Subject

Grade Levels

Resource Type

File Type

Zip

Standards

CCSSMP8

CCSSMP7

CCSSMP6

CCSSMP5

CCSSMP2

11 Products in this Bundle

Bonus

Pre-Assessment, Final Assessments and more!

- Bundle Description
- Standards

**Kindergarten Math Made Fun Curriculum! **A complete and comprehensive Math Curriculum, which covers all grade level skills!

*240 math centers

**Also available:**

I am beyond THRILLED to share with you the Kindergarten Math Made Fun Curriculum that is designed to make math fun, hands-on and engaging for Kindergarten age students. If you are looking to get away from the boring box curriculum, or even just supplement your current math curriculum, THIS is the Kindergarten Math Curriculum for you!

**What is included in each unit?**

✅a scope for each unit

✅daily lesson plans that offer differentiation for on-level, below level and above level students

✅pre-assessments for each unit

✅post assessments for each unit

✅assessment trackers to group students into appropriate groups

✅hands-on math centers for each unit

✅NO PREP practice and activity pages for each unit

**How are the Units Designed?**

Each unit is composed of 3 parts: the pre-assessment, lessons, and the post-assessment.

**Part 1: Pre-assessment **

The unit pre-assessment gives an opportunity to assess prior knowledge. Use this assessment to guide your teaching throughout the unit.

**Part 2: Lessons**

Each lesson is broken up into 5 easy-to-follow parts.

**Objective- **What students should be able to do by the end of the lesson.

**Review- **A quick warm-up that has students practice previous skills that will be used in this lesson.

**Hook- **A fun intro to get students engaged.

**Mini Lesson- **Teach, model, and discuss the new skill in today’s lesson.

**Practice- **Each practice section lists three types of activities that pair well with this lesson.

**Center(s)- **New center(s) to be introduced with this lesson

**Activity Page(s)- **These pages require some basic materials such as scissors, glue, or dice.

**Practice Page(s)- **These only require a pencil and crayons! They are great for seatwork, homework, or work on the go.

***Differentiation-** Each lesson includes scaffold and extension ideas to meet the needs of students at all levels.

**Part 3: Post-assessment**

The unit post-assessment gives an opportunity to measure what your students have learned.

*****SEE UNIT 1 IN ACTION HERE**

*****SEE UNIT 2 IN ACTION HERE**

*****SEE UNIT 3 IN ACTION HERE**

*****SEE UNIT 4 IN ACTION HERE**

*****SEE UNIT 5 IN ACTION HERE**

*****SEE UNIT 6 IN ACTION HERE**

*****SEE UNIT 7 IN ACTION HERE**

*****SEE UNIT 8 IN ACTION HERE**

*****SEE UNIT 9 IN ACTION HERE**

*****SEE UNIT 10 IN ACTION HERE**

*****SEE UNIT 10 IN ACTION HERE**

ence

*Allow for differentiation

*Best of all…they make learning math FUN!

**How to Teach the Units**

The grade level standards for each practice page and center are clearly indicated on the Kindergarten Math Standard Sheet. There is no guessing as to what standard is being covered. The best part about these units is that you KNOW for sure that ALL the standards are being covered. This type of resources makes it easy for the teacher to supplement their current math curriculum or implement these units as new curriculum.

This comprehensive and full Kindergarten math curriculum ensures that all grade level math standards are being covered in a variety of ways! The units allow for critical thinking, use of manipulatives, fun and engaging practice pages, and interactive centers that are sure to keep your students wanting more math!

