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Students that are a level ____ may be able to do things like...Standard Language1234
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Computation and Algebraic Reasoning
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K.CAR.1 Use objects, fingers, mental images, drawings, sounds, acting out situations, or verbal explanations to represent addition and subtraction from 0 to 10.• Informally recognize adding as "making bigger," "putting together," or "counting up"; and subtracting as "making smaller," "taking away," or "counting down."
• Separate up to 10 objects into groups.
• Recognize the result of "adding" or "taking away" one object from a group of objects within 10.
• Use manipulatives or other strategies to add and subtract within 5.
• Solve real-world problems involving addition and subtraction within 5 using objects or drawings.		• Use objects, drawings, and/or sounds to represent addition from 0 to 10.
• Use objects or drawings to decompose numbers less than or equal to 10 into pairs in one way.
• Use a drawing to find the number that makes 10 when added to a given number.
• Use manipulatives or other strategies to fluently add within 10.
• Solve real-world problems involving addition and subtraction within 10 using objects or drawings.		• Use objects, drawings, and/or sounds to represent subtraction from 0 to 10.
• Use objects or drawings to decompose numbers less than or equal to 10 into pairs in more than one way, recording each decomposition.
• Use an equation to find the number that makes 10 when added to a given number.
• Use manipulatives or other strategies to fluently subtract within 10.
• Solve real-world problems involving addition and subtraction within 10 using objects, drawing, or equations to represent the problem.

• Identify and explain errors in decomposing numbers up to 10, or representing addition and subtraction from 0 to 10, or adding and subtracting within 10.
• Add and subtract within 10 using more than one strategy, explaining that the solution remains the same regardless of strategy.
• Identify and explain errors in the process of solving real-world problems involving addition and subtraction within 10.
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K.CAR.2Use objects or drawings to decompose numbers less than or equal to 10 into pairs in more than one way, recording each decomposition.
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K.CAR.3Use a drawing or equation to find the number that makes 10 when added to a given number.
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K.CAR.4Use manipulatives and various strategies to fluently add and subtract within 10.
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K.CAR.5Solve real-world problems involving addition and subtraction within 10, using objects, drawings, or equations to represent the problem."
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Data Analysis
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K.DA.1 Collect, sort, and organize data into two or three categories, using real-object graphs and picture graphs.• Sort data into two categories.• Collect and organize data into two categories using real-object graphs and picture graphs.• Collect, sort, and organize data into three categories using real-object graphs and picture graphs.• Identify and explain errors in real-object graphs and picture graphs.
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Geometry and Measurement
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K.GM.1 Describe the positions of objects and geometric shapes in the environment.
• Terms include: inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of, and to the right of		• Recognize squares, circles, triangles, and rectangles.
• Informally distinguish between flat shapes (drawings or two-dimensional models) and objects (including three-dimensional models).
• Determine whether shapes/objects are round.
• Draw squares, triangles, circles, and rectangles. Compose squares, triangles, and rectangles using objects (e.g., straws, toothpicks, etc.).
• Recognize and use terms "short," "long," "light," "heavy," "warm," and "cool," informally.
• Recognize what clocks, calendars, and coins are used for.		• Recognize cubes, cones, cylinder, and spheres.
• Distinguish between two-dimensional and three-dimensional objects.
• Sort two-dimensional shapes using informal language to describe their similarities, differences, and other attributes.
• Compose three-dimensional figures using objects (e.g., straws, toothpicks, clay balls, etc.).
• Given objects, make direct comparisons of the length, capacity, weight, and temperature of them, recognizing which is shorter/longer, lighter/heavier, warmer/cooler, or holds more.
• Identify the words for concepts of time and identify them as units of time.
• Identify pennies and dimes by name.		• Describe the relative positions of objects and geometric shapes in the environment.
• Recognize squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres given drawings regardless of orientation and size.
• Identify two-dimensional attributes of three-dimensional objects.
• Sort three-dimensional shapes using informal language to describe their similarities, differences, and other attributes.
• Compose, model, and draw shapes and objects found in the world.
• Given pictures drawn to scale, make direct comparisons of the length, capacity, weight, and temperature of objects, recognizing which object is shorter/longer, lighter/heavier, warmer/cooler, or holds more.
