Search Standards & Resources   |   GaDOE Website
This website is no longer updated and contains outdated information.

Please visit the current GSO website at
Professional Learning
GLC Lesson Plan Builder (Unit Design Builder)
Partners in Education

For General Information:
GSO Content
1952 Twin Towers East
205 Jesse Hill Jr. Drive SE
Atlanta, GA 30334
 (404) 463-1280
 (404) 657-5183

Pam Smith (Standards)
Director of Academic Standards & Instructional Services
1766 Twin Towers East
205 Jesse Hill Jr. Drive SE
Atlanta, GA 30334
 (404) 463-1929

  Math Staff Contacts

  GSO Staff Contacts

Help Desk
(Technical Assistance)
 (800) 869-1011

Report Problems with this Page

Patti Huberty
Colbert Elementary School
Madison County Schools


The regular use of a calendar time routine is important for the development of students’ number sense, flexibility, and fluency, which will support students’ performances on any mathematical task. The calendar math activities suggested here cover routine topics such as counting, time, money, positional words, patterns, tallying, and graphing. Even though there are specific units for each of these topics taught in Kindergarten that emphasize key standards and big ideas at specific times of the year, these topics also need to be addressed on an ongoing basis. This can be done through the use of daily calendar math time experiences.

Illustrative Task
Calendar time occurs daily in kindergarten classrooms. The students will sit on the floor in front of the bulletin board or wall space that has the calendar math components displayed. Everything needs to be easily accessible to students (i.e. at a height they can reach). Students should be actively engaged by participating in the answering (and eventually asking of) the questions that go along with calendar math time (see list below). Additionally, when appropriate, manipulatives and technology should be used to enhance student learning.

During calendar discussion time, it is important to remember that students need many opportunities to revise their thinking based on teacher feedback, peer feedback, and self-assessment and reflection. This type of daily discussion and conversation is an excellent way to differentiate instruction. It allows each child to develop their own understanding of these various mathematics concepts at their own pace.

GPS Addressed
The majority of the Kindergarten math standards can be addressed during daily calendar math time experiences. It is essential to provide these daily types of experiences throughout the school year in as many different tasks and activities as possible in order to stress the natural connections that exist among mathematical topics.

Video Information
Use these questions to guide your thinking about some of the important teacher ideas in the lesson featured in the video clip.
  1. What kinds of questions does the teacher ask to promote students’ problem solving?
  2. How is the teacher gauging students’ current understandings and building from those understandings?
  3. Consider the GPS standards listed with this video.
  4. What makes this lesson different from lessons you have taught on this topic?

Classroom Materials

Privacy Policy   |   Terms of Use   |   Site Requirements   |   Feedback Copyright © 2005-2006 Georgia Department of Education