Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
Standards for Mathematical Practice
The Mathematical Practice standards describe expertise that teachers should seek to develop in students. The processes
identified within in these standards will be a part of everyday classroom instruction.
MP 1. Make sense of problems and persevere in solving them.
MP 2. Reason abstractly and quantitatively.
MP 3. Construct viable arguments and critique the reasoning of others.
MP 4. Model with mathematics.
MP 5. Use appropriate tools strategically.
MP 6. Attend to precision.
MP 7. Look for and make use of structure.
MP 8. Look for and express regularity in repeated reasoning.
Fluency Standard
K.OA.A.5 Add/Subtract within 5
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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
First Quarter
Description: Students will begin by learning to count by ones to 25 and describing objects in the environment using names of shapes. They will then learn the
following topics:
 Sorting and Classifying Objects
 Geometry
 Counting from Zero to Five
Domain
Counting and
Cardinality
(CC.A)
Geometry (G)
Measurement
and Data
(MD)
Tennessee State Standards
Building Skills
 K.CC.A.1 Count to 100 by ones and by tens.
 K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

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.
Topic 1: Sorting and Classifying
 K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Geometry (G)
Topic 7: Geometry
 K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
 K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)
 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).
 K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 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?”
Counting and
Cardinality
(CC)
Topic 4: Zero To Five
 K.CC.B.4a 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.
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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
Counting and
Cardinality
(CC)
Topic 4: Zero To Five
 K.CC.B.4b 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.A.3 Write numbers from 0 – 20. Represent a number of objects with a written numeral 0 – 20 (with 0 representing a count of no
objects).
 K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.
Operations
and Algebraic
Thinking (OA)

K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and
record each decomposition by a drawing or equation (e.g., 5+2=3 and 5=4+1).
Corresponding Baseline Literacy Module
http://www.jmcss.org/pages/JMCSS/Departments/Curriculum/Resources/BLM/K/Math/Module1
Additional Resources
Wiki Math Tasks for K http://commoncoretasks.ncdpi.wikispaces.net/K+Tasks
One Page Summary of CCSS http://maccss.ncdpi.wikispaces.net/Kindergarten
Internet Resources Divided by Standard https://gradekcommoncoremath.wikispaces.hcpss.org/Resources+Organized+by+Domain Teaching Resources
http://www.k-5mathteachingresources.com/kindergarten-math-activities.html
Formative Assessments https://gradekcommoncoremath.wikispaces.hcpss.org/Kindergarten+Sequence+Overview
Math Vocabulary List and Picture Cards https://gradekcommoncoremath.wikispaces.hcpss.org/Math+Vocabulary+Picture+Cards
Lessons For Learning http://maccss.ncdpi.wikispaces.net/Kindergarten
Calendar Time Math
Their Way Summary Newsletter Chapter 4 “The Opening” www.center.edu/NEWSLETTER/newsletter.shtml
(you can locate a PDF of Calendar Activities Using Math Their Way – Includes questions to ask, songs, literature links, calendar journal ideas from this site)
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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
Second Quarter
Description: In this nine weeks, students will continue building counting skills as they count to 50 by ones. Students will focus on the topics of:
 Numbers 6-10
 3-D Shapes
Domain
Tennessee State Standards
Building Skills
 K.CC.A.1 Count to 100 by ones and by tens.
 K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Counting and
Cardinality
(CC)
Operations &
Algebraic
Thinking (OA)
Geometry (G)
Topic 5: Numbers 6 – 10
 K.CC.B.4a 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.B.4b 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.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 give a number from 1 – 20 count out that many objects.
 K.CC.A.3 Write numbers from 0 – 20. Represent a number of objects with a written numeral 0 – 20 (with 0 representing a count of no
objects).
 K.CC.B.4c 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.
 K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings and record
each decomposition by a drawing or equation (e.g., 5+2=3 and 5=4+1).
Topic: 3-D Shapes
 K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)

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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
Geometry (G)
Topic: 3-D Shapes
 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).
