# Kindergarten Mathematics Approved May 30, 2012

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1 Kindergarten Mathematics Approved May 30, 2012

2 Standard: K.CC.1 Count to 100 by ones and by tens. Counting and Cardinality Know number names and the count sequence Type: X _Knowledge Reasoning Performance Skill Product Count (verbal sequence only) to 100 by ones starting at 1. Count (verbal sequence only) to 100 by 10 s starting at 10. tools strategically. make Adapted from Kentucky deconstructed standards

3 code: K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Counting and Cardinality Know number names and the count sequence. Type: X _Knowledge Reasoning Performance Skill Product Count forward by 1 s beginning with another number other than 1 (verbal sequence only).

4 make Adapted from Kentucky deconstructed standards

5 code: K.CC.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). Counting and Cardinality Know number names and the count sequence. Type: X _Knowledge Reasoning Performance Skill Product Write numerals 0 to 20 Write the number that represents a given number of objects from Vocabulary: number make

6 code: K.CC.4abc 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. Counting and Cardinality Count to tell the number of objects. Type: _Knowledge Reasoning X _Performance Skill Product Represent quantities using numbers and represent numbers using quantities Match each object with one and only one number name and each number with one and only one object. Recognize the number of objects is the same regardless of their arrangement or the order in which they were counted. Realize that the last number name said tells the number of objects counted. When counting objects, say the number names in order while matching each object with a number. Generalizes that each successive number name refers to a quantity that is one larger. make in repeated Adapted from Kentucky deconstructed standards

7 Standard: K.CC.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. Counting and Cardinality Count to tell the number of objects. Type: _Knowledge Reasoning X Performance Skill _Product Count up to 20 objects that have Match each object with one and only one number name Given a number from 1- been arranged in a line, and each number with one and only one object 20, count out that many rectangular array, or circle objects. Count as many as 10 items in a scattered configuration Conclude that the last number of the counted sequence signifies the quantity of the counted collection. tools strategically. make

8 code: 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, e.g., by using matching and counting strategies. 1 1 Include groups with up to ten objects. Counting and Cardinality Compare numbers Type: _Knowledge X Reasoning Performance Skill Product Describe greater than, less than, or equal to. Determine whether a group of 10 or fewer objects is greater than, less than, or equal to another group of 10 or fewer objects. make Adapted from Kentucky deconstructed standards

9 code: K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Counting and Cardinality Compare numbers. Type: _Knowledge X Reasoning Performance Skill Product Know the quantity of each Determine whether a written number is greater than, numeral. less than, or equal to another written number. Vocabulary: Numeral greater than less than Reason abstractly and quantitatively. tools strategically. make use of structure. express regularity in repeated

10 code: K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings 2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. 2 Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the standards.) Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Type: _Knowledge Reasoning x _Performance Skill Product Know adding is putting together Analyze addition or subtraction problem to determine parts to make the whole. whether to put together or take apart. Know subtracting is taking apart or taking away from the whole to find the other part. Know the symbols (+, -, =) and the words (plus, minus, equal) for adding and subtracting. Model an addition/subtraction problem given a real-life story. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations in multiple ways, e.g., 2+3=5, 5=2+3, + =, and vertically. (Writing equations in kindergarten is not required but encouraged.) Voabulary: Put together Take apart make

11 Standard with code: K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Type: Knowledge X Reasoning Performance Skill Product Add and subtract within 10 Solve addition and subtraction word problems within 10. (Maximum sum and minuend is 10) Use objects/drawings to represent an addition and subtraction word problem. make

12 code: K.OA.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 = and 5 = 4 + 1). Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Type: _Knowledge X Reasoning Performance Skill Product Solve addition number Decompose numbers less than or equal to 10 into sentences within 10. pairs in more than one way. Use objects or drawings then record each composition by a drawing or writing an equation. make

13 code: K.OA.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. Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Type: _Knowledge X Reasoning _Performance Skill Product Know that two numbers can be added together to make ten Using materials or representations, find the number that makes 10 when added to the given number for any number from 1 to 9, and record the answer using materials, representations, or equations. make

14 Standard with code: K.OA.5 Fluently add and subtract within 5. Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Type: _X _Knowledge Reasoning Performance Skill _Product Fluently with speed and accuracy add and subtract within 5. make

