Overview

In Module 1, Kindergarten starts out with solidifying the meaning of numbers to 10 with a focus on embedded numbers and relationships to 5 using fingers, cubes, drawings, 5 groups and the Rekenrek. Students then investigate patterns of “1 more” and “1 less” using models such as the number stairs. Because fluency with addition and subtraction within 5 is a Kindergarten goal, addition within 5 is begun in Module 1 as another representation of the decomposition of numbers.

Topic A: Attributes of Two Related Objects

Topic B: Classify to Make Categories and Count

Topic C: Numbers to 5 in Different Configurations, Math Drawings, and Expressions

Topic D: The Concept of Zero and Working with Numbers 0-5

Topic E: Working with Numbers 6-8 in Different Configurations

Topic F: Working with Numbers 9-10 in Different Configurations

Topic G: One More with Numbers 0-10

Topic H: One Less with Numbers 0-10

Assessment Notes:

Kindergarten assessments are Teacher/Student interviews with a rubric. These assessments are absolutely essential in determining student skill gaps, areas to push students, and small group work. If you have an assistant in your classroom, have them monitor the students in centers as you assess the students. Otherwise, notify your principal prior to the assessment requesting additional support during your assessment days.

Advanced Preparation:

Materials Needed for Personal White Boards

(Directions for Creating Personal White Boards can be found in the Module 1 Overview)

- 1 heavy duty, clear sheet protector
- 1 piece of stiff red tag board 11" × 8 ¼"
- 1 piece of stiff white tag board 11" × 8 ¼"
- 1 3" × 3" piece of dark synthetic cloth for an eraser (e.g., felt)
- 1 low odor blue dry erase marker, fine point

Templates such as place value charts, number bond mats, hundreds boards, and number lines can be stored between the two pieces of tag board for easy access and reuse. These templates have already been created and can be found at the end of each lesson.

- Small clear plastic bag of 10 beans (red and white) or small
- Linking cubes
- Plastic cups
- Linking cubes
- Index cards
- Dice
- Assorted pattern blocks
- Rekenrek
- Bag of pony beads (5 red and 5 white), pipe cleaner or
- Plastic bags
- Brown paper bags
- Pipe cleaners

Module Tip Sheet for Parents

These documents provide parents an opportunity to see what their children are learning in the current module including:

- Standards
- Key vocabulary
- Example Problems
- Pictorial Models
- Ideas for how to can help children at home
- Coherence of learning with past and future modules

For guides in Spanish, go here.

Week 1: September 5

Notes:

Lessons 1 & 2 Combine

Teach all of the components of Lesson 1. Incorporate the concept of 'they are the same but...' from lesson 2 into the Concept Development of lesson 1. If students need additional practice and support with recognizing and discussing the subtle differences in attributes consider incorporating activities from Lesson 2 during morning meeting or community building time. Lesson 2 fluency will be covered in lesson 4.

Lesson 3

Any time a new manipulative is introduced, provide children an opportunity to freely explore (play) with it for a few moments before asking them to do anything constructive with it. Allowing them to satisfy their curiosity ensures that you have their full attention when it is time to complete the academic task.

Week 2: September 11

Assessment

Assessment # 1

Mid-Module Topic B addresses lessons 1-6.

Administer Mid-Module Topic B only (1 day) on Friday. Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for students and teachers.

Notes:

Lesson 4

Make sure to dedicate the time now to teaching students how to use their fingers the "Engage Way." This is a skill they will need throughout the primary grades.

Lesson 5

While students are completing their exit ticket, you might find it useful to circulate the room and interview students for a quick snapshot of individual student’s reasoning. Responses may vary, as there is more than one correct response in each row.

Lesson 6

An extension activity that could also serve as a community builder might be to have students draw their own treasure chests and 2-3 items that represent something they love. They could write the number of items they drew on the the front of the treasure box.

Lesson 7

Continue to work with below grade level students during small group time to match a numeral with a corresponding object (e.g., 1 with one straw and 2 with two coins). This will help our kinesthetic and visual learners.

Standards Addressed in Week's Lessons

Topic B

K.CC.4a

K.CC.4b

K.MD.3

Topic C

K.CC.4a

K.CC.4b

K.CC.5

K.OA.3

K.MD.3

Standards in Mid or End of Module Assessment

Topic B

K.CC.4a

K.CC.4b

K.MD.3

Week 3: September 18

Standards Addressed in Week's Lessons

Topic C

K.CC.4a

K.CC.4b

K.CC.5

K.OA.3

K.MD.3

Notes:

Lesson 8

Lesson 8 continues with counting to 5 and focuses on the idea that the number of objects counted stays the same regardless of their arrangement or the order in which they were counted. Students count 4 in linear and array formations and show the number 4 on their fingers in different ways.

