Guiding Kinders &

Guiding Firsties Math

Detailed
Vocabulary Extension
Lesson
Activities
Plans
Coming
Fluency Summer of
Anchor 2016… ALL of
the math
Charts assessments
will be also
available on
ESGI
Hands on
Learning!

Kindergarten First Grade

Extend the Learning!
Stations, Journals, Homework
 Counting and Cardinality K.CC
A. Know number names and the count sequence.

CCSS Guiding Kinders-Big

Idea
1. Count to 100 by ones and by tens. Unit 1, Unit 7

2. Count forward beginning from a given number within the known sequence (instead of having Unit 7
to begin at 1).

3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with Unit 1, Unit 2, Unit 3
0 representing a count of no objects).

B. Count to tell the number of objects.

CCSS Guiding Kinders-Big

Idea
4. Understand the relationship between numbers and quantities; connect counting to cardinality. Unit 1, Unit 2, Unit 3,
a. When counting objects, say the number names in the standard order, pairing each object with Unit 4, Unit 6
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 Unit 2, Unit 3, Unit 4,
of objects is the same regardless of their arrangement or the order in which they were counted. Unit 6

c. Understand that each successive number name refers to a quantity that is one larger. Unit 2, Unit 3, Unit 4

5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a Unit 1, Unit 2, Unit 3,
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a Unit 6
number from 1–20, count out that many objects.
 Counting and Cardinality K.CC
C. Compare numbers.
CCSS Guiding Kinders-Big
Idea
6. Identify whether the number of objects in one group is greater than, less than, or equal to Unit 2, Unit 5, Unit 9
the number of objects in another group, e.g., by using matching and counting strategies. 1
1Include groups with up to ten objects.
7. Compare two numbers between 1 and 10 presented as written numerals. Unit 2, Unit 9

Operations and Algebraic Thinking K.OA

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking
from.
CCSS Guiding Kinders-Big
Idea
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds Unit 3, Unit 4, Unit 6,
(e.g., claps), acting out situations, verbal explanations, expressions, or equations. Unit 8

2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using Unit 3, Unit 4, Unit 5,
objects or drawings to represent the problem. Unit 6, Unit 7

3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using Unit 2, Unit 3, Unit 8
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).

4. For any number from 1 to 9, find the number that makes 10 when added to the given number, Unit 6, Unit 8, Unit 9,
e.g., by using objects or drawings, and record the answer with a drawing or equation. Unit 10

5. Fluently add and subtract within 5. Unit 6, Unit 8, Unit9,

Unit 10
2Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the
Standards.)
 Number and Operations in Base Ten K.NBT
Work with numbers 11–19 to gain foundations for place value.
CCSS Guiding Kinders-Big
Idea
1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by Unit 3 (intro), Unit 7
using objects or drawings, and record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one,
two, three, four, five, six, seven, eight, or nine ones.

Measurement and Data K.MD

A. Describe and compare measurable attributes.

CCSS Guiding Kinders-Big

Idea
1. Describe measurable attributes of objects, such as length or weight. Describe several Unit 5, Unit 8, Unit 9,
measurable attributes of a single object.

2. Directly compare two objects with a measurable attribute in common, to see which object has Unit 2, Unit 5, Unit 8
“more of”/“less of” the attribute, and describe the difference. For example, directly compare
the heights of two children and describe one child as taller/shorter.

B. Classify objects and count the number of objects in each category.

CCSS Guiding Kinders-Big

Idea
3. Classify objects into given categories; count the numbers of objects in each category and Unit 1, Unit 5
sort the categories by count.3
3Limit category counts to be less than or equal to 10.
 Geometry K.G

A. Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders,
and spheres).
CCSS Guiding Kinders-Big
Idea
1. Describe objects in the environment using names of shapes, and describe the relative Unit 1, Unit 8
positions of these objects using terms such as above, below, beside, in front of, behind, and
next to.

2. Correctly name shapes regardless of their orientations or overall size. Unit 1. Unit 8

3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Unit 1, Unit 8
B. Analyze, compare, create, and compose shapes.
CCSS Guiding Kinders-Big
Idea
4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, Unit 1, Unit 8
using informal language to describe their similarities, differences, parts (e.g., number of sides
and vertices/“corners”) and other attributes (e.g., having sides of equal length).
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) Unit 1, Unit 8
and drawing shapes.
6. Compose simple shapes to form larger shapes. For example, “Can you join these two Unit 8
triangles with full sides touching to make a rectangle?”

Unit 10 contains assessment

and reteaching resources for
each CCSS.
 Operations and Algebraic Thinking 1.OA.

