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Kindergarten
Mathematics
| Kindergarten objectives emphasize the use of manipulatives, concrete materials, and appropriate technology so that students explore and develop ideas fundamental to the study of mathematics: number, counting, ordering, comparing, classifying, patterning, shape, size, position, numeration, measuring, and problem solving. Emphasis is on experience and growth in mathematics. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. |
M.S.K.1
Number and Operations |
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will · demonstrate understanding of numbers, ways of representing numbers, and relationships among numbers and number systems, · demonstrate meanings of operations and how they relate to one another, and · compute fluently and make reasonable estimates. |
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| M.PD.K.1 |
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| Distinguished |
Above Mastery |
Mastery |
Partial Mastery |
Novice |
| Kindergarten students at the
distinguished level in
mathematics:
count to 100 and backward
from 30 and read, write,
order and compare
numbers to 100;
group and count by 1’s, 2’s,
5’s,10’s, 20’s, and estimate.
model place value to 99,use
standard and expanded
form;
model and write addition
and subtraction sentences,
sums of more than 20,
interpret meanings of
operations and relationship,
create story problems, solve
with a variety of strategies,
offer alternative solutions to
two-step problems;
identify and name parts of
wholes and use ordinal
numbers. |
Kindergarten students at the
above mastery level in
mathematics:
count to 50 and backward
from 20 and read, write,
order and compare
numbers to 50;
group and count by 1’s, 2’s,
5’s, 10’s and estimate to 50.
model place value through
50 using standard and
expanded form;
model and write addition
and subtraction sentences,
sums of more than 10,
interpret meanings of
operations and relationship,
create and solve two step
story problems using
pictures and offer solutions;
identify wholes, halves, and
fourths, and use ordinal
numbers to identify position.
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Kindergarten students at the
mastery level in
mathematics:
count to 20 and backward
from 10 and read, write,
order and compare
numbers to 20;
group and count by 1’s, 5’s,
and 10’s and estimate to 20;
model and identify place
value using standard and
expanded form through 20;
model and write addition
and subtraction sentences,
sums of 10, model
operations and relationship
between them, create story problems, use a variety of
strategies, justify solutions;
identify halves and wholes
using models and use
ordinal numbers to identify
positions the 10th.
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Kindergarten students at the
partial mastery level in
mathematics:
count forward to 20 and
backwards from 5 and read,
write and order numbers to
20;
group and count objects by
1’s, 5’, 10’s and estimate;
model place value to 20;
use objects to model
addition and subtraction to
10 and solve one-step
problems using models and
pictures;
recognize halves and
wholes using models and
use ordinal numbers to
identify positions to 5th. |
Kindergarten students at the
novice level in mathematics:
count objects to 10 and
read, copy and order
numbers to 10;
group and count by 1’s and
make sets of 5 and 10;
model sets of ten and count
by tens;
use objects to model
addition to 10 and solve
problems using pictures and
words;
match halves and wholes
and use ordinal numbers for 1st, 2nd and 3rd. |
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| Number |
Objective |
M.O.K.1.1
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count forward to 20 and backward from 10 with and without manipulatives. |
M.O.K.1.2
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read, write, order, and compare numbers to 20 using multiple strategies (e.g. manipulatives, number line). |
M.O.K.1.3
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group and count manipulatives by ones, fives, and tens. |
M.O.K.1.4
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model and identify place value of each digit utilizing standard and expanded form through 20. |
M.O.K.1.5
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Use ordinal numbers 1st – 10th to identify position in a sequence. |
M.O.K.1.6
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estimate the number of objects in a group of 20 or less and count to evaluate reasonableness of estimation. |
M.O.K.1.7
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identify and name halves and wholes using concrete models. |
M.O.K.1.8
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use concrete objects to model addition and subtraction of whole numbers related to sums of 10 or less and write corresponding number sentence. |
M.O.K.1.9
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model meanings of operations and the relationship between addition and subtraction (e.g., identity element of addition, commutative property) using manipulatives. |
M.O.K.1.10
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create grade-appropriate picture and story problems, solve using a variety of strategies, present solutions and justify results. |
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M.S.K.2
Algebra |
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will - demonstrate understanding of patterns, relations and functions,
- represent and analyze mathematical situations and structures using algebraic symbols,
- use mathematical models to represent and understand quantitative relationships, and
- analyze change in various contexts.
