CLEVELAND CITY SCHOOLS • KINDERGARTEN STANDARDS GUIDE • MATHEMATICS

Standard / Suggested Mathematical
Practices / Essential Question(s)
Learning Target(s) / Materials/
Resources / Essential Vocabulary
COUNTING AND CARDINALITY
Know number names and the count sequence.
K.CC.A.1
Count to 100 by ones and by tens. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ Why do we count?
  • I can count 0-5 by ones. (PS)
  • I can count 0-10 by ones. (PS)
  • I can count 0-20 by ones. (PS)
  • I can count to 100 by tens. (PS)
/
  • Curriculum Associates Ready TN Core
Lessons 24-25
Ready CC pp. 42-43
  • Investigations
Units 1-7
  • Number line
  • Number cards
  • Manipulatives for counting
  • Dot plates
  • Five frames
  • Ten frames
/ count
ones
tens
K.CC.A.2
Count forward beginning with any given number within the known sequence (instead of beginning with 1). /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ Why do we count?
  • I can count on from any number. (PS)
/
  • Curriculum Associates
Ready TN Core
Lessons 24-25
  • Investigations
Units 3,5,6 & 7
  • Number line
/ count
count on
K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 -20 (with 0 representing a count of no objects). /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ What does a number represent?
  • I can write 0-5. (P)
  • I can write the number that represents a given set of objects from 0-5. (R)
  • I can write 0-10. (P)
  • I can write the number that represents a given set of objects from 0-10. (R)
  • I can write 0-20. (P)
  • I can write the number that represents a given set of objects from 0-20. (R)
/
  • Curriculum Associates Ready TN Core
Lessons 2-4, 7, 9, 11, 22
Ready CC pp. 2-4, 11, 13, 19, 40
  • Investigations
Units 1,2,4 & 6
  • Number cards as a model
  • Dot plates
  • Five frames
  • Ten frames
  • Manipulatives to represent a set of objects
/ count
number
objects
numeral
represent
Count to tell the number of objects.
K.CC.B.4a
Understand the relationship between numbers and quantities; connect counting to cardinality.
  1. When counting objects, say the number names in the standard order, pairing each object with one and only one name and each number name with one and only one object.
/
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ How many are there?
  • I can touch each object as I count 0-5. (PS)
  • I can touch each object as I count 0-10. (PS)
  • I can touch each object as I count 0-20. (PS)
/
  • Curriculum Associates Ready TN Core
Lessons 1-4, 7, 9, 11
Ready CC pp. 1-4, 11, 13, 19
  • Investigations
Units 1-7
  • Dot plates
  • Five frames
  • Ten frames
  • Manipulatives to represent a set of objects
/ count
order
objects
K.CC.B.4b
Understand the relationship between numbers and quantities; connect counting to cardinality.
  1. 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.
/
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ How many are there?
  • I can tell the number of objects I have counted, from the last number I say. (PS)
(for numbers 0-5)
  • I can tell the number of objects I have counted, from the last number I say. (PS)
(for numbers 0-10)
  • I can tell the number of objects I have counted, from the last number I say. (PS)
(for numbers 0-20) /
  • Curriculum Associates Ready TN Core
Lessons 1-4, 7, 9, 11
Ready CC pp. 1-4, 11, 13, 19
  • Investigations
Units 1-7
  • Dot plates
  • Five frames
  • Ten frames
  • Manipulatives to represent a set of objects
/ count
how many
object
K.CC.B.4c
Understand the relationship between numbers and quantities; connect counting to cardinality.
  1. Understand that each successive number name refers to a quantity that is one larger.
/
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
. / How many are there?
  • I can count up. This means I can count forward and understand that the next number I say is one larger.
(for numbers 0-5) . (K)
  • I can count up. This means I can count forward and understand that the next number I say is one larger.
(for numbers 0-10) . (K)
  • I can count up. This means I can count forward and understand that the next number I say is one larger.
(for numbers 0-20) (K) /
  • Curriculum Associates
Ready TN Core
Lessons 5, 12
Ready CC pp. 5, 20
  • Investigations
Units 1-7
  • Dot plates
  • Five frames
  • Ten frames
  • Manipulatives to represent a set of objects
/ count
count up
next
quantity
forward
K.CC.B.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. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ How many are there?
Do you have a plan to organize objects prior to counting?
  • I can count as many as 5 items in a scattered group. (PS)
  • I can count as many as 10 items in a scattered group. (PS)
  • I can count as many as 20 items in a scattered group. (PS)
/
  • Curriculum Associates Ready TN Core
Lessons 2-4, 7, 9, 11, 22
Ready CC pp. 2-4, 11, 13, 19, 40
  • Investigations
Units 1-7
  • Number line
  • Manipulatives for counting
  • Dot plates
  • Five frames
  • Ten frames
/ count
how many
scattered
Compare numbers.
K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ How can two quantities be related?
  • I can compare groups of objects. This means I can tell which group is greater than, less than, or equal to a group. (range 0-10) (R)
/
  • Curriculum Associates
Ready TN Core
Lessons 5, 12
Ready CC pp. 5, 20
  • Investigations
Units 2-7
  • Number line
  • Manipulatives for counting
  • Dot plates
  • Five frames
  • Ten frames
  • Rekenrek
/ compare
greater than
less than
equal to
K.CC.C.7
Compare two numbers between 1 and 10 presented as written numerals. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ How can two quantities be related?