• Correctly use vocabulary for concepts of time (e.g., using the term "yesterday" to describe the day before).
• Identify pennies and dimes by value.		• Identify real-world objects as being made of more than one shape and name the shapes.
• Compare multiple attributes of items (e.g., the length and weight of a feather vs. a rock).
• Compare the scales of the different concepts of time and organize them into groups.
• Compare and contrast pennies and dimes, distinguishing appearance and value.
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K.GM.2Name shapes correctly regardless of their orientation or overall size.
• Shapes include: squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres.
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K.GM.3 Identify two-dimensional attributes of three-dimensional objects.
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K.GM.4Analyze and sort a variety of two- and three-dimensional shapes using informal language to describe their similarities, differences, and other attributes.
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K.GM.5Compose and draw shapes found in the world using objects (e.g., straws, toothpicks, clay balls).
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K.GM.6 Make direct comparisons of the length, capacity, weight, and temperature of objects, recognizing which object is shorter/longer, lighter/heavier, warmer/cooler, or holds more.
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K.GM.7: Understand concepts of time, recognizing that clocks and calendars are tools that measure time.
• Concepts of time include: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year
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K.GM.8 Identify pennies and dimes by name and value."
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Number and Place Value
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K.NPV.1Count to 100 by ones and tens; count forward by ones from any given number up to 100.
• Count to 20 by ones.
• Count a set of objects up to 10 using one-to-one correspondence.
• Represent whole numbers from 0 to 10 as groups of ones using manipulatives and drawings.
• Demonstrates understanding that not all numbers are equal without comparing them.		• Count to 50 by ones; count forward by ones from any given number up to 50.
• After counting a set of objects up to 10, demonstrate that the last number stated indicates the number of objects in the set.
• Identify the position of objects in a set using ordinal numbers up to "third."
• Identify quickly a number of objects less than 5 in a set without counting.
• Read and write numbers up to 10.
• Represent whole numbers up to 20 as groups of ones using manipulatives and drawings.
• Use matching and counting strategies to compare the number of objects in one group to the number of objects in another group (0 to 10) using informal language including but not limited to "less," "more," "same amount," etc.
• Compare two numbers up to 5 using informal language including but not limited to "smaller/fewer," "bigger/greater," "same as," etc.		• Count to 100 by ones and tens; count forward by ones from any given number up to 100.
• Count a set of objects up to 20.
• Identify the position of objects in a set using ordinal numbers beyond "third."
• Identify quickly a number of objects in a set from 5 to 10 without counting.
• Read and write numbers up to 20.
• Show equivalent forms of whole numbers from 11 to 20 as groups of tens and ones using manipulatives and drawings.
• Use matching and counting strategies to compare the number of objects in one group to the number of objects in another group (0 to 10) using the terms "greater than," "less than," or "equal."
• Compare two whole numbers up to 10 using the terms "greater than," "less than," or "equal to."		• Identify and correct an error in someone else's counting.
• Given the position of an object in a set using ordinal numbers, identify the ordinal number referring to the position of the object before or after the given object.
• Identify quickly a number of objects in a set from 0 to 10 and explain how the total was determined without counting each object.
• Explain the equivalence of representations of numbers from 10 to 20 as groups of ones only, groups of tens only, or groups of tens and ones.
• Explain the comparison of numbers in relation to the cardinality they symbolize.
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K.NPV.2Count a set of objects up to 20 using one-to-one correspondence, demonstrating that the last number stated indicates the number of objects in the set regardless of the arrangement.
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K.NPV.3Identify the position of objects in a set using ordinal numbers (first, second, third, etc.).
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K.NPV.4 Identify quickly a number of items in a set from 0 to 10 without counting.
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K.NPV.5Read, write, and represent whole numbers from 0 to 20.
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K.NPV.6Show equivalent forms of whole numbers up to 20 as groups of tens and ones, using manipulatives and drawings.
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K.NPV.7Use matching and counting strategies to compare the number of objects in one group to the number of objects in another group (0 to 10) using the terms ""greater than,"" ""less than,"" or ""equal.""
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K.NPV.8Compare two whole numbers, using the terms ""greater than,"" ""less than,"" or ""equal."""
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