Math Grade K

2016 – 2017

Kindergarten

MATHEMATICS
Curriculum Map

Volusia County Schools

Mathematics Florida Standards

0 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

0 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Table of Contents

I. Critical Areas for Mathematics in Grade K………………………………....2
II. Mathematics Florida Standards: Kindergarten Overview..…..…………..2
III. Standards for Mathematical Practice..…………………………………..…..3
IV. Common Addition and Subtraction Situations ……………………….…..4

V. Common Strategies....................................................................................5
VI. 5E Learning Cycle: An Instructional Model………………………………. 7
VII. Instructional Math Block……………………………………………………….8

VIII. Units
A. Unit 1 ………………….…………………………………………...……….9
B. Unit 2 ……………………………………………………………...………19
C. Unit 3 ……………………………………………………………………...31
D. Unit 4 …………………...…………………………………………………41

IX. Appendices
Appendix A: Formative Assessment Strategies ………………………...55
Appendix B: Intervention/Remediation Resource Guide………….……65

X. Glossary of Terms for the Mathematics Curriculum Map………………66

1 Volusia County Schools Grade K Math Curriculum Map
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Mathematics Department

Critical Areas for Mathematics in Kindergarten

In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating and operating on whole
numbers, initially with sets of objects; (2) describing shapes and space. More learning time in kindergarten should be
devoted to number than to other topics.

1. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting
objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating
situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see
addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students
choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities
of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting
the number of objects that remain in a set after some are taken away.

2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations), measurable attributes (e.g.,
length or weight) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles,
circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-
dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects
in their environment and to construct more complex shapes.

Grade K Overview

Domain: Counting and Cardinality Domain: Number and Operations in Base Ten
Cluster 1: Know number names and count sequence. Cluster 1: Work with numbers 11-19 to gain foundations
Cluster 2: Count to tell the number of objects. for place value.
Cluster 3: Compare numbers.
Domain: Measurement and Data
Domain: Operations and Algebraic Thinking Cluster 1: Describe and compare measureable attributes.
Cluster 1: Understand addition as putting together and Cluster 2: Classify objects and count the number of
adding to, and understand subtraction as taking apart and objects in a category.
taking from.
Domain: Geometry
2 Volusia County Schools Cluster 1: Identify and describe shapes.
Cluster 2: Analyze, compare, create, and compose
Mathematics Department shapes.

Grade K Math Curriculum Map
May 2016

Standards for Mathematical Practice

Students will:

1. Make sense of problems and persevere in solving them. (SMP.1)

Mathematically proficient students in Kindergarten examine problems (tasks), can make sense of the meaning of the task and find an entry point or a way to start the task. Kindergarten students also
begin to develop a foundation for problem solving strategies and become independently proficient on using those strategies to solve new tasks. In Kindergarten, students’ work focuses on concrete
manipulatives before moving to pictorial representations. Kindergarten students also are expected to persevere while solving tasks; that is, if students reach a point in which they are stuck, they can
reexamine the task in a different way and continue to solve the task. Lastly, at the end of a task mathematically proficient students ask themselves the question, “Does my answer make sense?”

2. Reason abstractly and quantitatively. (SMP.2)

Mathematically proficient students in Kindergarten make sense of quantities and the relationships while solving tasks. This involves two processes- decontexualizing and contextualizing. In
Kindergarten, students represent situations by decontextualizing tasks into numbers and symbols. For example, in the task, “There are 7 children on the playground and some children go line up. If
there are 4 children still playing, how many children lined up?” Kindergarten students are expected to translate that situation into the equation: 7-4 = ___, and then solve the task. Students also
contextualize situations during the problem solving process. For example, while solving the task above, students refer to the context of the task to determine that they need to subtract 4 since the
number of children on the playground is the total number of students except for the 4 that are still playing. Abstract reasoning also occurs when students measure and compare the lengths of objects.

3. Construct viable arguments and critique the reasoning of others. (SMP.3)

Mathematically proficient students in Kindergarten accurately use mathematical terms to construct arguments and engage in discussions about problem solving strategies. For example, while solving
the task, “There are 8 books on the shelf. If you take some books off the shelf and there are now 3 left, how many books did you take off the shelf?” students will solve the task, and then be able to
construct an accurate argument about why they subtracted 3 form 8 rather than adding 8 and 3. Further, Kindergarten students are expected to examine a variety of problem solving strategies and
begin to recognize the reasonableness of them, as well as similarities and differences among them.

4. Model with mathematics. (SMP.4)

Mathematically proficient students in Kindergarten model real-life mathematical situations with a number sentence or an equation, and check to make sure that their equation accurately matches the
problem context. Kindergarten students rely on concrete manipulatives and pictorial representations while solving tasks, but the expectation is that they will also write an equation to model problem
situations. For example, while solving the task “there are 7 bananas on the counter. If you eat 3 bananas, how many are left?” Kindergarten students are expected to write the equation 7-3 = 4.
Likewise, Kindergarten students are expected to create an appropriate problem situation from an equation. For example, students are expected to orally tell a story problem for the equation 4+5 = 9.

5. Use appropriate tools strategically. (SMP.5)

Mathematically proficient students in Kindergarten have access to and use tools appropriately. These tools may include counters, place value (base ten) blocks, hundreds number boards, number
lines, and concrete geometric shapes. Students should also have experiences with technologies, such as calculators, virtual manipulatives, and mathematical games that support conceptual
understanding. During classroom instruction, students should have access to various mathematical tools as well as paper, and determine which tools are the most appropriate to use. For example,
while solving the task “There are 4 dogs in the park. If 3 more dogs show up, how many dogs are they?” Kindergarten students are expected to explain why they used specific mathematical tools.”

6. Attend to precision. (SMP.6)

Mathematically proficient students in Kindergarten are precise in their communication, calculations, and measurements. In all mathematical tasks, students describe their actions and strategies
clearly, using grade-level appropriate vocabulary accurately as well as giving precise explanations and reasoning regarding their process of finding solutions. For example, while measuring objects
iteratively (repetitively), students check to make sure that there are no gaps or overlaps. During tasks involving number sense, students check their work to ensure the accuracy and reasonableness.

7. Look for and make use of structure. (SMP.7)

Mathematically proficient students in Kindergarten carefully look for patterns and structures in the number system and other areas of mathematics. While solving addition problems, students begin to
recognize the commutative property, in that 1+4 = 5, and 4+1 = 5. While decomposing teen numbers, students realize that every number between 11 and 19, can be decomposed into 10 and some
leftovers, such as 12 = 10+2, 13 = 10+3, etc. Further, Kindergarten students make use of structures of mathematical tasks when they begin to work with subtraction as missing addend problems,
such as 5- 1 = __ can be written as 1+ __ = 5 and can be thought of as how much more do I need to add to 1 to get to 5?

8. Look for and express regularity in repeated reasoning. (SMP.8)

Mathematically proficient students in Kindergarten begin to look for regularity in problem structures when solving mathematical tasks. Likewise, students begin composing and decomposing numbers
in different ways. For example, in the task “There are 8 crayons in the box. Some are red and some are blue. How many of each could there be?” Kindergarten students are expected to realize that
the 8 crayons could include 4 of each color (4+4 = 8), 5 of one color and 3 of another (5+3 = 8), etc.

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Mathematics Department

Common Addition and Subtraction Situations

Add to Result Unknown Change Unknown Start Unknown
Take from
Two bunnies sat on the grass. Three more Two bunnies were sitting on the grass. Some bunnies were sitting on the grass.
bunnies hopped there. How many bunnies Some more bunnies hopped there. Then Three more bunnies hopped there. Then
are on the grass now? there were five bunnies. How many bunnies there were five bunnies. How many bunnies
hopped over to the first two? were on the grass before?

2+3=? 2+?=5 ?+3=5

Five apples were on the table. I ate two Five apples were on the table. I ate some Some apples were on the table. I ate two
apples. How many apples are on the table apples. Then there were three apples. How apples. Then there were three apples. How
now? many apples did I eat? many apples were on the table before?

5–2=? 5-?=3 ?–2=3

Total Unknown Addend Unknown Both Addends Unknown1

Put Three red apples and two green apples are Five apples are on the table. Three are red Grandma has five flowers. How many can
Together/ on the table. How many apples are on the and the rest are green. How many apples she put in her red vase and how many in her
Take Apart2 table? are green? blue vase?

Compare 3 3+2=? 3 + ? = 5, 5 – 3 = ? 5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 + 4 + 1
Difference Unknown 5 = 2 + 3, 5 = 3 + 2

(“How many more?” version): Bigger Unknown Smaller Unknown
Lucy has two apples. Julie has five apples.
How many more apples does Julie have (Version with “more”): (Version with “more”):
than Lucy?
Julie has 3 more apples than Lucy. Lucy has Julie has three more apples than Lucy. Julie
(“How many fewer?” version): two apples. How many apples does Julie has five apples. How many apples does
Lucy has two apples. Julie has five apples. have? Lucy have?
How may fewer apples does Lucy have than
Julie? (Version with “fewer”): (Version with “fewer”):

Lucy has three fewer apples than Julie. Lucy Lucy has three fewer apples than Julie. Julie
has two apples. How many apples does has five apples. How many apples does
Julie have? Lucy have?

2 + ? = 5, 5 – 2 = ? 2 + 3 = ?, 3 + 2 = ? 5 – 3 = ?, ? + 3 = 5

1 These take apart situations can be used to show all the decompositions of a given number. The associated equations, which have the total on the left of the equal sign, help children understand that the

= sign does not always mean makes or results in, but always does mean is the same number as.
2 Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive extension of this basic situation, especially for small numbers less than
or equal to 10. 3 For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the bigger unknown and using less for the smaller unknown).

