bcesd #15 - kindergarten math common core pacing guide€¦ · bcesd #15 - kindergarten math common...
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BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
1
1, 2, 3, 4
K.CC.B.4 (2 weeks) –
Understand the
relationship between
numbers and quantities;
connect counting to
cardinality. a) When counting objects, say the
number names in the standard order, pairing each object with one and only
one number name and each number
name with one and only one object. b) Understand that the last number
name said tells the number of objects
counted. The number of objects is the same regardless of their arrangement
or the order in which they were
counted. c) Understand that each successive
number name refers to a quantity that
is one larger.
K.G.A.2 – Correctly
name shapes regardless
of their orientations or
overall size.
G1.3M.C1.PO1 -
Recognize, describe,
extend, create, and record
simple repeating patterns.
K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
2
5, 6, 7, 8
K.CC.B.4 – Understand
the relationship between
numbers and quantities;
connect counting to
cardinality. a) When counting objects, say the
number names in the standard order, pairing each object with one and only
one number name and each number
name with one and only one object. b) Understand that the last number
name said tells the number of objects
counted. The number of objects is the same regardless of their arrangement
or the order in which they were
counted. c) Understand that each successive
number name refers to a quantity that
is one larger.
K.G.A.2 – Correctly
name shapes regardless
of their orientations or
overall size.
G1.3M.C1.PO1 -
Recognize, describe,
extend, create, and record
simple repeating patterns.
K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
3
9, 10, 0,
review
K.CC.B.5 (2 weeks) –
Count to answer “how
many?” questions about
as many as 20 things
arranged in a line, a
rectangular array, or a
circle, or as many as 10
things in a scattered
configuration; given a
number from 1-20, count
out that many objects.
K.G.A.3 – Identify
shapes as two-
dimensional (lying on a
plane, “flat”) or three-
dimensional (“solid”)
G1.3M.C1.PO1 -
Recognize, describe,
extend, create, and record
simple repeating patterns.
K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.CC.B.4 – Understand the relationship between
numbers and quantities; connect counting to
cardinality. a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.G.A.2 – Correctly name shapes regardless of their orientations or
overall size (2-D and 3-D shapes).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
4
11, 12,
13, 14
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.
K.G.A.3 – Identify
shapes as two-
dimensional (lying on a
plane, “flat”) or three-
dimensional (“solid”)
G1.3M.C1.PO1 -
Recognize, describe,
extend, create, and record
simple repeating patterns.
K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.CC.B.4 – Understand the relationship between
numbers and quantities; connect counting to
cardinality. a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.G.A.2 – Correctly name shapes regardless of their orientations or
overall size (2-D and 3-D shapes).
COLORS
Pre-assess numbers 0-10
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
5
15, 16,
17, 18
K.G.B.4 (2 weeks) –
Analyze and compare
two- and three –
dimensional shapes, in
different sizes and
orientations, using
informal language to
describe their similarities,
differences, parts (e.g.,
number of sides and
vertices/”corners”) and
other attributes (e.g.,
having sides of equal
length). Link with
writing & science)
K.MD.B.3 – Classify
objects or people into
given categories; count
the numbers in each
category and sort the
categories by count.
(Note: Limit category
counts to be less than or
equal to 10.)
G1.3M.C1.PO1 -
Recognize, describe,
extend, create, and record
simple repeating patterns.
K.CC.B.4 – Understand the relationship between numbers and
quantities; connect counting to cardinality.
a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.CC.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes regardless of their orientations or
overall size (2-D and 3-D shapes).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
6
19, 20,
0,
review
K.G.B.4 – Analyze and
compare two- and three –
dimensional shapes, in
different sizes and
orientations, using
informal language to
describe their similarities,
differences, parts (e.g.,
number of sides and
vertices/”corners”) and
other attributes (e.g.,
having sides of equal
length). (Link with
writing & science)
K.MD.B.3 – Classify
objects or people into
given categories; count
the numbers in each
category and sort the
categories by count.
(Note: Limit category
counts to be less than or
equal to 10.)
G1.3M.C1.PO1 -
Recognize, describe,
extend, create, and record
simple repeating patterns.
K.CC.B.4 – Understand the relationship between
numbers and quantities; connect counting to
cardinality. a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.CC.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes regardless of their orientations or
overall size (2-D and 3-D shapes).
K.CC.B4 a, b, c –
COUNT OBJECTS,
TELL HOW MANY,
ONE MORE
K.CC.B.5 –
COUNTING OBJECTS
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
7
review
0-20
K.G.B.6 (2 weeks) –
Compose simple shapes
to form larger shapes. For
example, “Can you join
these two triangles with
full sides touching to
make a rectangle?”