  • I can compare two written numbers. (range 0-5). (R)
  • I can compare two written numbers. (range 0-10). (R)
/
  • Curriculum Associates
Ready TN Core
Lessons 5, 12
Ready CC pp. 5, 20
  • Investigations
Units 2, 4, 6 & 8
  • Number cards
/ compare
greater than
less than
equal
OPERATIONS AND ALGEBRAIC THINKING
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details but should show the mathematics in the problem.) /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
  • I can explain addition (putting together, joining or adding to). (R)
  • I can identify mathematical symbols used to show addition. (K)
  • I can use different strategies to solve addition (counting on fingers, using objects, drawing pictures, etc.). (PS)
  • I can explain subtraction (taking apart or taking from). (R)
  • I can identify mathematical symbols used to show subtraction. (K)
  • I can use different strategies to solve subtraction (counting on fingers, using objects, drawing pictures, etc.). (PS)
/
  • Curriculum Associates
Ready TN Core
Lessons 14, 16
Ready CC pp. 27, 29
  • Investigations
Units 4 & 6
  • Linking cubes in various colors
  • Manipulatives to count and add/subtract
  • Rekenrek
/ addition
add
subtraction
subtract
expression
equation
K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ How can different strategies be helpful when solving a problem?
  • I can make sense of an addition word problem using object s. (PS)
  • I can make sense of an addition word problem using drawings. (PS)
  • I can preserve to solve addition word problems using various strategies. (PS)
  • I can make sense of a subtraction word problem using object s. (PS)
  • I can make sense of a subtraction word problem using drawings. (PS)
  • I can preserve to solve subtraction word problems using various strategies. (PS)
/
  • Curriculum Associates
Ready TN Core
Lessons 15, 17-19
Ready CC pp. 28, 30-32
  • Investigations
Units 4 & 6
  • Linking cubes in various colors
  • Manipulatives to count and add/subtract
  • Rekenrek
/ addition
add
subtraction
subtract
K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5=2+3 and 5=4+1). /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ In what ways can operations affect numbers?
How can different strategies be helpful when solving a problem?
  • I can decompose (break apart) numbers to 10 using objects or drawings. (R)
  • I can record the answer using a drawing or equation. (S)
/
  • Curriculum Associates
Ready TN Core
Lessons 6, 8, 10, 13
Ready CC pp. 6, 12, 14, 21
  • Investigations
Units 4 & 6
  • Linking cubes in various colors
  • Manipulatives to count and add/subtract
  • Rekenrek
/ decompose
equation
K.OA.A.4
For any number 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ In what ways can operations affect numbers?
How can different strategies be helpful when solving a problem?
  • I can show how many objects need to be added to a given number to make 10.
/
  • Curriculum Associates
Ready TN Core
Lesson 13
Ready CC p. 21
  • Investigations
Units 4 & 6
  • Ten frame
  • Linking cubes in various colors
  • Manipulatives to count and add/subtract
  • Rekenrek
/ add
make 10
addend
equation
K.OA.A.5
Fluently add and subtract within 5. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ In what ways can operations affect numbers?
How can different strategies be helpful when solving a problem?
  • I can easily add numbers that add up to 5 or less. (PS)
  • I can easily subtract numbers when the starting number is 5 or less. (PS)
/
  • Curriculum Associates
Ready TN Core
Lessons 15, 17, 20
Ready CC pp. 28, 30, 33
  • Investigations
Units 6
  • Linking cubes in various colors
  • Manipulatives to count and add/subtract
  • Mastering the Basic Facts in Addition and Subtraction by Sue O’Connell
  • Rekenrek
  • Ten frame
/ add
subtract
NUMBER AND OPERATIONS IN BASE TEN
Work with numbers 11-19 to gain foundations for place value.
K.NBT.A.1
Compose and decompose numbers 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. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ How can two quantities be related?
  • I can compare two written numbers. (range 0-10). (R)
  • I can compose (put together) numbers 11-19 using a ten and some ones, and show my work with a drawing or equation. (S)
  • I can decompose (break apart) numbers 11-19 using a ten and some ones, and show my work with a drawing or equation. (S)
/
  • Curriculum Associates
Ready TN Core
Lessons 21, 23
Ready CC pp. 39, 41
  • Investigations
Units 6
  • Double 10 frames
  • Base-ten blocks
/ compare
greater than
less than
equal to
MEASUREMENT AND DATA
Describe and compare measurable attributes.
K.MD.A.1
Describe measureable attributes of objects, such as length or weight. Describe several measureable attributes of a single object. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ Why does “what” we measure influence “how” we measure?
  • I can describe measureable attributes of objects. (K)
  • I can describe the measureable attributes of a specific object. (PS)
/
  • Curriculum Associates
Ready TN Core
Lessons 26, 27
Ready CC pp. 49-50
  • Investigations
Units 2,4, & 6
  • Items to measure
  • Scale
/ object
attributes
measureable
length
weight
K.MD.A.2
Directly compare two objects with a measureable attribute in common, to see which object has “more of”/ “less of” the attribute and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
/ Why does “what” we measure influence “how” we measure?
  • I can tell which object is longer (shorter or taller) than the other by comparing them side by side. (PS)
  • I can tell which object can hold more (or less) than the other by filling up one of the objects and pouring it into the other. (PS)
  • I can tell which object is heavier (or lighter) by lifting one in one hand and the other in the other hand. (PS)
  • I can tell which object is warmer (or colder) than the older by touching them. (PS)
/
  • Curriculum Associates
Ready TN Core
Lessons 26, 27
Ready CC pp. 49-50
  • Investigations
Units 2 & 4
  • Items to measure and compare
  • Containers to demonstrate capacity
  • Scale
  • Cold/ warm items
/ object
more of
less of
compare
difference
longer
shorter
heavier
lighter
Classify objects and count the number of objects in each category.
K.MD.A.3
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) /
  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularly in repeated reasoning.
. / Why does “what” we measure influence “how” we measure?