The other versions are more difficult.

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Mathematics Department

Name Addition Strategies Student Work Sample

Counting All Clarification 8+9
Counting On
Doubles/Near Doubles  student counts every number 1,2,3,4,5,6,7,8,9,10,11,12,13,
 students are not yet able to add on from either addend, they must mentally build every 14,15,16,17
8+9
number
8…9,10,11,12,13,14,15,16,17
 transitional strategy
 student starts with 1 number and counts on from this point 8+9

 student recalls sums for many doubles 8 + (8 + 1)
(8 + 8) + 1
 student uses fluency with ten to add quickly 16 + 1= 17
8+9
Making Tens
(7 +1) + 9
Making Friendly Numbers/  friendly numbers are numbers that are easy to use in mental computation 7 + (1 + 9)
Landmark Numbers  student adjusts one or all addends by adding or subtracting to make friendly numbers 7 + 10 = 17
 student then adjusts the answer to compensate 23 + 48

Compensation  student manipulates the numbers to make them easier to add 23 + (48 + 2)
 student removes a specific amount from one addend and gives that exact amount to the 23 + 50= 73
Breaking Each Number into its 73 – 2 = 71
Place Value other addend 8+6

 strategy used as soon as students understand place value 8-1=7 6+1=7
 student breaks each addend into its place value (expanded notation) and like place value 7+7=14
24 + 38
amounts are combined
 student works left to right to maintain the magnitude of the numbers (20 + 4) + (30 + 8)
20 + 30 = 50
4 + 8 = 12

50 + 12 = 62

 follows place value strategy 45 + 28

Adding Up in Chunks  student keeps one addend whole and adds the second addend in easy-to-use chunks 45 + (20 + 8)

 more efficient than place value strategy because student is only breaking apart one addend 45 + 20 = 65

65 + 8 = 73

Children do not have to be taught a particular strategy. Strategies for computation come naturally to young children. With opportunity and encouragement, children invent strategies for themselves.

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Name Subtraction Strategies Student Work Sample

Adding Up Clarification 14 – 7
7… 8,9,10,11,12,13,14 (+1 each jump)
 student adds up from the number being subtracted (subtrahend) to the whole
(minuend)

 the larger the jumps, the more efficient the strategy
 student uses knowledge of basic facts, doubles, making ten, and counting on

Counting Back/Removal  strategy used by students who primarily view subtraction as taking away 7 + 3= 10
 student starts with the whole and removes the subtrahend in parts 10 + 4= 14
 student needs the ability to decompose numbers in easy-to-remove parts 3 + 4= 7
65 – 32
 student breaks each number into its place value (expanded notation)
 student groups like place values and subtracts 65 – (10 + 10 + 10 + 2)
65, 55, 45, 35, 33
Place Value
65 – (30 + 2)
65 – 30 = 35
35 – 2 = 33
999 – 345

(900 + 90 + 9) – (300 + 40 + 5)
900 – 300 = 600
90 – 40 = 50
9–5=4

600 + 50 + 4 = 654

 student understands that adding or subtracting the same amount from both 123 – 59

Keeping a Constant numbers maintains the distance between the numbers 123 + 1 = 124
Difference  student manipulates the numbers to create friendlier numbers 59 + 1 = 60

124 – 60 = 64

 strategy requires students to adjust only one of the numbers in a subtraction 123 – 59

Adjusting to Create an problem 59 + 1 = 60
Easier Number  student chooses a number to adjust, subtracts, then adjusts the final answer to 123 – 60 = 63
I added 1 to make an easier number.
compensate 63 + 1 = 64
 students must understand part/whole relationships to reason through this strategy

I have to add 1 to my final answer

because I took away 1 too many.

Children do not have to be taught a particular strategy. Strategies for computation come naturally to young children. With opportunity and encouragement, children invent strategies for themselves.

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Mathematics Department

5E Learning Cycle: An Instructional Model

ENGAGEMENT EXPLORATION EXPLANATION ELABORATION EVALUATION

The engagement phase of the model The exploration phase of the model is The explanation phase of the model is The elaboration phase of the model is The evaluation phase of the model is
is intended to capture students’ intended to provide students with a intended to grow students’ intended to construct a deeper intended to be used during all phases
interest and focus their thinking common set of experiences from understanding of the concept,
on the concept, process, or skill which to make sense of the concept, understanding of the concept, process, or skill through the of the learning cycle driving the
that is to be learned. process or skill that is to be learned. process, or skill and its associated exploration of related ideas. decision-making process and

During this engagement phase, During the exploration phase, academic language. During the elaboration phase, informing next steps.
the teacher is on center stage. the students come to center stage. the teacher and students
During the explanation phase, share center stage. During the evaluation phase,
What does the teacher do? What does the teacher do? the teacher and students the teacher and students
 create interest/curiosity  provide necessary materials/tools share center stage. What does the teacher do? share center stage.
 raise questions  pose a hands-on/minds-on  provide new information that
 elicit responses that uncover What does the teacher do? What does the teacher do?
problem for students to explore  ask for justification/clarification of extends what has been learned  observe students during all
student thinking/prior knowledge  provide time for students to  provide related ideas to explore
(preview/process) newly acquired understanding  pose opportunities (examples and phases of the learning cycle
 remind students of previously “puzzle” through the problem  use a variety of instructional  assess students’ knowledge and
taught concepts that will play a  encourage students to work non-examples) to apply the
role in new learning strategies concept in unique situations skills
 familiarize students with the unit together  use common student experiences  remind students of alternate ways  look for evidence that students
 observe students while working to solve problems
What does the student do?  ask probing questions to redirect to:  encourage students to persevere are challenging their own thinking
 show interest in the topic o develop academic language in solving problems  present opportunities for students
 reflect and respond to questions student thinking as needed o explain the concept
 ask self-reflection questions:  use a variety of instructional What does the student do? to assess their learning
What does the student do? strategies to grow understanding  generate interest in new learning  ask open-ended questions:
o What do I already know?  manipulate materials/tools to  use a variety of assessment  explore related concepts
o What do I want to know? strategies to gage understanding  apply thinking from previous o What do you think?
o How will I know I have learned explore a problem What does the student do? o What evidence do you have?
 work with peers to make sense of  record procedures taken towards learning and experiences o How would you explain it?
the concept, process, or skill? the solution to the problem  interact with peers to broaden What does the student do?
 make connections to past learning the problem  explain the solution to a problem  participate actively in all phases
 articulate understanding of the  communicate understanding of a one’s thinking of the learning cycle
experiences concept orally and in writing  explain using information and  demonstrate an understanding of
problem to peers  critique the solution of others the concept
Evaluation of Engagement  discuss procedures for finding a  comprehend academic language experiences accumulated so far  solve problems
The role of evaluation during the and explanations of the concept  evaluate own progress
engagement phase is to gain access solution to the problem provided by the teacher Evaluation of Elaboration  answer open-ended questions
to students’ thinking during the  listen to the viewpoint of others  assess own understanding The role of evaluation during the with precision
through the practice of self- elaboration phase is to determine the  ask questions
pre-assessment event/activity. Evaluation of Exploration reflection
The role of evaluation during the degree of learning that occurs
Conceptions and misconceptions exploration phase is to gather an Evaluation of Explanation following a differentiated approach to
currently held by students are understanding of how students are The role of evaluation during the
uncovered during this phase. progressing towards making sense of explanation phase is to determine the meeting the needs of all learners.
a problem and finding a solution. students’ degree of fluency (accuracy
These outcomes determine the Application of new knowledge in
concept, process, or skill to be Strategies and procedures used by and efficiency) when solving unique problem solving situations
students during this phase are problems. during this phase constructs a deeper
explored in the next phase
of the learning cycle. highlighted during explicit instruction Conceptual understanding, skill and broader understanding.
in the next phase. refinement, and vocabulary
The concept, process, or skill has
The concept, process, or skill is acquisition during this phase are been and will be evaluated as part of
formally explained in the next phase enhanced through new explorations.
all phases of the learning cycle.
of the learning cycle. The concept, process, or skill is
elaborated in the next phase
of the learning cycle.

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Mathematics Department

Elementary Instructional Math Block

Time Components Description
5
minutes Opening: Teachers will engage students to create interest for the whole group mini
Hook/Warm-up lesson or to review previous learning targets by posing a hands-on minds-
15 (engage/explore) on problem for students to explore.
minutes
Whole Group: During this time, the learning target will be introduced through explicit
Mini Lesson & Guided instruction by the teacher or through exploration/discovery by the
Practice students. Teachers model their thinking and teach or reinforce vocabulary
(explore/explain/evaluate) in context. Teacher leads students to participate in guided practice of the
new learning target.

Students will explore using manipulatives and having conversations about
their new learning. Students and teachers explain and justify what they
are doing. Teachers are using probing questions to redirect student
thinking during guided practice. Teachers provide explicit instruction to
scaffold the learning if the majority of the students are struggling.

Formative techniques are used to evaluate which students will need
interventions and which students will need enrichment.

35-45 Small Group: The teacher will work with identified, homogeneous groups to provide
minutes Guided Practice & intervention or enrichment. The students will explain their thinking
Collaborative/ through the use of a variety of instructional strategies. The teacher will
Independent Practice evaluate student understanding and address misconceptions that still
(explain/evaluate/ exist.
explore/ elaborate)
Students will work in groups using cooperative structures or engaging in
mathematical tasks. These activities are related to the mini lesson,
previously taught learning targets, or upcoming standards. Students will
continue to explore the learning targets by communicating with peers.

All students will elaborate to construct a deeper understanding while
engaging in collaborative and independent practices. Students will
evaluate their own understanding through the practice of self-reflection.

