Kindergarten Power Standards

Math

1. M(N&O)–K–1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 12

a. Students will understand what numbers are used for: counting, phone number, age, showing quantity

2. M(N&O)–K–2 Demonstrates understanding of the relative magnitude of numbers from 0 to 20

a. Students will count up to 20 objects

b. Compare numbers as more/less

c. Rote count to 31

d. Identify numerals 0 – 12 both receptively and expressively

Proficiency – will count 20 objects from a random array 80% of the time

Identify number as more/less when given 2 numerals to compare using numerals 0 – 10 – 80%

When asked to count student will count to 31 without aide 100% of the time

Student will name and point to numerals 0-12 100% of the time

3. M(N&O)–K–3 Demonstrates conceptual understanding of mathematical operations through investigations involving addition and subtraction of whole numbers (from 0 to 10)

a. Understand that by joining 2 + 3 you will have more

b. Understand that by removing 3-2 you will have less
(see Appendix A.)

4. M(N&O)–K–5 Demonstrates understanding of monetary value through investigation involving

a. knowing the names and values for coins (penny, nickel and dime).

5. M(G&M)–K–1 Identify and sort shapes

a. Circle, square, triangle, rectangle, rhombus, trapezoid, hexagon

6. M(G&M)–K–7 Demonstrates conceptual understanding of measurable attributes using comparative language to describe and compare attributes of objects

a. length [longer, shorter], height [taller, shorter], weight [heavier, lighter], temperature [warmer, cooler], and capacity [more, less

b. compares objects visually and with direct comparison.

7. M(G&M)–K–8 Determines elapsed and accrued time as it relates to calendar patterns

a. days of the week,

b. yesterday, today, and tomorrow,

b. the sequence of events in a day

c. identifies a clock and calendar as measurement tools (days of week, months of the year).

8. M(F&A)–K–1 1 Identifies and extends to specific cases a variety of patterns (sequences of shapes, sounds, movement, colors, and letters) by

a. extending the pattern to the next one, two or three elements,

b. by translating AB patterns across formats (e.g., an abb pattern can be represented as snap, clap, clap or red, yellow, yellow)

c. by identifying number patterns in the environment.

9. M(DSP)–K–1 Interprets a given representation created by the class

a. T-graphs, bar graphs, models and tally charts

b. answer questions related to the data using vocabulary more, less, equal

(IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)–K–2. more/less/equal)