K.G.B.5 (2 weeks) –
Model shapes in the
world by building shapes
from components (e.g.,
sticks and clay balls) and
drawing shapes.
K.MD.A.1 – Describe
measureable attributes of
objects, such as length or
weight. Describe several
measureable attributes of
a single object.
G1.3M.C1.PO1 -
Recognize, describe,
extend, create, and record
simple repeating patterns.
K.CC.B.4 – Understand the relationship between
numbers and quantities; connect counting to
cardinality. a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.CC.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes regardless of their orientations or
overall size (2-D and 3-D shapes).
G.A.2 – NAME
SHAPES
G.A.3 – 2-D OR 3-D
G.B.4 – COMPARE
SHAPES
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
8
21, 22,
23, 24
K.G.B.6 – Compose
simple shapes to form
larger shapes. For
example, “Can you join
these two triangles with
full sides touching to
make a rectangle?”
K.G.B.5 – Model shapes
in the world by building
shapes from components
(e.g., sticks and clay
balls) and drawing
shapes.
K.MD.A.1 – Describe
measureable attributes of
objects, such as length or
weight. Describe several
measureable attributes of
a single object.
G1.3M.C1.PO1 -
Recognize, describe,
extend, create, and record
simple repeating patterns.
K.CC.B.4 – Understand the relationship between
numbers and quantities; connect counting to
cardinality. a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.CC.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes regardless of their orientations or
overall size (2-D and 3-D shapes).
K.CC.A.2 – FORWARD
FROM 5&
BACKWARD FROM
20 (backward 20 for
mastery; higher for 1st
grade readiness)
K.CC.A.3 -
[IDENTIFY] & WRITE
(20 is mastery; 1st grade
readiness is higher)
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
9
25, 26,
27, 28
K.G.A.1 (1 week) –
Describe objects in the
environment using names
of shapes, and describe
the relative positions of
these objects using terms
such as above, below,
beside, in front of,
behind, and next to.
(Link with writing)
K.MD.A.1 – Describe
measureable attributes of
objects, such as length or
weight. Describe several
measureable attributes of
a single object. (Link
with science)
G1.3M.C1.PO1 -
Recognize, describe,
extend, create, and record
simple repeating patterns.
K.CC.B.4 – Understand the relationship between
numbers and quantities; connect counting to
cardinality. a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.CC.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.MD.B.3 – CLASSIFY
/ SORT
K.MD.A.1 –
DESCRIBE
ATTRIBUTES
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
10
29, 30,
review
K.CC.C.6 (2 weeks) –
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.
NOTE: Include groups
with up to 10 objects.)
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.
(Link with science)
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
K.G.A.1 – Describe objects in the environment using
names of shapes, and describe the relative positions of
these objects using terms such as above, below,
beside, in front of, behind, and next to.
K.G.B.6 – Compose simple shapes to form larger
shapes. For example, “Can you join these two
triangles with full sides touching to make a
rectangle?”
K.G.B.5 – Model shapes in the world by building
shapes from components (e.g., sticks and clay balls)
and drawing shapes.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Yearly Standard
PATTERNS
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
11
review
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.
NOTE: Include groups
with up to 10 objects.)
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.
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
K.G.A.1 – Describe objects in the environment using
names of shapes, and describe the relative positions of
these objects using terms such as above, below,
beside, in front of, behind, and next to.
K.G.B.6 – Compose simple shapes to form larger
shapes. For example, “Can you join these two
triangles with full sides touching to make a
rectangle?”
K.G.B.5 – Model shapes in the world by building
shapes from components (e.g., sticks and clay balls)
and drawing shapes.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.G.A.1 – SHAPES
ENVIRONMENT
K.G.B.5 – MODEL
SHAPES
K.G.B.6 – COMPOSE
NEW SHAPES
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
12
31, 32,
33, 34
K.CC.C.7 (2 weeks) –
Compare two numbers
between 1 and 10
presented as written
numerals.
K.CC.B.4 – Understand
the relationship between
numbers and quantities;
connect counting to
cardinality. a) When counting objects, say
the number names in the
standard order, pairing each
object with one and only one
number name and each
number name with one and
only one object.
b) Understand that the last
number name said tells the
number of objects counted.
The number of objects is the
same regardless of their
arrangement or the order in
which they were counted.
c) Understand that each
successive number name refers
to a quantity that is one larger.
K.CC.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. NOTE: Include
groups with up to 10 objects.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
G1.4M.C4.PO3 - Sequence the days of the week and
the months of the year.
