Standards Curriculum Map
Bourbon County Schools
Level: K
Grade and/or Course: Math
Updated: June 6, 2014
Days
Ongoing
1 - 10
11 - 21
Topic
Standards
Learning Targets (“I can statements”)
CC.K.CC.1
CC.K.MD.3
I can count out loud to 100 starting at 1.
I can count and write objects 0-5
1.3. 1.5
CC.K.CC.4a,
CC.K.CC.3
CC.K.CC.4a
1.5
CC.K.CC.4a
I can tell the number of objects is the same when I count them in any order.
1.6
CC.K.CC.4b
I can tell the number of objects is the same when I count them in any order.
I can use the number to show a quantity.
1.7
CC.K.OA.3
CC.K.4(c)
CC.K.CC.3
Standards
Lesson
Number
Calendar
Patterns and
Sorting
Represent,
Count, and
Write 0-5
Teacher
Designed
1.1, 1.2,1.4
1.8
1.9, 1.10
Days
22 - 32
Topic
Compare
Numbers to
Five
Lesson
Number
2.1
CC.K.CC.6
2.2, 2.4
CC.K.CC.6
2.3, 2.4
CC.K.CC.6
2.4
CC.K.CC.6
2.5
CC.K.CC.6
I can classify/sort objects into categories by one attribute.
I can use objects to count 0-5 and write the number.
I can use objects or drawings to decompose the number 0-5.
I can understand that when I count I add one more.
I can identify and write the number 0.
Learning Targets (“I can statements”)
I can use matching and counting to show a number of objects.
I can decide if one group of objects is equal to another group of objects.
I can tell what equal to means.
I can tell what greater than means.
I can decide if one group of objects is greater than another group of objects.
I can tell what less than means.
I can decide if one group of objects is less than another group of objects.
I can decide if one group of objects is equal to another group of objects
I can compare numbers to show greater than, less than, and equal to.
Days
Topic
33 - 43
Represent,
Count, and
Write Numbers
6-9
Days
44 - 54
Topic
Represent and
Compare
Numbers to
Ten
Lesson
Number
Standards
Learning Targets (“I can statements”)
3.1-3.8
CC.K.CC.5
When given a number, I can count that many objects.
I can show different ways to make the number 6.
I can count objects and write numbers using 6-9.
3.2, 3.4, 3.6,
3.8
3.3
CC.K.CC.3
I can count objects that are in a line, circle, or array.
CC.K.CC.5
3.4
CC.K.CC.3
I can show different ways to make the number 7.
I can match a number to how many objects I see.
I can count objects that are in a line, circle, or array.
3.5, 3.7
3.7
3.9
CC.K.CC.5
Lesson
Number
CC.K.CC.5
CC.K.CC.6
Standards
4.1
CC.K.CC.5
4.2, 4.6
CC.K.CC.3
4.4
CC.K.CC.2
4.5, 4.6
CC.K.CC.6
4.6
4.7
CC.K.CC.6
CC.K.CC.7
I can show different ways to make the number 8.
I can show different ways to make the number 9.
I can compare numbers to show greater than, less than, and equal to.
Learning Targets (“I can statements”)
I can show different ways to make the number 10.
I can count to tens by ones.
I can count objects that are in a line, circle, and array.
I write a number to show quantity.
I can start with any number and count up by ones.
I can match a number to how many objects I see.
I can compare sets of objects to show greater than, less than, and equal to.
I can use a number to show quantity.
I can count objects and write numbers 0-10.
I can compare numbers to show greater than, less than, and equal to.
+ 3 days
Days
55 -65
Topic
Identify and
Describe Two
Dimensional
Shapes
Learning Targets (“I can statements”)
Lesson
Number
Standards
9.1
CC.K.G.2
I can name shapes that are two-dimensional (flat)- circle.
9.2
CC.K.G.4
I can describe the attributes of a circle.
9.3
CC.K.G.2
I can name shapes that are two-dimensional (flat)- square.
