Kindergarten Guided Math Lessons For The Entire Year- The Bundle!!

Kindergarten Guided Math Lessons For The Entire Year- The Bundle!!
Kindergarten Guided Math Lessons For The Entire Year- The Bundle!!
Kindergarten Guided Math Lessons For The Entire Year- The Bundle!!
Kindergarten Guided Math Lessons For The Entire Year- The Bundle!!
Kindergarten Guided Math Lessons For The Entire Year- The Bundle!!
Kindergarten Guided Math Lessons For The Entire Year- The Bundle!!
Kindergarten Guided Math Lessons For The Entire Year- The Bundle!!
Kindergarten Guided Math Lessons For The Entire Year- The Bundle!!
Standards
4 Products in this Bundle
4 products
  1. Guided Math is one of my favorite times of the day. In this packet you will get differentiated lesson plans for every single day in quarter one. In an easy to follow sequence, I provide you with hands-on lessons that I have used very successfully in my kindergarten classroom. I also provide you with
  2. Guided Math is one of my favorite times of the day. In this packet you will get differentiated lesson plans for every single day in quarter two. In an easy to follow sequence, I provide you with hands-on lessons that I have used very successfully in my kindergarten classroom. I also provide you with
  3. Guided Math is one of my favorite times of the day. In this packet you will get differentiated lesson plans for every single day in quarter three. In an easy to follow sequence, I provide you with hands-on lessons that I have used very successfully in my kindergarten classroom. I also provide you wi
  4. Guided Math is one of my favorite times of the day. In this packet you will get differentiated lesson plans for every single day in quarter four. In an easy to follow sequence, I provide you with hands-on lessons that I have used very successfully in my kindergarten classroom. I also provide you wit
  • Bundle Description
  • Standards
Guided Math is one of my favorite times of the day. In this BUNDLE you will get differentiated lesson plans for every single day for the ENTIRE YEAR. In an easy to follow sequence, I provide you with hands-on lessons that I have used very successfully in my kindergarten classroom. I also provide you with the tools you will need to set up your guided math time in your classroom.

This packet is Common Core aligned and includes all of the games and materials you will need to make your guided math groups successful.

Every week focuses on a Common Core standard and has students practice this skill at their level. It also provides you with a spiral warm up and extensions for your students.

This packet includes:
-Lesson Plans
-Warm-Up Activities
-Flash Cards
-Differentiated (daily) Lesson Plans
-Worksheets for Independent Practice
-Extensions for your students
-Games for your students to play during your guided math groups
and more!

In quarter one, students will work on:
-Number and Data Analysis: Counting and Collecting Data
-Counting and generating sets of 0-5 exploring math tools
-Counting and organizing data/graphs
-Describing and comparing 2D shapes
-Knowing the number names and count to tell a sequence.
-Counting and comparing sets up to 8
-Decomposing numbers 1-9

In quarter two students will work on:
-Counting and organizing data/graphs
-Counting and comparing sets up to 19
-Measuring length and counting/ comparing sets
-Graphing, comparing sets up to 19
-Observing, describing, and extending patterns
-Identifying US coins
-Composing and decomposing number patterns
-Identifying, describing, and comparing 3D shapes
-Decomposing numbers 1-9
-Teen Numbers
(and more!!)

In quarter three students will work on:
-Identifying, describing, and comparing 3D shapes
-Reviewing 2D shapes
-Measuring capacity, weight and area
-Counting to 100 by ones and tens
-US coins
-Measuring with non-standard units
-Subtraction
-Solving story problems
-Critical thinking
-Using a number line
-Addition
-Counting to 120
-Recognizing numbers 1-100
-Writing numbers 1-100

In quarter four students will work on:
-Identifying, describing, and comparing 3D shapes
-Time to the hour and half hour
-Composing and decomposing numbers to 20
-Time to the hour and half hour
-Word Problems
-Counting and comparing numbers to 20
-Number sense
-Creating fact families
-Expanded form
-Using a number line

Every Friday I also offer a STEAM/STEM challenge for your students to complete.

Please check out the preview to view just some of what is included in this massive unit. If you have wanted to start guided math but didn't know how to start it or what to do in your groups, this packet is for you! You and your students will LOVE it.

If you would like to purchase the quarters separately, you can purchase quarter one, here!
Kindergarten Guided Math Lessons For The Entire Year- Quarter 1

You can purchase quarter two, here:
Kindergarten Guided Math Lessons For The Entire Year- Quarter 2

You can purchase quarter three, here:
Kindergarten Guided Math Lessons For The Entire Year- Quarter 3

You can purchase quarter four, here:
Kindergarten Guided Math Lessons For The Entire Year- Quarter 4
Log in to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(π‘₯ – 1) = 3. Noticing the regularity in the way terms cancel when expanding (π‘₯ – 1)(π‘₯ + 1), (π‘₯ – 1)(π‘₯Β² + π‘₯ + 1), and (π‘₯ – 1)(π‘₯Β³ + π‘₯Β² + π‘₯ + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Total Pages
1200+
Answer Key
N/A
Teaching Duration
1 Year
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Kristen Smith

Kristen Smith

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