Kindergarten Math

1st Nine Weeks

Lesson / Standard / Learning Targets / Student Friendly Statements / Essential Question / Tennessee Academic Vocabulary / Additional Resources / Assessments
Week 1
Phase In
Week 2
Phase In
Week 3
Phase In
Week 4
Topic 1
Sorting &
Classifying /

K.MD.3-1 Classify objects into given categories.

/ Knowledge Targets
•Students must know objects can be sorted into categories based on specific attributes (e.g., size, color, shape).
Reasoning Targets
•Students must determine a common attribute by which to sort objects.
•Students must examine a group of sorted objects and determine the attribute used to perform the sort.
Performance Targets
•Students must sort objects into given categories based on specific attributes (e.g., color, shape).
•Students must explain why an object fits or does not fit into a particular category. / Student-Friendly Knowledge Targets
•I can use attributes of objects to sort the objects into categories.
Student-Friendly Reasoning Targets
•I can decide how to sort objects in categories.
•I can tell how someone sorted a group of objects.
Student-Friendly Performance Targets
•I can sort objects into different groups.
•I can tell you why an object does or does not belong in a group. / When we look at two objects, how can we describe what is the same? How can we describe what is different? How can we use this information to sort objects into groups?
Objects can share similar characteristics. We can look at things like size, color, and shape to sort objects. / •category
•characteristic
•color
•different
•group
•object
•same
•shape
•size
•sort
K.G.1-1 Describe objects in the environment using names of shapes. / Knowledge Targets
•Students must be able to identify squares, circles, triangles, rectangles, hexagons, cubes, cones, and spheres.
•Students must know objects can be described and classified by their shape.
•Students must know shapes retain their identity regardless of orientation or size.
Reasoning Targets
•Students must describe objects in the enviroment using names of shapes.
•Students must differentiate between the shape of the faces and the overall three-dimensional shape of environmental objects (e.g., the building block is a cube, it has faces that are squares). / Student-Friendly Knowledge Targets
•I can identify squares, circles, triangles, rectangles, hexagons, cubes, cones, and spheres.
•I know that objects can be described by their shape.
•I know shapes do not change, even if they are rotated or different sizes.
Student-Friendly Reasoning Targets
•I can describe the shapes of things I see.
•I can name the shape of a face of a three-dimensional object.
•I can name the shape of the whole three-dimensional object. / What vocabulary is used to identify shapes? Can two figures be the same shape even if they have different orientations or sizes?
Shapes give us a standard language to describe, identify, and classify objects in our environment. Shape is independent of other attributes, such as size or orientation. / •circle
•cone
•cube
•cylinder
•face
•hexagon
•orientation
•rectangle
•shape
•size
•sphere
•square
•three-dimensional
•triangle
•two-dimensional
Week 5
Topic 2
Position &
Location / K.G.1-1 Describe objects in the environment using names of shapes.
K.OA.1-1 Represent addition with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. [This applies wherever drawings are mentioned in the Standards.]) / Knowledge Targets
•Students must understand addition means joining together two or more numbers, objects, or sets.
•Students must know common addition situations (e.g., "add to" and "put together").
Performance Targets
•Students must show the process of addition using objects (e.g., take the first
number and create a set of objects representing that number, take the subsequent numbers and create sets of objects for those numbers, join all the objects together to create the sum).
•Students must show the process of addition using their fingers.
•Students must show the process of addition through kinesthetic ways (e.g., acting it out, clapping, making sounds).
Product Targets
•Students must show addition through a drawing, expression, or equation. / Student-Friendly Knowledge Targets
•I know addition means to join numbers or sets together.
•I know I can add two numbers or sets together.
•I know I can add a number to another number or set.
Student-Friendly Performance Targets
•I can show addition using objects.
•I can show addition using my fingers.
•I can show addition by acting it out, clapping, or using my movements in other ways.
Student-Friendly Product Targets
•I can use a drawing, expression, or equation to show addition. / Addition is the process of joining together two or more sets. Addition can be modeled using objects, drawings, or through movement. / •acting out
•adding to
•addition
•all together
•combine
•equation
•expression
•joining
•mental images
•objects
K.OA.2-1 Solve addition word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. / Knowledge Targets
•Students must show different methods to add numbers within 10 (e.g., using objects, pictures, counting on, number line diagram, etc.).
Reasoning Targets
•Students must determine if addition is the proper operation.
•Students must use objects or drawings to represent an addition problem.
•Students must determine an appropriate strategy for solving an addition problem (counting on, drawing a picture, using a number line diagram, etc.).
•Students must be able to compose and decompose 10. / Student-Friendly Knowledge Targets
•I can show different ways to add up to 10.
Student-Friendly Reasoning Targets
•I can figure out if addition is the proper operation to solve a problem.
•I can use objects or a drawing to show an addition word problem.
•I can determine a way to solve an addition problem.
•I can make a ten in many ways. / What does it mean to "add to" a number or to "put together" numbers? How can you model this relationship through math?
Adding to another number or putting numbers together are ways addition is presented in mathematics. We can use objects, drawings, and/or write number sentences to solve these problems. / Essential Vocabulary
•=
•add
•add to
•addition
•combine
•compose (put together)
•count back
•count on
•decompose (take apart, break apart)
•equals
•join
•more
•number line diagram
•operation
•plus
•put together
Week 6
Topic 2
Position &
Location / K.G.1
K.O.A.1
K.O.A.2
Week 7
Topic 4
Numbers
0-5 / K.CC.4a Understand the relationship between numbers and quantities: connect counting to cardinality. 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. / Knowledge Targets
•Students must know how to count numbers in standard order.
•Students must use one-to-one correspondence (e.g., each object in a group matches only one number name).
•Students must know that each number counted in the standard order corresponds to only one object.
•Students must keep track of objects that have and have not been counted. / Student-Friendly Knowledge Targets
