Hale County Schools
Math 2010 COS
Kindergarten Overview
2013 – 2014
Counting and Cardinality [CC]
• Know number names and the count sequence.
• Count to tell the number of objects.
• Compare numbers.
Operations and Algebraic Thinking [OA]
• Understand addition as putting together and adding to,
and understand subtraction as taking apart and taking from.
Number and Operations in Base Ten [NBT]
• Work with numbers 11–19 to gain foundations for place value.
Measurement and Data [MD]
• Describe and compare measurable attributes.
• Classify objects and count the number of objects in categories.
Geometry [G]
• Identify and describe shapes.
• Analyze, compare, create, and compose shapes.
Key:
CCRS indicates 2010 Math Course of Study
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Hale County School System
Kindergarten Math
Date
1st 9 weeks
Aug. 19 – Oct 17
MP
3
5
Resource
Lessons: 1.1 , 1.3,
1.5
CC.K.4a
Ch 1 – 17 days
CCRS
K.4a. 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. [KCC4a]
I Can…
Vocabulary
say the number as I count each
object.
1.1 one, two, match
1.3 three, four, match
1.5 five
Write the numbers from 0 to 20.
1.2 one, two
1.4 three, four
1.9 zero, fewer, more
1.10 zero
Aug 21- Sept. 13
Lessons: 1.2, 1.4,
1.9, 1.10
CC.K.CC.3
Lesson: 1.6
CC.K.CC.4b
Lesson: 1.7
CC.K. OA.3
Lesson: 1.8
CC.K. CC.4c
K.3. Write numbers from 0 to 20. Represent a number of objects
with a written numeral 0-20 (with 0 representing a count of no
objects.) [K-CC3]
K.4b. 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. [KCC4b]
K.10. Decompose numbers less than or equal to 10 into pairs in
more than one way, e.g., by using objects or drawings, and record
each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and
5 = 4 + 1.) [K-OA3]
K.4c. Understand that each successive number name refers to a
quantity that is one larger. [K-CC4c]
understand the last number I said
is the total number of objects I
counted.
1.6 five
break apart numbers into pairs in
many ways.
1.7 pairs, and, one, two, three,
four, five
understand that each number
name is one more than the last
number name.
1.8 larger, one, two, three,
four, five
2
Hale County School System
Kindergarten Math
Date
1st 9 weeks
Aug 19 – Oct 17
Ch 2
8 days
Sept 16-Sept 25
MP
6
7
Resource
Lessons: 2.1 – 2.5
CC.K.CC.6
CCRS
K.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. (Include groups
with up to ten objects.) [K-CC6]
I Can…
compare groups of objects to
decide which is greater than, less
than, or equal to
Vocabulary
2.1 same number, compare,
match
2.2 greater, compare, more
2.3 less, fewer, compare
2.4 match, same number,
greater, less, more, fewer,
compare
2.5 compare, one, two, three,
four, five
3
Hale County School System
Kindergarten Math
Date
1st 9 weeks
Aug 19 – Oct 17
MP
5
8
Resource
CCRS
I Can…
Lessons: 3.1, 3.3,
3.5,
3.7
CC.K.CC.5
K.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. [K-CC5]
count objects to answer questions.
Lessons: 3.2, 3.4,
3.6,
3.8
CC.K.CC.3
K.3. Write numbers from 0 to 20. Represent a number of objects
with a written numeral 0-20 (with 0 representing a count of no
objects.) [K-CC3]
write the numbers from 0 to 20.
Lesson: 3.9
CC.K.CC.6
K.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. (Include groups
with up to ten objects.) [K-CC6]
compare groups of objects to
decide which is greater than, less
than, or equal to
Vocabulary
3.1 six, match
3.1 seven, match
3.5 eight, match
3.7 nine
Ch. 3
12 days
Sept 26 – Oct 11
3.2 six
3.4 seven
3.6 eight
4
Hale County School System
Kindergarten Math
Date
2nd 9 weeks
Oct 18 – Dec 20
MP
6
7
Resource
Lessons: 4.1
CC.K.CC.5
Ch 4 - 10 days
Oct 14 – Oct 25
Lesson: 4.2
CC.K.CC.3
Lesson: 4.3
CC.K.OA.4
Lesson: 4.4
CC.K.CC.2
Lessons: 4.5, 4.6
CC.K.CC.6
Lesson: 4.7
CC.K.CC.7
CCRS
I Can…
K.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. [K-CC5]
count objects to answer questions.