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| M.PD.K.2 |
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| Distinguished |
Above Mastery |
Mastery |
Partial Mastery |
Novice |
| Kindergarten students at the
distinguished level in
mathematics:
justify classifications of objects by several
attributes;
create, describe and
analyze a growing pattern;
model and identify counting
in multiple ways.(e.g. 3’s,
4’s, and 6’s)
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Kindergarten students at the
above mastery level in
mathematics:
justify the classification of objects by two attributes;
use objects to create,
describe and extend more
complex repeating patterns;
model and identify patterns
of counting by 2’s, 5’s and
10’s. |
Kindergarten students at the
mastery level in
mathematics:
justify the classification of objects by an attribute;
use objects to create,
describe, and extend a
repeating pattern;
model and identify patterns
of counting by 5’s and 10’s.
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Kindergarten students at the
partial mastery level in
mathematics:
classify objects by an attribute;
extend a pattern using
objects;
identify patterns of counting
5’s and 10’s. |
Kindergarten students at the
novice level in mathematics:
sort objects;
copy a pattern using
objects;
identify patterns of counting
by 10’s.
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| Number |
Objective |
M.O.K.2.1
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justify the classification of self-selected objects based on attributes. |
M.O.K.2.2
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create, describe, and extend a repeating pattern using common objects, sound, and movement. |
M.O.K.2.3
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model and identify patterns of counting by 5’s and 10’s. |
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M.S.K.3
Geometry |
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will · analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships, · specify locations and describe spatial relationships using coordinate geometry and other representational systems, · apply transformations and use symmetry to analyze mathematical situations, and · solve problems using visualization, spatial reasoning, and geometric modeling. |
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| M.PD.K.3 |
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| Distinguished |
Above Mastery |
Mastery |
Partial Mastery |
Novice |
| Kindergarten students at the
distinguished level in
mathematics:
compare and contrast basic
geometric plane shapes;
analyze geometric shapes
in the environment and
creates models;
analyze geometric constructions using spatial
relationships;
construct and deconstruct
models identifying all parts
of each whole object. |
Kindergarten students at the
above mastery level in
mathematics:
construct, identify, classify
and describe basic
geometric plane shapes;
identify and construct
geometric shapes in the
environment;
use spatial relationships in giving directions to others;
construct models,
identifying the separate
parts to construct a whole
object. |
Kindergarten students at the
mastery level in
mathematics:
use materials to construct,
identify and classify basic
geometric plane shapes;
recognize and describe
basic geometric shapes in
the environment;
model and describe spatial relationships;
identify separate parts to
make a whole object. |
Kindergarten students at the
partial mastery level in
mathematics:
identify and classify
geometric plane shapes;
recognize geometric shapes
in the environment;
model spatial relationships;
identify some of the parts of a whole object. |
Kindergarten students at
the novice level in
mathematics:
identify geometric plane
shapes;
recognize some geometric
plane shapes in the
environment;
identify the location of an object;
recognize the whole object. |
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| Number |
Objective |
M.O.K.3.1
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use physical materials to construct, identify, and classify basic geometric plane shapes: - circles
- ellipses (oval)
- rectangles including squares
- triangles
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M.O.K.3.2
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recognize and describe basic geometric shapes in the environment. |
M.O.K.3.3
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model and describe spatial relationships: - inside/outside
- top/bottom
- before/after
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M.O.K.3.4
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identify the separate parts used to make a whole object. |
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M.S.K.4
Measurement |
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will - demonstrate understanding of measurable attributes of objects and the units, systems, and processes of measurement, and
- apply appropriate techniques, tools and formulas to determine measurements.
