Kindergarten Mathematics Chapter 3 | Teacher Guide and Answers

Kindergarten Mathematics Chapter 3: Teacher Guide and Specific Answers

Use one lesson per day. Model the concept, practice together, then assess independently without giving answers. During investigations, students must report actual observations, not invented findings. Score conceptual accuracy and evidence; accept equivalent correct wording. Maintain private student records.

Student text | Practice workbook | Teacher guide with answers | Kindergarten index

Day 1: Break Apart Numbers to Five

Instructional focus: A whole can be made of smaller parts. Place five blocks together, slide two to the left and three to the right. There are still five blocks. We say two and three make five. Rearrange the same blocks as one and four; neither arrangement changes the whole.

Guided example: Use 4 blocks: 1 and 3 make 4. Put them back together and recount.

2 and 3 make how many? Answer: 5
1 and 4 make how many? Answer: 5
0 and 5 make how many? Answer: 5
Draw 3 and 2 as parts of 5. Answer: A drawing showing 3 objects and 2 objects, total 5
Do moving blocks change the number? Answer: No, if none is added or taken away
Show another way to make 4. Answer: 0+4, 1+3, 2+2, 3+1 or 4+0

Day 2: Add by Joining Groups

Instructional focus: Addition joins groups. Put two counters in one group and one counter in another. Push the groups together. Count three altogether. A plus sign means add, and an equals sign shows that both sides have the same value. Two plus one equals three, written 2 + 1 = 3.

Guided example: Set 3 buttons beside 2 buttons. Join and count to find 5.

2 + 1 = ? Answer: 3
3 + 2 = ? Answer: 5
1 + 1 = ? Answer: 2
0 + 4 = ? Answer: 4
Draw a picture for 2 + 2. Answer: Two groups of 2, total 4
Mia has 2 apples and gets 1. How many? Answer: 3 apples

Day 3: Subtract by Taking Away

Instructional focus: Subtraction can mean taking some objects away from a group. Start with five counters. Move two away; three remain. Five minus two equals three, written 5 – 2 = 3. Never count moved-away objects as still remaining.

Guided example: Put 4 blocks down. Take 1 away. Count the 3 remaining blocks.

5 – 2 = ? Answer: 3
4 – 1 = ? Answer: 3
3 – 3 = ? Answer: 0
2 – 0 = ? Answer: 2
Draw 4 objects, cross out 2. How many remain? Answer: 2
Sam has 5 pencils and gives away 1. How many remain? Answer: 4

Day 4: Ways to Make Ten

Instructional focus: Ten can be split into parts. Use a ten-frame: a rectangle with two rows of five spaces. Place six counters in the first six spaces. Four empty spaces remain; six and four make ten. Counting filled and empty spaces helps check.

Guided example: Place 7 counters on the frame. There are 3 empty spaces. 7 + 3 = 10.

5 + ? = 10 Answer: 5
8 + ? = 10 Answer: 2
9 + ? = 10 Answer: 1
6 + ? = 10 Answer: 4
Draw 7 filled and 3 empty spaces. Answer: Ten-frame with seven filled and three empty
Explain how to check your parts. Answer: Count both parts together to get 10

Day 5: Story Problems and Chapter Check

Instructional focus: Listen for what changes in a story. When objects arrive, you may add. When objects leave, you may subtract. Draw the story, write a number sentence when ready, and check with counters. Words alone are not always enough; think about what actually happens.

Guided example: Three birds sit on a fence and two more land. The new total is 5: 3 + 2 = 5.

4 shells, 2 more shells: how many? Answer: 6
6 stones, 3 are put away: how many left? Answer: 3
3 + 4 = ? Answer: 7
8 – 2 = ? Answer: 6
10 = 7 + ? Answer: 3
Draw your own take-away story with 5 objects. Answer: Accept a mathematically accurate story and picture

Mastery Record and Scope

Use the Day 5 independent responses and earlier practice to document skill mastery privately. Give targeted reteaching and a fresh reassessment if needed. A formal objective-by-objective crosswalk to the applicable Alabama course of study remains pending; publication alone does not prove standards coverage. This guide is not an official state curriculum approval.