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Kindergarten Curriculum Map
Chapter 1 Counting & Cardinality
Critical Area:
Representing, relating, and operating on whole numbers, initially with sets of objects.
Domain: Counting & Cardinality
Know number names and the count sequence.
 CC.K.CC.3- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20
Count to tell the number of objects.
 CC.K.CC.4- 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.
Mathematical Practices:
3. Construct viable arguments and critique the reasoning of others.
Chapter 1 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
Date
8/26
To
9/19
5. Use appropriate tools strategically.
10 days
Lesson
Lesson Objective
BOY
Introduction
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
Assessment
Assessment
Beginning of the year assessment (optional)
2 days
Model and count 1 and 2 with objects
Represent 1 and 2 objects with number names and written numerals.
Model and count 3 and 4 with objects
Represent 3 and 4 objects with number names and written numerals.
Model and count 5
Represent 5 objects with number names and written numerals.
Use objects or drawings to decompose 5 into pairs in more than one way
Know that each successive number refers to a quantity that is one larger.
Solve problems by using the strategy make a model.
Represent 0 objects with a number name and a written numeral
Chapter 1 Review
Chapter 1 Test use Form B in Assessment Guide
Academic Services Department 2014-2015
Total
13 days
Academic Vocabulary
one, two, match
one, two,
three, four, match
three, four
five
five
1
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Kindergarten Curriculum Map
Chapter 2
Compare Numbers to 5
Critical Area:
Representing, relating, and operating on whole numbers, initially with sets of objects.
Domain: Counting & Cardinality
Compare numbers.
 CC.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.1
Mathematical Practices:
6. Attend to precision.
7. Look for and make use of structure.
Chapter 2 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
Date
9/22
To
10/3
Lesson
5 days
2 days
Total
8 days
Lesson Objective
Academic Vocabulary
Same number, compare, match
2.4
Use matching and counting strategies to compare sets with the same number of
objects
Use matching and counting strategies to compare sets when the number of
objects in one set is greater than the number of objects in the other set.
Use matching and counting strategies to compare sets when the number of
objects in one set is less than the number of objects in the other set.
Make a model to solve problems using a matching strategy.
2.5
Use a counting strategy to compare sets of objects
Assessment
Assessment
Chapter 2 Review
Chapter 2 Test use Form B in Assessment Guide Due in OARS
Introduction
2.1
2.2
2.3
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Greater, compare, more
less, fewer, compare
match, same number, greater,
less, more, fewer, compare
compare, one, two, three, four,
five
2
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Kindergarten Curriculum Map
Chapter 3 Represent, Count, and Write Numbers 6 to 9
Critical Area:
Representing, relating, and operating on whole numbers, initially with sets of objects.
Domain: Counting & Cardinality
Know number names and the count sequence.
 CC.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).
Count to tell the number of objects.
 CC.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.
Compare numbers.
 CC.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.2
Mathematical Practices:
5. Use appropriate tools strategically.
8. Look for and express regularity in repeated reasoning.
2
Chapter 3 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
Date
10/6
To
10/21
Lesson
Introduction
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
Assessment
9 days
2 days
Total
12 days
Lesson Objective
Academic Vocabulary
Model and count 6 with objects.
Represent 6 objects with a number name and a written numeral.
Model and count 7 with objects.
Represent 7 objects with a number name and a written numeral.
Model and count 8 with objects.
Represent 8 objects with a number name and a written numeral.
Model and count 9 with objects.
Represent 9 objects with a number name and a written numeral.
Solve problems by using the strategy draw a picture
Chapter 3 Review
six, match
six
seven,, match
seven
eight, match
eight
nine , match
nine
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Kindergarten Curriculum Map
Assessment
Chapter 3 Test use Form B in Assessment Guide
Chapter 4
Represent and Compare Numbers to 10
Critical Area:
Representing, relating, and operating on whole numbers, initially with sets of objects.
Domain: Counting & Cardinality
Know number names and the count sequence.
 CC.K.CC.2- Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
 CC.K.CC.3- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20
Count to tell the number of objects.
 CC.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.
Compare numbers.
 CC.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.3
 CC.K.CC.7- Compare two numbers between 1 and 10 presented as written numerals.
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
 CC.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.
