Parent Curriculum Guide
Grade Level: Kinder
__________________________
Six Weeks: 4th
What will students learn?
January 21st-January 31st
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Skill described
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How can I assist my child?
Activity described
What does it look like?
K.1A Use one- to one correspondence and language such as more than, same number as, or
two less than to describe relative sizes of sets of concrete objects
K.1B Use sets of concrete objects to represent quantities given in verbal or written form
(through 20)
K.1C Use numbers to describe how many objects are in a set (through 20) using verbal and
symbolic descriptions
Count the given collection of household objects (up to 20), and record the count using numbers.
Create the collection of objects as two sets. Describe the number of objects that make up both sets,
and orally explain how the two sets still make up the same total of the original set.
Which group has fewer?
(Tested Format)
Models and visual representation
of the skill - graphics
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Parent Curriculum Guide
Grade Level: Kinder
__________________________
Six Weeks: 4th
Are there fewer elk or popsicles?
How do I know my child
understands?
There are more_____ than_____.
There are less _____ than ______.
The sets are equal.
What to look for…
Record the count/amount for each set.
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Parent Curriculum Guide
Grade Level: Kinder
__________________________
Six Weeks: 4th
What will students learn?
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K.6B Count by ones to 100
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Get small house hold items and place them in t bag. Allow students to inventory/count the
items in the bag (the items in the bag should not exceed the number 100). Have student to
record the number of items.
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Practice counting from 0-100.
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Practice counting to one hundred starting at different numbers to complete the sequence of
numbers.
Skill described
How can I assist my child?
Activity described
71
72
92
What does it look like?
73
93
74
94
75
95
76
96
77
78
79
80
87
88
89
90
97
What number is shown?
(Tested Format)
Models and visual representation
of the skill - graphics
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Parent Curriculum Guide
Grade Level: Kinder
__________________________
Six Weeks: 4th
How many donuts are there?
How do I know my child
understands?
What is the total number of objects?
Count the items. How many _______?
What to look for…
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Parent Curriculum Guide
Grade Level: Kinder
__________________________
Six Weeks: 4th
What will students learn?
February 4th- February 10th
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Skill described
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How can I assist my child?
Activity described
K.8C Sort a variety of objects including two- and three dimensional geometric figures
according to their attributes and describe how the objects are sorted
K.9A Describe and compare the attributes of real-life objects such as balls, boxes, cans, and
cones or models of three-dimensional geometric figures
K.9B Recognize shapes in real- life three dimensional geometric figures or model of threedimensional geometric figures.
Sort a variety of two-dimensional figures (circles, triangles, rectangles, and/or squares). Describe a
common characteristic among the figures in each set using words (informal geometric vocabulary).
Identify a household object that is based on the same sorting rule for the specific set, and orally
explain how that object is similar to the other figures in the set.
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Informal geometric vocabulary to express the rule used for the sort according to the attributes
of real-life objects
o Ex: curved lines, straight lines, corners, no corners etc.
Informal geometric vocabulary to express the rule used for the sort according to the attributes
of two-dimensional geometric figures
Ex: corners, no corners, curved lines, straight lines
What does it look like?
(Tested Format)
Models and visual representation
of the skill - graphics
PTA2
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
Grade Level: Kinder
__________________________
Six Weeks: 4th
Two- Dimensional
Three Dimensional
How many sides does this shape have?
Which items are shaped like a cylinder?
Which shape has fewer corners?
How do I know my child
understands?
Describe the geometric figure?
How many sides?
How many corners?
What to look for…
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Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
Grade Level: Kinder
__________________________
Six Weeks: 4th
What will students learn?
February 10th- February 21st
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Skill described
K.4 Model and create addition and subtraction problems in real situations with concrete
objects
February 26th -February 28th
How can I assist my child?
Activity described
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Teachers will review skills that were taught from January 21st -February 21st
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Students will be given assessments to determine skills mastered and skills that need to be
retaught
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Create a model using household items. Practice having student to add items together to
determine the total. Then allow students to orally describe the problem solving situation and
plan used to determine a solution.
Construct a real-object graph to display data from a real-life situation such as:
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I need to inventory my necktie collection (or other objects) and need your help. Sort the
neckties into 2 groups. Construct a real-object graph to represent the groups.
From the graph, orally describe: (1) your findings, (2) a comparison statement about your findings,
and (3) how many neckties are represented on your graph.
What does it look like?
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(Tested Format)
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Models and visual representation
of the skill - graphics
The school library has 9 different Junie B Jones books by Barbara Parks. Some have been
checked out to students, leaving only 4 available in the library. How many Junie B Jones books
are checked out at this time?
Nine students are reading books in the reading center. Two students finish their books and go
back to their desk. How many students are left in the reading center?
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Parent Curriculum Guide
Grade Level: Kinder
__________________________
Six Weeks: 4th

How do I know my child
understands?
There are 3 students at the computer center, and then six students join them. How many
students are in the computer center now?
Questions to ask…
How many total objects?
How many ______ and _____ in all?
What to look for…
If you added three more _______ how many would you have?
How many more _______ than ______?
If you have (6) _____ and you gave (___) away how many do you have left?
What is 3 less than your total amount?
Embedded process skills for activities include:
 Identify mathematics in everyday situations
 Communicate mathematical idea using objects, words, pictures, numbers, and technology Use tools such
as real objects, manipulatives, and technology
 Identify mathematics in everyday situations
 Communicate mathematical idea using objects, words, pictures, numbers, and technology
PTA2
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
Grade Level: Kinder
__________________________
Six Weeks: 4th
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