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.
Understand addition as putting together and adding to, and under- stand subtraction as taking apart and taking from.
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Addition and Subtraction
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2 - Represent (Addition with objects)
2 - Represent (Addition with fingers)
2 - Represent (Addition with mental images)
2 - Represent (Addition with drawings)
2 - Represent (Addition with sounds using claps)
2 - Represent (Addition by acting out situations)
2 - Represent (Addition with verbal explanations)
2 - Represent (Addition with expressions)
2 - Represent (Addition with equations)
2 - Represent (Subtraction with objects)
2 - Represent (Subtraction with fingers)
2 - Represent (Subtraction with mental images)
2 - Represent (Subtraction with drawings)
2 - Represent (Subtraction with sounds using claps)
2 - Represent (Subtraction by acting out situations)
2 - Represent (Subtraction with verbal explanations)
2 - Represent (Subtraction with expressions)
2 - Represent (Subtraction with equations)
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2 - I can represent addition with objects.
2 - I can represent addition with fingers.
2 - I can represent addition with mental images.
2 - I can represent addition with drawings.
2 - I can represent addition with sounds using claps.
2 - I can represent addition by acting out situations.
2 - I can represent addition with verbal explanations.
2 - I can represent addition with expressions.
2 - I can represent addition with equations.
2 - I can represent subtraction with objects.
2 - I can represent subtraction with fingers.
2 - I can represent subtraction with mental images.
2 - I can represent subtraction with drawings.
2 - I can represent subtraction with sounds using claps.
2 - I can represent subtraction by acting out situations.
2 - I can represent subtraction with verbal explanations.
2 - I can represent subtraction with expressions.
2 - I can represent subtraction with equations.
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A. Addition can be represented in multiple ways, vertically, horizontally, pictorially.
B. Subtraction can be represented in multiple ways vertically, horizontally, pictorially.
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A.1 How can addition be represented?
B.1 How can subtraction be represented?
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Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Addition and Subtraction
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2 - Solve (addition word problems using objects or drawings to represent the problem)
2 - Solve (subtraction word problems using objects or drawings to represent the problem)
2 - Add (within 10 using objects or drawings to represent the problem)
2 - Subtract (within 10 using objects or drawings to represent the problem)
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2 - I can solve addition and subtraction word problems, and add and subtract within 10 by using objects or drawings to represent the problem.
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A. Addition and Subtraction problems can be solved using objects or drawings.
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A.1 In what ways can I represent addition and subtraction problems?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Decompose (numbers less than or equal to 10 into pairs in more than one way)
1 - Record (each decomposition by a drawing or equation)
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1 - I can Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings.
2 - I can record each decomposition by a drawing or equation.
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A. Numbers can be decomposed in more than one way.
B. Drawings and equations are ways to record the decomposition of a number.
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A.1 What is decomposition of numbers?
B.1 How can I represent the decomposition of numbers?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Addition
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1 - Find (number that makes 10 when added to given number using objects or drawings)
1 - Record (Answer using a drawing)
1 - Record (Answer using an equation)
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1 - I can find the number that makes 10 when added to the given number.
2 - I can record the answer using a drawing or equation.
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A. For any number from 1 to 9, one can find a number that adds to it to make 10 by using drawings or equations.
B. One can record the answers to problems involving adding a given number (from 1 to 9) by using a drawing or equation.
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A.1 How can I show how to find a number to add to a given number from 1 to 9 to make 10?
B.1 How can I show the answer to a problem involving adding to a given number (from 1 to 9) to make 10?
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Fluently add and subtract within 5.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Add (within 5)
2 - Subtract (within 5)
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2 - I can fluently add within 5.
2 - I can fluently subtract within 5.
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A. Adding and subtracting fluently within 5 will make solving math problems easier and faster.
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A.1 Why do I need to be able to add and subtract within 5 fluently?
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