K.3. Write numbers from 0 to 20. Represent a number of objects
with a written numeral 0-20 (with 0 representing a count of no
objects.) [K-CC3]
write the numbers from 0 to 20.
K.11. For any number from 1 to 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. [KOA4]
make combinations of 10 using
two numbers.
show what number is needed to
add to another number to make
10.
count starting with any number.
K.2. Count forward beginning from a given number within the
known sequence (instead of having to begin at 1). [K-CC2]
Vocabulary
4.1 ten, match
4.2 ten
K.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. (Include groups
with up to ten objects.) [K-CC6]
compare groups of objects to
decide which is greater than, less
than, or equal to
K.7. Compare two numbers between 1 and 10 presented as
written numerals. [K-CC7]
compare two written numerals to
decide which is greater than, less
than, or equal to.
4.3 and, pairs, one, two, three,
four, five, six, seven, eight,
nine, ten
4.4 one, two, three, four, five,
six, seven, eight, nine, ten
4.5 compare, greater, less,
match, one, two, three, four,
five, six, seven, eight, nine, ten
4.6 compare, greater, less,
one, two, three, four, five, six,
seven, eight, nine, ten
4.7 greater, less, one, two,
three, four, five, six, seven,
eight, nine, ten
5
Hale County School System
Kindergarten Math
Date
2nd
9 weeks
Oct 18-Dec 20
MP
2
4
Resource
Lessons: 5.1, 5.2,
5.3
CC.K.OA.1
Ch 5 - 20 days
CCRS
I Can…
Vocabulary
K.8. Represent addition and subtraction with objects, fingers,
mental images, drawings (Drawings need not show details, but
should show the mathematics in the problem. (This applies
wherever drawings are mentioned in the Standards,)) sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or
equations. [K-OA1]
show addition.
show subtraction.
5.1 add
5.2 plus
5.3 is equal to, plus
K.12. Fluently add and subtract within 5. [K-OA5]
quickly add numbers up to 5.
quickly subtract numbers within 5.
5.4 plus, is equal to
5.6 plus, is equal to
K.11. For any number from 1 to 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. [KOA4]
make combinations of 10 using
two numbers.
show what number is needed to
add to another number to make
10.
5.5 plus, is equal to
Oct 28 – Nov 29
Lessons: 5.4, 5.6,
CC.K.OA.5
Lesson: 5.5
CC.K.OA.4
Lesson: 5.7
CC.K.OA.2
Lessons: 5.8, 5.9,
5.10,
5.11, 5.12
CC.K.OA.3
K.9. Solve addition and subtraction word problems, and add and
subtract within 10, e.g., by using objects or drawings to represent
the problem. [K-OA2]
K.10. Decompose numbers less than or equal to 10 into pairs in
more than one way, e.g., by using objects or drawings, and record
each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and
5 = 4 + 1.) [K-OA3]
5.7 plus, is equal to
add to solve word problems.
subtract to solve word problems.
break apart numbers into pairs in
many ways.
5.8 plus, is equal to, one, two,
three, four, five, pair
5.9 plus, is equal to, one, two,
three, four, five, pair, six,
seven
5.10 plus, is equal to, one,
two, three, four, five, pair, six,
seven, eight
5.11 plus, is equal to, one,
two, three, four, five, pair, six,
seven, eight
5.12 plus, is equal to, one,
two, three, four, five, pair, six,
seven, eight, nine, ten
6
Hale County School System
Kindergarten Math
Date
2nd 9 weeks
Oct 18 – Dec 20
MP
1
2
CCRS
I Can…
Lessons: 6.1, 6.2,
6.3
CC.K.OA.1
Resource
K.8. Represent addition and subtraction with objects, fingers,
mental images, drawings (Drawings need not show details, but
should show the mathematics in the problem. (This applies
wherever drawings are mentioned in the Standards,)) sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or
equations. [K-OA1]
use objects and drawings to add a
number to another number to
make 10.
Lessons: 6.4, 6.5
CC.K.OA.5
K.12. Fluently add and subtract within 5. [K-OA5]
Ch 6 - 13 Days
Vocabulary
6.1 subtract
6.2 minus
6.3 is equal to, minus
Dec 2 – Dec 18
Lessons: 6.6, 6.7
CC.K.OA.2
quickly add numbers up to 5.
quickly subtract numbers within 5.
K.9. Solve addition and subtraction word problems, and add and
subtract within 10, e.g., by using objects or drawings to represent
the problem. [K-OA2]
add to solve word problems.
subtract to solve word problems.
