KINDERGARTEN MATH TOOL

COMMON CORE STATE STANDARDS MATH TOOL

KINDERGARTEN INTRODUCTION

In Kindergarten, instructional time should focus on two critical areas:

1. representing and comparing whole numbers, initially with sets of objects2. describing shapes and space.

More learning time in Kindergarten should be devoted to number than to other topics.

1. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.

2. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.

Template created by Region 1 ESA Page 2 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Counting and Cardinality K.CC.1 Cluster: Know number names and the count sequence.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.CC.1 Count to 100 by ones and tens

Excellent match to: SD K.N.1.1 (Comprehension)

Students are able to read, write, count and sequence numerals to 20.

SD 1.N.1.1 (Comprehension) [-1]Students are able to read, write, count, and order numerals to 50.

SD 2.N.1.1 (Comprehension) [-2]Students are able to read, write, count and sequence numerals to 100

I can count to 10 by ones

I can count to 20 by ones

I can count to 100 by ones

I can count to 100 by tens

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

What does a number represent? How many are there?

Counting is a purposeful skill that assigns a number name to an object or set of objects

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

VocabularyCount

Template created by Region 1 ESA Page 3 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Counting and Cardinality K.CC.2 Cluster: Know number names and the count sequence.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can count to 10.

I can count to 100.

I can count on from a number other than 1 up to 100.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

What does a number represent? How many are there?

Counting is a purposeful skill that assigns a number name to an object or set of objects.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

VocabularyCount

Template created by Region 1 ESA Page 4 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Counting and Cardinality K.CC.3 Cluster: Know number names and the count sequence.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.CC.3 Write numbers from 0 – 20. Represent a number of objects with a written numeral 0 – 20 (with 0 representing a count of no objects).

Good match to: SD K.N.1.1 (Comprehension)

Read, write, count and sequence numbers to 20.

I can write numbers 0 – 10.

I can write numbers 11 – 20.

I can represent a group of objects with a written numeral 0 – 20.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

What does a number represent? How many are there?

Counting is a purposeful skill that assigns a number name to an object or set of objects.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

VocabularyCount

Template created by Region 1 ESA Page 5 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Counting and Cardinality K.CC.4 Cluster: Count to tell the number of objects.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

a. When counting objects, say the number 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.

b. Understand that 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.

c. Understand that each successive number name refers to a quantity that is one larger

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can count objects in a group correctly (each object is counted only once) regardless of arrangement and order.

I can say “how many” are in a group after counting all the objects.

If I already know how many are in a group, I can say how many there are (without recounting the whole group) when one more object is added to the group.

I can explain my counting strategy.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

What does a number represent? How many are there?

Counting is a purposeful skill that assigns a number name to an object or set of objects

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

VocabularyCount

Template created by Region 1 ESA Page 6 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Counting and Cardinality K.CC.5 Cluster: Count to tell the number of objects.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.CC.5 Count 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.

Good match to: SD K.N.1.1 (Comprehension)

Read, write, count and sequence numbers to 20.

I can count objects up to 20 in a variety of arrangements.

I can say “how many” objects are in a group.

I can show the correct number of objects when I am told a number up to 20.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

What does a number represent? How many are there?

Counting is a purposeful skill that assigns a number name to an object or set of objects.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

VocabularyCount

Template created by Region 1 ESA Page 7 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Counting and Cardinality K.CC.6 Cluster: Count to tell the number of objects.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.CC.6 Identify 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.*

*Include groups with up to ten objects

Excellent match to: SD K.A.2.1 (Comprehension)

Compare collections of objects to determine more, less, and equal (greater than and less than).

I can say which group has more by matching or counting the number of objects in both groups.

I can say which group has less by matching or counting the number of objects in both groups.

I can say when groups are equal (same as) by matching or counting.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

What does a number represent? How many are there?

Counting is a purposeful skill that assigns a number name to an object or set of objects.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularygreater than, less than, equal

Template created by Region 1 ESA Page 8 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Counting and Cardinality K.CC.7 Cluster: Count to tell the number of objects.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

Weak Match to: SD 1.A.2.1 (Comprehension) [-1]

Use the concepts and language of more, less, and equal (greater than and less than) to compare numbers and sets (0 to 20).

I can read numerals to 10.

I can tell the values of numbers to 10.

I can compare two numerals between 1 and 10 and say which numeral has a greater value.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

What does a number represent? How many are there?

Counting is a purposeful skill that assigns a number name to an object or set of objects

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularycount, values

Template created by Region 1 ESA Page 9 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Operations and Algebraic Thinking K.OA.1 Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings*, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

*Drawings need to show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

Good match, with minor aspects of Common Core not addressed to SD K.A.3.1 (Knowledge)

Students are able to use concrete objects to model the meaning of the “+” and “-“ symbols.

