Kindergarten Math Monitor Sheet - Counting and Cardinality

$Kindergarten Math Monitor Sheet - Counting and Cardinality$

Monitor Sheet

Mastery of pretest skills can be recorded for each student on the Monitor Sheet. The Monitor Sheets are matched to the sequence of the Flowchart and maintain the same color coding for ease of use. Each may be used at the beginning, middle and end of a unit of instruction. An example of the Monitor Sheet is shown at the end of this unit.

Student’s Name / K.CC.4 Count object,
say number and name. / K.CC.4 Last number stated is the number of items. / K.CC.4 Each successive number name is one larger. / K.CC.5 Counts up to 20 objects in line, array or in a circle. / K.CC.5 Counts up to 10 scattered objects. / K.CC.3 Write numbers 1-20 and count that many objects.

Kindergarten Math Monitor Sheet - Counting and Cardinality

Student’s Name / K.CC.6 Less than/greater than with up to 10 objects. / K.MD.3 Categorize less than 10 objects in categories. / K.CC.7 Compare two written numbers up to 10. / K.OA.1 Show plus (+) using objects, claps or explanation. / K.OA.1 Show minus
(-) using objects, claps or explanation.

Kindergarten Math Monitor Sheet – Counting and Cardinality

Student’s Name / K.OA.4 Add to 10 with numbers 1-9,
use objects,
write equations. / K.OA.5 Fluently add/subtract
within 5. / K.OA.3 Decompose numbers
1-10 in more than one way.
5=2+3, 5=1+4 / K.OA.2 Word problems
plus (+)/minus (-)
within 10,
show using objects. / K.NBT.1 Compose/Decompose numbers 11-19
using place value.

Kindergarten Math Monitor Sheet – Counting and Cardinality

Student’s Name / K.CC.1 Count to 100 by ones. / K.CC.1 Count to 100 by tens. / K.CC.2 Count forward beginning from
a given number within
the known sequence
(instead of having to begin at 1).

Kindergarten Math Monitor Sheet – Geometry

Student’s Name / K.G.3 Identify shapes as
two-dimensional (lying in a plane, “flat”) or
three-dimensional (“solid”). / K.G.2 Correctly name shapes regardless of their orientations or overall size. / K.G.1 describe objects in the environment using names of shapes and position (above, below, beside, in front of orbehind
and next to). / K.G.34 Analyze and compare 2D shapes, describe their similarities and differences.

Kindergarten Math Monitor Sheet – Geometry

Student’s Name / K.G.4 Analyze and compare
three-dimensional shapes in different sizes and orientations, describing their similarities
and differences. / K.G.5 Model shapes in the world by building and drawing shapes. / K.G.6 Compose simple shapes to form larger shapes.

Kindergarten Math Monitor Sheet – Measurement and Data

Student’s Name / K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. / K.MD.2 Directly compare two objects with a measurable attribute in common to see which object has “more of” or “less of” the attribute, and describe the difference.

A complete Monitor Sheet allows the teacher to see student initial placement and progress at a glance. This information drives instruction by placing students in the proper instructional groups and provides the necessary data for detailed content discussions with students and parents.

An example is shown below.

Kindergarten Monitor / Count / Last number / Each successive / Counts up to / Counts up / Write numbers
Sheet / object - Say / stated is / number / 20 objects in / to 10 / 1-20 and count
Counting and Cardinality / number / the number / name is / line, array or / scattered / that many
Page 1 / name. / of items. / 1 larger. / in a circle. / objects. / objects.
Shonda Anders / M / M / / /
Tarra Davis
Charron Smith / M / M /
Greyson Roberts / M /

M = Mastery of Content/Skills = Progress Made

Figure 8: Counting and Cardinality

This sample shows the initial placement of each student. The Ms show initial pretest placement. Shonda pretested out of the first two columns and began instruction in the third column. The represents progress made after instruction. Shonda is progressing well and is currently learning to write numbers 1-20 and count that many objects.

Tarra could not accomplish any of the pretest items. She begins instruction in the first column. She is not showing any progression, yet the Monitor Sheet shows that other students have had time to progress. Intervention is necessary at this point.

Charron pretested past the first two columns and began instruction in Shonda’s group. He has progressed out of his first group and is now learning to count up to 20 objects placed in a line, an array or in a circle.

Greyson pretested out of the first column and progressed out of the second column.

The teacher can use this data to discuss specific content progress data with parents, intervention specialists and talented and gifted teachers.