2017-2018 Mathematics Kindergarten Pacing Guide
2017 – 2018 Math
Kindergarten Instructional Planning Checklist
Vision:
Elmore County Public School System strives to prepare students to be responsible
and productive citizens in an ever-changing world.
Mission:
Elmore County Public Schools’ mission is to provide relevant, engaging, positive
learning environments where students are empowered to realize their self-worth
through continuous academic, social, and emotional growth.
2017-2018 Mathematics Kindergarten Pacing Guide
GRADE K
Grade K content is organized into five domains of focused study as outlined below in the column to the left. The Grade K domains listed in bold print on the shaded bars are
Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry. Immediately following the domain and
enclosed in brackets is an abbreviation denoting the domain. Identified below each domain are the clusters that serve to group related content standards. All Grade K content
standards, grouped by domain and cluster, are located on the pages that follow.
The Standards for Mathematical Practice are listed below in the column to the right. These mathematical practice standards should be incorporated into classroom instruction of the
content standards.
In Kindergarten, instructional time should focus on two critical areas:
1.
2.
Representing, relating, and operating on whole numbers, initially with sets of objects:
Describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
1.
Students use numbers, including written numerals, to represent quantities and to solve quantitative problems such as counting objects in a set; counting out a given number of
objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 =
5. (Kindergarten students should see addition and subtraction equations, and although not required, student writing of equations in kindergarten is encouraged.) Students
choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and
producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.
2.
Students describe their physical world using both vocabulary and geometric ideas, including shape, orientation, and spatial relations. They identify, name, and describe
basic two-dimensional shapes such as squares, triangles, circles, rectangles, and hexagons presented in a variety of ways, including using different sizes and orientations.
Students also identify three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their
environment and to construct more complex shapes. The following table identifies the Major Clusters, Additional Cluster, and Supporting Cluster for kindergarten.
Content Standard Domains and Clusters
*Counting and Cardinality [CC]
*Major Content
• Know number names and the count sequence.
• Count to tell the number of objects.
• Compare numbers.
*Operations and Algebraic Thinking [OA]
*Major Content
• Understand addition as putting together and adding to, and understand subtraction
as taking apart and taking from.
*Number and Operations in Base Ten [NBT]
*Major Content
• Work with numbers 11–19 to gain foundations for place value.
Measurement and Data [MD]
**Supporting Content
• Describe and compare measurable attributes.
***Additional Content
• Classify objects and count the number of objects in categories.
Geometry [G]
***Additional content
• Identify and describe shapes.
• Analyze, compare, create, and compose shapes.
Standards for Mathematical Practice
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 regularity in repeated
reasoning.
2017-2018 Mathematics Kindergarten Pacing Guide
Domain
Cluster
Counting and Cardinality
*Know numbers and the
count sequence.
*Count to tell the number
of objects
Geometry
Measurement
and Data
Number
&
Operatio
ns in
Base Ten
Operations and Algebraic
Thinking
*Compare numbers
*Understand addition as
putting together and
adding to, and
understand subtraction as
taking apart and taking
from.
*Work with numbers 11–
19 to gain foundations
for place value.
***Describe and compare
measurable attributes.
**Classify objects and
count the number of
objects in each category.
***Identify and describe
shapes (squares, circles,
triangles, rectangles,
hexagons, cubes, cones,
cylinders, and spheres).
***Analyze, compare,
and compose shape
Standard
Count to 100 by ones and by tens. K.CC.1
Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.2
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.3
Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.4
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. K.CC.4a
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. K.CC.4b
Understand that each successive number name refers to a quantity that is one larger. K.CC.4c
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.5
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.) K.CC.6
Compare two numbers between 1 and 10 presented as written numerals. K.CC.7
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. This applies wherever drawings are mentioned in the Standards.) K.OA.1
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to
represent the problem. K.OA.2
