The kindergarten math program consists of five units of study.
Unit 1 GEOMETRY
Unit 2 COUNTING AND CARDINALITY
Unit 3 NUMBERS AND OPERATIONS IN BASE TEN
Unit 4 OPERATIONS AND ALGEBRAIC THINKING
Unit 5 MEASUREMENT
Counting and Cardinality I Can Statements
- I can orally count to 100 by ones.
- I can orally count to 100 by tens.
- I can orally count forward beginning from any given number up to 20.
- I can write numbers 0-20. (Developmental fine motor issues will be taken into account and reversals are acceptable.)
- I can represent a quantity of objects with a given written numeral 0-20.
- I can orally count objects in a 1:1 correspondence up to 20.
- I can demonstrate that the last number stated is the number of objects counted.
- I can demonstrate that the same number of objects can be displayed in different arrangements. i.e. in a straight line, circle, random scatter.
- I can demonstrate that each successive number name refers to a quantity that is one larger.
- I can count to answer how many questions up to 20 things arranged in a line, rectangular array, or a circle.
- I can count to answer how many questions up to 10 things in a scattered configuration.
- I can count out a given number of objects up to 20.
- I can 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 up to ten objects.
- I can compare two numbers between 1 and 10 presented as written numerals. I can demonstrate this orally or using manipulatives.
Geometry I CAN statements
- I can 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.
- I can correctly name shapes regardless of their orientations or overall size.
- I can identify shapes as two dimensional (lying in a plane, flat) or three dimensional (solid).
- I can 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).
- I can model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
- I can compose simple shapes to form larger shapes.