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Kindergarten Learning Progression (v2)
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last edited
by Christine Koerner 2 years, 5 months ago
Welcome to the new progression for Kindergarten. This progression builds upon Math Framework Project Phase 1 work (see Progression v1 here), taking many of the best features and building in an Overarching Question, Essential Questions, and Big Ideas for each unit. This new model takes the work of bundling standards to the next level by grouping together grade level concepts under Big Ideas. The Big Ideas are designed to represent the critical mathematics of this grade level in a manner we believe to be more coherent and productive as a guide for planning instruction, assessment, and intervention. Big Ideas are not a replacement for the objectives.
Click on the unit numbers below to see essential understandings, student activities, and suggested sequencing.
The use of an asterisk (*) indicates an objective is repeated in another unit or an objective that is partially taught in a unit and will be taught in its entirety in a later unit. The parts of the objective that will be taught in a later unit is indicated by the “strikethroughs.” Occasionally, new words are added to the objective to ensure the objective still makes sense considering the strikethroughs.
Unit

Unit Questions

Essential Questions

Big Ideas

Full Objectives

Unit 0:
Math Meeting/ Routines & Procedures
Timing
13 weeks
Objectives
K.N.1.1
K.N.1.2
K.N.1.4
K.N.4.1
K.GM.3.1
K.D.1.1
K.N.1.7
K.A.1.2

What procedures do you need within the class to ensure a productive mathematical experience?

1. What is math?
2. Why is math important?
3. How do I use math?
4. How does math benefit me?
5. Where do I see math?

A daily math meeting/calendar time is an integral part of the kindergarten math experience.

K.N.1.1 Count aloud forward in sequence to 100 by 1’s and 10’s.
K.N.1.2 Recognize that a number can be used to represent how many objects are in a set up to 10.
K.N.1.4 Recognize without counting (subitize) the quantity of a small group of objects in organized and random arrangements up to 10. Clarification statement: Subitizing is defined as instantly recognizing the quantity of a set without having to count. “Subitizing” is not a vocabulary word and is not meant for student discussion at this age. (5)
K.N.4.1 Identify pennies, nickels, dimes, and quarters by name.
K.GM.3.1 Develop an awareness of simple time concepts using words such as yesterday, today, tomorrow, morning, afternoon, and night within his/her daily life.
K.D.1.1 Collect and sort information about objects and events in the environment.
K.N.1.7 Find a number that is 1 more or 1 less than a given number up to 10.*
K.A.1.2 Recognize, duplicate, complete, and extend repeating, shrinking and growing patterns involving shape, color, size, objects, sounds, movement, and other contexts.*

Unit 1:
Math and Me
Timing
68 weeks
Objectives
K.N.1.3
K.N.1.6
K.A.1.1
K.A.1.2
K.GM.1.1
K.GM.1.4
K.GM.2.1

How does math impact our daily living?

1. What is math?
2. Why is math important?
3. How do I use math?
4. Where do I recognize math?
5. How does math benefit me?

1. Numbers I can use numbers to count and show position.
2. Patterns I can use patterns to make sense of disorder.
3. Shapes Shapes have specific names and properties
4. Data Words tell how things are alike and different.

K.N.1.3 Use ordinal numbers to represent the position of an object in a sequence up to 10. (5)
K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives. (5)
K.A.1.1 Sort and group up to 10 objects into a set based upon characteristics such as color, size, and shape. Explain verbally what the objects have in common.
K.A.1.2 Recognize, duplicate, complete, and extend repeating, shrinking and growing patterns involving shape, color, size, objects, sounds, movement, and other contexts.
K.GM.1.1 Recognize squares, circles, triangles, and rectangles.
K.GM.1.4 Use smaller shapes to form a larger shape when there is an outline to follow.
K.GM.2.1 Use words to compare objects according to length, size, weight, position, and location

Unit 2:
Math at School
Timing
9 weeks
Objectives
K.N.1.5
K.N.1.6
K.N.2.1
K.N.3.1
K.A.1.1
K.A.1.2
K.GM.1.2
K.GM.1.3
K.GM.2.1
K.GM.2.2
K.GM.2.4

How is math important at school?

1. What is math?
2. Why is math important?
3. How do I use math?
4. Where do I recognize math?
5. How does math benefit me?

1. Numbers I use numbers to count and show position.
2. Patterns I can use patterns to make sense of disorder.
3. Shapes Shapes have specific names and properties.
4. Data  Words tell how things are alike and different.