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| M.PD.K.4 |
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| Distinguished |
Above Mastery |
Mastery |
Partial Mastery |
Novice |
| Kindergarten students at the
distinguished level in
mathematics:
estimate size of objects and
describe how they compare
and order objects by more
than one attribute;
use standard and
nonstandard measurement to find length, height and
weight; compare and
describe the object by two
or more attributes;
use calendar to find dates,
weeks, months and read
hour and half hour on
clocks;
identify coins including
quarter and count sets of
coins with values to 25
cents. |
Kindergarten students at the
above mastery level in
mathematics:
estimate size of objects and
describe how they compare
and order objects by an
attribute;
use standard and
nonstandard measurement to find length and height;
compare and describe the
object by two or more
attributes;
use calendar to locate date,
days of week, months of
year, and read time to hour
on both clocks;
identify name and value of
coins and determine value
of a set of coins up to 15
cents. |
Kindergarten students at the
mastery level in
mathematics:
estimate size of object and
compare and order objects
by a given attribute;
use standard and
nonstandard measurement to find length; compare two
objects by one or more
attributes;
use calendar to identify
date, days of week and use
both clocks to read time to
the hour;
identify name and value and
explain relationship of
penny, nickel and dime. |
Kindergarten students at the
partial mastery level in
mathematics:
estimate the size of an
object and compare objects
by one attribute;
use standard and
nonstandard measurement to find length and height of
an object;
identify the calendar date,
recite the days of the week,
and use the analog clock to
tell time to the hour;
identify the name and value
of each coin and explain
relationship of penny and
nickel. |
Kindergarten students at the
novice level in mathematics:
estimate the size of an
object and identify objects
by one attribute;
use standard and
nonstandard measurement to find length of an object;
identify the calendar and
use the analog clock to tell
time to the hour;
identify the name of each
coin. |
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| Number |
Objective |
M.O.K.4.1
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estimate the size of an object and compare and order objects with respect to a given attribute. |
M.O.K.4.2
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use standard and nonstandard units of measure to find the length of an object. |
M.O.K.4.3
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compare two objects in nonstandard units of measure, according to one or more of the following attributes: |
M.O.K.4.4
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use calendar to identify date and the sequence of days of the week. |
M.O.K.4.5
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read time to the hour using analog and digital clocks. |
M.O.K.4.6
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identify the name and value of coins and explain the relationships between: |
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M.S.K.5
Data Analysis and Probability |
Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will - formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them,
- select and use appropriate statistical methods to analyze data,
- develop and evaluate inferences and predictions that are based on models, and
- apply and demonstrate an understanding of basic concepts of probability.
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| M.PD.K.5 |
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| Distinguished |
Above Mastery |
Mastery |
Partial Mastery |
Novice |
| Kindergarten students at the distinguished level in
mathematics:
collect, organize, display,
describe, interpret, and
analyze the data from
pictographs and bar graphs
with and without technology;
make predictions, create
and conduct probability
experiments, tally data,
analyze results and
compare to predictions. |
Kindergarten students at the above mastery level in
mathematics:
collect, organize, display,
describe, interpret and
analyze data using
pictograph and bar graphs
with and without technology;
make predictions, create
and conduct probability
experiments, tally data and
describe results. |
Kindergarten students at the mastery level in
mathematics:
collect, organize, display,
and interpret data using
pictograph and bar graph
with and without technology;
conduct probability
experiment and use tallies
to record results and make
predictions. |
Kindergarten students at the partial mastery level in
mathematics:
collect, organize and display
data in a pictograph and bar
graph;
conduct probability
experiments and use tallies
to record results. |
Kindergarten students at the novice level in mathematics:
collect, organize and display
data in a pictograph;
participate in probability
experiments.
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| Number |
Objective |
M.O.K.5.1
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collect, organize, display, and interpret data using a pictograph and bar graph (with and without technology). |
M.O.K.5.2
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conduct a simple probability experiment and use tallies to record results in a table, make predictions based on results. |
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