MAT-00.CC
Narrative for the (CC) Counting and CardinalityCounting 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 DomainsDomains 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 |
MAT-00.CC.02Under Development
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MAT-00.CC.03 |
MAT-00.CC.04Under Development
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MAT-00.CC.04.aUnder Development
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MAT-00.CC.04.bUnder Development
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MAT-00.CC.04.cUnder Development
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MAT-00.CC.06MAT-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. |
MAT-00.CC.07Under Development
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MAT-00.G
Narrative for the (G) GeometryUnderstanding 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 DomainsDomains 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.G.01Under Development
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MAT-00.G.03Under Development
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