Troup County School System
CCGPS Math Curriculum Map
Kindergarten – Fourth Quarter
CCGPS / Example/Vocabulary / System ResourcesUnderlined standards are linked to GKIDS assessment pages
MCCK.CC.1 Count to 100 by ones and by tens.
Quarter 4: Numbers 0 - 100
Misconception Document: CC.1-3
Essential Questions
How do I count by 1’s to 100?
How do I count by 10’s to 100? / MCCK.CC.1
This standard asks students to rote count starting at one and counting to 100 by ones and by tens. When counting by ones, students need to understand that the next number in the sequence is one more. When counting by tens, the next number in the sequence is “ten more” (or one more group of ten). When students count by tens they are only expected to master counting on the decade (0, 10, 20, 30, 40 …). This objective does not require recognition of numerals. It is focused on the rote number sequence.
Counting should be reinforced throughout the day, not in isolation.
Examples:
· Count the number of chairs of the students who are absent.
· Count the number of stairs, shoes, etc.
· Counting groups of ten such as “fingers in the classroom” (ten fingers per student).
Vocabulary
count
ones
tens / MCCK.CC.1
Whole Group
BBY:
· Dots
Harcourt Math:
· TE GR11 Modify to include numbers to 100
Think Math:
· Chapter 1: Lessons 1-4
· Chapter 3: Lessons 10 and 12
· Chapter 4: Lessons 1 and 3
Illustrative Mathematics:
· Counting Sequence
· Choral Counting
· Counting Circles
· Counting by Tens
Differentiated Activities
Other Lessons:
· Missing Numbers Game (create cards with different numbers to differentiate)
Click here for other lessons and assessments
CCGPS / Example/Vocabulary / System Resources
MCCK.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Quarter 4: Numbers 0 - 100
Misconception Document: CC.1-3
Essential Questions
How do I count forward by 1’s from any number to 100? / MCCK.CC.2
This standard asks students to count forward from any number, 1 to 100.
Counting on or counting forward from a given number conflicts with the learned strategy of counting from the beginning. In order to be successful in counting on, students must understand cardinality. Students often merge or separate two groups of objects and then re-count from the beginning to determine the final number of objects represented. For these students, counting is still a rote skill or the benefits of counting on have not been realized. Games that require students to add on to a previous count to reach a goal number encourage developing this concept.
Example:
· Given the number 4, the student would count, “4, 5, 6, 7 …”
Vocabulary
count
ones
tens / Whole Group
Formative Assessment for CC.1, CC.2, and CC.3
BBY:
· Dots
· What’s My Place, What’s My Value?
Harcourt Math:
· TE 85 - Counting Forward Modify to include numbers to 100
Learning Village:
· More or Less
Other Lessons:
· Counting on Cup
· One More on the Ten Frame
Illustrative Mathematics:
· Assessing Counting Sequence 1
· Assessing Counting Sequence 2
· Number After Bingo 1-15
· Number Line Up
· Pick a Number, Counting On
· Start-Stop Counting
· "One More" Concentration
CCGPS / Example/Vocabulary / System Resources
MCCK.CC.2 / MCCK.CC.2 / MCCK.CC.2
Differentiated Activities
Hands-On Standards:
· Counting On Lesson 1
Learning Village:
· The Cardinal Cup
· Race to 20
· Fill The Chute
· Order the Dice
Other Lessons:
· Count on Two More
· Show One More
· Nearby Teens Game
· Cross the Decade
Activities for Differentiation:
· Counting forward to 10
· Counting forward to 20
Click here for other lessons and assessments
CCGPS / Example/Vocabulary / System Resources
MCCK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Essential Questions
How can I find the total when I join two groups?
How can I find what is left when I take one group from another?
How can I solve problems using addition and subtraction? / MCCK.OA.2
This standard asks students to solve problems presented in a story format with a specific emphasis on using objects or drawings to determine the solution.
This objective builds upon their understanding of addition and subtraction from K.OA.1, to solve problems. Once again, numbers should not exceed 10.
Teachers should be cognizant of the three types of problems. There are three types of addition and subtraction problems: Result Unknown, Change Unknown, and Start Unknown. These types of problems become increasingly difficult for students. Research has found that Result Unknown problems are easier than Change and Start Unknown problems. Kindergarten students should have experiences with all three types of problems. The level of difficulty can be decreased by using smaller numbers (up to 5) or increased by using larger numbers (up to 10).
Please see Table 1 for additional examples.
Vocabulary
addition/add
subtraction/subtract / Whole Group
BBY:
· Dots
· What’s My Place, What’s My Value?
