section three: draft kindergarten standards

Oregon Math Standards Review & Revision (Version 3.3.0) January 2021 PUBLIC REVIEW DRAFT – K-8 Draft Mathematics Standards

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SECTION THREE: Draft Kindergarten Standards

3A: Introduction

Critical Areas for Kindergarten Mathematics

In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.

1. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away..

2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.

Grade K Overview

Counting and Cardinality

Know number names and the count sequence.

Count to tell the number of objects.

Compare numbers.

Operations and Algebraic Thinking

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Number and Operations in Base Ten

Work with numbers 11-19 to gain foundations for place value.

Measurement and Data

Describe and compare measurable attributes.

Classify objects and count the number of objects in each category

Geometry

Identify and describe shapes.

Analyze, compare, create, and compose shapes.


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Mathematical Practices

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 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.

Highlights of Major Work in Grades K-8

K-2: Addition and subtraction – concepts, skills, and problem solving; place value

3-5: Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving

6: Ratios and proportional relationships; early expressions and equations

7: Ratios and proportional relationships; arithmetic of rational numbers

8: Linear algebra and linear functions

Kindergarten Fluency Standard(s)

K.OA.A.5 Add/subtract within 5



3B: Draft Standards Statements - Kindergarten The standards listed in the tables below list both core standards statements and cluster prioritization for K-8 mathematics. Not all content in a given grade is emphasized equally in the Standards. Some clusters require greater emphasis than others based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. (Link to Focus by Grade Level documents)

Students should spend the large majority of their time on the major work of the grade ( ). Supporting work ( ) and, where appropriate, additional work ( ) can engage students in the major work of the grade.

K.CC - Counting & Cardinality Standards Statements

K.CC.A - Know number names and the count sequence.

Standard Standard Statements (Jan 2021 Draft)

K.CC.A.1 Orally count to 100 by ones and by tens in sequential order.

K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

K.CC.A.3 Know number names and the count sequence. Write numbers from 0-20 and represent a number of objects with a written number 0-20.

K.CC.B - Count to tell the number of objects.


K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.5 Count to answer “how many?” questions using as many as 20 objects arranged in a variety of configurations or as 10 objects in a scattered configuration. Given a number from 1-20, count out that many objects.

K.CC.C – Compare numbers.


K.CC.C.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.

K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

https://achievethecore.org/category/774/mathematics-focus-by-grade-level



K.OA - Operations & Algebraic Thinking Standards Statements

K.OA.A - Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.


K.OA.A.1 Represent addition and subtraction with concrete objects, pictorial drawings, physical expressions, or equations.

K.OA.A.2 Add and subtract within 10. Model authentic contexts and solve problems that use addition and subtraction within 10.

K.OA.A.3 Using objects or drawings, and equations, decompose numbers less than or equal to 10 into pairs in more than one way.

K.OA.A.4 By using objects, drawings, or equations, find the unknown number that makes 10 when added to a given number from 1 - 9.

K.OA.A.5 Demonstrate fluency with addition and subtraction within 5 with accurate, efficient, and flexible strategies.

K.NBT - Number & Operations in Base Ten Standards Statements

K.NBT.A - Work with numbers 11–19 to gain foundations for place value.


K.NBT.A.1 Understand numbers from 11 to 19 as groups with ten ones and some further ones remaining. Compose and decompose these numbers using concrete objects, pictorial drawings, or equations.

K.MD - Measurement & Data Standards Statements

K.MD.A - Describe and compare measureable attributes.


K.MD.A.1 Describe several measurable attributes of a single object an object using measurable terms, such as length or weight.

K.MD.A.2 Directly compare two objects with a measurable attribute in common, and describe which object has “more” or “less” of the attribute.

K.MD.B - Classify objects and count the number of objects in categories.


K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.



K.G – Geometry Standards Statements

K.G.A - Identify and describe shapes.


