Powell County Schools

Kindergarten

Math Standards

Curriculum Map

Kindergarten Math Curriculum Map

In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
Critical Area 1
(1) Students use numbers, including written numerals, to represent
quantities and to solve quantitative problems, such as counting objects in
a set; counting out a given number of objects; comparing sets or numerals;
and modeling simple joining and separating situations with sets of objects,
or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten
students should see addition and subtraction equations, and student
writing of equations in kindergarten is encouraged, but it is not required.)
Students choose, combine, and apply effective strategies for answering
quantitative questions, including quickly recognizing the cardinalities of
small sets of objects, counting and producing sets of given sizes, counting
the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away / Critical Area 2
(2) Students describe their physical world using geometric ideas (e.g.,
shape, orientation, spatial relations) and vocabulary. They identify, name,
and describe basic two-dimensional shapes, such as squares, triangles,
circles, rectangles, and hexagons, presented in a variety of ways (e.g., with
different sizes and orientations), as well as three-dimensional shapes such
as cubes, cones, cylinders, and spheres. They use basic shapes and spatial
reasoning to model objects in their environment and to construct more complex shapes.
Timeline / Standards/I can… / Resources / Assessments
1st Six Weeks
August 4-September 13 / Critical Area
K.CC.1
Count to 100 by ones and by tens.
· I can count to 5 verbally.
· I can count to 10 verbally.
K.CC.4abc
Understand the relationship between numbers and quantities: connect counting to cardinality.
a) When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b) Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a quantity that is one larger.
· I can count objects 0 – 5 and tell how many.
K.MD.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
· I can define what sorting means. / Trailblazers
Trailblazer Student Activity Book
Calendar
I wish for 5……
Counting Bags
Counting Boxes
Tens Frames
Saxon Math
Sorting Rings
Drops in a Bucket
What’s My Place What’s My Value
Manipulatives: cubes, bears, links, tiles, pattern blocks, etc.
Literature Books:
- Ten, Nine, Eight by : Molly Bang
- Ten Black Dots by: Donald Crews
- Fish Eyes by: Lois Ehlert
- Feast for Ten by: Cathryn Falwell
- Over in the Meadow by: Ezra Jack Keats
- Brown Bear Brown Bear What Do You See? By: Bill Martin Jr.
- Polar Bear Polar Bear What Do you Hear? By: Bill Martin Jr. / Kindergarten Common Assessment 1
Baseline Counting Skills Assessment
Observational Assessment Record
Teacher Made Checklist
Timeline / Standards / Resources / Assessments
2nd Six Weeks
September 14- October 25 / K.CC.1
Count to 100 by ones and by tens.
· I can count to 15 verbally.
· I can count to 20 verbally.
K.CC.4abc
Understand the relationship between numbers and quantities: connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
· I can objects 0 – 10 and tell how many.
K.G.5
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
· I can recognize and identify shapes (squares, circles, triangles, rectangles).
· I can draw shapes.
K.G.6
Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
· I can identify simple shapes (squares, circles, triangles, rectangles).
K.MD.2
Directly compare two objects with a measureable attribute in common, to see which object has “more of” / “less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
· I can identify the meaning of the following words: (more/less, taller/shorter, etc.).
· I can compare two objects by using an attribute.
· I can compare two objects and describe the difference.
K.MD.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
· I can recognize non-measureable attributes such as shape and color.
· I can define what classify means.
· I can understand one-to-one correspondence with ten or less objects.
· I can count objects in a given group.
K.OA.1
Represent addition and subtraction with objects, fingers, mental images, drawings (2), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equation.
· I can model an addition problem given a real life story. / Trailblazers
Trailblazer Student Activity Book
Calendar
I wish for 5……
Counting Bags
Counting Boxes
Tens Frames
Saxon Math
Drops in a Bucket
What’s My Place What’s My Value
Manipulatives: cubes, bears, links, tiles, pattern blocks, etc.
Mr. Origin
Literature Books:
- Benny’s Penny’s by: Pat Brisson
- Rosie’s Walk by: Pat Hutchins
- 5 Little Monkeys Jumping on the Bed by: Eileen Christelow
/ Kindergarten Common Assessment 2
Teacher Made Checklist
Observational Assessment Record
Timeline / Standards / Resources / Assessments
3rd Six Weeks
October 26- December 9 / K.CC.1
Count to 100 by ones and by tens.
· I can count to 30 verbally.
K.CC.4 abc
Understand the relationship between numbers and quantities: connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
· I can represent quantities using numbers 0 – 10.
· I can count objects 0 - 10 in different arrangements.
· I can match objects 0 – 10 one by one saying each number name.
· I can say the number names 0 – 10 in order while matching each object with a number name.
