Common Core Mathematics K
Year at Glance
WHAT STUDENTS LEARN IN Mathematics K
Mathematics Gr. K CA Framework
Overview
Of particular importance for students to attain in kindergarten are the concepts, skills and understandings necessary to know
the number names and the count sequence; count to tell the number of objects; compare numbers; understand addition as putting
together and adding to, and understand subtraction as taking apart and taking from. Also, working with numbers to gain
foundations for place value is essential to understanding the base-ten system of numbers. In kindergarten, students learn to count.
Students should connect counting to cardinality—knowing that the number word tells the quantity you have and that the number
you end on when counting represents the entire amount counted. Until this concept is developed, counting is merely a routine
procedure done when a number is needed and students will not understand how to apply numbers to solve problems. By the end
of kindergarten, important number concepts and skills for students include: count by ones and tens to 100 (rote counting);
continue a counting sequence when beginning from a number greater than 1 (counting on); count objects to 20; sequence
numbers to 20; understand one-to-one correspondence; identify a quantity using both numerals and words; represent numbers
with numerals (and pictures and words); understand numbers and the relationships between quantities; and understand the
concept of “more” and “less.” By the end of kindergarten, students are expected to add and subtract within 10 and solve addition
and subtraction word problems. Students are also expected to be fluent with addition and subtraction within 5. Students recognize
and distinguish measurable attributes (e.g., length, area, volume) from non-measurable attributes (e.g., big or bigger). Students
directly compare two objects with a measurable attribute in common, to see which object has “more/less of” the attribute, and
describe the difference. Kindergarten students connect counting and ordering skills and understandings to help them classify
objects or people into given categories, count the numbers of objects in each category, and sort the categories by count. A critical
area of instruction in kindergarten is for students to describe shapes and space. Students develop geometric concepts and spatial
reasoning from experience with the shapes of objects and the relative positions of objects.
IMP CC Mathematics Gr. K Course Outline 2014-15
1
Mathematics K
Year at Glance
Unit
Length
Unit Name & Sub-topics
Standards
Addressed
Prior Knowledge
M = Major Cluster
A/S = Additional or
Supporting Cluster
1 Week
8/11-18/15
6 Weeks
8/18-9/26
4 Weeks
9/29-10/24
0: Introductory Week
 Setting the tone & Establishing Routines
1: Counting, Numerals and Cardinality
 Count to 100
 Write numerals representing numbers 1-20
 Understand one-to-one correspondence
 Represent a number of objects with a numeral
 Understand that the last number said while counting
represents the number of objects, regardless of the order
in which objects were counted.
 Given a number from 1-20, students count out objects to
represent that number.
 Students count objects in lines, rectangular arrays,
circles or scattered (up to 10 objects)
 Perceptual Subitizing
****Continue counting as a daily routine
2: Counting Strategies/Applications
 One more
 One less
 Count by 10s to 100
 Compare two groups of objects up to 10 to decide which
is more by matching or counting
 Compare two numerals from 1-10 to determine which is
greater.
IMP CC Mathematics Gr. K Course Outline 2014-15
CC 1, 3, 4a, 4b, 5
(ALL MAJOR)

CC 2, 4c, 6, 7
(All Major)
 Prior unit: Counting
by 1’s, writing numerals,
one-to-one
correspondence.
2

3 Weeks
10/27-11/14
6 Weeks
11/17-1/16
2 Weeks
1/19-1/30
Use 0, 5 and 10 as benchmark numbers for
comparisons.
 Count on from a given starting number.
****Continue the counting strategies as a daily routine
3: Classifying and Sorting Objects
 Classify objects into categories.
 Count the number of objects in each category
 Sort categories by the count.
4: Addition and Subtraction within 10
 Conceptual Subitizing
 Add and subtract within 10 using fingers, mental math,
drawings, sounds, acting out, counting on or back,
doubles, fact families, properties of addition, verbal
explanations, expressions or equations.
 Solve put together and take apart word problems by
using direct modeling or counting strategies.
 Decompose a 10 into 2 addends
 Make a 10 from a number 1-9 (use 10 frames to help)
 Demonstrate fluency in addition and subtraction within 5
 Use the symbols for addition, subtraction and equal
 Use number bonds to represent numbers up to 10.
***Continue doing addition and subtraction situations
throughout the year. K situations: Result Unknown (Add
to and Take From) Total Unknown (Put Together/Take
Apart), and Both Addends Unknown (Put Together/Take
Apart),
5. 2-D Shapes
 Name 2-D regardless of their orientation.
 Describe the relative position of objects.
 Give non-examples of common shapes
 Know vocabulary to describe shapes such as sides and
vertices.
 Build and draw shapes.
IMP CC Mathematics Gr. K Course Outline 2014-15
MD 3 (A/S)
 Counting Objects
 Similarity and
Differences
OA 1, 2, 3, 4, 5
(ALL MAJOR)
 Counting on and
back.
 One-to-one
correspondence.
G 1, 2, 3, 4, 5, 6
(ALL A/S)

3

6 Weeks
2/2-3/13
Compose shapes to make new shapes.
6: Place Value 11-19
 See “teen” number as 10’s and ones
 Use place value cards, ten frames and dot cards to help
with place value.
 Compose and decompose tens.
 Read numbers 11-19 as “one ten and __ ones” and
relate this to an addition or number sentence.
 Use number bonds to represent numbers 11-19.
NBT 1 (M)
OA 3, 4a, 4b, 4c, 5
(revisit standards
with numbers 11-19)
 Counting to 20
 Representing
number with objects
7: 3-D Shapes
G 1, 2, 3, 4, 5, 6

(ALL A/S)
 Name 3-Dimensional shapes, regardless of their
orientation.
 Identify if a shape is 2- or 3-dimensional.
 Give non-examples of common shapes
 Know vocabulary to describe shapes such as sides and
vertices.
 Build and draw shapes.
 Compose shapes to make new shapes.
4 Weeks
8: Attributes
MD 1, 2
 Classifying objects
4/6-5/1
(All A/S)
 Describe measureable attributes of objects, such as
by any attribute
length, weight, volume, etc.
 Directly compare two objects to determine which has
more or less of a measurable attribute.
 Concept that objects must share a common starting
point to be able to compare measureable attributes.
 Concept of the conservation of length.
 Indicates pre-units to be taught to address standards that were taught in prior grades, but have moved grade levels and for
which students need a first-teaching, or in which students need review. Pre-units may be phased out over time.
2 Weeks
3/16-3/27
IMP CC Mathematics Gr. K Course Outline 2014-15
4