Standard 1 Number and Computation:
The student uses numerical and computational concepts and procedures in a variety of situations.
Benchmark 1
Number Sense - The student demonstrates number sense for three-digit whole numbers and simple fractions in a variety of situations.
Indicator 1
(K) The student establishes a one-to-one correspondence with whole numbers from 0 through 20 using concrete objects and identifies, states, and writes the appropriate cardinal number (2.4.K1a).$
Indicator 2
(K) The student compares and orders whole numbers from 0 through 20 using concrete objects (2.4.K1a).
Indicator 3
(K) The student recognizes a whole, a half, and parts of a whole using concrete objects (2.4.K1a,c),$ e.g., half a pizza, part of a cookie, or the whole school.
Indicator 4
(K) The student identifies positions as first and last (2.4.K1a
Indicator 5
(K) The student identifies pennies and dimes and states the value of the coins using money models (2.4.K1d).$
Indicator 1
(A) The student solves real-world problems using equivalent representations and concrete objects to compare and order whole numbers from 0 through 10 (2.4 A1a). $
Benchmark 2
Number System and Their Properties - The student demonstrates and understanding of whole numbers with a special emphasis on place value.
Indicator 1
(K) The student reads and writes whole numbers from 0 through 20 in numerical form.$
Indicator 2
(K) The student represents whole numbers from 0 through 20 using place value models(2.4.K1B),$ e.g., ten frames, unifix cubes, straws bundled in 10s, or base ten blocks.
Indicator 3
(K) The student counts (2.4.K1a):$
a. whole numbers from 0 through 20,
b. whole numbers from 10 to 0 backwards,
c. subsets of whole numbers from 0 through 20.
Indicator 4
(K) The student groups objects by 5s and by 10s (2.4.K1a).
Indicator 5
(K) The student uses the concept of the zero property of addition (additive identity) with whole numbers from 0 through 20 and demonstrates its meaning using concrete objects (2.4.K1a), e.g., 4 apples and no (zero) other apples are 4 apples.
Indicator 1
(A) The student solves real-world problems with whole numbers from 0 through 20 using place value models (2.4.A1c), e.g., ex.
Indicator 2
(A) The student counts forwards and backwards from a specific whole number using a number line from 0 through 10 (2.4.A1a).
Benchmark 3
Estimation - The student uses numerical estimation with whole numbers in a variety of situations.
Indicator 1
(K) The student determines if a group of 20 concrete objects or less has more, less, or about the same number of concrete objects as a second set of the same kind of objects (2.4.K1a).$
Indicator 1
(A) The student compares two randomly arranged groups of 10 concrete objects or less and states the comparison using the terms: more, less, about the same 2.4.A1a).
Benchmark 4
Computation - The student demonstrates number sense for whole numbers, fractions, and money using concrete objects in a variety of situations.
Indicator 1
(K) The student adds and subtracts using whole numbers through 10 using mathematical models(2.4.K1a),$ e.g., concrete objects, number lines, or unifix cubes.
Indicator 2
(K) The student uses repeated addition (multiplication) with whole numbers to find the sum when given the number of groups (three or less) and given the same number of concrete objects in each group (five or less) (2.4.K1a), e.g., two nests with three eggs in each nest means 3+3=6 or 2 groups of 3 makes 6.
Indicator 3
(K) The student uses repeated subtraction (division) with whole numbers when given the total number of concrete objects in each group to find the number of groups (2.4.K1a), e.g., There are 9 pencils. If each student gets 2 pencils, how many students get pencils? 9 - 2 - 2 - 2 - 2 or 9 minus 2 four times means four students get 2 pencils each and there is 1 pencil left over. or There are eight cookies to be shared equally among four people, how many cookies will each person receive?
Indicator 1
(A) The student solves one-step real-world addition or subtraction problems with whole numbers from 0 through 10 using concrete objects in various groupings and explains reasoning (2.4.A1a),$ e.g., Seven apples are in a basket and five students each take an apple. How many apples are left in the basket?
The student uses algebraic concepts and procedures in a variety of situations.
Benchmark 1 Patterns
The student recognizes, describes, extends, develops, and explains relationships in patterns using concrete objects in a variety of situations.
Indicator 1
(K) The student uses concrete objects, drawings, and other representations to work with types of patterns:
a. repeating patterns (2.4.K1a), e.g., an AB pattern is like red-blue, red blue, .; an ABC pattern is like dog-horse-pig, dog-horse-pig, .;
b. growing (extending) patterns (2.4.K1a), e.g., 5, 6, 7, . is an example of a pattern that adds one to the previous number to continue the pattern.
