2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Summary of Year for Kindergarten Mathematics
In Kindergarten, students should be given the opportunity for focused learning experiences in two critical areas:
1) representing, relating, and operating on whole numbers, initially with sets of objects; and
2) describing shapes and space.
More learning time should be devoted to number than to any other topics. Students will begin the year by solidifying the meaning of numbers to 10. Much of the year is devoted to understanding the cardinality of numbers up to 10 and the relationships to 10. Towards the end
of the year, students build upon the solid understanding of numbers to 10 and work with numbers from 10-20.
Fluency Requirements for Kindergarten Mathematics
K.OA.A.5
Fluently add and subtract within 5.
One of the components of the Shift of Rigor is procedural skill and fluency. Also, the Standards call for speed and accuracy in calculation.
Incorporate fluency activities during instruction as much as possible. One recommendation for a fluency activity is Sprints. Procedures for
administering Sprints and grade level specific Sprints are on OnCourse.
The Standards for Mathematical Practice (MP) Recommendations for Kindergarten Mathematics
Throughout Kindergarten, students should continue to develop proficiency with the Common Core’s eight Standards for Mathematical
Practice:
1. Make sense of problems and persevere in solving them.
5. Use appropriate tools strategically.
2. Reason abstractly and quantitatively.
6. Attend to precision.
3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure.
4. Model with mathematics.
8. Look for and express regularity in repeated reasoning.
These practices should become the natural way in which students come to understand and do mathematics. While, depending on the content to be understood or on the problem to be solved, any practice might be brought to bear, some practices may prove more useful than
others. Opportunities for highlighting certain practices are indicated in specific chapters and/or modules for the resources identified in this
document, but this highlighting should not be interpreted to mean that other practices should be neglected in those chapters.
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Mathematical practices should be evident throughout mathematics instruction and should be centrally connected to the most important
work of the grade. These mathematical practices can be summarized in the following sentence: Teachers help students to do mathematical
sense-making about mathematical structure using mathematical drawings (or objects) to support mathematical explaining (MP 1 & 6; 7 &
8; 4 & 5; 2 & 3). Some brief examples of how the content of this grade might be connected to the Standards for Mathematical Practice follow.
 Kindergarten students say the number names by ones and by tens (“ten, twenty, thirty, . . .”) all the way to 100 (K.CC.A.1). The
structure of a number name such as “thirty-two” reflects the underlying system of place value. Attending to and using that structure (MP.7) is an important foundation for place value. See the K–5 progressions document for Counting and Cardinality and Operations and Algebraic Thinking for more information about how patterns in the number names affect learning the teen numbers
(including deviations from those patterns, as in “sixteen,” in which the digit in the ones place is said first but written second).

As students count by tens (K.CC.A.1), they may make sense (MP.1) of these numbers by reciting each new number in the sequence
“ten, twenty, thirty . . .” as a new child joins the children already standing in front of the classroom and showing all their fingers.
The patterns in the place-value system—the structure of numbers (MP.7)—become more apparent when children say “six tens is
sixty, seven tens is seventy, eight tens is eighty,” etc. Children can also flash ten fingers as they count by tens to feel the ten that
are added on with each count.
Major Content Clusters
Supporting Content Clusters
Additional Content Clusters
Counting and Cardinality (CC)
Measurement and Data (MD)
Measurement and Data (MD)
 Know number names and the count
 Classify objects and count the num Describe and compare measurable
sequence. (1, 2, 3)
ber of objects in categories. (3)
attributes. (1, 2)
 Count to tell the number of objects.
