Elementary Mathematics

Kindergarten Unit 1: WHO IS IN SCHOOL TODAY?

Suggested Dates: Aug. 30- Oct. 2

Estimated Duration: 23 days (21 lessons)
*Investigation 1: 6 lessons
*Investigation 2: 5 lessons
*Investigation 3: 7 lessons

Begin with the End in Mind: By the end of this unit, students should be able to respond to the following prompts:

How many students are here today?  Students can record their answers on a piece of paper or in a journal.  
For some students it might be helpful to have the Counting Jar Recording paper on the board (example on page 122).

Common Core Clusters and Standards

Standards for Mathematical Practice

Know the number names and the count sequence

K.CC.1, K.CC.3

Count to tell the number of objects

K.CC.4 a, b; K.CC.5

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)

K.G.1, K.G.2

Classify objects and count the number of objects in each category



1.Make Sense and Persevere in Problem Solving

How will I create an environment that encourages students to
explain to themselves and others the meaning of a problem,
look for ways to solve it, and determine if their thinking makes sense?


5. Use appropriate tools strategically

When students use the counting jar how can they verify their answer?


How can students use tools strategically in this unit?


Take Note! Notes about each Investigation


As students sort, have them also sort and count (i.e., When given a collection of buttons, the students sort buttons by color.  Then students count the number of buttons in each pile and organize groups by quantity in each group.).


Identify positional words and provide experiences for students to use them while they are in workshop with the various math tools (manipulatives).


The Language of Mathematics - Words students should use precisely during mathematical conversations.


Corresponding Common Core State Standards and Notes

K.CC.1; K.CC.4 a, b; K.CC.5; K.CC.6; K.MD.2

When doing calendar, (K.CC. 4 a) counting objects or students, 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.  


Students should begin to understand that each successive number name refers to a quantity
that is one larger (K.CC. 4 c).

K.CC.1; K.CC.4 a, b; K.CC.5; K.CC.6; K.MD.2

Write the date using the numbers 0 to 31 (K.CC. 3)

understand that the last number counted is the number of days in the month to date (K.CC. 4 b)

When students struggle, have them...

When students clearly understand, have them…

When introducing the Counting Jar, if a student is having difficulties making an equivalent set, have the student match one counter to each object in the jar.

When playing Button Match Up, some students match only buttons that are exactly the same.  This is a great opportunity to start comparing attributers.  The teacher should encourage these students to describe what is the same and to look for matches that are not exactly the same (i.e. with questions like, Can you find another button that has four holes but is not big like this one?).




Suggestions for students who fully understand…

When exploring Pattern Blocks, you can provide
students with paper pattern block cutouts (M6-M11)
so students can record their work.


When Sorting Attribute Blocks students that are ready for
more of a challenge can select two cards at a time and
find all of the blocks that have the two attributes (i.e. they
can find the blocks that are both big and blue).

Technology Connections

Discovery Education Video

Example 1: Days, Months, and Years- run time 1:46

Discovery Education Video

The Crew Regulates the Yo-Yo Craze: Understanding Parts of the Day and Week  (Spanish Version)– run time 4:32

Discovery Education Video

Counting On: Counting Seasickness Pills  (Spanish Version)– run time 5:25

Discovery Education Video

The Number Crew Passes Out Tickets and Treats (Spanish)- run time 2:07

Fuel The Brain Educational Resources and Games
Games organized by common core standard

Professional Learning Opportunities

How do I know my students are really counting, and not just saying the numbers?  For more info, read “Counting is more than 1, 2, 3”: Investigations, Unit 1 page 127

Supporting Students’ Free Play Investigations, Unit 1 page 132

Counting by Writing Numbers (bottom of the page Observing Kindergarteners as They Count) Investigations, Unit 1 page 135

 Wiki Resources
Look for the End of Unit Assessment rubric for Unit 1. 

K-5 Unpacking document for standards for mathematical practice

Kindergarten Unpacking Document

Ongoing assessment for Unit 1.

Double sided counting book- takes fewer pages to copy!  
Kindergarten at a glance document

Great wiki from Howard County Public School System
Kindergarten Investigations Data Sheet

K Math Vocabulary

Investigations Vocabulary

K Story Problem Routine Poster

Investigations K-2 Literature List    

Progression for choosing numbers for tasks           
*Remember to upload files to share with others, or locate files to use in your classroom, on the Elementary Math Wiki. Be sure to join discussion posts with other colleagues to ask questions, answer questions, and discuss math.