KINDERGARTEN MATHEMATICS GRADING BENCHMARK
Counting and Cardinality ENDURING UNDERSTANDING Students understand and explain what numbers mean, how they may be represented, and what relationships exist among them to accurately and efficiently perform computations
1. Counts to 100 by ones and tens K.CC.1: Counts to 100 by ones or tens .
Trimester 1 2 3 4 1st Little or no With prompting and Independently counts to Independently counts understanding of support, counts up to 20 by ones past 20 by ones counting. 20 by ones and tens
2nd Little or no With prompting and Independently counts Independently counts understanding of support, counts up to to 50 by ones and tens past 50 by ones and counting. 50 by ones and tens tens
3rd Little or no With prompting and Independently counts Independently counts understanding of support, counts up to to 100 by ones and past 100 by ones and counting. 100 by ones and tens. tens. tens.
2. Counts forward beginning from a given number K.CC.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1)
Trimester 1 2 3 4 1st Unable to count from With prompting and Independently, counts Independently, counts any given number support, counts forward forward from any given forward from any given from any given number up to 10 and number up to 20 and number up to 10 and understands that each understands that each understands that each successive number successive number successive number name refers to a name refers to a name refers to a quantity that is one quantity that is one quantity that is one larger. larger. larger. 2nd Unable to count from With prompting and Independently, counts Independently, counts any given number support, counts forward forward from any given forward from any given from any given number number up to 50 and number up to 100 and up to 50 and understands that each understands that each understands that each successive number successive number successive number name refers to a name refers to a name refers to a quantity that is one quantity that is one quantity that is one larger. larger. larger. 3rd Unable to count from With prompting and Independently, counts Independently, counts any given number support, counts forward forward from any given forward from any given from any given number number up to 100 and number past 100 and up to 100 and understands that each understands that each understands that each successive number successive number successive number name refers to a name refers to a name refers to a quantity that is one quantity that is one quantity that is one larger. larger. larger.
3. Writes the numbers from 0-20 KCC3: Writes the numbers from 0-20.
Trimester 1 2 3 4 1st Using a model, can Consistently and Consistently and Unable to write the write numbers from independently can independently can numbers from 0-10 0-10 write the numbers write the numbers 0-10 0-20 2nd Unable to write the Using a model, can write Independently writes Independently writes numbers from 0-20 the numbers from 0-20 the numbers from 0-20 numbers past 20
3rd Unable to write the Using a model, can write Independently writes Independently writes numbers from 0-20 the numbers from 0-20 the numbers from 0-20 numbers past 20
4. Counts to tell the number of objects in a group
KCC4: Understands 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. KCC5: 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
Trimester 1 2 3 4 1st Little or no With prompting and Independently Independently understanding of support, able to counts up to 10 to counts past 10 to tell counting the number count the number tell the number of the number of of objects in a group of objects in a objects in a group objects in a group group up to 10 using one to one using one to one correspondence and correspondence and can show a given can show a given number of objects. number of objects.
2nd Little or no With prompting and Independently Independently understanding of support, able to counts up to 20 to counts past 20 to tell counting the number count the number of tell the number of the number of of objects in a group objects in a group up objects in a group objects in a group to 20 using one to one using one to one correspondence and correspondence and can show a given can show a given number of objects. number of objects. 3rd Little or no With prompting and Independently Independently understanding of support, able to counts up to 100 to counts past 100 to counting the number count the number of tell the number of tell the number of of objects in a group objects in a group to objects in a group objects in a group 100 using one to one using one to one correspondence and correspondence and can show a given can show a given number of objects. number of objects.
5. Compares Numbers using the term greater than, less than, or equal to
KCC6: 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. KCC7: Compare two numbers between 1 and 10 presented as written numerals.
Trimester 1 2 3 4 1st Little or no With prompting and Independently identifies Applies understanding understanding of support, identify whether the number of of greater than, less greater than, less than whether the number objects in one group is than or equal to when or equal of objects in one greater than, less than, solving word problems group is greater than, or equal to the number or interpreting graphs less than, or equal to of objects in another the number of group and compares objects in another two numbers (1-10) group written as numerals. 2nd Little or no With prompting and Independently identifies Applies understanding understanding of support, identify whether the number of of greater than, less greater than, less than whether the number of objects in one group is than or equal to when or equal objects in one group is greater than, less than, solving word problems greater than, less than, or equal to the number or interpreting graphs or equal to the number of objects in another of objects in another group and compares group two numbers (1-20) written as numerals. 3rd Little or no With prompting and Independently identifies Applies understanding understanding of support, identify whether the number of of greater than, less greater than, less than whether the number of objects in one group is than or equal to when or equal objects in one group is greater than, less than, solving word problems greater than, less than, or equal to the number or interpreting graphs or equal to the number of objects in another of objects in another group and compares group two numbers (1-100) written as numerals.