Mathematical Practices:
6. Attend to precision.
7. Look for and make use of structure.
Chapter 4 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
7 days
Total
2 days
10 days
Date
Lesson
Lesson Objective
Academic Vocabulary
10/22
To
11/7
Introduction
4.1
4.2
4.3
Model and count 9 with objects.
Represent 9 objects with a number name and a written numeral.
Use a drawing to make 10 from a given number
ten, match
ten
pairs, one, two, three, four, five, six, seven,
eight, nine, ten
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Kindergarten Curriculum Map
4.4
4.5
Count forward to 10 from a given number
Solve problems by using the strategy make a model
4.6
Use counting strategies to compare sets of objects
4.7
Compare two numbers between 1 and 10.
Assessment
Assessment
Chapter 4 Review
Chapter 4 Test use Form B in Assessment Guide
one, two, three, four, five, six, seven, eight,
compare, greater, less, match, one, two,
three, four, five, six, seven, eight, nine, ten
compare, greater, less, match, one, two,
three, four, five, six, seven, eight, nine, ten
greater, less, match, one, two, three, four,
five, six, seven, eight, nine, ten
Chapter 5 Addition
Critical Area:
Representing, relating, and operating on whole numbers, initially with sets of objects.
Domain: Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
 CC.K.OA.1- Represent addition and subtraction with objects, fingers, mental images, drawings (see footnote #4), sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or equations.
 CC.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.
 CC.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).
 CC.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.
 CC.K.OA.5- Fluently add and subtract within 5.
Mathematical Practices:
2. Reason abstractly and quantitatively.
Introduction
1 day
4
4. Model with mathematics.
Chapter 5 Daily Pacing Chart
Instruction
Assessment
12 days
2 days
Total
15 days
Drawings need not show details, but should show the mathematics in the problem.
(This applies wherever drawings are mentioned in the Standards)
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Kindergarten Curriculum Map
Date
11/12
To
12/5
Lesson
Introduction
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
Assessment
Assessment
Go Math!
Lesson Objective
Academic Vocabulary
Use expressions to represent addition within 5.
Use expressions to represent addition within 5.
Solve problems by using the strategy act it out.
Use objects and drawings to solve addition word problems within 5.
Use a drawing to find 10 from a given number and record the equation.
Solve addition word problems within 5 and record the equation.
Solve addition word problems within 10 and record the equation.
Decompose numbers within 5 into pairs in more than one way and
record each decomposition with an equation.
Decompose 6 and 7 into pairs in more than one way and record each
decomposition with an equation.
Decompose 8 into pairs in more than one way and record each
decomposition with an equation.
Decompose 9 into pairs in more than one way and record each
decomposition with an equation.
Decompose 10 into pairs in more than one way and record each
decomposition with an equation.
Review Chapter 5
Chapter 5 Test use Form B in Assessment Guide Due in OARS
add
plus
is equal to, plus
plus, is equal to
plus, is equal to
plus, is equal to, one, two, three, four,
five, pair
plus, is equal to, one, two, three, four,
five, pair, six, seven
plus, is equal to, one, two, three, four,
five, pair, six, seven, eight
plus, is equal to, one, two, three, four,
five, pair, six, seven, eight, nine
plus, is equal to, one, two, three, four,
five, pair, six, seven, eight, nine, ten
Chapter 6 Subtraction
Critical Area:
Representing, relating, and operating on whole numbers, initially with sets of objects.
Domain: Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
 CC.K.OA.1- Represent addition and subtraction with objects, fingers, mental images, drawings5, sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations.
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Kindergarten Curriculum Map


CC.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.
CC.K.OA.5- Fluently add and subtract within 5.
Mathematical Practices:
1. Make sense of problems and persevere in solving them.
Chapter 6 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
Date
12/8
To
12/19
7 days
Lesson
Introduction
6.1
6.2
6.3
6.4
6.5
6.6
6.7
Assessment
Assessment
2. Reason abstractly and quantitatively.
2 days
Total
10 days
Lesson Objective
Academic Vocabulary
Use expressions to represent subtraction within 5.
Use expressions to represent subtraction
Solve problems by using the strategy act it out
Use objects and drawings to solve subtraction word problems within 5.
Solve subtraction word problems within 5 and record the equation.
Solve subtraction word problems within 10 and record the equation.
Understand addition as putting together or adding to and subtraction as
taking apart or taking from to solve word problems.