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. K.OA.3
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.OA.4
Fluently add and subtract within 5. K.OA.5
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or
drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand
that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.NBT.1
Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single
object. K.MD.1
Directly compare two objects, with a measurable attribute in common, to see which object has “more of” or “less of” the
attribute, and describe the difference. K.MD.2
Classify objects into given categories; count the number of objects in each category, and sort the categories by count.
(Limit category counts to be less than or equal to 10.) K.MD.3
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.1
Correctly name shapes regardless of their orientations or overall size. K.G.2
Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). K.G.3
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 or “corners”), and other attributes (e.g.,
having sides of equal length). K.G.4
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. K.G.5
Compose simple shapes to form larger shapes. K.G.6
1
2
3
4
2017-2018 Mathematics Kindergarten Pacing Guide
Quarter 1
Standard
*Count to 25:
K.CC.1
Essential Questions Exemplars
Why do we count?
Why do we classify objects?
Why do we compare the number of objects?
*Writes correct numeral after
counting 0 – 5 objects:
K.CC.3
Why do we rote count? Why do we need to put numbers in a specific order?
What do we do when counting objects?
Why do we count an object only once?
*Counts up to 5 objects:
K.CC.4
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.CC.6
K.CC.7
What does the last number tell us when counting?
Does order matter when counting?
What does a number tell us about the quantity?
How can we answer "how many" questions?
Vocabulary
Assessment
Suggested Resources
attribute
color
equal
different
fewer
fewest
greater than
less than
most
pattern
same
shape
size
sort
*Quarter 1
assessment
*Running
Record
assessment
Number Puzzles 1-10
Build Five Towers
Roll and Fill
Roll and Cover (1-10)
Roll and Cover (1-20)
Missing Number Game
Counting Rhymes
Counting Read Alouds
Counting on Cup
Count on Two More
Show One More
Nearby Numbers (1 digit)
Nearby Teen Numbers
Nearby Numbers (2 digit)
Cross the Decade
Show it Three Ways
Race to Trace (1-6)
Race to Trace (2-12)
Race to Trace (11-22)
Dice Race
Writing Numerals 1-10
More Handwriting 1-9
Handwriting 11-20
Rep. Numbers in 3 Ways
My Counting Book (print
double sided)
Five Frame Match
Five Frame Flash
Five Frame Numeral Match
Five Frame Concentration
Ten Frame Dice Match
Ten Frame Flash
Ten Frame Numeral Match
Fill the Frame (1-10)
Fill the Frames (1-20)
Sort and Count
Which Has More?
2D Shape Sort (ver. 1)
2D Shape Sort (ver. 2)
Sorting Attribute Blocks
Geometry Sentence Frames
Pattern Block Barrier Game
3D Shape Sort Cards
Geometry Sentence Frames
Shape Sort
It's Not Just A ....
Sorting Attribute Blocks
Shape Robot Book
Template
Geometry Sentence Frames
When given a number (1 - 20), how do we show the number with objects?
How do matching and counting help us to compare objects?
How do we know if we have more than, less than or the same as?
How can we compare written numerals?
How do we write numerals?
How do we represent objects with numerals?
**Classifies objects into given
categories:
K.MD.3
How can I classify objects into categories?
How can I count single objects and then count the categories they are in?
most
least
What attributes can we use to sort the objects?
***Identifies and Describes shapes
K.G.1
K.G.2
K.G.3
What is a: square, circle, triangle, rectangle, hexagon, cube, cone, cylinder
and sphere?
What is orientation of a shape?
What is a two dimensional object?
What is a three dimensional object?
What is a plane? What is a solid?
How do we use position words to describe shapes in our environment?
How do we know if a shape is 2-demensional and 3-demensional?
above
behind
below
circle
cone
cube
cylinder
hexagon
in front of
next to
rectangle
sphere
square
triangle
2-demensional
3-demensional
2017-2018 Mathematics Kindergarten Pacing Guide
Quarter 2
Standard
Essential Questions Exemplars
*Count to 50:
K.CC.1
What are the numbers from 0-10?
*Writes correct numeral after
counting 0 – 10 objects:
K.CC.3
How can I write numbers up to 10 and show numbers of objects from 0-5?
How can I count forward from any number other than 1?
What is the connection between numbers and quantity?
How can I count objects saying the number names in order?
*Counts up to 10 objects:
K.CC.4
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.CC.6
K.CC.7
***Describe and compare
measurable attributes:
K.MD.1
K.MD.2
***Analyze, compare, create,
and compose shapes
K.G.4
K.G.5
K.G.6
When I count objects, how can I identify the total number counted?
How can I count, up to 10, the same amount of objects arranged in a line, a
rectangular array or a circle?
How can I count, up to 10, objects arranged in a scattered configuration?
How can I use matching and counting strategies to:

identify which number is larger?

identify which number is smaller?

tell if two groups have the same amount of objects?
How do we describe and compare measurable attributes?
What can we learn from measuring attributes of an object
What can we learn from comparing the measurable attributes of two objects?
How do we compare and model shapes?
How do we compare shapes?
How do we use materials to model shapes in the world?
How do we use drawings to model shapes in the world?
What happens when we combine simple shapes?
Vocabulary
Assessment
Suggested Resources
attribute
color
equal
different
fewer
fewest
greater than
less than
most
pattern
same
shape
size
sort
*Quarter 2
assessment
*Running
Record
assessment
See the list from quarter 1
length
weight
longer
longest
lighter
lightest
shorter
shortest
heavier
heaviest
sides
corners
vertices
http://www.k5mathteachingresources.co
m/kindergarten-mathactivities.html
Is it Longer?
Is it Shorter?
Comparing Towers
Which is Heavier?
Which Weighs More?
Which is Longer?
2D Shape Sort (ver. 1)
2D Shape Sort (ver. 2)
Solid Shape Sort
Shapes, Shapes, Shapes
Book Template
My 3D Shapes Book (ver.
1)
My 3D Shapes Book (ver.
2)
My 3D Shapes Book (ver.
3)
Shapes on the Geoboard
Playdough Shapes
2D Shape Sort (ver. 1)
2D Shape Sort (ver. 2)
Solid Shape Sort
Shapes, Shapes, Shapes
Book Template
My 3D Shapes Book (ver.
1)
My 3D Shapes Book (ver.
2)
My 3D Shapes Book (ver.
3)
2017-2018 Mathematics Kindergarten Pacing Guide
Quarter 3
Standard
Essential Questions Exemplars
*Count to 75:
K.CC.1
Why do we count?
*Counts forward beginning
from a given number within a
known sequence
K.CC.2
Why do we compare the number of objects?
*Writes correct numeral after
counting 0 – 20 objects:
K.CC.3
*Counts up to 20 objects:
K.CC.4
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.CC.6
K.CC.7
Why do we classify objects?
Why do we rote count? Why do we need to put numbers in a specific order?
What do we do when counting objects?
Why do we count an object only once?
What does the last number tell us when counting?
Does order matter when counting?
What does a number tell us about the quantity?
How can we answer "how many" questions?
Vocabulary
Assessment
attribute
color
equal
different
fewer
fewest
greater than
less than
most
pattern
same
shape
size
sort
*Quarter 3
assessment
*Running
Record
assessment
When given a number (1 - 20), how do we show the number with objects?
How do matching and counting help us to compare objects?
How can we compare written numerals?
What happens when we begin counting from a number other than 1?
Why is it more difficult to start counting from a number other than 1?
*Solve addition word problem
K.OA.2
addition
solve
sum
plus
equal
total
*Decompose numbers less than
or equal to 10 in multiple ways
K.OA.3
K.OA.4
*Working with numbers 11-19
to gain foundations for place
value
K.NBT.1
What pattern do we see when composing teen numbers
How do we decompose teen numbers into ten ones and some more ones?
http://www.k5mathteachingresources.co
m/kindergarten-mathactivities.html
http://www.kindergartenk
indergarten.com/2010/0
8/warmups-counting.html
http://www.internet4class
rooms.com/common_core/
operations_algebraic_thin
king_kindergarten_math_
mathematics.htm
How do we represent objects with numerals?
What are some ways to show addition?
How can we use number sentences to solve addition problems?
How can we use objects or drawing to solve word problems?
How can we decompose numbers using objects and numerals?
Given a number, how do we make 10 using objects or drawings?
How do we use a number sentence to record ways to make 10?
How do we use groups of 10 to skip county to 100?
http://www.uen.org/core
/core.do?courseNum=510
0
http://www.sharemylesson
.com/article.aspx?storyco
de=50005559
How do we know if we have more than, less than or the same as?
How do we write numerals?
*Represents addition in multiple
ways
K.OA.1
Suggested Resources
Lesson Plans, Games,
Worksheets, and Links on
Kindergarten:
decompose
compose
tens
ones
teens
http://www.education.com
/commoncore/kindergarten/math/
http://www.misskindergarten.com/2013/
04/common-core-mathgames.html
https://www.khanacadem
y.org/commoncore/grade
-K-CC
http://www.education.com
/commoncore/kindergarten/math/
2017-2018 Mathematics Kindergarten Pacing Guide
Quarter 4
Standard
Essential Questions Exemplars
*Count to 100:
K.CC.1
Why do we count?
*Counts forward beginning
from a given number within a
known sequence
K.CC.2
Why do we compare the number of objects?
Why do we classify objects?