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
13
35, 36,
37, 38
K.CC.C.7 – Compare
two numbers between 1
and 10 presented as
written numerals.
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.
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
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. NOTE: Include
groups with up to 10 objects.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
14
39, 40,
review
K.OA.A.1 (4 weeks) –
Represent ADDITION
and subtraction with
objects, fingers, mental
images, drawings,
sounds, (e.g., claps),
acting out situations,
verbal explanations,
expressions, or equations.
(NOTE: Drawings need not
show details, but should show
the mathematics in the problem
– this applies wherever
drawings are mentioned in the
Standards.)
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
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.
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. NOTE: Include
groups with up to 10 objects.)
CC.C.7 – Compare two numbers between 1 and 10
presented as written numerals.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.MD.A.2 – RE-
ASSESS MD.A.1
K.CC.C.6 - >, <, =
K.CC.C.7 – COMPARE
WRITTEN NUMERAL
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
15
review
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. (NOTE:
Drawings need not show
details, but should show the
mathematics in the problem –
this applies wherever drawings
are mentioned in the
Standards.)
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
K.CC.B.4 – Understand the relationship between
numbers and quantities; connect counting to
cardinality. a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.CC.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Re-assess any previous
standards for mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
16
41, 42,
43, 44
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.
(NOTE: Drawings need not
show details, but should show
the mathematics in the problem
– this applies wherever
drawings are mentioned in the
Standards.)
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
K.CC.B.4 – Understand the relationship between
numbers and quantities; connect counting to
cardinality. a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.CC.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Re-assess any previous
standards for mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
17
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.
(NOTE: Drawings need not
show details, but should show
the mathematics in the problem
– this applies wherever
drawings are mentioned in the
Standards.)
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
K.CC.B.4 – Understand the relationship between
numbers and quantities; connect counting to
cardinality. a) When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
K.CC.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
18
45, 46,
47, 48
K.OA.A.2 (4 weeks) –
Solve addition and
subtraction WORD
PROBLEMS, and add
and subtract within 10,
(e.g., by using objects or
drawings to represent the
problem).
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.OA.A.1 – ADDING
TO 10
K.OA.A.1 –
SUBTRACTING TO 10
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
19
49, 50,
review
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).
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.CC.A.2 - FORWARD
FROM 23 AND
BACKWARD FROM
50 (backward 20 is
mastery; higher for 1st
grade readiness)
K.CC.A.3 -
[IDENTIFY] & WRITE
(20 is mastery; higher
for 1st grade readiness)
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
20
review
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).
G1.4M.C4.PO3 -
Sequence the days of the
week and the months of
the year.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Yearly Standard
CALENDAR
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
21
review
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).
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
22
51, 52,
53, 54
K.OA.A.4 (4 weeks) –
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.
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
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).
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.OA.A.2 - ADDING
TO 10
K.OA.A. 2 -
SUBTRACTING TO 10
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
23
55, 56,
57, 58
K.OA.A.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.
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
24
59, 60,
review
K.OA.A.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.
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
25
61, 62,
63, 64
K.OA.A.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.
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.OA.A.4 – MAKING
10
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
26
65, 66,
67, 68
K.OA.A.3 (4 weeks) –
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 composition
by a drawing or equation
/ 5=2+3 and 5=4+1).
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Re-assess any previous
standards for mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
27
69, 70,
71, 72
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
composition by a drawing
or equation / 5=2+3 and
5=4+1).
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Re-assess any previous
standards for mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
28
73, 74,
75
review
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
composition by a drawing
or equation / 5=2+3 and
5=4+1).
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.CC.A.2 - FORWARD
FROM 47 AND
BACKWARD FROM
75 (backward 20 is
mastery; higher for 1st
grade readiness)
K.CC.A.3 -
[IDENTIFY] & WRITE
(20 is mastery; higher is
1st grade readiness)
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
29
76, 77,
78, 79
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
composition by a drawing
or equation / 5=2+3 and
5=4+1).
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.OA.A.3 -
DECOMPOSE 10
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
30
80,
review
K.OA.A.5 (3 weeks) –
Fluently ADD and
subtract to 5.
G2.1M.C1.PO5 -
Identify money; penny,
nickel, dime, quarter,
dollar bill.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Yearly Standard
MONEY
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
31
81, 82,
83, 84
K.OA.A.5 – Fluently add
and SUBTRACT to 5.
G2.4M.C4.PO1 - Tell
time to the hour.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
32
85, 86,
87, 88
K.OA.A.5 – Fluently
ADD and SUBTRACT
to 5.