I can explain addition (putting together and adding to).

I can explain subtraction (taking apart and taking from).

I can identify the mathematical symbols used to show addition and subtraction.

I can show addition and subtraction using objects, fingers, sounds, acting out situations, expressions, and equations.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

In what ways can operations affect numbers?Mathematical operations are used in solving problems in which a new value is produced from one or more values.

How can different strategies be helpful when solving a problem?Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyaddition, add, subtraction, subtract, expression, equation

Template created by Region 1 ESA Page 10 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Operations and Algebraic Thinking K.OA.2 Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Excellent match to: SD K.N.3.1 (Application)

Solve addition and subtraction problems up to 10 in context.

I can add and subtract numbers within 10.

I can solve addition and subtraction word problems using objects and drawings.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

In what ways can operations affect numbers?Mathematical operations are used in solving problems in which a new value is produced from one or more values.

How can different strategies be helpful when solving a problem?Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyaddition, add, subtraction, subtract, solve

Template created by Region 1 ESA Page 11 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Operations and Algebraic Thinking K.OA.3 Cluster: Understand addition as putting together and adding to, and understand subtraction as taking part and taking from.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.OA.3 Decompose 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).

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can decompose (break apart) numbers to 10 using objects or drawings.

I can record the answer using a drawing or equation.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

In what ways can operations affect numbers?Mathematical operations are used in solving problems in which a new value is produced from one or more values.

How can different strategies be helpful when solving a problem?Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularydecompose, equation

Template created by Region 1 ESA Page 12 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Operations and Algebraic Thinking K.OA.4 Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can determine the number to add a given number 1 – 9 to make 10, and show the answer with a drawing or equation.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

In what ways can operations affect numbers?Mathematical operations are used in solving problems in which a new value is produced from one or more values.

How can different strategies be helpful when solving a problem?Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

VocabularyAdd, make 10, addend, equation

Template created by Region 1 ESA Page 13 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Operations and Algebraic Thinking K.OA.5 Cluster: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.OA.5 Fluently add and subtract within 5.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can easily add numbers that add up to 5 or less.

I can easily subtract numbers when the starting number is 5 or less.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated

reasoning.

In what ways can operations affect numbers?Mathematical operations are used in solving problems in which a new value is produced from one or more values.

How can different strategies be helpful when solving a problem?Algebraic thinking involves choosing, combining, and applying effective strategies for answering quantitative questions.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyadd, subtract

Template created by Region 1 ESA Page 14 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Number and Operations in Base Ten K.NBT.1 Cluster: Work with numbers 11 – 19 to gain foundations for place value.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.NBT.1 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 (such as 18 = 10 +8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can count to 20.

I can use numbers 1 – 9 to make 10 using objects or drawings (e.g., ten frame, base ten blocks).

I can compose (put together) numbers 11 – 19 using a ten and some ones, and show my work with a drawing or an equation.

I can decompose (break apart) numbers 11 – 19 into a ten and some ones, and show my work with a drawing or an equation.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does a digit’s position affect its value?Understanding place value can lead to number sense and efficient strategies for computing with numbers.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularycompose, decompose, equation

Template created by Region 1 ESA Page 15 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Measurement and Data K.MD.1 Cluster: Describe and compare measurable attributes.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Weak match to: SD.K.M.1.5 (Comprehension)

Students are able to compare and order concrete objects by length, height, and weight.

I can describe measurable attributes of objects.

I can describe the measurable attributes of a given object.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

Why does “what” we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabulary(No applicable vocabulary)

Template created by Region 1 ESA Page 16 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Measurement and Data K.MD.2 Cluster: Describe and compare measurable attributes.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.MD.2 Directly 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 on child as taller / shorter.

Good match to: SD K.M.1.5 (Comprehension)

Compare and order concrete objects by length, height, and weight.

I can tell which object is longer (or shorter or taller) than the other by comparing them side by side.

I can tell which object can hold more (or less) than the other by filling up one of the objects and pouring it into the other one.

I can tell which object is heavier (or lighter) by lifting one in one hand and the other in my other hand.

I can tell which object is warmer (or colder) than the other by touching them.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

Why does “what” we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularylonger (shorter), heavier (lighter), warmer (colder), more (less)

Template created by Region 1 ESA Page 17 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Measurement and Data K.MD.3 Cluster: Classify objects and count the number of objects in each category.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count*.

*Limit category counts to be less than or equal to 10.

Good match to: SD K.A.4.2 (Comprehension)

Sort and classify objects according to one attribute.

I can sort (classify) objects into categories (groups).

I can determine the number of objects in each category.

I can sort the categories by number or count.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

Why does “what” we measure influence “how” we measure?Measurement processes are used in everyday life to describe and quantify the world.

