TRENTON PUBLIC SCHOOLS
NJDOE MODEL CURRICULUM
GRADE K Unit 1
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep
understanding, so strict pacing is not recommended.
Page 1
TRENTON PUBLIC SCHOOLS
Week
#
Week 1
STUDENT LEARNING OBJECTIVE
CORRESPONDING
CCSS
Suggested
Pacing
Suggested My Math
Resource
QUESTION
ADDRESSED FROM
UNIT BENCHMARK
SLO 1: Count by ones up to 10
K.CC.1- Count to 100 by
ones and by tens
2 Days
Sections 1.1 to 1.5
SLO 1: Question 1
SLO 2: Represent the number of objects
by the correct numeral up to 5 (using zero
to represent no objects).
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).
2 Days
Sections 1.2 , 1.4, 1.5,
2.3, 2.6, 2.7
SLO 2: Question 2
SLO 3: Assign an ascending number name
for each object in a group.
K.CC.4- Understand the
relationship between
numbers and quantities;
connect counting to
cardinality.
2 Days
Sections 1.1, 1.3, 1.10,
1.11, 2.1, 2.2, 2.4, 2.5,
2.9
SLO 3: Question 3
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
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep
understanding, so strict pacing is not recommended.
Page 2
TRENTON PUBLIC SCHOOLS
number of objects
counted. The
number of objects is
the same regardless
of their
arrangement or the
order in which they
were counted.
Understand that each
successive number name
refers to a quantity that is
one larger.
Week 2
SLO 1: Count by ones up to 10
K.CC.1- Count to 100 by
ones and by tens
Daily
Sections 1.1 to 1.5
SLO 1: Question 1
SLO 2: Represent the number of objects
by the correct numeral up to 5 (using zero
to represent no objects).
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).
Daily
Sections 1.2 , 1.4, 1.5,
2.3, 2.6, 2.7
SLO 2: Question 2
SLO 4: For objects named in the standard
order, identify the last number named as
the number of counted objects in the set
(regardless of the order they are counted).
K.CC.4- Understand the
relationship between
numbers and quantities;
connect counting to
cardinality.
4 Days
Sections 1.1, 1.3, 1.10,
1.11, 2.1, 2.2, 2.4, 2.5,
2.9
SLO 4: Question 4
a) when counting
objects, say the
number names in
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep
understanding, so strict pacing is not recommended.
Page 3
TRENTON PUBLIC SCHOOLS
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.
Understand that each
successive number name
refers to a quantity that is
one larger.
Week 3
SLO 1: Count by ones up to 10
K.CC.1- Count to 100 by
ones and by tens
Daily
Sections 1.1 to 1.5
SLO 1: Question 1
SLO 2: Represent the number of objects
by the correct numeral up to 5 (using zero
to represent no objects).
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).
Daily
Sections 1.2 , 1.4, 1.5,
2.3, 2.6, 2.7
SLO 2: Question 2
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep
understanding, so strict pacing is not recommended.
Page 4
TRENTON PUBLIC SCHOOLS
SLO 5: Know the next number name in
counting is always one greater than the
previous number.
K.CC.4- Understand the
relationship between
numbers and quantities;
connect counting to
cardinality.
5 Days
Sections 1.1, 1.3, 1.10,
1.11, 2.1, 2.2, 2.4, 2.5,
2.9
Daily
Sections 1.1 to 1.5
SLO 5: Question
5&7
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.
Understand that each
successive number name
refers to a quantity that is
one larger.
Week 4
SLO 1: Count by ones up to 10
K.CC.1- Count to 100 by
SLO 1: Question 1
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep
understanding, so strict pacing is not recommended.
Page 5
TRENTON PUBLIC SCHOOLS
ones and by tens
Week 5
SLO 2: Represent the number of objects
by the correct numeral up to 5 (using zero
to represent no objects).
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).
Sections 1.2 , 1.4, 1.5,
2.3, 2.6, 2.7
SLO 2: Question 2
SLO 6: Answer “how many?” questions
about groups of objects up to 10 when
arranged in a line or up to 5 in a scattered
configuration.
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.
Sections 2.1 to 2.7,
3.1, 3.7
SLO 6: Questions
6&8
SLO 1: Count by ones up to 10
K.CC.1- Count to 100 by
ones and by tens
Daily
Sections 1.1 to 1.5
SLO 1: Question 1
SLO 2: Represent the number of objects
by the correct numeral up to 5 (using zero
to represent no objects).
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).
Sections 1.2 , 1.4, 1.5,
2.3, 2.6, 2.7
SLO 2: Question 2
Daily
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep
understanding, so strict pacing is not recommended.
Page 6
TRENTON PUBLIC SCHOOLS
SLO 7: Create addition and subtraction
events with objects (or make drawings) to
represent a sum (putting together) or a
difference (taking from) up to 10.
Represent addition and
subtraction with objects,
fingers, mental images,
drawings, sounds (e.g.,
claps), acting out situations,
verbal explanations,
expressions, or equations.
5 Days
Sections 4.1, 4.3, 4.5,
4.6, 5.1 to 5.6, 6.1 to
6.6
SLO 7: Question 9
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. CCSS are meant for deep
understanding, so strict pacing is not recommended.
Page 7