North Kitsap CCSSM/Math Expressions Kindergarten Standards by Trimester Sept. 1, 2016
Standards for
Mathematical
Practices
1. Makes sense of problems & persevere in solving them.
2. Reason abstractly & quantitatively.
3. Construct viable arguments & critique others.
4. Model with mathematics.
**See Page 4 for info about End of Year Grading**
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
1st Tri. (MX Units 1 & 2)
Sept. – Dec.
2nd Tri. (MX Units 3 & 4)
Dec. – Mar.
3rd Tri. (MX Units 4 & 5)
Mar.- June
Domain: K.CC: Counting & Cardinality:
Cluster A: Know number names and the count sequence.
K.CC.1 & Count to 100 by ones and by tens &
Count to 33 by ones.
K.CC.2
Count forward beginning from a given number within the known AND
sequence (instead of having to begin at 1).
Start counting 15 &
count to 20.
K.CC.3
Write numbers from 0 to 20. Represent a number of objects
Write numerals 1-10.
with a written numeral 0-20 (with 0 representing a count of no
Numerals should be
objects).
legible, in order, with no
more than 2 reversals.
Cluster B: Count to tell the number of objects.
K.CC.
Shows one to one correspondence when counting objects.
Count a set of object
Understand the relationship between numbers and quantities; connect
4 a-c &
using 1 to 1
counting
to
cardinality.
K.CC.5
correspondence.
a)
When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object.
b) Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless
of their arrangement or the order in which they were counted.
c) Understand that each successive number name refers to a
quantity that is one larger.
Count to 66 by ones.
AND
Start counting at 36 &
count to 41.
Write numerals 11-20.
Numerals should be
legible, in order, with no
more than 2 reversals.
Count to 100 by ones.
AND
Count to 100 by tens.
Count out a given
number of objects using
1 to 1 correspondence.
*Continue to check for
understanding. Skill is not
graded this tri.
Should be able to explain
how many without
recounting and be able
to tell what one more
would be.
Should be able to explain
how many without
recounting and be able
to tell what one more
would be.
*Check for
understanding using
formative assessments
found in text. Skill is not
graded this tri.
*Continue to check for
understanding. Skill is
not graded this tri.
Represent a number of
objects with a written
numeral 0-20. (ex. U5L4
SAB p 216)
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 from 1–20,
count out that many objects.
Cluster C: Compare numbers.
K.CC.6 & Identify whether the number of objects in one group is greater
K.CC.7
than, less than, or equal to the number of objects in another
group, & compare two numbers between 1 and 10 presented as
written numerals.
Compare two numbers
between 1 and 10
presented as written
numerals (using greater
than, less than or equal).
See Unit 5L20 TEp554-555.
Page 1 of 5
North Kitsap CCSSM/Math Expressions Kindergarten Standards by Trimester Sept. 1, 2016
1st Tri. (MX Units 1 & 2)
Sept. – Dec..
2nd Tri. (MX Units 3 & 4)
Dec. – Mar.
3rd Tri. (MX Units 4 & 5)
Mar.- June
Domain: K.OA: Operations & Algebraic Thinking
Cluster A: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
K.OA.1
Represent addition and subtraction with objects, fingers, mental *Check for
*Continue to check for
images, drawings, sounds (e.g., claps), acting out situations,
understanding using
understanding.
verbal explanations, expressions, or equations.
formative assessments
found in text. Skill is not
graded this tri.
K.OA.2
Solve addition and subtraction word problems, and add and
*Check for
*Continue to check for
subtract within 10, e.g., by using objects or drawings to
understanding using
understanding.
represent the problem.
formative assessments
found in text. Skill is not
graded this tri.
K.OA.3
Decompose numbers less than or equal to 10 into pairs in more
*Check for
Decompose numbers
than one way, e.g., by using objects or drawings, and record each understanding using
less than or equal to 10
decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 =
formative assessments
into pairs in more than
4+1).
found in text. Skill is not one way. (Ex. Partners &
graded this tri.
totals, break aparts,
math mountains).