Why display data in different ways?Data displays describe and represent data in alternative ways.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularysort, classify, categories, groups

Template created by Region 1 ESA Page 18 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Geometry K.G.1 Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.G.1 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.

Excellent match to: SD.K.G.2.1 (Comprehension)

Students are able to describe the position of two-dimensional (plane) figures.

SD.1.G.2.1 (Comprehension) Students are able to describe proximity of objects in space. [-1]

SD.K.G.1.1 (Knowledge) Students are able to identify basic two-dimensional (plane) figures.

SD.1.G.1.1 (Comprehension) Students are able to describe characteristics of plane figures. [-1]

I can find and name shapes (e.g., square, circle, triangle) in my environment.

I can describe the position of objects as above, below, beside, in front of, behind, and next to.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does geometry better describe objects?Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyshapes, squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres

Template created by Region 1 ESA Page 19 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Geometry K.G.2 Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.G.2 Correctly name shapes regardless of their orientations or overall size.

Excellent match to: SD.K.G.1.1 (Knowledge) Students are able to identify basic

two-dimensional (plane) figures. SD.1.G.1.2 (Comprehension) Students are able to sort

basic three-dimensional figures. [-1] SD.1.G.2.1 (Comprehension) Students are able to describe

proximity of objects in space. [-1] SD.2.G.2.1 (Knowledge) Students are able to identify

geometric figures regardless of position and orientation in space. [-2]

I can name shapes correctly.

I can name shapes correctly even when their size and orientation is unusual or different.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated

reasoning.

How does geometry better describe objects?Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyshapes, squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres

Template created by Region 1 ESA Page 20 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Geometry K.G.3 Cluster: Identify and describe shapes (such as squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Weak match to: SD.1.G.1.2 (Comprehension)

Students are able to sort basic three-dimensional figures. [-1]

I can define two-dimensional as being flat.

I can define three-dimensional as being solid.

I can identify two-dimensional shapes.

I can identify three-dimensional shapes.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the

reasoning of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does geometry better describe objects?Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyshapes, squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, spheres, two-dimensional, three-dimensional

Template created by Region 1 ESA Page 21 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Geometry K.G.4 Cluster: Analyze, compare, create, and compose shapes.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.G.4 Analyze and compare two- and three-dimensional shapes, 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).

Weak match to: SD.3.G.1.1 (Comprehension)

Students are able to recognize and compare the following plane and solid geometric figures: square, rectangle, triangle, cube, sphere, and cylinder. [-3]

SD.2.G.1.1 (Comprehension) Students are able to use the terms side and vertex (corners) to identify plane and solid figures. [-2]

SD.1.G.1.1 (Comprehension) Students are able to describe characteristics of plane figures. [-1]

I can describe a shape by telling things like the number of sides, number of vertices (corners), and other special qualities.

I can compare two-dimensional shapes and describe their similarities and differences.

I can compare three-dimensional shapes and describe their similarities and differences.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the

reasoning of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does geometry better describe objects?Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyshapes, two-dimensional, three-dimensional

Template created by Region 1 ESA Page 22 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Geometry K.G.5 Cluster: Analyze, compare, create, and compose shapes.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can build shapes from materials in my environment.

I can draw shapes in my environment.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does geometry better describe objects?Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyshapes, squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres

Template created by Region 1 ESA Page 23 of 24

COMMON CORE STATE STANDARDS MATH TOOL

Geometry K.G.6Cluster: Analyze, compare, create, and compose shapes.

Standard Suggested Learning Targets Directly Aligned

Somewhat Aligned

NotAligned

K.G.6 Compose simple shapes to form larger shapes.

For example, “Can you join these two triangles with full sides touching to make a rectangle?”

CC STANDARD NOT ADDRESSED IN SD CONTENT STANDARDS

I can put shapes together to make new shapes.

I can name the new shape that results from composing two simple shapes.

Content/Skills Included in Textbook(Include page numbers and comments)

Standards of Mathematical Practice (SMP’s) Essential Questions/ Enduring Understandings Assessment #1 Make sense of problems and persevere in solving

them. #2 Reason abstractly and quantitatively. #3 Construct viable arguments and critique the reasoning

of others. #4 Model with mathematics. #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in repeated reasoning.

How does geometry better describe objects?Geometric attributes (such as shapes, lines, angles, figures, and planes) provide descriptive information about an object’s properties and position in space and support visualization and problem solving.

Assessments align to suggested learning targets.Directly Aligned

Somewhat Aligned

NotAligned

Check all assessment types that address this standard Drill and practice Multiple choice Short answer (written) Performance (verbal explanation) Product / Project

Vocabularyshapes, compose

Template created by Region 1 ESA Page 24 of 24