**Kindergarten Math Curriculum Units:**

**Unit 1: Numbers 1-10**

**Lesson 1.1 **Students will be able to count and make sets to 5.

**Lesson 1.2 **Students will be able to print numerals 1-5.

**Lesson 1.3 **Students will be able to count sets 1-5 displayed in a variety of formats.

**Lesson 1.4 **Students will be able to identify the missing number in the count sequence for numbers 1-5.

**Lesson 1.5 **Students will be able to match numerals to number words 1-5.

**Lesson 1.6 **Students will be able to apply knowledge of numbers 1-5.

**Lesson 1.7 **Students will be able to count and make sets to 10.

**Lesson 1.8 **Students will be able to print numerals to 10.

**Lesson 1.9 **Students will be able to count sets to 10 displayed in a variety of formats.

**Lesson 1.10 **Students will be able to match numerals to number words 6-10.

**Lesson 1.11 **Students will be able to identify the missing number in the count sequence for numbers 1-10.

**Lesson 1.12 **Students will be able to identify a number that is one more or one greater than a given number 1-10.

**Lesson 1.13 **Students will be able to identify a number that is one less or one fewer than a given number 1-10.

**Lesson 1.14 **Students will be able to identify a number that is one more or one less than a given number 1-10.

**Lesson 1.15 **Students will be able to apply knowledge of numbers 1-10.

**Unit 2: Numbers 11-20**

**Lesson 2.1 **Students will be able to count and order numerals 11-20.

**Lesson 2.2 **Students will be able to print, count, read, and build 11.

**Lesson 2.3 **Students will be able to print, count, read, and build 12.

**Lesson 2.4 **Students will be able to print, count, read, and build 13.

**Lesson 2.5 **Students will be able to print, count, read, and build 14.

**Lesson 2.6 **Students will be able to print, count, read, and build 15.

**Lesson 2.7 **Students will be able to identify a number that is one more or one less than a give number 11-15.

**Lesson 2.8 **Students will be able to apply knowledge and build fluency for numbers 11-15.

**Lesson 2.9 **Students will be able to print, count, read, and build 16.

**Lesson 2.10 **Students will be able to print, count, read, and build 17.

**Lesson 2.11 **Students will be able to print, count, read, and build 18.

**Lesson 2.12 **Students will be able to print, count, read, and build 19.

**Lesson 2.13 **Students will be able to print, count, read, and build 20.

**Lesson 2.14 **Students will be able to identify a number that is one more or one less than a give number 15-20.

**Lesson 2.15**

Students will be able to apply knowledge and build fluency for numbers 15-20.

