Kindergarten



|Grade |

|K |

|Kindergarten – Number, Number Sense and Operations Standard |

|Students demonstrate number sense, including an understanding of number systems and operations and how they relate to one another. Students compute fluently and make reasonable estimates using paper and |

|pencil, technology-supported and mental methods. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Use place value concepts to represent |Number and Number Systems |5. zero, one, two, three, four, five, six, seven, eight, nine |

|whole numbers using numerals, words and |Relate, read and write numerals for single-digit numbers (0-9). (5) |Resource: sand trays to write numbers in, number posters as visual cues |

|physical models. (A) | |And sandpaper numbers, dry erase boards, markers, |

| | |Website: bbc.co.uk/schools/numbertime/index.shtml |

|Recognize, classify, compare and order |Number and Number Systems |Play Number Bingo |

|whole numbers. (B) |Compare and order whole numbers up to 10. (1) |1. Given a set of numbers 1-10, the student will be able to place the numbers in correct order. |

| | |Use flashcards, magnetic numbers or large numbers. |

| |Compare the number of objects in two or more sets when one set has one |Have students use large numbers and line themselves up in correct order. |

| |or two more, or one or two fewer objects. (7) |7. Students should be able to use and explain strategies when comparing objects in two or more |

| | |sets. Resources: manipulatives (cubes, counters, dot stickers), paper, dry erase board, markers.|

| |Computation and Estimation |Divide manipulatives into 2 sets and have students tell which has more or less. Make sure |

| |Recognize the number or quantity of sets up to 5 without counting such |student has concept of more or less. |

| |as, recognize without counting the dot arrangement on a domino as 5. |13. Display dot arrangements on overhead for two to three seconds. Resources: Dice, dominoes, |

| |(13) |overhead, overhead counters |

| | |Related Literature: |

| | |Ten Black Dots – D. Crews Every Buddy Counts- Stuart J. Murphy |

| | |Ten, Nine, Eight – M. Bang Counting Kisses-Karen Katz |

| | |The M & M’s Brand Counting Book – B. B. McGrath |

| | |The Cheerios Counting Book-B.B. McGrath |

| | |1,2,3 to the Zoo: A Counting Book-Eric Carle |

| | |The Icky Bug Counting Book & The Butterfly Counting Book-Jerry Pallotta |

|Determine the value of a collection of |Number and Number Systems |9. Students should describe attributes of a penny, nickel and dime. When identifying a coin, ask|

|coins and dollar bills. (D) |Identify and state the value of a penny, nickel and dime. (9) |“How do you know?” Complete Coin Poems Lesson |

| | |Resources: Coins, Pictures of Coins, visual Posters of Coins. |

| | |Once students are aware of coins a daily review and possibly counting dimes and pennies or |

| | |pennies and nickels daily would be a good reinforcement of the coins and their value. |

|Count, using numerals and ordinal |Number and Number Systems |4. Show a number card. Student counts and places the number of cubes on his/her desk. |

|numbers. (F) |Explain rules of counting such as, each object should be counted once and|Resources: Counters, Flashcards, |

| |that order does not change the number. (2) |Students can practice counting in groups or individually. |

| | |Count during Calendar time: number of sunny/rainy, etc days in the week |

| |Count to twenty such as, in play situations or while reading number |Count number of students need milk/lunch that day |

| |books. (3) |Count number of absent students in a day |

| | |Count number of students wearing a certain color that day |

| |Determine “how many” in sets (groups) of 10 or fewer objects. (4) | |

| | |Playful ways to count: count and nod your head or tap your foot or rub your stomach, count and |

| | |raise your arm, count and clap, count in whispers, count and do a physical movement such as |

| | |jumping jacks, knee bends or toe touching. Count starting at a different number. |

| |Number and Number Systems | |

| |Represent and use whole numbers in flexible ways, including relating, |10. Introduce “one more” and “one less”. |

|Model, represent and explain addition as|composing and decomposing numbers such as, |Present a real-life situation involving the addition or subtraction of numbers. Students |

|combining sets and counting on. (G) |5 marbles can be 2 red and 3 green or 1 red and 4 green. (8) |represent the problem situation using cubes. |

