K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral (1-20). Write numbers to 20.

Transcription

1 COUNTING & CARDINALITY NAME: K.CC.1 Count to 100 by ones and by tens. See individual assessment. K.CC.2 Count forward beginning from a given number within the known sequence. See individual assessment. K.CC.3 Write numbers from 1 to 20. Represent a number of objects with a written numeral (1-20). Write numbers to 20. Count how many and write the number on the line. K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. See individual assessment. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number 1-20, count out that many objects. See individual assessment. 1

2 K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. Circle the group that has less. Circle the group that has more. Circle the groups that are equal. K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. Use <, >, or = in each square

3 OPERATIONS & ALGEBRAIC THINKING K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, etc. Draw pictures to solve the problem = 15-5 = Write a number sentence to go with the picture. + = Number sentence: - = Number sentence: 3

4 K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10. Solve the word problems by drawing a picture and writing a number sentence. Jordan has 6 cookies. He gives 3 cookies to Jada. How many cookies does Jordan have left? Number sentence: How many cookies does Jordan have? 10 students go outside. 3 teachers go outside too. How many students and teachers are outside? Number sentence: How many people are outside? Solve the problems = = 4

5 K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition by a drawing or equation. Color in the squares to show two ways to make the number. Write a number sentence to go with your picture. 8 Equation: Equation: K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, and record the answer with a drawing or equation. Find the number that makes X X X X X X Equation: 3 X X X Equation: 5

6 K.OA.5 Fluently add and subtract within 5. Solve the problems without drawing pictures. 4-3 = =

7 NUMBERS & OPERATIONS IN BASE TEN K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, and record each composition or decomposition by a drawing or equation; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Write how many tens and how many ones are there? What number do the blocks show? Write an equation to show the number. tens ones number equation + = tens ones number equation + = See individual assessment for more questions on this standard. 7

8 MEASUREMENT & DATA K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Circle the picture of measuring a child s height. Put an X on the picture of measuring a child s weight. Measure the lines using cubes. Write your answer in the boxes. (NOTE: Double check that these lines print so that they are measurable in whole units.) See individual assessment for more items testing this standard. K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. Circle the line that is longer. 1. Circle the line that is shorter. 2. 8

9 Circle the lines that are the same length. 3. Circle the objects that are heavy. Put an X on the objects that are light. K.MD.3 Classify objects into given categories; count the number of objects in each category and sort these categories by count. How many? How many? Circle the shape that has more: Circle the shape that has less: 9

10 GEOMETRY K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Circle the picture of the ball in the box. Circle the picture of the star below the box. Circle the picture of the duck behind the box. Circle the picture of the face above the box. Circle the picture of the heart next to the box. 10

11 K.G.2. Correctly name shapes regardless of their orientations or overall size. Color the squares green. Color the circles yellow. Color the triangles blue. Color the rectangles purple. Color the hexagons orange. K.G.3. Identify shapes as two-dimensional or three-dimensional. Circle the 3D shapes and put an X on the 2D shapes. K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations using informal language to describe their similarities, differences, parts, and other attributes. See individual assessment. 11

12 K.G.5. Model shapes in the world by building shapes from components and drawing shapes. Draw the shapes. Circle Triangle Square Hexagon Rectangle K.G.6. Compose simple shapes to form larger shapes. See individual assessment. Patterns Draw the shape that comes next in the pattern. Color an ABC pattern. Color an AABB pattern. 12

13 Time Write the time that the clock says. Money Write the name of the coin and how many cents it is worth next to the picture of the coin. penny nickel dime quarter 13

14 Kindergarten Summative Individual Assessment K.CC.1 Count to 100 by ones and by tens. Count to 100 by ones Count to 100 by tens K.CC.2 Count forward beginning from a given number within the known sequence. begin at 9 begin at 14 K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. Give the student 10 manipulatives to count. As the student counts check the following: Student says the number names in the standard order. Student pairs each number name with one and only one object. Student tells the number of objects counted. Rearrange the manipulatives and ask student to tell how many. Student tells how many objects without counting. K.CC.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number 1-20, count out that many objects. Give the student manipulatives and ask them to count how many. Student counts 20 objects in a line. Student counts 10 scattered objects. Give the student a number and ask them to count how the correct number of manipulatives K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, and record each composition or decomposition by a drawing or equation; understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Give the student base ten blocks (or other manipulatives used to represent place value). Ask the student to show you the number. Student shows the number 18. Student shows the number 11. K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Give the student an object. Ask the student what ways you could measure the object, and then have the student measure the object. Student measures length using non-standard units. Student measures the weight using non-standard units. K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations using informal language to describe their similarities, differences, parts, and other attributes. Give the student a selection of 2D and 3D shapes. Ask the student to select the shape and explain how they know. Rectangle (It has two long sides, two short sides, and four corners.) Cylinder (It is a 3D shape with circles on either end, like a can.) Cube (It is a 3D shape with a square on each side, like a box.) K.G.6. Compose simple shapes to form larger shapes. Give the student a selection of shapes. As the student to use the shapes to make other ones. Use triangles to make a square. Use squares to make a rectangle. 14

15 Number of Correct Answers Number of Total Points Code Objective Pecentage Counting and Cardinality K.CC.1 Count to 100 by 10s and 1s 2 0% 50% 100% Count forward from any K.CC.2 number 2 0% 50% 100% K.CC.3 Write numbers to 20; write number for a count of objects 5 0% 20% 40% 60% 80% 100% K.CC.4 Count with 1-1 correspondence 4 0% 25% 50% 75% 100% K.CC.5 Count sets 4 0% 25% 50% 75% 100% K.CC.6 Compare groups 3 0% 33% 67% 100% K.CC.7 Compare numbers 5 0% 20% 40% 60% 80% 100% Operations & Algebraic Thinking K.OA.1 Add & subtract with objects 4 0% 25% 50% 75% 100% K.OA.2 Add & subtract word problems; add & subtract within % 20% 40% 60% 80% 100% K.OA.3 Decompose numbers <10 1 0% 100% K.OA.4 Find the number that makes % 50% 100% K.OA.5 Fluently add & subtract within 5 5 0% 20% 40% 60% 80% 100% Numbers & Operations in Base Ten K.NBT.1 Compose & decompose % 25% 50% 75% 100% Measurement & Data K.MD.1 Describe measurable attributes 6 0% 17% 33% 50% 67% 83% 100% K.MD.2 Compare objects 5 0% 20% 40% 60% 80% 100% K.MD.3 Sort and analyze sorting 6 0% 17% 33% 50% 67% 83% 100% Geometry K.G.1 Describe positions of objects 5 0% 20% 40% 60% 80% 100% K.G.2 Name shapes 5 0% 20% 40% 60% 80% 100% K.G.3 ID 2D vs 3D shapes 5 0% 20% 40% 60% 80% 100% K.G.4 Compare shapes 3 0% 33% 67% 100% K.G.5 Draw shapes 5 0% 20% 40% 60% 80% 100% K.G.6 Compose shapes 2 0% 50% 100% Supplemental Objectives Patterns 3 0% 33% 67% 100% Time 4 0% 25% 50% 75% 100% Coins 8 0% 13% 25% 38% 50% 63% 75% 86% 100% Number of Objectives Mastered Each objective should be tracked in your tracker under a summative tab 15