Mercer County Schools

PRIORITIZED
CURRICULUM

Mathematics
Content Maps
Kindergarten
 Mercer County Schools

PRIORITIZED
CURRICULUM

The Mercer County Schools Prioritized Curriculum is composed of West Virginia Content Standards and
Objectives that have been identified as "Essential, Important, and Nice to Know." The Essential and
Important objectives, which are aligned to the WESTEST, must be learned by the student in order to ensure
his/her success. Therefore, the majority of instructional time (90% - 95%) must be devoted to the mastery of
these objectives. To assist you with your instructional planning, the Prioritized Curriculum is divided into
learning units (Content Maps) creating an instructional sequence and estimated time for delivering the
intended/learned curriculum.
 CONCEPT MAP

MATH - Kindergarten

1. Spatial Relationships
2. Sorting Classification 11. Counting by 5’s and 10’s
3. Geometric Shapes 12. Seasons/Days of the week
4. Patterns 13. Time
5. Number Recognition 0-10 14. Money
6. Ordinals 15. Measurement/Fractions
7. Number Order/Rote Counting 16. Graphing/Data Analysis
8. Number Recognition 11-20 17. Addition
9. Place Value 18. Subtraction
10. Estimation
 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 5 Key Vocabulary:

Words to describe our place Inside

in space Topic:
Outside
Spatial Relationships
CSO’s: MA.K. 3.3 Top
Use vocabulary of spatial
relationships Middle
Enduring Understanding:
Geometric words can be used to describe position and movement.
Bottom

Before

Essential Question(s):
What is a position? After

Left

Right
Examples:

Math – Harcourt Brace Finding objects on a shelf Path

Chapter 2 (top, bottom, middle)
Activities

Walk or follow the leader

that calls out left/right

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 9 Key Vocabulary:

Size Thick
Topic:
Thin
Sort and Classify
CSO’s: MA.K. 2.1 Large
Shape
Small
Enduring Understanding:
Groups or objects can be classified and sorted. In a group, the
members are alike in some way and not alike in other ways. Circle

Color Square

Essential Question(s):
How are the attributes alike, different and the same? Rectangle

Triangle

Color words
Examples:

Sort attrilinks into two Sort buttons by common Attrilinks

groups by color and shape. characteristics. Alike/
Divide onto paper. different.
Attribute blocks

Sort attrilinks according Overlap Zhula hoops to Same

to one color. Tell how make a Venn Diagram.
they are alike.

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 6 Key Vocabulary:

Circle Circle
Topic:
Square
Geometric Shapes
CSO’s: MA.K. 3.1; 3.2 Triangle
Square
Rectangle
Enduring Understanding:
Geometric figures in 2 and 3 dimensions can be described, identified,
compared, and classified. Oval

Rectangle Corners

Essential Question(s):
Why are shapes important? Sides
Where do we find shapes around us?
Long
Triangle
Short
Examples:

Draw the shapes Trace fingers over tactile Can

shapes
Recongition
Ball

Walk the shapes Go for a walk and look Box

for shapes in the
environment.

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 10 Key Vocabulary:

Making and copying patterns. Pattern

Topic:
Next
Patterns
CSO’s: MA.K. 2.2; 2.3 Sort
Describing patterns.
Connect
Enduring Understanding:
Patterns can be described, reproduced, extended, and created.
Color

Creating patterns. Tiles

Extending patterns.
Essential Question(s):
What is a pattern? Squares
How do we make patterns?
How do we show patterns? Shape
How sure are you of what comes next?
Do you see any patterns around you?
Size
Examples:

Look for patterns around Sort objects by color, Before, after

you. size, and shape to make
patterns.
Cubes

Use connecting cubes or Draw squares to make a Copy

color tiles in two colors to two-color pattern – use
make patterns. stamps to make patterns.

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 20 Key Vocabulary:

Topic: Zero
One
Number Recognition (0-10)
CSO’s: MA.K. 1.1; 1.2; Building numbers Two
Classification of (identify and 0-10 (number system)
label) numbers 0-10 Three
Enduring Understanding:
Numbers can be used to count, label, order, identify, measure, and
describe things. Four

Use a model to compare Five

numbers 0-10 (number value)
Use models to measure (show
different combinations that
name a number)
Essential Question(s): Show me number 5 (etc.).
What is a number? Six
Which number is greater, 2 or 3?
Why do we have numbers? Seven
What if we didn’t have numbers?
Which number tells how many is in the group?
Eight
Examples:

Make tactile numbers 0- Use connecting cubes to Nine

10 make 1-unit, 2-unit and
Ordering numbers 0-10 3-unit groups.
Ten

Play memory type of Count steps and objects Greater than, Less than
games to match numerals with students.
to dot cards or dominoes.