5 Closure: The teacher will revisit the learning target and any student discoveries.
minutes Summarize Students will explain and evaluate their understanding of the learning
(explain/evaluate) target through a variety of techniques. The teacher will evaluate
students’ depth of understanding to drive future instruction.

Formative techniques occur throughout each piece of the framework.

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Standards for Mathematical Practice

Students will: (to be embedded throughout instruction as appropriate)
Make sense of
problems and Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and make Look for and express
and quantitatively. arguments and mathematics. tools strategically. use of structure. regularity in repeated
persevere in solving reasoning.
them. SMP.2 critique the
reasoning of others.
SMP.1
SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8

MAFS Domain: Counting and Cardinality Pacing: Weeks 1 – 10
August 15 – October 20

Learning Targets Standards Vocabulary

Count to 100 by ones and by tens. MAFS.K.CC.1.1 count
count on
Students will: digit
eight
 count orally to 5 by ones. five
 count orally to 10 by ones. four
group
Count forward beginning from a given number within the known sequence instead of having to begin at 1. MAFS.K.CC.1.2 nine
number
Students will: numeral
one
 count forward orally up to 5 from a given number in the correct sequence (i.e., instead of having to begin at 1). sequence
 count forward orally up to 10 from a given number in the correct sequence (i.e., instead of having to begin at 1). seven
 understand that numbers follow the same order no matter where you start to count. six
ten
three
two

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Understand the relationship between numbers and quantities; connect counting to cardinality. MAFS.K.CC.2.4 after
before
a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each count
digit
number name with one and only one object. how many
number
b. Understand that the last number name said tells the number of objects counted. pairing
set
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.
Students will:

 say number names in standard order (e.g., one, two, three, four, five …).
 count objects by pairing them with one and only one number name (one-to-one correspondence).
 keep track of objects that have and have not been counted.

HINT: This is the foundation of counting.

E.g.,

The student touches (and may move to organize) the first object and says one, touches the second object and says two, touches the
third object and says three…

Object 1 Object 2 Object 3 Object 4 Object 5 Object 6

says 1 says 2 says 3 says 4 says 5 says 6

 count objects in a group (i.e., up to 5, up to 10) correctly, regardless of arrangement and order.
 say “how many” are in a group after counting all the objects.
 rearrange the objects after counting and tell “how many” in the group without recounting.
 understand that the last number name said represents the number of objects counted (cardinality).

HINT: The student should answer the same without counting again and be able to explain that it is the same because none have
been added or taken away.

 say “how many” are in the group when one more object is added without recounting the whole group.
 understand that “one more” is the next counting number, with and without objects.

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Count to answer “how many” question about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a MAFS.K.CC.2.5 count
scattered configuration; given a number from 1-20, count out that many objects. number

Students will:

 count or identify objects up to 5, up to 10, in a variety of arrangements (e.g., line, rectangular array, circle, scattered).
 show the correct number of objects when given a number 1-5, 0-10.

HINT: At first students will touch each item they count. Later, they will be able to just look and count.

Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). MAFS.K.CC.1.3 count
counting on
Students will: digit/ number/numeral
eight
 read and write numerals 1-5, then 0-10. five
 represent a group of objects with a written numeral 1- 5, then 0-10. four
 write the numerals in order from 0 to 10, beginning at any number. group
nine
HINT: Reversals of numerals of anticipated. While reversals should be pointed out to students and correct one
formation modeled in instruction, the emphasis of the standard is on the use of numerals to represent the sequence
quantities rather than the correct handwriting formation of the actual numeral itself. seven
six
ten
three
two
zero

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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 MAFS.K.CC.3.6 compare
matching and counting strategies). MAFS.K.CC.3.7 count
digit
Students will: equal
equal to
 identify which group has more by matching or counting the number of objects in both groups. fewer
 identify which group has less or fewer by matching or counting the number of objects in both groups. greater
 identify when groups are equal (i.e., same as) by matching and counting. greater than
groups
HINT: Students should understand greater means more; less means not as many. less
Equal means there is the same amount in each group and if you match the groups less than
there will be none left over. more
more than
E.g., This standard requires mastery of up to ten objects. Students can use matching number
strategies (Student 1), counting strategies (Student 2) or equal shares (Student quantities
3) to determine whether one group is greater than, less than, or equal to the same
number of objects in another group. set

Student 1 Student 2 Student 3
I lined up one square and I counted the squares and I put them in a pile. I then
one triangle. Since there I got 3. Then I counted took away objects. Every
is one extra triangle, there the triangles and got 4. time I took a square, I
are more triangles than Since 4 is bigger than 3, also took a triangle. When
squares. there are more triangles I had taken almost all of
than squares. the shapes away, there
was still a triangle left.
That means there are
more triangles than
squares.

Compare two numbers between 1 and 10 presented as written numerals.

Students will:

 use numerals and pictures of objects to compare up to 10.
 compare two numerals between 1 and 5, then 1 and 10 and say which numeral has a greater value.

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Unit 1 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Count With Teacher Guide, p. 2 www.k- www.IXL.com/signin/volusia SE/RMC/
Me POD/A&R:
Giant Magnetic Write 5mathteachingresources.com A.1, A.2, A.3, B.1, B.2, B.3, 3-1, 3-3, 3-5,
Scrambled and Wipe Number Line 3-8
Eggs CC.1 C.1, C.2, C.5 5-1, 5-3, 5-6,
Count & Write Math 5-8, 5-11
CC.1.1 Mats www.cpalms.org https://learnzillion.com/
(0-10) Let’s Count to Five Unit 1 Math Start
Magnetic Numbers Building Numbers Up to 10 Lesson 1: Rotate Counting to Readers:
Spiders Have 8 Legs 10 “Every Buddy
Lesson 6: Counting to 10 Counts”

https://gradekcommoncorem http://achievethecore.org
ath.wikispaces.hcpss.org/Kin
dergarten

Number Teacher Guide, p. 3 Apples In a Bag CC.1 Lessons www.IXL.com/signin/volusia SE/RMC/
Count On CC.1 Formatives C.12, C.18 POD/A&R:
Story Theater Counting On www.k- 7-1, 7-2
Count The Dots Game 5mathteachingresources.com https://learnzillion.com/
Too Magnetic Numbers CC.2 Unit 13 Math Start
Lesson 3: Spill the beans and Readers:
Giant Magnetic Write www.cpalms.org count the total “Jack the
and Wipe Number Line Mouse Count- Counting on to Lesson 4: Counting on with Builder”
10 the hundreds chart
CC.1.2 Counting on With Splash
(0-10) Counting to Ten With Ten Black http://achievethecore.org
Dots
Garbage

https://gradekcommoncorem
ath.wikispaces.hcpss.org/Kin
dergarten
CC.2 Lessons
CC.2 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

13 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 1 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

You Can Teacher Guide, pp. 5-6 Books and Bookmarks www.k- www.IXL.com/signin/volusia SE/RMC/
POD/A&R:
Count on Us 5mathteachingresources.com A.1, A.2, B.1, B.2, B.7, C.1, 4-4, 6-4, 6-5,
Counting 6-6, 6-7
Reproducibles p. 7 How Many Dots Are There CC.4 C.2, C.20

CC.2.4 Crows Count & Write Math Is It Still Seven www.cpalms.org https://learnzillion.com/
(0-10) Fish Tales Mats Which Set has One More Building Number to Five Unit 1
Conservation of Cardinality And The Number Is Lesson 1: Rote Counting to
Early Math Activity Jars Counting With a Caterpillar 10
Educational Games: Mingle & Lesson 3: The last number
Magnetic Ten Frame Count said tells the number counted
Answer Board Unit 2
https://gradekcommoncorem Lesson 9: Counting sets
Jumbo Magnetic Ten ath.wikispaces.hcpss.org/Kin arranged differently
Frame dergarten
CC.4 Lessons http://achievethecore.org

CC.4 Formatives

Counting Teacher Guide, p. 7 How Many Dots? – Cards: www.k- www.IXL.com/signin/volusia
Crows A, B, C, D, G and H
5mathteachingresources.com A.2, A.4, A.5, A.6, B.2, B.4,

Count & Write Math CC.5 B.5, B.6, C.2, C.4, C.6, C.7,

Fish Tales Mats C.8

www.cpalms.org

CC.2.5 Early Math Activity Jars And The Number Is https://learnzillion.com/
(0-10) Building Number to Five Unit 2
Magnetic Ten Frame Build Numbers Up to 10 Lesson 8: Counting with
Answer Board Building Sets of 10 different orders and

Jumbo Magnetic Ten https://gradekcommoncorem arrangements
Frame ath.wikispaces.hcpss.org/Kin Lesson 10: Arranging a
dergarten collection

Magnetic Numbers CC.5 Lessons http://achievethecore.org
CC.5 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

14 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 1 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Bears Wear Teacher Guide, pp. 4-5 How Do I write The Number www.k- www.IXL.com/signin/volusia SE/RMC/
Buttons POD/A&R:
Reproducibles pp. 5-6 Matching Ten Frames To 5mathteachingresources.com A.2, A.6, B.2, B.6, C.2, C.3, 3-2, 3-7, 3-9
Numerals 5-5, 5-10, 5-
Count & Write Math CC.3 C.8 13
Mats Model and Write Numbers
Ranges: 1-5 & 6-10 www.cpalms.org https://learnzillion.com/
Giant Magnetic Number Building Numbers to Five Unit 2
Line Building Sets of Ten Lesson 4: Connecting
Show me 1, 2, 3, 4, 5 numbers to numerals
CC.1.3 What if There are None? ZERO Lesson 5: Writing numerals
(0-10) Virtual Manipulative: Five
Frame http://achievethecore.org
Image/Photograph: Clipart
ETC: Counting
Teaching Idea: My First
Number Book
Teaching Idea: How Many
Seeds
Teaching Idea: 1-10 Book

https://gradekcommoncorem

ath.wikispaces.hcpss.org/Kin

dergarten

CC.3 Lessons

CC.3 Formatives

Fish Tales Teacher Guide, p. 8 Greater Than/Less Than/ www.k- www.IXL.com/signin/volusia SE/RMC/
POD/A&R:
Equal to 5mathteachingresources.com G.1, G.2, G.3, G.4, G.5 6-3