Chapter 6 Review
Chapter 6 Test use Form B in Assessment Guide
subtract
minus
is equal to, minus
is equal to, minus
is equal to, minus
is equal to, minus
plus, is equal to, minus
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Kindergarten Curriculum Map
Chapter 7
Represent, Count, and Write 11-19
Critical Area:
Representing, relating, and operating on whole numbers, initially with sets of objects.
Domain: Counting & Cardinality
Know number names and the count sequence.
 CC.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).
Work with numbers 11-19 to gain foundations for place value.
 CC.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.
Mathematical Practices:
4. Model with mathematics.
8. Look for and express regularity in repeated reasoning.
Chapter 7 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
10 days
2 days
Date
Lesson
Lesson Objective
1/5
To
1/23
Assessment
Introduction
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
7.10
Assessment
Assessment
Middle of Year Assessment (Required) Due in OARS
Model and count 11 and 12
Count and write 11-12.
Model and count 13-14
Count and write 13-14
Model and count and write 15
Use numbers to 15
Model and count 16 and 17
Count and write 16 and 17
Model and count 18 and 19
Model and count 18 and 19
Chapter 7 Review
Chapter 7 Test use Form B in Assessment Guide
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Total
14 days
Academic Vocabulary
eleven, twelve, ones
eleven, twelve
thirteen, fourteen, ones
thirteen, fourteen
fifteen, ones
fifteen
sixteen, seventeen, ones
sixteen, seventeen
eighteen, nineteen, ones
eighteen, nineteen
8
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Kindergarten Curriculum Map
Chapter 8 Represent, Count, and Write 20 and Beyond
Critical Area:
Representing, relating, and operating on whole numbers, initially with sets of objects.
Domain: Counting & Cardinality
Know number names and the count sequence.


CC.K.CC.1-Count to 100 by ones and by ten.
CC.K.CC.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1)

CC.K.CC.3- Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (0 representing a count of no
objects).
Count to tell the number of objects.

CC.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 in a scattered configuration; given a number from 1–20, count out that many objects.
things
Compare Objects
 CC.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
Mathematical Practices:
4. Model with mathematics.
5. Use appropriate tools strategically.
Chapter 8 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
8 days
2 days
Total
11 days
Date
Lesson
Lesson Objective
Academic Vocabulary
1/26
To
2/10
Introduction
8.1
8.2
8.3
Model and count 20
Count and write 20
Count and order to 20
8.4
Compare numbers to 20
8.5
Count to 50 by ones
twenty
twenty
one, two, three, four, five, six, seven, eight, nine, ten, eleven,
twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
eighteen, nineteen, twenty
one, two, three, four, five, six, seven, eight, nine, ten, eleven,
twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
eighteen, nineteen, twenty
fifty
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Kindergarten Curriculum Map
8.6
8.7
8.8
Assessment
Assessment
Count to 100 by ones
Count to 100 by tens
Count by tens
Chapter 8 Review
Chapter 8 Test use Form B in Assessment Guide
Chapter 9
one hundred
tens
tens
Identify and Describe Two-Dimensional Shapes
Critical Area:
Describing shapes and space
Domain: Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres.)
 CC.K.G- 2. Correctly name shapes regardless of their orientations or overall size.
Analyze, compare, create, and compose shapes
 CC.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)
 CC.K.G.6- Compose simple shapes to form larger shapes
Mathematical Practices:
3. Construct viable arguments and critique the reasoning of others.
Chapter 9 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
Date
2/11
To
3/10
7. Look for and make use of structure.
12 days
2 days
Total
15 days
Lesson
Introduction
9.1
9.2
9.3
Lesson Objective
Academic Vocabulary
Identify and name two dimensional shapes including circles
Describe attributes of circles
Identify and name two dimensional shapes including square
9.4
9.5
9.6
9.7
Describe attributes of squares
Identify and names two dimensional shapes including triangles
Describe attributes of triangles
Identify and name two dimensional shapes including
Circle, two-dimensional shapes
curve
Corners, sides, square, vertex, vertices, two
dimensional shapes
Sides of equal length, corners, sides, square, vertex,
triangle, two dimensional
corners, sides, triangle, vertex, vertices
rectangle , sides of equal length, two d sides of equal
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Kindergarten Curriculum Map
rectangles
Describe attributes of rectangles
9.8
9.9
9.10
9.11
Identify and name two dimensional shapes including hexagons
Describe attributes of hexagons
Use the words alike and different to compare two-dimensional
shapes by attributes
Solve problems by using the strategy draw a picture
Chapter 9 Review
Chapter 9 Test use Form B in Assessment Guide
Chapter 10
9.12
Assessment
Assessment
length, two dimensional
rectangle sides of equal length, two d sides of equal
length, two dimensional
hexagon, two dimensional shapes
corners, hexagon, sides, vertex, vertices
alike, different, two dimensional
Critical Area:
Describing shapes and space
Domain: Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres.)