**Unit 3: Counting to 100**

**Lesson 3.1 **Students will be introduced to hundreds chart and numbers to 100.

**Lesson 3.2 **Students will be able to count, order, and write numbers 1-20.

**Lesson 3.3 **Students will be able to count, order, and write numbers 21-30.

**Lesson 3.4 **Students will be able to count, order, and write numbers 31-40.

**Lesson 3.5 **Students will be able to count, order, and write numbers 41-50.

**Lesson 3.6 **Students will be able to apply knowledge and build fluency for numbers 1-50.

**Lesson 3.7 **Students will be able to count, order, and write numbers 51-60.

**Lesson 3.8 **Students will be able to count, order, and write numbers 61-70.

**Lesson 3.9 **Students will be able to count, order, and write numbers 71-80.

**Lesson 3.10 **Students will be able to count, order, and write numbers 81-90.

**Lesson 3.11 **Students will be able to count, order, and write numbers 91-100.

**Lesson 3.12 **Students will be able to apply knowledge and build fluency for numbers 1-100.

**Lesson 3.13 **Students will be able to count and write by tens to 100.

**Lesson 3.14 **Students will be able to count sets by tens to 100.

**Lesson 3.15 **Students will be able to apply knowledge and build fluency for numbers 1-100 by tens and ones.

**Unit 4: Comparing Numbers**

**Lesson 4.1 **Students will be able to identify and create sets that show less.

**Lesson 4.2 **Students will be able to identify and create sets that show more.

**Lesson 4.3 **Students will be able to identify and create sets that show less, equal, or more (day 1).

**Lesson 4.4 **Students will be able to identify and create sets that show less, equal, or more (day 2).

**Lesson 4.5 **Students will be able to identify and write numerals that show less, equal, or more (day 1).

**Lesson 4.6 **Students will be able to identify and write numerals that show less, equal, or more (day 2).

**Lesson 4.7 **Students will be able use <, >, and = signs to compare sets (day 1).

**Lesson 4.8 **Students will be able use <, >, and = signs to compare sets (day 2).

**Lesson 4.9 **Students will be able use <, >, and = signs to compare numerals (day 1).

**Lesson 4.10 **Students will be able use <, >, and = signs to compare numerals (day 2).

**Lesson 4.11 **Students will review and apply knowledge of comparing numbers.

**Unit 5: Addition**

**Lesson 5.1 **Students will be able to use pictures to add.

**Lesson 5.2 **Students will be able to match pictures to addition equations.

**Lesson 5.3 **Students will be able to use images to create addition number sentences.

**Lesson 5.4 **Students will be able to create models to solve addition questions within 5.

**Lesson 5.5 **Students will use multiple strategies to solve addition problems within 5 (day 1).

**Lesson 5.6 **Students will use multiple strategies to solve addition problems within 5 (day 2).

**Lesson 5.7 **Students will build fluency for addition within 5.

**Lesson 5.8 **Students will be able to create models to solve addition questions within 10.

**Lesson 5.9 **Students will use multiple strategies to solve addition problems within 10 (day 1).

**Lesson 5.10 **Students will use multiple strategies to solve addition problems within 10 (day 2).

**Lesson 5.11 **Students will be able to add on to create sets of 10.

**Lesson 5.12 **Students will be able find the missing number to make 10.

**Lesson 5.13 **Students will be able to solve addition word problems within 10 (day 1).

**Lesson 5.14 **Students will be able to solve addition word problems within 10 (day 2).

**Lesson 5.15 **Students will review and apply knowledge of addition within 10.

**Unit 6: Subtraction**

**Lesson 6.1 **Students will be able to use pictures to subtract within 5 (day 1).

**Lesson 6.2 **Students will be able to use pictures to subtract within 5 (day 2).

**Lesson 6.3 **Students will be able to use multiple strategies to subtract from 5.

**Lesson 6.4 **Students will be able to use multiple strategies to subtract from 6.

**Lesson 6.5 **Students will be able to use multiple strategies to subtract from 7.

**Lesson 6.6 **Students will be able to use multiple strategies to subtract from 8.

**Lesson 6.7 **Students will be able to use multiple strategies to subtract from 9.

**Lesson 6.8 **Students will be able to use multiple strategies to subtract from 10.

**Lesson 6.9 **Students will be able to use multiple strategies to subtract within 10.

**Lesson 6.10 **Students will be able to decompose numbers within 10.

**Lesson 6.11 **Students will be able to build fluency for subtraction within 10 (day 1).

**Lesson 6.12 **Students will be able to build fluency for subtraction within 10 (day 2).

**Lesson 6.13 **Students will be able to solve subtraction word problems within 10 (day 1).

**Lesson 6.14 **Students will be able to solve subtraction word problems within 10 (day 2).

**Lesson 6.15 **Students will be able to review and apply knowledge for subtraction within 10.

**Unit 7: Place Value**

**Lesson 7.1 **Students will be able count and build to show numbers 11-15 as tens and ones (day 1).

**Lesson 7.2 **Students will be able count and build to show numbers 11-15 as tens and ones (day 2).

**Lesson 7.3 **Students will be able to use words to describe numbers 11-15 as tens and ones.

**Lesson 7.4 **Students will be able count and build to show numbers 15-19 as tens and ones (day 1).

**Lesson 7.5 **Students will be able count and build to show numbers 15-19 as tens and ones (day 2).

**Lesson 7.6 **Students will be able to use words to describe numbers 15-19 as tens and ones.

**Lesson 7.7 **Students will be able count and build to show numbers 11-19 as tens and ones (day 1).

**Lesson 7.8 **Students will be able count and build to show numbers 11-19 as tens and ones (day 2).

