The Family Letter is intended to be sent home at the beginning of the cluster. It explains big ideas of the cluster using family-friendly language. Families can also find tips for working with their children at home, digital games, videos, and books. This file contains both English and Spanish versions of the Family Letter.

The intended purpose of this document is to provide teachers with a tool to determine student understanding and suggest instructional moves that may help guide a student forward in their learning. It is not an exhaustive list of strategies.

This resource is part of Tools4NCTeachers.This packet contains exit tickets for the Kindergarten, Cluster 5 Operations in Algebraic Thinking standards. Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day. At the Kindergarten level, a blank copy of the exit ticket should be displayed on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.

This resource is part of Tools4NCTeachers.This packet contains exit tickets for the Kindergarten, Cluster 6.Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day. At the Kindergarten level, a blank copy of the exit ticket should be displayed on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.

This resourse is part of Tools4NCTeachersThis ready-to-use packet provides all the materials and organizational tools needed to host a family math event at your school.  The materials are focused around Cluster 5 standards.Please remix this resource to share additional ideas for hosting a family math event!

This resource is part of Tools4NCTeachers.

This lesson should occur after students have experiences with perceptual subitizing*.
In this lesson, students use conceptual subitizing** as a flexible and efficient method for finding "how many".

*Perceptual subitizing: instantly recognizing "how many" in a set
**Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.

This resources is part of Tools4NCTeachers.A Number Talk is a brief routine (about 10 minutes) focused around developing flexibility and fluency with numbers. Through regular opportunities to work with dot images and expressions, students develop an understanding of number relationships and structure. This supports the development of early fluency skills.This PowerPoint contains presentation slides for daily Number Talks, as well as directions and videos for implementation. Teachers may facilitate the Number Talks on these slides, or use them to inspire their own Number Talks based on student need.

This resources is part of Tools4NCTeachers.A Number Talk is a brief routine (about 10 minutes) focused around developing flexibility and fluency with numbers. Through regular opportunities to work with dot images and expressions, students develop an understanding of number relationships and structure. This supports the development of early fluency skills.This PowerPoint contains presentation slides for daily Number Talks, as well as directions and videos for implementation. Teachers may facilitate the Number Talks on these slides, or use them to inspire their own Number Talks based on student need.

This resource is part of Tools4NCTeachers.

Students use conceptual subitizing while playing a comparison card game called Battle.

Notes:
Perceptual subitizing: instantly recognizing "how many" in a set
Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.

This resource contains four assignments where students use tally marks to show how many pets are in each group and circle the number that represents that number.