 CC.K. G.1 - 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.
 CC.K.G- 2- Correctly name shapes regardless of their orientations or overall size.
 CC.K.G.-3 -Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes
 CC.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)
Mathematical Practices:
3. Construct viable arguments and critique the reasoning of others.
Introduction
1 day
7. Look for and make use of structure.
Chapter 10 Daily Pacing Chart
Instruction
Assessment
9 days
Total
2 days
12 days
Date Lesson
Lesson Objective
Academic Vocabulary
Introduction
3/11 10.1
To
10.2
Analyze and compare three dimensional shapes by attributes
Identify, name, and describe three dimensional shapes including spheres
Flat surface, curved surface, roll, stack slide
Sphere, three dimensional
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Kindergarten Curriculum Map
4/10 10.3
10.4
Identify, name, and describe three dimensional shapes including cubes
Identify, name, and describe three dimensional shapes including
cylinders
Identify, name, and describe three dimensional shapes including cones
Solve problems by using the strategy use logical reasoning
10.5
10.6
10.7
10.8
10.9
Assessment
Assessment
Use the terms above and below to describe shapes in the environment
Use the term beside and next to describe shapes in the environment
Use the terms in front of and behind to describe shapes in the
environment
Chapter 10 Review
Chapter 10 Test use Form B in Assessment Guide Due in OARS
Cube, three dimensional, flat surface
Cylinder, three dimensional, flat surfaces,
curved surfaces
Cone, three dimensional, curves surface
Flat, solid, three-dimensional, two
dimensional shapes
above, below
Beside, next to
In front of, behind
Chapter 11
Critical Area:
Representing, relating, and operating on whole numbers, initially with sets of objects.
Domain: Measurement and Data
Describe and compare measurable attributes
 CC.K.MD1. -Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single
object.
 CC.K.MD2.- 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. For example, directly compare the heights of two children and describe one child as
taller/shorter.
Mathematical Practices:
1. Make sense of problems and preserve in solving them.
6. Attend to precision.
Chapter 11 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
5 days
2 days
Total
8 days
Date
Lesson
Lesson Objective
Academic Vocabulary
4/13
To
5/5
Introduction
11.1
11.2
11.3
Directly compare the lengths of two objects
Directly compare the heights of two objects
Solve problems by using the strategy draw a picture
Longer, same length, shorter
Same height, taller, shorter
Longer, same height, same length, shorter, taller
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Kindergarten Curriculum Map
11.4
11.5
Assessment
Assessment
Directly compare the weights of two objects
Describe several measurable attributes of a single object
Chapter 11 Review
Chapter 11 Test use Form B in Assessment Guide
Heavier, lighter, same length
Heavier, lighter, longer, shorter, taller
Chapter 12 Classify and Sort Data
Critical Area:
Representing, relating, and operation on whole numbers, initially with sets of objects
Domain: Measurement and Data
Classify objects and count the number objects in each category.
 CC2.MD3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Mathematical Practices:
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
Chapter 12 Daily Pacing Chart
Instruction
Assessment
Introduction
1 day
6 days
Date
Lesson
5/6
To
6/12
Introduction
12.1
12.2
12.3
12.4
12.5
12.6
Assessment
Assessment
EOY Assessment
Academic Services Department 2014-2015
2 days
Total
9 days
Lesson Objective
Academic Vocabulary
Classify and count objects by color
Classify and count objects by shape
Classify and count objects by size
Make a graph to count objects that have been classified
into categories
Read and graph to count objects that have been classified
into categories
Solve problems by using strategy use logical reasoning
Chapter 12 Review
Chapter 12 Test use Form B in Assessment Guide
End-of-Year Assessment Due in OARS
blue, category, classify
shape, category, classify
big, size, small
graph, category, classify
graph, category, classify
13