K.OA.4
For any number from 1 to 9, find the number that makes 10
*Check for
*Continue to check for
when added to the given number, e.g., by using objects or
understanding using
understanding. Skill is
drawings, and record the answer with a drawing or equation.
formative assessments
not graded this tri.
found in text. Skill is not
graded this tri.
K.OA.5
Fluently add and subtract within 5.
*Begin practicing fluency
checks using MX “path to
fluency” pages in SAB
(not graded).
Use “Path to Fluency”
pages found in SAB.
Represent addition and
subtraction using
objects, fingers,
drawings, or equations.
Solve addition and
subtraction word
problems within 10,
using objects, drawings,
and/or equations.
Decompose numbers
less than or equal to 10
into pairs in more than
one way. (Ex. Partners &
totals, break aparts,
math mountains).
For any number 1 to 9,
students should be able
to find the number that
makes 10 when added to
the given number. (Ex.
unknown partner)
Use “Path to Fluency”
pages found in SAB.
Domain: K.NBT: Number & Operations in Base Ten
Cluster A: Work with numbers 11–19 to gain foundations for place value.
K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones
and some further ones, e.g., by using objects or drawings, and
record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 +8)
*not graded
Compose & decompose
numbers 11-19 into tens
& ones.
Compose & decompose
numbers 11-19 into tens
& ones.
Page 2 of 5
North Kitsap CCSSM/Math Expressions Kindergarten Standards by Trimester Sept. 1, 2016
1st Tri. (MX Units 1 & 2)
Sept. – Dec..
2nd Tri. (MX Units 3 & 4)
Dec. – Mar.
3rd Tri. (MX Units 4 & 5)
Mar.- June
Domain: K.MD: Measurement & Data
Cluster A: Describe and compare measurable attributes.
K.MD.1 Describe measurable attributes of objects, such as length or
& K.MD. weight. Describe several measurable attributes of a single object
2
& Directly compare two objects with common [measurable]
attributes, to see which object has “more of”/“less of” the attribute, and describe
*not graded
*not graded
Describe & compare
measureable attributes of
objects (Length, height,
weight, capacity).
(see TE pg. 559 & 563)
*not graded
Classify objects into given
categories. Count number
in each category and sort
the categories by count
(ex. Which has more?)
(see TE pg. 326)
*Continue to check for
understanding. Skill is
not graded this tri.
the difference. For example, directly compare the heights of two children and describe
one child as taller/shorter.
Cluster B: Classify objects and count the number of objects in each category.
K.MD.3 Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count.
Domain: K.G: Geometry
Cluster A: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
K.G.1
Describe objects in the environment using names of shapes, and Use positional words to
*Continue to check for
describe
an
objects
describe the relative positions of these objects using terms such
understanding. Skill is
as above, below, beside, in front of, behind, and next to. (TIE INTO position related to
not graded this tri.
another object (above,
WA SCIENCE STANDARD K-1PS1A: Describing the position of an object)
below, etc.)
(see TE pg. 181, SAB p78)
K.G.2
Correctly name shapes regardless of their orientations or overall Name & identify squares, *Continue to check for
& K.G.3 size & Identify shapes as two-dimensional (lying in a plane,
circles, triangles,
understanding. Skill is
“flat”) or three dimensional (“solid”).
rectangles, and
not graded this tri.
hexagons. Explain that
they are flat shapes (2d).
Cluster: Analyze, compare, create, and compose shapes.
K.G.4
Use informal language to describe similarities, differences, parts, Describe similarities,
*Continue to check for
and attributes of two- and three-dimensional shapes. Analyze
differences, parts, and
understanding. Skill is
and compare two- and three-dimensional shapes, in different sizes attributes squares,
not graded this tri.
and orientations, using informal language to describe their
circles, triangles &
similarities, differences, parts (e.g., number of sides and
rectangles.
vertices/“corners”) and other attributes (e.g., having sides of
equal length).
