Any items left blank for a given term means the skill is not being assessed at this time.


 Wilfred Gilmore
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1 KINDERGARTEN MATHEMATICS GRADING BENCHMARK ( ) Any items left blank for a given term means the skill is not being assessed at this time. Counting and Cardinality ENDURING UNDERSTANDING Students understand and explain what numbers mean, how they may be represented, and what relationships exist among them to accurately and efficiently perform computations 1. Counts to 100 by ones and tens K.CC.1: Counts to 100 by ones or tens. 3 rd Unable to count up to 100 by ones and tens With support counts up to 100 by ones and tens. counts to 100 by ones and tens. counts and writes to 120 by ones and tens. 2. Counts forward beginning from a given number K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1) 3 rd Unable to count forward from any given number With support counts forward beginning at a given number counts forward beginning at a given number counts and writes to 120 beginning at a number less than Writes the numbers from 020 with correct KCC3: Writes the numbers from Unable to write the numbers from 010 Unable to write the numbers from rd Unable to write the numbers from 020 write numbers from 010 write numbers from 010 write numbers from 020 can write the numbers 010 with correct can write the numbers 010 with correct can write the numbers 020 with correct can write the numbers to 120 with correct can write the numbers to 120 with correct can write the numbers to 120 with correct
2 4. Understands the quantities KCC4: Understands the 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. Unable to to quantities quantities up to 10 in quantities various arrangement up to 10 in various quantities up to 120 in various Unable to quantities 3 rd Unable to quantities to quantities up to 10 in various arrangement to quantities up to 100 in various arrangement quantities up to 10 in various quantities up to 100 in various quantities up to 120 in various quantities up to 120 in various 5. Counts to answer how many? KCC5: 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 Unable to count objects in a group and can can answer how many? up to 10 how many? up to 10 how many? up to 10 how many? up to 120 Unable to count objects in a group and answer how many? up to 20 3 rd Unable to count objects in a group and answer how many? up to 20 how many? up to 10 how many? up to 20 can how many? up to 10 can how many? up to 20 can how many? up to 120 can how many? up to 120
3 6. Identifies groups of objects using the term greater than, less than, or equal to KCC6: 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. 1st Unable to identify groups of objects as greater than, less than, or equal to the number of objects in another group 3 rd Unable to identify groups of objects as greater than, less than, or equal to the number of objects in another group identify groups of objects as greater than, less than, or equal to the number of objects in another group identify groups of objects as greater than, less than, or equal to the number of objects in another group can identify groups of objects as greater than, less than, or equal to the number of objects in another group can identify groups of objects as greater than, less than, or equal to the number of objects in another group compares two digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,=, and < compares two digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,=, and < 7. Compares numbers K.CC.7: Compare two numbers between 1 and 10 presented as written numerals. 1st Unable to compare two numbers between 1 and 10, as written numerals 3 rd Unable to compare two numbers between 1 and 10, as written numerals compare two numbers between 1 and 10, as written numerals compare two numbers between 1 and 10, as written numerals can compare two numbers between 1 and 10, as written numerals can compare two numbers between 1 and 10, as written numerals compares two digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,=, and <, using written numerals compares two digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,=, and <, using written numerals
4 Operations and Algebraic Thinking ENDURING UNDERSTANDING: Students possess an understanding of addition and subtraction through modeling and manipulation of objective and apply these skills to solve problems. K.OA.1:Represents addition and subtraction with objects, fingers, mental images, and drawings. 3 rd Unable to represent addition and subtractions with objects, fingers, mental images, and drawings. to represent addition and subtractions with objects, fingers, mental images, and drawings. able to represent addition and subtractions with objects, fingers, mental images, and drawings. solves word problems within 20 involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions Solves addition facts and word problems up to 10 K.OA.2: Solve addition facts and word problems up to 10, e.g., by using objects or drawings to represent the problem. 3 rd Unable to solve addition facts and word problems up to 10. to solve addition facts and word problems up to 10. able to solve addition facts and word problems up to 10. solves word problems within 20 involving situations of adding to, putting together, and comparing, with unknowns in all positions. Solves subtraction facts and word problems up to 10 K.OA.2: Solve subtraction facts and word problems up to 10, e.g., by using objects or drawings to represent the problem. 3 rd Unable to solve subtraction facts and word problems up to 10. to solve subtraction facts and word problems up to 10. able to solve subtraction facts and word problems up to 10. solves word problems within 20 involving situations of taking from, taking apart, and comparing, with unknowns in all positions.
5 Decomposes number to 10 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). 3 rd Unable to decompose numbers less than or equal to 10 into pairs in more than one way (e.g. 5=2+3 and 5= 4+1) to decompose numbers less than or equal to 10 into pairs in more than one way (e.g. 5=2+3 and 5= 4+1) decomposes numbers less than or equal to 10 into pairs in more than one way (e.g. 5=2+3 and 5= 4+1) decomposes numbers less than or equal to 20 multiple ways (e.g. 5= ) Find the missing addend to make 10 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. 3 rd Unable to find the missing addends to 10. With prompting and support find the number that makes 10 when added to any given number from 1 to 9. can find the number that makes 10 when added to any given number from 1 to 9. can make a ten. (e.g. 8+5=8+2+3=10+3 =13) Fluently adds to a sum of 5 K.OA.5: Fluently adds numbers within 5. 3 rd Unable to fluently add numbers facts to 5 to fluently add to 5. is able to fluently add to 5. is able to fluently add within 10. Fluently subtracts to a sum of 5 K.OA.5: Fluently subtracts numbers within 5. 3 rd Unable to fluently subtract number facts to 5. to fluently subtract to 5. is able to fluently subtract to 5. is able to subtract within 10.
