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KINDERGARTEN Math Standards In Kindergarten, instructional time is focused on two critical areas: (1) Representing and comparing whole numbers, initially with sets of objects; and (2) Describing shapes and space.
By the end of Kindergarten, students understand small numbers, quantities, and simple shapes in their everyday environment. They count, compare, describe and sort objects, and develop a sense of properties and patterns.
NUMBER SENSE Arithmetic operations with numbers and how they relate to one another are the foundation for all systematic problem solving. 1.0 Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement): 1.1 Count (showing 1-1 correspondence), recognize, represent, name, and order a number of objects and whole numbers up to 30, and recognize numbers to 100. 1.2 Understand that a set of objects has the same number regardless of position or arrangement. 1.3 Compare two sets of objects and identify which set is equal to, more than, or less than the other. 1.4 Understand the relationship between the written numeral and the application of its meaning in real life. 1.5 Identify whole numbers up to 100 on a number line.
2.0 Students understand addition as putting together and adding to, and understand subtraction as taking apart and taking from and apply these concepts to the process of solving simple addition and subtraction problems: 2.1 Use concrete objects to determine the answer to addition and subtraction problems for two numbers that are each less than 10. 2.2 Use the numerals to represent sets of objects to determine the answers of + and -problems for 2 sets that are each less than 10. 2.3 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=2+3 and 5=4+1).
3.0 Students use estimation strategies for problem solving. 3.1 Make estimations when given reasonable choices. 3.2 Apply the process of estimation to real life situations.
ALGEBRA AND FUNCTIONS Quantities can be represented as symbols and manipulated with real number properties to describe and determine new values or relationships. 1.0 Students interpret relationships of objects and numbers: 1.1 Identify, describe, create and extend patterns in their environment using shape, size, color, rhythm, position, or basic unit (AB/ABC/AAB/ABB/AABB). 1.2 Identify, sort, and classify objects that do not belong to a particular group. 1.3 Introduce the mathematical symbols +, -, =, <, >. 1.4 Utilize the number line to fill in missing numbers, skip count by odd numbers, even numbers, 5’s, 10's, and recognize mathematical patterns.
MEASUREMENT AND GEOMETRY All measurements have properties governed by rules.Spatial patterns in the physical world can be represented by a fairly small collection of fundamental geometric shapes and relationships. 1.0 Students understand the concepts of money: 1.1 Name each coin and match it to its corresponding value.
2.0 Students understand the concepts of time: 2.1 Demonstrate an understanding of the concept of time and tools to measure time (clock/calendar) Vocabulary: morning, noon, evening, yesterday, today, tomorrow, week, year, months, season, clock (digital and analog). 2.2 Demonstrate the concept of more time/less time utilizing comparing activities and concrete examples. 2.3 Name and sequence the order of the days of the week, months of the year, and seasons. 2.4 Order the events of the day (the daily schedule). 2.5 Identify time to the nearest hour using an analog and digital clock: a. Identify and write time to the nearest hour 12:00 o’clock b. Concept of noon 12:00 pm c. Day and night d. Identify and utilize the parts of a clock (hour hand, minute hand and face).
3.0 Students understand that objects have properties, such as value, length, weight, and capacity and that descriptions and comparisons may be made by referring to those properties: 3.1 Describe, compare and contrast the length, weight, and capacity of objects using standard and non-standard units of measurement to make direct comparisons with reference objects. Comparing two or more objects, note which object is short (er/est), long (er/est), tall (er/est), light (er/est), heavy (er-est), holds more, holds less, empty, full, thick (er/est), thin (er/est), big (er/est), little (er/est. 3.2 Identify and explain various measurement tools.
4.0 Students identify common objects in their environment and describe the geometric features: 4.1 Identify and describe plane and solid shapes in the environment (e.g. Plane shapes: circle, triangle, square, rectangle, quadrilaterals, oval, hexagon, octagon, heart, star, and crescent. Solid Objects: cube, sphere, cylinder, rectangular prism, pyramid, and cone). 4.2 Compare familiar plane and solid objects by common attributes, using informal language to describe their similarities, differences, parts, and other attributes (e.g., position, shape, size, roundness, number of sides, corners/vertices, roll, stack, slide, face of object). 4.3 Utilize appropriate vocabulary to describe shapes in the environment and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 4.4 Model shapes in the world by building shapes from components and drawing shapes. 4.5 Compose simple shapes to form larger shapes (e.g., two triangles create a rectangle with full sides touching). 4.6 Divide shapes into two equal symmetrical parts.
STATISTICS, DATA ANALYSIS, AND PROBABILITY Data can be organized, analyzed and interpreted to make predictions and conclusions. 1.0 Students collect information about objects and events in the environment: 1.1 Pose an information question to collect, record, and analyze data using objects, pictures, and picture graphs (line graph, bar graph, pictograph, tally mark, graph/chart). 1.2 Use appropriate academic vocabulary to discuss, evaluate, and analyze data collected (more, less, equal, how many more, how many less, most often, least often). 1.3 Predict probable outcomes as likely and unlikely.
MATHEMATICAL REASONING A well constructed argument or decision uses stated assumptions, definitions, and previously established results. 1.0 Students make decisions about how to solve a mathematical problem: 1.1 Determine the approach, materials, and strategies to be used in a mathematical problem using concrete objects, pictorial representations, and technology to justify their reasoning. 1.2 Begin to make precise calculations and check the validity of the solutions. 1.3 Begin to make mathematical connections to daily life.