 K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Corresponding Baseline Literacy Module
http://www.jmcss.org/pages/JMCSS/Departments/Curriculum/Resources/BLM/K/Math/Module2
Additional Resources
Kindergarten Kove http://www.scsk12.org/SCS/subject-areas/Kindergarten-Kove/Math_Activities.html
TN Department of Education http://www.tncore.org/math.aspx
Wiki Math Tasks for K http://commoncoretasks.ncdpi.wikispaces.net/K+Tasks
One Page Summary of CCSS http://maccss.ncdpi.wikispaces.net/Kindergarten
Internet Resources Divided by Standard https://gradekcommoncoremath.wikispaces.hcpss.org/Resources+Organized+by+Domain
Teaching Resources http://www.k-5mathteachingresources.com/kindergarten-math-activities.html
Formative Assessments https://gradekcommoncoremath.wikispaces.hcpss.org/Kindergarten+Sequence+Overview
Math Vocabulary List and Picture Cards https://gradekcommoncoremath.wikispaces.hcpss.org/Math+Vocabulary+Picture+Cards
Lessons For Learning http://maccss.ncdpi.wikispaces.net/Kindergarten
Literature Suggestions:
Numbers 6 – 10
Counting Friends by: Diane Stortz
Six Cheers for Ladybug by: Maria Fleming
Hold The Bus! by: Arlene Alda
The Seven Chinese Brothers by: Margaret Mahy
6 Sticks by: Molly Coxe Eight Leg Are Great! by: Liza Charlesworth
My First Book of Numbers by: Diane Namm
Gillian’s Nines by: Sharon L. Young Six Legs by: Sharon L. Young
Nine Bright Pennies by: Teddy Slater
7 Counting Crocodiles by: Judy Sierra
The Lemon Tree by: Sharon L. Young
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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
Ten Fingers Can! by: Liza Charlesworth
Ten in the Meadow by: John Butler
Ten Silly Dogs by: Lisa Flather
1 to 10 by: Ronne Peltzman Randall
Click, Clack, Splish, Splash by: Doreen Cronin
Ten in the Bed by: Jane Cabrera
The Right Number of Elephants by: Jeff Sheppard
The Circus Is In Town by: David L. Harrison
3-D Shapes
Captain Invincible and the Space Shapes by: Stuart J. Murphy
Cubes, Cones, Cylinders, & Spheres by: Tana Hoban
Counting by 10’s
Skip Count by 10, Let’s Do It Again! by: Tracy Kompelein
The Skip Count Song by: Rozanne Lanczak Williams
Leaping Lizards by: Stuart J. Murphy
Comparing Numbers
Compare with Bears by: Kate Mineo
Just Enough Carrots by: Stuart J. Murphy
Comparing Numbers! by: M. Penn
More Than One by: Miriam Schlein
Money -Nickel
Nickels (Scholastic) by: Mary Hill
Pigs Will Be Pigs by: Amy Axelrod
More / Less / Same
Cat and Dog Go Shopping by: Rosa Drew
More or Less a Mess by: Sheila Keenan
More or Less by: Stuart J. Murphy
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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
Third Quarter
Description: In the third nine weeks, students will continue building skills by counting by ones to 75. They will write numerals to match a quantity of 0-20 and
learn the topics of:
 Measurement
 Larger Numbers
 Graphs
Domain
Counting and
Cardinality
(CC)
Measurement
and Data
(MD)
Counting and
Cardinality
(CC)
Tennessee State Standards
Building Skills
 K.CC.A.1 Count to 100 by ones and by tens.
 K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Topic 9 – Measurement
 K.MD.1 Describe measureable attributes of objects, such as length or weight. Describe several measureable attributes of a single
object.
 K.MD.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.
Topic 12 - Larger Numbers
 K.CC.B.4.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.
 K.CC.B.4.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.
 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 give a number from 1 – 20 count out that many objects.
 K.CC.A.3 Write numbers from 0 – 20. Represent a number of objects with a written numeral 0 – 20 (with 0 representing a count of no
objects).
 K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.
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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION

Numbers and
Operations in
Base Ten
(NBT)
Measurement
and Data
(MD)
K.NBT.A.1 Compose and decompose numbers from 11 to 19 into tens 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.
Topic 16 – Graph
 K.MD. 3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Corresponding Baseline Literacy Module
http://www.jmcss.org/pages/JMCSS/Departments/Curriculum/Resources/BLM/K/Math/Module3
Additional Resources
Kindergarten Kove http://www.scsk12.org/SCS/subject-areas/Kindergarten-Kove/Math_Activities.html
TN Department of Education http://www.tncore.org/math.aspx
Wiki Math Tasks for K http://commoncoretasks.ncdpi.wikispaces.net/K+Tasks
One Page Summary of CCSS http://maccss.ncdpi.wikispaces.net/Kindergarten
Internet Resources Divided by Standard https://gradekcommoncoremath.wikispaces.hcpss.org/Resources+Organized+by+Domain
Teaching Resources http://www.k-5mathteachingresources.com/kindergarten-math-activities.html
Formative Assessments https://gradekcommoncoremath.wikispaces.hcpss.org/Kindergarten+Sequence+Overview
Math Vocabulary List and Picture Cards https://gradekcommoncoremath.wikispaces.hcpss.org/Math+Vocabulary+Picture+Cards
Lessons For Learning http://maccss.ncdpi.wikispaces.net/Kindergarten
Literature Suggestions:
Numbers 11 – 20
12 Ways to Get to 11 by: Eve Merriam
Chicka Chicka 1-2-3 by: Bill Martin, Jr.
