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Kindergarten Acceleration Map
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Counting and Cardinality
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On Grade Level StandardsExtend to Above Grade Level Standards
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Cluster: Know number names and the count sequence
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KY.K.CC.1 Count a. Count to 100 by ones and by tens. b. Count backwards from 30 by ones.KY.1.NBT.1 Count and represent numbers. a. Count forward to and backward from 120, starting at any number less than 120. b. In this range, read and write numerals and represent a number of objects with a written numeral.
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KY.K.CC.2 Count forward beginning from a given number within the known sequence within 100 (instead of having to begin at 1).
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KY.K.CC.3 Represent numbers. a. Write numbers from 0 to 20. b. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
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Cluster: Count to tell the number of objects
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KY.K.CC.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.KY.1.OA.5 Relate counting to addition and subtraction.
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KY.K.CC.5 Given a number from 1-20, count out that many objects. a. Count to answer “how many?” questions with as many as 20 things arranged in a line, a rectangular array, or a circle. b. Count to answer “how many?” questions with as many as 10 things in a scattered configuration.KY.1.NBT.1 Count and represent numbers. a. Count forward to and backward from 120, starting at any number less than 120. b. In this range, read and write numerals and represent a number of objects with a written numeral.
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Cluster: Compare numbers.
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KY.K.CC.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.
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KY.K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.KY.1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
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Operations and Algebraic Thinking
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On Grade Level StandardsExtend to Above Grade Level Standards
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Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
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KY.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
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KY.K.OA.2 Solve addition and subtraction word problems and add and subtract within 10 by using objects or drawings to represent the problem.KY.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart and comparing, with unknowns in all positions.
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KY.K.OA.3 Decompose numbers less than or equal to 10. a. Decompose numbers into two groups in more than one way by using objects or drawings and record each decomposition by a drawing or equation. b. Use objects or drawings to demonstrate equality as the balancing of quantities.KY.1.OA.6 Add and subtract within 20. a. Fluently add and subtract within 10. b. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making 10; decomposing a number leading to a 10; using the relationship between addition and subtraction; creating equivalent but easier or known sums.
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KY.K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number by using objects or drawings and record the answer with a drawing or equation.
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KY.K.OA.5 Fluently add and subtract within 5.
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Numbers and Operations in Base Ten
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On Grade Level StandardsExtend to Above Grade Level Standards
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Cluster: Working with numbers 11-19 to gain foundations for place value.
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KY.K.NBT.1 Compose and decompose numbers from 11 to 19 using quantities (numbers with units) of ten ones and some further ones. Understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.KY.1.NBT.2 Understand 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 to 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).
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Measurement and Data
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On Grade Level StandardsExtend to Above Grade Level Standards
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Cluster: Describe and compare measurable attributes.
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KY.K.MD.1 Describe measurable attributes (length, height, weight, width, depth) of an object or a set of objects using appropriate vocabularyKY.1.MD.2 Express the length of an object as a whole number of samesize length units, by laying multiple copies of a shorter object (the length unit) end to end with no gaps or overlaps.
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KY.K.MD.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.KY.1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
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Cluster: Classify objects and count the number of objects in each category.
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KY.K.MD.3 Classify and sort objects or people by attributes. Limit objects or people in each category to be less than or equal to 10.KY.1.MD.4 Investigate questions involving categorical data. a. Pose a question that can be answered by gathering data. b. Determine strategy for gathering data from peers. c. Organize and represent data in a table/chart with up to three categories. d. Interpret data to answer questions about the table/chart that connects to the question posed, including total number of data points, how many in each category and how many more or less are in one category than in another.
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Cluster: Identify coins by name.
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KY.K.MD.4 Recognize and identify coins by name (penny, nickel, dime, quarter).KY.1.MD.3 Assign values to time and money. a. Tell and write time in hours and half-hours using analog and digital clocks. b. Identify the coins by values (penny, nickel, dime, quarter).
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Geometry
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On Grade Level StandardsExtend to Above Grade Level Standards
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Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders and spheres).
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KY.K.G.1 Name and describe shapes in the environment. a. Describe objects in the environment using names of shapes. b. Describe the relative positions of these objects using terms above, below, in front of, behind and next to
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KY.K.G.2 Correctly name shapes regardless of orientations or overall size.
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KY.K.G.3 Identify shapes as two-dimensional or three-dimensional.KY.1.G.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes.
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Cluster: Analyze, compare, create and compose shapes.
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KY.K.G.4 Describe the similarities, differences and attributes of two and three dimensional shapes using different sizes and orientations.KY.1.G.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes.
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KY.K.G.5 Model shapes in the world by building figures from components and drawing shapes.KY.1.G.1 Distinguish between defining attributes versus non-defining attributes; build and draw shapes to possess defining attributes.
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KY.K.G.6 Compose simple shapes to form larger shapes.KY.1.G.2 Compose shapes. a. Compose two-dimensional shapes to create rectangles, squares, trapezoids, triangles, half-circles, quarter-circles and composite shapes to compose new shapes from the composite shapes. b. Use three-dimensional shapes (cubes, right rectangular prisms, right circular cones and right circular cylinders) to create a composite shape and compose new shapes from the composite shapes
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Color Code Key
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Major Standards for this Grade Level (budget 80% of learning time to these standards)
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Must reach fluency with standard at this level (students should achieve speed and accuracy with skill).
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Supporting work for major standards
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Additional work for grade level that should support student engagement in learning of Major Standards
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https://achievethecore.org/page/634/focus-in-mathematics
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