Comparing Magnetic Ten Frame Which Side Has More CC.6 https://learnzillion.com/ Math Start
Catches Answer Board Unit 9 Readers:
www.cpalms.org Lesson 1: Build and compare “Just Enough
CC.3.6 Jumbo Magnetic Ten Who Has More Dots Comparing Sets towers Carrots”
Frame Animal Line Up Comparing Numbers: Between Lesson 3: Building and
1 and 10 Comparing Towers
Discovery Can: Counting Greater? Less? Let’s Guess

& Comparing Take and Compare https://gradekcommoncorem
ath.wikispaces.hcpss.org/Kin http://achievethecore.org

dergarten

CC.6 Lessons

CC.6 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

15 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 1 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Comparing Teacher Guide, pp. 10- Comparing Numbers www.k- www.IXL.com/signin/volusia SE/RMC/
Catches 11 5mathteachingresources.com G.6 POD/A&R:
Comparing Number Cards CC.7 6-1, 6-2
Reproducibles p. 12 Game https://learnzillion.com/
www.cpalms.org Unit 9
CC.3.7 Discovery Can: Counting Which Is Greater Island Inequality Mat Lesson 9: Spin, build and
& Comparing Who Wins Counting A World of Numbers compare numerals
Lesson 10: Comparing
Giant Magnetic Write https://gradekcommoncorem numerals and objects
and Wipe Number Line ath.wikispaces.hcpss.org/Kin
dergarten http://achievethecore.org
CC. 7 Lessons
Magnetic Numbers CC.7 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

16 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 1 Suggestions for Assessing Numbers 0 to 10

MAFS.K.CC.1.1 Count to 100 by ones and by tens.
MAFS.K.CC.1.2 (Note: For this unit you are only counting to 10)

The student counts correctly from 1 – 10, with 100% accuracy, while the teacher observes.

Count forward from a given numeral within the known sequence (instead of having to begin at 1).
(Note: Students should understand that numbers follow the same order no matter where you start to count. Numbers are used to
describe things at this stage.)

MAFS.K.CC.2.4a The teacher will say a numeral from 1 – 7. The student will state the next three numerals in the correct sequence. (Example 5: 6, 7, 8)

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.

MAFS.K.CC.2.4b Student will orally count assorted groups of objects, from 1 – 10, using one-to-one correspondence.

Understand the relationship between numbers and quantities; connect counting to cardinality.

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.

MAFS.K.CC.2.4c The teacher will provide a set of objects in a straight line. The student counts the objects and tells “how many.” The set is rearranged to a
rectangular array, circle or scattered array and the student is asked “how many?” They should not have to recount the objects.
(Note: A student who counts them may not have the deep understanding of cardinality.)

Understand the relationship between numbers and quantities; connect counting to cardinality.

c. Understand that each successive numeral refers to a quantity that is one larger.
(Note: The student should clearly understand “one more” is the next counting number.)

Put out sets of 1 – 9 items and ask “How many?” add one more and ask, “How many?” Student should say the next number without counting.

17 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

MAFS.K.CC.2.5 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.

(Note: For this unit students are only counting to 10)

MAFS.K.CC.1.3 The teacher will provide sets of objects (1-10). The student will quickly recognize the quantities and tell “how many.”
MAFS.K.CC.3.6 “Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities
of small sets of objects…” http://www.corestandards.org/Math/Content/K/introduction

AND

The teacher will say a number 1 – 10. The student will count out that number of objects and state the quantity.

Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no
objects).
(Note: For this unit students are only writing to 10)

The student will write the numerals 1-10 without looking at a model. Inversions and reversals are acceptable at this point in the year.

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.

MAFS.K.CC.3.7 The teacher provides two sets of objects. The teacher asks the student to say if the first group is greater than, less than or equal to the
second group. The student explains how they knew a quantity was greater than, less than or equal to.

Compare two numbers between 1 and 10 presented as written numerals.
(Note: For this unit students are only comparing numbers to10)

The teacher secretly places between 1 and 10 marbles in a paper bag, and then shows the bag to the class. After shaking it enough times for
students to hear the marbles inside, students guess how many marbles are in the bag. The students write their answers on index cards. The
contents of the bag are revealed and counted out. The teacher writes the number representing the total on the board. The students line up on
one or the other side of the teacher depending if they were greater than, less than or equal to the target number.

http://www.illustrativemathematics.org/standards/k8

18 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Standards for Mathematical Practice

Students will: (to be embedded throughout instruction as appropriate)

Make sense of Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and make Look for and express
problems and and quantitatively. arguments and mathematics. tools strategically. use of structure. regularity in repeated
persevere in solving reasoning.
critique the
them. reasoning of others.

SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8

MAFS Domains: Counting and Cardinality and Pacing: Weeks 11 – 22
Operations and Algebraic Thinking October 24 – January 20

Learning Targets Standards Vocabulary

Count to 100 by ones and by tens. MAFS.K.CC.1.1 count
count on
Students will: digit
eighteen
 count orally to 20 by ones. eleven
fifteen
 count orally to 50 by ones. fifty
 count orally to 100 by tens starting with 10 (e.g., 10, 20, 30, 40, 50,…). forty
fourteen
 use tools such as hundreds charts, number lines, and calendar activities to reinforce the repeated pattern that occurs when group
counting to 100 by tens. nineteen
number
HINT: Counting by tens is a rote process, not the counting of objects numeral
sequence
Count forward beginning from a given number within the known sequence instead of having to begin at 1. MAFS.K.CC.1.2 seventeen
sixteen
Students will: thirteen
thirty
 count forward orally up to 20 from a given number in the correct sequence (i.e., instead of having to begin at 1). twelve
twenty

HINT: Students should understand that numbers follow the same order (sequence) no matter where you start to count.

19 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Understand the relationship between numbers and quantities; connect counting to cardinality. MAFS.K.CC.2.4 after
a. When counting objects, say the number names in the standard order, pairing each before
object with one and only one number name and each number name with one and only one object. count
b. Understand that the last number name said tells the number of objects counted. digit
The number of objects is the same regardless of their arrangement or the order in how many
which they were counted. number
c. Understand that each successive number name refers to a quantity that is one larger. pairing
set
Students will:

 say number names in standard order (e.g., one, two, three, four, five, …).
 count objects by pairing them with one and only one number name (one-to-one correspondence).
 keep track of objects that have and have not been counted.

HINT: This is the foundation of counting.

E.g., The student touches (and may move to organize) the first object and says one, touches the second object and says two,
touches the third object and says three…

Object 11 Object 12 Object 13 Object 14 Object 15 Object 16…

says 11 says 12 says13 says 14 says 15 says 16...

 count objects in a group (up to 20) correctly, regardless of arrangement and order.
 say “how many” are in a group after counting all the objects.
 rearrange the objects after counting and tell “how many” in the group without recounting.
 understand that the last number name said represents the number of objects counted (cardinality).

HINT: The student should answer the same without counting again and be able to explain that it is the same because none have
been added or taken away.

 say “how many” are in the group when one more object is added without recounting the whole group.
 understand that “one more” is the next counting number, with and without objects.

20 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Count to answer “how many” question about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a MAFS.K.CC.2.5 count
scattered configuration; given a number from 1-20, count out that many objects. number

Students will: count
count on
 count or identify objects up to 20 in a variety of arrangements (e.g., line, rectangular array, circle, scattered). digit/number/numeral
 show the correct number of objects when given a number 0-20. eight
eighteen
HINT: At first students will touch each item they count. Later, they will be able to just look and count. eleven
fifteen
Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). MAFS.K.CC.1.3 five
four
Students will: fourteen
group
 read and write numerals 0-20. nine
 represent a group of objects with a written numeral 0-20. nineteen
 write the numerals in order from 0 to 20, beginning at any number. one
sequence
HINT: Reversals of numerals of anticipated. While reversals should be pointed out to students and correct formation modeled in seven
instruction, the emphasis of the standard is on the use of numerals to represent the quantities rather than the correct seventeen
handwriting formation of the actual numeral itself. six
sixteen
ten
thirteen
three
twelve
two

21 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, MAFS.K.OA.1.1 add (+)
expressions, or equations. addition
addend
Students will: combining
counting on
 show addition to ten using objects, acting out situations, expressions, and equations. counting back
 explain addition as putting together, adding to, combining, and joining. difference
 identify the mathematical symbols used to show addition. digit
 demonstrate the understanding of how objects can be joined (addition). equal (=)
 show subtraction using objects, acting out situations, expressions, and equations. equation (5 = 3 + 2)
 explain subtraction as taking apart and taking from. in all
 identify the mathematical symbols used to show subtraction. joining
 demonstrate the understanding of how objects can be taken from a group (subtraction). make 10
minus ( - )
HINT: Make sure students have MANY opportunities to concretely represent and solve addition and subtraction problems one fewer
before introducing the plus (+), minus (-) and equal (=) sign. one more
plus (+)
put together
sets
solve
subtract (-)
subtracting from
subtraction (-)
symbol
taking apart
taking from
ten frame
total

