North Adams Public Schools
Math Expressions Kindergarten
Unit 1 Overview
Understanding Numbers 1-10 (26 days)
In this unit, children study the numbers from 1 to 10 and learn about simple shapes. They count to tell how many and order
numbers. They learn to write the numbers 1 to 5 and to draw the corresponding number of objects. Children explore simple twodimensional shapes including circles, squares, and rectangles. Anno’s Counting Book is used throughout the unit to give students
practice counting sets and telling stories based on the pictures in the book. The first five minutes of every lesson begin with studentled Quick Practice routines. Children develop perceptual subitzing skills as the begin to see groups of objects or drawings as one
collection, for instance seeing a cluster of five dots on a die, they can say it is five right away, without hesitation. This leads to the
next skill, conceptual subitizing, where students recognize smaller groups making up a larger amount. Two red dots and three blue
dots can be described as three and two or five altogether. Math drawings and Math Talk are important parts of every lesson.
Math Vocabulary
Be sure to try the vocabulary activities included in the Teacher Resource section of the Teacher Edition (pp. T10-T11).
Above
Circles
In front of
Same
Alike
Compare
More
Side
Arrangement
Corner
Next to
Square
Behind
Different
Numbers
Visualize
Below
Fewer
Order
Beside
Group
Rectangle
Big Idea 1: Counting and Cardinality 1-5
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with 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 of objects is the same
regardless of their arrangement or the order in which they were counted.
North Adams Public Schools
Math Expressions Kindergarten
Day
Mon.
9/7/15
Tue.
9/8/15
Lesson
Unit 1 Lesson 1
Introduce
Number and
Counting
Routines
MX pp. 1-6
Unit 1 Lesson 2
Relate Objects
and Numbers
Through 5
MX pp. 7-10
Student Learning Objective(s)
 Read and discuss Anno’s
Counting Book
 Begin the Quick Practice routine
Unit 1 Overview
Understanding Numbers 1-10 (26 days)
Notes
Read Unit Background in Teacher Edition (1A-1QQ) for
information on daily number routines, creating a learning
community, and incorporating the math practice standards
into daily routines.
Key Academic Vocabulary for this unit includes:
Formative Assessment
p. 5 Check for Understanding
Ask children to count from 1 to 5
objects, saying one number for each
item.
Send Family Letter home.

PREP: Dot cards
Use counting mat with numbers
to 5
Formative Assessment
p. 9 Check for Understanding. Ask
children to make groups of items for
a number 1 to 5.
Daily Math Routines can be used to transition into math or
may be incorporated into another part of the day. Most
important is that they are done daily.
Key Academic Vocabulary: Partners
Wed.
9/9/15
Unit 1 Lesson 3
Draw Scenes of
2 and 3
MX pp. 11-14

Find groups in Anno’s Counting
Book
 Draw scenes to show groups of 2
and 3
Formative Assessment
p. 13 Check for Understanding. Ask
students to tell how they know they
have drawn 3.
Model and practice together drawing simple objects for the
scenes. Some ideas include smiley faces, bunny heads, turtles,
trees, flowers, etc.
North Adams Public Schools
Math Expressions Kindergarten
Thu.
Unit 1 Lesson 4
9/10/15 Counting and
Cardinality 1-5
MX pp. 15-18
Fri.
Unit 1 Lesson 5
9/11/15 Counting and
Cardinality
Through 5
MX pp. 19-22
Mon.
Unit 1 Lesson 6
9/14/15 Scenes and
Visual Imagery
MX pp. 23-28

