Kindergarten Algebra
Grade Standards, Supporting Skills, and Examples
Indicator 1: Use procedures to transform algebraic expressions.
Note: Kindergarten students do not master standards for Indicator 1. Mastery of this
indicator emerges and increases from grade 3 upward.
Indicator 2: Use a variety of algebraic concepts and methods to solve equations
and inequalities.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
K.A.2.1. Students are able to compare collections of objects to
determine more, less, and equal (greater than and less than).
•
Demonstrate mastery using collections of concrete objects.
Example: Are there more red marbles or blue marbles in the jar?
Indicator 3: Interpret and develop mathematical models.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Knowledge)
K.A.3.1. Students are able to use concrete objects to model the
meaning of the “+” and “-” symbols.
•
Model problem situations using physical materials.
Example: Mary had 2 crackers and Steve had 2 crackers. How
many crackers did they have together?
Example: Bob had 5 apples and he ate 1 apple. How many
apples does he have left?
Indicator 4: Describe and use properties and behaviors of relations, functions, and
inverses.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Knowledge)
K.A.4.1. Students are able to identify and extend two-part repeating
patterns using concrete objects.
Example:
Green triangle, orange square, green triangle, ?
Example:
Tennis shoe, tennis shoe, sandal, ?
(Comprehension)
K.A.4.2. Students are able to sort and classify objects according to
one attribute.
Example:
size, shape, or color.
Kindergarten Algebra
Performance Descriptors
Advanced
Kindergarten students performing at the advanced level:
•
recognize and use the plus and minus symbols;
•
compare, sort, and classify objects;
•
extend and/or create two-part repeating patterns.
Proficient
Kindergarten students performing at the proficient level:
•
recognize the plus and minus symbols;
•
compare, sort, and classify sets of objects based on one attribute;
•
extend two-part repeating patterns.
Basic
Kindergarten students performing at the basic level:
•
sort sets of objects based on one attribute;
•
recognize patterns.
Kindergarten Geometry
Grade Standards, Supporting Skills, and Examples
Indicator 1: Use deductive and inductive reasoning to recognize and apply
properties of geometric figures.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Knowledge)
K.G.1.1. Students are able to identify basic two-dimensional (plane)
figures.
•
Describe their likeness and differences and identify them in the
environment.
Examples:
Circle
Square
Triangle
Indicator 2: Use properties of geometric figures to solve problems from a variety
of perspectives.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
K.G.2.1. Students are able to describe the position of twodimensional
(plane) figures.
Examples:
Above, between, next to, below, beside
Kindergarten Geometry
Performance Descriptors
Advanced
Kindergarten students performing at the advanced level:
•
identify, describe, and draw plane figures and find examples in the
environment;
•
identify shapes that have been translated (slid.)
Proficient
Kindergarten students performing at the proficient level:
•
identify and describe plane figures and find examples in the
environment.
Basic
Kindergarten students performing at the basic level:
•
identify plane figures.
Kindergarten Measurement
Grade Standards, Supporting Skills, and Examples
Indicator 1: Apply measurement concepts in practical applications.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Knowledge)
K.M.1.1. Students are able tell time to the nearest hour using digital
and analog clocks.
(Knowledge)
K.M.1.2. Students are able to name the days of the week.
(Knowledge)
K.M.1.3. Students are able to identify pennies, nickels, dimes, and
quarters using money models.
(Knowledge)
K.M.1.4. Students are able to estimate length using non-standard
units of measure.
Example:
A book is about ___ paperclips long.
(Comprehension)
K.M.1.5. Students are able to compare and order concrete objects by
length, height, and weight.
Examples:
Length - longer, shorter
Height - taller, shorter
Weight – heavier, lighter
Kindergarten Measurement
Performance Descriptors
Advanced
Kindergarten students performing at the advanced level:
•
estimate length of concrete objects using non-standard or
standard units;
•
compare and order length, height, and weight of concrete objects
using non-standard and standard units;
•
state the value of coins;
•
tell time to the nearest half hour.