6 Numbers and Operations in Base Ten ENDURING UNDERSTANDING: Students understand how to collect, represent analyze and interpret data gathered using a variety of tools and techniques. Works with numbers to develop an understanding of place value K.NBT.1: Work with numbers to gain foundations for place value. Compose and decompose numbers from 11 to 19 into ten and ones and some further ones, e.g., using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18=10+8); understand that these numbers are composed 10 ones and one, two, three, four, five, six, seven, eight, or nine ones. Note: A set of ten should not be referred to as a ten in kindergarten. 3 rd unable to understanding of place value does not composes and decomposes numbers from 11 to 19 into ten ones and more ones, using objects or drawings, and records results by a drawing or equation (e.g., 18=10+8); composes and decomposes numbers from 11 to 19 into ten ones and more ones, using objects or drawings, and records results by a drawing or equation (e.g., 18=10+8); Consistently composes and decomposes numbers from 11 to 19, using objects or drawings, and records results by a drawing or equation (e.g., 18=10+8) Consistently composes and decomposes twodigit numbers that are represented as tens and ones. Measurement and Data ENDURING UNDERSTANDING: Students understand how to collect, represent analyze and interpret data gathered using a variety of tools and techniques. Describes attributes (e.g., describe one child as taller/ K.MD. 1: Describes, such as length or. Unable to describe measureable 3 rd Unable to describe measureable three and uses numbers to show the difference three and uses numbers to show the difference
7 Compares measureable attributes (e.g., describe one child as taller/ K.MD.2: Directly compare two objects with a attribute in common. Unable to compare measureable 3 rd Unable to describe measureable compares three and uses numbers to show the difference compares three and uses numbers to show the difference Classifies objects and counts the number of objects in each category K.MD 3: Classify objects and count the number of objects in each category. Unable to classify objects into given categories; count the number of objects and sort by the count classifies objects into given categories; count the number of objects and sort by the count (up to 10 objects in each category) classifies objects into given categories; count the numbers of objects and sort by the count (up to 10 objects in each category) creates categories and classifies a given collection of objects during work times as well as other curricular/play activities 3 rd
8 Geometry ENDURING UNDERSTANDING: Students understand, explain, and apply the properties and relationships among and between geometric figures to appreciate the importance of geometry in our world. Identifies position of an object in space (above, below, next to, behind, etc.) K.G.1: Describe objects in the environment using names of shapes. Unable to describe With support is N/A objects in the able to describe environment using objects in the identifies and names of shapes. environment using objects names of shapes. and uses positional words appropriately. Unable to describe objects in the environment using names of shapes. With support is able to describe objects in the environment using names of shapes. identifies and objects and uses positional words appropriately. N/A 3 rd Names, identifies and shapes K.G.2: Correctly name shapes regardless of their orientations or overall size. Unable to name shapes regardless of to name shapes is build and draw their orientation or regardless of their able to name shapes shapes that possess overall size. orientation or overall regardless of their defining attributes size. orientation or overall (color, size, size. orientation, etc.). Unable to name shapes regardless of their orientation or overall size. 3 rd to name shapes (circle, square, triangle, rectangle, hexagon) regardless of their orientation or overall size. is able to name shapes (circle, square, triangle, rectangle, hexagon) regardless of their orientation or overall size. build and draw shapes that possess defining attributes (color, size, orientation, etc.). Identifies shapes as twodimensional and threedimensional shapes K.G.3: Identify shapes as twodimensional (lying in a plane, flat ) or threedimensional ( solid ). Unable to identifying and naming shapes regardless of their orientation or overall size. 3 rd to name two and threedimensional shapes. Can differentiate between 3 dimensional (solid) and 2 dimensional (flat) shapes. identifies and names 2 and 3 dimensional shapes. Can differentiate between 3 D (solid) and 2D(flat) shapes. build and draw shapes that possess defining attributes of flat and solid shapes (color, size, orientation, etc.).
9 Analyzes and compares shapes two and threedimensional shapes K.G.4: Analyze and compare two and threedimensional 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). Unable to analyze and compare two and threedimensional shapes using informal language to describe attributes. 3 rd Unable to analyze and compare two and threedimensional shapes using informal language to describe attributes. to analyze and compare two and threedimensional shapes using informal language to describe attributes. to analyze and compares two and threedimensional shapes using informal language to describe attributes. compares two and threedimensional shapes using informal language to describe attributes compares two and threedimensional shapes using informal language to describe attributes. compose 2 and 3 dimensional shapes to create a composite shape and compose new shapes from the composite shape. compose 2 and 3 dimensional shapes to create a composite shape and compose new shapes from the composite shape. Models shapes in the world by building shapes from components (e.g., sticks and clay balls) K.G.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 3 rd Unable to build simple shapes to form larger shapes. to build simple shapes to form larger shapes. build simple shapes to form larger shapes. build 2 and 3 dimensional shapes to create a composite shape and compose new shapes from the composite shape. 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? 3 rd Unable to compose simple shapes to form larger shapes. to compose simple shapes to form larger shapes. composes simple shapes to form larger shapes. compose 2 and 3 dimensional shapes to create a composite shape and compose new shapes from the composite shape.
10
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