Math: Kindergarten

Draft Standards From The State of California Academic Standards Commission

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State of California Academic Standards Commission

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Mathematics is a language we use every day, often without knowing it. It builds and draws on conceptual understanding and skills, and helps us make decisions and solve problems. In this draft document we have tried to connect the notion of problem solving to conceptual understanding and skill development by embedding it within the content strands at every grade. Given here are only some of the ways you will see this exemplified. Students are asked to:

• ask relevant questions about problem situations
  
  
• decide between relevant and extraneous information
  
  
• choose appropriate operations tools and approaches to problem situations
  
  
• decide whether an exact or approximate answer is called for
  
  
• apply specific techniques in new situations
  
  
• explain, check, justify, prove, and judge the reasonableness of results
  
  
• create new approaches and connect knowledge and understanding in new ways
  
  

Number Sense

1.1 recognize, count, group, name, and order numbers (through 30), objects, and simple events

1.2 compare sets containing 20 objects using one-to-one correspondence and describe the results

1.3 represent a number (0 to 10) through the use of physical models, word names, and symbols (e.g., count the number of items of a set and select the corresponding numeral)

1.4 divide sets of up to 12 objects into two, three, and four equal-sized groups and describe results

1.5 identify common coins (penny, nickel, dime, quarter) and the value of each

2. Students understand and describe simple addition and subtraction situations.

2.1 use up to 10 objects to add and subtract whole numbers and to model situations involving addition and subtraction

2.2 determine the number of objects remaining when one object is added or subtracted from a set of objects

Task/Assignment

Which set has more objects, fewer objects, or do they have the same number of objects? Explain how you know.

Use oral language and physical materials to show how to use numbers in order to solve problems. For example, a student could say, "I have two red buttons and three yellow buttons, and that makes five." Or, "I have four blocks so I need one more to have five."

Symbols and Algebra

1. Students ask and answer questions involving quantity derived from pictures or situations.

1.1 identify whether things would be added or subtracted when prompted by a picture or situation

12. recognize and interpret + and - symbols

Measurement and Geometry

1. Students demonstrate an understanding of quantity and measurement by comparing size.

1.1 identify the instruments used to measure length (ruler), weight (scale), time (clock, calendar), and temperature (thermometer)

1.2 make direct comparisons or use nonstandard units to measure length/height (shorter, longer, taller), weight (lighter, heavier), temperature (colder, hotter)

1.3 compare the volumes of two given containers by using concrete materials (e.g., jelly beans, sand, water, and rice)

2. Students describe and tell time using major units on clocks and calendars.

2.1 measure and tell time using analog and digital clocks to the nearest half hour and demonstrate understanding of morning, afternoon, and night

2.2 measure, describe, and tell time using calendars (e.g., days of the week, months of the year, seasons)

3. Students identify common geometric objects in their environment and describe their features.

3.1 identify and describe geometric objects (circle, triangle, square, rectangle, cube, sphere, cone) in the environment (e.g., clock faces, balls, doorways) and describe their position (e.g., next to, top/bottom)

3.2 classify, compare, sequence, and sort plane and solid objects by common attributes (e.g., color, position, shape, size, roundness, number of corners)

Functions

1. Students sort objects and identify, create, describe, and extend simple patterns.

1.1 sort objects by attribute (e.g., color, shape, size) and identify the attribute (e.g., all these balls are green, those are red)

1.2 find the element of a set that does not belong and explain why it does not belong

1.3 identify and describe patterns of symbols, shapes, and objects (e.g., patterns on a calendar; counting by five's and tens; 2 circles-square-, 2 circles-square-...)

1.4 extend and create simple patterns of symbols, shapes, and objects

Statistics, Data Analysis, and Probability

1. Students collect and record information about their environment.

1.1 notice and talk about quantities in the environment (e.g., How many students are wearing red? brown? blue?)

1.2 collect information and record the results using objects, pictures, or picture graphs

Credits

The Draft Standards were prepared by:

The State of California Academic Standards Commission
The Commission for the Establishment of Academic Content and Performance Standards Comments may be addressed to The Commission