Week Overview

This week’s lessons provide a comprehensive review of Topics 1-5 from Envision Florida B.E.S.T for Kindergarten Mathematics, aligned with Common Core State Standards (CCSS) for K.CC (Counting and Cardinality), K.OA (Operations & Algebraic Thinking), K.NBT (Number and Operations in Base Ten), and K.G (Geometry). Each day features bell work, a whole group mini-lesson, and differentiated small group centers combining hands-on and digital activities to engage all learners.

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Day 1: Counting & Number Recognition

Standards

• CCSS.MATH.CONTENT.K.CC.A.1: Count to 100 by ones and tens.
• CCSS.MATH.CONTENT.K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality.

Objectives

• Count fluently to 30 by ones.
• Recognize and name numbers 1-20.
• Demonstrate one-to-one correspondence when counting objects.

Materials

• Number cards 1-20
• Counters or small objects (e.g., cubes, buttons)
• Interactive counting apps (tablet or computer)
• Large chart paper with numbers 1-30

Schedule

Bell Work (5 minutes):

• Counting aloud as a class from 1 to 20. Students point to numbers on the chart.

Whole Group Mini-Lesson (15 minutes):

• Teacher models counting objects with one-to-one correspondence: “Touch each cube as you count aloud.”
• Number recognition game with cards: Show a card, ask, “What number is this?”
• Counting forwards and backwards from 1-20.

Small Group Centers (40 minutes):

• Foundational: Use manipulatives to count sets of 1-10 objects and match number cards. Practice with tactile number tracing mats.
• On-Level: Complete digital counting games on tablets focused on counting to 30 with touch prompts.
• Above-Level: Use number cards to create “number stories” (e.g., “I have 5 apples, then get 3 more, how many now?”) using counters and numerals.

Assessment

• Observe students’ ability to count objects accurately during small group activities.
• Exit ticket: Each student verbally counts a small set of objects (3-10) and states the total number.

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Day 2: Comparing Quantities & Numbers

Standards

• CCSS.MATH.CONTENT.K.CC.B.5: Count to answer “how many?” questions about as many as 20 things.
• CCSS.MATH.CONTENT.K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to another group.

Objectives

• Compare two groups of objects by counting to determine which is greater, less, or equal.
• Use terminology: more, less, equal, greater than, less than.

Materials

• Two sets of counters or themed objects (e.g., animals, blocks)
• Comparison mats with labeled sections: “More,” “Less,” “Equal”
• Digital comparison games or sorting apps
• Visual flashcards showing greater than (>), less than (<), and equal (=) symbols

Schedule

Bell Work (5 minutes):

• Show two groups of objects on the board; ask “Which group has more?” Students respond by show of hands.

Whole Group Mini-Lesson (15 minutes):

• Model comparing objects side-by-side and counting each group.
• Introduce and explain symbols >, <, = using simple number sentences with counters (e.g., 5 > 3).
• Guided practice with differing groups and vocabulary.

Small Group Centers (40 minutes):

• Foundational: Hands-on sorting with counters into “more” or “less” piles, assisted by teacher.
• On-Level: Use comparison mats to place groups and describe relationships verbally and with symbols.
• Above-Level: Engage with digital games where students drag groups to correct categories and write comparison number sentences.

Assessment

• Teacher anecdotal notes on students’ use of vocabulary and correct comparisons during centers.
• Quick “thumbs up/down” check after mini-lesson when teacher shows two groups onscreen.

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Day 3: Addition & Subtraction Concepts

Standards

• CCSS.MATH.CONTENT.K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images.
• CCSS.MATH.CONTENT.K.OA.A.2: Solve addition and subtraction word problems within 10.

Objectives

• Use objects and pictures to model addition and subtraction within 10.
• Solve simple word problems using adding and taking away.

Materials

• Story problem cards with pictures
• Counters and number lines
• Addition and subtraction mats
• Interactive addition/subtraction apps

Schedule

Bell Work (5 minutes):

• Quick review of number bonds: show 3 + ? = 5 using fingers or counters.