•I know how to count numbers in order.
•I know when I count each object in a group, it matches only one number name.
•I know when I count one number name, it matches only one object in the group.
•I know how to keep track of objects that have and haven not been counted. / Why is it important to accurately count objects in a group? How does one-to-one correspondence help us count in everyday life?
Counting with one-to-one correspondence connects counting numbers (an ordered list of numbers) and cardinality (how many are in a set) / Essential Vocabulary
•counting
•group
•number name
•numbers 1-–20
•object(s)
•standard order
Related Vocabulary
•cardinality
•pairing
•quantities
K.CC.4b Understand the relationship between numbers and quantities: connect counting to cardinality. 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. / Knowledge Targets
•Students must know that numbers represent quantity.
•Students must know how to count in standard order.
•Students must know that each number counted in the standard order corresponds to only one object.
•Students must know that the last number said tells the number of objects in the group. For example, if the student counts a group of three objects, they know all three objects are part of the group that equals 3.
•Students must know that the quantity of objects does not change when the objects are moved or arranged differently. (Conservation of Number)
•Students must know that the number of objects is the same regardless of the order in which they are counted.
Reasoning Targets
•Students must understand that each object can only be counted once and only one number can correspond to each object.
•Students must understand that numbers follow an ordered sequence and they are not repeated.
•Students must understand that even when objects are rearranged, the number of objects remains the same. / Student-Friendly Knowledge Targets
•I know that numbers represent quantity.
•I know how to count in standard order.
•I know that each number counted in the standard order corresponds to only one object.
•I know the last number I say tells the number of objects in the group.
•I know the number of objects in a group doesn't change when they are moved or arranged differently.
•I know the number of objects in a group is the same when the objects are counted in a different order.
Student-Friendly Reasoning Targets
•I understand that each object can only be counted once and only one number can correspond to each object.
•I understand that numbers follow an ordered sequence and they are not repeated.
•I understand that even when objects are rearranged, the number of the objects remains the same. / Why is it important to count objects in a group correctly? What happens to the amount of objects if I rearrange them?
The last number stated when counting a set represents the total amount of objects (cardinality). The number of objects does not change when the objects are moved, rearranged, or hidden (conservation of number). / •arrangement
•count
•different
•group
•numbers 1–20
•objects
•order
•quantity
•represent
•same
K.CC.4c Understand the relationship between numbers and quantities: connect counting to cardinality. Understand that each successive number name refers to a quantity that is one larger. / Knowledge Targets
•Students must know that numbers represent quantity.
•Students must know how to count in standard order.
•Students must know that each number counted in the standard order corresponds to only one object.
•Students must know that as they count using the standard counting order, each successive number is represented by one more object.
•Students must know the next number in the standard counting order is one more than the number before it. / Student-Friendly Knowledge Targets
•I know that numbers represent quantity.
•I know how to count in standard order.
•I know that each number counted in the standard order corresponds to only one object.
•I know that each successive number is represented by one more object.
•I know that in standard counting order is one more than the number before it. / What happens when we add one more object?
Numbers build by exactly one each time. / •count
•larger
•more
•number
•quantity
•represent
•standard counting order
K.CC.5-1 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. / Knowledge Targets
•Students must count up to 20 objects with one-to-one correspondence.
•Students must count up to 20 objects arranged in a line, a rectangular array, or a circle.
•Students must count up to 10 objects in a scattered configuration.
Reasoning Targets
•Students must explain why quantity remains the same when the configuration of objects within a given set changes. / Student-Friendly Knowledge Targets
•I can count up to 20 objects in a line.
•I can count up to 20 objects in an array.
•I can count up to 20 objects in a circle.
•I can count up to 10 objects in a scattered group.
•I can count up to 20 objects, counting each only one time.
Student-Friendly Reasoning Targets
•I can tell why a group of objects that is arranged in different ways still has the same number of objects. / Does the arrangement of a set impact the quantity? Why is it essential to have a strategy for keeping track of what has been counted?
Numbers represent a value or quantity and remains the same despite the arrangement. / •circle
•count
•how many
•line
•quantity
•rectangular array
•scattered group
•value
K.CC.5-2 Given a number from 1–20, count out that many objects. / Knowledge Targets
•Students must count out a given number of objects up to 20.
Reasoning Targets
•Students must explain if all the objects given to them are needed to make the given quantity (e.g., A student was told to count out 15 objects and the teacher gives the student 20 objects to use. The student would only use 15 and can tell why there are left over objects, such as one more would give me 16 not 15).
Performance Targets
•Students must demonstrate the ability to count out a specified number of objects from 1 to 20. / Student-Friendly Knowledge Targets
•I can count out any number of objects from 1 to 20.
Student-Friendly Reasoning Targets
•I can tell the teacher why I may only use some of the objects when given a number of objects to count out.
Student-Friendly Performance Targets
•I can count out a certain number of objects. / How do you know how many objects are in a group? Why is it important to know how to count?
Numbers represent a value or quantity. Counting is used to determine the number of objects in a set. / •count
•quantity
K.CC.3-1 Write numbers from 0 to 20. / Knowledge Targets
Students must determine the number that comes next in a counting sequence / Student-Friendly Knowledge Targets
•I know the correct way to write numbers.
•I can write numbers 0–20 to answer different kinds of number questions. / How do we write numbers from 0 to 20 correctly?
Written numbers communicate "how many". Consistent and accurate number formation is necessary for shared understanding. / •order