Kindergarten - Math

Overview

Mathematics*

50 mins every day

Counting & Daily Routines

10 mins every day. May or may not be connected to the lesson

Math Talk 

10-15 mins, 3-5 days per week. May or may not be connected to the lesson

Lesson

20 mins every day

Learning Stations

10-20 mins, 3-5 days per week. May or may not be connected to the lesson

*The components listed may be taught at different times of the day (i.e. Extend your Morning Meeting to include Counting and Daily routines in the form of daily calendar).   

Priority Standards

What students will know, what students will do, and what thinking skills students will develop to apply and transfer mathematical understandings that endure within the discipline, leverage deeper understandings, and/or support readiness for success at the next grade level.

In Kindergarten focus on these critical areas:

Instruction: Signature Elements

Below are signature elements of SFUSD Math instruction that students should experience regularly throughout Kindergarten as they develop as mathematicians.

Materials

Below are items you should have to support your students' Math instruction. If you are missing anything from the list, please first contact your site administrator or designated support. If they are unable to resolve the issue promptly, please contact your site’s liaison from the C&I Math Department.

Student Classwork and Homework booklets are centrally printed and provided by the SFUSD Math Department. Here are PDFs of the Student Pages

Full Math Manipulative List Manipulatives have already been provided to each site and should remain with the classroom.

Units

Unit Design

SFUSD units are designed around four tasks. These tasks offer all students opportunities to engage in meaningful and rigorous mathematics that allow for the development of the Standards for Mathematical Practice. They give information about how students are learning the core concepts and skills of the unit.

All tasks are used for formative assessment—gathering information about what students know and are able to do—but they are not tests. The Entry, Apprentice, and Expert Tasks allow for student collaboration and individual accountability without being graded based on an expectation of mastery. The Milestone Task can be used as an individual assessment for grading students.

Curriculum
  1. Entry Task: What do you already know?
  2. Apprentice Task: What sense are you making of what you are learning?
  3. Expert Task: How can you apply what you have learned so far to a new situation?
  4. Milestone Task: Did you learn what was expected of you from this unit?

 

Units

Kindergarten Math Portal

  Unit Description   Orientation

Unit K.0: Introduction

Priorities

Slide Deck English/Spanish

The first week of school is focused on setting up the classroom culture for the year and developing routines that support the development of the Standards for Mathematical Practice. Particular attention is paid to MP6, Attend to precision. (5 days)

Unit K.0 Orientation

Unit K.1: Playing with Shapes

Priorities

Slide Deck English/Spanish

Two- and three-dimensional objects can be described and named. In this unit, the focus is on describing the difference between two-dimensional (flat) and three-dimensional (solid) objects. (10 days) Unit K.1 Orientation

Unit K.2: Numbers to 10

Priorities

Slide Deck English/Spanish

A number has a word and a symbol that corresponds to the quantity. Quantities can be sequenced and compared. The focus in this unit is on the numbers 0–10. (17 days) Unit K.2 Orientation

Unit K.3: Compose and Decompose Numbers to 10

Priorities

Slide Deck English/Spanish

Smaller numbers can be composed into larger numbers and larger numbers can be decomposed into smaller numbers. The focus in this unit is the combinations of numbers to 10. (13 days) Unit K.3 Orientation

Unit K.4: Describe and Compose 2-D Shapes

Priorities

Slide Deck English/Spanish

Two-dimensional objects can be described, classified, and analyzed by their attributes. 2-D shapes can be used to build composite shapes. (12 days) Unit K.4 Orientation

Unit K.5: Addition and Addition Situations

Priorities

Slide Deck English/Spanish

Real-world problems involving joining can be solved using addition. Adding quantities greater than zero gives a sum that is greater than any addend.  (15 days) Unit K.5 Orientation

Unit K.6: Subtraction and Subtraction Situations

Priorities

Slide Deck English/Spanish

Real-world problems involving separating, or comparing can be solved using subtraction. Subtraction can be seen as taking away. (15 days) Unit K.6 Orientation

