Kindergarten Math

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Kindergarten Math
Scope and Sequence


Students will follow the Everyday Mathematics Project Program. Everyday Mathematics offers children a broad background in mathematics. The approaches used in this program may differ from those you learned as a child. 

Following are some program highlights of Everyday Mathematics:
  • Partner and small-group activities that promote cooperative learning, discussion, and communicating mathematically;
  • Explorations of patterns in numbers and extensions of mathematical concepts;
  • A hands-on approach often using physical and pictorial models to represent mathematical concepts;
  • A problem-solving approach that uses everyday situations;
  • Concepts and skills introduced and reviewed throughout the school year, not only promoting retention but allowing for a variety of exposures;
  • Opportunities for home involvement;
  • Frequent practice using games. 

K-4 Everyday Mathematics emphasizes the following contents:
  • Numeration and Order: saying, reading, and writing numbers; place value of whole numbers.
  • Operations: number facts; fact families and simple addition and subtraction problems.
  • Data and Chance: collecting, organizing, and interpreting data using tables, charts and graphs.
  • Geometry and Spatial Sense: exploring 2 and 3-dimensional shapes and classifying polygons.
  • Measures and Measurement: using tools to measure length, weight, capacity, and volume; exchanging money amounts; using money as a tool for place value and decimal concepts.
  • Reference Frames: activities involving clocks, calendars, thermometers, and number lines.
  • Patterns, Functions and Sequences: functions, relations, attributes, patterns, and sequences.
  • Algebra and Uses of Variables: missing numbers; properties of operations; “What’s My Rule?” puzzles.

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT

SUBJECT AREA: MATHEMATICS GRADE: K


Mathematics Crosswalk:

Performance Indicators

Instructional Practice

Assessment Tools

Reporting Tools

A. NUMBER:  Students use numbers in everyday and mathematical contexts to quantify or describe phenomena, develop concepts of operations with different types of numbers, use the structure and properties of numbers with operations to solve problems, and perform mathematical computations.  Students develop number sense related to magnitude, estimation, and the effects of mathematical operations on different types of numbers.  It is expected that students use numbers flexibly, using forms of numbers that best match a situation. Students compute efficiently and accurately. Estimation should always be used when computing with numbers or solving problems.
WHOLE NUMBER
 

 


 


 


A.1. Students understand and use number notation and place value to 1000 in numerals.


a. Read and write numbers to 1000 using numerals.


Number and Numeration Goal 1
 
Count on by 1s to 100; count on by 2s, 5s and 10s and count back by 1s with number grids, number lines, and calculators.
 
Activities 4.6, 5.15, 7.10
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 


b. Recognize the place values of digits in numbers (hundreds, tens and ones).


Number and Numeration Goal 3
 
Model numbers with manipulatives; use manipulatives to exchange 1s for 10s and 10s for 100s; recognizes that digits can be used and combined to read and write numbers; read numbers up to 30.
 
Activity 7.8
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays  
 


c. Compare and order one-digit, two-digit, and three-digit numbers.


Number and Numeration Goal 6
 
Compare and order whole numbers up to 20.
 
Activities 3.16, 4.2, 7.14

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays  
A.2. Students understand and use procedures to add and subtract whole numbers with one and two digits.


a. Use and explain multiple strategies for computation.


Operations and Computations Goal 1
 
Use manipulatives, number lines, and mental arithmetic to solve problems involving the addition and subtraction of single-digit whole numbers.
 
Operations and Computations Goal 2
Identify join and take away situations.
 
Activities 7.6, 8.14
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 


 


b. Use an operation appropriate to a given situation.


Operations and Computations Goal 2
 
Identify join and take away situations.
 
Activities 2.14, 3.13, 8.14
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
RATIONAL NUMBER


 


 

 


 


A.3. Students recognize unit fractions including 1/2, 1/4, and 1/3.


 


Number and Numeration Goal 4
 
Use manipulatives to model half of a region or a collection; describe the model.
 
Activity 6.16

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
REAL NUMBERS


 


 


 


 


No performance indicator. Although no performance indicators are stated, students are expected to have instructional experiences in which they continue to use prior concepts and skills in new and familiar contexts.
 


 


B. DATA: Students make measurements and collect, display, evaluate, analyze and compute with data to describe or model phenomena and to make decisions based on data. Students compute statistics to summarize data sets and use concepts of probability to make predictions and describe the uncertainty inherent in data collection and measurement. It is expected that when working with measurements students:

  • understand that most measurements are approximations and that taking repeated  measurements reveals this variability;
  •  understand that a number without a unit is not a measurement, and that an appropriate unit must always be attached to a number to provide a measurement;
  •  understand that the precision and accuracy of a measurement depends on selecting the appropriate tools and units; and use estimation comparing measures to benchmarks appropriate to the type of measure and units.
MEASUREMENT AND APPROXIMATION

 

 

 

 

B.1. Students understand and use units of time, temperature, and money.

a. Apply and use sequences of hours in a day, days in a week, and months in a year.

