Month



Math Long Term Plan for Kindergarten

According to the Everyday Math curriculum and setting high expectations, by the end of kindergarten the student should be able to:

1) Count by 1s, 2s, 5s, and 10s to 110.

2) Read and write numbers to 100.

3) Create verbal number stories.

4) Compare taller and shorter, longer and shorter, lighter and heavier.

5) Tell time to the hour and half hour with analog and digital clocks.

6) Perform simple data collection and graphing.

7) Recognize and state the value for a penny, nickel, dime, and quarter.

8) Count on from a given number.

9) Understand basic addition and subtraction in real situations through number stories.

10) Copy, continue, and create 3-part patterns.

| | | | | |

|Month |Theme |Skills to Be Introduced / Skills to Be Mastered|Activities |Suggestions to Link to Theme |

| | | | | |

|September |School / Fall |- One-to-one correspondence |Begin daily routines, such as: |Use leaf-shaped or other fall related icons for each |

| |Major Project: |- Counting 0-21 |calendar |number that you add to the calendar or number line. |

| |Basic skills diagnostics. |- Reading and writing and |counting by ones (growing # line, attendance)|It is also useful to begin creating patterns for |

| | |numbers 0-9 |jobs |these now. |

| | |- Patterns |Weather graph |Apples can be used for Eating to Zero to link the |

| | |- Following directions with | |activity thematically as well as to make it more |

| | |quantifiable information |Shapes by Feel |nutritious. |

| | |- Concept of zero |Eating to Zero | |

| | |- Shapes (identifying and naming) | | |

| | |- Class schedule | | |

| | | | | |

|October |All About Me |- Measuring |Measuring Heights |Include numerical information about the child in |

| |Major Project: |- Longer/Shorter and |Comparing heights and lengths |his/her All About Me book. For instance, age, |

| |All About Me |Taller/Shorter |Penny store |height, weight, number of siblings, etc. It will be |

| |Book |- Data collection and graphing |Halloween Faces |likely that you need to have a template for students |

| | |- Penny identification |Nibble Shapes |to use for this information. |

| | |- Value of a penny | | |

|Administer Guidepost 1 | |- Counting 0-35 | | |

|Assessment. | | | | |

| | |By the end of this month, students should be | | |

| | |able to: | | |

| | |* Identify and state the value for a penny. | | |

|October (con’t.) | |* Count 0-21. | | |

| | | | | |

| | |* Read numbers 0-10. | | |

| | |* Match one-to-one. | | |

| | | | | |

|November |Friends / Native Americans / |- Counting 0-50 |Symmetry with Paints |Shape Turkeys can be made prior to the Thanksgiving |

| |Thanksgiving |- Counting backwards 10-0 |Symmetry in Nature |holiday. Use a hexagon for the body, a trapezoid for|

| | |- Reading numbers 0-15 |Symmetrical Shape Designs |the neck, a triangle for the beak, and rhombuses for |

| | |- Symmetry |Shape Turkeys |the feathers. Students must follow directions |

| | |- Teens |Monster Squeeze |concerning how many and which shapes to use. |

| | |- Addition (through number stories) |Number stories | |

| | |- Greater than and less than | | |

| | | | | |

| | |By the end of this month, students should be | | |

|Administer Guidepost 2 | |able to: | | |

|Assessment. | |* Identify and name the following shapes: | | |

| | |square, circle, rectangle, trapezoid, rhombus, | | |

| | |and hexagon. | | |

| | |* Count 0-35. | | |

| | |* Count backwards from 10-0. | | |

| | | | | |

|December |Family / Winter |- Counting 0-70 |Patterns |Make snowmen using shapes. Bodies may be made up of |

| | |- Counting backward 15-0 |Bar graphs |3 different sized circles (students must know |

| | |- Understand each “teen” as 10 |What’s My Rule? |smallest and largest), the hat is made with a square |

| | |plus a number |One More and One Less |and rectangle, the nose a triangle, and the scarf a |

| | |- Subtraction |Using the Cent Sign |rhombus. Beans may be counted out then glued on for |

| | |- Skip counting by 2s to 10 |Monster Squeeze |buttons, eyes and mouths or these may be drawn on. |

| | |- Identifying a dime and nickel. | | |

|Administer Guidepost 3 | | | | |

|Assessment. | |By this point, students should know how to: | | |

| | |* Copy, continue, and create 2 part patterns. | | |

| | |* Count forward 0-50. | | |

| | |* Read and record an amount of pennies using | | |

| | |the ¢ sign. | | |

| | | | | |

| | | | | |

|January |Community / 100th Day of |- Skip counting by 5s to 25 |Number Books and other activities for |There are lots of activities to do for the 100th Day |

| |School |- Skip counting by 10s to 100 |children to practice writing numbers. |of School. You may have students: |

| | |- Comparing data on graphs |Number Cookies |~ Count foods into 10 groups of 10, then mix them |

