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

 All categories Categories All categories Not categorized (CC) Counting and Cardinality (G) Geometry (MD) Measurement and Data (NBT) Number and Operation in Base Ten (OA) Operations and Algebraic Thinking Prioritized Standards

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### (CC) COUNTING AND CARDINALITY

#### MAT-00.CC.07

Under Development

 MAT-00 Targeted Standards(CC) Domain: Counting and Cardinality Cluster: Compare numbers. MAT-00.CC.07 Compare two numbers between 1 and 10 presented as written numerals.

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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.

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# 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

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.G.01

Under Development

 MAT-00 Targeted Standards(G) Domain: Geometry Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). MAT-00.G.01 Describe objects in the environment using names of shapes and solids (squares, circles, triangles, rectangles, cubes, and spheres).

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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

### Vocabulary

• List

#### MAT-00.G.02

 MAT-00 Targeted Standards(G) Domain: 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.

## Student Learning Targets:

### Knowledge Targets

• I can name 2-D and 3-D shapes.

### Reasoning Targets

• I can understand the size of a shape does not change its name.
• I can understand the direction of a shape does not change its name.

## 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 correctly name all 2-D and 3-D shapes - circle, square, triangle, rectangle, hexagon, and rhombus, cube, cone, cylinder, and sphere. I can name the 2-D shapes asked for - circle, square, triangle, rectangle, hexagon, and rhombus. I can name the 3-D shapes asked for - cube, cone, cylinder, and sphere. 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 correctly name all 2-D shapes correctly - circle, square, triangle, rectangle, hexagon, and rhombus. I can name the 2-D shapes asked for - circle, square, triangle, rectangle, hexagon, and rhombus. - 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 name basic 2-D shapes - circle, square, and triangle. I can name circles, squares, and triangles. - 0.5 Limited or no understanding of the skill is demonstrated.

## Resources

### Vocabulary

• square
• circle
• triangle
• rectangle
• hexagons
• cube
• cone
• cylinder
• sphere
• flat
• solid
• side
• corner
• angle
• edge
• face
• 2-D
• 3-D

#### MAT-00.G.03

Under Development

 MAT-00 Targeted Standards(G) Domain: Geometry Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). MAT-00.G.03 Identify shapes and solids (squares, circles, triangles, rectangles, cubes, and spheres) as two-dimensional or three-dimensional.

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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

### Vocabulary

• List

#### MAT-00.G.04

Under Development

 MAT-00 Targeted Standards(G) Domain: Geometry Cluster: Analyze, compare, create, and compose shapes. MAT-00.G.04 Compare and classify two-dimensional shapes (squares, circles, triangles,rectangles) of different sizes and orientations, using informal language to describe their similarities, differences, and attributes.

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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

### Vocabulary

• List

#### MAT-00.G.05

Under Development

 MAT-00 Targeted Standards(G) Domain: Geometry Cluster: Analyze, compare, create, and compose shapes. MAT-00.G.05 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

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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

### Vocabulary

• List

#### MAT-00.G.06

Under Development

 MAT-00 Targeted Standards(G) Domain: Geometry Cluster: Analyze, compare, create, and compose shapes. MAT-00.G.06 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

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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.

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# 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.

## 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.MD.01

Under Development

 MAT-00 Targeted Standards(MD) Domain: Measurement and Data Cluster: Describe and compare measurable attributes. MAT-00.MD.01 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

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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.