• Kindergarten Description

    Instructional time for kindergarten focuses on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten will be devoted to number than to other topics.
    Students will use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. Students will choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.
    Students will their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They will be able to identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. 

    Kindergarten Units of Study 

  • Kindergarten Routines                                                                                                  

    Number Talks:
    A number talk is a short (5-10 minute, once the routine is established), yet meaningful ongoing routine that is done daily to help children develop number sense and computational fluency with small numbers. 
    Students will learn:
    • Numbers are made up of smaller numbers. 
    • Numbers can be taken apart and combined with other numbers to make 
    • new ones. 
    • What we know about small numbers can help us understand larger  
    • numbers.
    Number of the Day:
    During this portion of routines a random number will be provided by the teacher to which the students will represent the number in a variety of ways.  This helps with number recognition and fluency.
    Count by 1’s:
    This routine focuses on counting from different starting points to familiarize the students with sequential order of numbers as well as number names. It is required for the students to count to 50 by January and 100 by June.
    Count by 10’S:
    This routine focuses counting by tens in sequential order. It is required for students to count by 10’s to 50 by January and 100 by June.
    Teacher Note: Although not required teacher may choose to count by 2’s and 5’s. It is not a skill addressed by the Common Core and Pa Common Core.
    Ten Frame:
    A ten frame can be used to develop students’ ability to instantly see how many is in a given set.  This skill plays a fundamental role in the development of students’ understanding of numbers. The importance of a ten frame is to build number awareness and be able to recognize that a number is made up of tens and ones. 
    Flashcards provide practice to promote number recognition and fluency in addition and subtraction facts from 0-5. Fluency in these skills is addressed in the standards.
    Teacher Note:  Additional flashcards may be used for practice at teacher discretion.

Scope and Sequence

Instructional Shifts Emphasis Guide

SAP Content Focus Cluster

My Kindergarten Math Checklist

PA Common Core Crosswalk