Unit K.7: Describe and Compose 3-D Shapes

Priorities

Slide Deck English/Spanish

3-dimensional objects can be described, classified, and analyzed by their attributes. Simple shapes can be combined to create complex shapes. (11 days) Unit K.7 Orientation

Unit K.8: Numbers to 20

Priorities

Slide Deck English/Spanish

A number has a word and a symbol that corresponds to a quantity. Quantities can be sequenced and compared. The focus in this unit is on the numbers 11–20. (11 days) Unit K.8 Orientation

Unit K.9: Compose and Decompose Numbers to 20

Priorities

Slide Deck English/Spanish

The base-ten system builds upon units of ten. The teen numbers constitute 10 ones and some more ones. (10 days) Unit K.9 Orientation

Unit K.10: Length, Weight, and Capacity

Priorities

Slide Deck English/Spanish

Some attributes of objects are measurable and the measurements can be compared. The focus in this unit is on recognizing the same attribute in different objects and determining which object has more or less. (10 days) Unit K.10 Orientation

Unit K.11: Numbers to 100

Priorities

Slide Deck English/Spanish

Each number has a word and a symbol that corresponds to its quantity. Quantities can be sequenced and compared. The focus of this unit is on discovering the base ten pattern of the counting numbers. (10 days) Unit K.11 Orientation

Unit K.12: Mastering Addition and Subtraction to 5 

Priorities

Slide Deck English/Spanish

Real-world problems involving several kinds of situations can be solved using addition or subtraction. These situations include: Add To - Result Unknown; Take From - Result Unknown; Put Together/Take Apart - Total Unknown; and Put Together/Take Apart - Both Addends Unknown. The focus in this unit is fluency with combinations within five. (10 days) Unit K.12 Orientation

 

Lesson Structure and Core Math

LAUNCH

The launch of a lesson or task is a brief hook that might relate to previous learning, establish an inquiry question, or connect to real-world situations or interests. It will also support students to understand what is being asked of them, which may include guidance on the use of materials such as manipulatives. 

Key Questions

How can you connect to students' interests/lives (hook)?
How will you make sure all students have access and rigor?

EXPLORE

During the Explore part of a lesson or task, students carry the cognitive load. Students experiment together with the most important math of each unit to develop, deepen and secure their mathematical understanding. They represent their thinking with numbers, pictures, words, and visual representations such as ten frames or number lines. Students are talking throughout this part of the lesson, and building on each other’s ideas and questions. The Explore often includes a math game and / or centers.

Key Questions

What are students doing? What work do you want to highlight?

What does their work show about what they understand?

What language are the students using to describe their work?

SUMMARIZE

During the summarize part of a lesson or task, the teacher facilitates a conversation where students share what they have learned related to the core math. They notice and name similarities, differences, or connections across several different pieces of math work. A summary often, but not always, includes routines for consolidation of learning, such as a gallery viewing or individual reflection in a notebook.

Key Questions

How will you sequence the work to elicit peer-to-peer academic discourse? 

What questions or prompts might you use? 

How will you connect different pieces of work to each other?

How will you connect the work to the core math?

Planning Guide

Planning Calendar

This calendar is intended as an instructional guide to help with year-long planning. There is no expectation that you teach a particular lesson on a particular day. Each unit is set within a “window” of time that gives you some flexibility.

Reflection Questions

  1. How are students' developmental needs, communities, and experiences being reflected and honored, or how could they be?
  2. What opportunities do you see for developing equitable access & demand, inquiry, collaboration, and assessment for learning?
  3. What are the implications for your own practice? What strengths can you build upon? What will you do first?

Want More?

Standards

More Resources

  • The SFUSD Math Core Curriculum Kindergarten Overview includes the priority standards, the scope and sequence of units and standards, the unit design, class norms, key instructional strategies, and icons used throughout the curriculum to support planning.

 

Contact the Math Team:

This page was last updated on April 27, 2023