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Kindergarten Strategies Blackline Masters Week-by-Week Essentials Page 73

Blackline Master Week

Kindergarten

Week-by-Week Essentials

Blackline Masters

Kindergarten Strategies Blackline Masters Week-by-Week Essentials




Table of Contents

Week 1................................................................................................................................................77Week 3................................................................................................................................................81Week 9................................................................................................................................................85Week 10..............................................................................................................................................87Week 12..............................................................................................................................................88Week 13 .............................................................................................................................................90Week 14..............................................................................................................................................91Week 15..............................................................................................................................................95Week 16..............................................................................................................................................97Week 17.............................................................................................................................................100Week 19.............................................................................................................................................101Week 21.............................................................................................................................................108Week 22.............................................................................................................................................109Week 24.............................................................................................................................................117Week 25.............................................................................................................................................120Week 27.............................................................................................................................................125Week 29.............................................................................................................................................126Week 32.............................................................................................................................................134Week 34.............................................................................................................................................137Correlation of Week-by-Weeks with Kindergarten Objectives........................................................138Mathematics Curriculum K,1, 2........................................................................................................139



Parent Letter

Dear Parents,

Parent involvement is a critical factor in children’s school success. Being familiarwith the kindergarten mathematics curriculum will allow you to support your child’slearning in mathematics. Here is a copy of that curriculum.

These are the North Carolina Standard Course of Study Goals and Objectives inmathematics for all kindergarten students. Your child’s teacher will introduce anddevelop these concepts throughout the year as they engage your child in a multitude ofhands-on activities. These activities will reinforce your child’s mathematics knowl-edge and lay a foundation for further study and success.

Each month you will also receive a mathematics homework calendar that will helpyou be involved in what your child is currently working on in mathematics at school.These activities will help you raise your child’s mathematics awareness and build theirself-confidence as well as provide a special time of sharing with your child.

It is our hope at __________School that as a team you and _____will begin yourchild’s education with a strong commitment to encouragement and support. Duringthe course of this year’s studies you should know that we are available to assist you inyour role as I hope you will assist us in ours.

Sincerely,

1


Blackline Master Week 1

Kindergarten

Major Concepts/Skills• Number Sense 0 - 30• Calendar time• Recognize basic shapes• Create and extend patterns• Sort and classify

Number and Operations

Goal 1: The learner will recognize, model, and write numbers through 30.

1.01 Develop number sense for whole numbers through 30.a) Connect model, number word (orally), and number, using a variety of representations.b) Count objects in a set.c) Read and write numerals.d) Compare and order sets and numbers.e) Use ordinals (1st-10th).f) Estimate quantities fewer than or equal to 10.g) Recognize equivalence in sets and numbers 1-10.1.02 Share equally (divide) between two people; explain.1.03 Solve problems and share solutions to problems in small groups.

Measurement Geometry

Goal 2: The learner will explore concepts of measurement.

2.01 Compare attributes of two objects using appropriate vocabulary (color, weight, height, width,length, texture).2.02 Recognize concepts of calendar time using appropriate vocabulary (days of the week, monthsof the year, seasons)

Kindergarten Strategies Blackline Masters Week-by-Week Essentials 9

Blackline Master Week1

Geometry

Goal 3: The learner will explore concepts of geometry.

3.01 Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and namespheres and cubes.3.02 Compare geometric shapes (identify likenesses and differences).3.03 Model and use directional and positional vocabulary.3.04 Complete simple spatial visualization tasks and puzzles.

Data Analysis and Probability

Goal 4: The learner will collect, organize and display data.

4.01 Collect and organize data as a group activity.4.02 Display and describe data with concrete and pictorial graphs as a group activity.

Algebra

Goal 5: The learner will model simple patterns and sort objects

5.01 Sort and classify objects by one attribute.5.02 Create and extend patterns with actions, words, and objects.

0 Kindergarten Strategies Blackline Masters Week-by-Week Essentials


Five Little Monkeys

Five little monkeys jumping on the bed,One fell, off and broke his head!Momma called the doctorAnd the doctor said,“No more monkeys jumping on the bed.”