Indicator 2
(K) The student uses these attributes to generate patterns:
a. whole numbers, e.g., 2, 4, 6, .;
b. geometric shapes with one attribute change (2.4.K1e),
c. things related to daily life (2.4.K1a), e.g., breakfast, lunch, and dinner
Indicator 3
(K) The student identifies and continues a pattern presented in various formats including numeric (list or table), visual (picture, table, or graph), verbal (oral description), and kinesthetic (action) (2.4.K1a).$
Indicator 4
(K) The student generates (2.4.K1a):
a. repeating patterns for the AB pattern, the ABC pattern, and the AAB pattern;
b. growing (extending) patterns that add 1, 2, or 10 to continue the pattern.
Indicator 5
(K) (K)The student classifies and sorts concrete objects by similar attributes.$
Indicator 1
(A) The student generalizes the following patterns using pictorial, and/or oral descriptions including the use of concrete objects:
a. repeating patterns for the AB pattern, the ABC pattern, and the AAB pattern;
b. patterns using geometric shapes with one attribute change.
Indicator 2
(A) The student recognizes multiple representations of the AB pattern, e.g., big-little, big-little, big-little, ... and 1-2, 1-2, 1-2, ..., or AB, AB, AB, ....
Indicator 3
(A) The student uses concrete objects to model a whole number pattern (2.4 A1b):
a. counting by ones:
b. counting by twos:
c. counting by tens:
Benchmark 2
Variables, Equations, and Inequalities -The student solves addition equations using concrete objects in a variety of situations.
Indicator 1
(K) The student finds the unknown sum using basic facts with sums through 10 using concrete objects and pictures (2.4.K1a), e.g., 5 marbles + 5 marbles = ٱ marbles.
Indicator 1
(A) The student describes real-world problems using concrete objects and pictures and basic facts with sums through 10 (2.4.A1a), e.g., ex.
Benchmark 3
Functions - The student recognizes and describes relationships between whole numbers using concrete objects in a variety of situations.
Indicator 1
(K) The student locates numbers up through 20 on a number line.(2.4.K1a).
Indicator 1
(A) The student represents and describes mathematical relationships for whole numbers from 0 through 10 using concrete objects, pictures, and oral descriptions (2.4.A1a). $
Benchmark 4
Models - The student uses mathematical models including the use of concrete objects to represent and show mathematical relationships in a variety of situations.
Indicator 1
(K) The student knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships. Mathematical models include:
a. process models (concrete objects, pictures, number lines, unifix cubes, measurement tools, or calendars) to model computational procedures and mathematical relationships, to compare and order numerical quantities, and to represent fractional parts (1.1.K1-4, 1.2.K3-5, 1.3.K1, 1.4.K1-3, 2.1.K1b-d, 2.1 K2-3, 2.2.K1, 2.3.K1, 3.1.K2, 3.2.K1-3, 3.3.K1-2, 3.4.K1-2, 4.1.K2, 4.2.K1-3);
b. place value models (ten frames, unifix cubes, bundles of straws, or base ten blocks) to represent numerical quantities (1.2.K2);
c. fraction models (fraction strips or pattern blocks) to represent numerical quantities (1.1.K3);
d. money models (base ten blocks or coins) to represent numerical quantities (1 1.K5);
e. two-dimensional geometric models (geoboards, dot paper, or attribute blocks), three-dimensional geometric models (solids), and real-world objects to compare size and to model attributes of geometric shapes (2.1.K1a, 3.1.K2-3);
f. two-dimensional geometric models (spinners), three-dimensional geometric models (number cubes), and concrete objects to model probability (4.1.K2);
g. graphs and tables including the use of concrete objects to organize and display data (4.2.K1-3).
Indicator 2
(K) The student uses concrete objects, pictures, diagrams, or dramatizations to show the relationship between two or more things.(2.1K1, 4.2.K1a-d, 4.2.K2)
Indicator 1
(A) The student recognizes that various mathematical models can be used to represent the same problem situation. Mathematical models include:
a. process models (concrete objects, pictures, number lines, unifix cubes, measurement tools, or calendars) to model computational procedures and mathematical relationships, to compare and order numerical quantities, and to model problem situations (1.1.A1, 1.2.A1-2, 1.3.A1, 1.4.A1, 2.1.A3, 2.2.A1, 2.3 A1, 3.1.A3, 3.2.A1-2, 3.3.A1-2, 3.4.A1, 4.1.A1);
b. place value models (ten frames, unifix cubes, bundles of straws, or base ten blocks) to represent numerical quantities (1.2.A1);
c. two-dimensional geometric models (geoboards, dot paper, or attribute blocks), three-dimensional geometric models (solids), and real-world objects to compare size and to model attributes of geometric shapes (3.1.A1-2);
d. two-dimensional geometric models (spinners), three-dimensional geometric models (number cubes), and concrete objects to model probability (4.1.A1);
e. graphs and tables including the use of concrete objects to organize, display, and explains data (4.1.A1, 4.2.A1).
The student uses geometric concepts and procedures in a variety of situations.
Benchmark 1
Geometric figures and Their Properties - The student recognizes geometric shapes using concrete objects and describes their attributes.