(4, 4a, 4b, 4c, 5)
Geometry (G)
 Compare numbers. (6, 7)
 Identify and describe shapes. (1, 2, 3)
Operations and Algebraic Thinking (OA)
 Understand addition as putting together and adding to, and understand subtraction as taking apart and
taking from. (1, 2, 3, 4, 5)
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Number and Operations in Base Ten (NBT)
 Work with numbers 11–19 to gain
foundations for place value. (1)
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Link to CCSS Learning Progressions
Sample Accommodations & Modifications
Room Arrangements
______Anchor charts related to content
______Increase distance between desks
______Flexible grouping
______Task lists that are desk top
Lesson Presentation
______Multi-sensory Activities
______Model, repeat, restate
______Break larger presentations into
smaller segments
______Varied activities to meet all needs
Assignments & Assessments
______ Extended time
______ Simplifying complex directions
______ Multi -sensory approach
______ Shorten assignments
______ Extra time
______ Manipulatives
______ Extra credit recovery
______ Extra wait time
______ Simplify directions with pictures
______ Modeling directions/ expectations
______ Visuals
______ Extended time
______ Frequent short Quizzes
DISCLAIMER: The accommodations listed are intended for general guidance only. They should
not be relied upon as substitutes or replacements
for the legal and binding accommodations documented on a student’s Individual Education/Individual Accommodation Plan (IEP/IAP). It is the responsibility of each IEP Instructor/school site 504
Coordinator to ensure that accommodations documented on a student’s IEP/IAP are appropriately
developed based on individual student need and
implemented with fidelity. EBRPSS’s Department
of Curriculum & Instruction K-12 and its members
disclaim use of these accommodations beyond
general guidance.
Strategies for Differentiation: To assist with planning enrichment, differentiated, and modified assignments refer also to the ELL Strategy,
Differentiated instruction, and/or Teaching for Depth sections of the Teacher’s Edition of your selected text.
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Topics/Standards
Link to Standards
Dates
Chapter in
Go Math
Chapter in
Math in
Focus
Eureka
Modules
Illustrative Mathematics
LDOE Guidebook
REMINDER: The
mathematics
program in EBRP
is standardsbased: the topics
and standards
listed in this
column are to be
taught and
assessed at the
end of each
grading period.
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Represent, Count,
and Write
Numbers 0-5
August 6September
3
K.CC.A.3
K.CC.B.4a
K.CC.B.4b
K.CC.B.4c
(21 Days)
NOTE: The
extended
period of
time for
this first
unit allows
teachers
time to
accommod
ate the
staggered
enrollment
period and
DSC
testing.
Compare
Numbers to 5
September
8-22
Chapter 1
K.CC.A.3
K.CC.B.4a
K.CC.B.4b
K.CC.B.4c
Chapter 1
K.CC.A.3
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.MD.1
K.MD.2
Module 1:
Topic B
Module 1:
Topic C
Module 1:
Topic D
Illustrative Mathematics Tasks by CCSS:
K.CC.A.3
https://www.illustrativemathematics.org/ill
ustrations/398
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Guidebook ECR (Extended Constructed
Response):
 Counting Arrangements
Page 23
 Sorting,
Counting, and
Comparing
Page 55
Guidebook IT (Instructional Tasks):
 Candy Corn
Flowers Page
60
 Counting Book
Page 68
Chapter 2
K.CC.C.6
Chapter 1
K.CC.A.3
K.CC.4a
Module 3:
Topic E
Module 3:
Illustrative Mathematics Tasks by CCSS:
K.CC.6
Louisiana Believes
Grade K-2 Math
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
K.CC.6
(11 Days)
K.CC.4b
K.CC.4c
K.CC.5
K.MD.1
K.MD.2
Chapter 3
Represent, Count
and Write
Numbers 6-9
K.CC.A.3
K.CC.B.5
K.CC.C.6
September
23-October
9
(13 Days)
K.CC.A.3
K.CC.B.5
K.CC.C6
Chapter 9
K.CC.1
K.CC.2
K.CC.3
K.CC.4a
K.CC.6
K.OA.1
K.OA.2
K.OA.5
Chapter 2
K.CC.2
K.CC.3
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.CC.6
K.CC.7
Chapter 4
K.CC.1
K.CC.2
Topic F
Module 3:
Topic G
Module 1:
Topic C
Module 1:
Topic D
Module 1:
Topic E
Module 1:
Topic F
Module 1:
Topic G
https://www.illustrativemathematics.org/ill
ustrations/1210
Guidebook Remediation Guide
Guidebook IT (Instructional Tasks):
 Candy Corn
Flowers Page
60
 Toys, Toys,
Toys Page 72
Illustrative Mathematics Tasks by CCSS:
K.CC.A.3
https://www.illustrativemathematics.org/ill
ustrations/400
K.CC.B.5
https://www.illustrativemathematics.org/ill
ustrations/1420
K.CC.C.6
https://www.illustrativemathematics.org/ill
ustrations/1210
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Guidebook ECR (Extended Constructed
Response):
 Counting Arrangements
Page 23
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
K.CC.3
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.OA.1
K.OA.3

Module 1:
Topic H

How Many
Are Hidden?