Harcourt Math:
· TE 259A-260
· TE 265A-266
· TE 275A-276
· TE 289A-290
Think Math:
· Chapter 5: Lessons 1-2, 7-10, 13-14
· Chapter 6: Lessons 1, 2, 6, and 12
Learning Village:
· Addition and Subtraction Word Problems
· Going Bananas
· Old Farmer McDonald
· By the Riverside
Illustrative Mathematics:
· Dice Addition
· What’s Missing?
Other Lessons:
· Part-Whole Mats
· Domino Addition
Birds on Tree (pg.17)
Ducks on Pond (pg.26)
Going Inside (pg.38)
Sharing Toys (pg.41)
How Many More (pg.44)
Coin Drop (pg.48)
CCGPS / Example/Vocabulary / System Resources
MCCK.OA.2 / MCCK.OA.2 / MCCK.OA.2
Differentiated Activities
Hands-On Standards:
· Joining Problems Lesson 1
· Using the Plus Sign Lesson 2
· Separating Problems Lesson 3
· Using the Minus Sign Lesson 4
· Addition: Sums to 10 Lesson 5
· Subtraction: Differences from 10 Lesson 6
Rekenrek: Word Prob Lessons 1,2,3,4
Learning Village:
· The Bike Shop
· The Candy Store
· A Fishing Tale
Other Lessons:
· Dot Card Addition Dot Cards 1-12
· My Ten-Frame Riddle
· Subtraction Story Problems
· More Subtraction Story Problems
· Subtraction Story Problems 2
Activities for Differentiation:
· Addition Word Problems within 10
· Subtraction Word Problems within 10
· Addition and Subtraction Word Problems
Jungle Math (pg.33)
Ocean Story (pg.38)
Pond Stories (pg.42)
Click here for other lessons and assessments
CCGPS / Example/Vocabulary / System Resources
MCCK.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
Essential Questions
How can I show all the ways to make ten? / MCCK.OA.4
This standard builds upon the understanding that a number can be decomposed into parts (K.OA.3). Once students have had experiences breaking apart ten into various combinations, this asks students to find a missing part of 10.
Example:
“A full case of juice boxes has 10 boxes. There are only 6 boxes in this case. How many juice boxes are missing?
Vocabulary
Number
addend / Whole Group
Kindergarten Strategy Notebook
BBY:
· Dots
· What’s My Place, What’s My Value?
Think Math:
· Chapter 1: Lesson 13
· Chapter 6: Lessons 1 and 2
Learning Village:
· Building Trains (Addition)
· Ten Flashing Fireflies
· How Many Ways to Get to 10?
· A Day at the Beach
Other Lessons:
· Making Apple Ten Packs
· Making Ten
· More Ways to Make Ten
· Cut and Paste (pg.8)
Name the Addend (pg. 46)
CCGPS / Example/Vocabulary / System Resources
MCCK.OA.4 / MCCK.OA.4 / MCCK.OA.4
Differentiated Activities
Hands-On Standards:
· Make 10 Lesson 9
Rekenrek: Lesson 7
Learning Village:
· Tug-O-War
· The Bike Shop
· Got Your Number
· Capturing Bears to 5 and 10
Other Lessons:
· Facts of Ten
· Make 10
Activities for Differentiation:
· Make 10
Click here for other lessons and assessments
CCGPS / Example/Vocabulary / System Resources
Click here for other lessons and assessments
MCCK.OA.5 Fluently add and subtract within 5.
Essential Questions
How can I add two numbers quickly?
How can I subtract two numbers quickly? / MCCK.OA.5
This standard asks students to develop strategies to solve addition and subtraction problems through 5. Students are fluent when they display accuracy (correct answer), efficiency (a reasonable amount of steps without resorting to counting), and flexibility (using different strategies).
Traditional flash cards or timed tests have not been proven as effective instructional strategies for developing fluency.
Students develop fluency by understanding and internalizing the relationships that exist between and among numbers. Oftentimes, when children think of each “fact” as an individual item that does not relate to any other “fact”, they are attempting to memorize separate bits of information that can be easily forgotten. Instead, in order to fluently add and subtract, children must first be able to see sub-parts within a number (inclusion, K.CC.4.c). Once they have reached this milestone, children need repeated experiences with many different types of concrete materials (such as cubes, chips, and buttons) over an extended amount of time in order to recognize that there are only particular sub-parts for each number. Therefore, children will realize that if 3 and 2 is a combination of 5, then 3 and 2 cannot be a combination of 6.
