Kindergarten Math Standards Map - Instructional Materials (CA Dept of Education)

Common Core State Standards with California Additions Kindergarten – Mathematics Publisher: Pearson Scott Foresman & Prentice Hall Program Title: enVisionMATH California Common Core Edition, Kindergarten Components: Student Edition (SE); Teacher’s Edition (TE)

© California Department of Education Common Core State Standards Map January 16, 2013 Page 2 Publisher: Pearson Scott Foresman & Prentice Hall Program Title: enVisionMATH California Common Core Edition, Kindergarten Components: Student Edition (SE); Teacher’s Edition (TE)

Common Core State Standards with California Additions1 Standards Map for a Basic Grade-Level Program

Kindergarten – Mathematics

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations COUNTING AND CARDINALITY Know number names and the count sequence. K.CC 1. Count to 100 by ones and by tens. SE/TE: 111-112, 113-114, 115-116, 117-118, 119-120

TE: 111A-112C, 113A-114C, 115A-116C, 117A-118C, 119A-120C

1 These standards were originally produced by the Common Core State Standards Initiative, a state-led effort coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers. California additions were made by the State Board of Education when it adopted the Common Core on August 2, 2010 and modified pursuant to Senate Bill 1200 located at http://tinyurl.com/CASB1200 on January 16, 2013. Additions are marked in bold and underlined. © California Department of Education Common Core State Standards Map January 16, 2013 Page 3 Publisher: Pearson Scott Foresman & Prentice Hall Program Title: enVisionMATH California Common Core Edition, Kindergarten Components: Student Edition (SE); Teacher’s Edition (TE)

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations K.CC 2. Count forward beginning from a given SE/TE: SE/TE: number within the known sequence 37-38, 81-82, 113-114, (instead of having to begin at 1). 83-84, 119-120 103-104 TE: TE: 113A-114C, 37A-38C, 119A-120C 81A-82C, 83A-84C, 103A-104C

K.CC 3. Write numbers from 0 to 20. Represent a SE/TE: 7-8, number of objects with a written numeral 13-14, 35-36, 0-20 (with 0 representing a count of no 49-50, 53-54, objects). 57-58, 93-94, 95-96, 97-98, 99-100

TE: 7A-8C, 13A-14C, 35A-36C, 49A-50C, 53A-54C, 57A-58C, 93A-94C, 95A-96C, 97A-98C, 99A-100C

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations Count to tell the number of objects. K.CC 4a. Understand the relationship between SE/TE: 3-4, SE/TE: 5-6, numbers and quantities; connect counting 9-10, 33-34, 11-12, 47-48, to cardinality. When counting objects, say 49-50, 57-58 93-94, 99-100 the number names in the standard order, pairing each object with one and only one TE: 3A-4C, TE: 5A-6C, number name and each number name with 9A-10C, 11A-12C, one and only one object. 33A-34C, 47A-48C, 49A-50C, 93A-94C, 57A-58C 99A-100C

K.CC 4b. Understand the relationship between SE/TE: 5-6, SE/TE: numbers and quantities; connect counting 11-12, 47-48, 51-52, 95-96, to cardinality. Understand that the last 55-56, 93-94 97-98, 99-100 number name said tells the number of objects counted. The number of objects is TE: 5A-6C, TE: 51A-52C, the same regardless of their arrangement 11A-12C, 95A-96C, or the order in which they were counted. 47A-48C, 97A-98C, 55A-56C, 99A-100C 93A-94C

K.CC 4c. Understand the relationship between SE/TE: SE/TE: 83-84 numbers and quantities; connect counting 37-38, 59-60, to cardinality. Understand that each 81-82 TE: 83A-84C successive number name refers to a quantity that is one larger. TE: 37A-38C, 59A-60C, 81A-82C

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations K.CC 5. Count to answer “how many?” questions SE/TE: 5-6, about as many as 20 things arranged in a 11-12, 53-54, line, a rectangular array, or a circle, or as 99-100, many as 10 things in a scattered 101-102 configuration; given a number from 1–20, count out that many objects. TE: 5A-6C, 11A-12C, 53A-54C, 99A-100C, 101A-102C

Compare numbers. K.CC 6. Identify whether the number of objects in SE/TE: SE/TE: one group is greater than, less than, or 23-24, 25-26, 31-32, 73-74, equal to the number of objects in another 27-28, 29-30, 75-76, 77-78, group, e.g., by using matching and counting 67-68 79-80 strategies.2 TE: 23A-24C, TE: 31A-32C, 25A-26C, 73A-74C, 27A-28C, 75A-76C, 29A-30C, 77A-78C, 67A-68C 79A-80C