Days
Topic
66 - 76
Identify and
Describe ThreeDimensional
Shapes
9.4, 9.6, 9.8,
9.10
CC.K.G.4
9.5
9.7
9.9
9.11
9.12
CC.K.G.2
Lesson
Number
Standards
10.1
10.2
CC.K.G.4
10.3
CC.K.G.2
10.4
CC.K.G.2
10.5
CC.K.G.2
10.6
CC.K.G.3
10.7
CC.K.G.1
10.8
CC.K.G.1
10.9
CC.K.G.2
CC.K.G.2
CC.K.G.4
CC.K.G.6
CC.K.G.2
CC.K.G.1
I can tell that a shape has sides.
I can tell that vertices are corners or points on a shape.
I can count how many sides and vertices a shape has.
I can name shapes that are two-dimensional (flat)- triangle.
I can name shapes that are two-dimensional (flat)- rectangle
I can name shapes that are two-dimensional (flat)- hexagon
I can compare two dimensional shapes in different ways.
I can tell how to put simple shapes together to make a new shape.
I can make a new shape using more than one simple shape.
I can name simple shapes.
Learning Targets (“I can statements”)
I can compare three-dimensional shapes in different ways.
I can name three-dimensional shapes (solid)- Sphere
I can describe the attributes of a sphere.
I can name three-dimensional shapes (solid)- cube
I can describe the attributes of a cube.
I can name three-dimensional shapes (solid)- cylinder
I can describe the attributes of a cylinder.
I can name three-dimensional shapes (solid)- cone
I can describe the attributes of a cone.
I can tell that two-dimensional shapes are flat.
I can tell that three-dimensional shapes are solid.
I can describe if an object is above, below, or beside another.
I can identify shapes and tell where it is in the room and other places using words
above and below.
I can describe if an object is above, below, or beside another.
I can identify shapes and tell where it is in the room and other places using words
beside and next to.
I can describe if an object is behind or in front of another object.
I can identify shapes and tell where the shape is in the room using the words in front
of and behind.
+ 5 Days
Days
Topic
Lesson
Number
Standards
Learning Targets (“I can statements”)
77 - 87
Represent,
Count, and
Write 11-19
7.1, 7.3, 7.5,
7.7, 7.9
CC.K.NBT.1
I can tell that a number tells a quantity.
I can tell that numbers that 11-19 are composed of one group of tens and some ones.
7.2, 7.4, 7.8,
7.10
7.6
CC.K.CC.3
I can compose a number using tens and ones by drawing a picture or writing an
equation.
I can count objects and write the number.
CC.K.CC.3
I can solve a problem by using drawing a picture.
+ 5 days
Days
88 - 98
Topic
Lesson
Number
Model and
Count 20
Standards
8.1
CC.K.CC.5
8.2, 8.3
CC.K.CC.3,
CC.K.CC.2
CC.K.CC.2
8.3
8.4
CC.K.CC.6
8.5
8.6
8.7
CC.K.CC.1
8.8
CC.K.CC.1
CC.K.CC.1
CC.K.CC.1
Learning Targets (“I can statements”)
When given a number 1-20, I can count that many objects.
I can match a number to how many objects I see.
I can count (up to 20) objects that are in a line, circle, or array.
I can count objects and write the number.
I can start with any number and count up by ones.
I can compare groups of objects to show greater than, less than, and equal to.
I can count out loud to 50 starting at one.
I can count out loud to 100 starting at one.
I can count to 100 by tens starting at 10.
I can count groups of ten.
+ 3 days
Days
Topic
99 - 109
Measurement
Standards
Learning Targets (“I can statements”)
11.1, 11.3
CC.K.MD.2
11.2
CC.K.MD.2
11.4
CC.K.MD.2
I can tell what longer than and shorter than means.
I can tell if one object is longer than or shorter than another object.
I can tell what taller than and shorter than means.
I can tell if one object is taller than or shorter than another object.
I can tell what heavier than (more) and lighter than (less) means.
I can tell if one object weighs more or less than another object.