G2.4M.C4.PO1 - Tell
time to the hour.
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. (NOTE: Drawings need not
show details, but should show the mathematics in the problem –
this applies wherever drawings are mentioned in the Standards.)
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
33
89, 90,
review
K.NBT.A.1 (4 weeks) –
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 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.
G2.4M.C4.PO1 - Tell
time to the hour.
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 composition by a
drawing or equation / 5=2+3 and 5=4+1).
K.OA.A.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.OA.A.5 – 2 MINUTE
ADD & SUBTRACT
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
34
91, 92,
93, 94
K.NBT.A.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
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.
G2.4M.C4.PO1 - Tell
time to the hour.
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 composition by a
drawing or equation / 5=2+3 and 5=4+1).
K.OA.A.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
35
95, 96,
97, 98
K.NBT.A.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
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.
G2.4M.C4.PO1 - Tell
time to the hour.
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 composition by a
drawing or equation / 5=2+3 and 5=4+1).
K.OA.A.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
Focus on whole & small
group mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
36
99, 100,
review
K.NBT.A.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
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.
G2.4M.C4.PO1 - Tell
time to the hour.
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 composition by a
drawing or equation / 5=2+3 and 5=4+1).
K.OA.A.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.
K.CC.A.1 – Count to 100 by ones (1’s) and tens (10’s)
K.CC.A.2 – Count forward beginning from a given number within a
known sequence (instead of having to begin at 1).
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).
K.CC.A.2 - FORWARD
FROM 76 AND
BACKWARD FROM
100 (backward 20 is
mastery; higher for 1st
grade readiness)
K.CC.A.3 -
[IDENTIFY] & WRITE
(20 is mastery; higher is
1st grade readiness)
K.CC.A.1 ONE’s &
TEN’s
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
37
101,
102,
103,
104, 105
1.NBT.1 (2 weeks) –
Count to 120, starting at
any number less than 120.
In this range, read and
write numerals and
represent a number of
objects with a written
numeral.
G2.4M.C4.PO1 - Tell
time to the hour.
Continue to review all standards introduced
throughout the year.
K.NBT.A.1 –
COMPOSE &
DECOMPOSE 11-19
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
38
106,
107,
108,
109, 110
1.NBT.1 – Count to 120,
starting at any number
less than 120. In this
range, read and write
numerals and represent a
number of objects with a
written numeral.
G2.4M.C4.PO1 - Tell
time to the hour.
Continue to review all standards introduced
throughout the year.
Re-assess any previous
standards for mastery.
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
39
111,
112,
113,
114, 115
1.NBT.2 (2 weeks) –
Understand that the two
digits of a two-digit
number represent
amounts of tens and ones.
Understand the following
as special cases: a) 10 can be thought of as a
bundle of ten ones – called a
“ten”.
b) The numbers from 11-19
are composed of a ten and one,
two, three, four, five, six,
seven, eight, or nine ones.
c) The numbers 10, 20, 30, 40,
50, 60, 70, 80, 90, refer to one,
two, three, four, five, six,
seven, eight, or nine tens (and
0 ones).
* mini
discussion/lecture/modeling –
during calendar
G2.4M.C4.PO1 - Tell
time to the hour.
Continue to review all standards introduced
throughout the year.
Yearly Standard TIME
BCESD #15 - Kindergarten Math Common Core Pacing Guide
Week &
Number
Focus
Posted/introduced
Standard Additional Standards
Yearly Standards K.CC.A.1 – Count to 100 by ones
(1’s) and tens (10’s)
K.CC.A.2 – Count forward
beginning from a given number
within a known sequence (instead
of having to begin at 1).
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).
K.G.A.2 – Correctly name shapes
regardless of their orientations or
overall size (2-D and 3-D shapes).
!st grade readiness – Patterns (AB, ABB, AAB, AABB, ABC);
Calendar (days & months);
Money (identifying); Time (to the
hour) Review of Standards Assessment
40
116,
117,
118,
119, 120
1.NBT.2 – Understand
that the two digits of a
two-digit number
represent amounts of tens
and ones. Understand the
following as special
cases: a) 10 can be thought of as a
bundle of ten ones – called a
“ten”.
b) The numbers from 11-19
are composed of a ten and one,
two, three, four, five, six,
seven, eight, or nine ones.
c) The numbers 10, 20, 30, 40,
50, 60, 70, 80, 90, refer to one,
two, three, four, five, six,
seven, eight, or nine tens (and
0 ones).
* mini
discussion/lecture/modeling –
during calendar
Continue to review all standards introduced
throughout the year.
Focus on whole & small
group mastery.