Mercer County School District 8/3/2005

 MATH (K) ARTS CONCEPT MAP

Key Concepts: Estimated days to Complete: 5 Key Vocabulary:

Ordinal positions First

Topic:
Second
Ordinal Numbers
CSO’s: MA.K. 1.5 Third
Identify positions
Fourth
Enduring Understanding:
To put objects in order according to the ordinal numbers first through
tenth. Fifth

Sixth

Essential Question(s):
When does placement (position) matter? Seventh

Eighth

Ninth
Examples:

Line up objects in a Tenth

specific order.
Before

Name the ordinal After

positions of objects.

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 10 Key Vocabulary:

Counting Order
Topic:
Greater
Number Order/Rote Counting
CSO’s: MA.K. 1.1; 1.2 Less
Order of numbers
Next
Enduring Understanding:
Numbers can be used to count, order, identify, measure, and describe
things and experiences. Before

Memorizing numbers After

Essential Question(s):
Why does the order of numbers matter? Count

Greater and less number

Examples:

Math – Harcourt Brace Line up with flash cards

Chapters 4, 5, and 7 – get in order.
Number value

Number line Calendar

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 12 Key Vocabulary:

Recognize and name 11-20 11, 12, 13, 14, 15

Topic:
16, 17, 18, 19, 20
Number Recognition 11-20
CSO’s: MA.K. 1.1; 1.2; 10 frame
Build numbers 11-20
Add
Enduring Understanding:
Numbers can be represented in many ways. Numbers can be ordered
and compared. Numbers can be used to count, order and name. Build

Place value of 11-20 Group

Essential Question(s):
Show me number 11 (etc.). More
What is a number?
How will you build numbers?
Number order 11-20 What is the order of numbers?
Before/After What will come after 12?
Examples:

Use of manipulations to Count 1 to 20

build numbers
Count to and name 20

Recognize numbers 11-20 Place numbers in order

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 10 Key Vocabulary:

10 frame Ones
Topic:
Place Value Tens

CSO’s: MA.K 1.3; 1.4 Hundreds

Group by 5s
Groups
Enduring Understanding:
The value of a number is determined by its position.
More

Group by 10s 10, 20, 30, 40, 50, 100

Essential Question(s):
How can we show mathematical relationships? 5 - 10
What is a number?

Count groups of objects

Examples:

10 frame Number cards

Counters Manipulatives

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 5 Key Vocabulary:

Guess/count Guess
Topic:
About
Estimation
CSO’s: MA.K. 1.6; 4.1 As long as
Guess/measure

Enduring Understanding:
To use guess-and-check problem solving strategy.

Essential Question(s):
What is an estimate?

Examples:

Pencils Cubes

Rulers Compare objects

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 8 Key Vocabulary:

Fives
Skip Count
Count by 5’s and 10’s
CSO’s : MA.K 2.3 Tens

Skip counting

Group
Enduring Understanding: The value of a number is determined by its
ability to be multiplied by 5 or 10.
Number patterns

Group by 5’s

Essential Question(s): How can numbers be used in skip counting by

5’ s and 10’s? How can numbers be shown as multiples of 5 or 10?

Group by 10’s

Hundred chart Use money as a

(highlighted with five’s manipulative with nickels
Real world application to and tens) and dimes/use the clock
money and time

Dailey number line Rote counting by 5’s and

(highlighted with five’s 10’s as a rhyme
and ten’s)

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

/Key Concepts: Estimated days to Complete: 10 Key Vocabulary:

Calendar components Sunday

Identification of seasons Topic:
Monday
Days of the Week/Seasons of
the Year Tuesday
Days are across top of
calendar, under month’s name CSO’s: MA.K. 4.4
Wednesday
Enduring Understanding:
Explore parts and function of a calendar especially days of a week.
Explore the sequence and characteristics of the seasons of the year. Thursday

Seasons change in sequence Friday

and have different
characteristic Essential Question(s):
Where do you see the days listed on the calendar? Saturday
What are the characteristics of each season?
Winter

Spring
Examples:

The calendar is a daily Put flash cards of days in Summer

activity in the classroom – order as shown on a
an ongoing activity. calendar.
Fall

Using big or individual Math – Harcourt Brace Days, /Week/Seasons

calendars, find what day
of the week is the 9th of
June (ex.).

