Grade Level - Kindergarten
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Learning Expectations |
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1.0 NUMBER AND OPERATIONS
K.1.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
K.1.2 Understand meanings of operations and how they relate to one another.
K.1.3 Compute fluently and make reasonable estimates.
2.0 ALGEBRA
K.2.1 Sort and classify objects by size, number, and other properties.
K.2.2 Represent and analyze patterns and functions.
K.2.3 Use concrete, pictorial, and verbal representations to develop an understanding of the language and symbols of mathematics.
K.2.4 Illustrate general properties of operations.
K.2.5 Analyze change in various contexts.
3.0 GEOMETRY
K.3.1 Analyze characteristics and properties of geometric shapes.
K.3.2 Specify locations and describe spatial relationships.
K.3.3 Recognize and apply flips, slides, and turns.4.0 MEASUREMENT
K.4.1 Demonstrate understanding of units of measure and measurable attributes of objects.
K.4.2 Apply appropriate techniques and tools to determine measurements.
5.0 DATA ANALYSIS AND PROBABILITY
K.5.1 Develop, select, and use appropriate methods to collect, organize, display, and analyze data.
K.5.2 Apply the basic concepts of probability. |
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K.1.1a Count sets of objects up to 20.
K.1.1b Rote count by ones and tens to 50.
K.1.1c Count backward from 10 to 1.
K.1.1d Match quantities up to twenty with numerals.
K.1.1e Recognize equivalent sets of objects.
K.1.1f Write numerals up to 20. (Develop gradually.)
K.1.1g Represent quantities up to 20 on ten frames.
K.1.1h Determine whether a figure has been divided in half. Identify whole, half and equal parts.
K.1.1i Name and identify coins and their value. Recognize penny, nickel, and dime. State the value of penny, nickel, and dime.
K.1.1j Order numbers less than 20. Identify the missing numeral in a sequence.
K.1.1k Express the relationship between two numbers less than 20 using the words less than, more than, or equal to.
K.1.1.l Identify the position of a whole number less than 20 on the number line.
K.1.1m Apply the language of ordinal numbers up to tenth.
K.1.2a Use manipulatives to develop strategies for addition and subtraction of whole numbers.
K.1.2b Use a variety of strategies to solve simple verbal story problems involving numbers 0 to 10 (manipulatives, mental computation, estimation, paper/pencil, and thinking strategies).
K.1.3a Use words, actions, pictures, or manipulatives to solve problems. (i.e., use models, facts, and relationships to draw conclusions about mathematics and explain their reasoning; use patterns and relationships to analyze mathematical situations.
K.1.3b Use pictures or objects, such as ten frame, to show one more or one less than any number to 20.
K.2.1a Sort objects by color, size, shape, and kind.
Order objects by size.
K.2.1b Communicate using mathematical terms appropriately.
K.2.2a Identify patterns in the environment (e.g. calendar, arrangements of objects, or in pictures).
K.2.2b Recognize and extend a concrete, visual, or auditory two- or three-part repeating pattern.
K.2.2c Create and describe a repeating pattern.
K.2.3a Use manipulatives or pictures to demonstrate addition and subtraction sentences written symbolically involving numbers 0-5.
K.2.3b Read and explain simple addition and subtraction number sentences written symbolically.
There are no accomplishments for this learning expectation at the Kindergarten level. Use estimation.
There are no accomplishments for this learning expectation at the Kindergarten level.
K.3.1a Recognize and name circles, squares, triangles, and rectangles when shown in various positions.
K.3.1b Recognize examples of circles, squares, triangles, and rectangles in the environment (and as parts of 3 dimensional objects).
K.3.1c Recognize basic properties of and similarities and differences between simple geometric figures (e.g. number of sides, corners).
K.3.1d Create circles, squares, rectangles, and triangles.
K.3.1e Create structures using 3 dimensional shapes.
K.3.1f Combine 2 dimensional shapes to make pictures.
K.3.2a Use directional terms in a variety of situations (e.g. over, under, forward, backward, between, right, left).
No accomplishments for this learning expectation at the Kindergarten level.
K.4.1a Demonstrate understanding of the concept of length.