Lesson
Number
11.5
Days
110 –
120
Topic
Classify and Sort
Data
121 136
Topic
Addition
I can describe an object by using attributes such as width, height, length, and weight,
etc.
Standards
Learning Targets (“I can statements”)
12.1, 12.2,
12.6
CC.K.MD.3
12.2,12.3,
12.4
CC.K.MD.3
CC.K.MD.3
I can tell one attribute of an object is color.
I can explain what it means to classify.
I can explain what it means to sort.
I know that a category is a group of objects with the same attribute.
I can count objects in a group.
I can tell that one attribute of an object is shape.
I can classify/sort objects into categories by one attribute
I can tell that what attribute of an object is size.
I can count the number of objects in each category
Standards
Learning Targets (“I can statements”)
Lesson
Number
12.3
12.4, 12.5,
12.6
Days
CC.K.MD.1
Lesson
Number
CC.K.MD.3
5.1,5.2
CC.K.OA.1
I can tell that adding means two parts together makes a whole.
5.2
CC.K.OA.1
I can tell that symbol (+) means plus for adding.
5.3
CC.K.OA.1
5.4, 5.5, 5.6
CC.K.OA.5,
CC.K.OA.4
I can model an addition problem given a real life story.
I can tell that they symbol (=) means equal to for addition.
I can quickly add numbers (within 5).
5.5, 5.7
CC.K.OA.4
5.7
5.8-5.12
CC.K.OA.2
CC.K.OA.3
I can solve addition number sentences.
I can tell that two numbers can be added together to make 10.
I can use materials or drawings to find the missing number in an addition problem that
equals 10, and then write the answer.
I can add two numbers to make 10 or less.
I can decompose numbers into pairs in more than one way (within 10).
I can use objects or drawings to write an equation.
+ 2 Days
137 152
Subtraction
6.1
6.2
CC.K.OA.1
6.3
CC.K.OA.1
CC.K.OA.1
I can tell that subtraction is taking away from the whole to find the other part.
I can tell that subtraction is taking away from the whole to find the other part.
I can tell the symbol (-) means minus for subtraction.
I can tell the symbol (=) means equal for addition and subtraction.
I can model a subtraction problem given a real life story.
6.4
CC.K.OA.5
6.5
6.6
CC.K.OA.5
6.7
CC.K.OA.2
CC.K.OA.2
I can quickly subtract numbers (within 5).
I can show subtraction two or more ways (objects, fingers, mental images, drawings,
sounds, acting out situations, verbal explanations, expressions, or equations in
multiple ways.
I can quickly subtract numbers.
I can use materials or drawings to show a missing number in a subtraction word
problem.
I can add two numbers to make 10 or less.
I can subtract from a number that is 10 or less.
+ 3 Days
Common Core Math Standards Reference Chart
Standards
Chapters Units Covered
Counting and Cardinality K.CC
Know number names and the count sequence.
8,
1. Count to 100 by ones and by tens.
2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
4, 8
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).
1, 3, 4, 7, 8
Count to tell the number of objects.
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.
1
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.
1
c. Understand that each successive number name refers to a quantity that is one larger.
1
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.
3, 4, 8
2, 3, 4, 8
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
7. Compare two numbers between 1 and 10 presented as written numerals.
4,
Operations and Algebraic Thinking K.OA
Understand addition as putting together and adding to, and understand subtraction as taking
apart and taking from.
5, 6
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
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).
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.
5. Fluently add and subtract within 5.
Number and Operations in Base Ten K.NBT
Work with numbers 11–19 to gain foundations for place value.
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.
5, 6
1,5
4,5
5, 6
7
Measurement and Data K.MD
Describe and compare measurable attributes.
11
1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes
of a single object.
2. 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.
Classify objects and count the number of objects in each category.
3. Classify objects into given categories; count the numbers of objects in each category and sort the
categories by count.
11
12
Geometry K.G
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes,
cones, cylinders, and spheres).
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.
2. Correctly name shapes regardless of their orientations or overall size.
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes.
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).
10,
9, 10
10
9, 10
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing
shapes.
6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full
sides touching to make a rectangle?”
9