Kindergarten
In Kindergarten, instructional time will focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects and (2) describing shapes and space. More learning time in Kindergarten should be devoted to number sense than to other topics.
While the content learning goals describe the mathematics students should be able to understand and do, the first eight learning goals (The Standards for Mathematical Practice) describe how students should engage with these mathematical concepts and skills as they grow in mathematical maturity and expertise. Teachers will connect the mathematical practices to mathematical content in all mathematics instruction. These learning goals merit the most time, resources, innovation, and focus necessary to qualitatively improve the instruction, assessment, and student achievement in mathematics.
While the content learning goals describe the mathematics students should be able to understand and do, the first eight learning goals (The Standards for Mathematical Practice) describe how students should engage with these mathematical concepts and skills as they grow in mathematical maturity and expertise. Teachers will connect the mathematical practices to mathematical content in all mathematics instruction. These learning goals merit the most time, resources, innovation, and focus necessary to qualitatively improve the instruction, assessment, and student achievement in mathematics.
- Students will be able to make sense of problems and persevere in solving them.
- Students will be able to reason abstractly and quantitatively.
- Students will be able to construct viable arguments and critique the reasoning of others.
- Students will be able to model with mathematics.
- Students will be able to use appropriate tools strategically.
- Students will be able to attend to precision.
- Students will be able to look for and make use of structure.
- Students will be able to look for and express regularity in repeated reasoning.
- Students will know number names and the count sequence.
- Students will be able to count to tell the number of objects.
- Students will be able to compare numbers.
- Students will work with numbers 11-19 to gain foundations for place value.
- Students will understand addition and subtraction.
- Students will be able to describe and compare measurable attributes.
- Students will be able to classify objects and count the number of objects in each category.
- Students will be able to identify and describe shapes.
- Students will be able to analyze, compare, create, and compose shapes.
- Students will be able to work with time and money.
Students will be able to make sense of problems and persevere in solving them.
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High Priority Standards |
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Learning Goal Students will be able to make sense of problems and persevere in solving them. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing processes such as:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by:
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Learning Targets
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Learning Design
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Students will be able to reason abstractly and quantitatively.
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High Priority Standards |
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Learning Goal |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing a process such as translating situations into symbols to solve problems. Beginning: Student demonstrates a limited understanding or skill with the learning goal by reasoning with models or pictorial representations to solve problems. |
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Learning Targets
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Learning Design
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Students will be able to construct viable arguments and critique the reasoning of others.
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High Priority Standards |
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Learning Goal Students will be able to construct viable arguments and critique the reasoning of others. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing processes such as:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by:
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Learning Targets
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Learning Design
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Students will be able to model with mathematics.
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High Priority Standards |
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Learning Goal Students will be able to model with mathematics. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing processes such as:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by recognizing math in everyday situations, when prompted. |
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Learning Targets
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Learning Design
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Students will be able to use appropriate tools strategically.
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High Priority Standards |
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Learning Goal Students will be able to use appropriate tools strategically. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by combining various tools to explore and solve a problem as well as justifying their tool selection and problem solution. Approaching: Student demonstrates they are nearing proficiency by performing processes such as selecting from a variety of tools the ones that can be used to solve a problem and explaining their reasoning for the selection. Beginning: Student demonstrates a limited understanding or skill with the learning goal by using a given appropriate tool, when provided, to find a solution. |
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Learning Targets
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Learning Design
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Students will be able to attend to precision.
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High Priority Standards |
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Learning Goal Students will be able to attend to precision. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by using appropriate symbols, vocabulary, and labeling to communicate effectively and exchange ideas. Approaching: Student demonstrates they are nearing proficiency by performing a process such as incorporating appropriate vocabulary and symbols in most mathematical communications. Beginning: Student demonstrates a limited understanding or skill with the learning goal by communicating his/her reasoning and solution to others, with support. |
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Learning Targets
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Learning Design
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Students will be able to look for and make use of structure.
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High Priority Standards |
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Learning Goal |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing proficiency by performing processes such as:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by composing and decomposing shapes and numbers. |
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Learning Targets
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Learning Design
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Students will be able to look for and express regularity in repeated reasoning.
