



Quarter 3; Unit 6: Counting, Place Value, Building Number Sense, Measurement & Data
Common Core Standards:
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. Claps) ?acting out situations, verbal explanations, expressions or equations
K.OA.2 Solve addition and subtraction word problems and add/subtract within 10 (e.g. by using objects or ?drawing to represent the problem)
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or ?drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by ?using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5. ?? Work with numbers 11 – 19 to gain foundations for place value? K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using
objects or drawings, and record each composition or decomposition by a drawing or equation; understand that
these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Describe and compare measurable attributes.
K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable ?attributes of a single object.
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more ?of”/”less of” the attribute, and describe the difference.
attribute 
length 
classify 
width 
tens 
ones 
tens frame 
base ten block 
add/addition 
compare 
compose 
decompose 
difference 
drawing 
equal to 
equations 
expressions 
minus 
objects 
pairs 
plus 
separate 
set 
subtract/subtration 
sum 
Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
 There are multiple representations for any number when adding whole numbers
 Operations create relationships between numbers.
 The relationship among the operations and their properties promote computational fluency.
 The context of a problem determines the reasonableness of a solution.
 Numerical values do not have to be assigned to a quantity in order to be compared.
 Numbers can be decomposed or composed into partwhole relationships.
 Separate numbers (less than or equal to 10) into number pairs.
 Measurement is used every day to describe the world.
 Color, orientation, and overall size do not define the shapes.
 Count with understanding and recognize “how many” in a set of objects.
 A number can be represented by a set of objects, then by a word, and finally by a numeral.
 Objects can be identified by their attributes.
 Similarity is not dependent on orientation.
 Measurement is used every day to describe the world.
Websites to support instruction:
Addition to 10:
http://www.lessonplanspage.com/mathadditionsubtractionhtm/?·
Sorting By Attributes
http://www.kindergartenkindergarten.com/sortingbyattributes
Sorting And Classifying
http://www.youtube.com/watch?v=Mu00niMcpQE
Snake Addition
http://frompond.blogspot.com.au/2014/05/snakeadditionandfriendsoften.html
Addition Practice Cards
http://thekindergartenconnection.com/countingbearadditioncards/
Subtraction Bowling
http://www.recipeforteaching.com/2015/04/subtractionbowlingwithfreebie.html
Subtraction Smash
http://www.recipeforteaching.com/2016/04/subtractionsmash.html
Introduction to Addition/ Subtraction
http://missjacobslittlelearners.blogspot.com.au/2014/08/authenticearlyyears mathsactivities.html
Writing Number sentences
ttp://mathgeekmama.com/additionandsubtractionnumbersentences/
Uno Addition/Subtraction
http://childhood101.com/2014/06/mathsgamesforkidsuno flip/#sthash.wWco51Kh.qjtu
Roll and Add Number Sentences
http://mrstsfirstgradeclassjill.blogspot.com/2011/09/rollandadd.html
Counting with Place Value
http://www.theclassroomkey.com/2015/08/5musttryclassroomtoolsfor buildingnumbersense.html
Place Value Song
https://www.youtube.com/watch?v=uedvwH6Ay18
What’s New at the Zoo by Suzanne Slade
The Mission of Addition by Brian Cleary
Seaweed Soup by Stuart J. Murphy
Five Creatures by Emily Jenkins
Ten Black Dots by Donald Crews
Ten Flashing Fireflies by Philemon Struges
Cubes, Cones, Cylinders, and Spheres by Tana Hoban
The Shape of Things by Dayle Ann Dodds
WhenaLineBends...AShapeBegins by Rhonda Greene & James Kaczman
A Circle Here, A Square There by David Diehl
Round as a Mooncake: A Book Of Shapes by Roseanne Thong
Twizzlers Shapes and Patterns by Jerry Pallota
Quarter 2; Unit 4: Operations and Thinking & Measurement and Data
Common Core Standards covered in Unit 4:
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. Claps) acting out situations, verbal explanations, expressions or equations.
K.OA.2 Solve addition and subtraction word problems and add/subtract within 10 (e.g. by using objects or drawing to represent the problem)
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5.? Describe and compare measurable attributes.
K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.
Add/Addition 
Compare 
Compose 
Decompose 
Difference 
Drawing 
Equal To 
Equations 
Expressions 
Minuend 
Subtrahend 
Breaking Apart 
Operation 
More Of 
Less Of 
Attribute 
Length 
Width 
Height 
Capacity 
Minus 
Subtraction Sentence 
Left 
Minue Sign 
Subtract 
Objects 
Pairs 
Plus 
Separate 
Set 
Subtraction 
Sum 
Balance Scale 
Heavier 
Lighter 
Weights 
Taller 
Shorter 


Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
 There are multiple representations for any number when adding whole numbers
 Operations create relationships between numbers.
 The relationship among the operations and their properties promote computational fluency.
 The context of a problem determines the reasonableness of a solution.
 Numerical values do not have to be assigned to a quantity in order to be compared.
 Numbers can be decomposed or composed into partwhole relationships.
 Separate numbers (less than or equal to 10) into number pairs.
 Separating parts from a whole is one interpretation of subtraction.
 Subtraction equations using – and = can be used to show subtraction situations.
 Addition and subtraction facts have an inverse relationship. Equations using +, , and = can be used to show parts of a whole
 An addition equation can show how a number is broken into two parts.
 For any number from 1 – 9, there is another number to make 10.
 When you compare by length or height, you are thinking about how long or tall objects are.
 Objects can be compared by length or height to see which is longer/taller and which is shorter.
 Objects can be compared by capacity to see which holds more and which holds less.
 Objects can be compared by weight to see which is heavier and which is lighter.
 Objects have measurable attributes that can be recognized and described.
 Words can be used to describe measurable attributes of objects, such as tall, short, heavy, and light.
 Objects can be compared using a common measurable attribute.
Websites to support instruction:
http://www1.pgcps.org/UDL/index.aspx?id=127354
MSDE Common Core Curriculum Framework
http://www.mdk12.org/instruction/commoncore/index.html
Common Core State Standards
Literature Connection:
 What’s New at the Zoo by Suzanne Slade
 The Mission of Addition by Brian Cleary
 Mathematics Their Way by Mary BarattaLorton (for teacher use/reference)
 Seaweed Soup by Stuart J. Murphy
 Five Creatures by Emily Jenkins
 Ten Black Dots by Donald Crews
 Ten Flashing Fireflies by Philemon Struges
End Unit 4

Quarter 2; Unit 3: Operations and Algebraic Thinking
Common Core Standards covered in Unit 3:
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. Claps) acting out situations, verbal explanations, expressions or equations
K.OA.2 Solve addition and subtraction word problems and add/subtract within 10 (e.g. by using objects or drawing to represent the problem)
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.OA.5 Fluently add and subtract within 5. (Focus: with objects and drawings)
add/addition 
compare 
compose 
decompose 
difference 
drawing 
equal to 
equations 
expressions 
minus 
objects 
pairs 
plus 
separate 
set 
subtract/subtraction 
sum 
minuend 
subtrahend 
take away 
put together 
addend 
Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
 There are multiple representations for any number when adding whole numbers
 Operations create relationships between numbers.
 The relationship among the operations and their properties promote computational fluency.
 The context of a problem determines the reasonableness of a solution.
 Numerical values do not have to be assigned to a quantity in order to be compared.
 Numbers can be decomposed or composed into partwhole relationships.
Websites to support instruction:

Unit 2: Counting, Writing & Comparing Numbers, Geometry, Measurement & Data
Common Core Standards covered in Unit 2
Know number names and the count sequence.
K.CC.1 Count to 100 by ones and by tens. (Focus: 0 – 50 by ones – 0 – 50 by tens)
K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). (Focus: 0 – 10)
Count to tell the number of objects.
K.CC.4a 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.
K.CC.4b 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.
K.CC.4c Understand that each successive number name refers to a quantity that is one larger.
K.CC.5 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; given a number from 120, count out that many objects. Focus: (0 – 10)
Compare numbers.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (Include groups with up to ten objects).
K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Focus: (0 – 10)
Classify objects and count the number of objects in each category.
K.MD.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10).
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres.)
K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as twodimensional (lying in a plane, “flat”) or threedimensional (“solid”).
arrangement 
count 
equal to 
greater than 
less than 
more 
next 
numerals/numbers 
objects 
order 
ones 
quantity 
rectangular array 
set 
standard order 
tens 
above 
below 
beside 
sides 
corners 
sort 
classify 
alike 
different 
squares 
circles 
triangles 
rectangles 
hexagons 
cubes 
cones 
cylinders 
spheres 
in front of 
behind 
next to 



Enduring Understanding (Big Ideas):
Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject.
 Count with understanding and recognize “how many” in a set of objects.
 Counting by one means adding one more to a number.
 Counting by tens means adding ten more to a number.
 Zero represents an empty set and the least whole number.
 Numbers come before or after a specific number.
 When counting, the last number word you say tells the number of items in the set. Counting a set in a different order does not change the total.
 When counting, one number word means one object (one to one correspondence).
 Numbers can represent quantity, position, location, and relationship.
 Numbers can be represented using objects, words, and symbols.
 Numbers are classified and compared within our number system; five and ten can be benchmarks.
 When comparing objects in sets, one set will have more, less, or both will be equal.
 Count with understanding and recognize “how many” in a set of objects.
 Shapes and objects can be identified by their attributes.
 Color, orientation, and overall size do not define the shapes.
 Concepts of similarities are used to relate and compare 2 and 3D shapes.
 Similarity is not dependent on orientation.
 Geometry helps us describe, represent, and make sense of our environment. Shapes are everywhere.
 Shapes have sides and corners which can be counted.
 Objects can be similar to others in one way and different in other ways.
Websites to support instruction:
Literature Connection:
Unit 1: Counting, Writing & Comparing
Numbers, Geometry, Measurement & Data
Common Core Standards covered in Unit 1
Know number names and the count sequence.
















Website updated on: Wednesday, September 26, 2018







