Explore Math Weekly Plan & Scope and Sequence SAMPLE

Explore Math

Scope and Sequence ______________________________________________________________________________________________________ Domain Counting & Cardinality (CC)

Operations & Algebraic Thinking (OA)

Number & Operations in Base Ten (NBT) Measurement & Data (MD)

Geometry (G)

Standards K.CC.1– K.CC.3 K.CC.4– K.CC.5 K.CC.6– K.CC.7

Instructional Focus Time Frame Count to 100 by ones and tens; begin counting from any number; write numbers Q1–Q2 (Sept– 0–20.

Jan) Understand one-to-one correspondence; count objects up to 20; match numbers Q1–Q2 (Sept– with quantities.

Jan) Compare numbers and sets using >, <, =; compare groups up to 10, extending to Q2–Q3 (Dec– 20.

Mar)

K.OA.1

Represent addition/subtraction with objects, drawings, stories, and equations.

Q2 (Dec–Jan)

K.OA.2

Solve addition/subtraction word problems within 10 using manipulatives or drawings.

K.OA.3

Decompose numbers ≤10 into pairs in different ways (e.g., 7 = 4 + 3).

K.OA.4

Find the number that makes 10 when added to a given number.

K.OA.5

Fluently add and subtract within 5.

Q2–Q3 (Dec– Mar) Q2–Q3 (Dec– Mar) Q3–Q4 (Feb– Jun) Q2–Q4 (Dec– Jun)

K.MD.1 K.MD.2

Compose and decompose teen numbers (11–19) into ten ones and some more ones (place value foundation).

Describe measurable attributes (length, height, weight, capacity).

Compare two objects directly (longer/shorter, heavier/lighter).

K.MD.3

Sort objects into categories; count and compare the categories.

K.G.1

Name and describe 2D shapes (circle, triangle, square, rectangle, hexagon).

K.NBT.1

Q3 (Feb–Mar) Q2 (Dec–Jan) Q2 (Dec–Jan) Q2–Q4 (Dec– Jun) Q1 (Sept– Nov)

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Explore Math

Scope and Sequence ______________________________________________________________________________________________________ Domain

Standards

Instructional Focus

K.G.2

Correctly name shapes regardless of size/orientation.

K.G.3

Identify shapes in the environment.

K.G.4

Analyze/compare 2D and 3D shapes using informal language.

K.G.5

Model shapes using sticks, clay, or blocks.

K.G.6

Compose larger shapes from smaller shapes (e.g., two triangles → rectangle).

Time Frame Q1–Q2 (Sept– Jan) Q1–Q2 (Sept– Jan) Q2–Q3 (Dec– Mar) Q3–Q4 (Feb– Jun) Q4 (Apr–Jun)

Quarterly Emphasis • • • •

Quarter 1 (Sept–Nov): Counting to 20, number writing 0–10, classifying objects, introduction to 2D shapes.

Quarter 2 (Dec–Jan): Counting to 50, addition/subtraction within 5, measurement (length/weight), decomposing numbers ≤10.

Quarter 3 (Feb–Mar): Counting to 100, teen numbers (place value foundation), addition/subtraction within 10, 3D shapes.

Quarter 4 (Apr–Jun): Problem solving with addition/subtraction, composing/decomposing numbers, advanced shape composition, sorting and data classification.

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Explore Math

Scope and Sequence ______________________________________________________________________________________________________ Month

Focus Domains & Skills

Instructional Emphasis - Number songs, finger plays, counting objectsCounting & Cardinality (CC)- Count to 10- Recognize and write numbers 0–5September Tracing/writing numbers 0–5- Sorting objects into One-to-one correspondence groups - Counting with manipulatives up to 20- Introduce Counting & Cardinality (CC)- Count to 20- Recognize and write numbers 6–10October “greater/less than” with visuals- Shape hunts in Compare sets (more, less, equal) Geometry (G)- Identify circles, squares, triangles classroom Counting & Cardinality (CC)- Count to 30- Write numbers 0–10 fluently Geometry - Practice number writing- Explore shape attributes November (G)- Identify rectangles, hexagons- Compare shapes (same/different) (sides, corners)- Introduce teen numbers orally - Addition stories with objects- Subtraction with Operations & Algebraic Thinking (OA)- Addition as putting together- Subtraction December pictures- Compare classroom items: as taking apart (within 5) Measurement & Data (MD)- Compare length and weight heavier/lighter, longer/shorter Operations & Algebraic Thinking (OA)- Addition and subtraction word problems - Hands-on problem solving- Math talk: “How do January within 10- Fluency within 5Measurement & Data (MD)- Compare 2 objects you know?”- Use nonstandard units (cubes, directly paperclips) Operations & Algebraic Thinking (OA)- Decompose numbers ≤10 in multiple - Ten-frames and counters- Making 10 with February ways- Find the number that makes 10Geometry (G)- Identify 3D shapes (cube, manipulatives- Build and compare 3D shapes cone, cylinder, sphere) - Use base-ten blocks and drawings- Decompose Counting & Cardinality (CC)- Count to 50- Write numbers 11–20Number & March teen numbers into tens and ones- Practice skipOperations in Base Ten (NBT)- Teen numbers as 10 + ones counting by 10s Number & Operations in Base Ten (NBT)- Compose/decompose numbers 11– - Model 18 = 10 + 8- Combine 2D shapes to form April 19Geometry (G)- Compose simple shapes into larger shapes Measurement & Data new ones- Sorting by color, shape, size (MD)- Classify and sort objects Counting & Cardinality (CC)- Count to 100 by 1s and 10s- Compare sets up to - 100th Day activities- Fluency games with +/– May 20Operations & Algebraic Thinking (OA)- Problem solving with facts- Compare sets and use ≥, ≤ symbols addition/subtraction to 10 informally __________________________________________________________________________________________________________________________________ UGARIT Publishing