Why do we rote count? Why do we need to put numbers in a specific order?
What do we do when counting objects?
Why do we count an object only once?
What does the last number tell us when counting?
Does order matter when counting?
What does a number tell us about the quantity?
How can we answer "how many" questions?
Vocabulary
Assessment
attribute
color
equal
different
fewer
fewest
greater than
less than
most
pattern
same
shape
size
sort
*Quarter 3
assessment
*Running
Record
assessment
When given a number (1 - 20), how do we show the number with objects?
How do matching and counting help us to compare objects?
How can we compare written numerals?
How do we represent objects with numerals?
What happens when we begin counting from a number other than 1?
Why is it more difficult to start counting from a number other than 1?
*Solve addition and subtraction
word problem
K.OA.2
*Fluently add and subtract
with 5
K.OA.5
*Working with numbers 11-19
to gain foundations for place
value
K.NBT.1
What pattern do we see when composing teen numbers
How do we decompose teen numbers into ten ones and some more ones?
http://www.k5mathteachingresources.co
m/kindergarten-mathactivities.html
http://www.kindergartenk
indergarten.com/2010/0
8/warmups-counting.html
http://www.internet4class
rooms.com/common_core/
operations_algebraic_thin
king_kindergarten_math_
mathematics.htm
How do we write numerals?
Why is it important to add and subtract?
What are some ways to show addition?
How can we use number sentences to solve addition problems?
How can we use number sentences to solve subtraction problems?
How do you add fluently?
How do you subtract fluently?
What tool can we use to subtract faster?
How do we write numerals? How do we represent objects with numerals?
http://www.uen.org/core
/core.do?courseNum=510
0
http://www.sharemylesson
.com/article.aspx?storyco
de=50005559
How do we know if we have more than, less than or the same as?
*Represents addition and
subtraction in multiple ways
K.OA.1
Suggested Resources
Lesson Plans, Games,
Worksheets, and Links on
Kindergarten:
addition
subtraction
minus
difference
count back
add
fluently
subtract
solve
sum
plus
equal
total
decompose
compose
tens
ones
teens
http://www.education.com
/commoncore/kindergarten/math/
http://www.misskindergarten.com/2013/
04/common-core-mathgames.html
https://www.khanacadem
y.org/commoncore/grade
-K-CC
http://www.education.com
/commoncore/kindergarten/math/
2017-2018 Mathematics Kindergarten Pacing Guide
ADDITION AND SUBTRACTION SITUATIONS SITUATION
SITUATION
Add To
Result Unknown
Two bunnies sat on the grass.
Three more bunnies hopped
there. How many bunnies are on
the grass now?
2+3=?
Take From
Five apples were on the table. I
ate two apples. How many
apples are on the table now?
5–2=?
Total Unknown
Change Unknown
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
Five apples were on the table. I ate
some apples. Then there were three
apples. How many apples did I eat?
5–?=3
Addend Unknown
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 = ?
Difference Unknown
(Version with “How many
more?”): Lucy has two apples.
Julie has five apples. How many
more apples does Julie have
than Lucy?
(Version with “How many
fewer?”): Lucy has two apples.
Julie has five apples. How many
fewer apples does Lucy have
than Julie?
2 + ? = 5, 5 – 2 = ?
Bigger Unknown
(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 = ?
SITUATION
Put Together/ Take Apart
(Either addend can be unknown, so there are three
variations of these problem situations. Both Addends
Unknown is a productive extension of this basic
situation, especially for small numbers less than or
equal to 10.)
SITUATION
Compare
(For the Bigger Unknown or Smaller Unknown
situations, one version directs the correct operation
(the version using more for the bigger unknown and
using less for the smaller unknown). The other versions
are more difficult.)
Start Unknown
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
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
Both Addends Unknown
(These take-apart situations can be used to
show all the decompositions of a given
number. The associated equations, which
have the total on the left of the equal sign,
help children understand that the = sign
does not always mean makes or results in,
but always does mean is the same number
as.)
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
Smaller Unknown
(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
2017-2018 Mathematics Kindergarten Pacing Guide
Suggested Resources for Educators and Administrators