K.CC.5
Count to answer “how many” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 – 20, count out that many objects.
· I can count up to 10 items that are scattered.
K.G.1
Describe objects in the environment using names of shapes, and describe the relative positions of these object using terms such as above, below, beside, in front of, behind, and next to.
· I can describe positions (above, below, beside, in front of, behind, and next to).
K.G.3
Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
· I can identify that 2-dimensional shapes are flat.
K.G.4
Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, (e.g., number of sides and vertices/”corners”) and other attributes (e.g., having sides of equal length).
· I can identify number of sides, vertices/corners and other attributes.
· I can count number of sides, vertices/corners and other attributes.
K.MD.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
· I can recognize measurable attributes such as length, weight, and height.
· I can define category.
· I can classify objects into categories by particular attributes.
K.OA.1
Represent addition and subtraction with objects, fingers, mental images, drawings (2), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equation.
· I can define adding as putting together parts to make the whole.
· I can identify the symbol (+) and the word plus for adding.
· I can identify (=) and the word equal for adding and subtracting. / Trailblazers
Trailblazer Student Activity Book
Calendar
I wish for 5……
Counting Bags
Counting Boxes
Tens Frames
Saxon Math
Estimation Jar
Drops in a Bucket
What’s My Place What’s My Value
Manipulatives: cubes, bears, links, tiles, pattern blocks, etc. / Observational Assessment Record
Kindergarten Common Assessment 3
Teacher Made Checklist
Timeline / Standards / Resources / Assessments
4th Six Weeks
December 10- January 31 / K.CC.1
Count to 100 by ones and by tens.
· I can count by 10s to 100 verbally.
· I can count to 50 verbally.
K.CC.4abc
Understand the relationship between numbers and quantities: connect counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
· I can count objects 0 – 15 and tell how many.
K.CC.5
Count to answer “how many” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 – 20, count out that many objects.
· I can count up to 20 objects that have been arranged in a line.
· I can count up to 20 objects arranged in a rectangular array.
· I can match objects one by one by saying each number name.
K.CC.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
· I can tell if a group of objects is greater than another group of objects.
· I can tell if a group of objects is less than another group of objects.
· I can tell if a group of objects is equal to another group of objects.
K.CC.7
Compare two numbers between 1 and 10 presented as written numerals.
· I can identify the quantity of each numeral between 1 and 10.
K.G.1
Describe objects in the environment using names of shapes, and describe the relative positions of these object using terms such as above, below, beside, in front of, behind, and next to.
· I can determine the position of the 2-dimensional or 3-dimensional shapes within the environment, using positional words.
K.G.3
Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
· I can identify 3-dimensional shapes are solid.
K.G.5
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
· I can recognize and identify shapes (hexagons, cubes, cylinders, spheres, cones).
K.G.6
Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
· I can analyze how to put simple shapes together to compose a new or larger shape.
K.MD.1
Describe measurable attributes of objects, such as length or weight. Describe several measureable attributes of a single object.
· I can describe an abject by using attributes such as width, height, length, weight, etc.).
K.MD.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
· I can sort objects into categories, then determine the order by number of objects in each category.
K.NBT.1
Compose and decompose numbers from 11-19 into ten ones and some further ones, e.g., by using objects and drawings, and record each composition or decomposition by a drawing or equation (e.g., 18= 10+8); understand that these numbers are composed of then ones and one, two, three, four, five, six, seven, eight, or nine ones.
· I can represent a spoken number from 11 – 19 with a quantity.
· I can understand that numbers 11 – 19 are composed of 10 ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.OA.1
Represent addition and subtraction with objects, fingers, mental images, drawings (2), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equation.
· I can define subtracting as taking apart or taking away from the whole to find another part.
· I can model a subtraction problem given a real life story.
K.OA.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
· I can use objects/drawings to represent an addition word problem.
· I can use objects/drawings to represent a subtraction word problem.
K.OA.4
For any number from 1-9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation
· I can understand that two numbers can be added together to make ten. / Trailblazers
Trailblazer Student Activity Book
Calendar
I wish for 5……