Horizontal Curriculum Mapping 2012/2013
Math Common Core Standards
Kindergarten
Dates
Aug. 6-7
Aug. 8-10
Aug. 13-17
Aug. 20-24
Aug. 27-31
Concept (Big
Ideas)
Focus Standards
Including Standard Type
(K), (R), (S), (P)
PD & Opening Day
Start Smart
Readiness
Compare & Sort
K.MD.3 (S)
Knowledge Targets
 Know how to count objects.
 Classify objects according
to attributes.
 Understand >, <, =
Reasoning Targets
 Classify objects by
attributes.
 Sort into groups.
Compare & Sort
Numbers 0 to 5
K.CC.1(K) Knowledge Targets
 Count from 0-5
 Count from 0-10
 Count from 0-20
 Count from 0-50
 Count from 0-100
 Count by tens to 100
KCC.3(K) Knowledge Targets
 Write numbers 0-20
 Count numbers 0-20
 Count 0-20 objects with one
to one correspondence and
write the number.
I Can Statements
Critical Vocabulary
I can compare and sort objects
by attribute.
Classify (alike, different,
same number, more than, less
than)
Count
Sort
Chapter 1
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books
Count Sequence(order)
How Many?
Identify,
Greater than, less than, or
equal
Number Words
(Zero-Five)
Chapter 2
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books
I can identify a group with
more, less, or equal.
I can name recognize and count
the numbers
(0,1,2,3,4,5)
Instructional Resources
K.CC.4(P) Knowledge Targets
 Count objects with one to
one correspondence.
 Understand that the last
number name said tells the
number of objects counted.
 Understand that the
arrangement of the objects
does not change the number
of objects.
 Understand that each
successive number refers to
a quantity that is one larger.
K.CC.5 (P) Knowledge Targets
 Count up to 20 items
arranged in lines, a
rectangular array, or a
circle.
 Count as many as 10 items
in a scattered configuration.
 Given a number from 1-20,
count out that many objects.
K.CC.6(R) Knowledge Targets
 Understand Vocabulary
terms: equal, greater than,
less than
Reasoning Targets
 Use matching and counting
strategies to identify
whether a group is greater
than, less than, or equal.
K.CC.7(R) Knowledge Targets
 Understand Vocabulary
terms: equal, greater than,
less than
Reasoning Targets
 Use matching and counting
strategies to identify
whether a number is greater
than, less than, or equal to
another number.
Sept. 3-7
Sept. 10-14
Sept. 17-21
Numbers 0 to 5
Numbers 0 to 5
Positions & Patterns
K
Sept. 24-28
Sept. 30 –
Oct. 5
Positions & Patterns
Numbers to 10
K.G.1 (R) Knowledge Targets
 Identify objects in the
environment and name their
shape.
 Use position words to
describe objects in the
environment.
I can identify a pattern
above, below, beside, in front
of, behind, and next to.
After, before,
Top, middle, bottom,
Over, under
Pattern(lesson 3-4)
Predict(Lesson 3-9)
K.CC.1 (k)Knowledge Targets
 Count from 0-5
 Count from 0-10
 Count from 0-20
 Count from 0-50
 Count from 0-100
 Count by tens to 100
I can name, recognize and
count the numbers 0-10.
Count sequence
How Many?
Identify,
Greater than, less than, or
equal
Number words
(six-ten)
Ordinal numbers
K.CC.3(K) Knowledge Targets
 Write numbers 0-20
 Count numbers 0-20
 Count 0-20 objects with one
to one correspondence and
write the number.
K.CC.4 (P) Knowledge Targets
 Count objects with one to
one correspondence.

Understand that the last
number name said tells the
number of objects counted.

Understand that the
arrangement of the objects
does not change the number
of objects.

