Connecticut Model Math for Grade 0 Kindergarten
Equitable and Inclusive Curriculum
The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.
In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics. Upon completion of this course students will have the ability to:
- Know number names and the count sequence.
- Count to tell the number of objects.
- Compare numbers.
- Understand addition as putting together and adding to and understand subtraction as taking apart and taking from.
- Work with numbers 11-19 to gain foundations for place value.
- Describe and compare measurable attributes.
- Classify objects and count the number of objects in each category.
- Identify and describe shapes.
- Analyze, compare, create, and compose shapes.
Aligned Core Resources:
Core resources is a local control decision. Ensuring alignment of resources to the standards is critical for success. There are tools that are available to assist in evaluating alignment, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool. In addition EdReports and Louisiana Believes are two sources of completed reviews for a variety of resources. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state.
Aligned Core Programs: The CSDE in partnership with SERC has engaged with providers of high-quality vetted resources to provide additional alignment guidance to the CSDE model curriculum. High-quality instructional resources are critical for improving student outcomes. The alignment guidance is intended to clarify content and support understanding for clear implementation and coherence.
Materials selection is a local control decision and these documents have been provided from participating publishers to assist districts in implementation. Use of the materials from these publishers is not required. These aligned core programs meet expectations as reported by EdReports. If your resource is not listed below, you are encouraged to review EdReports to ensure the alignment of your resource to the Connecticut Core Standards. Strong alignment of curricula and instructional materials have the potential to support student engagement of meaningful grade level content daily and teacher growth.
- enVisions Grade K
- Eureka Grade K
- Imagine Learning Illustrative Mathematics Grade K
- HMH Into Math Grade K
Financial Literacy Connections:
The State of Connecticut is committed to implementing high-quality Financial Literacy instruction at all grade levels beginning in kindergarten. Financial Literacy supports students’ academic performance in several subject areas. The K-5 Model Math Curricula embeds tasks that align the mathematical content and skill to the essential Financial Literacy concepts such as income, spending, saving, investing, credit and risk. The concepts contained in the learning tasks are designed to be rich, hands-on activities with developmentally appropriate real-world connections. The tasks are identified by grade level and embedded in the appropriate units so that students can demonstrate mastery of what they need to know and be able to do by the end of their K-5 school experience. In this way, elementary students will be prepared to build upon Financial Literacy knowledge as they advance through middle and high school.
Additional Course Information:
Major work of Kindergarten mathematics focuses on addition and subtraction – concepts, skills, and problem solving; place value. Fluencies expected for Kindergarten include:
Add/subtract within 5
Habits of Mind/SEIH/Transferable Skills Addressed in the Course:
The Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. They describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Therefore, the following should be addressed throughout the course:
- Make sense of problems & persevere in solving them
- Reason abstractly & quantitatively
- Construct viable arguments & critique the reasoning of others
- Model with mathematics
- Use appropriate tools strategically
- Attend to precision
- Look for & make use of structure
- Look for & express regularity in repeated reasoning