| | |Use 5 Little Monkey Books- E. Chirstelow |

| | |Counters, wipe off boards, crafts sticks, number cards, dominoes, interlocking cubes and walking |

| |Meaning of Operations |number line |

| |Model and represent addition as combining sets and counting on, and |Read it, Draw it, and Solve it Activities, (k-2)- Elizabeth H. Miller |

| |subtraction as take-away and comparison. For example: | |

| |a. combine and separate small sets of objects in contextual situation |Related Literature: |

| |such as, add or subtract one, two or another small amount. |Feast for 10 –C. Falwell Ten Sly Piranha – William Wise |

| |b. count on (forward) and count back (backward) on a number line between|Benny’s Pennies – P. Brisson Monster Musical Chairs- Stuart J. Murphy |

| |0 and 10. (10) |How Many Snails – P. Giganti Jr. |

| | |Mrs. Sato’s Hens – L. Min Henry the Fourth- Stuart J. Murphy |

| | |The Button Box – M. Reid |

| | |10 for Dinner – J. Bogart |

| | |Ten Black Dots – D. Crews |

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| | |Websites: illuminations.lessonplans/prek-2/links/index.html |

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|Model, represent and explain subtraction|Number and Number Systems |8. Ask students to show different ways to represent a number, such as 7, using two sets of |

|as comparison, take-away and |Represent and use whole numbers in flexible ways, including relating, |objects. |

|part-to-whole. (H) |composing and decomposing numbers such as, 5 marbles can be 2 red and 3 |-Use a hula hoop to create the 2 groups and students can be the objects |

| |green or 1 red and 4 green. (8) |-Paper can be divided into 2 and stickers can be the objects |

| | |-Dry erase board can be divided half and manipulatives can be the objects |

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| |Meaning of Operations | |

| |Model and represent addition as combining sets and counting on, and |10a. Use manipulatives to act out the solution to a problem. |

| |subtraction as take-away and comparison. For example: |Complete Read it, Draw it, solve it Activities from Elizabeth H. Miller’s K-2 book. |

| |a. Combine and separate small sets of objects in a contextual situation |10b. Students should be provided many opportunities to count on or count back using a number |

| |such as, add or subtract one, two or another small amount. |line. A large number line can be made with masking tape on the floor. Students can physically |

| |b. Count on (forward) and count back (backward) on a number line between |count on or count back by hopping to represent an addition or subtraction situation. |

| |0 and 10. (10) |-Store bought number lines or ones made of construction paper/bulletin board paper can also be |

| | |used |

| | |-Students can then use a ruler or number line at their desk once they grasp the concept of |

| | |counting forward and back |

| |Number and Number Systems | |

| |Construct multiple sets of objects each containing the same number of |Read it, Draw it, Solve it Activities (k-2)- Elizabeth H. Miller |

|Model, represent and explain |objects. (6) | |

|multiplication as repeated addition, | | |

|rectangular arrays and skip counting. |Meaning of Operations | |

|(I) |Demonstrate joining multiple groups of objects, each containing the same | |

| |number of objects such as, combining 3 bags of candy, each containing 2 | |

| |pieces. (11) | |

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| | |Related Literature: |

| | |Mouse Count – E. S. Walsh |

| | |Fish Eyes: A Book You Can Count On – L. Ehlert |

| | |There Were Ten in the Bed – P. Adams |

| | |Ten, Nine, Eight – M. Bang |

| | |One Less Fish – K.M. Toft Seaweed Soup- Stuart J. Murphy |

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| | |Website: |

| | |java/integers/index.html |

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|Model, represent and explain division as|Meaning of Operations |12. Ask students how they would share 6 M&M’s with 2 people. Students should model this |

|sharing equally, repeated subtraction |Partition or share a small set of objects into groups of equal size such |situation. Ask students how they would share if 3 people were sharing the M&M’s. |

|and rectangular arrays. (J) |as, sharing 6 stickers equally among 3 children. (12) |Read it, Draw it and solve it( K-2)-Elizabeth H. Miller |

