Module 1
Module 1: Numbers to 10
Module 1: Numbers to 10 for Kindergarten students.
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Topic A
B
Topic B
C
Topic C
D
Topic D
E
Topic E
F
Topic F
G
Topic G
H
Topic H is a mirror image of Topic G. While students explored 1 more in Topic H, in Topic G, they explore 1 less. In Lesson 33, students use their knowledge of relationships between numbers to order quantities of objects on paper (dot cards, picture cards, and shapes) from 10 to 1, and then match 1–10 digit cards to each set of objects in descending order.
Module 2
Module 2: Two-Dimensional and Three-Dimensional Shapes
Module 2: Two-Dimensional and Three-Dimensional Shapes for Kindergarten students.
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A
Topic A
B
Topic B
C
Topic C closes the module with discrimination between flats and solids. In Lesson 9, students identify and sort flat and solid shapes. The goal of this lesson is to focus each student’s attention on the attributes of a flat or solid shape instead of trusting how it looks. The students learn to sort shapes and explain the reason for their groupings.
Module 3
Module 3: Comparison of Length, Weight, Capacity, and Numbers to 10
Module 3: Comparison of Length, Weight, Capacity, and Numbers to 10 for Kindergarten students.
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A
Topic A
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Topic B
C
Topic C
D
Topic D
E
Topic E
B.M3.E.1
Make informal comparison of area.
B.M3.E.2
Compare to find if there are enough.
F
Topic F opens with students shifting from comparison of lengths to comparison of numbers. As students build their confidence by directly comparing the lengths of a pencil and a crayon, they increase their readiness in later grades to indirectly compare length units. “The pencil is longer than the crayon because 7 cubes are more than 4 cubes.”
G
Topic G is a bridge that enables students to compare numerals by connecting number to length. In Lessons 25 and 26, students work with linear configurations to match and count to see that “7 is more than 3, 3 is less than 7, and 5 is equal to 5.”
H
Topic H
Module 4
Module 4: Number Pairs, Addition and Subtraction to 10
Module 4: Number Pairs, Addition and Subtraction to 10 for Kindergarten students.
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A
Topic A
B
Topic B advances the work of Topic A, building students’ skill with number pairs for 6, 7, and 8, which is cultivated and maintained throughout Topics B and C during Fluency Practice. In the first three lessons of this topic, students decompose 6, 7, and 8. These decompositions are modeled as put together situations and represented as addition expressions (C = ___ + ___), as opposed to the take from decomposition type (C – B = ___), which is taught in Topic D.
C
Topic C introduces formal addition concepts including writing and solving expressions and equations. The first three lessons ask students to represent addition story problems involving decomposition and composition, modeled by A + B = C and C = A + B. In these first formal addition lessons, the stories are told with no unknown: “There are 7 apples in the bowl. Five of them are red, and 2 of them are green.” Students write addition sentences and identify the referent of each number within the problem. Lessons 13–15 work with 6, 7, and 8, respectively, representing such addition stories with pictures, numbers, and equations.
D
Topic D introduces formal subtraction concepts including writing and solving expressions and equations. Lesson 19 begins at the concrete level with students acting out take away stories and working at the pictorial level crossing off to see what remains.
E
Topic E expands student exploration of numerical relationships to include 9 and 10. Returning to work with number bonds after introducing addition and subtraction reminds students about the part–part–whole relationships that underlie these operations. Students explicitly discuss the relationship between addition and subtraction in Topic H.
F
Topic F asks students to connect their understanding of number pairs for 9 and 10 to addition expressions and equations. Core Fluency Practice Sets and Sprints are introduced in this topic to give students practice adding and subtracting numbers to 5 quickly and accurately (K.OA.5).
G
Topic G provides additional practice with formal subtraction concepts, including writing and solving number sentences with totals of 9 or 10.
Module 5
Module 5: Numbers 10–20 and Counting to 100
Module 5: Numbers 10–20 and Counting to 100 for Kindergarten students.
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A
Topic A
B
Topic B
C
Topic C opens in Lesson 10 with students building a Rekenrek to 20, which they use to count and model numbers for the balance of the year. They deepen their understanding of the composition and decomposition of teen numbers as 10 ones and some more ones (K.NBT.1) by showing, counting, and writing (K.CC.3) the numbers 11 to 20 using a variety of configurations: vertical towers, linear, array, and circular configurations. In each configuration, students count to answer “how many?” questions (K.CC.5) and realize that whatever the configuration, a teen number can be decomposed into 10 ones and some ones.
D
Topic D leads students beyond teen numbers up to 100 (K.CC.1). They begin by counting up and down to 100 both the regular way (ten, twenty, thirty, …) and the Say Ten way (ten, 2 tens, 3 tens, …). In Lessons 16 to 18, their work from 11 to 19 sets the foundation for success as they realize the number sequence of 1–9 is repeated over and over again within each decade as they count to 100. Students begin by counting within and then across decades (e.g., 28, 29, 30, 31, 32) (K.CC.2). Students also write some of the numbers ranging from 21 to 100 in Lessons 15 to 17, which goes beyond the Kindergarten standard to the Grade 1 standard 1.NBT.1. Writing numerals 21 to 100 is included here because of the wider range of activities they make possible; students readily accept this challenge, which is not assessed. The final lesson of this topic is an optional exploration of decomposing numbers to 100 on the Rekenrek.
E
Topic E’s Lesson 20 begins as students represent teen number decompositions and compositions by writing addition sentences. In Lesson 21, students make bonds with materials and hide one of the parts for their partners, who must figure out what the hidden part is. The number bond with a hidden part is represented by the teacher as an addition equation with a missing addend—the hidden part (aligns to 1.OA.8). In Lesson 22, students compare teen numbers by counting and comparing the extra ones. For example, students decompose 12 into 10 and 2, and 16 into 10 and 6. They compare 2 ones and 6 ones to see that 16 is more than 12 using the structure of the 10 ones (MP.7). This is an application of the Kindergarten comparison standards (K.CC.6, K.CC.7), which move into the Grade 1 comparison standard (1.NBT.3).
Module 6
Module 6: Analyzing, Comparing, and Composing Shapes
Module 6: Analyzing, Comparing, and Composing Shapes for Kindergarten students.
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Topic A
Module 1
Ela Standards & Skills - Module 1
Comprehensive academic competencies for Kindergarten aligned with national frameworks.
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Reading Standards for Literature (RL.K)
B
Reading Standards: Foundational Skills (RF.K)
C
Writing Standards (W.K)
Module 2
Ela Standards & Skills - Module 2
Comprehensive academic competencies for Kindergarten aligned with national frameworks.
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D
Language Standards (L.K)
Module 1
Science Standards & Skills - Module 1
Comprehensive academic competencies for Kindergarten aligned with national frameworks.
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Forces and Interactions: Pushes and Pulls (K-PS2)
B
Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment (K-LS1 / K-ESS3)
C
Weather and Climate (K-ESS2)
Module 2
Science Standards & Skills - Module 2
Comprehensive academic competencies for Kindergarten aligned with national frameworks.
Module Mastery
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0 / 0 Lessons
0 Mastered (80%+)