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 
Prioritized Standards 
MAT00.CC.01
Student Learning Targets:Knowledge Targets
Reasoning TargetsSkills (Performance) Targets
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ResourcesWebsitesVocabulary
 
MAT00.CC.03
Student Learning Targets:Knowledge TargetsReasoning TargetsSkills (Performance) Targets
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MAT00.CC.05
Student Learning Targets:Knowledge TargetsReasoning Targets
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ResourcesWebsitesVocabulary
 
MAT00.CC.06
Student Learning Targets:Knowledge TargetsReasoning Targets
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Rubric / Proficiency Scale
ResourcesWebsitesVocabulary
 
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
Student Learning Targets:Knowledge Targets
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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.  
MAT00.NBT
Narrative for the (NBT) Number and Operation in Base TenStudents’ work in the baseten system is intertwined with their work on counting and cardinality, and with the meanings and properties of addition, subtraction, multiplication, and division. Work in the baseten system relies on these meanings and properties, but also contributes to deepening students’ understanding of them. In Kindergarten, teachers help children lay the foundation for understanding the baseten system by drawing special attention to 10. Children learn to view the whole numbers 11 through 19 as ten ones and some more ones. They decompose 10 into pairs such as 1 9, 2 8, 3 7 and find the number that makes 10 when added to a given number such as 3. Students use objects, math drawings, and equations to describe, explore, and explain how the “teen numbers,” the counting numbers from 11 through 19, are ten ones and some more ones. 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.NBT.01
Student Learning Targets:Knowledge TargetsReasoning Targets
Skills (Performance) Targets
Product Targets
Rubric / Proficiency Scale
ResourcesWebsitesVocabulary
 