Kindergarten Unit 1: Sophisticated Shapes
In this unit, students will:
• Recognize, name, build, draw, compare, and sort simple two- and three-dimensional shapes, describe attributes and parts of two- and
three-dimensional shapes, group objects according to common properties, investigate and predict the results of putting together and taking apart simple
two- and three-dimensional shapes, describe, name, and interpret relative positions in space and apply ideas about relative position, create mental images
of geometric shapes using spatial memory and spatial visualization;
• Recognize and represent shapes from different perspectives, recognize geometric shapes in the environment, create and extend patterns, investigate and
predict the results of putting together and taking apart two and three-dimensional shapes, pose information questions, collect data and organize
and display results using objects, pictures and picture graphs.
Kindergarten Unit 2: Counting With Friends
In this unit, students will start kindergarten thinking of counting as a string of words, but then they make a gradual transition to using
counting as a tool for describing their world. They must construct the idea of counting using manipulatives and other resources to see the numbers visually
(dot cards, tens frames). To count successfully, students must remember the rote counting sequence, assign one counting number to each object counted, and at the
same time have a strategy for keeping track of what has already been counted and what still needs to be counted. Only the counting sequence is a rote procedure.
The meaning students attach to counting is the key conceptual idea on which all other number concepts are developed. Students will develop successful and
meaningful counting strategies as they practice counting and as they listen to and watch others count.
In this unit, students will start kindergarten thinking of counting as a string of words, but then they make a gradual transition to using
counting as a tool for describing their world. They must construct the idea of counting using manipulatives and other resources to see the numbers visually
(dot cards, tens frames). To count successfully, students must remember the rote counting sequence, assign one counting number to each object counted, and at the
same time have a strategy for keeping track of what has already been counted and what still needs to be counted. Only the counting sequence is a rote procedure.
The meaning students attach to counting is the key conceptual idea on which all other number concepts are developed. Students will develop successful and
meaningful counting strategies as they practice counting and as they listen to and watch others count.
Kindergarten Unit 3: Building Numbers
In this unit, the students will: Work with numbers 11-19 to gain foundations for place value.
For numbers 11 to19, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes composing and
decomposing numbers from 11 to 19 into ten ones and some further ones by writing and representing the numbers, counting and producing sets of given sizes,
counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures,
actions, and explanations are used to solve problems and represent thinking.
In this unit, the students will: Work with numbers 11-19 to gain foundations for place value.
For numbers 11 to19, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes composing and
decomposing numbers from 11 to 19 into ten ones and some further ones by writing and representing the numbers, counting and producing sets of given sizes,
counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Objects, pictures,
actions, and explanations are used to solve problems and represent thinking.
Unit 4: Measuring and Analyzing Data
This unit will begin Kindergarten student’s first study of measurement. In this unit, students will:
• Describe attributes of objects that are MEASUREABLE (length, weight, size, color, shape, etc.)
• Describe MULTIPLE measureable attributes of a single object
• Measure using direct comparison of TWO objects that have an attribute in common
• Describe the DIFFERENCE between the objects using the common attribute
• Classify object into GIVEN categories
• COUNT the number of objects in the categories
• Sort the CATEGORIES by the number of objects in each set
This unit will begin Kindergarten student’s first study of measurement. In this unit, students will:
• Describe attributes of objects that are MEASUREABLE (length, weight, size, color, shape, etc.)
• Describe MULTIPLE measureable attributes of a single object
• Measure using direct comparison of TWO objects that have an attribute in common
• Describe the DIFFERENCE between the objects using the common attribute
• Classify object into GIVEN categories
• COUNT the number of objects in the categories
• Sort the CATEGORIES by the number of objects in each set
Unit 5: Investigating Addition and Subtraction
In this unit, students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
For numbers 0 – 10, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes quickly
recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or
counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and
represent thinking.
In this unit, students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
For numbers 0 – 10, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes quickly
recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or
counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and
represent thinking.
Unit 6: Further Investigation of Addition and Subtraction
In this unit, students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
For numbers 0 – 10, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes quickly
recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or
counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and
represent thinking.
In this unit, students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
For numbers 0 – 10, Kindergarten students choose, combine, and apply strategies for answering quantitative questions. This includes quickly
recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or
counting the number of objects that remain in a set after some are taken away. Objects, pictures, actions, and explanations are used to solve problems and
represent thinking.