| | |Use pictures with manipulatives and/or stickers to solve problems |

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|Demonstrate fluency in addition facts |Number and Number Systems |8. During opening activities for the day, have students come up with as many combinations of |

|with addends through 9 and corresponding|Represent and use whole numbers in flexible ways, including relating, |numbers to make a certain number between 0 and 10. |

|subtractions. (K) |composing and decomposing numbers such as, 5 marbles can be 2 red and 3 | |

| |green or 1 red and 4 green. (8) |Begin this activity mid-year-do one number a day and come up with as many combinations as |

| | |possible using manipulatives and visual cues. |

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| | |Related Literature: |

| | |The Doorbell Rang – P. Hutchins |

| | |Mission Addition – L. Leedy |

| | |Add the Animals – M. Burton etc. (Benchmark Education) |

| | |Ten Friends – B. Goldstone |

| | |Two Ways to Count to 10- Ruby Dee |

| | |12 Ways to get to 11- Eve Merriam |

|Kindergarten – Measurement Standard |

|Students estimate and measure to a required degree of accuracy and precision by selecting and using appropriate units, tools and technologies. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Select appropriate units for length, |Measurement Units | |

|weight, volume (capacity) and time, |Identify units of time (day, week, month, year) and compare calendar |Daily Calendar |

|using: |elements such as, weeks are longer than days. (1) | |

|Objects; must include, non-standard | | |

|units; |Use Measurement Techniques and Tools | |

|U.S. customary units: inch, foot, yard, |Compare and order objects of different lengths, areas, weights and |2. Students can snap together 10 cubes. Several collections of objects can be compared to the |

|once, pound, cup, quart, gallon, minute, |capacities and use relative terms such as, longer, shorter, bigger, |cube train. Students state which of these is longer/shorter. Ask student to share, “How do you |

|hour, day, week and year; |smaller, heavier, lighter, more and less. (2) |know?” |

|metric units: centimeter, meter, gram and| | |

|liter. (B) | |Use a variety of non-standard units with students. |

| | |Resources: in addition to the variety of non -standard units such as paper clips, toothpicks, |

| | |Popsicle sticks, cubes, etc, you need a Balance and a inch ruler. |

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|Develop common referents for units of |Measurement Units | |

|measure for length, weight, volume |Identify units of time (day, week, month, year) and compare calendar | |

|(capacity) and time to make comparisons |elements such as, weeks are longer than days. (1) |Large Calendar Area |

|and estimates. (C) | | |

| |Use Measurement Techniques and Tools | |

| |Compare and order objects of different lengths, areas, weights and | |

| |capacities; and use relative terms such as, longer, shorter, bigger, |Sequence games and Activities |

| |smaller, heavier, lighter, more and less. (2) |Calendar Activities |

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| |Order events based on time. For example: | |

| |a. Activities that take a long or short time; |Related Literature: |

| |b. Review what we do first, next, last; |The Line Up Book – M. Russo |

| |c. Recalls what we did or plan to do yesterday, today, |Corduroy – D. Freeman |

| |tomorrow. (4) |Big Pig and Little Pig – D. McPhail |

| | |Too Big, Too Small, Just Right – F. Minters |

| | |Rabbit’s Pajama party-Stuart J. Murphy |

| | |The Best Bug Parade-Stuart J. Murphy |

| | |Just Enough Carrots-Stuart J. Murphy |

| | |How big is a foot?- Rolf Myller |

| | |Hershey’s Milk Chocolate Weights and Measures-Jerry Pallotta & Rob Bolster |

|Apply measurement techniques to measure |Use Measurement Techniques and Tools |3. Provide a number of experiences measuring capacity. |

|length, weight and volume (capacity). (D)|Measure length and volume (capacity) using uniform objects in the | |

| |environment. For example, find: |Use as a station or learning center after students have a grasp of the concept. Until students |

| |a. How many paper clips long is a pencil; |have a grasp of the concept, allow them to explore with guidance in this area. Students love to |

| |b. How many small containers it takes to fill one big container using |measure and experiment. Use non-standard units such as paper clips, containers of various sizes |

| |sand, rice, beans. (3) |and shapes, beans, Popsicle sticks, etc, to measure length and volume. Centimeter cubes would |

