K+Math+Standard+2

**6.2.1 – Count objects to 25 using one-to-one correspondence and identify.** || **Where might you see numbers?** ||
 * **Subject/Course: Math** **Grade Level:** Kindergarten ||
 * **Standard: Number and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Counting** ||
 * **Essential Question (s):** ||
 * **When might you count 25 objects?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.2 – Match quantities to 25 with numbers and written words.** || Can you pick the word that number represents? How might you write numbers in another way? ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Number and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Matching Numbers & Words** ||
 * **Essential Question (s):** ||
 * How would you write the number to represent that number of objects?
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.3 – Count Backward from 10 to 1.** || When counting backwards would the numbers get greater or less? ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Counting Backwards** ||
 * **Essential Question (s):** ||
 * **When might you count backwards from 10?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.4 – Count to 20 by twos.** || **When would we count by twos?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Counting by Twos** ||
 * **Essential Question (s):** ||
 * **Why would we count by twos?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.5 – Create a set with a ….** || **Why might you need to know the number of objects in a set?** **Who can count a set?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Makes set** ||
 * **Essential Question (s):** ||
 * What is a set?
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.6- Quickly recognize the number of objects in a small set** || **Where might you recognize a small set?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Counting Sets** ||
 * **Essential Question (s):** ||
 * **When will we need to quickly recognize a small set?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.7 – Recognize zero as a set with “no objects.”** || **How might you find zero objects?** **How would you count zero objects?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Identify zero and match zero sets** ||
 * **Essential Question (s):** ||
 * **Where would you find zero objects?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.8 – Compare sets of ten or fewer objects and identify which are equal to, more than, or less than others.** || How might the sets be equal? **When can you compare objects?** **How can one object be compared to another object?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: More, less, or equal** ||
 * **Essential Question (s):** ||
 * How would you order the sets from more to less or less to more?
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.9 – Order the numbers through 25 using numerals and words.** || **When might we put things in number order?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Number Order** ||
 * **Essential Question (s):** ||
 * **When might we place ourselves in number order?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.10 – Recognize 6 through 10 as “five and some ones.”** || **When might we show 6-10 with 5 and some ones?** **When might we use 6-10 with 5 and some ones?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Separating numbers into five and some ones** ||
 * **Essential Question (s):** ||
 * **What might 6-10 look like as 5 and some ones?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.11 – Recognize and use ordinal numbers.** || How might numbers be used to name positions? ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Ordinal Numbers** ||
 * **Essential Question (s):** ||
 * **When would we use ordinal numbers?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.12 – Model simple joining and separating situations with objects.** || How might you add / subtract different types of objects? **Why would you separate objects or join them together?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Joining and separating objects** ||
 * **Essential Question (s):** ||
 * **When can you join or separate objects?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.13 – Add and subtract single digit numbers whose total or difference is between 0 and 10.** || **When would we want to add numbers or take away numbers?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Add and Subtract** ||
 * **Essential Question (s):** ||
 * What does _ plus _ equal? What does _ minus _ equal?
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.14 – Understand addition as “put together” or “count on” and solve addition problems with sums less than 20.** || **When might we count past 10?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Addition sums less than 20** ||
 * **Essential Question (s):** ||
 * **Where might we start counting ?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.15 – Understand subtraction as “break apart” or “take away” and solve subtraction problems using numbers 1 through 10.** || **Why would we take away objects?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Subtracting numbers through 10.** ||
 * **Essential Question (s):** ||
 * **When might we break apart a set?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.16 – Model, demonstrate, and solve story problems that illustrate addition and subtraction.** || ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Addition and subtraction story problems** ||
 * **Essential Question (s):** ||
 * **How could/ will you illustrate (show) this story using numbers?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**6.2.17 – Understand that numbers can be represented by different groupings.** || **Where would we see numbers used in a different way?** ||
 * **Subject/Course: Math** **Grade Level: Kindergarten** ||
 * **Standard: Numbers and Operations** ||
 * **SPI or Check for Understanding (#):**
 * **Assessment Topic: Showing numbers with groups** ||
 * **Essential Question (s):** ||
 * **What might be another way to group these items?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||