6.4 is equal to, minus
6.5 is equal to, minus
6.6 is equal to, minus
6.7 plus, is equal to, minus
7
Hale County School System
Kindergarten Math
Date
3rd
9 Weeks
Jan. 3 – March 11
Ch 7 – 15 days
MP
4
8
Resource
Lessons: 7.1, 7.3,
7.5,
7.7, 7.9
CC.K.NBT.1
Jan 6 – Jan 24
Lessons: 7.2, 7.4,
7.6,
7.8, 7.10
CC.K.CC.3
CCRS
I Can…
Vocabulary
K.13. Compose and decompose numbers from 11 to 19 into ten
ones and some further ones, e.g., by using objects or drawings,
and record each composition or decomposition by a drawing or
equation
(e.g., 18 = 10 +8); understand that these numbers are composed
of ten ones and one, two, three, four, five, six, seven, eight, or nine
ones. [K-NBT1]
show how the numbers 11-19 are
made of ten ones and more ones.
7.1 eleven, twelve, ones
7.3 thirteen, fourteen, ones
7.5 fifteen, ones
7.7 sixteen, seventeen, ones
7.9 eighteen, nineteen, ones
K.3. Write numbers from 0 to 20. Represent a number of objects
with a written numeral 0-20 (with 0 representing a count of no
objects.) [K-CC3]
write the numbers from 0 to 20.
7.2 eleven, twelve
7.4 thirteen, fourteen
7.6 fifteen
7.8 sixteen, seventeen
7.10 eighteen, nineteen
8
Hale County School System
Kindergarten Math
Date
3rd
9 weeks
MP
4
5
Resource
CCRS
I Can…
Lesson: 8.1
CC.K.CC.5
K.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. [K-CC5]
count objects to answer questions.
8.1 twenty
Lesson: 8.2
CC.K.CC.3
K.3. Write numbers from 0 to 20. Represent a number of objects
with a written numeral 0-20 (with 0 representing a count of no
objects.) [K-CC3]
write the numbers from 0 to 20.
8.2 twenty
count starting with any number.
Lesson: 8.3
CC.K.CC.2
K.2. Count forward beginning from a given number within the
known sequence (instead of having to begin at 1.) [K-CC2]
8.3 one, two, three, four, five,
six, seven, eight, nine, ten,
eleven, twelve, thirteen,
fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen,
twenty
compare groups of objects to
decide which is greater than, less
than, or equal to
8.4 one, two, three, four, five,
six, seven, eight, nine, ten,
eleven, twelve, thirteen,
fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen,
twenty
Jan 3 – March 11
Vocabulary
Ch 8 - 12 days
Jan 27 – Feb 11
Lesson: 8.4
CC.K.CC.6
K.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. (Include groups
with up to ten objects.) [K-CC6]
K.1. Count to 100 by ones and by tens. [K-CC1]
Lessons: 8.5, 8.6,
8.7,
8.8
CC.K.CC.1
count to 100 by ones.
count to 100 by tens.
8.5 fifty
8.6 one hundred
8.7 tens
8.8 tens
9
Hale County School System
Kindergarten Math
Date
3rd
9 weeks
Jan 3 – Mar 11
Ch 9 - 16 days
MP
3
7
Resource
CCRS
I Can…
Vocabulary
Lessons: 9.1, 9.3,
9.5,
9.7, 9.9
CC.K.G.2
K.18. Correctly name shapes regardless of their orientations or
overall size. [K-G2]
name shapes.
9.1 circle, two-dimensional
shapes
9.3 corners, sides, square,
vertex, vertices, twodimensional shapes
9.5 triangle, two-dimensional
shapes
9.7 rectangle, sides of equal
length, two-dimensional
shapes
9.9 hexagon, two-dimensional
shapes
Lessons: 9.2, 9.4,
9.6,
9.8, 9.10, 9.11
CC.K.G.4
K.20. 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.) [K-G4]
describe how shapes are alike and
different.
9.2 curve, circle
9.4 sides of equal length,
corners, sides, square, vertex,
vertices
9.6 corners, sides, triangle,
vertex, vertices
9.8 rectangle, sides, sides of
equal length, vertex, vertices,
corners
9.10 corners, hexagon, sides,
vertex, vertices
9.11 alike, different, twodimensional shapes
K.22. Compose simple shapes to form larger shapes. [K-G6]
build and draw shapes.
put shapes together to make
another shape.