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| | |Related Literature: |

| | |Long, Short, High, Low, Thin, Wide – J.T. Fey |

| | |Fannie in the Kitchen: Whole Story from Soup to Nuts of How Fannie Farmer Invented Recipes With |

| | |Precise Measurements – D. Hopkinson |

| | |Me and the Measure of Things – J. Sweeney |

| | |Measure Up: A Bug Contest- Frank Wilson |

| | |Carrie Measures Up- Linda Aber and Joy Allen |

|Kindergarten – Geometry and Spatial Sense Standard |

|Students identify, classify, compare and analyze characteristics, properties and relationships of one-, two- and three-dimensional geometric figures and objects. Students use spatial reasoning, properties of geometric|

|objects, and transformations to analyze mathematical situations and solve problems. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Sort and compare two-dimensional |Characteristics and Properties |1. Two-dimensional shapes |

|figures and three-dimensional objects |Identify and sort two-dimensional shapes and three-dimensional |Circle |

|according to their characteristics and|objects. For example: |Square |

|properties. (C) |a. Identify and describe two-dimensional figures and three- |Triangle |

| |dimensional objects from the environment using the child’s own |Rectangle |

| |vocabulary; |Three-dimensional objects |

| |b. Sort shapes and objects into groups based on student-defined |Sphere |

| |categories; |Cylinder |

| |c. Select all shapes or objects of one type from a group; |Cone |

| |d. Build two-dimensional figures using paper shapes or tangrams; |Cube |

| |build simple three-dimensional objects using blocks. (1) |Have both visual cues(posters) and manipulative shapes available. Other resources: pattern blocks, straws, |

| |Spatial Relationships |crafts sticks, pipe cleaners, and anything else that may allow the children to form the shapes. |

|Describe location, using comparative |Name and demonstrate the relative position of objects as follows: | |

|(before, after), directional (above, |a. place objects over, under, inside, outside, on, beside, |1d. Provide a variety of tangram puzzles to students. Students cover puzzle using tangram pieces and trace |

|below), and positional (first, last) |between, above, below, on top of, upside-down, behind, in back |around each tangram piece on the puzzle. |

|words. (F) |of, in front of; |Website: illuminations./lessonplans/prek-2/tangram/index.html |

| |b. describe placement of objects with terms such as, on, inside, | |

| |outside, above, below, over, under, beside, between, in front of ,|2b. Teacher places an object on, besides, below another object. Students verbalize placement of object using |

| |behind. (2) |appropriate placement terms. |

| | |Positional Posters are useful in giving students visual cues in remembering positional terms. |

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| | |Related Literature: |

| | |Shapes, Shapes, Shapes – T. Hoban Grandfather Tang’s Story- Ann Tompert |

| | |Tatum’s Favorite Shape – D. Thole |

| | |The Shapes Game – P. Rogers |

| | |The Berenstain Bears Inside, Outside, |

| | |Upside Down – S. Berenstain |

| | |I See Shapes- Marcia Fries |

| | |The Greatest Grymnast of All- Stuart J. Murphy |

| | |Twizzlers Shapes and Patterns- Jerry Pallotta |

| | |Circus Shapes & Bug Dance – Stuart J. Murphy |

| | |Websites: .teachersource/mathline/lessonplans/esmp/perfectfit/perfectfit_procedure.shtm |

|Kindergarten – Patterns, Functions and Algebra |

|Students use patterns, relations and functions to model, represent and analyze problem situations that involve variable quantities. Students analyze, model and solve problems using various representations such |

|as, tables, graphs and equations. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Sort, classify, and order objects |Use Patterns, Relations and Functions | |

|by size, number, and other |Sort, classify and order objects by size, number and |1b. Order three events or objects. |

|properties, and describe the |other properties. For example: |Use sequential games, activities, cut/paste or listening projects. |

|attributes used. (A) |a. identify how objects are alike and different; | |

| |b. order three events or objects according to a given | |

| |attribute, such as time or size; |1d. Introduce use of Venn diagram to sort groups of objects. |

| |c. recognize and explain how objects can be classified |Use 2 or more hula hoops for the Venn diagrams. |