K.CC 7. Compare two numbers between 1 and 10 SE/TE: SE/TE: presented as written numerals. 31-32, 67-68 69-70, 71-72

TE: 31A-32C, TE: 69A-70C, 67A-68C 71A-72C

2 Include groups with up to ten objects. © California Department of Education Common Core State Standards Map January 16, 2013 Page 6 Publisher: Pearson Scott Foresman & Prentice Hall Program Title: enVisionMATH California Common Core Edition, Kindergarten Components: Student Edition (SE); Teacher’s Edition (TE)

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations OPERATIONS AND ALGEBRAIC THINKING Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. K.OA 1. Represent addition and subtraction with SE/TE: SE/TE: objects, fingers, mental images, drawings3, 127-128, 129-130, sounds (e.g., claps), acting out situations, 133-134, 139-140, verbal explanations, expressions, or 135-136, 147-148, equations. 151-152, 149-150, 153-154, 161-162 155-156 TE: TE: 129A-130C, 127A-128C, 139A-140C, 133A-134C, 147A-148C, 135A-136C, 149A-150C, 151A-152C, 161A-162C 153A-154C, 155A-156C K.OA 2. Solve addition and subtraction word SE/TE: SE/TE: problems, and add and subtract within 10, 139-140, 151-152 e.g., by using objects or drawings to 159-160, represent the problem. 161-162 TE: 151A-152C TE: 139A-140C, 159A-160C, 161A-162C

3 Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards). © California Department of Education Common Core State Standards Map January 16, 2013 Page 7 Publisher: Pearson Scott Foresman & Prentice Hall Program Title: enVisionMATH California Common Core Edition, Kindergarten Components: Student Edition (SE); Teacher’s Edition (TE)

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations K.OA 3. Decompose numbers less than or equal to SE/TE: SE/TE: 10 into pairs in more than one way, e.g., by 171-172, 169-170, using objects or drawings, and record each 175-176, 173-174, decomposition by a drawing or equation 179-180, 177-178 (e.g., 5 = 2 + 3 and 5 = 4 + 1). 181-182, 183-184 TE: 169A-170C, TE: 173A-174C, 171A-172C, 177A-178C 175A-176C, 179A-180C, 181A-182C, 183A-184C K.OA 4. For any number from 1 to 9, find the SE/TE: SE/TE: number that makes 10 when added to the 183-184 181-182 given number, e.g., by using objects or drawings, and record the answer with a TE: TE: drawing or equation. 183A-184C 181A-182C

K.OA 5. Fluently add and subtract within 5. SE/TE: SE/TE: 137-138, 127-128, 135 139-140, 157-158, TE: 159-160 127A-128C

TE: 137A-138C, 139A-140C, 157A-158C, 159A-160C

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations NUMBER AND OPERATIONS IN BASE TEN Work with numbers 11–19 to gain foundations for place value. K.NBT 1. Compose and decompose numbers from SE/TE: SE/TE: 11 to 19 into ten ones and some further 207-208, 193-194, ones, e.g., by using objects or drawings, 209-210, 195-196, and record each composition or 211-212, 197-198, decomposition by a drawing or equation 213-214, 199-200 (e.g., 18 = 10 + 8); understand that these 215-216 numbers are composed of ten ones and TE: one, two, three, four, five, six, seven, eight, TE: 193A-194C, or nine ones. 207A-208C, 195A-196C, 209A-210C, 197A-198C, 211A-212C, 199A-200C 213A-214C, 215A-216C

MEASUREMENT AND DATA Describe and compare measurable attributes. K.MD 1. Describe measurable attributes of objects, SE/TE: such as length or weight. Describe several 223-224 measurable attributes of a single object. TE: 223A-224C

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations K.MD 2. Directly compare two objects with a SE/TE: SE/TE: measurable attribute in common, to see 225-226, 227-228, which object has “more of”/“less of” the 231-232, 229-230, attribute, and describe the difference. For 235-236, 233-234 example, directly compare the heights of 237-238 two children and describe one child as TE: taller/shorter. TE: 227A-228C, 225A-226C, 229A-230C, 231A-232C, 233A-234C 235A-236C, 237A-238C