Explore Math

Scope and Sequence ______________________________________________________________________________________________________ Month June

Focus Domains & Skills Review & Mastery- Fluency within 5- Addition/subtraction within 10- Teen numbers (place value)- Geometry and Data review

Instructional Emphasis - Math centers for review- Real-world problem solving- Prepare for Grade 1 expectations

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SCHOOL: Explore Math

Grade/Section: KG2

SUGGESTED WEEKLY PLAN Subject: Math Unit: Numbers 0–5 Lesson: Count and

Date:

Term:

Day:

Week: 1

Write 1–3 (pp. 2–9)

Standards:

Learning Objectives:

K.CC.1 – Count to 100 by ones and tens.

K.CC.3 – Write numbers from 0 to 20. Represent a number of objects with a written numeral.

K.CC.4 – Understand the relationship between numbers and quantities; connect counting to cardinality.

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Success Criteria:

Assessment for Learning:

Challenging & Open-ended Questions:

Cross-curricular Links:

DOK Skills:

Critical Thinking:

Local and Real-life application:

Parental Involvement:

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I can count objects in sets of 1–3.

I can read and write numerals 1–3.

I can connect numbers to real objects.

How do you know this group shows 2?

Can you show another way to make 3?

What happens if you add one more to 2?

Identify Count Match Race Write Explain Represent

Count school/classroom objects (1 board, 2 pencils, 3 chairs).

Apply numbers during routines (lining up, snack distribution).

Use daily items to form sets of 1, 2, 3.

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Students will identify, recognize, and count sets of 1–3.

Students will read, trace, and write numbers 1–3.

Students will match numeral symbols with sets of objects.

Observation of counting and tracing during tasks.

Oral questioning to check understanding.

Workbook practice pp. 2–9.

Art: Creativity & Math task (draw fruits – p. 5).

Science: Classify and count living things (birds, insects – pp. 3, 5).

Language: Use of number words in oral practice.

Compare groups of 1, 2, and 3 to explain differences.

Represent numbers with multiple methods (draw, say, show with fingers).

Justify reasoning when showing “how many.”

.Practice writing 1–3 in sand, rice trays, or on paper.

Count household items in sets of 1–3 (spoons, toys, shoes).

Draw sets of objects at home and label with numerals.

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Engage 10 mins

Present concrete objects: 1 apple, 2 pencils, 3 blocks.

Ask: “How many are here? Show me on your fingers.”

Introduce number rhyme (1–3).

Purpose: stimulate curiosity and activate prior knowledge.

Explore 10 mins

Guide students to pp. 2– 3.

Task: identify, count, and color cars, fish, butterflies, and insects.

Partner work: collect classroom objects to form sets of 1–3.

Purpose: hands-on practice with real and visual sets.

SUGGESTED WEEKLY PLAN

Explain 15 minutes

Explicit teaching of numerals 1– 3.

Teacher models tracing on board → students repeat in air, then on pp. 6–7.

Guided questioning: “Which set shows 2? How do you know?”

Purpose: clarify concepts and correct misconceptions.

Elaborate 10 minutes

Workbook pp. 4–5: balloons, kites, chickens → extend counting.

Art task (p. 5): draw fruits (3 favorites, 2 less, 1 least).

Real-life link: students find items in classroom that match 1, 2, 3.

Purpose: extend knowledge through integration and creativity.

Evaluate 5 minutes

Differentiation

Workbook pp. 8–9: independent practice (bananas, apples, balls).

Quick oral assessment: flashcards for 1– 3.

Teacher checklist: accuracy in counting, tracing, writing.

Purpose: confirm mastery of lesson objectives.

Support: Use manipulatives

(blocks, counters) with guided tracing. Provide repeated oral counting practice.

Core: Independent completion of workbook pp.

2–9.

Extension: Create simple addition sentences (1 + 2 = 3).

Design own “count and draw” task using classroom items

Daily Lesson Distribution Day 1

Identify and present.

Ex 1,2, page 2,3, Explore Math, Book A

Assignment

Identify and color.

Ex 3, page 3, Explore Math, Book A

Day 2

Identify and color.

Ex 4,5, page 4, Explore Math, Book A

Assignment

Draw your favorite dish.

Ex Art, page 5, Explore Math, Book A

Day 3

Count, show and trace.

Ex 1,2,3 page 6,7 Explore Math, Book A

Assignment

Count show and trace.

Ex 4, page 7, Explore Math, Book A

Day 4

Count, show and write.

Ex 5,6,7, page 8, Explore Math, Book A

Assignment

Count and color.

Ex 8,9,10, page 9, Explore Math, Book A

Day5

Match: Distribute small objects. Ask students to create a set that matches a number card (e.g., "Make a group of 3 blocks").

Trace: Give students tracing sheets.

Use fingers first, then crayons or markers, to trace the numerals 1, 2, and 3.

Assignment

Worksheet: Students count the objects and draw a line to match the set to the correct numeral (1, 2, or 3) on the right side of the page.

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Reflection on Students’ Performance:

SUGGESTED WEEKLY PLAN

Meet Standards

Partially Meet Standards

Don’t Meet Standards

Actions

Actions

Actions

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