Proficient
Kindergarten grade students performing at the proficient level:
•
estimate length of concrete objects using non-standard units;
•
compare and order length, height, and weight of concrete objects
using non-standard units;
•
identify coins;
•
tell time to the nearest hour and name the days of the week.
Basic
Kindergarten grade students performing at the basic level:
•
estimate length and height of concrete objects using non-standard
units;
•
explain the purpose of money;
•
read the numbers on a digital clock.
Kindergarten Number Sense
Grade Standards, Supporting Skills, and Examples
Indicator 1: Analyze the structural characteristics of the real number system and
its various subsystems. Analyze the concept of value, magnitude, and relative
magnitude of real numbers.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
K.N.1.1. Students are able to read, write, count, and sequence
numerals to 20.
•
Say the forward number word sequence to 20 and the backward
number sequence from 10.
•
Say the number before and after a given number in the range 0-20.
•
Use one-to-one correspondence.
•
Keep track of what’s been counted.
•
Associate verbal names and standard numerals with whole
numbers to 20.
•
Count objects in a given set and write the corresponding numeral.
•
Identify ordinal positions using an ordered set of objects, 1st
through 10
th.
√
Associate written word names with whole numbers to 10.
(Knowledge)
K.N.1.2. Students are able to use fraction models to create one half of
a whole.
Example:
Divide a cookie equally between two people.
Indicator 2: Apply number operations with real numbers and other number
systems.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application) (Mastery of this indicator does not emerge until first grade.)
Indicator 3: Develop conjectures, predictions, or estimations to solve problems and
verify or justify the results.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
K.N.3.1. Students are able to solve addition and subtraction
problems up to 10 in context.
•
Represent problem situations and solve using concrete objects,
pictures, or numbers.
•
Explain how to solve story problems using concrete objects and
pictures.
Kindergarten Number Sense
Performance Descriptors
Advanced
Kindergarten students performing at the advanced level:
•
estimate and solve addition and subtraction problems up to 20;
•
read, write, count, and sequence numerals to 50;
•
identify unit fractions of a whole.
Proficient
Kindergarten students performing at the proficient level:
•
solve addition and subtraction problems up to 10;
•
read, write, count, and sequence numerals to 20;
•
create one half of a whole.
Basic
Kindergarten students performing at the basic level:
•
read, write, and count numerals to 10;
•
solve addition and subtraction problems up to 5.
Kindergarten Statistics & Probability
Grade Standards, Supporting Skills, and Examples
Indicator 1: Use statistical models to gather, analyze, and display data to draw
conclusions.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Knowledge)
K.S.1.1. Students are able to describe data represented in simple
graphs (using real objects) and pictographs.
Example:
Using a graph of favorite ice cream flavors, decide which
flavor most people like.
Indicator 2: Apply the concepts of probability to predict events/outcomes and
solve problems.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Mastery of this indicator does not emerge until first grade.)
Kindergarten Statistics & Probability
Performance Descriptors
Advanced Kindergarten students performing at the advanced level:
•
answer questions about collected data;
•
construct simple graphs from collected data.
Proficient
Kindergarten students performing at the proficient level:
•
describe and compare observable quantities of collected data;
•
interpret data represented in pictographs and bar graphs.
Basic
Kindergarten students performing at the basic level:
•
identify which group has the most in a set of collected data.
First Grade Algebra
Grade Standards, Supporting Skills, and Examples
Indicator 1: Use procedures to transform algebraic expressions.
Note: First grade students do not master standards for Indicator 1. Mastery of this
indicator emerges and increases from grade 3 upward.
Indicator 2: Use a variety of algebraic concepts and methods to solve equations
and inequalities.
Bloom’s Taxonomy
Level
Standard, Supporting Skills, and Examples
(Comprehension)
1.A.2.1. Students are able to use the concepts and language of more,
less, and equal (greater than and less than) to compare numbers and
sets (0 to 20).
•
For numbers 0 - 20, identify one more/one less.
•
Write the words less than or more than between two numbers.
Example: 18 is more than 4
•
Identify a number that is more than/less than a given number.
(Application)
1.A.2.2. Students are able to solve open addition and subtraction
sentences with one unknown (
) using numbers equal to or less than
10.