22 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

For any number from 1 to 9, find the number that makes 10 when added to the given number using objects or drawings, and record the answer with a MAFS.K.OA.1.4 add (+)
drawing or equation. addition
addend
Students will: combining
compose
 determine the number to add to a given number 1-9 to make 10. count on
 show the answer with objects, drawings or an equation. counting back
 understand and apply addition through ten. decompose
difference
HINT: Students should be able to represent all the combinations that make 10 and record them by drawing pictures or writing digit
equations (e.g., 1 + 9 = 10, equal (=)
2 + 8 = 10, 3 + 7 = 10, 4 + 6 = 10, 5 + 5 = 10, 6 + 4 = 10, 7 + 3 = 10, 8 + 2 = 10, 9 + 1 = 10). equation (5 = 3 + 2)
five frame
Fluently add and subtract within 5. MAFS.K.OA.1.5 in all
joining
Students will: make 10
minus ( - )
 compose numbers within 5. one fewer
 decompose numbers within 5. one more
 add numbers within 5. plus (+)
 subtract numbers within 5. put together
sets
HINT: Fluency is knowing how a number can be composed and decomposed and using that information to be flexible and solve
efficient. subtract (-)
subtracting from
subtraction (-)
symbol
taking apart
taking from
ten frame
total

23 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 2 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

A Jump Start Teacher Guide, p. 2 Counting By Ones www.k- www.IXL.com/signin/volusia
on Numbers 5mathteachingresources.com D.1, D.4, D.16,
Reproducibles p. 2 CC.1
Scrambled https://learnzillion.com/
Eggs Giant Magnetic Write www.cpalms.org Unit 1
and Wipe Number Line Building Sets 11 and 12 Lesson 7: Rotate Counting to
Building Sets 13 and 14 20
CC.1.1 Count & Write Math Building Sets of 15 and 16
(0-50) Mats Building Sets of 17 and 18 Unit 7
Building Sets of 19 and 20 Lesson 2: Turn and Count
Magnetic Numbers http://achievethecore.org

https://gradekcommoncorem
ath.wikispaces.hcpss.org/Kin
dergarten
CC.1 Lessons
CC.1 Formatives

Number Number Story Theater Teacher Guide, pp. 3-4 Counting Strategies www.IXL.com/signin/volusia SE / RMC /
Count The Dots Game D.6, D.11 POD / A&R:
Story Theater Too Reproducibles p. 4 10-8
https://learnzillion.com/
Too Magnetic Numbers Unit 13
Lesson 1: Jovan’s frogs:
CC.1.2 Giant Magnetic Write and Counting a collection two ways
(0-20) Wipe Number Line Lesson 2: Roll, flip and count
the dots

http://achievethecore.org

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

24 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 2 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

You Can Teacher Guide, pp.5-6 Conservation of Cardinality www.k- www.IXL.com/signin/volusia
Count on Us 5mathteachingresources.com D.1, D.4, D.13, D.1
CountingCC.2.4Count & Write Math How Many Dots Are There CC.4
Crows(0-20) Mats Is It Still Seven https://learnzillion.com/
Fish Tales How Many Cubes www.cpalms.org Unit 7
Early Math Activity Jars Which Set has One More Let’s Go On A Counting Walk Lesson 9: Count and Build
Counting Let’s Count to 20 Lesson 10: Counting and
Crows Magnetic Ten Frame representing in more than one
Fish Tales Answer Board https://gradekcommoncorem way
ath.wikispaces.hcpss.org/Kin
Jumbo Magnetic Ten dergarten http://achievethecore.org
Frame CC.4 Lessons
CC.4 Formatives
Discovery Can: Counting
CC.2.5 & Comparing How Many Cubes Are www.k- www.IXL.com/signin/volusia
(0-20) Teacher Guide, p. 7 There 5mathteachingresources.com D.1, D.3, D.4, D.5, D.15
CC.5
Reproducibles p. 10 How Many Cubes Does https://learnzillion.com/
Brianna Need www.cpalms.org Unit 7
Count & Write Math Vegetables…in Cupcakes? Lesson 8: Understand that
Mats How Many Cubes Let’s Count the Steps changing the arrangements of
Hopping Hippo Needs Help a group of objects does not
Early Math Activity Jars How Many Dots? Ten & Some More (Exploring change the number
11-20) Lesson 10: Counting and
Magnetic Ten Frame representing in more than one
Answer Board https://gradekcommoncorem way
ath.wikispaces.hcpss.org/Kin
Jumbo Magnetic Ten dergarten http://achievethecore.org
Frame CC.5 Lessons
CC.5 Formatives
Magnetic Numbers

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

25 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 2 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Bears Wear Teacher Guide, pp. 4-5 Field Trip To the Fire www.k- www.IXL.com/signin/volusia SE / A&R:
Buttons station 5mathteachingresources.com D.1, D.2, D.5 10-1, 10-2,
Reproducibles pp. 5-6 Model And Write Numbers CC.3 10-3, 10-4,
CC.1.3 You Can Do It Sam https://learnzillion.com/ 10-5
(0-20) Count & Write Math Fall Math Story www.cpalms.org Unit 2 RMC / POD:
Mats How Do I Write the Number Let’s Count to 20 Lesson 6: Identifying 10-1, 10-3,
Rubber Ducky, Where Are numerals 10-4, 10-5
Giant Magnetic Number Carly’s Sleepover You? Unit 7
Line Modeling Addition and Lesson 3: Write numerals SE/RMC/
Subtraction POD/A&R:
Hopping Into Teacher Guide pp.12-13 Writing an Equation https://gradekcommoncorem http://achievethecore.org 3-4, 3-6, 5-2,
Addition Writing Center ath.wikispaces.hcpss.org/Kin 5-4, 5-7, 5-9,
Reproducibles pp. 8, 9 More Fun With Numbers dergarten www.IXL.com/signin/volusia 5-12, 9-2,
Counting CC.3 Lessons I.1, I.2, I.3, I.6, I.7, I.8, J.1, J.2,
Crows Giant Magnetic Ten CC.3 Formatives J.3, J.5, J.6, J.7
Frame www.k-
Fish Tales
Early Math Activity Jars 5mathteachingresources.com
Number
Story Theater Magnetic Ten Frame OA.1
Too Answer Board
OA.1.1 www.cpalms.org https://learnzillion.com/
Computation Discovery Can: Addition Lady Bug Addition Unit 4
Model & Subtraction Lost Buttons Lesson 6: Add within 5
Boards Join Them Together/Take Unit 10:
Them Away Lesson 7: Understand how to
Bunny Addition solve real world addition and
Hopping Backwards on a subtraction problems
Number Line
Ten Cheers for Cheerios http://achievethecore.org
Decomposition with Cheerios
Addition Story Problem Fun
Speckled Frog Addition and
Subtraction

https://gradekcommoncorem
ath.wikispaces.hcpss.org/Kin
dergarten
OA.1 Lessons
OA.1 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

26 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 2 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

My Friend Teacher Guide pp.16-17 Bags Of Apples www.k- www.IXL.com/signin/volusia
Ten 5mathteachingresources.com C.14, I.11
Reproducibles pp. 8, 14 Draw Rectangles To Make OA.4
Balancing Ten https://learnzillion.com/
Bears Giant Magnetic Ten www.cpalms.org Unit 12
Frame Making Ten Try For Five Lesson 3: Solve problems by
Sweet Sums Filling Crayon Boxes adding to a number to make
Monster Math 10
OA.1.4 Magnetic Ten Frame Memory Making Ten Caterpillars Lesson 8: Practice finding
Answer Board Go Fish! And Other Ways to partner numbers to make 10
Make 10
Jumbo Magnetic http://achievethecore.org
Number line https://gradekcommoncorem
ath.wikispaces.hcpss.org/Kin
Magnetic Numbers dergarten
OA.4 Lessons
Discovery Can: Addition OA.4 Formatives
& Subtraction

Hopping Into Teacher Guide pp.14-15 Fluency Within Five www.k- www.IXL.com/signin/volusia
Addition 5mathteachingresources.com I.1, I.2, I.3, J.1, J.2, J.3
Reproducibles pp. 8, 16 Fluency Within Five OA.5
Bears Wear Addition Only https://learnzillion.com/
Buttons Giant Magnetic Ten www.cpalms.org Unit 16
Frame Fluency Within Five – Plus Finding Fact Families Lesson 8: Understand fluency
OA.1.5 One Minus One Finding Fact Families-dominoes with numbers
Magnetic Ten Frame Sum Search Lesson 9: Fluently add and
Answer Board Fluency Within Five Counting Fingers subtract within 5
Subtraction Only Add t or Take It Away!
Jumbo Magnetic Ants in Your Pants http://achievethecore.org
Number line Let’s Learn Those Facts

Discovery Can: Addition https://gradekcommoncorem
& Subtraction ath.wikispaces.hcpss.org/Kin
dergarten
OA.5 Lessons
OA.5 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

27 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 2 Suggestions for Assessing Numbers
and

Introducing Addition and Subtraction

MAFS.K.CC.1.1 Count to 100 by ones and by tens.
MAFS.K.CC.1.2 (Note: For this unit you are only counting to 50)

The student counts correctly from 1 – 20, with 100% accuracy, while the teacher observes.

Count forward from a given numeral within the known sequence (instead of having to begin at 1).
(Note: Students should understand that numbers follow the same order no matter where you start to count. Numbers are used to
describe things at this stage.)

MAFS.K.CC.2.4a The teacher states a numeral from 1-17. The student says the next three numerals in the correct sequence. (e.g., “15 – 16, 17, 18”)

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.

Student will orally count assorted groups of objects, from 1 – 20, using one-to-one correspondence.

MAFS.K.CC.2.4b Understand the relationship between numbers and quantities; connect counting to cardinality.

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.

