Diocese of Baton Rouge

Diocese of Baton Rouge

Mathematics Standards

Kindergarten

Introduction

In Kindergarten,instructionaltimeshould focusontwo criticalareas:(1)representing,relating,andoperating onwholenumbers,initially with setsofobjects;(2)describing shapesand space.Morelearning timeinKindergartenshould bedevotedto numberthan to othertopics.

(1)Studentsusenumbers,including written numerals,torepresentquantitiesandto solvequantitativeproblems,such ascounting objectsina set;counting outa givennumberofobjects; comparing setsor numerals;andmodelingsimplejoining and separating situationswith setsofobjects,oreventually withequationssuch as5+2=7and7–2=

5.(Kindergarten studentsshould seeaddition andsubtraction equations,and studentwritingofequations inKindergarten isencouraged,butitisnotrequired.)Studentschoose,combine,and applyeffectivestrategies foranswering quantitativequestions,including quicklyrecognizing thecardinalitiesofsmallsetsofobjects,counting andproducing setsofgivensizes,countingthenumberofobjectsin combined sets,orcounting thenumberof objectsthatremain ina setaftersomearetaken away.

(2)Studentsdescribetheirphysicalworld using geometricideas(e.g.,shape,orientation,spatialrelations)andvocabulary.Theyidentify,name,and describebasictwo-dimensionalshapes,such assquares,triangles,circles,rectangles,and hexagons,presented ina variety of ways(e.g.,with differentsizesand orientations),aswellasthree-dimensionalshapessuch ascubes,cones,cylinders,and spheres.Theyusebasicshapesand spatialreasoningto modelobjectsin theirenvironmentand to constructmorecomplexshapes.

CountingandCardinality DBR.K.CC

A.Know numbernamesand the countsequence.

1.Countto 100by onesand bytens.

2.Countforward beginning from a given numberwithintheknown sequence(instead of having tobegin at1).

3.Writenumbersfrom 0to 20.Representa number ofobjectswith awritten numeral0–20 (with 0representingacountof no objects).

B.Count to tellthe numberofobjects.

4.Understand therelationship between numbersand quantities; connectcountingto cardinality.

a.When counting objectsinstandard order,say thenumbernamesastheyrelateto eachobjectin thegroup,demonstratingone-to-onecorrespondence.

b.Understand thatthelastnumbernamesaid tellsthenumberofobjectscounted.Thenumberofobjectsisthesameregardlessoftheirarrangementor the orderin which they werecounted.

c.Understand thateachsuccessivenumbernamereferstoa quantitythatisonelarger.

5.Counttoanswer“Howmany?” questions.

a.Countobjectsup to 20,arranged in a line, arectangulararray,ora circle.

b.Countobjectsup to 10inascattered configuration.

c.When given a numberfrom 1-20,countoutthatmanyobjects.

C.Compare numbers.

6.Identifywhetherthenumber ofobjectsin onegroup isgreaterthan,lessthan,orequaltothenumberofobjects in anothergroup,e.g.,byusing matching andcounting strategies.1

7.Comparetwonumbersbetween1and10 presented aswritten numerals.

OperationsandAlgebraicThinking DBR.K.OA

A.Understand addition as puttingtogetherand addingto,and understand subtraction astakingapartand takingfrom.

1.Representadditionand subtractionwithobjects,fingers,mentalimages, drawings2, sounds(e.g.,claps),actingoutsituations,verbalexplanations,expressions,orequations.

2.Solveadditionand subtraction word problems,and add and subtractwithin 10,e.g.,byusing objectsordrawings to representtheproblem.

3.Decomposenumberslessthan or equalto 10intopairsin morethanoneway,e.g.,byusing objectsor drawings,and recordeach decomposition by a drawingorequation (e.g., 5=2+3and5=4+1).

4.For any numberfrom 1to 9, find thenumberthatmakes10 when addedto thegiven number,e.g.,byusingobjectsor drawings,and record theanswerwith a drawing orequation.

5.Fluentlyadd and subtractwithin 5.

NumberandOperationsinBaseTen DBR.K.NBT

A.Workwith numbers11–19 to gain foundationsforplace value.

1.Gain understanding of placevalue.

a.Understand thatthenumbers11–19 arecomposedoftenones andone,two,three,four,five,six,seven,eight, ornineones.

b.Composeand decomposenumbers11to 19usingplacevalue(e.g.,byusingobjectsor drawings).

c.Record eachcomposition ordecomposition using a drawing orequation (e.g.,18is oneten andeightones,18=1ten+8ones,18=10+8).

MeasurementandData DBR.K.MD

A.Describe and comparemeasurable attributes.

1.Describemeasurableattributesofobjects,such aslength orweight.Describeseveralmeasurableattributesofa singleobject.

2.Directlycomparetwo objectswith ameasurableattributein common,toseewhichobjecthas“moreof”/“lessof” theattribute,and describethedifference.Forexample,directlycomparethe heightsof two children anddescribeonechild astaller/shorter.

B.Classifyobjectsand countthe numberofobjects in each category.

3.Classify objectsintogiven categoriesbased ontheirattributes; countthenumbers ofobjectsineach categoryandsortthecategoriesby count.3

C.Workwith money.

4.Recognizepennies,nickels,dimes,and quartersbynameand value(e.g.,Thisis anickeland itisworth 5 cents.)

1Includegroupswith uptotenobjects.

2Drawingsneednotshowdetails,butshouldshowthe mathematicsinthe problem.(Thisapplieswherever drawingsare mentioned in the Standards.)

3Limitcategorycountstobe lessthanor equal to10.

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Geometry DBR.K.G

A.Identifyand describe shapes(squares,circles,triangles,rectangles,hexagons, cubes,cones,cylinders,andspheres).

1.Describeobjectsin theenvironmentusing namesofshapes,and describetherelativepositionsoftheseobjectsusing termssuch asabove,below,beside,in frontof,behind,and nextto.

2.Correctly nameshapesregardlessof theirorientations oroverall size.

3.Identifyshapesastwo-dimensional(lying in a plane,“flat”)orthree-dimensional(“solid”).

B.Analyze,compare, create,and compose shapes.

4.Analyzeand comparetwo-and three-dimensionalshapes,in differentsizesand orientations,using informallanguagetodescribetheirsimilarities,differences,parts(e.g.,numberof sidesand vertices/“corners”)andotherattributes(e.g.,having sides ofequallength).

5.Modelshapesintheworldbybuilding shapesfrom components(e.g.,sticksandclayballs)and drawing shapes.

6.Composesimpleshapesto form largershapes.For example,"Can you jointhesetwotriangleswith fullsidestouching to makea rectangle?

Diocese of Baton Rouge Mathematics Standards: Kindergarten July, 2016Page 1