1. Eureka mathematical models and strategies Kindergarten
Rio Rancho Public Schools

2. Finger Counting
Students will be taught to begin counting on their left hand pinky finger, which would be the number 1, then the ring finger is 2, middle finger 3, pointer 4, and thumb is 5.
Right hand thumb is 6, pointer is 7, middle finger is 8, ring finger 9, and pinky is 10.
Beginning course details and/or books/materials needed for a class/project.

3. Subitizing
Subitizing is identifying a pattern of objects quickly instead of counting by one.
Beginning course details and/or books/materials needed for a class/project.

4. “Say Ten Way” Counting
Students will learn to count the “Say Ten Way” when counting numbers more than 9. This counting method supports understanding of place value.
Beginning course details and/or books/materials needed for a class/project.

5. Number Towers and Number Paths
Number towers, also known as number stairs, are representations of quantity. They are constructed by joining interlocking cubes. Number towers are used to teach concepts of more/less, 1 more/less, and 2 more/less. The model also leads to an understanding of comparison in the context of more than, less than, taller than, shorter than, etc.
A number path is a pictorial representation of the number tower and is foundational to understanding and using a number line in later grades.
Beginning course details and/or books/materials needed for a class/project.

6. Number Bonds
Number bonds help students see that a number can be “broken” into parts to make computation easier. With number bonds, students recognize the relationships between numbers through a written model that shows how the numbers are related.
Beginning course details and/or books/materials needed for a class/project.

7. Number Bracelets (Addition/Subtraction Strategies)
Number bracelets are used to build relational understanding and recognizing the importance of the parts and the whole of numbers.
Beginning course details and/or books/materials needed for a class/project.

8. Array Patterns
An array is an arrangement of a set of objects organized into equal groups in rows and columns. Arrays help make counting easy. Counting by equal groups is more efficient than counting objects by one.
Beginning course details and/or books/materials needed for a class/project.

9. Five Groups (Ten Frames)
Ten Frame is a 2 by 5 grid (array) used to develop an understanding of concepts such as 5-patterns, combinations to 10, and adding and subtracting within 20.
Beginning course details and/or books/materials needed for a class/project.

10. Number Partners/Hidden Numbers
Students work with number pairs (combinations) within 10. At the end of kindergarten, students should be fluent with all combinations within 5.
Beginning course details and/or books/materials needed for a class/project.
“How many more to make 5?” “How many more to make ten?”

11. Rekenrek
A rekenrek is a visual tool that has a 5 and 10 structure, with a color change at 5 which elicits the visual effect of grouping 5 and 10. The rekenrek supports the development of number sense and number fluency as well as important math skills and concepts such as subitizing (quickly seeing how many objects without having to count), decomposing numbers, working with number combinations/pairs that leads to fluently adding and subtracting numbers.
Beginning course details and/or books/materials needed for a class/project.

12. Hide Zero Cards
Hide Zero cards are used to decompose and compose teen numbers as 1 ten and some ones. They also support solving addition and subtraction problems and understanding place value.
Beginning course details and/or books/materials needed for a class/project.

13. Read, Draw, Write (RDW)
The RDW process supports students’ ability to solve word problems through modeling. The process includes reading the problem, drawing a model (picture), writing a number sentence/number bond and answer the question.
Example Task:
Mary has 5 cars. Jerry has 3 toy cars. How many cars do they have?
Beginning course details and/or books/materials needed for a class/project.
Mary
Jerry 5 3 8
“They have 8 cars.”

14. Instructional Coaches
Thank You to the following teachers and Instructional Coaches for collaborating on this project.
Transition Team
Instructional Coaches
Elise Gibbs - CAE
Eva Goldstrom - CDNE
Sarah Cavinder - EHE
Denise DeTomasso-Gonzalez - ESE
Danielle Baltz - MCE
Jennifer Meredith - MLK
Claudia Stovall - PDSE
Karra Garcia - RRE
Michelle Garmon - SVE
Janette Gallegos - VGE
Dora Montano - District Math
Joy Morales - District Math
Stephanie Estes - CAE
Jennifer Bartley – CDNE
Clara Trimboli - CDNE
Dana Petro- EHE & VGE
Amanda Bell - ESE
Erik Johns - MCE
Tosha Young - MLK & SVE
Diane Earnest – PDSE
Barbara Smith - PDSE
Leslie Strommen - RRE