**Lesson 7.9 **Students will be able to create groups of ten to show teennumbers as tens and ones.

**Lesson 7.10 **Students will be able to use words to describe numbers 11-19 as tens and ones.

**Lesson 7.11 **Students will be able to review and apply knowledge ofnumbers 11-19 in base ten.

**Unit 8: Measurement and Data**

**Lesson 8.1 **Students will be able to describe height by comparing objects.

**Lesson 8.2 **Students will be able to measure height with non-standard measurement.

**Lesson 8.3 **Students will be able to describe length by comparing objects.

**Lesson 8.4 **Students will be able to measure length with non-standard measurement.

**Lesson 8.5 **Students will be able to measure length and height with non-standard measurement.

**Lesson 8.6 **Students will be able to describe weight by comparing objects (day 1).

**Lesson 8.7 **Students will be able to describe weight by comparing objects (day 2).

**Lesson 8.8 **Students will be able to describe capacity by comparing objects.

**Lesson 8.9 **Students will be able to sort objects into categories.

**Lesson 8.10 **Students will be able to sort objects into categories, then count each category.

**Lesson 8.11 **Students will be able to graph and answer questions about data (day 1).

**Lesson 8.12 **Students will be able to graph and answer questions about data (day 2).

**Lesson 8.13 **Students will be able to review and apply measurement and data knowledge.

**Unit 9: Geometry/Shapes**

**Lesson 9.1 **Students will be able to name, discuss, and create circles.

**Lesson 9.2 **Students will be able to name, discuss, and create triangles.

**Lesson 9.3 **Students will be able to name, discuss, and create rectangles.

**Lesson 9.4 **Students will be able to name, discuss, and create squares.

**Lesson 9.5 **Students will be able to name, discuss, and create hexagons.

**Lesson 9.6 **Students will be able to name and identify attributes of 2D shapes.

**Lesson 9.7 **Students will be able to use shapes to compose pictures and larger shapes (day 1).

**Lesson 9.8 **Students will be able to use shapes to compose pictures and larger shapes (day 2).

**Lesson 9.9 **Students will be able to sort 2D and 3D shapes.

**Lesson 9.10 **Students will be able to name, discuss, and create cubes and spheres.

**Lesson 9.11 **Students will be able to name, discuss, and create cylinders and cones.

**Lesson 9.12 **Students will be able to name and identify attributes of 3D shapes.

**Lesson 9.13 **Students will be able to use position words to describe the location of 2D and 3D shapes.

**Lesson 9.14 **Students will be able to review and apply knowledge of geometry.

**Unit 10: Time to the Hour**

**Lesson 10.1 **Students will be able to identify and label parts of clocks.

**Lesson 10.2 **Students will be able to identify and show 1:00 and 2:00.

**Lesson 10.3 **Students will be able to identify and show 3:00.

**Lesson 10.4 **Students will be able to identify and show 4:00 and 5:00.

**Lesson 10.5 **Students will be able to identify and show 6:00.

**Lesson 10.6 **Students will be able to identify and show 7:00 and 8:00.

**Lesson 10.7 **Students will be able to identify and show 9:00.

**Lesson 10.8 **Students will be able to identify and show 10:00 and 11:00.

**Lesson 10.9 **Students will be able to identify and show 12:00.

**Lesson 10.10 **Students will be able to tell and show time to the hour.

**Lesson 10.11 **Students will be able to apply knowledge of time.

**Lesson 10.12 **Students will be able to review and apply knowledge of time.

**Unit 11: Money**

**Lesson 11.1 **Students will be able to identify needs and wants that money is used for.

**Lesson 11.2 **Students will be able to name, identify, and count pennies (day 1).

**Lesson 11.3 **Students will be able to name, identify, and count pennies (day 2).

**Lesson 11.4 **Students will be able to name, identify, and count nickels (day 1).

**Lesson 11.5 **Students will be able to name, identify, and count nickels (day 2).

**Lesson 11.6 **Students will be able to name, identify, and count dimes (day 1).

**Lesson 11.7 **Students will be able to name, identify, and count dimes (day 2).

**Lesson 11.8 **Students will be able to name, identify, and count quarters (day 1).

**Lesson 11.9 **Students will be able to name, identify, and count quarters (day 2).

**Lesson 11.10 **Students will be able to name, identify, and count coins.

**Lesson 11.11 **Students will be able to count sets of coins (day 1).

**Lesson 11.12 **Students will be able to count sets of coins (day 2).

**Lesson 11.13 **Students will be able to count sets of coins (day 3).

**Lesson 11.14 **Students will be able to review and apply knowledge of coins.

*****Check out the PREVIEW to see the unit in detail and click on the links above to see each unit in action on the blog.**

**If you have any questions regarding the bundle, please do not hesitate to contact me at themoffattgirls@gmail.com**

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Log in to see state-specific standards (only available in the US).

CCSSMP8

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)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 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.

CCSSMP7

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 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 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(𝑥 – 𝑦)² 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 𝑥 and 𝑦.

CCSSMP6

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.

CCSSMP5

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.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Total Pages

2,294 pages

Answer Key

N/A

Teaching Duration

1 Year

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