Understand that each
Chapter 3
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books
Common Assessment 1
Chapter 4
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books
successive number refers to
a quantity that is one larger
K.CC.5 (P) Knowledge Targets
 Count up to 20 items
arranged in lines, a
rectangular array, or a
circle.
 Count as many as 10 items
in a scattered configuration.
 Given a number from 1-20,
count out that many objects
K.CC.6(R) Knowledge Targets
 Understand Vocabulary
terms: equal, greater than,
less than
Reasoning Targets
 Use matching and counting
strategies to identify
whether a group is greater
than, less than, or equal.
K.CC7(R)
 Understand Vocabulary
terms: equal, greater than,
less than
Reasoning Targets
 Use matching and counting
strategies to identify
whether a number is greater
than, less than, or equal to
another number.
Oct. 8-12
Numbers to 10
Oct. 15-19
Oct. 22-26
Numbers to 10
Graphs


Know how to count objects.
Classify objects according
to attributes.
 Understand >, <, =
Reasoning Targets
 Classify objects by
attributes. Sort into groups.


Knowledge Targets
Know how to count objects.
Classify objects according
I can make and read a graph.
Data,graph,survey picture
graph
real graph,
Chapter 5
Success Maker, Compass
Literature List, CD-Rom

to attributes.
Understand >, <, =
Manipulatives, Work Books
Reasoning Targets


Oct. 29Nov. 2
Nov. 5-9
Classify objects by
attributes.
Sort into groups.
Graphs
Numbers to 20
K.CC.1(K)
Knowledge Targets
 Count from 0-5
 Count from 0-10
 Count from 0-20
 Count from 0-50
 Count from 0-100
 Count by tens to 100
K.CC.2(K)
Knowledge Targets
 Given any number within
the known sequence (0100)– count forward
K.CC.3(K)
Knowledge Targets
 Write numbers 0-20
 Count numbers 0-20
 Count 0-20 objects with one
to one correspondence and
write the number.
K.CC.4 (P)
Knowledge Targets
a. Count objects with one to
one correspondence.
b. Understand that the last
number name said tells the
number of objects counted.
Understand that the
arrangement of the objects
does not change the number
of objects.
 Understand that each
successive number refers to
a quantity that is one larger
I can name, recognize and
count objects and numbers to
20.
Count sequence
How Many?
Identify,
Greater than, less than, or
equal
Count forward
Number Words (eleventwenty)
Chapter 6
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books
K.CC 5(P)
Knowledge Targets
 Count up to 20 items
arranged in lines, a
rectangular array, or a
circle.
 Count as many as 10 items
in a scattered configuration.
 Given a number from 1-20,
count out that many objects.
K.CC.6(R)
Knowledge Targets
 Understand Vocabulary
terms: equal, greater than,
less than
Reasoning Targets
 Use matching and counting
strategies to identify
whether a group is greater
than, less than, or equal.
K.CC 7(R)
Knowledge Targets
 Understand Vocabulary
terms: equal, greater than,
less than
Reasoning Targets
 Use matching and counting
strategies to identify
whether a number is greater
than, less than, or equal to
another number.
Nov. 12-16
Nov. 19-23
Nov. 26-30
Numbers to 20
Numbers to 20
Numbers to 20
Dec. 3-7
Measurement
K.MD.1 (K)
Knowledge Targets (Kmd.1)
 Know the word attribute
 Know that objects have
measurable attributes
 Describe objects by the
attributes of length and
weight using related terms.
 Identify terms related to
length and weight such as:
long, short, heavy, light
I can identify units of length,
weight, capacity, temperature
and area.
Length
weight.
attributes
temperature, Area, Capacity
Chapter 7
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books
Reasoning Targets
 discriminate between
lengths using long and
short
 discriminate between
weights using heavy and
light
K.MD 2 (R)
Knowledge Targets (Kmd.2
 Understand measurable
attributes, such as shorter,
taller
Reasoning Targets
 compare/contrast objects
with common measurable
attributes, such as
shorter/taller.
Dec. 10-14
Dec. 17-21
Measurement
Numbers Beyond 20
Jan. 2-4
Numbers Beyond 20
Jan. 7-11
Numbers Beyond 20
K.CC.1(K)
 Count from 0-5
 Count from 0-10
 Count from 0-20
 Count from 0-50
 Count from 0-100
 Count by tens to 100
I can identify numbers beyond
20.
Count sequence
How Many?(About,
Estimate)
Greater than, less than, or
equal
Count forward
Chapter 8
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books
Common Assessment 2
Knowledge Targets (Kcc.2)
Given any number within the known
sequence (0-100)– count forward
Knowledge Targets (Kcc.4)
 Count objects with one to
one correspondence.
 Understand that the last
number name said tells the
number of objects counted.