Measurement  and Reference Goal 4
 
Describe and use measures of time periods relative to a day and week; identify tools that measure time.
 
Activity 5.1
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays  
 

b. Tell time to the hour and half hour.

Measurement and Reference Goal 4
 
Describe and use measures of time periods relative to a day and week; identify tools that measure time.
 
Activity 8.3
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

 

c. Identify and give the value of different coins.

Measurement and Reference Goal 2
 
Identify pennies, nickels, dimes, quarters, and dollar bills.
 
Activity 6.8

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

 

d. Find the total value of collections of coins up to $1.00.
 

 

e. Read temperature on thermometers with scales marked with one degree intervals.
 

DATA ANALYSIS

 

 

 

 

B.2. Students read, construct, and interpret picture graphs.

 

Data and Chance Goal 2
 
Use graphs to answer simple questions.
 
Activity 3.14
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

PROBABILITY

 

 

 

 

No performance indicator. Although no performance indicators are stated, students are expected to have experiences with probability in Kindergarten, but it is not expected that the knowledge will be secure.
 

 

C. GEOMETRY: Students use measurement and observation to describe objects based on their sizes and shapes; model or construct two-dimensional and three-dimensional objects; solve problems involving geometric properties; compute areas and volumes based on object properties and dimensions; and perform transformations on geometric figures. When making or calculating measures, students use estimation to check the reasonableness of results.
GEOMETRIC FIGURES

 

 

 

 

C.1. Students recognize, classify, and create geometric figures in two and three dimensions.

a. Identify shapes in the physical environment.
 

Geometry Goal 2
 
Identify shapes having line symmetry.
 
Activities 2.16, 6.6

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

 

b. Classify figures as circles, triangles, and quadrilaterals by focusing on their properties.

Geometry Goal 1
 
Identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres and cubes.
 
Activities 2.1, 4.10
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

c. Create shapes by using objects to combine and decompose other shapes.
 

GEOMETRIC MEASUREMENT

 

 

 

 

C.2. Students understand how to measure length and capacity and use appropriate units.
a. Measure length and capacity by direct and indirect comparison.

Measurement and Reference Goal 1
 
Use nonstandard tools and techniques to estimate and compare weight and length; identify standard measuring tools.
 
Activity 1.13
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

b. Measure the length and capacity of objects using non-standard units.

Measurement and Reference Goal 1
 
Use nonstandard tools and techniques to estimate and compare weight and length; identify standard measuring tools.
 
Activity 5.11

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

 

c. Measure the length of objects to whole inches and centimeters.
 

TRANSFORMATIONS

 

 

 

 

No performance indicators. Although no performance indicators are stated, students are expected to have experiences with symmetry, transformations, and congruence in Kindergarten, but it is not expected that the knowledge will be secure.
 

 

D.  ALGEBRA: Students use symbols to represent or model quantities, patterns and relationships and use symbolic manipulation to evaluate expressions and solve equations.  Students solve problems using symbols, tables, graphs and verbal rules choosing the most effective representation and converting among representations.

SYMBOLS AND EXPRESSIONS  

 

 

 

 

D.1. Students understand how to represent quantities as simple expressions using addition and subtraction.

a. Show that any quantity can be represented by multiple equivalent expressions where each represents the quantity of ten.

Patterns, Functions and Algebra Goal 2
 
Read and write expressions and number sentences using the symbols +, -, and =
 
Activities 7.3, 7.6

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

 

b. Know that addition is commutative and apply this understanding in computation and problem-solving.
 

 

c. Know that addition and subtraction are inverse operations and apply this understanding in computation and problem-solving.

Operations and Computation Goal 2
 
Identify join and take away situations.
 
Activity 7.3

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

EQUATIONS AND INEQUALITIES

 

 

 

 

D.2. Students understand that the equal sign means, "is the same as."
a. Identify true and false number sentences.
 

 

b. Describes what makes number sentences true or false and apply this knowledge.
 

 

c. Find solutions for unknowns in simple open number sentences such as 12 = 4 + [ ].

Operations and computation Goal 1
 
Use manipulatives, number lines, and mental arithmetic to solve problems involving the addition and subtraction of single-digit whole numbers.
 
Activity 8.13

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

FUNCTIONS AND RELATIONS

 

 

 

 

D.3. Students understand how to create, identify, describe, and extend patterns given a pattern or a rule.

a. Describe, extend, and create repeating pattern.

Patterns, Functions and Algebra Goal 1 
Extend, describe, and create visual, rhythmic, and movement patterns; use rules - which will lead to functions - to sort, make patterns , and play "whats my rule?" and other games.
 
Activities 3.2, 4.5
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • report cards
  • progress reports
  • parent conferences
  • teacher websites
  • email communication
  • community performances/displays 
 

 

 b. Describe, extend and create growing patterns.
 


469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.