Page 49
Sorting,
Counting, and
Comparing
Page 55
Guidebook IT (Instructional Tasks):
 Candy Corn
Flowers Page
60
 Counting Book
Page 68
 Toys, Toys,
Toys Page 72
Represent
and Compare
Numbers to
10
K.CC.A.2
K.CC.A.3
K.CC.B.5
K.CC.C.6
K.CC.C.7
October 13-26
Chapter 4
(10 Days)
K.CC.A.2
K.CC.A.3
K.CC.B.5
K.CC.C.6
K.CC.C.7
K.OA.4
Chapter 2
K.CC.2
K.CC.3
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.CC.6
K.CC.7
Module 3:
Topic E
Lessons 16 19
Module 3:
Topic F
Lessons 20 24
Module 3:
Topic G
Illustrative Mathematics Tasks by CCSS:
K.CC.A.2
https://www.illustrativemathematics.
org/illustrations/449
K.CC.A.3
https://www.illustrativemathematics.
org/illustrations/398
K.CC.C.6
https://www.illustrativemathematics.
org/illustrations/1210
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Guidebook ECR (Extended Constructed
Response):
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
K.OA.4
Lessons 25 28
K.CC.C.7
https://www.illustrativemathematics.
org/illustrations/697



Counting Arrangements
Page 23
How Many
Are Hidden?
Page 49
Sorting,
Counting, and
Comparing
Page 55
Guidebook IT (Instructional Tasks):
 Candy Corn
Flowers Page
60
 Counting Book
Page 68
 Toys, Toys,
Toys Page 72
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Addition
October 27-
Chapter 5
K.OA.A.1
K.OA.A.2
K.OA.A.3
K.OA.A.4
K.OA.A.5
November 17
K.OA.A.1
K.OA.A.2
K.OA.A.3
K.OA.A.4
K.OA.A.5
(15 Days)
Chapter 4
K.CC.1
K.CC.2
K.CC.3
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.OA.1
K.OA.3
Chapter 14
K.CC.2
K.CC.3
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.6
K.OA.1
K.OA.3
K.OA.4
K.NBT.1
Module 4:
Topics A-C
and E-G
Illustrative Mathematics Tasks by CCSS:
K.OA.A.1
https://www.illustrativemathematics.
org/illustrations/1405
K.OA.A.2
https://www.illustrativemathematics.
org/illustrations/70
K.OA.A.3
https://www.illustrativemathematics.
org/illustrations/175
K.OA.A5
https://www.illustrativemathematics.
org/illustrations/1409
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Guidebook ECR (Extended Constructed
Response):
 Addition and
Subtraction
Within 10
Page 39
 How Many
Are Hidden?
Page 49
Guidebook IT (Instructional Tasks):
 Candy Corn
Flowers Page
60
Chapter 17
K.CC.1
K.CC.3
K.CC.4
K.OA.1
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
K.OA.2
K.OA.3
K.OA.5
Subtraction
K.OA.A.1
K.OA.A.2
K.OA.A.5
November 18December 8
(10 Days)
Chapter 6
K.OA.A.1
K.OA.A.2
K.OA.A.5
Chapter 4
K.CC.1
K.CC.2
K.CC.3
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.OA.1
K.OA.3
Chapter 14
K.CC.2
K.CC.3
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.6
K.OA.1
K.OA.3
K.OA.4
Module 4:
Topic D,
Lessons 1924
Module 4:
Topic G,
Lessons 3336
Illustrative Mathematics Tasks by CCSS:
K.OA.A.1
https://www.illustrativemathematics.