For example, after making various arrangements with toothpicks, students learn that only a certain number of sub-parts exist within the number 4:
/ MCCK.OA.5
Whole Group
Kindergarten Strategy Notebook
Formative Assessment for OA.1, OA.2, OA.3, OA.4, OA.5
BBY:
· Dots
· What’s My Place, What’s My Value?
Think Math:
· Chapter 2: Lessons 1, and 2
· Chapter 5: Lesson 2
Learning Village:
· Building Trains (Addition)
· Building Trains (Subtraction)
· Going Bananas
Other Lessons:
· Five Squares
· Shake 5 and Spill
· Subtraction Fluency Sheet
· Cut and Paste (pg.3, 7, 9)
CCGPS / Example/Vocabulary / System Resources
MCCK.OA.5 / MCCK.OA.5 / MCCK.OA.5
Differentiated Activities
Rekenrek: Lesson 2 and 3
Learning Village:
· Shake and Spill Addition
· The Bike Shop
· The Candy Store
· Capturing Bears to 5 and 10
· A Fishing Tale
Other Lessons:
· Sums of Five
· Facts of Five
Activities for Differentiation:
· Addition and Subtraction Fluency Kit
Race To 5 Game (pg. 49)
Click here for other lessons and assessments
Standards for Mathematical Practice – Kindergarten
1. Make sense of problems and persevere in solving them. / In Kindergarten, students begin to build the understanding that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” or they may try another strategy.
2. Reason abstractly and quantitatively. / Younger students begin to recognize that a number represents a specific quantity. Then, they connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities.
3. Construct viable arguments and critique the reasoning of others. / Younger students construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also begin to develop their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to others and respond to others’ thinking.
4. Model with mathematics. / In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed.
5. Use appropriate tools strategically. / Younger students begin to consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, kindergarteners may decide that it might be advantageous to use linking cubes to represent two quantities and then compare the two representations side‐by-side.
6. Attend to precision. / As kindergarteners begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning.
7. Look for and make use of structure. / Younger students begin to discern a pattern or structure. For instance, students recognize the pattern that exists in the teen numbers; every teen number is written with a 1 (representing one ten) and ends with the digit that is first stated. They also recognize that 3 + 2 = 5 and 2 + 3 = 5.
8. Look for and express regularity in repeated reasoning. / In the early grades, students notice repetitive actions in counting and computation, etc. For example, they may notice that the next number in a counting sequence is one more. When counting by tens, the next number in the sequence is “ten more” (or one more group of ten). In addition, students continually check their work by asking themselves, “Does this make sense?”
Table 1: Common Addition and Subtraction Situations.
Result Unknown / Change Unknown / Start UnknownAdd to / Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?
2 + 3 = ? / Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?
2+ ? = 5 / Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?
? + 3 = 5
Take from / Five apples were on the table. I ate two apples. How many apples are on the table now?
5 – 2 = ? / Five apples are on the table. Three are red and the rest are green. How many apples are green?
3 + ? = 5, 5 – 3 = ? / Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before?
? – 2 = 3
Total Unknown / Addend Unknown / Both Addends Unknown14
Put together/ take apart15 / Three red apples and two green apples are on the table. How many apples are on the table?
3 + 2 = ? / Five apples are on the table. Three are red and the rest are green. How many apples are green?
3 + ? = 5, 5 – 3 = ? / Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?
5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 = 4 + 1
5 = 2 + 3, 5 = 3 + 2
Difference Unknown / Bigger Unknown / Smaller Unknown
Compare16 / (“How many more?” version):
Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?
(“How many fewer?” version):
Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?
2 + ? = 5, 5 – 2 = ? / (Version with “more”):
Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?
(Version with “fewer”)
Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have?
2 + 3 = ?, 3 + 2 = ? / (Version with “more”)
Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?
(Version with “fewer”)
Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have?
5 -3 = ?, ? + 3 = 5
Standard / Additional Resources for Professional Development
MCCK.CC.1 / Counting Collections, Laying the Foundation for Computational Fluency in Early Childhood
BLAST Professional Development Video K.CC.1-3
Math Misconceptions K.CC.1-3
MCCK.CC.2 / Counting Collections, Experiences to Help Children to Count On, Laying the Foundation for Computational Fluency in Early Childhood
BLAST Professional Development Video K.CC.1-3
Math Misconceptions K.CC.1-3
MCCK.OA.2 / Common Core Support Video – SEDL
BLAST Professional Development Video K.OA.1-5
MCCK.OA.4 / BLAST Professional Development Video K.OA.1-5
MCCK.OA.5 / Fluency with Basic Addition – on website, Developing “ Five-ness” in Kindergarten – click on pdf file
BLAST Professional Development Video K.OA.1-5
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