Examples:
4 = 3 +
+ 2 = 4 + 1
5 – 3 =
1 =
– 2
Indicator 3: Interpret and develop mathematical models.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
1.A.3.1. Students are able to write number sentences from problem
situations using “+” or “-”, and “=” with numbers to ten.
Examples:
Write a number sentence to represent the problems.
1) Mary had 8 cookies. She gave 2 cookies to Bob. How many
cookies does she have left?
2) Mary has 8 cookies. Bob has 2 cookies. How many cookies do
they have altogether?
Indicator 4: Describe and apply the properties and behaviors of relations, functions,
and inverses.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
1.A.4.1. Students are able to identify and extend repeating patterns
containing multiple elements using objects and pictures.
•
Describe or demonstrate the next element in repeating patterns,
e.g., rhythm, color, and shape.
•
Find patterns or relations in data organized in tables or charts to
determine what should come next.
(Comprehension)
1.A.4.2. Students are able to determine common attributes in a given
group and identify those objects that do not belong.
First Grade Algebra
Performance Descriptors
Advanced
First grade students performing at the advanced level:
•
create and solve addition and subtraction number sentences (0-20);
•
compare numbers and sets (1-20) and explain their thinking;
•
extend and create repeating patterns.
Proficient
First grade students performing at the proficient level:
•
solve addition and subtraction number sentences (0-10);
•
compare numbers and sets (1-20);
•
identify and extend repeating patterns.
Basic
First grade students performing at the basic level:
•
solve addition number sentences (0-5);
•
identify repeating patterns.
First Grade Geometry
Grade Standards, Supporting Skills, and Examples
Indicator 1: Use deductive and inductive reasoning to recognize and apply
properties of geometric figures.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
1.G.1.1. Students are able to describe characteristics of plane figures.
Examples:
A circle is round.
A triangle has three straight lines.
(Comprehension)
1.G.1.2. Students are able to sort basic three-dimensional figures.
Examples:
Sphere
Cube
Cylinder
Cone
Indicator 2: Use properties of geometric figures to solve problems from a variety
of perspectives.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
1.G.2.1. Students are able to describe proximity of objects in space.
Examples:
Near, far, up, down, below, beside
First Grade Geometry
Performance Descriptors
Advanced
First grade students performing at the advanced level:
•
compare plane and solid figures based on observable
characteristics;
•
describe proximity of objects in space based on more than one
attribute;
•
identify geometric figures regardless of orientation.
Proficient
First grade students performing at the proficient level:
•
describe characteristics of plane figures;
•
sort solid figures;
•
describe proximity of objects in space.
Basic
First grade students performing at the basic level:
•
recognize plane figures;
•
recognize proximity of objects in space.
First Grade Measurement
Grade Standards, Supporting Skills, and Examples
Indicator 1: Apply measurement concepts in practical applications.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Knowledge)
1.M.1.1. Students are able to tell time to the half-hour using digital
and analog clocks and order a sequence of events with respect to
time.
(Application)
1.M.1.2. Find a date on the calendar.
(Application)
1.M.1.3. Students are able to use different combinations of pennies,
nickels, and dimes to represent money amounts to 25 cents.
Example:
Show different ways to show 15 cents using pennies,
nickels, and dimes.
•
State the value of pennies, nickels, and dimes using money
models and pictures.
(Comprehension)
1.M.1.4. Students are able to estimate weight using non-standard
units of measure.
Example:
The cookie weighs about _____ unifix cubes.
(Knowledge)
1.M.1.5. Students are able to identify appropriate measuring tools
for length, weight, capacity, and temperature.
(Comprehension)
1.M.1.6. Students are able to compare and order concrete objects by
temperature and capacity.
Examples:
Temperature - hotter, colder
Capacity - holds more, holds less
First Grade Measurement
Performance Descriptors
Advanced
First grade students performing at the advanced level:
•
count and compare collections of coins;
•
use clocks and calendars to solve problems;
•
use appropriate units and tools to solve measurement problems.