K.N.1.5 Count forward, with and without objects, from any given number up to 10.
K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.
K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures. (5)
K.N.3.1 Distribute equally a set of objects into at least two smaller equal sets.
K.A.1.1 Sort and group up to 10 objects into a set based upon characteristics such as color, size, and shape. Explain verbally what the objects have in common.
K.A.1.2 Recognize, duplicate, complete, and extend repeating, shrinking and growing patterns involving shape, color, size, objects, sounds, movement, and other contexts.
K.GM.1.2 Sort twodimensional objects using characteristics such as shape, size, color, and thickness.
K.GM.1.3 Identify attributes of twodimensional shapes using informal and formal geometric language interchangeably.
K.GM.2.1 Use words to compare objects according to length, size, weight, position, and location.*
K.GM.2.2 Order up to 6 objects using measurable attributes, such as length and weight. (3 objects)
K.GM.2.4 Compare the number of objects needed to fill two different containers.

Unit 3:
Math in the Community
Timing
9 weeks
Objectives
K.N.1.5
K.N.1.6
K.N.1.7
K.N.2.1
K.N.3.1
K.A.1.1
K.GM.1.3
K.GM.1.5
K.GM.1.6
K.GM.2.2
K.GM.2.3
K.D.1.2

Where do I recognize math in my community?

1. What is math?
2. Why is math important?
3. How do I use math?
4. Where do I recognize math?
5. How does math benefit me?

1. Numbers I use numbers to count and show position.
2. Patterns I can use patterns to make sense of disorder.
3. Shapes Shapes have specific names and properties.
4. Data  Words tell how things are alike and different.

K.N.1.5 Count forward, with and without objects, from any given number up to 10.
K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.*
K.N.1.7 Find a number that is 1 more or 1 less than a given number up to 10.
K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.
K.N.3.1 Distribute equally a set of objects into at least two smaller equal sets.
K.A.1.1 Sort and group up to 10 objects into a set based upon characteristics such as color, size, and shape. Explain verbally what the objects have in common.
K.GM.1.3 Identify attributes of twodimensional shapes using informal and formal geometric language interchangeably.*
K.GM.1.5 Compose freeform shapes with blocks.
K.GM.1.6 Use basic shapes and spatial reasoning to represent objects in the real world.
K.GM.2.2 Order up to 6 objects using measurable attributes, such as length and weight.*
K.GM.2.3 Sort objects into sets by more than one attribute.
K.D.1.2 Use categorical data to create realobject and picture graphs.

Unit 4:
Math in our World
Timing
9 weeks
Objectives
K.N.1.6
K.N.1.5
K.N.1.8
K.N.2.1
K.N.3.1
K.A.1.1
K.GM.1.5
K.GM.1.6
K.D.1.3

Where do I recognize math in the world?

1. What is math?
2. Why is math important?
3. How do I use math?
4. Where do I recognize math?
5. How does math benefit me?

1. Numbers I use numbers to count and show position.
2. Patterns I can use patterns to make sense of disorder.
3. Shapes Shapes have specific names and properties.
4. Data  Words tell how things are alike and different.

K.N.1.6 Read, write, discuss, and represent whole numbers from 0 to at least 10. Representations may include numerals, pictures, real objects and picture graphs, spoken words, and manipulatives.
K.N.1.5 Count forward, with and without objects, from any given number up to 10.
K.N.1.8 Using the words more than, less than or equal to compare and order whole numbers, with and without objects, from 0 to 10.
K.N.2.1 Compose and decompose numbers up to 10 with objects and pictures.
K.N.3.1 Distribute equally a set of objects into at least two smaller equal sets.
K.A.1.1 Sort and group up to 10 objects into a set based upon characteristics such as color, size, and shape. Explain verbally what the objects have in common.*
K.GM.1.5 Compose freeform shapes with blocks.*
K.GM.1.6 Use basic shapes and spatial reasoning to represent objects in the real world.*
K.D.1.3 Draw conclusions from realobject and picture graphs

Culminating Unit 
Where do I recognize math in the world? 
1. What is math?
2. Why is math important?
3. How do I use math?
4. Where do I recognize math?
5. How does math benefit me?

This is a great culminating unit for the wonderful math concepts that your Kindergarteners have been learning all year! 

Distance Learning Resources/ Supplemental Activities 
How can students develop and show evidence of understanding? 


Multiple objectives are covered in this material. These math tasks are designed to enhance current curriculum and support distance learning. 
Introduction to the OKMath Framework
Kindergarten Introduction
Kindergarten Learning Progression (v2)

Tip: To turn text into a link, highlight the text, then click on a page or file from the list above.





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