| |in more that one way; | |

| |d. identify what attribute was used to sort groups of | |

| |objects that have already been sorted. (1) | |

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|Extend sequences of sounds and |Use Patterns, Relations and Functions | |

|shapes or simple number patterns, |Identify, create, extend and copy sequences of sounds |2. Student pairs analyze, describe, copy and extend patterns made by each other. |

|and create and record similar |(such as, musical notes), shapes (such as, buttons, |Start a rhythmic pattern and invite children to join in when they feel ready. |

|patterns. (B) |leaves or blocks), motions (such as, hops or skips), and|clap, clap, palms out (AAB) |

| |numbers from 1 to 10. (2) |snap, snap, clap, clap (AABB) |

| | |Resources: beads/pasta of varying colors, string, pattern papers, magazines, craft sticks of varying sizes, crayons, |

| | |pattern blocks, colored paper clips, different shaped pasta, etc. |

| | |Assessment Suggestion |

|Create and extend patterns and |Use Patterns, Relations and Functions |Using The Very Busy Spider, ask students to verbally describe the pattern. Challenge students to translate this pattern|

|describe the rule in words. (C) |Describe orally the pattern of a given sequence. (3) |in another way (use shapes, colors, etc.). Prior to assessing, give students |

| | |many opportunities to orally describe patterns. |

|Model problem situations using |Use Algebraic Representation |Related Literature: |

|objects, pictures, tables, |Model a problem situation using physical materials. (4) |The Button Box – M. Reid |

|numbers, letters, and other |See the Ladybug and Leaf Activity in the addendum or use|Brown Bear, Brown Bear, What Do You See? – B. Martin, Jr. |

|symbols. (D) |a variation of that as a suggestion. |Pattern – H. Pluckrose |

| | |The Very Busy Spider – E. Carle |

| | |Sorting- Henry Pluckrose |

| | |Beep, Beep, Vroom, Vroom- Stuart J. Murphy |

| | |Grandma’s Button Box- Linda Aber |

| | |The M & M’s Brand Pattern Book- B.B. McGrath |

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| | |Websites: |

| | |teachersource/mathline/lessonplans/esmp/magicbox/magicbox_procedure.shtm |

| | |teachersource/mathline/lessonplans/esmp/herethere/herethere_procedure.shtm |

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|Kindergarten – Data Analysis & Probability Standard |

|Students pose questions and collect, organize, represent, interpret and analyze data to answer those questions. Students develop and evaluate inferences, predictions and arguments that are based on data. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Pose questions and gather data about |Data Collection | |

|everyday situations and familiar |Gather and sort data in response to questions posed by teacher and | |

|objects. (A) |students such as, how many sisters and brothers, what color shoes. (1) | |

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| |Data Collection | |

|Sort and classify objects by attributes,|Arrange objects in a floor or table graph according to attributes such | |

|and organize data into categories in a |as, use, size, color, or shape. (2) |2. Some graphing suggestions: |

|simple table or chart. (B) | |pets |

| |Statistical Methods |favorite food |

| |Select the category or categories that have the most or fewest objects in|favorite ice cream flavor |

| |a floor or table graph. (3) |number of letters in first name |

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| | |After constructing graph, ask students what they notice about the graph. |

| | |Introduce term ‘attributes’ (size, color, shape, thickness) |

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| | |3. After selecting categories with the most and fewest, ask “How do you know?” |

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| | |Websites: |

| | |illuminations.lessonplans/prek-2/button/index.html |

| | |illuminations..lessonplans/prek-2/button-old/index.html |

| | |illuminations.lessonplans/prek-2/eye/index.html |

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|Kindergarten – Mathematical Processes Standard |

|Students use mathematical process and knowledge to solve problems. Students apply problem-solving and decision-making techniques, and communicate mathematical ideas. The benchmarks for mathematical processes |

|articulate what students should demonstrate in problem-solving, representation, communication, reasoning and connections at key points in their mathematics program. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Use a variety of strategies to | |compare: to determine how two things are alike and/or different; the common/critical attributes |

|understand problem situations; such as, | |must be identified. |

|discussing with peers, stating problems | | |

|in own words, modeling problems with | |Compare is involved in nearly ALL of the following: |