The teacher will provide a set of objects in a straight line. The student counts the objects and tells “how many.” The set is rearranged to a
rectangular array, circle or scattered array and the student is asked “how many?” They should not have to recount the objects.
(Note: A student who counts them may not have a deep understanding of cardinality.)

MAFS.K.CC.2.4c Understand the relationship between numbers and quantities; connect counting to cardinality.
c. Understand that each successive numeral refers to a quantity that is one larger.
(Note: The student should clearly understand “one more” is the next counting number.)

Put out sets of 1 – 20 items and ask “How many?” add one more and ask, “How many?” Student should say the next number without counting.

28 Volusia County Schools Grade K Math Curriculum Map
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Mathematics Department

MAFS.K.CC.2.5 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
MAFS.K.CC.1.3 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

The teacher will provide sets of objects (1-20). The student will quickly recognize the quantities and tell “how many.”
“Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of
small sets of objects…” http://www.corestandards.org/Math/Content/K/introduction

AND

The teacher will say a number 1 – 20. The student will count out that number of objects and state the quantity.

Read and write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no
objects)

The student will write the numerals 1-20 without looking at a model. Inversions and reversals are acceptable at this point in the year.

MAFS.K.OA.1.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal

explanations, expressions, or equations.

Addition Subtraction

Students should understand addition as putting Students should understand subtraction as taking

together and adding to. apart and taking from.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the
Standards.)

The teacher will show an addition or subtraction problem. The student will use any of the representations listed (objects, fingers, mental images,
drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations) to solve the problem.
(Note: Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but
it is not required.)

MAFS.K.OA.1.4 For any number from 1 to 9, find the number that makes 10 when added to a given number e.g., by using objects or drawings; record
the answer with a drawing or an equation.

Teacher will give students a number. Students will use objects or drawings to find the number to make 10 when added to the given number.
E.g., Teacher says 4, students use counters and ten frame to come up with 6 more make 10). They may say or write the equation 4 + 6 = 10.
Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is
encouraged, but it is not required.

29 Volusia County Schools Grade K Math Curriculum Map
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Mathematics Department

MAFS.K.OA.1.5 Fluently add and subtract within 5.

Teacher shows students four or five of the combinations, one at a time, that make 5 (i.e., 1 + 1, 1 + 2, 1 + 3, 1 + 4, 2 + 1, 2 + 2, 2 + 3, 3 + 1,
3 + 2, 4 + 1, 5 – 1, 5 – 2, 5 – 3, 5 – 4, 4 – 1, 4 – 2, 4 – 3 , 3 – 1, 3 – 2, 2 – 1). These combinations should be on a whiteboard or index cards.
Students should solve the problems quickly and efficiently. The student can respond orally or in writing.

30 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Standards for Mathematical Practice

Students will: (to be embedded throughout instruction as appropriate)

Make sense of Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and make Look for and express
problems and and quantitatively. arguments and mathematics. tools strategically. use of structure. regularity in repeated
persevere in solving
critique the reasoning.
them. reasoning of others.

SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8

MAFS Domains: Counting and Cardinality Pacing: Weeks 23 – 31
Operations and Algebraic Thinking January 23 – March 31
Number and Operations in Base Ten

Learning Targets Standards Vocabulary

Count to 100 by ones and by tens. MAFS.K.CC.1.1 count
count on
Students will: digit
eighty
 count orally to 100 by tens starting with 10 (i.e., 10, 20, 30, 40, 50,…). fifty
 count orally to 100 by ones fluently. ninety
number
Count forward beginning from a given number within the known sequence (instead of having to begin at 1). MAFS.K.CC.1.2 numeral
one hundred
Students will: sequence
seventy
 count forward orally up to 50 from a given number in the correct sequence (i.e., instead of having to begin at 1). sixty

 use tools such as hundreds charts, number lines, and calendar activities to reinforce the repeated pattern that occurs when
counting to 100.

 count orally on from a number other than 1 up to 100 (i.e., 23 on to 24, 25, 26, 27, 28, 29, … or 78 on to 79, 80, 81, 82,…).

HINT: Students should understand that numbers follow the same order no matter where you start to count.

31 Volusia County Schools Grade K Math Curriculum Map
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Mathematics Department

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. MAFS.K.OA.1.2 add/adding to
(Students are not required to independently read the word problems.) addition
addend
Students will: combining
count on
 add/subtract numbers within 10. count back
 understand and apply addition and subtraction through 10. difference
 solve addition and subtraction word problems using objects and drawings. digit
equal (=)
HINT: Refer to page 4 in the Kindergarten Mathematics Curriculum Map for clarification of Common Addition and Subtraction equation (5=3+2)
Situations. It is expected that students will become proficient with all situations. five frame
in all
. joining
make 10
minus (-)
one fewer
one more
plus (+)
put together
sets
solve
subtract (-)
subtracting from
subtraction (-)
symbol
take away
taking apart
taking from
ten frame
total

32 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings, and equations with MAFS.K.OA.1.a add/adding to
symbols for the unknown numbers to represent the problem. (Students are not required to independently read the word problems.) addition
addend
Students will: combining
count on
 add/subtract numbers within 10. count back
 understand and apply addition and subtraction through 10 difference
 solve addition and subtraction word problems within 10, using objects, drawings, and equations. digit
 use symbols for an unknown in a problem. equal (=)
equation (5=3+2)
HINT: Refer to page 4 in the Kindergarten Mathematics Curriculum Map for clarification of Common Addition and Subtraction five frame
Situations. It is expected that students will become proficient with all situations. in all
joining
E.g., make 10
minus (-)
Take From Add to Put Together / one fewer
Change Unknown Start Unknown Take Apart one more
Addend Unknown plus (+)
7 apples were on the table. I Some dogs were sitting on Five apples are on the table. put together
ate some apples. Then the grass. Five more dogs Three are red and the rest sets
there were 5 apples. How came. Then there were are green. How many solve
many apples did I eat? seven dogs. How many dogs apples are green? subtract (-)
were on the grass before? subtracting from
3 + =5 subtraction (-)
symbol
7- =5 + 5 =7 5–3 = take away
taking apart
taking from
ten frame
total

33 Volusia County Schools Grade K Math Curriculum Map
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Mathematics Department

Fluently add and subtract within 5. MAFS.K.OA.1.5 add (+)
addition
Students will: addend
combining
 compose numbers within 5. count on
 decompose numbers within 5. count back
 add numbers within 5. difference
 subtract numbers within 5. digit
equal (=)
HINT: Fluency is knowing how a number can be composed and decomposed and using that information to be flexible and equation (5 = 3 + 2)
efficient. in all
joining
make 10
minus ( - )
one fewer
one more
plus (+)
put together
sets
solve
subtract (-)
subtracting from
subtraction (-)
symbol
taking apart
taking from
ten frame
total

34 Volusia County Schools Grade K Math Curriculum Map
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Mathematics Department

Compose and decompose numbers from 11-19 into ten ones and some further ones by using objects or drawings, and record each composition or MAFS.K.NBT.1.1 add (+)
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, addition
five, six, seven, eight, or nine ones. addend
combining
Students will:

 regroup (rearrange) a set of 11-19 objects into a group of ten objects with leftovers. count on
 compose (put together) numbers 11-19 using a ten and some ones; show work with a drawing or an equation. count back
 decompose (take apart) numbers 11-19 using a ten and some ones; show work with a drawing or an equation. difference
digit

HINT: Compose means to put smaller numbers together to make a larger number. Decompose means to take a larger number equal (=)

apart into smaller numbers. equation (5 = 3 + 2)
“Teen” means one “ten” plus some ones. in all

 build toward the idea of ten ones as a “ten” as a foundation for first grade. joining
 understand that teen numbers are composed of 10 ones and one, two, three, four, five, six, seven, eight, or nine ones. make 10
minus ( - )

one fewer

one more

plus (+)

put together

sets

solve

subtract (-)

subtracting from

subtraction (-)

symbol

taking apart

taking from

ten frame

total

compose

decompose

equation

ones

put together

regroup

take apart

tens

35 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 3 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

A Jump Start Teacher Guide, p. 2 Count The Candy Corn www.k- www.IXL.com/signin/volusia SE/RMC/
on Numbers Bundles Of Ten 5mathteachingresources.com E.1, E.2, E.3, E.4, F.4 POD/A&R:
Reproducibles pp. 2, 3 Count By Ones CC.1 10-11A
Scrambled What Day Of School Is It https://learnzillion.com/ 10-11B
Eggs Giant Magnetic Write www.cpalms.org Unit 13
and Wipe Number Line Counting by 10’s with Zero the Lesson 1: Jovan’s Frog:
Hero and Little Count Counting a Collection two
CC.1.1 Magnetic Numbers Let Bullwinkle and His Friends ways
Help you Count to 100 Lesson 5: How Many Toes
Sweetie Cake Pops
Curious George 100 Day http://achievethecore.org

https://gradekcommoncorem
ath.wikispaces.hcpss.org/Kin
dergarten
CC.1 Lessons
CC.1 Formatives

Number Teacher Guide, p. 3 Count On www.k- www.IXL.com/signin/volusia
Counting Strategies 5mathteachingresources.com
Story Theater Apples In a Bag CC.2 https://learnzillion.com/
Counting On Unit 13
Too Reproducibles pp. 2 Count The Dots Game www.cpalms.org Lesson 4: Counting on with
Goodie Bags: Counting the hundreds chart
Magnetic Numbers Forward Lesson 3: Spill the beans and
Let’s Go On a Counting Walk the count the total
CC.1.2 Giant Magnetic Write
and Wipe Number Line

https://gradekcommoncorem http://achievethecore.org
ath.wikispaces.hcpss.org/Kin
dergarten
CC.2 Lessons
CC.2 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