Repeat above with four, then three, two, one and zero littlemonkeys.

1



Today is a Jolly Good Day!

For today is a jolly good day,today is a jolly good day,today is a jolly good day,

and Wednesday is its name!(clap)

And Wednesday is its name,(clap)

and Wednesday is its name.(clap)

For today is a jolly good day,today is a jolly good day,today is a jolly good day,

and Wednesday is its name!

To be sung to the tune of “For He’s a Jolly Good Fellow.”This song reviews the names of the days of the week. You may addclapping, snapping, slapping, etc. to keep the beat, or only on the week-day name.



Recording Sheet

Students

3



Students’ Names Comments


Blackline Master Week 3M

AT

H A

SSESSM

EN

T D

ate______________Function____________________________________



Blackline Master: Tangrams

Copy on cardstock or index paper. Reduce or enlarge as needed to fit puzzles.



Stum

pers

!



Five Green and Speckled Frogs

Five green and speckled frogs sat on a speckled log,Eating some most delicious bugs, yum, yum!One jumped into the pool,Where it was nice and cool,Now there are four green and speckled frogs!

Repeat with four, then three, two, one and zero frogs.



A

B



0 1 2 3

4 5 6 7

8 9 0 1

2 3 4 5

6 7 8 9

Copy oncardstock,laminate,and cutapart.



Relationshapes Spinner



Shape Die

Duplicate on card stock; fold to form cube; tape edges.



Pattern Blocks14



Five Little DucksFive little ducks

Went out one dayOver the hill and far away.

Mother duck said,“Quack, quack, quack, quack.”

But only four little ducks came back.

Four little ducksWent out one day

Over the hill and far away.Mother duck said,

“Quack, quack, quack, quack.”But only three little ducks came back.

Three little ducksWent out one day


“Quack, quack, quack, quack.”But only two little ducks came back.

Two little ducksWent out one day


“Quack, quack, quack, quack.”But only one little duck came back.

One little duckWent out one day


“Quack, quack, quack, quack.”But none of the five little ducks came back.

Sad mother duckWent out one day

Over the hill and far away.The sad mother duck said,“Quack, quack, quack.”

And all of the five little ducks came back!



More/Less Spinner

moreless



Cut out each tree and put them in order from shortest to tallest.


Blackline Master Week16Draw a hat for each man.



Cut out each house and put them in order from thinnest to widest.



Teaching Numeral Formation

Start at the top and go around,Start at the top and go around,Start at the top and go around,To make the number ZERO!

Come right down and that is all,Come right down and that is all,Come right down and that is all,

To make the numeral ONE!

Halfway round and slide to the right,Halfway round and slide to the right,Halfway round and slide to the right,

To make the numeral TWO!

Halfway round and half again,Halfway round and half again,Halfway round and half again,To make the numeral THREE!

Down, slid, cut ’em in half,Down, slid, cut ’em in half,Down, slid, cut ’em in half,

To make the numeral FOUR!

Down and around and put on a cap,Down and around and put on a cap,Down and around and put on a cap,

To make the numeral FIVE!

Come right around and give it a curl,Come right around and give it a curl,Come right around and give it a curl,

To make the numeral SIX!

Slide to the right and come straight down,Slide to the right and come straight down,Slide to the right and come straight down,

To make the numeral SEVEN!

Make an S and go back home,Make an S and go back home,Make an S and go back home,To make the numeral EIGHT!

Go all the way around and come right down,Go all the way around and come right down,Go all the way around and come right down,

To Make the numeral NINE!

(Sung to the tune “Skip To My Lou”)


Blackline Master Week 19Geoboard Template



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Blackline Master Week19Blackline Master: Estimating Time Cards

W

Walk around

the classroom.

Tie your shoes. Write

Write the numbers 1 to 10.

Read your favoritestory aloud.

Get a drink of water.

Sing “Happy Birthday”.

Play a computer game.

Draw a picture.

Do 5 push-ups.

