Friday, April 26, 2024, 12:23 AM

Site: Learnbps

Class: BPSS (MAT) Mathematics Standards (S-MAT)

Glossary: Kindergarten Math

(OA) OPERATIONS AND ALGEBRAIC THINKING

MAT-00.OA.05.a

MAT-00 Targeted Standards
(OA) Domain: Operations and Algebraic Thinking
Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

MAT-00.OA.05.a Fluently add basic facts within 5

Student Learning Targets:

Knowledge Targets

I can say the answer for addition facts to 5 quickly (within 5 seconds).

Reasoning Targets

Skills (Performance) Targets

Product Targets

Rubric / Proficiency Scale

Score		Description	Sample Activity
4.0	Student is able to add facts to 10 with at least 90% accuracy given 5 seconds per fact. (1st grade) I can say almost all the answers for addition facts to 10 quickly.
	3.5	Student answers facts to 10 with 80% accuracy given 5 seconds per fact. (1st grade) I can say most the answers for addition facts to 10 quickly.
3.0	Student is able to add facts to 5 with at least 85% accuracy given 5 seconds per fact. I can say almost all the answers for addition facts to 5 quickly.		-
	2.5	Student is able to add facts to 5 with at least 70% accuracy given 5 seconds per fact. I can say many of the answers for addition facts to 5 quickly.
2.0	Student is able to add facts to 5 with at least 50% accuracy given 5 seconds per fact. I can say some of the answers for addition facts to 5 quickly.		-
	1.5	Student is able to add facts to 5 with at least 40% accuracy given 5 seconds per fact.
1.0	Student is able to add facts to 5 with at least 10% accuracy given 5 seconds per fact. I can say at least one of the answers for addition facts to 5 quickly.		-
	0.5	Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

add
addition facts
sum

MAT-00.OA.05.b

MAT-00.OA.05.b Fluently subtract basic facts within 5

Student Learning Targets:

Knowledge Targets

I can say the answers to subtraction facts within 5 quickly (within 5 seconds).

Reasoning Targets

Skills (Performance) Target

Product Targets

Rubric / Proficiency Scale

Score		Description	Sample Activity
4.0	Student is able to demonstrate understanding of subtraction facts to 10 with at least 90% accuracy given 5 seconds per fact. (1st grade) I can say the answer for almost all subtraction facts to 10 quickly.		-
	3.5	Student answer subtraction facts to 10 with 80% accuracy given 5 seconds per fact. (1st grade) I can say the answer for most subtraction facts to 10 quickly.
3.0	Student is able to answer subtraction facts within 5 with at least 85% accuracy given 5 seconds per fact. I can answer almost all subtraction facts to 5 quickly.		-
	2.5	Student is able to answer subtraction facts within 5 with at least 70% accuracy given 5 seconds per fact. I can answer many subtraction facts to 5 quickly.
2.0	Student is able to answer subtraction facts within 5 with at least 50% accuracy given 5 seconds per fact. I can answer some subtraction facts to 5 quickly.		-
	1.5	Student is able to answer subtraction facts within 5 with at least 40% accuracy given 5 seconds per fact.
1.0	Student is able to answer subtraction facts within 5 with at least 10% accuracy given 5 seconds per fact. I can answer at least one subtraction fact to 5 quickly.		-
	0.5	Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

subtract
subtraction facts
difference
minus

PRIORITIZED STANDARDS

MAT-00.CC

Domain (CC)

Counting and Cardinality

Narrative for the (CC) Counting and Cardinality

Counting and Cardinality and Operations and Algebraic Thinking are about understanding and using numbers. Counting and Cardinality underlies Operations and Algebraic Thinking as well as Number and Operations in Base Ten. It begins with early counting and telling how many in one group of objects. Addition, subtraction, multiplication, and division grow from these early roots.

Students usually know or can learn to say the counting words up to a given number before they can use these numbers to count objects or to tell the number of objects. In Kindergarten, students develop understanding of the relationship between numbers and quantities and connect counting to cardinality - to count a group of objects, they pair each word said with one object. Students also develop fluency with counting to 100 by ones and tens, count to answer "how many" questions, use counting strategies to compare groups of objects, and apply counting strategies when solving addition and subtraction problems.