“From the Page to the Classroom: Implementing the Common Core State Standards in English Language Arts and Literacy” and “From the Page to the
Classroom: Implementing the Common Core State Standards in Mathematics”
These professional development videos were developed by the Council of Great City Schools for central office and school-based staff and teachers as an
introduction to the instructional shifts required by the CCSS. The videos feature some of the content writers speaking about the CCSS at professional
development conferences hosted by the Council.

Principles to Action
Developed by the National Council of Teachers of Mathematics (NCTM) to support the CCSS and show “How” the standards can be effectively
assimilated in the school and classroom.

Share My Lesson
Developed by the American Federation of Teachers and TES Connect, Share My Lesson’s Common Core Information Center offers facts, figures, and tips
about the CCSS and high-quality resources aligned to the standards across all subjects.

Teaching Channel
Teaching Channel offers a free library of high-quality videos featuring real teachers demonstrating their best educational practices. The large library of
CCSS videos includes tags that specify the exact standards to which a lesson is aligned.

Common Core in Practice: Great Teachers Demonstrate Moving to Deeper Learning
America Achieves developed a series of videos demonstrating effective instruction aligned to the Common Core. These five videos show how teachers are
putting the new standards into practice in their classrooms and how enthusiastically their students are responding.

Student Achievement Partners
Student Achievement Partners’ website offers a variety of free, high-quality materials to help educators align their instruction to the Common Core State
Standards and raise student achievement. Resources include materials and guides aligned to the standards, essential actions for school and district leaders,
professional development modules, and information on how educators can support the CCSS outside of the school.

http://www-k6.thinkcentral.com/ePC/start.do

https://www.livebinders.com/play/play?id=293498

http://www.mathworksheetsland.com/tests.html

http://www.illuminations.nctm.org
2017-2018 Mathematics Kindergarten Pacing Guide
Resources
Literature Connections
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10.
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17.
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33.
Even Steven and Odd Todd, A Hello Math Reader
10 For Dinner by Jo Ellen Bogart
More Than One by Miriam Schlein
Counting On Calico by Phyllis Limbacher Tildes
Mission Addition by Loreen Leedy
Mall Mania by Stuart Murphy
Count on Pablo by Barbara Rubertis
Henry Hikes to Fitchburg by DB Johnson
Lessons That Count, Math Fables by Greg Tang
Cats Add Up! by Dianne Ochiltree
Six Empty Pockets by Matt Curtis
Katy No-Pockets by Emmy Payne
Tiger Math by Ann Whitehead Nagda & Cindy Bickel
The Button Box by Margarette Reid
Graphs by Bonnie Bader
Bart’s Amazing Charts by Dianne Ochiltree
Harcourt Reading Book, 2nd grade, has Stuart Murphy’s graphing story, Lemonade For Sale.
The Missing Birthday Party by Joanne Rocklin
One Hundred Hungry Ants by Elinor J Pinczes
How High Can A Dinosaur Count? & Other
Math Mysteries by Valorie Fisher
Monster Math by Polly Powell
One Hundred Ways to 100 by Jerry Pallotta
The Case of the Shrunken Allowance by Joanne Rocklin
Pigs Go To Market, Halloween Fun with
Math and Shopping by Amy Axelrod
Ultimate Kid’s Money Book by Neale S. Godfrey
Inch by Inch by Leo Lionni
Me and the Measure of Things by Joan Sweeney
Hershey’s Weights and Measures by Jerry Pallotta
Much Bigger Than Martin by Steven Kellogg
How Big is a Foot? by Rolf Myller
Chickens on the Move by Pam Pollack
2017-2018 Mathematics Kindergarten Pacing Guide
34.
35.
36.
37.
38.
39.
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Sam’s Sneaker Squares by Nat Gabriel
Inchworm and A Half by Elinor J. Pinczes
The Fattest, Tallest, Biggest Snowman Ever by Bettina Ling
Pigs in the Pantry, Fun with Math and Cooking by Amy Axelrod
Millions to Measure by David M. Schwartz
Measuring Penny by Loreen Leedy
Super Sand Castle Saturday by Stuart J. Murphy
What Time Is It?, A Hello Math Reader by Sheila Keenan
Tick Around the Clock by Margaret Holland
Just A Minute by Teddy Salter
What Time Is It Mr. Crocodile? by Judy Sierrra
Game Time! by Stuart Murphy
How Much is a Million? by David M. Schwartz
How Much, How Many, How Far, How Heavy,
How Tall is 1000? by Helen Nolan
Big Numbers by Edward Packard
Shark Swimathon by Stuart Murphy
Elevator Magic by Stuart J. Murphy
Mall Mania by Stuart J. Murphy
A Fair Bear Share by Stuart Murphy
The Greedy Triangle by Marilyn Burns
Grandfather Tang’s Story by Ann Tompert
Three Pigs, One Wolf, and Seven Magic Shapes by Grace Maccarone
The Silly Story of Goldie Locks and the Three Squares by Grace Maccarone
Shape Up by David A. Adles
Eating Fractions by Bruce McMillian
The Hershey’s Fractions Book by Jerry Pallotta