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K.1.1
The student demonstrates number sense for whole numbers, fractions, and money using concrete objects in a variety of situations.
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K.1.1.1
establishes a one-to-one correspondence with whole numbers from 0 through 20 using concrete objects and identifies, states, and writes the appropriate cardinal number.
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K.1.1.2
compares and orders whole numbers from 0 through 20 using concrete objects.
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K.1.1.3
recognizes a whole, a half, and parts of a whole using concrete objects, e.g., half a pizza, part of a cookie, or the whole school.
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K.1.1.4
identifies positions as first and last.
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K.1.1.5
identifies pennies and dimes and states the value of the coins using money models.
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K.1.2
The student demonstrates an understanding of whole numbers with a special emphasis on place value in a variety of situations.
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K.1.2.1
reads and writes whole numbers from 0 through 20 in numerical form.
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K.1.2.2
represents whole numbers from 0 through 20 using place value models, e.g., ten frames, unifix cubes, straws bundled in 10s, or base ten blocks.
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K.1.2.3
counts:
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K.1.2.3.a
whole numbers from 0 through 20,
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K.1.2.3.b
whole numbers from 10 to 0 backwards,
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K.1.2.3.c
subsets of whole numbers from 0 through 20.
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K.1.2.4
groups objects by 5s and by 10s.
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K.1.2.5
uses the concept of the zero property of addition (additive identity) with whole numbers from 0 through 20 and demonstrates its meaning using concrete objects, e.g., 4 apples and no (zero) other apples are 4 apples.
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K.1.3
The student uses computational estimation with whole numbers in a variety of situations.
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K.1.3.1
determines if a group of 20 concrete objects or less has more, less, or about the same number of concrete objects as a second set of the same kind of objects.
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K.1.4
The student models, performs, and explains computation with whole numbers using concrete objects in a variety of situations.
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K.1.4.1
adds and subtracts using whole numbers from 0 through 10 and various mathematical models, e.g., concrete objects, number lines, or unifix cubes.
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K.1.4.2
uses repeated addition (multiplication) with whole numbers to find the sum when given the number of groups (three or less) and given the same number of concrete objects in each group (five or less), e.g., two nests with three eggs in each nest means 3 + 3 = 6 or 2 groups of 3 makes 6.
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K.1.4.3
uses repeated subtraction (division) with whole numbers when given the total number of concrete objects in each group to find the number of groups, e.g., there are 9 pencils. If each student gets 2 pencils, how many students get pencils? 9 - 2 - 2 - 2 - 2 or 9 minus 2 four times means four students get 2 pencils each and there is 1 pencil left over. or There are eight cookies to be shared equally among four people, how many cookies will each person receive?
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K.2.1
The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations.
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K.2.1.1
uses concrete objects, drawings, and other representations to work with types of patterns:
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K.2.1.1.a
repeating patterns, e.g., an AB pattern is like red-blue, red-blue, ...; an ABC pattern is like dog-horse-pig, dog-horse-pig, ...; or an AAB pattern is like triangle-triangle-circle, triangle-triangle-circle, ...;
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K.2.1.1.b
growing (extending) patterns, e.g., 5, 6, 7, ... is an example of a pattern that adds one to the previous number to continue the pattern.
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K.2.1.2
uses these attributes to generate patterns:
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K.2.1.2.a
whole numbers, e.g., 2, 4, 6, ...;
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K.2.1.2.b
geometric shapes with one attribute change, e.g., triangle, circle, triangle, circle, triangle, circle, ...;
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K.2.1.2.c
things related to daily life, e.g., breakfast, lunch, and dinner.
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K.2.1.3
identifies and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), and kinesthetic (action).
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K.2.1.4
generates:
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K.2.1.4.a
repeating patterns for the AB pattern, the ABC pattern, and the AAB pattern;
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K.2.1.4.b
growing (extending) patterns that add 1, 2, or 10 to continue the pattern.
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K.2.1.5
classifies and sorts concrete objects by similar attributes.
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Sorting, ordering, and classifying: Same (Kindergarten - N.1)
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Sorting, ordering, and classifying: Different (Kindergarten - N.2)
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Sorting, ordering, and classifying: Same and different (Kindergarten - N.3)
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Sorting, ordering, and classifying: Classify by color (Kindergarten - N.4)
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Sorting, ordering, and classifying: Venn diagrams (Kindergarten - N.5)
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K.2.2
The student solves addition equations using concrete objects in a variety of situations.
