In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Numbers
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1 - Represent (whole numbers with sets of objects)
2 - Compare (whole numbers with sets of objects)
2 - Describe (shapes and space)
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1 - I can represent whole numbers with sets of objects.
4 - I can compare sets of objects using whole numbers.
2 - I can describe shapes and space.
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A. Sets of objects can be represented by numbers.
B. Objects can have different shapes and occupy different spaces.
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A.1 How can sets of objects be represented?
B.1 How can an object's shape or the space it occupies be described?
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Count to 100 by ones and by tens.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Count (to 100 by ones)
1 - Count (by tens)
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1 - I can count to 100 by ones.
1 - I can count to 100 by tens.
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A. Counting to 100 can be done different ways.
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A.1 What different ways can I use to count to 100?
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Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Counting and Cardnality
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1 - Count (forward beginning from a given number within a sequence)
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1 - I can count forward beginning from a given number within the known sequence.
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A. Counting is a basic arithmetic skill.
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A.1 Why do I need to be able to count starting from a number other than 1?
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Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Counting and Cardnality
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1 - Write (Numbers from 0 to 20)
2 - Represent (a number of objects with a written numeral 0-20)
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1 - I can write numbers from 0 to 20.
2 - I can represent a number of objects with a written numeral 0-20)
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A. Writing numbers is a way of communicating math.
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A.1 How do I write numbers?
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Understand the relationship between numbers and quantities; connect counting to cardinality.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Numbers and quantities
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2 - Understand (relationship between numbers and quantities)
2 - Connect (counting to cardinality)
1 - Say (number names in standard order)
1 - Pair (objects with one number name [a])
1 - Pair (number names with only one object [a])
1 - Understand (last number name said tells number of objects counted [b])
1 - Understand (number of objects is same regardless of arrangement or order of counting [b])
1 - Understand (each successive number name refers to quantity that is one larger [c])
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2 - I can understand the relationship between numbers and quantities.
2 - I can connect counting to cardinality.
1 - I can say number names in standard order [a].
1 - I can pair objects with only one number name [a].
1 - I can pair one number name with only one object [a].
1 - I can understand that the last number name said tells the number of objects counted [b].
1 - I can understand that the number of objects is the same regardless of arrangement or the order in which they were counted [b].
1 - I can understand that each successive number name refers to a quantity that is one larger [c].
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A. Number names help us to name and define quantities.
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A.1 Why do I need to know number names?
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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 1–20, count out that many objects.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Count (to answer how many)
1 - Count (from linear arrangement)
1 - Count (from rectangular arrangement)
1 - Count (from circular arrangement)
1 - Count (from scattered arrangement)
1 - Count (objects when given a number)
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1 - I can count to answer how many.
1 - I can count from linear arrangement.
1 - I can count from rectangular arrangement.
1 - I can count from circular arrangement.
1 - I can count from scattered arrangement.
1 - I can count objects when given a number.
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A. One can count the total number of things in any arrangement and can count out the number of things from a given number.
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A.1 Does it matter how the objects are arranged when I am counting?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Comparing numbers
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2 - Identify (objects in group are greater than, less then, or equal to another group)
3 - Use (matching strategies)
3 - Use (counting strategies)
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2 - I can identify whether objects in a group are greater than, less than, or equal to another group.
3 - I can use matching strategies.
3 - I can use counting strategies.
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A. Being able to compare numbers is an essential math skill.
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A.1 Why do I need to compare numbers?
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Compare two numbers between 1 and 10 presented as written numerals.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Comparing numbers
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2 - Compare (2 numbers between 1 and 10 written as numerals)
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2 - I can compare 2 numbers between 1 and 10 written as numerals.
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A. One can compare numbers when written as numerals or when represented by objects in a group.
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A.1 How can I compare numbers?
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