| Standards |
Priority |
Clarification and Examples |
| Number Sense - Kindergarten |
67% |
|
| 1. Students understand the relationship between numbers and quantities. |
|
|
| 1.1 Students count forward to 50 and backward from 10. |
4 |
|
| 1.2 Students given a set containing ten or fewer objects or pictures count the number of
objects or pictures and write the corresponding numeral for the set |
3 |
Students make tally marks for real events or objects and write a numeral for the tally marks.
Form quality of written numerals may vary. |
|
1.3 Students given a numeral of 10 or less make a picture of the number of objects corresponding
to the numeral. |
3 |
|
| 1.4 Students given two sets of objects with10 or fewer in each compare the sets and tell if
one set has more, fewer, or the same number of objects. |
3 |
|
| 2. Students understand simple addition and subtraction and use these operations to
solve problems. |
|
|
| 2.1 Using concrete objects or representations of objects, students determine the answer to
an addition or subtraction problem of two numbers in which each number is less than 10, with the
number subtracted always the smaller. |
5 |
Students should analyze the problem situations to determine whether to add or
subtract. |
|
2.2 Students read and compose a number sentence that contains the symbols, + - = |
3 |
Students may write the number sentence or use manipulative symbols to represent it. |
| 2.3 Students state an equation for a simple situation describing addition or
subtraction. |
4 |
Jill had 5 apples. She finds 3 more How many does she end up with? Can be stated as 5 + 3
=__. |
|
2.4 Students mentally compute the result when 1 is added to or subtracted from a number greater
than or equate to 1. |
3 |
5 + 1= 6 |
|
Measurement and Geometry - Kindergarten |
33% |
|
| 1. Students understand that measurement is accomplished by identifying a unit and
determining the number of units. |
|
|
| 1.1 Students compare two objects or events according to one or more of the following
attributes: length, weight, or temperature, using direct comparison or nonstandard units of
measurement such the number of paper clips to get the length of a pencil; they then express the
relationship between the objects, for example, the pen is longer than the pencil. |
2 |
|
|
1.2 Students sort and classify objects according to an attribute such as color, size, shape. |
2 |
|
| 1.3 Students compare two events according to how many seconds or minutes the events
last. |
2 |
|
| 1.4 Students tell time at the hour referring to a digital or analog clock. |
2 |
|
| 2. Students identify common objects and understand that objects can be classified
according to their characteristics and have relative position and location in space. |
|
|
| 2.1 Students identify and describe triangles, squares, and rectangles. |
2 |
|
| 2.2 Students identify, describe, and extend simple patterns involving geometric
figures. |
2 |
|
|
2.3 Students apply language concepts related to describing objects and the relation of objects, and
compare objects according to these attributes; i.e., prepositions (over, in, on, next to, under),
color, size, shape. |
2 |
|