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K.2.2.1
finds the unknown sum using basic facts with sums through 10 using concrete objects and pictures, e.g., 5 marbles + 5 marbles = ___ marbles.
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K.2.3
The student recognizes and describes whole number relationships using concrete objects in a variety of situations.
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K.2.3.1
locates whole numbers from 0 through 20 on a number line.
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K.2.4
The student uses mathematical models including concrete objects to represent, show, and communicate mathematical relationships in a variety of situations.
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K.2.4.1
knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships. Mathematical models include:
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K.2.4.1.a
process models (concrete objects, pictures, number lines, unifix cubes, measurement tools, or calendars) to model computational procedures and mathematical relationships, to compare and order numerical quantities, and to represent fractional parts;
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K.2.4.1.b
place value models (ten frames, unifix cubes, bundles of straws, or base ten blocks) to represent numerical quantities;
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K.2.4.1.c
fraction models (fraction strips or pattern blocks) to represent numerical quantities;
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K.2.4.1.d
money models (base ten blocks or coins) to represent numerical quantities;
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K.2.4.1.e
two-dimensional geometric models (geoboards, dot paper, or attribute blocks), three-dimensional geometric models (solids), and real-world objects to compare size and to model attributes of geometric shapes;
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K.2.4.1.f
two-dimensional geometric models (spinners), three-dimensional geometric models (number cubes), and concrete objects to model probability;
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K.2.4.1.g
graphs using concrete objects, pictographs, and frequency tables to organize and display data
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K.2.4.2
uses concrete objects, pictures, drawings, diagrams, or dramatizations to show the relationship between two or more things.
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K.3.1
The student recognizes geometric shapes and their attributes using concrete objects in a variety of situations.
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K.3.1.1
recognizes circles, squares, rectangles, triangles, and ellipses (ovals) (plane figures/two-dimensional figures).
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K.3.1.2
recognizes and investigates attributes of circles, squares, rectangles, triangles, and ellipses using concrete objects, drawings, and/or appropriate technology.
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K.3.1.3
sorts cubes, rectangular prisms, cylinders, cones, and spheres (solids/three-dimensional figures) by their attributes using concrete objects.
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K.3.2
The student estimates and measures using standard and nonstandard units of measure with concrete objects in a variety of situations.
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K.3.2.1
uses whole number approximations (estimations) for length using nonstandard units of measure, e.g., the classroom door is about two kindergartners high or this paper is about two pencils long.
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K.3.2.2
compares two measurements using these attributes:
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K.3.2.2.a
longer, shorter (length);
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K.3.2.2.b
taller, shorter (height);
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K.3.2.2.c
heavier, lighter (weight).
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K.3.2.2.d
hotter, colder (temperature).
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K.3.2.3
reads and tells time at the hour using analog and digital clocks.
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K.3.3
The student develops the foundation for spatial sense using concrete objects in a variety of situations.
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K.3.3.1
describes the spatial relationship between two concrete objects using appropriate vocabulary, e.g., behind, above, below, on, or under.
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K.3.3.2
identifies two like objects or shapes from a set of four objects or shapes.
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K.3.4
The student identifies one or more points on a number line in a variety of situations.
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K.3.4.1
locates and plots whole numbers from 0 through 20 on a horizontal number line.
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K.3.4.2
counts forwards and backwards from a given whole number from 0 through 10 on a number line.
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K.4.1
The student applies the concepts of probability using concrete objects in a variety of situations.
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K.4.1.1
recognizes whether an event is impossible or possible, e.g., the possibility of a person having ten heads is impossible, while the probability of a person having red hair is possible.
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K.4.1.2
recognizes and states whether a simple event in an experiment or simulation including the use of concrete objects can have more than one outcome.
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K.4.2
The student collects, records, and explains numerical (whole numbers) and non-numerical data sets including the use of concrete objects in a variety of situations.
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K.4.2.1
records numerical (quantitative) and non-numerical (qualitative) data including concrete objects, graphs, and tables using these data displays:
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K.4.2.1.a
graphs using concrete objects,
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K.4.2.1.b
pictographs with a whole symbol or picture representing one (no partial symbols or pictures),
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K.4.2.1.c
frequency tables (tally marks).
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K.4.2.2
collects data related to familiar everyday experiences by counting and tallying.
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K.4.2.3
determines the mode (most) after sorting by one attribute, e.g., color, shape, or size.
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