Indicator 1
(K) The student recognizes circles, squares, rectangles, triangles, and ellipses ovals) (plane figures/ two-dimensional figures).
Indicator 2
(K) The student recognizes and investigates attributes of circles, squares, rectangles, triangles, and ellipses using concrete objects, drawings, and/or appropriate technology (2.4.K1a,e).
Indicator 3
(K) The student sorts cubes, rectangular prisms, cylinders, cones, and spheres solids/three-dimensional figures) by their attributes using concrete objects (2.4 K1e).
Indicator 1
(A) The student demonstrates how several plane figures (circles, squares, rectangles, triangles, ellipses) can be combined to make a new shape (2.4.A1a,c).
Indicator 2
(A) The student sorts by one attribute real-world geometric shapes that are representations of the solids (cubes, rectangular prisms, cylinders, cones, spheres) (2.4.A1c), e.g., boxes can be sorted as rectangular prisms, cans can be sorted as cylinders, some ice cream cones can be sorted as cones, and balls can be sorted as spheres.
Indicator 3
(A) The student recognizes (2.4.A1a):
a. circles, squares, rectangles, triangles, and ellipses (plane figures) within a picture;
b. cubes, rectangular prisms, cylinders, cones, and spheres (solids) within a picture.
Benchmark 2
Measurement and Estimation - The student estimates and measures using nonstandard units with concrete objects in a variety of situations.
Indicator 1
(K) The student uses whole number approximations (estimations) for length using nonstandard units of measure (2.4.K1a),$ e.g., the classroom door is about two kindergartners high or this paper is about two pencils long.
Indicator 2
(K) The student compares two measurements using these attributes (2.4.K1a): $
a. longer, shorter (length);
b. taller, shorter (height);
c. heavier, lighter (weight).
d. hotter, colder (temperature).
Indicator 3
(K) The student reads and tells time at the hour using analog and digital clocks.
Indicator 1
(A) The student compares and orders concrete objects by length or weight (2.4 A1a). $
Indicator 2
(A) The student locates and names concrete objects that are about the same length or weight as a given concrete object.(2.4.A1a) $
Benchmark 3
Transformational Geometry - The student develops the foundation for spatial sense using concrete objects in a variety of situations.
Indicator 1
(K) The student describes spatial relationships between two concrete objects using appropriate vocabulary(2.4.K1a), e.g., behind, above, below, on, or under.
Indicator 2
(K) The student identifies two like objects or shapes from a set of four objects or shapes (2.4.K1a).
Indicator 1
(A) The student shows two concrete objects or shapes are congruent by physically fitting one on top of the other(2.4.A1a).
Indicator 2
(A) The student follows directions to move concrete objects from one location to another using appropriate vocabulary (2.4.A1a), e.g., up, down, behind, or above.
Benchmark 4
Geometry From an Algebraic Perspective -The student identifies one or more points on a number line in a variety of situations.
Indicator 1
(K) The student locates and plots whole numbers from 0 through 20 on a horizontal number line (2.4.K1a).
Indicator 2
(K) The student counts forwards and backwards from a given whole number from 0 through 10 on a number line (2.4.K1a).
Indicator 1
(A) The student solves real-world problems involving counting whole numbers from 0 through 20 using a number line (2.4.A1a).
The student uses concepts and procedures of data analysis in a variety of situations.
Benchmark 1
Probability - The student uses probability to make predictions and decisions using concrete objects in a variety of situations.
Indicator 1
(K) The student recognizes whether an event is impossible or possible, e.g.,$ The possibility of a person having ten heads is impossible, while the probability of a person having red hair is possible.
Indicator 2
(K) The student recognizes and states whether a simple event in an experiment or simulation including the use of concrete objects can have more than one outcome (2.4.K1a,f).
Indicator 1
(A) The student conducts an experiment or simulation with a simple event and records the results in a graph using concrete objects or frequency tables (tally marks) (2.4.A1a,d-e).
Benchmark 2
Statistics - The student collects, records, and explains data sets including the use of concrete objects in a variety of situations.
Indicator 1
(K) The student records numerical (quantitative) and non-numerical (qualitative) data using concrete objects, graphs, and tables. Numerical and on-numerical data displays include:(2.4.K1a,g) $
a. graphs using concrete objects.
b. pictographs with a symbol or picture representing one,
c. frequency tables (tally marks).
Indicator 2
(K) The student collects data relating to familiar everyday experiences by counting and tallying.(2.4.K1a,g) $
Indicator 3
(K) (K)The student determines the mode (most) after sorting by one attribute (2.4 K1a,g),$ e.g., color, shape, or size.
Indicator 1
(A) The student communicates the results of data collection from graphs using concrete objects and frequency tables (2.4.A1e), $ e.g., There are sixteen kindergartners. Using themselves as concrete objects, the six wearing tennis shoes line up in a row. The ten wearing sandals line up in a row. The kindergartners become the bar graph. Then someone says: There are less kids wearing tennis shoes than kids wearing sandals.
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