CCSS Guiding
Firsties-Big
Idea
Represent and solve problems involving addition and subtraction Unit 1
1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking Unit 2
from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using Unit 6
objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 Unit 9

2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal Unit 7
to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to Unit 9
represent the problem.
Understand and apply properties of operations and the relationship between addition and subtraction Unit 3
3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, Unit 6
then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two Unit 9
numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
4. Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the Unit 6
number that makes 10 when added to 8. Unit 9
Add and subtract within 20 Unit 1, Unit 2,
5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Unit 6, Unit 7
6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use Unit 1
strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a Unit 2
number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and Unit 6
subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or Unit 7
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Unit 9
Work with addition and subtraction equations Unit 9
7. Understand the meaning of the equal sign, and determine if equations involving addition and
subtraction are true or false. For example, which of the following equations are true and which are
false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
8. Determine the unknown whole number in an addition or subtraction equation relating three whole Unit 6
numbers. For example, determine the unknown number that makes the equation true in each of the Unit 9
equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
 Number and Operations in Base Ten 1.NBT
CCSS Guiding Firsties-
Big Idea
Extend the counting sequence. Unit 3
1 Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
Understand place value Unit 3
2. Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight,
or nine ones.
1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight,
or nine tens (and 0 ones).
Use place value understanding and properties of operations to add and subtract Unit 3
3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the Unit 7
results of comparisons with the symbols >, =, and <.
4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit Unit 7, Unit 9
number and a multiple of 10, using concrete models or drawings and strategies based on place
value, properties of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used. Understand that in adding two-digit
numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to Unit 7
count; explain the reasoning used.
6.Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero Unit 3
differences), using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a
written method and explain the reasoning used.
 Measurement and Data 1.MD

CCSS Guiding Firsties-Big Idea

1. Order three objects by length; compare the lengths of two objects indirectly by using a Unit 4
third object. Unit 8
2. Express the length of an object as a whole number of length units, by laying multiple copies Unit 4
of a shorter object (the length unit) end to end; understand that the length measurement of Unit 8
an object is the number of same-size length units that span it with no gaps or overlaps. Limit
to contexts where the object being measured is spanned by a whole number of length units
with no gaps or overlaps.
3. Tell and write time in hours and half-hours using analog and digital clocks. Unit 4
Unit 8

CCSS Guiding Firsties-Big

Idea
4. Organize, represent, and interpret data with up to three categories; ask and answer Unit 4
questions about the total number of data points, how many in each category, and how many Unit 8
more or less are in one category than in another.
 Geometry 1.G
A. Reason with shapes and their attributes.

CCSS Guiding Firsties-Big

Idea

1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus Unit 5
non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess Unit 8
defining attributes.
2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, Unit 5
and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right Unit 8
circular cones, and right circular cylinders) to create a composite shape, and compose new
shapes from the composite shape.1
3. Partition circles and rectangles into two and four equal shares, describe the shares using Unit 5
the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter Unit 8
of. Describe the whole as two of, or four of the shares. Understand for these examples that
decomposing into more equal shares creates smaller shares.

Unit 10- Review of all skills

 Math Tool Kits
The Math Tool Kit is a way to organize your student materials such as work mats and math talk cards. You will
find that some mats and talk cards will be used again in lessons. You may also want these to be available to
students as the solve other math in stations or during math intervention groups.

By having all of
your math tools
available in one
place you can
quickly hand out
materials in seconds!
You may wish to number the tool kits and assign specific partners to be responsible for keep the contents
complete. One tool kit = 2 students
Q: What do you put in your math tool kits?
A:
FAQ’s
I put all of the math work mats and math talk cards from our Guiding Kinders (Guiding Firsties( math units. YOU would put the
math work mats and materials from whatever math program you use. Additionally, I added a Expo Marker and 100’s chart.
Q: Why do you number the kits?
A: This teaches the students to be responsible for their kit. If I have a student who is particular hard on their materials, I can
quickly address without having to repair 4-5 math kits.
Q: How often do you swap out the materials?
A: Hardly EVER! I made the tool kits one summer and it had all of the work mats and math talk cards we would need for the
WHOLE YEAR! Occasionally we need additional materials (manipulatives or a spinner.) I slide these in the math tool kit on the first
lesson we need them then remove them when we no longer need it. This is a MASSIVE time saver.

A zippered pouch will hold the math

talk cards, smaller pieces, and dry
erase maker.

The math mats are laminated and

placed in numerical order in the
binder. I labeled each item in the
binder with the kit number. This will
be helpful if the materials get
separated from the kit.
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2016 Jump and Wills
Guiding Kinders
Math
Tool Kits
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5 6

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3
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2016 Jump and Wills
Guiding Firsties
Math
Tool Kits
 Math Tool Kit
8
1 kit for 2 students

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7

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5 6

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4
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3
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1
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 Use the spinner to add
some fun to your fluency
practice.

Fluency cards are

included throughout the
Guiding Kinders Math
Workshop

Rekenrek task
cards and fluency
task cards are also
included in the units.