36 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 3 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Computation Teacher Guide pp.14-15 Bowl Of Apples Word www.k- www.IXL.com/signin/volusia SE/RMC/
Model Problem 5mathteachingresources.com I.1, I.5, I.6, I.10, J.1, J.3, J.4, POD/A&R:
Boards Reproducibles pp. 8, 13, OA.2 J.5, J.7, J.8 8-1, 8-2, 8-3,
16 More Fun With Numbers 8-6, 9-1, 9-3,
www.cpalms.org 9-6, 9-7
Giant Magnetic Ten Cats and Dogs Word Quacking Addition-Sums to 10 https://learnzillion.com/
Frame Problems Finding Fact Families Lesson 7: Understanding Math Start
Finding Fact Families-dominoes Addition Strategies Readers:
OA.1.2 Magnetic Ten Frame Lizards On a Rock Supermarket Sweep: Day 2 Lesson 8: Solve real-world “Animals On
Answer Board Two Tables Counting Back and Counting On addition and subtraction Board”
How Many Goldfish? problems
Jumbo Magnetic Recording Two Ways SE/RMC/
Number line Adding Up the Parts http://achievethecore.org POD/A&R:
Adding Circus Animals 8-4, 8-5, 9-4,
Magnetic Numbers Button Subtraction 9-5
Hopping Backwards on the Number
Line

Discovery Can: Addition https://gradekcommoncoremath.
& Subtraction wikispaces.hcpss.org/Kindergart
en
Early Math Activity Jars OA.2 Lessons
OA.2 Formatives
Computation Teacher Guide pp. 14- Planting Rose Bushes www.cpalms.org www.IXL.com/signin/volusia
Model 15 Roll and Find the Missing Ten 1st Grade: B.16
Boards Vanilla and Chocolate Hidden Cubes
Reproducibles pp. 8, Cupcakes https://learnzillion.com/
13, 16 Unit 10
OA.1.a Lesson 9: Solve real world
Giant Magnetic Ten addition and subtraction
Frame problems
Lesson 10: Solve real world
Magnetic Ten Frame addition and subtraction
Answer Board problems-Part 2

Jumbo Magnetic http://achievethecore.org
Number line

Magnetic Numbers

Discovery Can: Addition
& Subtraction

Early Math Activity Jars

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

37 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 3 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Sweet Sums Teacher Guide pp.14-15 Fluency Within Five www.k- www.IXL.com/signin/volusia
5mathteachingresources.com I.1, I.2, I.3, J.1, J.2, J.3
OA.1.5 Reproducibles pp. 8, 16 Fluency Within Five OA.5
Addition Only https://learnzillion.com/
Giant Magnetic Ten www.cpalms.org Unit 6
Frame Fluency Within Five – Plus Finding Fact Families Lesson 1: Understand taking
One Minus One Finding Fact Families-dominoes apart within 5
Magnetic Ten Frame Sum Search Lesson 3: Understand taking
Answer Board Fluency Within Five Counting Fingers from within 5
Subtraction Only Add t or Take It Away!
Jumbo Magnetic Ants in Your Pants http://achievethecore.org
Number line Let’s Learn Those Facts

Ten-Gallon Discovery Can: Addition Composing 13 https://gradekcommoncorem www.IXL.com/signin/volusia SE / RMC /
Hat & Subtraction ath.wikispaces.hcpss.org/Kin D.16, D.17 POD / A&R:
Decomposing 15 dergarten 10-3A
Teacher Guide pp.17-18 OA.5 Lessons https://learnzillion.com/ 10-4A
Make Tens and Ones OA.5 Formatives Unit 12 10-6
Reproducibles pp. 9, 16, www.k- Lesson 4 & 5: Put together 10-6A
17 Ten Ones and Some Other two numbers to make 10 10-7A
Ones 5mathteachingresources.com 10-7B
Giant Magnetic Ten Unit 14 10-7C
NBT.1.1 Frame NBT.1 Lesson 3: Decomposing 11-
19 to find the sum of 10 ones,
Magnetic Ten Frame www.cpalms.org and 1, 2, 3, 4, 5, 6, 7, 8 or 9
Answer Board Ten and Some More (Exploring ones.
Numbers 11-20)
Jumbo Magnetic Fireflies-Numbers 11-19
Number line Decompose That Teen
Number!
How Many More Ones Than
Tens?
Working With Teen Numbers

https://gradekcommoncorem http://achievethecore.org
ath.wikispaces.hcpss.org/Kin
dergarten
NBT.1 Lessons
NBT.1 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

38 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 3 Suggestions for Assessing Addition and Subtraction
and

Numerals 0 to 100

MAFS.K.CC.1.1 Count to 100 by ones and by tens.
The student counts correctly from 1 – 100, with 100% accuracy, while the teacher observes.

AND

Starting at 10 the student counts to 100 by 10s.

MAFS.K.CC.1.2 Count forward from a given numeral within the known sequence (instead of having to begin at 1).

(Note: Students should understand that numbers follow the same order no matter where you start to count. Numbers are used to
describe things at this stage.)

Have students count forward beginning from a given number, instead of starting at 1 (e.g., 23 – 24, 25, 26, 27, 28… and 78 – 79, 80, 81,
82…). Stop them after 4 or 5 more numbers are added. This should probably be done at least twice (see the examples).
Note: Students should understand that numbers follow the same order no matter where you start to count.

MAFS.K.OA.1.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the
problem. (Students are not required to independently read the word problems.)

Teacher will tell the student an addition or subtraction word problem. The student will solve the problem using drawings, objects, fingers, or
numbers.

Add to: Change Unknown Take from: Result Unknown
Three cars were parked in the street. Some more cars came. Then Five cats were lying on the bed. Two of them went outside to hunt
there were five cars. How many cars came and parked next to the for lizards. How many cats were still on the bed?
first three?
5–2=?
2+?=5

39 Volusia County Schools Grade K Math Curriculum Map
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Mathematics Department

MAFS.K.OA.1.a Use addition and subtraction within 10 to solve word problems involving both addends unknown, e.g., by using objects, drawings,
and equations with symbols for the unknown numbers to represent the problem. (Students are not required to independently read
the word problems.)

Teacher will tell the students an addition or subtraction word problem.

Add to: Start Unknown Take from: Change Unknown
Some cats were sitting outside on the grass. Three more cats Five children were in the pool. Some children decided to get out of
came and sat on the grass. Then there were five cats. How many the pool. Then there were three children. How many children got
cats were on the grass before? out of the pool?

?+3=5 5–?=3

MAFS.K.OA.1.5 Fluently add and subtract within 5.

Teacher shows students four or five of the combinations, one at a time, that make 5 (i.e., 1 + 1, 1 + 2, 1 + 3, 1 + 4, 2 + 1, 2 + 2, 2 + 3, 3 + 1,
3 + 2, 4 + 1, 5 – 1, 5 – 2, 5 – 3, 5 – 4, 4 – 1, 4 – 2, 4 – 3, 3 – 1, 3 – 2, 2 – 1). These combinations should be on a whiteboard or index cards.
Students should solve the problems quickly and efficiently. The student can respond orally or in writing.

MAFS.NBT.1.1 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.
(Note: Build toward the idea of ten ones as a 10 unit as a foundation for first grade.)

Have students draw or count out objects for a given number 11-19. Ask them to make a group of ten. Ask how many are left over. Ask them
to express the two groups (e.g., 13 is 10 and 3 more -or- 13 is 1 group of 10 and 3 more - or -10 and 3 more makes 13) either by drawing a
pictorial representation or, if the student chooses, writing an equation.
(Note: Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is
encouraged, but it is not required.)

40 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Standards for Mathematical Practice

Students will: (to be embedded throughout instruction as appropriate)

Make sense of Reason abstractly Construct viable Model with Use appropriate Attend to precision. Look for and make Look for and express
problems and and quantitatively. arguments and mathematics. tools strategically. use of structure. regularity in repeated
persevere in solving
critique the reasoning.
them. reasoning of others.

SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8

MAFS Domains: Measurement and Data PACING: Weeks 32 – 39
Geometry April 3 – May 26
Operations and Algebraic Thinking

Learning Targets Standards Vocabulary

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. MAFS.K.MD.2.3 amount
category
Students will: classify
count
 identify similarities and differences between objects. group
set
E.g., size, color size
sort
 classify (sort) objects into categories/groups.
 explain how the objects were sorted.
 count the number of objects in given sets.
 determine the number of objects in each category/group.
 label each set with a category.
 compare the categories by number or count

E.g., Which category has the most? Which category has the least? Are there categories that have the same amount of objects?

41 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. MAFS.K.MD.1.1 attributes
balance
Students will: compare
count
 describe measurable attributes of objects. heavier
 describe measurable attributes of a given object. heaviest
 explain how objects can be measured (length, height, weight). height
length
Directly compare two objects with a measureable attribute in common to see which object has “more” or “less of” the attribute and describe the MAFS.K.MD.1.2 length units
difference. For example, directly compare the height of two children and describe one child as taller/shorter. less
lighter
Students will: lightest
longer
 identify which object is longer (or shorter or taller). longest
 compare side by side objects by length. measure
more
E.g., A student may line up two blocks and say, scale
“The gray block is longer than the white one.” shorter
shortest
HINT: Do not find the actual length of each object. sort
taller
 identify which object is heavier (or lighter). tallest
 compare objects by weight by lifting one in one hand and the other in the other hand or using a balance scale. weight

E.g., A student may put a block on one side of the scale and a book on the other side, and say, “The book is a lot heavier than the
block.”

HINT: Do not find the actual weight of the objects.