Feb 17 – Mar 11
Lesson: 9.12
CC.K.G.6
10
Hale County School System
Kindergarten Math
Date
4th 9 weeks
March 12 – May 23
MP
3
7
Resource
Lesson: 10.1
CC.K.G.4
Ch 10 - 18 days
CCRS
I Can…
K.20. 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.) [K-G4]
describe how shapes are alike and
different.
10.1 flat surface, curved
surface, roll, stack, slide
Vocabulary
name shapes.
10.2 sphere, threedimensional shapes, curved
shapes
10.3 cube, three-dimensional
shapes, flat surface
10.4 cylinder, threedimensional shapes, flat
surface, curved surface
10.5 cone, three-dimensional
shapes, flat surface, curved
surface
Mar 12 – Apr 4
Lessons: 10.2, 10.3,
10.4, 10.5
CC.K.G. 2
K.18. Correctly name shapes regardless of their orientations or
overall size. [K-G2]
Lesson: 10.6
CC.K.G.3
K.19. Identify shapes as two-dimensional (lying in a plane, ‘flat’) or
three-dimensional (‘solid’). [K-G3]
tell if a shape is flat or solid.
10.6 flat, solid, threedimensional shapes, twodimensional shapes
Lessons: 10.7, 10.8,
10.9
CC.K.G.1
K.17. Describe objects in the environment using names of shapes,
and describe the relative positions of these objects using terms
such as above, below, beside, in front of, behind, and next to. [KG1]
describe objects around me by
their shape and where they are
found.
10.7 above, below
10.8 beside, next to
10.9 in front of, behind
Model shapes in the world by building shapes from
components (e.g., sticks and clay balls) and drawing
shapes. [K-G5]
I can build and draw shapes.
11
Hale County School System
Kindergarten Math
Date
4th 9 weeks
Mar 12 – May 23
MP
1
6
Resource
CCRS
I Can…
Vocabulary
Lessons: 11.1, 11.2,
11.3, 11.4
CC.K.MD.2
K.15. Directly compare two objects with a measurable attribute in
common, to see which object has ‘more of’/’less of’ the attribute,
and describe the difference. [K-MD2]
compare two objects.
11.1 longer, same length,
shorter
11.2 same height, taller,
shorter
11.3 longer, same height,
same length, shorter, taller
11.4 heavier, lighter, same
weight
Lesson: 11.5
CC.K.MD.1
K.14. Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object.
[K-MD1]
Describe objects.
11.5 heavier, lighter, longer,
shorter, taller
Ch 11 - 10 days
Apr 7 – Apr 18
12
Hale County School System
Kindergarten Math
Date
4th 9 weeks
Mar 12 – May 23
Ch 12 - 15 days
Apr 21 – May 9
MP
Resource
CCRS
2
3
Lessons: 12.1, 12,2,
12.3, 12.4, 12.5,
12.6
CC.K.MD.3
K.16. Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count. (Limit
category counts to be less than or equal to 10.) [K-MD3]
I Can…
sort and count objects.
Vocabulary
12.1 blue, category, classify,
color, green, red, yellow
12.2 shape, category, classify
12.3 big, size, small, category,
classify
12.4 graph, category, classify
12.5 category, classify, graph
13
Hale County School System
Kindergarten Math
Standards Not Addressed in Kindergarten C&CR
Teachers will
introduce and
teach these skills
as their schedules
allow
K.N.3 Recognize that a whole object can be divided into
parts.
K.N.3.1 Dividing a whole object into equal parts.
K.N.4 Identify a penny, nickel, dime, and quarter.
K.A.5 Replicate patterns using concrete objects.
K.M.9 Use vocabulary associated with the
measurement of time, including words related to clocks
and calendars.
14
Hale County School System
Kindergarten Math
Formative Assessment Standards
First 9 Weeks
Second 9 Weeks
Third 9 Weeks
Fourth 9 Weeks
K.CC 4a
K.CC 5
K.NBT 1
K.G 4
K.CC 3
K.CC 3
K.CC 3
K.G 2
K.CC 4b
K.OA 4
K.CC 5
K.G 3
K.OA 3
K.CC 2
K.CC 2
K.G 1
K.CC 4c
K.CC 6
K.CC 6
K.G 5
K.CC 6
K.CC 7
K.CC 1
K.MD 2
K.CC 5
K.OA 1
K.G 2
K.MD 1
K.OA 5
K.G 4
K.MD 3
K.OA 4
K.G 6
K.OA 2
K.OA 3
15
Hale County School System
Kindergarten Math
16