Find groups of 2 and 3 in
students’ work
 Use counting mat to visualize
groups to 5
 Say numbers rhymes
Formative Assessment
p. 17 Check for Understanding. Show
a group of 4 tiles. Move tiles so it
looks different. Ask if it is still 4.
 Use counting mat to show
numbers to 5
 Quickly recognize groups up to 5
 Draw scenes to show groups of 4
and 5
Formative Assessment
p. 21 Check for Understanding. Draw
a group of 4 items. Draw a different
group of 4 items. Ask student to tell
if both groups have 4.
 Find groups of 4 and 5 in
students’ work
 Draw a group of objects for a
given number
Formative Assessment
p. 27 Check for Understanding. Ask
students “how many” questions
about the items on the workbook
page.
Unit 1 Overview
Understanding Numbers 1-10 (26 days)
Have students work with a partner to complete the On-Level
Differentiated Instruction card activity on p. 18.
PREP: Sets of number cards 1-5 for each pair.
Work on subitizing numbers to five with various arrangements
building automaticity and visual imagery.
Bulletin Board Idea: Numbers 1-5 with clusters in various
arrangements using 2 colors to show different ways to make
the numbers (i.e. 2 and 2 or 3 and 1 for 4, etc.)
Key Academic Vocabulary: Zero
PREP: Puzzled Penguin Puppet p. 27
North Adams Public Schools
Math Expressions Kindergarten
Unit 1 Overview
Understanding Numbers 1-10 (26 days)
Big Idea 2: Adding, Subtracting, and Comparing Through 5
K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with 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 of objects is the same regardless of
their arrangement or the order in which they were counted.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another
group, e.g., by using matching and counting strategies.1
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations,
verbal explanations, expressions, or equations.
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 3
K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms
such as above, below, beside, in front of, behind, and next to.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
5
Include groups with up to ten objects.
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the standards.)
3 Limit category counts to be less than or equal to 10.
6
North Adams Public Schools
Math Expressions Kindergarten
Tue.
Unit 1 Lesson 7
9/15/15 Introduce
Adding and
Subtracting
MX pp. 29-32
Wed.
Unit 1 Lesson 8
9/16/15 Identify Circles
MX pp. 33-38

Use the counting mat to act out addition and Counting Mat Activities to begin building routines
for these important activities that students will use
subtraction stories
in various ways throughout the year.
Formative Assessment
p. 31 Check for Understanding. Ask children to
use tiles to show adding 3 + 1 explaining what
they are doing as they work.
Key Academic Vocabulary: circle, flat shape, above,
 Recognize and describe circles
below
 Represent addition and subtraction with
Compare/Contrast circles and straight lines.
circles
Formative Assessment
p. 37 Check for Understanding. Ask children to
describe a circle and tell how they can be the
same and different.
Thu.
Unit 1 Lesson 9
9/17/15 Introduce
Comparing
MX pp. 39-44
Unit 1 Overview
Understanding Numbers 1-10 (26 days)
 Compare amounts using the counting mat
Formative Assessment
p. 43 Check for Understanding. Have students
explain which is more or less using the Counting
Mats.
Differentiated Instruction Card Activity: Have
students draw or trace circles and make smiley
faces or animal faces on them.
Idea for Chart: Draw examples of various size
circles. Make them into different faces or animal
faces for students to use as examples.
Use Counting Mats using square tiles to compare
quantities from 1-5.
Key Academic Vocabulary: more, less
Idea for Chart: Make two sentence frames, one
that says, “____ is more than ____.” And “____ is
less than ____.” Make sticky notes for numbers 1 to
5 that can be put in the blanks to make true
statements. Students can have a workmat version
that says the same thing. Then students
take turns making true statements while others
build the comparison.
North Adams Public Schools
Math Expressions Kindergarten
Fri.
Unit 1 Lesson 10
9/18/15 Identify Squares
and Rectangles
MX pp. 45-54
Unit 1 Overview
Understanding Numbers 1-10 (26 days)


Describe characteristics of squares and
rectangles
Sort shapes into two groups: Circles and
Not Circles
Turn and Talk: Tell your partner how a square and a
rectangle are alike and how they are different.
Formative Assessment
P. 53 Check for Understanding. Explain why a
square is also a rectangle.
Big Idea 3: Show Numbers 1 Through 10
K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no
objects).
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with 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 of objects is the same regardless of
their arrangement or the order in which they were counted.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another
group, e.g., by using matching and counting strategies.4
K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings5, sounds (e.g., claps), acting out situations,
verbal explanations, expressions, or equations.
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to
represent the problem.
5
6
Include groups with up to ten objects.
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the standards.)
North Adams Public Schools
Math Expressions Kindergarten
Mon.
Unit 1 Lesson 11
9/21/15 Count from 1-10
MX pp. 55-58
Tue.
Unit 1 Lesson 12
9/22/15 Objects and
Numbers
Through 10
MX pp. 59-64
Wed.
Unit 1 Lesson 13
9/23/15 Practice
Numbers 1-10
MX pp. 65-68
Unit 1 Overview
Understanding Numbers 1-10 (26 days)