K.G.A.1 Describe objects in the environment using names of shapes and describe the relative positions of these objects.

K.G.A.2 Correctly name basic two-dimensional and three-dimensional geometric shapes regardless of their orientations or overall size.

K.G.A.3 Identify shapes as two-dimensional or three-dimensional.

K.G.B - Analyze, compare, create, and compose shapes.


K.G.B.4 Analyze and compare two and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and attributes.

K.G.B.5 Represent shapes in the world by building shapes from components and drawing shapes.

K.G.B.6 Compose simple shapes to form larger shapes.



3C: Kindergarten Crosswalk with Clarifying Guidance

CLUSTER: K.CC.A - Know number names and the count sequence.

STANDARD: K.CC.A.1

DRAFT Standards Statement (JAN 2021):

Orally count to 100 by ones and by tens in sequential order.

DRAFT Clarifying Guidance (JAN 2021):

Beginning at number zero students can orally count in sequential order without skipping or repeating numbers to 100

Original CCSS Text (2010):

Count to 100 by ones and by tens.

STANDARD: K.CC.A.2


Count forward beginning from a given number within the known sequence (instead of having to begin at 1).


Content limit: The “known sequence” for this standard can be within 20.

Counting forward can be demonstrated using manipulatives, or oral response. In written form would be beyond the intent of this standard. The intent is to build toward addition and subtraction in first grade.


Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

STANDARD: K.CC.A.3


Know number names and the count sequence. Write numbers from 0-20 and represent a number of objects with a written number 0-20.


Common errors include transposing, reversing or skipping a written number. Example of transposing 13 in writing to 31 Students will know that 0 represents a count of no objects.


Know number names and the count sequence. Write numbers from 0 to 20. Represent a number of objects with a written number 0-20 (with 0 representing a count of no objects).



CLUSTER: K.CC.B - Count to tell the number of objects.

STANDARD: K.CC.B.4


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.


Understand that objects are counted using 1:1 correspondence in sequential order to determine quantity with last number representing the total objects counted.


Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.B.4a 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.

K.CC.B.4b 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.

K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger.

STANDARD: K.CC.B.5


Count to answer “how many?” questions using as many as 20 objects arranged in a variety of configurations or as 10 objects in a scattered configuration.

Given a number from 1-20, count out that many objects.


Count from 1 to 20 objects in sequential order in a variety of configurations. Configurations can include ten frames, arrays, circles or a line


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: K.CC.C - Compare numbers.

STANDARD: K.CC.C.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.


Understand the intent is to use matching and counting strategies to reinforce vocabulary of greater than, less than or equal to.

Content limit: Group sizes limited to at most 10 objects each


Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.)

STANDARD: K.CC.C.7


Compare two numbers between 1 and 10 presented as written numerals.


Compare numbers in a written format without manipulatives or visuals.


Compare two numbers between 1 and 10 presented as written numerals.

CLUSTER: K.OA.A - Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

STANDARD: K.OA.A.1


Represent addition and subtraction with concrete objects, pictorial drawings, physical expressions, or equations.


Representation can include objects, fingers, mental images, drawings, sounds, acting out, verbal explanations, expressions or equations. An example of representational sounds can be clapping.


Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.



STANDARD: K.OA.A.2


Add and subtract within 10. Model authentic contexts and solve problems that use addition and subtraction within 10.


Use objects and drawings to represent the word problem. In order to solve word problems within 10, use numbers 0-9


Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

STANDARD: K.OA.A.3


Using objects or drawings, and equations, decompose numbers less than or equal to 10 into pairs in more than one way.


Use objects or drawings to decompose numbers in at least two different ways. Record each decomposition with a drawing, number bond, or equation. Decomposition is the process of breaking apart a number into a variety of parts that all equal the same whole. Example 9 = 6 +3; 9 = 5 + 4 both equations equal 9.


Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

STANDARD: K.OA.A.4


By using objects, drawings, or equations, find the unknown number that makes 10 when added to a given number from 1 - 9.


Use objects, number bonds or drawings to record the answer or equation. The intention is to build fluency toward making a ten.


For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.



STANDARD: K.OA.A.5


Demonstrate fluency with addition and subtraction within 5 with accurate, efficient, and flexible strategies.


Record the sum or difference with a drawing oral response, visual cue or equation. Can use an oral response to a verbal or visual cue to demonstrate fluency.


Fluently add and subtract within 5.

CLUSTER: K.NBT.A - Work with numbers 11-19 to gain foundations for place value.

STANDARD: K.NBT.A.1


Understand numbers from 11 to 19 as groups with ten ones and some further ones remaining. Compose and decompose these numbers using concrete objects, pictorial drawings, or equations.


To compose and decompose numbers from 11 to 19 into ten, single ones (not “a ten;” this is in first grade) with some more ones by using objects, or drawings to record each composition or decomposition. An example would be a student recognizing that the number 13 is made up of ten single ones and three more. This is specific to teen numbers only.

For example, by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.


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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

CLUSTER: K.MD.A - Describe and compare measurable attributes.

STANDARD: K.MD.A.1


Describe several measurable attributes of a single object an object using measurable terms, such as length or weight.


Measurable attributes can be vocabulary words that describe the length, weight or shape of an object. Example would be the clock is round or the box is heavy.


Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.



STANDARD: K.MD.A.2


Directly compare two objects with a measurable attribute in common, and describe which object has “more” or “less” of the attribute.


Use comparative vocabulary to directly compare two objects. Example one child is shorter than the other child. Shorter being the identified attribute.


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. For example, directly compare the heights of two children and describe one child as taller/shorter.

CLUSTER: K.MD.B - Classify objects and count the number of objects in each category.

STANDARD: K.MD.B.3


Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.


Limit category counts to be less than or equal to 10. The category can be determined by teacher or student prior to count.

Connect to K.CC.C.6 to reinforce comparison of group sizes.


Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.)

CLUSTER: K.G.A - Identify and describe shapes.

STANDARD: K.G.A.1


Describe objects in the environment using names of shapes and describe the relative positions of these objects.


Use positional terms such as above, below, beside, in front of, behind, and next to when describing position of an object. For example, the box is under the chair or the bear is next to the table.


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.



STANDARD: K.G.A.2


Correctly name basic two-dimensional and three-dimensional geometric shapes regardless of their orientations or overall size.


Can name the following 2-D and 3-D geometric shapes: square; circle; triangle; rectangle; hexagon; oval; rhombus; cube; cone; cylinder; and sphere.


Correctly name shapes regardless of their orientations or overall size.

STANDARD: K.G.A.3


Identify shapes as two-dimensional or three-dimensional.


Students will name flat shapes as two-dimensional or solid shapes as three-dimensional. Example would be a square is flat but a cube is a solid.


Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

CLUSTER: K.G.B - Analyze, compare, create, and compose shapes.

STANDARD: K.G.B.4


Analyze and compare two and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and attributes.


Example a square has 4 equal sides and 4 corners/vertices and a cube has 8 equal sides with 8 corners/vertices and 6 faces. The intent is not for students to yet have the formal language, but teachers can start to guide the transition from informal to formal mathematical language.


Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).



STANDARD: K.G.B.5


Represent shapes in the world by building shapes from components and drawing shapes.


Can build 2 dimensional shapes or 3 dimensional shapes using manipulatives and other components. Example building a house using marshmallows and toothpicks or Legos.


Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

STANDARD: K.G.B.6


Compose simple shapes to form larger shapes.


Use more than one shape to build a larger shape. Example two triangles make a rhombus or two trapezoids to make a hexagon.


Compose simple shapes to form larger shapes. For example, "can you join these two triangles with full sides touching to make a rectangle?”

section three: draft kindergarten standards

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