Count aloud to 30.

…28, 29,30

Sing yourA, B, C’s.

Skip rope 10 times.

Set the table.Eat your lunch. Write yourname. Do 10

high kicks.



There Were Ten in the Bed!There were ten in the bed,

And the little one said,“Roll over, roll over.”So they all rolled over

And one fell out.

There were nine in the bed,And the little one said,“Roll over, roll over.”So they all rolled over

And one fell out....There were three in the bed,

And the little one said,“Roll over, roll over.”So they all rolled over

And one fell out.

There were two in the bed,And the little one said,“Roll over, roll over.”

So they both rolled overAnd one fell out.

There was one in the bed,And the little one said,

“Good night!”



Ringo Rango

Ringo Rango Tingo TangoDinosaurs have shoes.Ringo rango Tingo TangoI can count by twos!

Ringo Rango Tingo TangoDinosaurs have hives.Ringo rango Tingo TangoI can count by fives!

Ringo Rango Tingo TangoDinosaurs have skins.Ringo rango Tingo TangoI can count by tens!

Ringo Rango Tingo TangoDinosaurs have knees.Ringo rango Tingo TangoI can count by threes!

Created by 1988 Mathematics Leadership Institute Participants

(Use only the verses your class is ready for.)



full

emptyRun on card stock and fold for stand-up signs



half

more than



less than

equal


Blackline Master Week 2210 Frames



0 1

2 3



4 5

6 7



8 9

10 WILD

CARD



0 1 2 3

8 9 10WILD

CARD

5 6 74



Measurement Recording Sheet Name_______________________

Object Estimate Actual



Lots of Lines!



DominoesCopy on cardstock, laminate, and cutapart. Store in envelopes or baggies.



matrix Matrix Pattern Cards



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Take A Peek(Show one picture at a time.)

34



Correlation of Week-by-Weeks with Kindergarten Objectives

Number and Operations

1.01 a, f1.01b1.02 c Read 0 -101.03

1.011.01c 0 -101.01 c 11-201.01g1.03

1.01c1.01d1.01e1.02

1.011.021.03

Measurement

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Data Analysis and Probability

3.033.04

Algebra

Geometry

2.012.02

4.014.02

2.02Days of the week

2.02Months of the year

2.02Seasons

3.013.02

3.013.023.04

3.04

4.014.02

4.014.02

4.014.02

5.01 5.015.02

5.01


Blackline Master WeekMeasurement Geometry Data Analysis

and ProbabilityAlgebra

Kindergarten - Mathematics Standard Course of Study

Number andOperations

1.01 Developnumber sense forwhole numbersthrough 30.a) Connectmodel, numberword (orally),and number,using a variety ofrepresentations.b) Count objectsin a set.c) Read and writenumerals.d) Compare andorder sets andnumbers.e) Use ordinals(1st-10th).f) Estimatequantities fewerthan or equal to10.g) Recognizeequivalence insets and numbers1-10.1.02 Shareequally (divide)between twopeople; explain.1.03 Solveproblems andshare solutions toproblems insmall groups.

2.01 Compareattributes of twoobjects usingappropriatevocabulary(color, weight,height, width,length, texture).2.02Recognizeconcepts ofcalendar timeusing appropriatevocabulary (daysof the week,months of theyear, seasons).

4.01 Collectand organize dataas a groupactivity.4.02 Displayand describe datawith concrete andpictorial graphs asa group activity.

3.01 Identify,build, draw, andname triangles,rectangles, andcircles; identify,build, and namespheres andcubes.3.02 Comparegeometric shapes(identifylikenesses anddifferences).3.03 Modeland usedirectional andpositionalvocabulary.3.04 Completesimple spatialvisualizationtasks and puzzles.

