### Written by Donna Boucher

Donna has been a teacher, math instructional coach, interventionist, and curriculum coordinator. A frequent speaker at state and national conferences, she shares her love for math with a worldwide audience through her website, Math Coach’s Corner. Donna is also the co-author of Guided Math Workshop.

I’ve been working on road maps for the CCSS for math in K-2, and I’ve got working copies ready for you.  A couple points to keep in mind:

• This is just one person’s opinion about how the standards could be mapped out over the year.  It’s not the only right way.  You might not even think it’s the best way.
• I have only listed the standards when they are introduced.  It’s critical to note that once a skill is introduced, it needs to be reinforced throughout the year.  I think it makes the road maps look cleaner though to just see each standard listed once, when it is first introduced.
• My primary focus in designing the road maps for K-2 was to ensure saturation of the number and operations standards (CC, OA, NBT), because that’s what I see as the priority in the primary grades. I filled in the measurement (MD) and geometry (G) standards based on personal preference.  In other words, there was no strong reason behind doing geometry before measurement in Grades K and 1.
• Look for ways to connect multiple standards in your activities.  For example, when you’re counting to 1000 in 2nd grade, take the opportunity to also talk about even/odd and place value.
• Mastering the basic facts with “fluency” depends on lots of activities composing and decomposing numbers and understanding the relationship between addition and subtraction.  Pack as much good math into an activity as you can!
• One last thing, you’ll notice that I listed graphing in the first period for all three grade levels.  I strongly believe that graphing should be done at least several times a week all year long.
Click on each picture to grab the grade level you need. If you downloaded the Kinder map earlier in the week, I have updated it slightly.

1. You are amazing and so thoughtful to create these for each grade level!!!! SUCH a big help!
Amy Burton

• We are on 9 week periods. Apparently 6 week periods are popular. We are also using the commoncore.org units for reading/LA and they are also divided into 6 week period pacing guides.

• I really enjoy doing it, Amy. It helps me to understand the standards better, and it gives me a vertical perspective, which is essential as a math coach. I’m glad you find them useful! Just curious, are you 6- or 9-week periods?

2. Do you have a map for 9 week periods?

• I just knew that was coming. Ha ha. No, I don’t at this point. 🙂

3. WOW! You sure did a LOT of work! Thanks!! Even though we are a 4 nine weeks schedule and our county mandates our pacing guide, it was still good to have a different perspective on it. Good work!!
[email protected]

• Thanks, Susan. I’m surprised by how many districts don’t have pacing guides!

4. WOW! This is exactly what I wanted to see. Thank you so much, Donna. You are one of my favorite bloggers!! I have a question about assessment and reporting out form. How do your teachers assess students? observation? text book chapter/unit tests? Do they use a rubric for each standard? Or does your district use report cards?

• We write our own common assessments on my campus. In Kinder and 1st grade, they use mostly performance tasks and rubrics. Toward the end of 1st, we use paper and pencil. In 2nd-5th, it’s paper and pencil for the assessments, but of course those aren’t the only grades. Our district does use report cards. They are performance based for Kinder and numerical grades for 1st-5th. Hope that helps!

• Thank you Donna. Our school is starting CGI this coming year. First grade is trying to transition from text book chapters to extended calendar activities, hands on investigations and CGI activities. We used to use chapter and unit tests, but we are wondering if observations would be more appropriate for our level. Will you be posting about assessment and reporting out? I am very interested in how other districts report out. Our school doesn’t have a curriculum director or math coach. I am so grateful for the wonderful world of blogging! Thank you for sharing!

• Once school starts, I’ll be sure to have posts about assessment. I’m in Texas, and we’re not actually a common core state (huge bummer), so our assessments won’t be directly tied to the CCSS. But you can still get an idea of how our teachers do it.

5. Hi Donna,

I always enjoy reading your posts and nominated you for The Versatile Blogger Award. Thanks for sharing all of your great ideas!
Katie
I Want to be a Super Teacher

• Wow, thanks so much Katie! 🙂

6. I am a homeschooling grandmother (along with my daughter) and I would like to understand the Common Core lingo. Is there anywhere that explains these standards in plain English? I mean things like K.CC and K.OA among others. I just want to make sure we are hitting all the standards in our math (and other subjects too). Thanks so much.

7. Yay! So excited for this Donna, thank you so much! I recently purchased a road map by each content area on TpT and am now comparing the two to design my own. This is great!!

8. Awesome! Thank you; this is a great help to help me thoroughly understand what the progression of the Common Core Standards through the year could look like!! Excellent Job!!

9. Thank you!!! I am visual and this truly helps : )

Eve

10. Hi Donna,
I lovr your blog, ideas and knowledge of math and the Common Core! A quick question, for first grade, should we focus on numeration to 10 not just 5? I was not sure if it was a typo or not. Again, THANK YOU for being a great resource for me! Gina

• Hey Gina,
I think the 1st grade reference to 5 on the roadmap is for subitizing, which is really only for small quantities. You can subitize for larger quantities, but the cards usually show groups–for example two groups of 5 that students recognize as 10. Or 3 groups of 3 that they recognize as 9. Does that make sense?

• Don’t panic, Robin! What exactly is happening? Are you clicking on the picture or the caption?

12. I just found these maps–they are wonderful! I can’t wait to see the ones for 3-5! I am teaching K-5 math this year and I’m a “big picture” person, so these are really helpful! Thanks!

• Yikes! I never got back to the 3-5 roadmaps. I need to put it on my to-do list!

• I’m sorry I don’t have one for 3rd grade. You might be able to use the format I used for K-2 to lay out the skills for 3rd.

14. I am new to 1st and Reading Street, so I GREATLY appreciate your pacing guides. Our district simply says”Follow RS guidelines.”

• Oh wow! Yes, I guess a suggested roadmap would be helpful under those circumstances! Ha ha.

15. This is VERY helpful Donna. Thank you for your very hard work. Our district used to have a pacing guide, but now says it is up to us to decide how/when to teach the standards which is somewhat frustrating. I do have one question: I thought first graders were to count/identify numbers to 120? Has this changed back to 100?

• Yes, Kim, it’s to 120. I spaced it out over the year, so in the first grading period they work to 100, and in the 3rd grading period it’s extended to 120. Just a suggestion, of course.

• Great, thank you!! I obviously didn’t look at it very closely! I was just so excited to find it! Thank you for getting back to me. 🙂

• It’s a lot to take in, Kim!!

16. Donna, do you have road maps for grade 3, 4, and 5? If so I would love to get a copy of these.

• I do not, Maria. I think you could pattern them off the K-2 ones though.