Casey County Schools- Kindergarten Math Curriculum Map
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1 Week(s) Standard I can statement(s) Critical Vocabulary K.CC.1 Count to 100 by ones and by tens K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). 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). K.CC.4abc Understand the relationship between numbers and quantities; connect counting to I can read, write, and count numbers 0-5 I can count forward beginning with another number other than 1. I can write the numeral that matches a number of objects 0-5. I can match objects with a number when counting. I can tell how many objects are in a group. Count, identify, how many, number names, number, Resources Topic 1 Compass, Study Island, Manipulatives, Work books, Trade books Formative Assessment(s) (this will be left blank for you to fill in as you assess your students in each class) November 2015 Page 1
2 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. K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular November 2015 Page 2
3 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 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). K.CC.4c Understand the relationship between numbers and quantities; connect counting to cardinality. c. Understand that each successive number name refers to a quantity that is one larger. K.CC.6 Identify whether the number of objects in one I can count, read, and write numbers 0-5. I can count objects to match numbers from 0-5. I can count up to 5 objects that are arranged differently. I can describe equal to. I can describe greater than I can describe less than I can identify if a group of objects is greater than, less than or equal to another group. I can tell if a number More, fewer, same as, order, Number names (zero-five), Ten frame, counters, zero, none, as many, fewest, most Topic 2: Envision Compass, Manipulatives, CD- Rom, workbooks November 2015 Page 3
4 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 1 Include groups with up to ten objects. is greater than, less than, or equal to another number. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals K.CC.1 Count to 100 by ones and by tens. K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). I can read, write, and count numbers 0-10 Count, sequence, number names (six to ten), Ten Frame, Counters Topic 3: Envision, Compass, CD-Rom, workbooks 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). November 2015 Page 4
5 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 K.CC.4abc Understand the relationship between numbers and quantities; connect counting to cardinality. c. Understand that each successive number name refers to a quantity that is one larger. 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 I can identify if a group of objects is more, less, or equal to another group of objects. I can tell if a number is greater than, less than, or equal to another number. Greater than, less than, equal to, More, fewer, order, Ten Frame, number line, forward, backward, Topic 4: Envision Compass, CD-Rom, workbooks November 2015 Page 5
6 as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. 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 1 Include groups with up to ten objects. K.CC.7 Compare two numbers between 1 and 10 presented as written numerals K.CC.1 Count to 100 by ones and by tens. K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). I can read, write, and count numbers to 20. Number Names, Ten Frame, about Topic 5: Envision Study Island Compass CD-Rom Workbooks November 2015 Page 6
7 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). K.CC.4abc 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 November 2015 Page 7
8 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. 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 K.CC.1 Count to 100 by ones and by tens. K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to I can read and count numbers to 100. I can count to 100 by 10 s. Number Names, row, column, Hundred chart, row, column Topic 6: Envision, CD-Rom, Study Island, Compass workbook November 2015 Page 8
9 begin at 1) K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. I can show that adding is putting groups together and adding to. I can identify the symbols for plus and equal. I can show addition in different ways. Add, join, plus, sum, equal, addition sentence, number story, in all Topic 7: Envision Compass CD-Rom workbook 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. I can add numbers within 10. K.OA.5 Fluently add and subtract within K.OA.1 Represent addition and subtraction with objects, fingers, mental images, I can show that subtraction is taking apart or taking from. I can identify the Left, separate, subtraction sentence, minus, take away, difference Topic 8: Envision Compass, CD Rom workbook November 2015 Page 9
10 drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 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. symbols for minus and equal. I can show subtraction in different ways. I can subtract numbers within 10. K.OA.5 Fluently add and subtract within 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 = and 5 = 4 + 1). I can show different ways to make a number that is less than or equal to 10. I can add numbers to make 10. I can sort and count objects into groups. whole, part, double ten frame, ten frame, sum, add, plus, minus, equal, count Topic 9 Envision Compass, CD-Rom workbook K.OA.4 For any November 2015 Page 10
11 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. K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3 3Limit category counts to be less than or equal to 10. K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects and drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, I can show how the numbers 11 to 19 are made up of tens and ones. How many more Double ten frame Set Topic 10 &11 Envision Compass, CD-Rom workbook November 2015 Page 11
12 three, four, five, six, seven, eight, or nine ones K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.2 Directly compare two objects with a measureable 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. I can describe an object s length and/or weight. I can use words to compare two objects. Longer, shorter, as tall as, taller than, tallest, lighter, lighter than, length, shorter, longer, longest, shortest, height, holds more, holds less, empty, balance scale, full, capacity Topic 12 Envision compass, CD Rom workbooks 29 K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by I can sort and count objects into groups. I can describe where objects are located. Same, alike, different, sort, does not belong Topic 13: Envision Compass, CD Rom workbooks November 2015 Page 12
13 count.3 3Limit category counts to be less than or equal to 10. 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. 30 K.G. 2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify shapes as two-dimensional (lying in a plane, flat ) or threedimensional ( solid ). I can name shapes. I can describe shapes as flat or solid. Rectangle, side, corner, square, triangle, circle, hexagon, cone, cylinder, sphere, cube, flat surface, Topic 14: Envision Study Island Compass CD Rom workbooks 31 K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms I can describe where objects are located. Inside, outside, above, below, on, in front of, behind, next to, beside, left, right, Topic 15: Envision Study Island Compass CD Rom workbooks November 2015 Page 13
14 such as above, below, beside, in front of, behind, and next to. 32 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). I can put together smaller shapes to make bigger shapes. I can make real world shapes by building or drawing them. I can describe how flat and solid shapes look. Same size, same shape, roll, stack, slide, Topic 16: Envision Study Island Compass CD Rom workbooks K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.6 Compose simple shapes to form larger shapes. November 2015 Page 14
15 For example, "Can you join these two triangles with full sides touching to make a rectangle? November 2015 Page 15
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