15 code: K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g. by using objects and drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = ); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Number and Operations in Base Ten Work with numbers to gain foundations for place value. Type: _Knowledge Reasoning X _Performance Skill Product Know that a (spoken) number (11-19) represents a quantity. Understand that numbers are composed of 10 ones and one, two, three, four, five, six, seven, eight, or nine ones. Represent compositions or decompositions by a drawing or equation. Compose numbers into ten ones and some further ones using objects and drawings. Decompose numbers into ten ones and some further ones using objects and drawings. make

16 Code: K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Measurement and Data Describe and compare measureable attributes Type: X Knowledge _Reasoning _Performance Skill Product Knowledge Targets Reasoning Targets Performance Skill Targets Product Targets Know that objects have measurable attributes and know what they are called, such as length and weight. Describe an object by using attributes such as: width, height, length, weight, etc. Describe more than one measurable attribute of a single object. make

17 K.MD.2 Directly compare two objects with a measureable attribute in common, to see which object has more of / less Code: of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Measurement and Data Describe and compare measureable attributes Type: _Knowledge X Reasoning Performance Skill Product Knowledge Targets Reasoning Targets Performance Skill Targets Product Targets Know the meaning of the following words: more/less, taller/shorter, etc. Know that two objects can be compared using a particular attribute. Compare two objects and determine which has more and which has less of the measureable attribute to describe the difference. Vocabulary: More/less Taller/shorter make

18 Code: K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 3 3 Limit category counts to be less than or equal to 10. Measurement and Data Classify objects and count the number of objects in each category. Type: _Knowledge Reasoning X Performance Skill Product Knowledge Targets Reasoning Targets Performance Skill Targets Product Targets Recognize non-measurable attributes such as shape, color Classify objects into categories by particular attributes Recognize measurable attributes such as length, weight, height Know what classify means Know what sorting means Know that a category is the group that an object belongs to according to a particular, selected attribute Understand one to one correspondence with ten or less objects. Note: This target being included here depends on the ordering and grouping of content standards from Counting and Cardinality. Count objects in a given group. Note: This is addressed in another content standard. K.CC.5. It is important to integrate standards to assist students with making connections and building deeper understanding. Sort objects into categories then determine the order by number of objects in each category (limit category counts to be less than or equal to ten) For example, if m&m s are categorized by the attribute of color, then are sorted or ordered by the number in each group (there are more red than green, the blue group has fewer than the green.) Vocabulary: sort make

19 Standard with code: K.G.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. Geometry Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Type: _Knowledge X Reasoning _Performance Skill Product Describe positions such as above, below, beside, in front of, behind, and next to. Determine the relative position of the 2- dimensional or 3-dimensional shapes within the environment, using the appropriate positional words. make Name basic shapes

20 Standard with code: K.G. 2 Correctly name shapes regardless of their orientations or overall size. Geometry Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Type: _X_Knowledge Reasoning Performance Skill Product Know that size does not affect the name of the shape. Know that orientation does not affect the name of the shape. make

21 Standard with code: K.G.3 Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). Geometry Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Type: _X_Knowledge Reasoning Performance Skill Product Identify 2-dimensional shapes as lying in a plane and flat Identify 3-dimensional shapes as a solid Reason abstractly and quantitatively. tools strategically. make use of structure. express regularity in repeated

22 code: K.G.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). Geometry Analyze, compare, create, and compose shapes. Type: _Knowledge X Reasoning Performance Skill Product Knowledge Targets Reasoning Targets Performance Skills Targets Identify and count Describe similarities of various two- and three-dimensional shapes number of sides, vertices/ corners, and Describe differences of various two- and three-dimensional shapes other attributes of Analyze and compare two-dimensional shapes, in different sizes and shapes orientations, using informal language to describe their similarities, differences, and other attributes (e.g. having sides of equal length). Analyze and compare 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). Product Targets Vocabulary: Sides, corners reasoning of make

23 code: K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Geometry Analyze, compare, create, and compose shapes. Type: _Knowledge Reasoning Performance Skill _X Product Knowledge Targets Reasoning Targets Performance Skills Targets Recognize and identify (square, Analyze the attributes of real world objects to circles, triangles, rectangles, identify shapes. hexagons, cubes, cones, cylinders, spheres) Identify shapes in the real world Product Targets Construct shapes from components (e.g., sticks and clay balls) Draw shapes Names shapes reasoning of make

24 code: K.G.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle? Geometry Analyze, compare, create, and compose shapes. Type: _Knowledge Reasoning X _Performance Skill Product Identify simple shapes Analyze how to put simple shapes together to Compose a new or larger (squares, triangles, rectangles, compose a new or larger shape. shape using more than one hexagons) simple shape. make

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