Understand that the
arrangement of the objects
does not change the number
of objects.
Understand that each
successive number refers to
a quantity
Knowledge Targets( Kcc.5)
 Count up to 20 items
arranged in lines, a
rectangular array, or a
circle.
 Count as many as 10 items
in a scattered configuration.
 Given a number from 1-20,
count out that many objects.
Knowledge Targets (Kcc.6)
 Understand Vocabulary
terms: equal, greater than,
less than
Reasoning Targets
 Use matching and counting
strategies to identify
whether a group is greater
than, less than, or equal.
Knowledge Targets Kcc.7
 Understand Vocabulary
terms: equal, greater than,
less than
Reasoning Targets
Use matching and counting
strategies to identify whether a
number is greater than, less than,
or equal to another number.
Jan. 14-18
Addition
Knowledge Targets (KOA.1)
 Know Key words and
concepts for addition and
subtraction.
Reasoning Targets
 Represent addition and
subtraction with mental
images, verbal explanations,
expressions, or equations.
Performance Skills Targets
Represent addition and subtraction
stories using objects, drawings,
fingers, sounds, or acting.
Knowledge Targets (KOA.2)
I can add objects.
Understand addition
(Plus Sign, Join,
In all)
Solve addition
Equal values
Pairs
Chapter 11
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books

Know key words for
addition and subtraction.
Reasoning Targets
 Evaluate word problems to
determine the operation
needed.
Performance Skills Targets
Represent word problems with
objects or drawings.
Jan. 21-25
Addition
Knowledge Targets (KOA.3)
 Know the value of each
number
 Know “equal” values
 Know the meaning of pairs
Reasoning Targets
 Evaluate addition with
mental images, verbal
explanations, expressions,
or equations
Performance Skills Targets
 Decompose numbers, less
than or equal to 10, into a
pair of sets using objects or
drawings then record each
decomposition using a
drawing or equation.
Knowledge Targets (KOA.4)
 Know how to count forward
from a given number 1-9
Reasoning Targets
 Evaluate the addition of
numbers forward to the sum
of 10
Performance Skills Targets
Using a given number add on to
make 10 by using objects or
drawings then record the answer
with a drawing or equation
Jan. 28 –
Feb. 1
Addition
Knowledge Targets (KOA.5)
Fluently add within 5
Fluently subtract within 5
Knowledge Targets (KNBT.1)
 Be able to count 0-19


Recognize numbers 11-19
Understand tens and ones
(place value)
Reasoning Targets
 Discriminate between tens
and ones.
Performance Skills Targets
 Model numbers 11 to 19
using objects or drawings to
represent tens and ones
Record composition or
decomposition using a drawing or
equation
Feb. 4-8
Addition
Feb. 11-15
Subtraction
K.OA.1 (P)

