Kindergarten Math Grade Expectations

MK:1 Demonstrates conceptual understanding of rational numbers

with respect to whole numbers by connecting oral number words

and numerals (up to and including two-digit numbers to 50) to the

quantities they represent using physical models and representations

and shows correct sequence of cardinal numbers.

MK:2 Demonstrates understanding of the relative magnitude

of numbers from 0 to 50 by ordering whole numbers; by

demonstrating one-one correspondence; and by showing the

relationship between whole numbers (1 more, 1 less).

Apply number parameters consistent with MK:1.

MK:3 Demonstrates conceptual understanding of mathematical

operations involving addition and subtraction by solving problems

involving situations in which one adds to, takes from.

MK:4 Accurately solves problems in context involving addition and

subtraction using whole numbers.

MK:5 Recognizes and names coins.

MK:6 No MK:6 at this grade level

MK:7 Estimates and evaluates the reasonableness of solutions

appropriate to grade level.

MK:8 No MK:8 at this grade level

MK:9 Uses attributes, composition, or decomposition to sort or

classify objects using at least one attribute (e.g., color).

Recognizes and names polygons (triangles, squares, rectangles)

and circles in their environment.

MK:10 No MK:10 at this grade level

MK:11 No MK:11 at this grade level

MK:12 No MK:12 at this grade level

MK:13 No MK:13 at this grade level

MK:14 No MK:14 at this grade level

MK:15 Identifies the appropriate standard tool used to measure length,

temperature, and weight.

MK:16 Determines elapsed and accrued time as it relates to before/

after and sequences of events (first, next, last), and identifies a

clock and calendar as measurement tools.

MK:17 No MK:17 at this grade level

MK:18 Find and name locations with simple relationships (i.e., near, far,

above, below, next to).

MK:19 Identifies and extends to specific cases a variety of patterns

including sequences of shapes, sounds, movement, colors, letters,

and numbers by extending the pattern to the next one, two, or three

elements.

MK:20 Demonstrates a conceptual understanding of change

qualitatively (growth—student growing taller).

MK:21 No MK:21 at this grade level

MK:22 Demonstrates conceptual understanding of equality by showing

equivalence between two expressions (4+1=5; 2+3=5) by solving

one-step equations involving whole number addition or subtraction

using models or verbal explanations.

equivalence between two expressions (4+1=5; 2+3=5) by solving

one-step equations involving whole number addition or subtraction

using models, verbal explanations, or written equations.

MK:23 Interprets a given representation (models and tally charts)

through written or verbal/scribed response to answer questions

related to the data, or to analyze the data to formulate conclusions.

(IMPORTANT: Analyzes data consistent with concepts and skills in

MK:24.)

MK:24 Analyzes patterns, trends, or distributions in data in a variety

of contexts using "more," "less," or "equal." (e.g., "In a plus 2

pattern, there will be more items on the fi fth day than on the fi rst day.")

MK:25 Organizes and displays data using diagrams, models, or tally

charts through written or verbal/scribed response to answer

questions related to the data, to analyze the data to formulate

conclusions.

(IMPORTANT: Analyzes data consistent with concepts and skills in

MK:24.)

MK:26 No MK:26 at this grade level

MK:27 No MK:27 at this grade level

MK:28 In response to a teacher- or student-generated question or

hypothesis, collects appropriate data and makes observations

about the data through written or verbal/scribed response.

(IMPORTANT: Analyzes data consistent with concepts and skills in

MK:24.)

MK:29 No MK:29 at this grade level

MK:30 Demonstrate understanding of mathematical problem solving2

and communication through:

• Approach & Reasoning—The reasoning, strategies, and skills

used to solve the problem;

• Connections—Demonstration of observations, applications,

extensions, and generalizations;

• Solution—All of the work that was done to solve the problem,

including the answer;

• Mathematical Language—The use of mathematical language

in communicating the solution;

• Mathematical Representation—The use of mathematical

representation to communicate the solution; and

• Documentation—Presentation of the solution.