Kindergarten Math Lesson Plan Free PDF Download
嚜熾indergarten
Mathematics
Kindergarten
Mathematics
Table of Contents
Unit 1: All About Numbers ...............................................................................................1
Unit 2: Thinking About Numbers: Counting and Cardinality ...................................24
Unit 3: Counting: Numbers and Numerals 0 每 20 ........................................................41
Unit 4: Number Operations: Working with Numbers .................................................55
Unit 5: Geometry: Shapes, Attributes, and Solids ........................................................74
Unit 6: Shapes, Sizes, and Solids ....................................................................................95
Unit 7: Number Operations ..........................................................................................111
2012 Louisiana Comprehensive Curriculum
Course Introduction
The Louisiana Department of Education issued the first version of the Comprehensive
Curriculum in 2005. The 2012 Louisiana Comprehensive Curriculum for Kindergarten
Mathematics is aligned with the Common Core State Standards (CCSS) for Mathematics, the
Standards for Mathematical Practice, and, where appropriate, the ELA CCSS. The curriculum is
organized into coherent, time-bound units with sample activities and classroom assessments to
guide teaching and learning.
Implementation of Activities in the Classroom
Incorporation of activities into lesson plans is critical to the successful implementation of the
Louisiana Comprehensive Curriculum. Lesson plans should be designed to introduce students to
one or more of the activities, to provide background information and follow-up, and to prepare
students for success in mastering the CCSS associated with the activities. Lesson plans should
address individual needs of students and should include processes for re-teaching concepts or
skills for students who need additional instruction. Appropriate accommodations must be made
for students with disabilities.
Features
Content Area Literacy Strategies are an integral part of approximately one-third of the activities.
Strategy names are italicized. The link (view literacy strategy descriptions) opens a document
containing detailed descriptions and examples of the literacy strategies. This document can also
be accessed directly at .
Underlined standard numbers on the title line of an activity indicate that the content of the
standards is a focus in the activity. Other standards listed are included, but not the primary
content emphasis.
A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to
assist in the delivery of activities or to assess student learning. A separate Blackline Master
document is provided for the course.
The Access Guide to the Comprehensive Curriculum is an online database of
suggested strategies, accommodations, assistive technology, and assessment
options that may provide greater access to the curriculum activities. This guide is
currently being updated to align with the CCSS. Click on the Access Guide icon
found on the first page of each unit or access the guide directly at
.
2012 Louisiana Comprehensive Curriculum
Kindergarten
Mathematics
Unit 1: All about Numbers
Time Frame: This unit should last approximately 5 weeks although the content of this unit
should be taught throughout the year with activities integrated into all content areas. Due to
beginning-of-the-year testing and staggered enrollment in many schools, the total timeframe for
this course will be 30 weeks.
Note: The Comprehensive Curriculum is designed to allow students to achieve end-of-grade
goals in developmentally-appropriate increments. The Unit Description, Student
Understandings and Guiding Questions describe the developmentally-appropriate increments for
each unit. The chart containing the CCSS for Mathematical Content provides the end-of-grade
goals.
Unit Description
This unit focuses on numbers to 10 and the count sequence to 20.
Student Understandings
Students match groups of objects with number names, read numbers, use numbers to define more
or less, and represent a number of objects with a corresponding numeral from 0 每 10. Students
count in sequence to at least 20 by ones, and read and write numerals 0 每 10. Students apply
counting to equivalences of sets, and use comparison vocabulary such as greater than, less than,
or equal to compare the number of items in two sets.
Guiding Questions
1. Can students count in sequence to at least 20 by ones?
2. Can students say the number names in the standard order when counting objects to
10?
3. Can students establish 1每to每1 correspondence between objects and number names in
counting and comparing the size of sets?
4. Can students compare and use the vocabulary for comparing the number of items in
two sets?
5. Can students count and produce sets of a given size 0 每 10?
6. Can students correctly write the numerals 0 每 10?
7. Can students represent a number of objects with a written numeral 1 每 10?
Kindergarten Mathematics ?Unit 1?All About Numbers
1
2012 Louisiana Comprehensive Curriculum
Unit 1: Common Core State Standards (CCSS)
CCSS for Mathematical Content
CCSS #
CCSS Text
Counting and Cardinality
.1
Count to 100 by ones and by tens.
.2
Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
.3
Write numbers from 0-20. Represent a number of objects with a written
numeral 0-20. (with 0 representing a count of no objects).
.4
Understand the relationship between numbers and quantities; connect
counting to cardinality.
a. When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each
number name with one and only one object.
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.
c. Understand that each successive number name refers to a quantity
that is one larger.
.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, e.g. by using
matching and counting strategies.
Standards for Mathematical Practice (MP)
MP.2
Reason abstractly and quantitatively.
MP.7
Look for and make use of structure.
MP.8
Look for and express regularity in repeated reasoning.
CCSS for ELA Content
CCSS#
CCSS Text
Reading Standards for Informational Text
RI.K.1
With prompting and support, ask and answer questions about key details
in a text.
Speaking and Listening Standards
SL.K.1
Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger
groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under
discussion).
b. Continue a conversation through multiple exchanges.
SL.K.2
Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about
key details and requesting clarification if something is not understood.
Kindergarten Mathematics ?Unit 1?All About Numbers
2
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