Know Key words and
concepts for addition and
subtraction.
Reasoning Targets
 Represent addition and
subtraction with mental
images, verbal explanations,
expressions, or equations.
Performance Skills Targets
Represent addition and subtraction
stories using objects, drawings,
fingers, sounds, or acting.
K.OA.2 (R)
 Know key words for
addition and subtraction.
Reasoning Targets
 Evaluate word problems to
determine the operation
needed.
Performance Skills Targets
Represent word problems with
objects or drawings.
K.OA 3 (P)
 Know the value of each
number
 Know “equal” values
 Know the meaning of pairs
Reasoning Targets
 Evaluate addition with
I can subtract objects.
understand subtraction
(Minus sign, subtact, are left,
Solve subtraction
Equal values/sign
Pairs
Chapter 12
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books
mental images, verbal
explanations, expressions,
or equations
Performance Skills Targets
Decompose numbers, less than or
equal to 10, into a pair of sets using
objects or drawings then record each
decomposition using a drawing or
equation.
K.OA.4 (R)
 Know how to count forward
from a given number 1-9
Reasoning Targets
 Evaluate the addition of
numbers forward to the sum
of 10
Performance Skills Targets
Using a given number add on to
make 10 by using objects or
drawings then record the answer with
a drawing or equation.
K.OA.5 (K)
Fluently add within 5
Fluently subtract within 5
K.NBT.1(P)
 Be able to count 0-19
 Recognize numbers 11-19
 Understand tens and ones
(place value)
Reasoning Targets
 Discriminate between tens
and ones.
Performance Skills Targets
 Model numbers 11 to 19
using objects or drawings to
represent tens and ones
Record composition or
decomposition using a drawing or
equation
Feb. 18-22
Feb. 25 –
Mar. 1
Mar. 4-8
Mar. 11-15
Subtraction
Subtraction
Subtraction
Using Time
I can tell time to the hour.
Hour, clock, o’clock
Morning, afternoon, evening,
Common Assessment 3
Chapter 9
Success Maker, Compass
Mar. 18-22
Mar. 25-29
Using Time
Geometric Figures
K.G.1(R)
 Identify objects in the
environment and name their
shape.
 Use position words to
describe objects in the
environment.
K.G.2 (K)
 Recognize two-dimensional
shapes (any position or size)
 Recognize threedimensional shapes (any
position or size)
K.G.3(K)
 Recognize two-dimensional
shapes (lying in a plane,
“flat”)
 Recognize threedimensional shapes
(“solid”)
K.G.4(R)
 Recognize two-dimensional
shapes
 Recognize threedimensional shapes
 Identify and count number
of sides
 Identify and count number
of vertices.
 Identify sides of equal
length
Reasoning Targets
 Describe similarities and
differences of various twoand three-dimensional
shapes
 Analyze two-dimensional
shapes, in different sizes
and orientations.
I can identify and sort two
dimensional shapes and three
dimensional shapes.
today, yesterday, tomorrow,
week, month, year
Literature List, CD-Rom
Manipulatives, Work Books
squares, circles, triangles,
rectangles, hexagons, cubes,
cones, cylinders, and spheres
(round)
Identify shapes as twodimensional (lying in a plane,
“flat”) or three-dimensional
shapes(“solid”).
Analyze
Model
Simple and larger shapes.
Chapter 10
Success Maker, Compass
Literature List, CD-Rom
Manipulatives, Work Books



Compare two-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).
Analyze three-dimensional
shapes, in different sizes
and orientations.
Compare 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).
K.G.5 (P)
 Recognize and identify
(square, circles, triangles,
rectangles, hexagons, cubes,
cones, cylinders, spheres)
 Identify shapes in the real
world
Reasoning Targets
 Analyze the attributes of
real world objects to
identify shapes.
Performance Skills Targets
 Construct shapes from
components (e.g., sticks and
clay balls)

Draw shapes
K.G.6(P)

Identify the attributes of
shapes
Reasoning Targets
 Analyze which simple
shapes can be put together
to compose a new or larger
shape.
Performance Skills Targets
 Compose a new or larger
shape using more than one
simple shape.
Apr. 1-5
Spring Break
Apr. 8-12
Apr. 15-19
Apr. 22-26
Apr. 29May 3
May 6-10
May 13-17
May 20-21
Geometric Figures
End of Year Review
End of Year Review
Looking Ahead
Testing
21 Closing Day