# MAT-00 "I can ... statements"

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# 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

 MAT-00 Targeted Standards(CC) Domain: Counting and 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.

## Student Learning Targets:

### Knowledge Targets

• I can count to 100 by ones.

• I can count to 100 by tens.

### Skills (Performance) Targets

• I can count to 100 by ones.
• I can count to 100 by tens.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Student is able to count without error to 120 starting at any number. I can count (out loud and written) to 120 starting from any number. 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to count to 100 by ones without error. and Student is able to count to 100 by tens without error. I can count out loud to 100 by ones starting from one. I can count out loud to 100 by tens starting from ten. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to rote count to at least 50 by ones without error. and Student is able to rote count to at least 50 by tens without error. I can count out loud to 50 by ones starting from one. I can count out loud to 50 by tens starting from 10. - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to rote count up to 20 by ones, but may have errors among the teen numbers. I can count out loud to 10 starting from one with no mistakes. I can count out loud higher than 10 but I make some mistakes. - 0.5 Limited or no understanding of the skill is demonstrated. Student is unable to rote count to 10 without error.

## Resources

### Vocabulary

• Count
• Number Words (zero - one hundred)

#### MAT-00.CC.02

Under Development

 MAT-00 Targeted Standards(CC) Domain: Counting and Cardinality Cluster: Know number names and the count sequence. MAT-00.CC.02 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Count backward from a given number within 10.

• I can

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## Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Websites

• Add resources with links, youtube or PDF

### Vocabulary

• List

#### MAT-00.CC.03

 MAT-00 Targeted Standards(CC) Domain: Counting and 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.   (Note: The second part of this standard is assessed within 00.CC.05 - Count to answer "How many.")

## Student Learning Targets:

### Skills (Performance) Targets

• I can write numbers from 0 to 20 in order.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Student is able to write numbers to 100 with no errors. I can write numbers 0-100 in order with no mistakes. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to write numbers 0-20 in order with no errors. I can write numbers 0-20 in order with no mistakes. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. Student is able to write numbers 0-20 with no more than two errors. 2.0 Student is able to write numbers above 10, with no errors existing for writing numbers 0-10 in order. I can write numbers 0-10 in order with no mistakes. - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to write numbers 1-10, with no errors existing for writing numbers 1-5. I can write numbers 1-5 in order with no mistakes. - 0.5 Limited or no understanding of the skill is demonstrated.

## Resources

### Vocabulary

• number words (zero - twenty)

#### MAT-00.CC.04

Under Development

 MAT-00 Targeted Standards(CC) Domain: Counting and Cardinality Cluster: Count to tell the number of objects.. MAT-00.CC.04 Understand the relationship between numbers and quantities; connect counting to cardinality.

• I can

• I can

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• I can

## Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Websites

• Add resources with links, youtube or PDF

### Vocabulary

• List

#### MAT-00.CC.04.a

Under Development

 MAT-00 Targeted Standards(CC) Domain: Counting and Cardinality Cluster: Count to tell the number of objects. MAT-00.CC.04.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

• I can

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## Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Websites

• Add resources with links, youtube or PDF

### Vocabulary

• List

#### MAT-00.CC.04.b

Under Development

 MAT-00 Targeted Standards(CC) Domain: Counting and Cardinality Cluster: Count to tell the number of objects. MAT-00.CC.04.b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

• I can

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## Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Websites

• Add resources with links, youtube or PDF

### Vocabulary

• List

#### MAT-00.CC.04.c

Under Development

 MAT-00 Targeted Standards(CC) Domain: Counting and Cardinality Cluster: Count to tell the number of objects. MAT-00.CC.04.c Understand that each successive number name refers to a quantity that is one larger.

• I can

• I can

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• I can

## Proficiency (Rubric) Scale

 Score Description Sample Activity 4.0 Student is able to - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” Student is able to - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to - 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Websites

• Add resources with links, youtube or PDF

### Vocabulary

• List

#### MAT-00.CC.05

 MAT-00 Targeted Standards(CC) Domain: Counting and Cardinality Cluster: Count to tell the number of objects. MAT-00.CC.05 Count to answer how many questions.

## Student Learning Targets:

### Reasoning Targets

• I can match a number to show how many objects I count.

### Skills (Performance) Targets

• I can count to tell you how many.
• I can write a number to show how many.
• I can count the number of things asked for.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Advanced criteria under development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to write a number to show "how many" up to 20 objects without error. I can write a number to show how many objects I count with no mistakes. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to match a numeral to a quantity up to 20 objects without error. I can match numbers to show how many objects I count with no mistakes. - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to count/show quantities up to 20 objects when asked with no errors for the quantities 1 to 5. I can count/show up to 5 objects when asked for with no mistakes. - 0.5 Limited or no understanding of the skill is demonstrated.

## Resources

### Vocabulary

• number words (zero - twenty)
• count

#### MAT-00.CC.06

 MAT-00 Targeted Standards(CC) Domain: Counting and 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.

## Student Learning Targets:

### Reasoning Targets

• I can compare groups to decide which is greater than, less than, or equal to another group. (up to 10 objects)

### Skills (Performance) Targets

• I can show/create a group that has an equal amount to another group.
• I can show/create a group that is less than the amount in another group.
• I can show/create a group that is greater than the amount in another group.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Advanced criteria under development. In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to identify/create groups greater than, less than, and equal to another group without error. I can show/create a group that has an equal amount to another group. I can show/create a group that is less than the amount in another group. I can show/create a group that is greater than the amount in another group. - 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to demonstrate understanding of at least 2 of the 3 concepts: greater than, less than, and equal to another group without error. I can show/create a group that has an equal amount to another group. I can show/create a group that is less than the amount in another group. I can show/create a group that is greater than the amount in another group. - 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to identify or create groups using the terms "more, less, bigger, smaller, and/or same. I can show which group has more or less, is bigger or smaller. I can show a group that has the same amount as another group. 0.5 Limited or no understanding of the skill id demonstrated.

## Resources

### Vocabulary

• greater than
• less than
• equal to
• more / bigger
• less / smaller
• same

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