Whole Group Mini-Lesson (15 minutes):

• Teacher demonstrates modeling addition with counters (e.g., adding 2 and 3).
• Introduce subtraction as “taking away” using counters (e.g., 5 minus 2).
• Solve 2-3 simple word problems as a class with a story context (e.g., “I have 4 apples and get 3 more…”).

Small Group Centers (40 minutes):

• Foundational: Manipulate counters to practice addition and subtraction stories using story cards and mats.
• On-Level: Use digital apps to solve addition and subtraction within 10 problems with immediate feedback.
• Above-Level: Create own story problems using counters and symbols; explain reasoning verbally or with pictures.

Assessment

• Observe students solving word problems in small groups.
• Individual checklist for participation and accuracy in addition/subtraction modeling activities.

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Day 4: Understanding Place Value (Tens and Ones)

Standards

• CCSS.MATH.CONTENT.K.NBT.A.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones.

Objectives

• Understand teen numbers as ten ones and additional ones.
• Model numbers 11-19 using tens and ones blocks.

Materials

• Ten-frames and counters
• Tens and ones base ten blocks
• Number cards 11-19
• Interactive place value games

Schedule

Bell Work (5 minutes):

• Review counting from 1-10; then ask “What comes after 10?”

Whole Group Mini-Lesson (15 minutes):

• Teacher models numbers 11-19 using a ten-frame for the “ten” and single counters for the “ones.”
• Demonstrate how to say numbers like “10 and 3 more is 13.”
• Students practice building numbers with blocks.

Small Group Centers (40 minutes):

• Foundational: Hands-on base ten blocks to build numbers 11-15 with teacher guidance.
• On-Level: Interactive place value game on tablets; matching numbers with block models.
• Above-Level: Create a “number booklet” to show teen numbers decomposed into tens and ones with drawings and base ten blocks.

Assessment

• Exit ticket: Teacher shows a number 11-19; student builds it with blocks or draws corresponding tens and ones.
• Anecdotal notes on student language describing teens as “ten and some more.”

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Day 5: Shapes and Spatial Reasoning

Standards

• CCSS.MATH.CONTENT.K.G.A.2: Correctly name shapes regardless of size or orientation.
• CCSS.MATH.CONTENT.K.G.B.5: Model shapes in the world by building shapes from components.

Objectives

• Identify and describe basic two-dimensional shapes: circle, square, triangle, rectangle.
• Compose simple shapes to form new shapes.

Materials

• Shape cutouts (various sizes, colors)
• Pattern blocks and tangrams
• Shape sorting mats
• Shape identification digital games

Schedule

Bell Work (5 minutes):

• Review shape names with flashcards and student call-outs.

Whole Group Mini-Lesson (15 minutes):

• Teacher leads identification and discussion of properties of shapes (number of sides and corners).
• Demonstrate composing shapes (e.g., two triangles form a square).
• Model how to build shapes using pattern blocks.

Small Group Centers (40 minutes):

• Foundational: Sort shapes by attributes (color, number of sides) and match with cards.
• On-Level: Use tangrams to compose new shapes and describe them.
• Above-Level: Digital puzzles involving shape composition and spatial reasoning challenges with immediate feedback.

Assessment

• Observation during small groups focusing on correct shape identification and composition.
• Quick quiz: Show shape, ask student to name and describe one property (e.g., “This is a triangle. It has 3 sides.”).

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Teacher Notes & Tips

• Use positive reinforcement and praise to boost confidence.
• Keep transitions between centers smooth with clear routines to maximize learning time.
• For digital activities, ensure each student has access and consider pairing students for cooperative learning.
• Encourage math talk by modeling complete sentences and encouraging students to explain their thinking.
• Document progress with anecdotal notes and formative checks to inform future instruction.

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This highly varied and differentiated plan ensures that Kindergarten students receive repeated practice and deep understanding across foundational math skills, preparing them effectively for Grade 1 expectations while meeting US Common Core standards.