5.01 Sort andclassify objectsby one attribute.5.02 Createand extendpatterns withactions, words,and objects.


Blackline Master WeekGrade One - Mathematics Standard Course of Study

Measurement Geometry Data Analysisand Probability

AlgebraNumber andOperations

1.01 Develop numbersense for whole numbersthrough 99.a) Connect the model,number word, andnumber using a varietyof representations.b) Use efficientstrategies to count thenumber of objects in aset.c) Read and writenumbers.d) Compare and ordersets and numbers.e) Build understandingof place value (ones,tens).f) Estimate quantitiesfewer than or equal to100.g) Recognizeequivalence in sets andnumbers 1-99.1.02 Use groupings of2’s, 5’s, and 10’s withmodels and pictures tocount collections ofobjects.1.03 Develop fluencywith single-digit additionand correspondingdifferences usingstrategies such asmodeling, composingand decomposingquantities, usingdoubles, and makingtens.1.04 Create, model,and solve problems thatuse addition, subtraction,and fair shares (betweentwo or three).

2.01 Forgiven objects:a) Select anattribute (length,capacity, mass)to measure (usenon-standardunits).b) Developstrategies toestimate size.c) Compare,usingappropriatelanguage, withrespect to theattributeselected.2.02 Developanunderstanding ofthe concept oftime.a) Tell time atthe hour andhalf-hour.b) Solveproblemsinvolvingapplications oftime (clock andcalendar).

3.01 Identify,build, draw andnameparallelograms,squares,trapezoids, andhexagons.3.02 Identify,build, andname cylinders,cones, andrectangularprisms.3.03 Compareand contrastgeometricfigures.3.04 Solveproblemsinvolvingspatialvisualization.

4.01 Collect,organize,describe anddisplay datausing line plotsand tallies.4.02 Describeevents ascertain,impossible,more likely orless likely tooccur.

5.01 Sort andclassify objectsby twoattributes.5.02 UseVenn diagramsto illustratesimilarities anddifferences intwo sets.5.03 Createand extendpatterns,identify thepattern unit, andtranslate intoother forms.


Blackline Master WeekGrade Two - Mathematics Standard Course of Study

Measure-ment

Geometry Data Analysisand

Probability

AlgebraNumber and Operations

1.01 Develop number sensefor whole numbers through 999.a) Connect model, number word,and number using a variety ofrepresentations.b) Read and write numbers.c) Compare and order.d) Rename.e) Estimate.f) Use a variety of models tobuild understanding of placevalue (ones, tens, hundreds).1.02 Use area or regionmodels and set models offractions to explore part-wholerelationships in contexts.a) Represent fractions (halves,thirds, fourths) concretely andsymbolically.b) Compare fractions (halves,thirds, fourths) using models.c) Make different representationsof the same fraction.d) Combine fractions to describeparts of a whole.1.03 Create, model, and solveproblems that involve addition,subtraction, equal grouping, anddivision into halves, thirds, andfourths (record in fraction form).1.04 Develop fluency withmulti-digit addition andsubtraction through 999 usingmultiple strategies.a) Strategies for adding andsubtracting numbers.b) Estimation of sums anddifferences in appropriatesituations.c) Relationships betweenoperations.1.05 Create and solveproblems using strategies such asmodeling, composing anddecomposing quantities, usingdoubles, and making tens andhundreds.1.06 Define and recognizeodd and even numbers.

3.01 Combinesimple figuresto create agiven shape.3.02 Describethe change inattributes astwo- andthree-dimensionalfigures are cutandrearranged.3.03 Identifyand make:a) Symmetricfigures.b) Congruentfigures.

representunknownquantities.

2.01 Estimateand measureusingappropriateunits.a) Length(meters,centimeters,feet, inches,yards).b)Temperature(Fahrenheit).2.02 Telltime at thefive-minuteintervals.

4.01 Collect,organize,describe anddisplay datausing Venndiagrams (threesets) andpictographswhere symbolsrepresentmultiple units(2’s, 5’s, 10’s).4.02 Conductsimpleprobabilityexperiments;describe theresults andmakepredictions.

5.01 Identify,describe,translate, andextendrepeating andgrowingpatterns.5.02 Writeaddition andsubtractionnumbersentences torepresent aproblem; usesymbols torepresentunknownquantities.

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