Lesson 9 & 10 Combine

Lesson 10 continues to work on the same skills introduced in Lesson 9. Omit Lesson 10 for whole group for pacing considerations. However, you can set up the activity in Lesson 10's Concept Development for at grade level and above grade level students as extension work.

Lesson 11

The Concept Development activity requires that students are able to manipulate the counting bears. Be aware that students at this age often have dexterity issues. Sometimes the bears are hard for students to hold in their hands. If this is challenging for some students, try modifying with the linking cubes. Make sure to match the colors of the linking cubes to the bears.

Week 4: September 25

Assessment

Assessment # 2

Mid-Module Topic D addresses lessons 7-16.

Administer Mid-Module Topic D only (1 day) on Friday. Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for students and teachers.

Notes:

Lesson 12 & 13 Combine

Lesson 12 and 13 begin by exploring the meaning of zero in the context of groups of objects. Lesson 13 introduces writing the numerals 0–3. Conduct lesson 12 in its entirety. For pacing considerations, use lesson 13’s Concept Development during morning meeting. In addition, you could create centers for students to practice writing the numerals.

Lesson 14

Lesson 14 builds upon the decomposition work in Lesson 11 of Topic C. The difference now is that the equal sign is shown. Take note that the sum is written first to demonstrate something whole being separated into two parts as opposed to two parts being joined to make a whole. Consider adding a work mat inside student’s supply bags. This will help some students with their focus and manipulatives.

Lesson 15 & 16 Combine

Use the fluency activities in lesson 15. Then skip to lesson 16’s Application Problem and Concept Development for pacing purposes. This topic culminates with students applying their decomposition knowledge with totals of 4 and 5 without equations. Lesson 15 introduces writing numerals 4 and 5. Teach this lesson during your morning meeting. Create stations for students if more practice is required.

Standards Addressed in Week's Lessons

Topic D

K.CC.3

K.CC.4a

K.CC.4b

K.CC.5

Standards in Mid or End of Module Assessment

Topic D

K.CC.3

K.CC.4a

K.CC.4b

K.CC.5

Week 5: October 2

Module

Topic

Notes:

Lesson 17

Since lesson 18 will be omitted due to pacing considerations, use the sentence starters introduced in that lesson. This will encourage students to participate and discuss their strategies for counting various objects by providing them with sentence starters such as, “I counted my beans by…” and “My strategy was to….”

Lesson 18 Omit

Lesson 18 introduces writing the numeral 6. Use your morning meeting time to practice writing this number. Use the end of the Concept Development to guide your instruction.

Lesson 19

Lesson 19 looks at numbers 5–7. Students count on their fingers from 1 to 7 and connect to 5-group images. Reasoning about numbers 6–8 highlights the importance of the 5-unit which becomes imperative to success in first grade.

Lesson 20

Revisit notes regarding Lesson 17 and sentence starters that encourage student discourse when discussing math strategies. Try adding to your previous starters, "I agree/disagree with you because..."I know this because..."

Lesson 21 & 22 Combine

Teach only the first fluency activity in Lesson 21, Problem Set, and then Concept Development. In order to expose our visual learners to a circular arrangement representing the number 8, teach only the Concept Development in Lesson 22. For time considerations, eliminate the last part of Lesson 22's Concept Development which requires students to practice writing the numeral 8. Practice and review writing the number 8 with students during morning meeting.

Standards Addressed in Week's Lessons

Topic E

K.CC.3

K.CC.4a

K.CC.4b

K.CC.5

K.MD.3

Week 6: October 10

Module

Topic

Notes:

Lesson 23 & 24 Combine

Teach only the first fluency activity in Lesson 23, Problem Set, and then Concept Development. In order to expose our visual learners to a circular arrangement representing the number 9, teach only the Concept Development in Lesson 24. For time considerations, eliminate the last part of Lesson 24's Concept Development which requires students to practice writing the numeral 9. Practice and review writing the number 9 with students during morning meeting.

Lesson 25

Lesson 25 introduces concepts with the number 10. Students write the numeral 10 and count 10 objects in all configurations, using the 5-group mat to highlight the importance of the five-unit. Once all the numbers have been introduced and explored, the focus becomes developing a profound understanding of the numbers to 10. Since students are familiar with the fluency activities, this is an important time for you to assess them as they work to determine who still has skills gaps within number 0-10.