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length units) end to end; MAFS.K.MD.1.a
understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limits to contexts
where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Students will:

 use objects (e.g. paper clips, string, pencil) to express and understand length.
 use objects to measure items found in the environment.
 determine how to use a shorter object to measure the length of a longer object and explain why it is important to avoid gaps and

overlaps.
 represent the length of the longer object with a whole number.

HINT: Use nonstandard units of measurement to measure items. All non-standard units must be the
same size (e.g., use small paper clips OR large paper clips; do not mix them).

42 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Correctly name shapes regardless of their orientations or overall size. MAFS.K.G.1.2 2- dimensional
3- dimensional
Students will: above
behind
 name shapes correctly (square, triangle, rectangle, circle, hexagon). below
 explore many shapes in many different sizes and orientations. bottom
circle
Triangles Hexagons classify
cone
 name shapes correctly when their size and orientation is unusual or different.  ) is still a square. corner
E.g., Students should be able to recognize that a square turned onto its vertex/corner ( cube
cylinder
HINT: Students should use concrete models and drawings to represent their understanding of 2-dimensional shapes. describe
different
Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). MAFS.K.G.1.3 flat
group
Students will: hexagon
in front of
 name two and three dimensional shapes. inside
 identify two-dimensional shapes-flat (i.e., square, circle, triangle, rectangle, and hexagon). left
 identify three-dimensional -solid (i.e., cube, cone, cylinder, and sphere). location
 classify (sort) shapes/objects into two categories: 2-dimensional and 3-dimensional. next to
 explain how shapes are classified/sorted. outside
position
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe similarities, MAFS.K.G.2.4 rectangle
differences, parts (e.g., number of sides and vertices/”corners”) and other attributes (e.g., having sides of equal length). right
shape
Students will: side
solid
 describe a shape by naming things like the number of sides, number of vertices (i.e., corners), and other special qualities. sphere
 describe a three-dimensional shape by naming the two-dimensional shapes that make up the flat surfaces. square
 compare two-dimensional shapes and describe their similarities and differences. triangle
 compare three-dimensional shapes and describe their similarities and differences. top

E.g., Circle the triangles in this collection of shapes.

43 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, MAFS.K.G.1.1 2-dimensional
beside, in front of, behind, and next to. 3-dimensional
category
Students will: circle
compose
 name shapes in the environment. cone
corner
E.g., flat- two dimensional and solid-three dimensional cube
curves
 describe the position and location of objects. cylinder
describe
E.g., above, below, on, beside, in front of, behind, and next to, left, right, near, far, inside, outside, top, middle, bottom flat
hexagon
 act out position and location. rectangle
 explain position and location to a partner. same
 explore shapes found in the environment. shape
side
E.g., square, triangle, circle, hexagon, rectangle size
solid
 explore shapes found in the environment. sort
sphere
E.g., cube, cone, cylinder, sphere straight
square
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. MAFS.K.G.2.5 triangle
vertex
Students will: vertices

 draw shapes found in the environment.
 create a picture or model of something found in the environment using 2-dimensional shapes.

E.g.,

 build 2-dimensional and 3-dimensional models of an object from materials from the environment. MAFS.K.G.2.6
 identify the names of the shapes used in the picture or model.
Grade K Math Curriculum Map
Compose simple shapes to form larger shapes (e.g., “Can you join these two triangles with full sides touching to make a rectangle?”). May 2016

Students will:

 put shapes together to make new larger shapes.
 use simple 2-dimensional shapes to form larger 2-dimensional shapes.

E.g., “Can you join these 2   to make a rectangle?”).

 name the new shape resulting from composing two simple shapes.

44 Volusia County Schools

Mathematics Department

Fluently add and subtract within 5. MAFS.K.OA.1.5 add (+)
addition
Students will: addend
combining
 compose numbers within 5. count on
 decompose numbers within 5. count back
 add numbers within 5. difference
 subtract within 5. digit
equal (=)
HINT: Fluency is knowing how a number can be composed and decomposed and using that information to be flexible and equation (5 = 3 + 2)
efficient. in all
joining
make 10
minus ( - )
one fewer
one more
plus (+)
put together
sets
solve
subtract (-)
subtracting from
subtraction (-)
symbol
taking apart
taking from
ten frame
total

45 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 4 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Button Down Teacher Guide p. 21 Shape Sort www.k- www.IXL.com/signin/volusia SE/RMC/
POD/A&R:
5mathteachingresources.com G.3, G.4, N.1, N.2, N.3, N.4, 1-1,1-2, 1-3,
1-4, 1-5
Discovery Can: Sort Objects MD.3 N.5, N.6, N.7, N.8, N.9, N.10,
SE/RMC/
Measurement & Data Sort The Tiles www.cpalms.org N.11 POD/A&R:
Early Math Activity Jars Sorting Animals Properties Everywhere 14-1, 14-1A ,
Sorting Buttons How Many Buttons? https://learnzillion.com/ 14-2
MD.2.3 Shell Sort Unit 3
Sorting it All Out Lesson 1: Counting objects
Lesson 4: Understand that

Sorting Color Tiles objects can be sorted and
https://gradekcommoncorem counted
ath.wikispaces.hcpss.org/Kin

dergarten http://achievethecore.org
MD.3 Lessons

MD.3 Formatives

Bears of All Discovery Can: Attributes of a Car www.k- www.IXL.com/signin/volusia

Sizes Measurement & Data 5mathteachingresources.com Q.1, Q.2, Q.3, Q.4, Q.5

Describing Lengths of MD.1

MD.1.1 Pencils www.cpalms.org https://learnzillion.com/
Magnificent Measure: The Unit 8
Measurable Attributes of a Weight of Things Lesson 5: Measure lengths of
Paper Clip Tight Rope objects
Lesson 6: Measure the weight

Measurable Attributes of an https://gradekcommoncorem of objects
Elephant ath.wikispaces.hcpss.org/Kin http://achievethecore.org
dergarten

MD.1 Lessons

MD.1 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

46 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 4 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

Bears of All Teacher Guide p. 21 Compare Lengths OF www.k- www.IXL.com/signin/volusia SE/RMC/
Sizes Cubes 5mathteachingresources.com Q.1, Q.2, Q.3, Q.4, Q.5 POD/A&R:
Discovery Can: Compare Two Bags MD.2 14-3, 14-5,
Weight Lifters Measurement & Data Comparing Lengths https://learnzillion.com/ 14-6, 14-8,
Longer Than www.cpalms.org Unit 8 14-10
Taller or Shorter The Long and Short of Candy Lesson 4: Compare objects
MD.1.2 Rows of Short Or Tall? Compare Them by one attribute
Bows Measure With Color Tiles All! Lesson 3: Describe objects
Measure With Paper Clips based on their attributes
Measuring the Width and https://gradekcommoncorem
Height of a Book ath.wikispaces.hcpss.org/Kin http://achievethecore.org
Using Paper Clips to dergarten
Measure MD.2 Lessons
Using Tiles to Measure MD.2 Formatives

Turkey and Teacher Guide pp.19- www.k- www.IXL.com/signin/volusia
Dressing 20 5mathteachingresources.com Q.6
1.MD.2
MD.1.a Reproducibles p. 15 https://learnzillion.com/
www.cpalms.org First Grade
Discovery Can: Measuring End to End is a Win Unit 16
Measurement & Data Win Lesson 2: Fluently measure
Measuring Madness the length with non-standard
Hands on Math Center Estimate and Measure-Sticky length units
Math! Lesson 4: Understand that
length measurement is the
https://hcpss.instructure.com number of same size length
/courses/9414 units that span an object with
1.MD.2 Lessons no gaps or overlaps
1.MD.2 Formatives
http://achievethecore.org

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

47 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department

Unit 4 Suggested Instructional Resources

MAFS AIMS Lakeshore MFAS Internet enVision

RoughG.1.2 Teacher Guide pp. 22- Find That Shape www.k- www.IXL.com/signin/volusia SE/A&R:
Enough 23 Identify The Shape 5mathteachingresources.com N.9, S.1, S.2, S.4 11-1, 11-2,
Shapes Reproducibles pp.18-20 Is it still a Triangle G.2 11-3, 11-4,
Discovery Can: Shapes Small and Large Spheres https://learnzillion.com/ 11-6, 11-9
Kindergarten 3D Geometric Shape Name The Shape www.cpalms.org Unit 5 RMC:
2-D Shapes Tub Shape Detective Lesson 1: Name circles, 11-1, 11-2,
Comparing A Cylinder To A Making Virtual Triangles squares, and triangles 11-6, 11-9
Sneak A Teacher Guide pp. 22- Circle Lesson 2: Name rectangles POD:
Peek At 23 Is It A Plane Or A Solid https://gradekcommoncorem and hexagons 11-4,11-6
Shapes Reproducibles pp.18-20 Spheres and Circles ath.wikispaces.hcpss.org/Kin
Discovery Can: Shapes Squares And Cubes dergarten http://achievethecore.org SE/RMC/
Kindergarten 3D Geometric Shape G.2 Lessons POD
2-D Shapes Tub G.2 Formatives www.IXL.com/signin/volusia 12-1
www.k- S.5 A&R:
5mathteachingresources.com 12-1, 12-2
G.3 https://learnzillion.com/
G.1.3 Unit 5
www.cpalms.org Lesson 5: Use attributes to
Eating Shapes describe shapes
Shape Safari 2-D & 3-D Shapes Lesson 4: Understand that 2D
and 3D shapes are identified
https://gradekcommoncorem as flat and solid
ath.wikispaces.hcpss.org/Kin
dergarten http://achievethecore.org
G.3 Lessons
G.3 Formatives

enVisionMATH: SE = Student Edition; RMC= Ready-Made Centers; POD= Problem of the Day; A&R = Assessment and Reteaching Workbook

48 Volusia County Schools Grade K Math Curriculum Map
May 2016
Mathematics Department