|diagrams or physical materials, |Specific grade-level indicators have not been included for the | |

|identifying a pattern. (A) |mathematical processes standard because content and processes should be |demonstrate: to make clear by using examples or experiments; to show your reasoning |

| |interconnected at the indicator level. Therefore, mathematical processes| |

| |have been embedded within the grade-level indicators for the five content|describe: to analyze into its parts but less detailed than explain |

| |standards. | |

|Identify and restate in own words the | |identify: to show or prove the sameness of |

|question or problem and the information | | |

|needed to solve the problem. (B) | |recognize: to examine closely and identify the common and critical attributes |

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| | |sort: to put things together that have the same feature(s) (classify, categorize, group) |

| | |Students must distinguish common and critical attributes. |

|Generate alternative strategies to solve| | |

|problems. (C) | |Other Stated Verbs in the Indicators: |

| | |discuss model |

| | |copy select |

| | |gather build |

|Evaluate the reasonableness of | |arrange create |

|predictions, estimations and solutions. | |restate |

|(D) | |use |

| | |order |

| | |determine |

| | |name |

|Explain to others how a problem was | |extend |

|solved. (E) | |draw |

| | |relate |

| | |construct |

| | |represent |

| | |state |

|Draw pictures and use physical models to| |Common attribute: the special characteristic that is shared by all of the objects in the set. |

|represent problem situations and | | |

|solutions. (F) | |Critical attribute: the special characteristic that makes this object different from all other |

| |Specific grade-level indicators have not been included for the |objects in the set. |

| |mathematical processes standard because content and processes should be | |

| |interconnected at the indicator level. Therefore, mathematical processes|The critical thinking skill of attributing is needed in order to: |

|Use invented and conventional symbols |have been embedded within the grade-level indicators for the five content|sequence |

|and common language to describe a |standards. |compare - contrast, and |

|problem situation and solution. (G) | |classify a set of ideas or objects. |

| | |(categorize, group, sort) |

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|Recognize the mathematical meaning of | | |

|common words and phrases, and relate | |Explain means to: |

|everyday language to mathematical | |make plain or clear; understandable |

|language and symbols. (H) | |give reasons for. |

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| | |Their responses must include sufficient quality information and proof. This frequently involves|

| | |providing evidence about relationships. |

|Communicate mathematical thinking by | | |

|using everyday language and appropriate | |Explain requires more details than describe. |

|mathematical language. (I) | | |

| | |Kindergarten Technique: Use the term “tell,” but require students to begin giving quality |

| | |evidence and reasons for their responses. (Think Alouds) |

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| | |Explain is one of the most frequently stated verbs in the Indicators K-12. |

|Kindergarten Student Vocabulary |

|Number, Number Sense and Operations |Measurement Standard |Geometry and Spatial Sense Standard |Patterns, Functions and Algebra Standard |Data Analysis & Probability Standard |

|Standard | | | | |

|zero |day |two-dimensional shapes |sort |floor graph |

|one |week |circle |classify |table graph |

|two |month |square |order |most |

|three |year |triangle |alike |fewest |

|four |longer |rectangle |different | |

|five |shorter |three-dimensional objects |pattern | |

|six |bigger |sphere | | |

|seven |smaller |cylinder | | |

|eight |heavier |cone | | |

|nine |lighter |cube | | |

|compare |more |over | | |

|order |less |under | | |

|more |lengths |inside | | |

|fewer |areas |outside | | |

|penny |weights |on | | |

|nickel |capacities |beside | | |

|dime |first |between | | |

|rules of counting |next |above | | |

|count |last |below | | |

|“how many” |yesterday |on top of | | |

|sets (groups) |today |upside-down | | |

|combining sets |tomorrow |behind | | |

|counting on |volume |in back of | | |

|subtraction | |in front of | | |

|take-away | | | | |

|comparison | | | | |

|count on (forward) | | | | |

|count back (backward) number line | | | | |

|joining | | | | |

|same number | | | | |

|partition (share) | | | | |

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Ohio Academic Content Standards

Mathematics Curriculum Guide

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