16 Runaway Pumpkins by Dianne Ochiltree
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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
Jack the Builder by: Stuart J. Murphy
Blue Barry Bear Counts from 1 to 20 by: Marilyn Sadler One Moose, Twenty Mice by: Clare Beaton
A Dozen Dogs by Harriet Ziefert
A Dozen Dozens by: Harriet Ziefert
How Do You Count a Dozen Ducklings? by: In Sean Chae
A Dozen Eggs by: Sharon L. Young
Norman Rockwell’s Counting Book by: Glorina Taborin
Graphs
Graphs (All Aboard Math Reader) by: Bonnie Bader
Our Favorites by: Michelle Wagner Nechaev
We can Make Graphs by: Rozanne Lanczak
The Great Graph Contest by: Loreen Leedy
Williams 6 Just Graph It! by: Sandi Hill
Measurement
Measurement Mysteries by: Marcia S. Gresko
Me And The Measure Of Things by: Joan Sweeney Who Sank The Boat? by: P. Allen
Mr. TALL and Mr. SMALL by: Barbara Brenner
How Big Is A Foot? by: Rolf Myller
Just A Little Bit by: Ann Tompert
How Long or How Wide? By: Brian P. Cleary
Balancing Act by: Ellen Stoll Walsh
A House for Birdie by: Stuart J. Murphy
Mighty Maddie by: Stuart J. Murphy
Hershey’s Weights and Measures by: Jerry Pallotta
Heavy is a Hippopotamus by: Miriam Schlein
The LONG and SHORT Of It by: Cheryl Nathan & Lisa McCourt
Counting by 5’s
Telling Time
Leaping Lizards by: Stuart J. Murphy
It’s About Time! by: Stuart J. Murphy
Count by Fives by: Jerry Pallotta
The Time Song by: Rozanne Lanczak Williams
Count by Fives by: Bruce Larkin
What Time Is It? by: Rozanne Lanczak Williams
Henry’s Important Date by: Robert Quackenbush
Place Value
Earth Day – Hooray! By: Stuart J. Murphy
Money – Dime
Dimes (Scholastic) by: Mary Hill
The Purse by: Kathy Caple
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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
Fourth Quarter
Description: Students will continue building skills and learn to count by ones to 100. They will focus on addition and subtraction and be able to fluently add
and subtract within 5.
Domain
Tennessee State Standards
Counting and
Cardinality
(CC)
Building Skills:
 K.CC.A.1 Count to 100 by ones and by tens.
 K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Operations
and Algebraic
Thinking (OA)
Topic 10 and 11: Addition and Subtraction
 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.
 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.OA.A.4 For any number from1 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.A.5 Fluently add and subtract within 5
Corresponding Baseline Literacy Module
http://www.jmcss.org/pages/JMCSS/Departments/Curriculum/Resources/BLM/K/Math/Module4
Additional Resources
Literature Suggestions:
Addition
Little Number Stories Addition by: Rozanne Lanczak Williams
The Happy Hippos by: Liza Charlesworth
Adding It Up by: Rosemary Wells
Domino Addition by: Lynette Long
On Board by: Stuart J. Murphy
If you were a Plus Sign by: Trisha Speed Shaskan
Help Me Learn Addition by: Jean Marzollo
It’s Addition! by: M. W. Penn
Mission: Addition by: Loreen Leedy Animals
Adding with Apes by: Adele James
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Kindergarten Math Pacing & Assessment Guide
JMCSS DEPARTMENT OF CURRICULUM & INSTRUCTION
Subtraction
Elevator Magic by: Stuart J. Murphy
If you were a Minus Sign by: Trisha Speed Shaskan
Monsters Musical Chairs by: Stuart J. Murphy
Subtracting with Seals by: Charles Sellers
It’s Subtraction! by: M. W. Penn
Counting by 2’s
Penguin Pairs: Counting by 2s by: Amanda Doering Tourville
MooooVe Over! A Book about Counting by Twos by: Karen Magnuson Beil
The Ants Go Marching Two by Two by: Maria Fleming
Money – Quarter
No Tooth, No Quarter! by: Jon Buller
Quarters (Scholastic) by: Mary Hill
Martin and the Tooth Fairy by: Bernice Chardiet
A Dollar for Penny by: Dr. Julie Glass
Page 11