) tells the number of equal parts in

the whole.

Understand that the fraction name (half,

fourth) of the set model is a subset of the

whole set with equal numbers.


Use their knowledge of plane figures to

Classroom

routines

Calendar: How

many days have

we been in school?

INV: Making

Shapes and

Building Blocks:

Investigation 1: 2-

D Shapes Around

Us

Investigation 2:

Exploring Shapes

with the Computer

Investigation 4:

Making Shapes

and Building

Blocks

Investigation 5: 2-

D Faces on 3D

Blocks

SOL K.4 a, c The student will

a) count forward to 100 and backward

from 10;

c) count by fives and tens to 100.

SOL K.5 The student will identify the

parts of a set and/or region that represent

fractions for halves and fourths.


Recognize fractions as representing parts of

equal size of a whole.

Given a region, identify half and/or a fourth

of the region.

Given a set, identify half and/or a fourth of

the set.

SOL K.11 The student will

Teaching Student-



Van de Walle and LouAnn

H. Lovin

Chapter 7: Geometric

Thinking and Geometric

Concepts, page 186

Shapes Sorts, page 221

help them systematically represent and

describe their world.

Identify the characteristics of plane

geometric figures (circle, triangle, square,

and rectangle).

Compare the size and shape of plane

geometric figures by using strategies to

sort and/or group and begin to refine the

vocabulary used to explain their strategies.


Understand that objects can have different

orientations in space.

a) identify, describe, and trace plane

geometric figures (circle, triangle, square, and

rectangle); and

b) compare the size (larger, smaller) and

shape of plane geometric figures (circle,

triangle, square, and rectangle).


Identify a circle, triangle, square, and

rectangle.

Describe the characteristics of triangles,

squares, and rectangles, including number

of sides and number of angles.

Describe a circle using terms such as round

and curved.

Trace a circle, triangle, square, and

rectangle.

Compare and group plane geometric

figures (circle, triangle, square, and

rectangle) according to their relative sizes

(larger, smaller).

Compare and group plane geometric


rectangle) according to their shapes.

Distinguish between examples and

nonexamples of identified geometric


rectangle).

SOL K.12 The student will describe the

location of one object relative to another

(above, below, next to) and identify

representations of plane geometric


rectangle) regardless of their positions

and orientations in space.


Identify pictorial representations of a circle,

triangle, square, and rectangle, regardless

of their position and orientation in space.

Describe the location of one object relative

to another, using the terms above, below,

and next to.

5 weeks

Counting

K.1; K.2, K.5; K.6; K.10; K.14; K.15

Essential Questions

What is measurement?

What tools are used for measurement?

What are real life examples for

measurement?

Create, represent, and explain a

growing collection of 15 objects.

Demonstrate and justify strategies for a

solution within story problems.

Compare the total of two sets of

numbers.

Identify and explain a region that

represents fractions for halves and

fourths.

Model and explain addition and

subtraction with an unknown change.


Understand that addition means putting things

together and that subtraction is the inverse of

addition and means to separate things out.

INV: How Many

In All?

Investigation 1:

Counting and

Measuring

Investigation 2:

Six Tiles

Investigation 3:

Story Problems

Investigation 4:

Blue and Red

Crayons

SOL K.1 The student, given two sets, each

containing 10 or fewer concrete objects, will

identify and describe one set as having

more, fewer, or the same number of

members as the other set, using the concept

of one-to-one correspondence.

SOL K.2 The student, given a set

containing 15 or fewer concrete objects, will

a) tell how many are in the set by

counting the number of objects orally;

b) write the numeral to tell how many

are in the set; and

c) select the corresponding numeral

from a given set of numerals.

SOL K.5 The student will identify the parts

of a set and/or region that represent fractions

for halves and fourths.

SOL K.6 The student will model adding

and subtracting whole numbers, using up

to 10 concrete objects.


Combine two sets with known quantities in

each set, and count the combined set using

up to 10 concrete objects, to determine the

sum, where the sum is not greater than 10.

Given a set of 10 or fewer concrete objects,

remove, take away, or separate part of the

set and determine the result.

SOL K.10 Compare and describe lengths of

two objects (as shorter or longer), using direct

comparison or nonstandard units of measure

(e.g., foot length, hand span, new pencil, paper

clip, block).

Teaching Student-



Van de Walle and LouAnn

H. Lovin

Chapter 6: Strategies for

Whole-Number

Computation

Chapter 9: Early Fraction

Concepts

-Understand that objects

have measurable length or

weight. A single object may

have several measurable

attributes of interest.

-Directly compare two

objects with a measurable

attribute in common, to see

which object has “more of”

the attribute.

-Identify the instruments

used in measurement.

-Understand that addition as

putting together (e.g.,

finding the number of

objects in a group formed

by putting two groups

together).

-Understand that subtraction

is taking apart (e.g., finding

the number of objects left

when one group is taken

from another).

-Represent addition and

subtraction with objects,

mental images, drawings,

acting out situations, verbal

explanations, or equations.

-Compose and decompose

numbers less than or equal

to 10 in two different ways.

For example, 7 may be

shown as a group of 2 and a

group of five, or a group of

4 and the other of 3.

-Decompose numbers less than

SOL K.14 The student will display

gathered data in object graphs, picture

graphs, and tables, and will answer

questions related to the data.

SOL K.15 The student will sort and

classify objects according to attributes.

or equal to 10 into pairs in

various ways (e.g., using objects

or drawings to record equations,

for example 5=2+3) Compose

numbers using drawings or

objects to show equations, for

example 3+1=4)

-Solve addition and

subtraction word problems

within 10, using objects or

drawings to represent the

problem.

0.4 weeks Enrichment, Assessment, and

Remediation

kindergarten athematics curriculum uide

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