Proficient
First grade students performing at the proficient level:
•
create different combinations of equal value using dimes,
nickels, and pennies;
•
use calendars to locate dates and sequence events and tell time to
the half hour;
•
estimate weight using non-standard units and choose appropriate
measurement tools to solve problems;
•
compare and order concrete objects by temperature and capacity.
Basic
First grade students performing at the basic level:
•
identify types of coins;
•
name the days of the week.
First Grade Number Sense
Grade Standards, Supporting Skills, and Examples
Indicator 1: Analyze the structural characteristics of the real number system and
its various subsystems. Analyze the concept of value, magnitude, and relative
magnitude of real numbers.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
1.N.1.1. Students are able to read, write, count, and order numerals
to 50.
•
Say the forward and backward number word sequences in the
range 0-50.
•
Say the number before and after a given number in the range
0-50.
•
Use one-to-one correspondence.
•
Keep track of what’s been counted.
•
Associate verbal names and standard numerals with whole
numbers to 50.
•
Count objects in a given set and write the corresponding numeral.
•
Identify ordinal positions using an ordered set of objects, 1st
through 20
th.
√
Associate written word names with whole numbers to 50.
(Knowledge)
1.N.1.2. Students are able to use unit fraction models to create parts
of a whole.
•
Determine ways in which shapes can be divided into equal pieces,
i.e., fractional portions of fourths, halves, and thirds.
Indicator 2: Apply number operations with real numbers and other number
systems.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
1.N.2.1. Students are able to solve addition and subtraction
problems with numbers 0 to 20 written in horizontal and vertical
formats using a variety of strategies.
Examples:
Doubles
Near-doubles
One more, one less
Making tens
Breaking apart numbers
Commutative property
Using landmark numbers
Mental math
Relating numbers to money
Estimation
Inverse operations
Compensation
Internalized number combinations
Indicator 3: Develop conjectures, predictions, or estimations to solve problems and
verify or justify the results.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
1.N.3.1. Students are able to solve addition and subtraction problems
up to 20 in context.
•
Represent problem situations and solve using concrete objects,
pictures, or numbers.
•
Explain how one arrives at solutions to problems.
•
Select appropriate operation(s).
•
Estimate to determine if a given answer is reasonable.
First Grade Number Sense
Performance Descriptors
Advanced
First grade students performing at the advanced level:
•
estimate and solve two-digit addition and subtraction problems;
•
read, write, count, and sequence numerals to 100;
•
create fractional parts of a whole.
Proficient
First grade students performing at the proficient level:
•
use various strategies to solve addition and subtraction problems
up to 20;
•
read, write, count, and sequence numerals to 50;
•
create fractional parts of a whole using unit fractions.
Basic
First grade students performing at the basic level:
•
solve addition and subtraction problems up to 10;
•
read, write, count, and sequence numerals to 20;
•
identify fractional parts of a whole using unit fractions.
First Grade Statistics & Probability
Grade Standards, Supporting Skills, and Examples
Indicator 1: Use statistical models to gather, analyze, and display data to draw
conclusions.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Application)
1.S.1.1. Students are able to display data in simple picture graphs
with units of one and bar graphs with intervals of one.
Examples:
modes of transportation to school, pets owned by
students, articles of clothing.
(Comprehension)
1.S.1.2. Students are able to answer questions from organized data.
Example:
What observation can you make from this graph?
Indicator 2: Apply the concepts of probability to predict events/outcomes and
solve problems.
Bloom’s Taxonomy
Level Standard, Supporting Skills, and Examples
(Comprehension)
1.S.2.1. Students are able to recognize whether the outcome of a
simple event is possible or impossible.
Examples:
spinners, number cubes, everyday events
1) The spinner is half blue and half yellow. Can you land on green?
2) You have green and yellow cubes in a bag. Can you pull out a
green cube?
First Grade Statistics & Probability
Performance Descriptors
Advanced
First grade students performing at the advanced level:
•
determine whether an outcome is possible, impossible, or certain;
•
organize and display data in more than one way and answer
questions from collected data.
Proficient
First grade students performing at the proficient level:
•
determine whether an outcome is possible or impossible;
•
organize and display data, and answer questions from collected
data.
Basic
First grade students performing at the basic level:
•
answer questions about data displayed in 
