Kindergarten Mastery Objectives
Unit 1: Who’s in School Today?
Investigations 1
 K.CC.1- Count the students in class by saying the number names in the standard order
chorally as a whole class.
 K.CC.5- Verbally identify how many children are in class after counting around the
circle.
 K.CC.4.b - Connect number names, and quantities up to five. Understand that the last
number name said tells the number of objects counted.
 K.G.1- Use the words “above” and “below” to describe relative position when
exploring manipulatives and other objects in the environment.
 K.G.2- Correctly name a square and a circle.
Investigations 2
 K.CC.4.a - Accurately count 5 objects by saying the names in the right order and
pairing one object with one number name.
 K.G.2- Correctly name a square, circle, and triangle.
 K.G.1- Use the words “beside” and “next to” to describe relative position when
exploring manipulatives and other objects in the environment.
 K.CC.4.c - State there are “more” when one is added to a set 1-10
Investigations 3
 K.CC.4.a - accurately count 10 objects by saying the names in the right order and
pairing one object with one number name.
 K.CC.5 - Count to determine “how many” in a scattered configuration up to 10.
 K.CC.3 - Represent a number of objects with a written numeral 0-5 (need to be to 20)
 K.G.1 - Use the words “behind” and “in front of” to describe relative position when
exploring manipulatives and other objects in the environment.
 K.MD.3 - Sort groups of objects by attributes (color, size, and shape).
Unit 2: Counting and Comparing
Investigation 1
 K.CC.4 - Represent quantities to 12 with pictures, numbers and/or words.
 K.CC.4.a - Use a strategy for keeping track of items being counted up to 12 and
arrange and count objects on a ten frame.
 K.CC.4.b - Explain in their own words why the order in which objects are
counted or arranged does not affect the total - up to 5 (conservation).
 K.CC.2 - Count starting at a number between 2-5.
Investigation 2
 K.MD.2 - Line up two objects without gaps or overlaps to determine which is
shorter or longer. Use language to describe and compare lengths of two objects
(longer than, shorter than, the same, or equal to).
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K.MD.3 - Sort objects by length.
K.CC.3 - Connect number words, numerals and quantities from 0- 12 and write
numerals to 10.
K.CC.7- Compare two numbers between 1 and 10 presented as written numerals
and/or objects.
K.CC.6 - Use language for comparing quantities (more, greater, less, fewer, same,
equal too) and order quantities/numerals to 12 from least to most.
K.CC.3 - Write numerals to 10.
K.CC.1 - Rote count to 20.
Unit 4: Measuring and Counting
Investigation 1
 K.MD.1 - Describe measurable attributes of objects such as length or weight.
Describe several measurable attributes of a single object.
 K.MD.2 - Directly compare two objects with measurable attribute in
common, to see which objects 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.
Investigation 2
 K.CC.4.a - accurately count 20 objects by saying the names in the right order and
pairing one object with one number name.
 K.CC.4.b - Use a strategy for keeping track of items being counted up to 20, and
explain in their own words why the order in which objects are counted or
arranged (line, circle, scattered) does not affect the total up to 20 (conservation).
 K.CC.1 - Accurately rote count to 50, count backwards from 20, and identify and
count pennies to 10.
 K.OA.2 - Solve addition word problems, and add and subtract within 10, e.g., by
using objects or drawings to represent the problem.
Investigation 3
 K.OA.4 - For any number from 1 to 4, find the number that makes 5 when added
to the given number, e.g., by using objects or drawings, and record the answer
with a drawing or equation.
 KCC.7 - Compare two numbers between 1 and 10 as written numerals
 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.
Investigation 4 K.CC.5 - Count to answer “how many?” questions about as many as 12 things
arranged in a line, a rectangular array, or a circle, or as many as 7 things in a
scattered configuration; given a number from 1-12, count out that many objects.
 K.G.4 - Identify sides and corners of a square
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K.OA.1 - Represent addition with objects, fingers, mental images, drawings,
sound (e.g., claps) acting out situations, verbal explanations, expressions, or
equations.
K.OA.3 - Decompose numbers less than or equal to 10 into pairs in more than one
way, e.g., by using objects or drawings.
Unit 5: Make a Shape, Build a Block
Investigation 1 K.CC.1 - Rote count to 50
 K.CC.4.a - Accurately count 30 objects by saying the names in the right order and
pairing one object with one number name.
 K.G.4-Describe objects in the environment using names of 2-D shapes, and
describe the relative position of these objects using terms such as above, below,
beside, in front of, behind, and next to
 K.G.2- Correctly name a square, circle, triangle, rectangle, oval and rhombus
(diamond).
 K.G.3 - Use language to describe a 2-D object as flat (lying in a plane).
Investigations 2 K.G.4 - Use language to describe 2-D shapes by size, orientation, color, numbers
of sides, and relationship between sides.
 K.G.5 - Model shapes in the world by building 2-D shapes from components (e.g.,
sticks and clay balls) and drawing shapes.
 K.G.6 - Compose simple 2-D shapes to form larger shapes. For example, “can
you join these two triangles with full sides touching to make a rectangle?”
Investigations 3 K.G.1 - Describe objects in the environment using names of shapes (both 2-D
& 3-D), and describe the relative position of these objects using terms such as
above, below, beside, in front of, behind, and next to.
 K.G.2 - Correctly name shapes regardless of their orientations or overall size.
 K.G.3 - Identify shapes as 2-D (lying in a plane, “flat”) or 3-D (“solid”).
 K.G.4 - Analyze and compare 2-D and 3-D 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.G.5 - Model shapes in the world by building (2-D & 3-D) shapes from
components (e.g., sticks and clay balls) and drawing shapes.
 K.G.6 - Compose simple (2-D & 3-D) shapes to form larger shapes. For
example, “Can you join these two triangles with full sides touching to make a
rectangle?”
Unit 6: How Many Do You Have?
Investigations 1
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K.CC.1- Accurately rote count to 100 and practice counting by tens
K.CC.2 - Counting on to 10 from any # 1-9.
K.CC.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.CC.4.a - Accurately count 50 objects by saying the names in the right order and
pairing one object with one number name.
K.CC.4 - Use a strategy for keeping track of items being counted up to 50.
K.CC.4 - Use the double check strategy when counting quantities up to 50.
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.
Investigation 2:
 K.OA.4 - 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.
Investigation 3:
 K.CC.4.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.
 K.CC.4.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.
 K.CC.4.c - Understand that each successive number name refers to a
quantity that is one larger.
Investigation 4:
 K.MD.3 - Classify objects into given categories; count the numbers of objects
in each category and sort the categories by count.
 K.OA.1 - Represent addition and subtraction with objects, fingers, mental
images, drawings, sound (e.g., claps) acting out situations, verbal
explanations, expressions, or equations.
 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.
 K.OA.3 - 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).
Investigation 5A
 K.CC.1 - Count to 100 by ones and by tens.
 K.CC.2 - Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
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K.CC.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.OA.5 - Fluently add and subtract within 5.
K.NBT.1 - 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.