*Continue to check for
understanding. Skill is
not graded this tri.
Name & id cylinders,
cones, cubes, and
spheres. Explain that
they are solid shapes
(3-d).
Describe similarities,
differences, parts, and
attributes of two- and
three-dimensional
shapes.
Page 3 of 5
North Kitsap CCSSM/Math Expressions Kindergarten Standards by Trimester Sept. 1, 2016
K.G.5
& K.G.6
Model shapes in the world by building (e.g., sticks and clay balls)
and drawing shapes. Join shapes to form larger shapes.
(Compose simple shapes to form larger shapes. For example, “Can
you join these two triangles with full sides touching to make a
rectangle?”)
Draw recognizable
circles, triangles,
squares, and rectangles.
Join shapes to form
larger shapes.
*Continue to check for
understanding. Skill is
not graded this tri.
Standards for Mathematical Practices (SMP) in Kindergarten
1: Make sense of problems and persevere in solving them.
5: Use appropriate tools strategically. Younger students begin to consider
In Kindergarten, students begin to build the understanding that doing
mathematics involves solving problems and discussing how they solved them.
Students explain to themselves the meaning of a problem and look for ways
to solve it. Younger students may use concrete objects or pictures to help
them conceptualize and solve problems. They may check their thinking by
asking themselves, “Does this make sense?” or they may try another strategy.
2: Reason abstractly and quantitatively. Younger students begin to
recognize that a number represents a specific quantity. Then, they connect
the quantity to written symbols. Quantitative reasoning entails creating a
representation of a problem while attending to the meanings of the
quantities.
the available tools (including estimation) when solving a mathematical
problem and decide when certain tools might be helpful. For instance,
kindergarteners may decide that it might be advantageous to use linking
cubes to represent two quantities and then compare the two representations
side-by-side.
3: Construct viable arguments and critique the reasoning of others.
7: Look for and make use of structure. Younger students begin to discern
Younger students construct arguments using concrete referents, such as
objects, pictures, drawings, and actions. They also begin to develop their
mathematical communication skills as they participate in mathematical
discussions involving questions like “How did you get that?” and “Why is that
true?” They explain their thinking to others and respond to others’ thinking.
4: Model with mathematics. In early grades, students experiment with
representing problem situations in multiple ways including numbers, words
(mathematical language), drawing pictures, using objects, acting out, making
a chart or list, creating equations, etc. Students need opportunities to connect
the different representations and explain the connections. They should be
able to use all of these representations as needed.
a number pattern or structure. For instance, students recognize the pattern
that exists in the teen numbers; every teen number is written with a 1
(representing one ten) and ends with the digit that is first stated. They also
recognize that 3 + 2 = 5 and 2 + 3 = 5.
6: Attend to precision. As kindergarteners begin to develop their
mathematical communication skills, they try to use clear and precise language
in their discussions with others and in their own reasoning.
8: Look for and express regularity in repeated reasoning. In the early
grades, students notice repetitive actions in counting and computation, etc.
For example, they may notice that the next number in a counting sequence is
one more. When counting by tens, the next number in the sequence is “ten
more” (or one more group of ten). In addition, students continually check
their work by asking themselves, “Does this make sense?”
Notes:
 Grading is based on Year End Standards. To receive a 3, students should show mastery/understanding of the standards
printed in bold.
 The chart shows adequate progress towards end of year standards. For example, for K.CC.1 (Counting to 100) at 1st
trimester a student counting to 100 would receive a “3” on his/her report card, a student counting to at least 33 would
Page 4 of 5
North Kitsap CCSSM/Math Expressions Kindergarten Standards by Trimester Sept. 1, 2016
be showing adequate progress towards end of year standard and would receive a “2”, a student that is not counting to
at least 33 would receive a “1”.
Page 5 of 5