Tech K-2 1.1 Demonstrate beginning steps in
using available hardware and applications (e.g.
turn on a computer, launch a program, use a
pointing device such as a mourse).
Go to Think Central website and project iTools to
count and compare numbers with counters and
ten-frames. As you log into your account, model for
children how you enter your user name and
password. Do a think aloud through the process,
until you have explained each activity. Invite
students to come up and demonstrate.
Formative Assessment
P. 57 Check for Understanding. Use number tiles
and centimeter cubes on the Comparing Math
to show 6 and 8. Explain what it means.
 Write the numbers 1 and 2
 Use the words more and fewer to
compare amounts on the counting mat
See TE p. 62-63 Teaching Notes about best
practices in teaching students how to form
numbers.
Use the counting mat to count and
compare numbers from 1 to 10
Formative Assessment
P. 63 Check for Understanding. How can you tell
one number is more than another number just
by looking, not counting, on the Comparing
Mat?
 Count the number of objects in a group
 Write the number 3
Formative Assessment
P. 67 Check for Understanding. Ask students
questions (TE p. 67) about SAB p. 23. See if they
quickly recognize the quantities.
Continue to reinforce Quick Practice and Daily
Routines. Daily repetition helps all students develop
number sense.
TE p. 68. Introduce Differentiated Instruction Cards.
The On-Level activity would be a good start in a
math journal or student work could be collected to
begin a display for numbers 1 through 10.
North Adams Public Schools
Math Expressions Kindergarten
Thu.
Unit 1 Lesson 14
9/24/15 Number of
Objects in a
Group
MX pp. 69-76
Unit 1 Overview
Understanding Numbers 1-10 (26 days)


Write the number 4
Tell stories about addition and
subtraction using fingers to represent
amounts in the stories
Formative Assessment
P. 75 Check for Understanding. Have students
use either picture from SAB p. 28 to tell an
addition or subtraction story.
The Draw 4 Things activity on TE p. 71 could either
be added their math journals or used for a number
display of student work.
TE p. 73 Teaching Note explains the thinking behind
encouraging kindergarten students to model
addition and subtraction on their fingers.
North Adams Public Schools
Math Expressions Kindergarten
Unit 1 Overview
Understanding Numbers 1-10 (26 days)
Big Idea 4: Practice Numbers 1 Through 10
K.CC.1 Count to 100 by ones and by tens.
K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no
objects).
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with 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 of objects is the same regardless of
their arrangement or the order in which they were counted.
K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as
many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another
group, e.g., by using matching and counting strategies.6
K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms
such as above, below, beside, in front of, behind, and next to.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, 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).
Fri.
Unit 1 Lesson 15
TE p. 79 Math Talk has good questions to help
 Recognize groups with 1-5 objects
9/25/15 Objects and
students explain how they recognize clusters
Numbers
quickly.
Formative Assessment
Through 10
P. 79 Check for Understanding. Practice
MX pp. 77-80
subitizing clusters from 2 to 5.
5
Include groups with up to ten objects.
North Adams Public Schools
Math Expressions Kindergarten
Mon.
Unit 1 Lesson 16
 Write the number 5
9/28/15 Practice Number
 Draw five things
of Objects in a
 Practice counting from 1-5
Group
MX pp. 81-86
Formative Assessment
P. 85 Check for Understanding. Show students
two different amounts on cluster cards. Ask
them to show which has more and which has
fewer.
Tue.
Unit 1 Lesson 17
 Use the counting mat to compare
9/29/15 More Objects
numbers from 6-10
and Numbers
 Order numbers by connecting dots
Through 10
MX pp. 87-90
Formative Assessment
P. 89 Check for Understanding. Show how you
are connecting the dots. How do you know
which number is next?
Wed.
Unit 1 Lesson 18
 Identify and draw shapes with no sides
9/30/15 Focus on
and 4 sides
Mathematic
 Follow directions to draw squares,
Practices
rectangles, and circles
MX pp. 91-96
Formative Assessment
P. 53 Check for Understanding.
Thu.
Unit 1 Test
Unit 1 Test Objectives:
10/1/15
 1A: Identify, order, and count numbers
 1B: Write numbers
 1C: Identify circles, squares, and
rectangles
Unit 1 Overview
Understanding Numbers 1-10 (26 days)
TE p. 84 Draw 5 Things is another addition to their
math journal or class number display.
Do students all have one-to-one correspondence
when they count?
Practice connecting the dots on the board first to
model drawing a straight line. Think aloud the
process for aiming toward the next number before
beginning the line.
TE p. 96 Art Connection would be a fun extension to
this lesson.
North Adams Public Schools
Math Expressions Kindergarten
Assessment
Unit 1 Overview
Understanding Numbers 1-10 (26 days)