org/illustrations/1405
K.OA.A.2
https://www.illustrativemathematics.
org/illustrations/70
K.OA.A5
https://www.illustrativemathematics.
org/illustrations/1409
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Guidebook ECR (Extended Constructed
Response):
 Addition and
Subtraction
Within 10
Page 39
Guidebook IT (Instructional Task):
 Candy Corn
Flowers Page
60
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
K.NBT.1
Represent,
Count and
Write 11 to 19
December 9January 8
(12 Days)
K.CC.A.3
K.NBT.A.1
Chapter 7
K.CC.A.3
K.NBT.A.1
Chapter 18
K.CC.1
K.CC.3
K.CC.4
K.CC.6
K.OA.1
K.OA.2
K.OA.3
K.OA.5
Chapter 6
K.CC.1
K.CC.2
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
K.OA.1
K.OA.2
Module 5:
Topic C,
Lessons 1014
Module 5:
Topic E,
Lessons 2024
Illustrative Mathematics Tasks by CCSS:
K.CC.A.3
https://www.illustrativemathematics.
org/illustrations/399
K.NBT.A.1
https://www.illustrativemathematics.
org/illustrations/1404
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Guidebook ECR (Extended Constructed
Response):
 Counting Arrangements
Page 23
 Composing
and Decomposing 11 – 19
Page 31
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.

Sorting,
Counting, and
Comparing
Page 55
Guidebook IT (Instructional Tasks):
 Candy Corn
Flowers Page
60
 Exploring the
Teen Numbers
Page 94
Represent,
Count, and
Write 20 and
Beyond
K.CC.A.1
K.CC.A.2
K.CC.A.3
K.CC.B.5
K.CC.C.6
January 11January 26
(11 Days)
Chapter 8
Chapter 8
K.CC.A.1
K.CC.A.2
K.CC.A.3
K.CC.B.5
K.CC.C.6
K.CC.1
K.CC.3
K.CC.4a
K.CC.4b
K.CC.4c
K.CC.5
Module 5:
Topic A
Module 5:
Topic B
Module 5:
Topic E,
Lessons 2024
Illustrative Mathematics Tasks by CCSS:
K.CC.A.1
https://www.illustrativemathematics.
org/illustrations/360
K.CC.A.2
https://www.illustrativemathematics.
org/illustrations/361
K.CC.A.3
https://www.illustrativemathematics.
org/illustrations/400
K.CC.B.5
https://www.illustrativemathematics.
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Guidebook ECR (Extended Constructed
Response):
 Counting Arrangements
Page 23
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
org/illustrations/1420
K.CC.C.6
https://www.illustrativemathematics.
org/illustrations/1210

Sorting,
Counting, and
Comparing
Page 55
Guidebook IT (Instructional Tasks):
 Candy Corn
Flowers Page
60
 Counting Book
Page 68
 Toys, Toys,
Toys Page 72
Identify and
Describe TwoDimensional
Shapes
K.G.A.2
K.G.B.4
K.G.B.6
February 15March 8
( 15 Days)
Chapter 9
Chapter 7
K.G.A.2
K.G.B.4
K.G.B.6
K.G.2
K.G.3
K.G.4
K.G.5
K.G.6
Module 6:
Topic B,
Lessons 5
and 7
Illustrative Mathematics Tasks by CCSS:
K.G.B.4
https://www.illustrativemathematics.