Assessment

Assessment # 3

End-of-Module Topic E addresses lessons 17-22.

All assessments are broken up by topic to insure manageable assessments for students and teachers.

Administer End-of-Module Topic E only (1 day) on Friday.

Standards Addressed in Week's Lessons

Topic F

K.CC.3

K.CC.4a

K.CC.4b

K.CC.5

Standards in Mid or End of Module Assessment

Topic E

K.CC.3

K.CC.4a

K.CC.4b

K.CC.5

K.MD.3

Week 7: October 16

Module

Notes:

Lesson 26

After Lesson 26 is completed, you might consider taking a day to assess students on their knowledge of numbers 0-10. Refer to assessment recommendations.

Lesson 27

For the students who are still counting their beads after every change, repeat the process by asking them to organize their beads into two rows and count them, and then move them into a circle and recount. Let students try as many times as they need in order to be convinced that they no longer need to recount and are able to say that they have 10 beads, no matter how they display them. This may take many weeks. Be patient!

Lesson 28

Lesson 28 should be an exciting day for students as they are introduced to and act out result unknown story problems without equations. Encourage students to listen to each other and discuss by having them respond to each other with simple sentence starters like, “What do you think about that?” and “Would someone like to add on?” This ensures students are focused on what their classmates are saying and strengthens the connections.

Lesson 29

In Lesson 29, students begin to learn, practice, and understand that each successive number name refers to a quantity that is 1 greater. This important insight leads later in the year, and in Grade 1, to the Level 2 strategy of counting on, rather than counting all.

Standards Addressed in Week's Lessons

Topic F

K.CC.3

K.CC.4a

K.CC.4b

K.CC.5

Topic G

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.2

K.CC.5

Week 8: October 23

Module

Lesson

30 / 31

32

33

34

Notes:

Lesson 30 & 31 Combine

Teach only Show Me 1 More for the fluency activity in Lesson 30, Problem Set, and then Concept Development. If time allows, conduct the Concept Development in Lesson 31. Because of time constraints, this lesson could possibly be finished during art or community building time. Important note: The stairs that students build with the linking cubes will be used in the next couple of lessons.

Lesson 32

The previous concepts of 1 more continues in this lesson. Now that students have had exposure and practice with this concept, this is an important time to continue to identify the students that are struggling with this concept. Pull this group during guided math time and create centers for them to practice the skill.

Lesson 33

Since students are familiar at this point with the routines of the math lesson, you might consider extending the application problems for your above grade level students. For example, Engage suggests that students draw another baking tray to show how many biscuits are left if the kitten steals 2 biscuits. In addition, they can write both the number of the remaining biscuits and the number of biscuits the kitten stole.

Lesson 34

Lesson 34 requires that you have materials preplanned for the Concept Development: 10 cardboard apples that you will tape to a tree and a simple puppet made from a paper bag to represent a farmer.

Lesson 35

Make sure that when students are sharing their thoughts with partners and whole group that they are using complete sentences. For example, as they take apart the tower they should say, "1 less than 10 is 9." In addition to modeling this, make sure sentence strips are provided to guide students.

Lesson 36 Omit

Omit Lesson 36 for pacing concerns. A possible suggestion since students will be making bracelets is to use the Concept Development during art time, community building time, or a reward time that has been earned by the class.

Assessment

Assessment # 4

End-of-Module Topic G addresses lessons 29-32.

Administer End-of-Module Topic G only (1 day) on Friday.

Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for students and teachers.

Standards Addressed in Week's Lessons

Topic G

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.2

K.CC.5

Topic H

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.5

Standards in Mid or End of Module Assessment

Topic G

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.2

K.CC.5

Week 9: October 30

Assessment

Assessment #5

End-of-Module Topic H addresses lessons 33-37.

Administer End-of-Module Topic H only (1 day) on Friday.

Consider using small group time.

All assessments are broken up by topic to insure manageable assessments for students and teachers.

Standards Addressed in Week's Lessons

Topic H

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.5

Standards in Mid or End of Module Assessment

Topic H

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.5

Notes:

Lesson 37

This lesson requires preparation prior to class. You must set up stations so that each has one complete set of the materials outlined in the lesson. In addition, you can create a decorative, welcoming sign on the board that says Number Fair. It is suggested that during the Concept Development as you are reviewing the various way to represent the students "missing number" that you actually model this for them. This might prevent confusion when students transition to their stations. Make sure to take observational notes to use in the future for small group planning.