K.4.1b Compare the length, weight, and capacity of two objects.
K.4.1c Use words to describe time (e.g. day, night, morning, afternoon, yesterday, today, tomorrow).
K.4.1d Use words to describe temperature (e.g. hot, warm, cool, cold).
K.4.2a Measure and estimate length using a variety of non-standard units.
K.4.2b Distinguish between light and heavy objects.
K.4.2c Tell time to the hour.
K.4.2d Recognize a thermometer as a way of measuring temperature.
K.4.2e Recognize a calendar as a way of measuring time.
K.5.1a Represent and compare data using concrete objects, pictures, and simple graphs.
K.5.2a Describe events related to students’ experiences as likely or unlikely. |
Where do you see numbers? What do numbers tell you? How is counting useful to you? How many objects do you have?
How do you count by 1’s to 50? How do you count by 10’s to 50?
How do you count backward from 10 to 1?
Can you show me ____objects? OR Can you count the number of (objects) and pick the number to go with it? Show me. OR How do you match numerals to sets? Why is it important to know the number of objects in a group?
How can you tell if one set is less than, more than, or equal to another set?
Can you show me a set equal to (more than, less than) this set?
Tell me what happens to the set if I take one away (or add one)?
Is this set bigger/larger/greater (or smaller/less) than that set?
How do written number s help you communicate mathematically? How do you write eighteen (or any numeral up to 20)?
How do you show this number of (objects) on a ten frame?
How can you divide this (pizza) equally (so both friends will have a half)? Show me one half. Show me the whole.
Why is money important? What coin is this? What is the value of this coin? Which coin will buy more? How many of these coins does it take to equal this coin?
Can you put these numbers in order (from smallest to largest)? Can you tell me what number is missing?
How can you tell if this number is more than, less than, or equal to another number?
Can you show me (this number) on the number line?
How do you count from first to tenth? Show me the 5th object. in this set. Match the ordinal word with object in that position.
What happens when you add?
How can you combine objects in two or more sets to create a longer set? How do you find sums using addition sentences in horizontal form? How do you read, write and/or use an addition sentence for this problem? How do you find sums using addition sentences in vertical form? How do you read write, and/or use an addition sentence for this problem? How do you find the sum for this problem?
How can you remove objects from a set to show a smaller set 1-9? How can you make a set that is smaller than the one you have? Explain the process. If you removed two objects from this set, how many would be left? How do you write this problem in a subtraction sentence (vertical/horizontal? How do you find the difference?
How do you write this problem in a subtraction sentence? How do you find the difference?
How can you identify the +, -, and = signs? What do these signs mean? Can you name these signs?
How do you use the SOLVE model? (Questions match SOLVE problem solving model.) SOLVE MODEL S—How do you study the problem? O—How do you organize the data (or facts)? L—How do you line up a plan? What action do you need to take? V—How do you verify your plan with action? How do you take the planned action? E—How do you evaluate the solution? How do you know if your answer is right?
Tell me how you figured it out. Can you draw a picture to show how you solved the problem?
How can you show me one more (or one less)?
How can you group these objects by the same size (or shape or other attribute)? Can you make up some way to group these objects? Tell me the rule. Why do these objects go together? How many different ways can you put these objects together? Can you guess how these objects were sorted? How are these objects different? How are these objects the same?
How can you put these objects in order from smallest to largest? From largest to smallest? Use your math language to tell me…
What would be the next number on the calendar? How do you know? What would be the next object in this arrangement? How do you know?
How can you tell what would be the next (object, picture, sound, etc.) in this pattern? What is the pattern? Can you extend the pattern?
How can you make up your own pattern (with these objects, manipulatives)? Show and tell about the pattern. Can you find a number pattern on the grid? (10X10 hundred grid) How can you tell the pattern on the grid? What is the pattern?
Tell me what this symbol (+,-, =) is. What is it telling you? What does this number sentence say? What is this number sentence telling you to do?
How do you know the difference between an estimate and a guess? How do you know when an answer is a guess or when it is an estimate? Estimate how many (objects less than 20) are in the jar. How do you know if your estimate is reasonable?
Where do you see shapes in your environment? How do you describe the shap |