Essential Standards Chart: What is it we expect students to learn? | ||||||||||||||

Grade: | K | Subject: | Math | Semester | Team Members: | Kristine Lowder | ||||||||

Camille Davis | ||||||||||||||

Rexann Edwards | ||||||||||||||

Standard Description | Example Rigor | Prerequisite Skills | Common Assessment | When Taught? | Extension Standards | |||||||||

What is the essential standard to be learned? Describe in student-friendly vocabulary. | What does proficient student work look like? Provide an example and/or description. | What prior knowledge, skills, and/or vocabulary is/are needed for a student to master this standard? | What assessment(s) will be used to measure student mastery? | When will this standard be taught? | What will we do when students have learned the essential standard(s)? | |||||||||

K.CC.A.5, 4 (a and b) I can count a group of things when someone gives me any number from 1 to 20 | o o o o o How many circles are there? | I understand 1-1 correspondence. I can count to 20 in order | AMC Assessment | September – February | I can compare numbers 0-20 | |||||||||

I can identify numbers 0-20 | 10 8 15 19 Tel me what number this is. | I understand that the number 1 means one block, etc. | Teacher created | Sept. – Feb. | I can write the numbers 0-20 | |||||||||

K.CC.A.7 I can compare two numbers 1-10 | 6 3 Which number is more? (include using objects and/or pictures) | I can count with 1-1 correspondence | 0-10 Benchmark test | December | I can compare numbers 1-20 without objects or pictures (abstract) | |||||||||

K.CC.A.3 I can write the number that shows how many. (up to 20) | o o o o o o o o o o o o o o o o o o o o Write the number that shows how many | I can identify numbers 0-20 I can count with 1-1 correspondence | Benchmark test after 0-5, 0-10, and 0-20 | Sept. – Feb. | I can recognize groups of numbers without counting (subitizing) | |||||||||

K.OA.A.1 I can use what makes sense to me to show that I know how to add. | Manipulate numbers and describe what they did | I can count to tell how many I can count to 10 in order Number sense Vocabulary: parts, whole | AMC Assessment: Changing Numbers | Spring | I can add numbers using symbols | |||||||||

K.NBT.A.1 I can make and take apart numbers from 11 to 19 by telling how many tens and ones are in the number | Separate the tens and the ones using manipulatives | Number sense Counting to 20 | Teacher created | Spring | Place value to 100 | |||||||||

K.G.A.2 I can name shapes no matter how big they are or which way they turned | Fluently name shapes when shown | What is a shape? |

Buffum/Mattos/Weber, 2011