Weekly Overview

Weekly Topics

 The focus of this week’s instruction is to deepen students’ understanding of:

  • Strategize to compare two sets
  • Represent number bonds with composition and decomposition story situations
  • Solve add to with result unknown word problems to 8 with equations.
  • Solve both addends unknown word problems to 8 to find addition patterns in number pairs
  • Represent subtraction story problems using objects, drawings, expressions, and equations 

Materials Needed

  • Student Print Packets for each day
  • Kindergarten Templates
  • End of Week Assessment
  • Dry Erase Markers
  • Sheet Protectors
  • 10 sided die
  • Beans, bears, counters
  • Linking cubes (2 different colors)
  • Pattern blocks

Standards Covered

K.CC.A.1 Count to 100 by ones, fives, and tens. Count backward from 10.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20.

K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

  1. When counting objects, say the number names in the standard order, using one-to-one correspondence.
  2. Recognize 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.
  3. Recognize that each successive number name refers to a quantity that is one greater. K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects.

K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, a circle, or as many as 10 things in a scattered configuration. Given a number from 1-20, count out that many objects.

K.CC.C.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.

K.CC.C.7 Compare two given numbers up to 10, when written as numerals, using the terms greater than, less than, or equal to.

K.OA.A.4 Find the number that makes 10, when added to any given number, from 1 to 9 using objects or drawings. Record the answer using a drawing or writing an equation.

Representations

  • Subitizing
  • Five Frame/ Ten Frame
  • Dot Mats
  • 5-group dot cards
  • Linking cubes
  • Number bonds
  • Showing fingers the Math Way

Additional Terms and Symbols

  • Zero
  • More than/greater than, fewer than/Less than, equal to
  • Addition (specifically using add to with result unknown, put together with total unknown, put together with both addends unknown)
  • Addition and subtraction sentences (equations)
  • Make 10 (combine two numbers from 1 to 9 that add up to 10)
  • Minus (–)
  • Number bond (mathematical model)
  • Number pairs or partners (embedded numbers)
  • Part (addend or embedded number)
  • Put together (add)
  • Subtraction (specifically using take from with result unknown)
  • Take apart (decompose)
  • Take away (subtract)
  • Whole (total)
  • 5-group
  • Equals (=)
  • Hidden partners (embedded numbers)
  • Number sentence (3 = 2 + 1)
  • Number story (stories with add to or take from situations)
  • Numbers 0–10
  • Plus (+)
Number bond example

Materials List

The following materials list will be used for the entire four weeks: Materials List.

Alternative Video Links

The links in this document are for users who cannot access the links in the lesson plans.