Kindergarten: Chapter 1 – Represent, Count, and Write Numbers 0 to 5 Chapter Essential Question: How can you show, count, and write numbers 0 to 5? Before Chapter One Standards After (Preschool) Kindergarten (Grade One) Identifies numerals to 5 by name and connects each to a Counting and Cardinality 3: Write numbers from 0 to 20. Represent a number of Extend the counting sequence. counted object. objects with a written numeral 0-20 (with 0 representing a count of no objects). (1.NBT.1)  I can represent 1 and 2 objects with number names and written numerals. Knows the last number states how many in all. Understand place value.  I can represent 3 and 4 objects with number names and written numerals. (1.NBT.2) Tells what number (1-10) comes next in order by counting.  I can solve problems by using the strategy make a model.  Represent 0 objects with a number name and a written numeral. Recognizes and names the number of items in a small set (up to 5). Counting and Cardinality 4a: Understand the relationship between numbers and quantities; connect counting to cardinality. Combines and separates up to five objects and describes the a. When counting objects, say the number names in the standard order, pairing each parts. object with one and only one number name and each number name with one and only one object.  I can model and count 1 and 2 with objects.  I can model and count 3 and 4 with objects.  I can model and count with 5 objects. Counting and Cardinality 4b: Understand the relationship between numbers and quantities; connect counting to cardinality. b. 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.  I can represent 5 objects with a number name and a written numeral. Counting and Cardinality 4c: Understand the relationship between numbers and quantities; connect counting to cardinality. c. Understand that each successive number name refers to a quantity that is one larger.  I can know that each successive number refers to a quantity that is one larger.

Des Moines Public Schools 2014-2015 Math Curriculum Guides Page | 1 Kindergarten – Chapter 1 Kindergarten: Chapter 1 – Represent, Count, and Write Numbers 0 to 5 Chapter Essential Question: How can you show, count, and write numbers 0 to 5? Each day the math block will begin with 15 minutes of Daily Math Review and Mental Math. The focus of DMR should be either prerequisite standard skills or previous chapter concepts that were not mastered. The focus of mental math should be based on the current Chapter’s skills and concepts. Adjust the amount of questions in DMR and MM to fit into the 15 minute time block.

Suggested Chapter Pacing All lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs. La Establish Routines Review Prerequisite Skills Show What You Know Assessment Math centers, partner work, using manipulatives, counting un Pre- Introduce Number Tiles TE 9I Identify Tier 2 and Tier 3 Groups for Small Group Instruction activities, exploring. ch Assessment in Build a Cube Tower TE 9I – may be too early for pencil/paper assessment (optional) (Supplemental counting routines will be needed to extend g the counting sequence to 100 by the end of the year) th Preview Chapter Centers Vocabulary Builder e Day before Vocabulary Activity Introduce chapter game Bus School – Home Letter TE 12 beginning Number Words TE 12C-12D Stop, activities, and literature Read together and send Ch Identify students who will need further vocabulary support Lesson 1.1 students will be using during home. ap for Chapter One. ter center time. Implementation Notes I Can Statement Essential Question *Center activities are introduced/reviewed daily as needed. *Grab-and-Go Literature may be incorporated into whole or small group instruction.  3 – two color counters for each student I can model and count 1 and 2 with How can you show and count 1 and 2 with Lesson 1.1  Introduce Activity Card 5: Numbers 1 and 2 Counting and Cardinality 4a objects. objects?  Introduce Literature: Pancakes for All I can represent 1 and 2 objects with How can you count and write 1 and 2 with Lesson 1.2 number names and written Counting and Cardinality 3 words and numbers? numerals.  7 – two color counters for each student I can model and count 3 and 4 with How can you show and count 3 and 4 with Lesson 1.3  Introduce Activity Card 5: Numbers 2 and 3 Counting and Cardinality 4a objects. objects?  Introduce Activity Card 5: Number 3 I can represent 3 and 4 objects with How can you count and write 3 and 4 with  Mid-chapter checkpoint is optional Lesson 1.4 number names and written Counting and Cardinality 3 words and numbers? numerals.  Two color counters for each student Lesson 1.5 I can model and count with 5 objects. How can you show and count 5 objects?  Introduce Game: Bus Stop Counting and Cardinality 4a  Introduce Literature: The Red Caboose I can represent 5 objects with a  Introduce Activity Card 7: Numbers 1 to 5 How can you count and write 5 with words Lesson 1.6 number name and a written Counting and Cardinality 4b and numbers? numeral?  This lesson may take 2 days. I can use objects and drawings to Lesson 1.7 How can you use two sets of objects to show  Two color counters Operations and Algebraic decompose 5 into pairs in more than 5 in more than one way?  Crayons Thinking 3 one way.  Introduce Activity Card 6: Get It Together I can know that each successive How do you know that the order of numbers  Connecting cubes Lesson 1.8 number refers to a quantity that is is the same as a set of objects that is one Counting and Cardinality 4c one larger. larger? Lesson 1.9 I can solve problems using the How can you solve problems using the  3 – 2 color counters for each student Counting and Cardinality 3 Des Moines Public Schools 2014-2015 Math Curriculum Guides Page | 2 Kindergarten – Chapter 1 Kindergarten: Chapter 1 – Represent, Count, and Write Numbers 0 to 5 Chapter Essential Question: How can you show, count, and write numbers 0 to 5? strategy make a model. strategy make a model?  Introduce Activity Card 7: Now You See It

I Can Implementation Notes Essential Question *Center activities are introduced/reviewed daily as needed. Statement *Grab-and-Go Literature may be incorporated into whole or small group instruction. Lesson 1.10 I can represent How can you identify and write 0 with words Counting and Cardinality 3 0 objects with a and numbers? number name and a written numeral.

Resources and Centers for Chapter 1 Technology Hands-On Resources Centers Digital Lesson: Engage Connecting Cubes Activity: Numbers 1 and 2 Interactive White Board Lesson Crayons Activity: Numbers 2 and 3 Interactive Student Edition Two-Color Counters Activity: Number 3 iTools: Connecting Cubes MathBoard Activity: Numbers 1 to 5 iTools: Two-Color Counters Other Hands-On Resources may be needed for Small Group Instruction Activity: Get It Together! Math on the Spot Videos Activities. Activity: Up to 5 Mega Math Activity: Now You See It Personal Math Trainer Literature: Pancakes for All Literature: The Red Caboose Game: Bus Stop

Additional Resources for Chapter 1 Counting and Cardinality 3 Counting and Cardinality 4 Operations in Algebraic Thinking 3 Teachers will use Go Math materials to teach CC.3. If more practice is Count and Dump Teachers will use Go Math materials to teach OA.3. If more practice is needed teams of teachers may find or create more experiences with Hide It needed teams of teachers may find or create more experiences with this concept. Grab Bag this concept. Counting Stories Creations Grow and Shrink

Des Moines Public Schools 2014-2015 Math Curriculum Guides Page | 3 Kindergarten – Chapter 1