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High Priority Standards |
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Learning Goal Students will be able to look for and express regularity in repeated reasoning. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by noticing patterns, making generalizations and predicting patterns. Approaching: Student demonstrates they are nearing proficiency by performing processes such as finding and explaining patterns. Beginning: Student demonstrates a limited understanding or skill with the learning goal by connecting prior knowledge to new situations and noticing patterns with prompting from a teacher or peer.
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Learning Targets
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Learning Design
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Students will know number names and the count sequence.
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High Priority Standards K.NS.A.1 Count to 100 by ones and tens. K.NS.A.2 Count forward beginning from a given number between 1 and 20. K.NS.A.3 Count backward from a given number between 10 and 1. K.NS.A.4 Read and write numerals and represent a number of objects from 0 to 20. |
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Learning Goal Students will know number names and the count sequence. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by counting to 100 with help and writing some numerals. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 1 - 6, & 8 |
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Students will be able to count to tell the number of objects.
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High Priority Standards K.NS.B.9 Demonstrate that a number can be used to represent “how many” are in a set. |
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Learning Goal Students will be able to count to tell the number of objects. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by counting a number of objects less than 20 with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 1, 2, 4, 6, & 8 |
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Students will be able to compare numbers.
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High Priority Standards |
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Learning Goal Students will be able to compare numbers. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by comparing numbers between one and 10 with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Unit 2 |
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Students will work with numbers 11-19 to gain foundations for place value.
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High Priority Standards K.NBT.A.1 Compose and decompose numbers from 11 to 19 into sets of tens with additional ones. |
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Learning Goal Students will work with numbers 11-19 to gain foundations for place value. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by composing and decomposing numbers less than 20 with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 6 & 8 |
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Students will understand addition and subtraction.
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High Priority Standards K.RA.A.1 Represent addition and subtraction within 10. K.RA.A.2 Demonstrate fluency for addition and subtraction within 5. K.RA.A.3 Decompose numbers less than or equal to 10 in more than one way. |
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Learning Goal |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by representing addition and subtraction with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 4 - 6, & 8 |
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Students will be able to describe and compare measurable attributes.
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High Priority Standards |
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Learning Goal Students will be able to describe and compare measurable attributes. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by comparing and describing the difference between two objects with a measurable attribute in common. Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by describing attributes of an object. |
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Learning Targets
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Learning Design Illustrative Mathematics Unit 7 |
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Students will be able to classify objects and count the number of objects in each category.
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High Priority Standards K.DS.A.2 Compare category counts using appropriate language. K.DS.A.1 Classify objects into given categories; count the number of objects in each category. |
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Learning Goal Students will be able to classify objects and count the number of objects in each category. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by sorting objects into categories with help. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 3 & 8 |
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Students will be able to identify and describe shapes.
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High Priority Standards K.GM.C.7 Describe the relative positions of objects in space. |
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Learning Goal Students will be able to identify and describe shapes. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by recognizing triangles, circles, rectangles, and squares. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 3 & 7 |
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Students will be able to analyze, compare, create, and compose shapes.
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High Priority Standards K.GM.C.9 Draw or model simple two-dimensional shapes. K.GM.C.10 Compose simple shapes to form larger shapes using manipulatives. |
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Learning Goal |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by naming shapes and identifying as two- or three-dimensional. |
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Learning Targets
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Learning Design Illustrative Mathematics Units 3 & 7 |
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Students will be able to work with time and money.
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High Priority Standards K.GM.B.3 Demonstrate an understanding of concepts of time and devices that measure time. |
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Learning Goal Students will be able to work with time and money. |
Proficiency Scale Innovating: In addition to score 3.0 performance, the student demonstrates an in-depth inference or advanced application, or innovates with the learning goal. Meeting: Student demonstrates mastery with the learning goal as evidenced by:
Approaching: Student demonstrates they are nearing the learning goal by:
Beginning: Student demonstrates a limited understanding or skill with the learning goal by identifying devices that measure time (e.g. clock or calendar). |
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Learning Targets
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Learning Design Classroom Routines *need to supplement |
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