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. 

Common Core Clusters and Standards 
Standards for Mathematical Practice 

Know the number names and the count sequence K.CC.1, K.CC.3 K.CC.4 a, b; K.CC.5
K.G.1, K.G.2
K.MD.3

1.Make Sense and Persevere in Problem Solving How will I create an environment that encourages students to
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 

1 
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.). 

2 
Identify positional words and provide experiences for students to use them while they are in workshop with the various math tools (manipulatives). 

3 


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



Routine 
Corresponding Common Core State Standards and Notes 

Attendance 
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 that is one larger (K.CC. 4 c). 

Calendar 
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) 

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.

Suggestions for students who fully understand… When
exploring Pattern Blocks, you can provide 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 



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 

Wiki Resources  
Look for the End of Unit Assessment rubric for Unit 1. K5 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 K2 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. 