Classify objects and count the number of objects in each category. K.MD 3. Classify objects into given categories; count SE/TE: SE/TE: the numbers of objects in each category 185-186, 247-248, and sort the categories by count.4 255-256, 249-250, 257-258 251-252, 253-254 TE: 185A-186C, TE: 255A-256C, 247A-248C, 257A-258C 249A-250C, 251A-252C, 253A-254C

GEOMETRY

4 Limit category counts to be less than or equal to 10. © California Department of Education Common Core State Standards Map January 16, 2013 Page 10 Publisher: Pearson Scott Foresman & Prentice Hall Program Title: enVisionMATH California Common Core Edition, Kindergarten Components: Student Edition (SE); Teacher’s Edition (TE)

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G 1. Describe objects in the environment using SE/TE: SE/TE: names of shapes, and describe the relative 265-266, 287-288, positions of these objects using terms such 267-268, 293-294, as above, below, beside, in front of, behind, 269-270, 295-296 and next to. 271-272, 273-274, TE: 275-276, 287A-288C, 289-290, 293A-294C, 291-292 295A-296C

TE: 265A-266C, 267A-268C, 269A-270C, 271A-272C, 273A-274C, 275A-276C, 289A-290C, 291A-292C

K.G 2. Correctly name shapes regardless of their SE/TE: SE/TE: orientations or overall size. 265-266, 279-280 © California Department of Education Common Core State Standards Map January 16, 2013 Page 11 Publisher: Pearson Scott Foresman & Prentice Hall Program Title: enVisionMATH California Common Core Edition, Kindergarten Components: Student Edition (SE); Teacher’s Edition (TE)

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations 267-268, 269-270, TE: 271-272, 279A-280C 273-274, 275-276

TE: 265A-266C, 267A-268C, 269A-270C, 271A-272C, 273A-274C, 275A-276C

K.G 3. Identify shapes as two-dimensional (lying in SE/TE: 275, a plane, “flat”) or three-dimensional 277-278, (“solid”). 311-312

TE: 277A-278C, 311A-312C

Analyze, compare, create, and compose shapes. K. G 4. Analyze and compare two- and SE/TE: three-dimensional shapes, in different sizes 307-308, and orientations, using informal language to 311-312 describe their similarities, differences, parts (e.g., number of sides and TE: vertices/“corners”) and other attributes 307A-308C, (e.g., having sides of equal length). 311A-312C K.G 5. Model shapes in the world by building SE/TE:

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations shapes from components (e.g., sticks and 303-304, clay balls) and drawing shapes. 309-310

TE: 303A-304C, 309A-310C

K.G 6. Compose simple shapes to form larger SE/TE: shapes. For example, “Can you join these 305-306 two triangles with full sides touching to make a rectangle?” TE: 305A-306C

MATHEMATICAL PRACTICES MP 1. Make sense of problems and persevere in SE: solving them. Mathematical Practices Handbook p. 2

TE: 1A-1B MP 2. Reason abstractly and quantitatively. SE: Mathematical Practices Handbook p. 2

TE: 1A-1B

MP 3. Construct viable arguments and critique the SE: © California Department of Education Common Core State Standards Map January 16, 2013 Page 13 Publisher: Pearson Scott Foresman & Prentice Hall Program Title: enVisionMATH California Common Core Edition, Kindergarten Components: Student Edition (SE); Teacher’s Edition (TE)

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations reasoning of others. Mathematical Practices Handbook p. 3

TE: 1A-1B

MP 4. Model with mathematics. SE: Mathematical Practices Handbook p. 3

TE: 1A-1B

MP 5. Use appropriate tools strategically. SE: Mathematical Practices Handbook p. 3

TE: 1A-1B

MP 6. Attend to precision. SE: Mathematical Practices Handbook p. 4

TE: 1A-1B

MP 7. Look for and make use of structure. SE: © California Department of Education Common Core State Standards Map January 16, 2013 Page 14 Publisher: Pearson Scott Foresman & Prentice Hall Program Title: enVisionMATH California Common Core Edition, Kindergarten Components: Student Edition (SE); Teacher’s Edition (TE)

For Reviewer Use Only Meets Publisher Citations Standard Standard Standard Language Primary Supporting Y N Reviewer Notes No. Citations Citations Mathematical Practices Handbook p. 4

TE: 1A-1B

MP 8. Look for and express regularity in repeated SE: reasoning. Mathematical Practices Handbook p. 4

TE: 1A-1B

Appendix

California Department of Education Posted February 2013