Kindergarten Mathematics | Unit 2 Parent and Teacher Guide
Keep answers in the separate guide. Read the student textbook first, model one example, allow independent student work, and discuss errors without shaming the learner. Never publish a child’s name or performance publicly.
Day 1: Count and Represent 11 to 15
Instructional approach
First read and model: Teen numbers are made of a group of ten and some extra ones. Build ten objects first. Add three more and say thirteen. Write 13. In the number 13 the digit 1 tells us one ten and 3 tells us three ones. Use counters to check one by one, touching each object only once.
Answer key
- 1. Build 11 counters and write the numeral. Answer: 11
- 2. Circle the set of 14: (A) 10+4 (B) 10+2. Answer: A
- 3. How many ones are in 15? Answer: 5
- 4. Write 12 as 10 + __. Answer: 2
- 5. Count aloud from 11 to 15. Answer: 11,12,13,14,15
- 6. Explain why 13 is not the same as 31. Answer: 13 means 1 ten and 3 ones; 31 means 3 tens and 1 one
Scoring: one point for each of six main questions. Accept sensible equivalent explanations and verbal responses for emergent readers. Record strengths and corrections privately.
Day 2: Count and Represent 16 to 20
Instructional approach
First read and model: Build one group of ten counters and six loose counters. This makes sixteen, written 16. Continue with 17, 18, and 19. Two complete groups of ten make 20. The word twenty names two tens with no ones left over. Compare numbers using ten frames, not just the shape of digits.
Answer key
- 1. Write the numeral for ten and six ones. Answer: 16
- 2. Show 18 as 10 + __. Answer: 8
- 3. Which is more, 17 or 19? Answer: 19
- 4. How many tens are in 20? Answer: 2
- 5. Complete: 16,17,__,19,20. Answer: 18
- 6. Tell how 20 differs from 12. Answer: 20 has two tens; 12 has one ten and two ones
Scoring: one point for each of six main questions. Accept sensible equivalent explanations and verbal responses for emergent readers. Record strengths and corrections privately.
Day 3: Find and Extend Patterns
Instructional approach
First read and model: A pattern follows a rule that lets us predict what comes next. A repeating pattern such as red, blue, red, blue repeats two colors. A growing number pattern such as 2, 4, 6 increases by two. Look carefully before guessing because different patterns use different rules.
Answer key
- 1. What comes next: red, blue, red, blue, __? Answer: red
- 2. Continue: circle, square, circle, __. Answer: square
- 3. Continue: 1,2,3,__ ,5. Answer: 4
- 4. Name the rule: clap, stomp, clap, stomp. Answer: alternate clap and stomp
- 5. Which does not belong: 2,4,6,7,8? Answer: 7
- 6. Make and explain your own two-part repeating pattern. Answer: Any consistent AB pattern, with stated repeating rule
Scoring: one point for each of six main questions. Accept sensible equivalent explanations and verbal responses for emergent readers. Record strengths and corrections privately.
Day 4: Name and Build Flat Shapes
Instructional approach
First read and model: A circle is round with no straight edges or corners. A triangle has three straight sides and three corners. A rectangle has four sides and four corners, and a square is a special rectangle with four equal sides. Turning a shape does not change its name.
Answer key
- 1. How many sides does a triangle have? Answer: 3
- 2. Which has no corners, a circle or square? Answer: circle
- 3. Draw a rectangle. Answer: Four sides and four corners, opposite sides equal
- 4. Count the corners of a square. Answer: 4
- 5. True or false: turning a triangle makes it a different shape. Answer: false
- 6. Find one rectangle-shaped object in the classroom. Answer: Any valid example such as book cover
Scoring: one point for each of six main questions. Accept sensible equivalent explanations and verbal responses for emergent readers. Record strengths and corrections privately.
Day 5: Review: Counting, Patterns, and Shapes
Instructional approach
First read and model: Use counters, drawings, and words to show how you know an answer. When counting, match one spoken number to one object. For patterns, say the rule before extending it. When naming shapes, count straight sides and corners, not color or size. Work independently and ask for help reading instructions if needed.
Answer key
- 1. Write 19 as 10 + __. Answer: 9
- 2. What number comes before 17? Answer: 16
- 3. Continue: star, moon, star, moon, __. Answer: star
- 4. What shape has three corners? Answer: triangle
- 5. Is 14 greater or less than 18? Answer: less
- 6. Explain one way to check that 20 counters were counted correctly. Answer: Two groups of ten or recount touching each item once
Scoring: one point for each of six main questions. Accept sensible equivalent explanations and verbal responses for emergent readers. Record strengths and corrections privately.
Unit 2 Assessment Guidance
Total: 30 core questions. Use day-by-day checks (6 each) and a short oral review. This unit spans five days. Adapt for individual readiness while preserving essential learning goals.