org/illustrations/515
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Guidebook IT (Instructional Task):
 Geometry Picture Pages
Page 78
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Identify and
Describe
ThreeDimensional
Shapes
K.G.A.1
K.G.A.2
K.G.A.3
K.G.B.4
K.G.B.5
Measurement
K.MD.A.1
K.MD.A.2
March 9-March
24
(11 Days)
Chapter 10
Chapter 7
K.G.A.1
K.G.A.2
K.G.A.3
K.G.B.4
K.G.2
K.G.3
K.G.4
K.G.5
K.G.6
K.G.B.5
April 4-April 15
(9 Days)
Chapter 11
Chapter 3
K.MD.A.1
K.MD.A.2
K.MD.1
K.MD.2
K.MD.3
Chapter 5
K.CC.1
K.CC.3
K.CC.4b
K.CC.5
K.OA.1
K.MD.1
K.MD.2
K.MD.3
K.G.1
Module 2:
Topic A
Module 2:
Topic B
Module 2:
Topic C
Illustrative Mathematics Tasks by CCSS:
K.G.A.1
https://www.illustrativemathematics.
org/illustrations/515
K.G.B.4
https://www.illustrativemathematics.
org/illustrations/515
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Module 3:
Topic A
Module 3:
Topic B
Module 3:
Topic C
Module 3:
Topic D
Module 3:
Topic H
Illustrative Mathematics Tasks by CCSS:
K.MD.A.1
https://www.illustrativemathematics.
org/illustrations/798
K.MD.A.2
https://www.illustrativemathematics.
org/illustrations/456
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Guidebook IT (Instructional Task):
 Geometry Picture Pages
Page 78
No tasks yet aligned to
these standards
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Chapter 15
K.MD.1
K.MD.2
K.CC.1
K.CC.3
K.CC.4a
K.CC.4b
K.CC.4c
K.OA.1
K.OA.2
K.MD.1
K.MD.2
Chapter 19
K.CC.3
K.CC.6
K.MD.1
K.MD.2
Classify and
Sort Data
K.MD.B.3
April 18-April
28
(9 Days)
Chapter 12
Chapter 5
K.MD.B.3
K.CC.1
K.CC.3
K.CC.4b
K.CC.5
Module 1:
Topic A
Module 2:
Topic C
Illustrative Mathematics Tasks by CCSS:
K.MD.B.3
https://www.illustrativemathematics.
org/illustrations/799
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
K.OA.1
K.MD.1
K.MD.2
K.MD.3
K.G.1
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Chapter 16
K.MD.1
K.MD.2
K.MD.3
K.G.2
Getting Ready
for First
Grade
1.OA.C.6
1.NBT.A.1
1.MD.B.3
April 29-May
19
(15 Days)
1.OA.C.6
1.NBT.A.1
1.MD.B.3
Illustrative Mathematics Tasks by CCSS:
1.OA.C.6
https://www.illustrativemathematics.
org/illustrations/1169
1.NBT.A.1
https://www.illustrativemathematics.
org/illustrations/680
Louisiana Believes
Grade K-2 Math
Guidebook Remediation Guide
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
KINDERGARTEN MATHEMATICS CONTENT STANDARDS
Counting & Cardinality
K.CC
Know number names and the count sequence.
1. Count to 100 by ones and by tens.
2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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).
Count to tell the number of objects.
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.
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.
Compare numbers.
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.1
7. Compare two numbers between 1 and 10 presented as written numerals.
_________________
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
1
Include groups with up to ten objects.
Operations & Algebraic Thinking
K.OA
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
1. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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).
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.
5. Fluently add and subtract within 5.
_________________
1
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the
Standards.)
Number & Operations in Base Ten
K.NBT
Work with numbers 11-19 to gain foundations for place value.
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 or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or nine ones.
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
Measurement & Data
K.MD
Describe and compare measurable attributes.
1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
2. Directly compare two objects with a measurable 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.
Classify objects and count the number of objects in each category.
3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1
_______________
1
Limit category counts to be less than or equal to 10.
Geometry
K.G
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
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.
2. Correctly name shapes regardless of their orientations or overall size.
3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes.
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).
Revised September 18, 2015
2015 – 2016 Kindergarten Go Math Pacing Guide
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Represent, Count, and Write 11 to 19 begins
on December 9 during the second nine weeks and ends on January 8 during the third nine weeks’ grading period. Please refer to
the District Calendar for exact beginning and ending dates for each nine weeks grading period.
5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”
Revised September 18, 2015