Kindergarten Math
Standards Book 
MAT00 "I can ... statements" 

(CC)  (OA)  (NBT)  (MD)  (G)  
Counting Cardinality 
Operations Algebraic Thinking 
Number Operations Base Ten 
Measurement Data 
Geometry 

Prioritized Standards  
Kindergarten Math  First Grade Math  Second Grade Math 
All categories 
(OA) OPERATIONS AND ALGEBRAIC THINKING 

MAT00.OA.05.b
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PRIORITIZED STANDARDS 

MAT00.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.  
MAT00.CC.01
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MAT00.CC.03
Student Learning Targets:Knowledge TargetsReasoning TargetsSkills (Performance) Targets
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MAT00.CC.05
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MAT00.CC.06
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MAT00.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 twodimensional 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 nonexamples of these categories, often based initially on visual models. Students also begin to name and describe threedimensional shapes with mathematical vocabulary, such as “sphere,” “cube,” “cylinder,” and “cone.” They identify faces of threedimensional shapes as twodimensional geometric figures and explicitly identify shapes as twodimensional (“flat” or lying in a plane) or threedimensional. 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 threedimensional 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.  
MAT00.G.02
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MAT00.MD
Narrative for the (MD) Measurement and DataMeasurement 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 secondgraders 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 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.  