| | |- Measuring |Interrupted Counts |together to make 100-piece trail mix. |

| | |- Counting on from any number |Calculator activities |~ Bring in agreed-upon items to create a 100th Day |

| | |- Calculators |Measuring activities using standard and |museum with 100 of each item. |

| | |- Time |nonstandard units. |~ Measure which is heavier/lighter – 100 kernels of |

| | | |Money activities including the penny, nickel,|popped or unpopped popcorn? |

| | | |and dime. |~ Other games using the 100 chart/number grid. |

| | |By this time, students should be able to: | | |

|Administer Guidepost 4 | |* Write numbers 0-10. | | |

|Assessment. | |* Count forward to 70. | | |

| | |* Count backward 15-0. | | |

| | |* Skip count by 2s to 10, by 5s to 25, and by | | |

| | |10s to 70. | | |

| | |* Identify a dime and nickel. | | |

| | | | | |

|February |Things That Go |- Estimating |Weaving / Pattern activities |Make patterns using different vehicles (boats, cars, |

| | |- Exchanging money |Following a Simple Map |trucks, trains, etc.). |

| | |- Talley marks |Time to the Hour |Use tally marks to show how many of each are used. |

| | |- Quarter |Sequencing activities |Discuss coins that should be used when getting on a |

| | |- 3-part patterns |Counting pairs |public bus. How is this bus different from a school |

| | | | |bus? |

|Administer Guidepost 5 | |By the end of this month, students should be | | |

|Assessment (end of | |able to: | | |

|February and beginning of| |* Count forward to 100. | | |

|March) | |* Count tally marks. | | |

| | |* Count on from a given number. | | |

| | |* Identify a quarter. | | |

| | | | | |

|March |Earth and the Environment |- Orientation (horizontal, vertical, |“I Spy” |Talk about the number of hours in a day in relation |

| | |upside-down, etc) |Activities and number stories for addition |to the earth’s rotation around the sun. |

| | |- Time to the nearest hour and ½ |and subtraction. | |

| | |hour | | |

|March (con’t.) | | | | |

| | |- Ordinal numbers (1st, 2nd, etc.) | | |

| | |- Comparing shapes | | |

| | | | | |

| | | | | |

| | | | | |

|April |Plants / Spring |- Fractions (1/2 and whole) |Activities involving 3-part patterns. |There should be ample opportunities to include math |

| | |- Counting backwards from 20-0 |Comparing Shapes (discuss # of corners, |with a unit on plants. For example, students can |

| | |- 1 more and 1 less rule |angles, sides) |sort and count seeds, measure plants as they grow, |

| | |- Values of a nickel, dime, and quarter |Disappearing Train |and make graphs and charts. |

| | |- Reading 3-digit numbers |Which Operation Do I Need? | |

| | |- Writing numbers 0-20 | | |

| | | | | |

| | |By this point, students should be able to: | | |

|Administer Guidepost 6 | |* Count forward 0-115. | | |

|Assessment. | |* Count backwards 20-0. | | |

| | |* Copy, continue, and create 3-part patters. | | |

| | | | | |

|May |Animals |- Recognizing the written fraction ½. |Hidden Sticks |Writing number stories can be linked to the theme of |

| | |- Writing number stories. |Class Storybook |the month by using various animals, or making a |

| | |- Name collections (How many different ways can|Bead Strings |distinction of baby and grown animals. |

| | |we group items to get a certain number?) |Make modeling dough |Venn diagrams can be useful for comparing and |

| | |- Volume |Use Venn diagrams |contrasting animals. |

| | | |Cracker fractions | |

| | |By this time, students should be able to: |Fraction stories | |

| | |* Skip count by 2s to 80. |What’s My Rule activities | |

| | |* Skip count by 5s to 100. |Time activities | |

| | |* Skip count by 10s to 120. | | |

|Administer Guidepost 7 | |* Write numbers 0-20. | | |

|Assessment. | |* Read 3-digit numbers. | | |

| | |* Recognize written fraction ½. | | |

| | |* Recognize a picture of ½. | | |

| | |* Read time to the nearest hour, half hour, “a | | |

|May (con’t.) | |little before”, and “a little after”. | | |

| | |* Recognize a quarter, nickel, and dime and | | |

| | |state their values. | | |

| | | | | |

|June |Moving On / Summer |Review all skills that should be secure at this|Breaking students into centers more this |Emphasize to students that the review is a part of |

| | |point. Taylor instruction to those skills that|month can be especially helpful to target |getting ready for next year. |

| | |students need an additional push to have |instruction to small groups and have time for| |

| | |complete mastery. |assessments. | |

|Administer assessment for| | | | |

|all secure skills | | |** There are many other activities at the end| |

|(compile data from all | | |of the EDM Teacher’s Guide to Activities that| |

|previous guidepost | | |can be used at this point, however, few of | |

|assessments). | | |these activities are focused on secure | |

| | | |skills. | |

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