Calculation Method for Domains

Domains are larger groups of related standards. The Domain Grade is a calculation of all the related standards. Click on the standard name below each Domain to access the learning targets and rubrics/ proficiency scales for individual standards within the domain.

MAT-00.CC.01

Kindergarten (MAT) Targeted Standard
(CC) Counting Cardinality
Cluster: Know number names and the count sequence.

MAT-00.CC.01 Count to 100 by ones and by tens. Counts backward from 20 by ones.

Proficiency Scale

MAT-00.CC.03

Kindergarten (MAT) Targeted Standard
(CC) Counting Cardinality
Cluster: Know number names and the count sequence.

MAT-00.CC.03 Write numbers sequentially from 0 to 20. Write a given number from 0 to 20.

Proficiency Scale

MAT-00.CC.05

Kindergarten (MAT) Targeted Standard
(CC) Counting Cardinality
Cluster: Know number names and the count sequence.

MAT-00.CC.05 Count to answer how many questions.

a. Tell how many objects up to 20 are in an arranged pattern (e.g., a line or an array) or up to 10 objects in a scattered configuration.
b. Represent a number of objects up to 20 with a written numeral.
c. Given a number from 1-20, count out that many objects.

Proficiency Scale

MAT-00.CC.06

Kindergarten (MAT) Targeted Standard
(CC) Counting Cardinality
Cluster: Compare numbers.

MAT-00.CC.06 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group up to 10 objects, e.g., by using matching and counting strategies.

Proficiency Scale

MAT-00.G

Domain (G)

Geometry

Narrative for the (G) Geometry

Understanding and describing shapes and space is one of the two critical areas of Kindergarten mathematics. Students develop geometric concepts and spatial reasoning from experience with two perspectives on space: the shapes of objects and the relative positions of objects.

In the domain of shape, students learn to match two-dimensional shapes even when the shapes have different orientations. They learn to name shapes such as circles, triangles, and squares, whose names occur in everyday language, and distinguish them from non-examples of these categories, often based initially on visual models. Students also begin to name and describe three-dimensional shapes with mathematical vocabulary, such as “sphere,” “cube,” “cylinder,” and “cone.” They identify faces of three-dimensional shapes as two-dimensional geometric figures and explicitly identify shapes as two-dimensional (“flat” or lying in a plane) or three-dimensional.

A second important area for kindergartners is the composition of geometric figures. Students not only build shapes from components, but also compose shapes to build pictures and designs.

Finally, in the domain of spatial reasoning, students discuss not only shape and orientation, but also the relative positions of objects, using terms such as “above,” “below,” “next to,” “behind,” “in front of,” and “beside.” They use these spatial reasoning competencies, along with their growing knowledge of three-dimensional shapes and their ability to compose them, to model objects in their environment.

Calculation Method for Domains

MAT-00.G.02

Kindergarten (MAT) Targeted Standard
(G) Geometry
Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

MAT-00.G.02 Correctly name shapes and solids (squares, circles, triangles, rectangles, cubes,and spheres) regardless of their orientations or overall size.

Proficiency Scale

MAT-00.MD

Domain (MD)

Measurement and Data

Narrative for the (MD) Measurement and Data

Measurement is the process of assigning a number to a magnitude of some attribute shared by some class of objects, such as length, relative to a unit. Students often initially hold undifferentiated views of measurable attributes, saying that one object is “bigger” than another whether it is longer, or greater in area, or greater in volume, and so forth. For example, two students might both claim their block building is “the biggest.” Conversations about how they are comparing—one building may be taller (greater in length) and another may have a larger base (greater in area)—help students learn to discriminate and name these measureable attributes. As they discuss these situations and compare objects using different attributes, they learn to distinguish, label, and describe several measureable attributes of a single object

As students work with data in Grades K–5, they build foundations for their study of statistics and probability in Grades 6 and beyond, and they strengthen and apply what they are learning in arithmetic. Kindergarten work with data uses counting and order relations. First- and second-graders solve addition and subtraction problems in a data context.

Students in Kindergarten classify objects into categories, initially specified by the teacher and perhaps eventually elicited from students. For example, in a science context, the teacher might ask students in the class to sort pictures of various organisms into two piles: organisms with wings and those without wings. Students can then count the number of specimens in each pile. Students can use these category counts and their understanding of cardinality to say whether there are more specimens with wings or without wings.