A	B	C	D	E	F	G
1	Kindergarten Performance Expectations for Mathematics
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3	K.1. Core Content: Whole Numbers (Numbers, Operations)
4	Whole numbers (Numbers, Operations) Students begin to develop basic notions of numbers and use numbers to think about objects and the world around them. They practice counting objects in sets, and they think about how numbers are ordered by showing the numbers on the number line. As they put together and take apart simple numbers, students lay the groundwork for learning how to add and subtract. Understanding numbers is perhaps the most central idea in all of mathematics, and if students build and maintain a strong foundation of number sense and number skills, they will be able to succeed with increasingly sophisticated numerical knowledge and skills from year to year.
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6	Performance Expectations		Explanatory Comments and Examples	Introduced	Assessed	Mastered	Notes
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8	K.1.A	Rote count by ones forward from 1 to 100 and backward from any number in the range of 10 to 1. (1.1.A)		_____	_____	_____
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10	K.1.B	Read aloud numerals from 0 to 31. (1.1.C)	Shown numeral cards in random order from 0 to 31, students respond with the correct name of the numerals. Students also demonstrate that they can distinguish 12 from 21 and 13 from 31—a common challenge for kindergartners. The choice of 31 corresponds to the common use of calendar activities in kindergarten.	_____	_____	_____
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12	K.1.C	Fluently compose and decompose numbers to 5. (1.1.F)	Students should be able to state that 5 is made up of 4 and 1, 3 and 2, 2 and 3, or 1 and 4. They should understand that if I have 3, I need 2 more to make 5, or that if I have 4, I need only 1 more to make 5. Students should also be able to recognize the number of missing objects without counting. The words compose and decompose are used to describe actions that young students learn as they acquire knowledge of small numbers by putting them together and taking them apart. This understanding is a bridge between counting and knowing number combinations. It is how instant recognition of small numbers develops and leads naturally to later understanding of fact families. Example: Here are 5 counters. I will hide some. If you see 2, how many am I hiding?	_____	_____	_____
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14	K.1.D	Order numerals from 1 to 10. (1.1.E)	The student takes numeral cards (1 to 10) that have been shuffled and puts them in correct ascending order.	_____	_____	_____
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16	K.1.E	Count objects in a set of up to 20, and count out a specific number of up to 20 objects from a larger set. (1.1.H)		_____	_____	_____
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18	K.1.F	Compare two sets of up to 10 objects each and say whether the number of objexts in one set is equal to, greater than, or less than the number of objects in the other set.		_____	_____	_____
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20	K.1.G	Locate numbers from 1 to 31 on the number line.	Students should be able to do this without having to start counting at 1.	_____	_____	_____
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22	K.1.H	Describe a number from 1 to 9 using 5 as a benchmark number.	Students should make observations such as “7 is 2 more than 5” or “4 is 1 less than 5.” This is helpful for mental math and lays the groundwork for using 10 as a benchmark number in later work with base-ten numbers and operations.	_____	_____	_____
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24	K.2. Core Content: Patterns and Operations (Opeations, Algebra)
25	Students learn what it means to add and subtract by joining and separating sets of objects. Working with patterns helps them strengthen this understanding of addition and subtraction and moves them toward the important development of algebraic thinking. Students study simple repetitive patterns in preparation for increasingly sophisticated patterns that can be represented with algebraic expressions in later grades.
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27	Performance Expectations		Explanatory Comments and Examples	Introduced	Assessed	Mastered	Notes
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29	K.2.A	Copy, extend, describe, and create simple repetitive patterns. (1.2.I)	Students can complete these activities with specified patterns of the type AB, AAB, AABB, ABC, etc. Examples: • Make a type AB pattern of squares and circles with one square, one circle, one square, one circle, etc. • Here is a type AAB pattern using colored cubes: red, red, blue, red, red, blue, red, red. What comes next? • A shape is missing in the type AB pattern below. What is it?	_____	_____	_____
30			Students can complete these activities with specified patterns of the type AB, AAB, AABB, ABC, etc. Examples: • Make a type AB pattern of squares and circles with one square, one circle, one square, one circle, etc. • Here is a type AAB pattern using colored cubes: red, red, blue, red, red, blue, red, red. What comes next? • A shape is missing in the type AB pattern below. What is it?
31	K.2.B	Translate a pattern among sounds, symbols, movements, and physical objects.	Red, red, yellow, red, red, yellow could translate to clap, clap, snap, clap, clap, snap. Students should be able to translate patterns among all of these representations. However, when they have demonstrated they can do this, they need not use all representations every time.	_____	_____	_____
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33	K.2.C	Model addition by joining sets of objects that have 10 or fewer total objects when joined and model subtraction by separating a set of 10 or fewer objects. (1.2.A)	Seeing two sets of counters or other objects, the student determines the correct combined total. The student may count the total number of objects in the set or use some other strategy in order to arrive at the sum. The student establishes the total number of counters or objects in a set; then, after some have been removed, the student figures out how many are left. Examples: • Get 4 counting chips. Now get 3 counting chips. How many counting chips are there altogether? • Get 8 counting chips. Take 2 away. How many are left?	_____	_____	_____
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35	K.2.D	Describe a situation that involves the actions of joining (addition) or separating (subtraction) using words, pictures, objects, or numbers.(1.2.A)	Students can be asked to tell an addition story or a subtraction story.	_____	_____	_____
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37	K.3. Core Content: Objects and their locations (Geometry/Measurement)
38	Students develop basic ideas related to geometry as they name simple two- and three dimensional figures and find these shapes around them. They expand their understanding of space and location by describing where people and objects are. Students sort and match shapes as they begin to develop classification skills that serve them well in both mathematics and reading— matching numbers to sets, shapes to names, patterns to rules, letters to sounds, and so on.
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40	Performance Expectations		Explanatory Comments and Examples	Introduced	Assessed	Mastered	Notes
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42	K.3.A	Identify, name, and describe circles, triangles, rectangles, squares (as special rectangles), cubes, and spheres. (1.3.B)	Students should be encouraged to talk about the characteristics (e.g., round, four-cornered) of the various shapes and to identify these shapes in a variety of contexts regardless of their location, size, and orientation. Having students identify these shapes on the playground, in the classroom, and on clothing develops their ability to generalize the characteristics of each shape.	_____	_____	_____
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44	K.3.B	Sort shapes using a sorting rule and explain the sorting rule. (1.3.A)	Students could sort shapes according to attributes such as the shape, size, or the number of sides, and explain the sorting rule. Given a selection of shapes, students may be asked to sort them into two piles and then describe the sorting rule. After sorting, a student could say, “I put all the round ones here and all the others there.”	_____	_____	_____
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46	K.3.C	Describe the location of one object relative to another object using words such as in, out, under, above, below, between, next to, behind, and in front of.	Examples: • Put this pencil under the paper. • I am between José and Katy.	_____	_____	_____
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48	K.4. Additional Key Content (Geometry/Measurement)
49	Students informally develop early measurement concepts. This is an important precursor to Core Content on measurement in later grades, when students measure objects with tools. Solving measurement problems connects directly to the student’s world and is a basic component of learning mathematics.
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