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 standardbe 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 oHow 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   19Tel 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.7I can compare two numbers 1-10 6            3Which 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  oo o o o o o o o  o oWrite the number that shows how many I can identify numbers 0-20I 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 manyI can count to 10 in orderNumber senseVocabulary:  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 senseCounting 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