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 5 Key Vocabulary:

Analog clock Hours

Topic:
Clock
Time to the Hour
CSO’s: MA.K. 4.5 O’clock
Digital clock
Minute
Enduring Understanding:
Events, objects, ideas, and symbols can be ordered.
Time

Sequencing events Ordinals 1st, 2nd, etc.

Essential Question(s):
Why do we need to know what time it is? Before, after

First, next, last

Morning, afternoon, night

Examples:

Turn the hands on an Write the time below an

analog clock after the time analog and digital clock.
is called out.

Draw hands on the analog Tell a story about

clock. something that happens at
that time of day.

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 15 Key Vocabulary:

Identification of coins Penny

(penny, nickel, dime) Topic:
Nickel
Money
CSO’s: MA.K. 4.6; 4.7 Dime
Value of coins
Cents
Enduring Understanding:
Money is made up of coins that are given a name and a value. Coins
can be counted and compared from 1-20 cents. Same amount

Value less than 20 cents Equal

Essential Question(s):
Why do we have money? Greater than
What do we use money for?
How do we get money? Less than
Equivalency of coins

Examples:

Show me a penny, nickel, Compare amount greater

dime. or less than.
Compare groups of coins

Count coins and write the Use manipulatives

amount. (coins).

MercerCounty School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to complete: 11 Key Vocabulary:

Measure lengths with non- Measure

standard units. Topic:
Longer than
Measurements/Fractions
CSO's: MA.K.1.7; 3.4; Shorter than
Heights with non-standard 4.2; 4.3
units. Shortest
Enduring Understanding:
The process of measurement can be perceptual, direct or indirect Longest
through reference or by counting equivalent non-standard units by
reading a measuring tool.
Capacity Taller than

Essential Question(s): Shorter than

Why do we measure?
Why do we need standard units of measure?
Tallest
Weight
High
Examples:

Rulers Balance scale Guess

Fractions
As long as

Paper clips Inch worms More, less

MercerCountySchool District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 10 Key Vocabulary:

Bar graph Shorter

Topic:
Taller
Graphing/Data Analysis
CSO’s: MA.K. 5.1; 5.2; 5.3 Longer
Picture graph
Most
Enduring Understanding:
The ways in which data are collected and displayed influences
interpretation. Least

Interpret information Compare

Essential Question(s):
How can we show this information? More
How might we show this differently?
Fewer
Predict outcome
Bar graph
Examples:

Manipulatives Organize information Organize

Predict

Graph model Interpret graph

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 9 Key Vocabulary:

Problem solving using story Plus

problems Topic:
Equal
Addition
CSO’s: MA.K. 1.8; 1.9; 1.10 Group
Problem solving using pictures
Adding
Enduring Understanding:
Addition describes the process of joining two groups through problem
solving, manipulatives and numerals. Number sentence

Problem solving using Join

manipulatives
Essential Question(s):
Show me how you added the sets. In all
How many pictures in all?
How many more
Recognition of numerals 0-10
One more
Examples:

Act out story problems. Use manipulatives to

demonstrate word
Problem solving using problems.
number sentences

Illustrate pictures to Number game such as “N

demonstrate word Bingo” to review
problems. numerals.

Mercer County School District 8/3/2005

 MATH (K) CONCEPT MAP

Key Concepts: Estimated days to Complete: 10 Key Vocabulary:

Problem solving using story Take away

problems Topic:
Less
Subtraction
CSO’s: MA.K. 1.8; 1.9; 1.10 Left
Problem solving using pictures
Subtract
Enduring Understanding:
Subtraction describes the process of separating from a whole, through
problem solving and manipulatives. Separate

Problem solving using Minus

manipulatives.
Essential Question(s):
Show me hoe you subtracted the sets? Equals
How many pictures in all?

Recognition of numerals 0-10

Examples:

Act out story problems Use manipulatives to

demonstrate word
Problem solving using problems.
number sentences

Illustrate pictures to Number game to review

demonstrate word numeral recognition.
problems.

Mercer County School District 8/3/2005