Manchester Public Schools
Office of Equity and Partnerships
Kindergarten Math Curriculum Information
Here are the things your child will be expected to accomplish during the school year…
During the Fall, kindergarten students will focus on the numbers 0-10 in many ways:
  • Identifying numbers 0-10
  • Writing numbers 0-10
  • Counting numbers orally 0-10
  • Counting objects to tell how many
  • Comparing numbers 0-10
  • Classifying and Counting Data (objects can be counted and sorted)

Be able to use math tools such as:  

  • Five-frame:  A five frame is a one by five rectangular frame into which counters are put to show numbers up to and including five.

  • Ten-frame:  A ten frame is a two by five rectangular frame into which counters are put to show the number ten and all numbers less than ten.


During the winter, kindergarten students will focus on:
  • Understanding addition (as joining combining, and putting together)
  • Developing fact fluency within 5.  The goal of fact fluency is for student can add/subtract numbers accurately, automatically and quickly without using tools or fingers to solve.
  • Decomposing  (breaking down) numbers in more than one way.  You can decompose the number 6 into 5 and 1, or 3 and 3, or 2 and 4, or 6 and 0;
  • Composing numbers is creating a number from parts.  Using 3 and 2 to make 5.
  • Representing addition and subtraction processes in a variety of ways, using concrete materials,pictures, numbers, words, or acting out
  • Understanding Subtraction(as taking apart, taking away
  • Counting numbers to 20
  • Composing  (making) and Decomposing (breaking down/breaking apart) Numbers 11-19 as a groups of 10 and some more (18 is 10 and 8)
  • Counting numbers to 100 by ones and tens(1,2,3,4) or (10,20,30,40)
  • Counting numbers by starting at any given number.(37-38,39,40,41)
  • Number Lines:  Number lines are used to assist with counting on/counting back to add/subtract.
  • Ten Frames:  Ten frames can be used to show addition and subtraction.  You can also use 2 ten frames to show numbers up to 20.
  • Name shapes regardless of their orientations or overall size. e.g. triangle, square, hexagon, circle, rectangle, cube, cone, sphere, cylinder
  • Identify shapes as two-dimensional (lying in a plane, flat) or three-dimensional (solid).
  • Compose simple shapes to form larger shapes (example: 2 squares can make a rectangle)
  • Describe objects in the environment using names of shapes, example: the stop sign is an octagon.  
  • Describe the relative positions of objects using terms such as above, below, beside, in front of, behind, and next to. (example: The dog is behind the tree.)
  • Model shapes in the world by building shapes from items (e.g., sticks and clay) and drawing shapes.
  • Describe measurable attributes of objects, such as length or weight.  Describe several measurable attributes of a single object.
  • Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference.  For example, directly compare the heights of two children and describe one child as taller/shorter.
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Manchester, CT 06040

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