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DomainClusterStandardI Can Statements
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K.CC.1Know number nmes and the count sequenceCount to 100 by ones and by tens.•I can count to 100 by ones. • I can count to 100 by tens.
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K.CC.2Count forward beginning from a given number within the known sequence (instead of having to begin at 1).•I can count forward beginning from any number.
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K.CC.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).•I can write numbers 0-20.
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K.CC.4Count to tell the number of objectsUnderstand the relationship between numbers and quantities; connect counting to cardinality.
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K.CC.4aWhen counting objects, say the numbe names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
•I can match one number per object.
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K.CC.4bUnderstand the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.•I can understand that the last number name stated tells the number of objects counted. •I can understand that the number of objects stays the same regardless of how they are counted.
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K.CC.4cUnderstand that each successive number name referes to a quantity that is one larger.•I can understand that when a number increases so does the quantity.
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K.CC.5Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.•I can count up to 20 items arranged in a line, an array, or a circle. •I can count up to 10 items in a scattered configuration.
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K.CC.6Compare numbersIdentify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.•I can tell if the objects in one group is greater than, less than, or equal to the number of objects in another group.
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K.CC.7Compare two numbers between 1 and 10 presented as written numerals.•I can compare two written numerals between 1 and 10.
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K.OA.1Understand addition as a putting together and adding to, and understand subtraction as taking apart and taking from.Represent addition and subtraction with objects, fingers, mental images, drawing, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.•I can represent addtion and subtraction in a variety of ways.
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K.OA.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.•I can solve addition and subtraction word problems. •I can use objects, or drawings to represent addition and subtraction within 10.
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K.OA.3Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).•I can decompose numbers less than or equal to 10 into pairs in more than one way.
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K.OA.4For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawing, and record the answer with a drawing or equation.•I can make ten with any number from 1 to 9.
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K.OA.5Fluently add and subtract within 5.•I can add and subtract within 5.
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K.NBT.1Work with numbers 11-19 to gain foundations for place value.Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.•I can break numbers into tens and ones. •I can combine numbers using tens and ones. •I can record combinations of numbers between 11 and 19 using drawings and/or equations.
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K.MD.1Describe and compare measurable attributesDescribe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.•I can describe measurable attributes of objects.
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K.MD.2Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.•I can compare two objects with the same measurable attributes.
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K.MD.3Classify objects and count the nubmer of objects in each category.Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.•I can classify, count, and sort objects into categories.
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K.G.1Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.•I can describe objects in the environment using names of shapes. •I can describe objects in the environment using position words.
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K.G.2Correctly name shapes regardless of their orientations or overall size.•I can name shapes regardless of posiiton or size.
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K.G.3Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").•I can identify shapes as two dimensional or three dimensional.
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K.G.4Analyze, compare, create, and compose shapes.Analyze and compare two- and three- dimensional shpaes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).•I can describe similarities and differences between two and three dimensional shapes.
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K.G.5Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.•I can build and draw shapes.
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K.G.6Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"•I can make larger shapes by combining simple shapes.
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