B. Number Operations and Relationships Kindergarten

Transcription

1 B. Number Operations and Relationships MPS Learning Target #1 Connect number words and numerals, as well as coins, to the quantities they represent, and order numbers up to 20. Concepts: 1, 2, 4, 5 MPS Learning Target #2 Use strategies for counting and keeping track of quantities to 20 (e.g., counting all in a set, counting all in two sets, counting on) in situations with and without word problem contexts. Concepts: 3 Computation: 6 MPS Learning Target #3 Uses strategies to find combinations of numbers with sums to 10 in real-world situations or with objects (e.g., dots on dominoes). Computation: 6, 7 Suggested (Beginning of Grade 1) Sub-skill B.a: Concepts 1) Connect number words and numerals to the quantities they represent using various physical models and representations. 2) Recognize zero as a whole number (e.g., describe a set with an absence of objects) and identify zero on the number line. 3) Demonstrate how to count with understanding and recognize how many in sets of objects (e.g., use one-to-one correspondence to count). 4) Demonstrate understanding of the relative position and magnitude of whole numbers by comparing and ordering whole numbers from 0 to 20 using the number line and physical models. 5) Identify the value of pennies, nickels, and dimes in cents (e.g., 1 nickel has the same value as 5 cents or 5 pennies). Sub-skill B.b: Computation 6) Use direct modeling and role playing to solve simple addition and subtraction word problems. 7) Decompose numbers less than 10 into parts using objects and record the combinations (e.g., 6 buttons can be decomposed into 2 and 4, 5 and 1, 6 and 0, 3 and 3).

2 C. Geometry MPS Learning Target #4 Sort, classify, and describe characteristics of twodimensional and three-dimensional shapes and real-world objects. Describe figures: 1, 2 Spatial relationships and transformations: 4 Coordinate systems: 5 MPS Learning Target #5 Describe the results of putting together and taking apart two-dimensional shapes and describe the location of objects using spatial relationships. Describe figures: 2 Spatial relationships and transformations: 3 Coordinate systems: 5 Suggested (Beginning of Grade 1) Sub-skill C.a: Describing Figures 1) Identify and explain examples and non-examples of two-dimensional figures (e.g., triangle, rectangle, circle) and three-dimensional figures (e.g., cubes, cylinders, prisms). 2) Describe, sort, and classify shapes and everyday objects using beginning ideas of geometric properties (e.g., rolls, slides, straight sides, three corners). Sub-skill C.b: Spatial relationships and transformations 3) Create two-dimensional shapes by combining and decomposing other shapes (e.g., using pattern blocks make a hexagon with six triangles, cut a square into two triangles). 4) Match three-dimensional figures to two-dimensional patterns of their faces. Sub-skill C.c: Coordinate systems 5) Use informal language to describe location of objects in the classroom or on a simple map (e.g., near to, far away from, on the side by the window).

3 D. Measurement MPS Learning Target #6 Describe measurable attributes of objects, time, and temperature, and use non-standard units to estimate and measure objects (e.g., length, weight, height, mass, capacity). Measurable attributes: 1, 2, 3 Direct measurement: 4 Indirect measurement: 5 Suggested (Beginning of Grade 1) Sub-skill D.a: Measurable attributes 1) Describe measurable attributes (e.g., length, weight, height, mass) of objects using nonstandard units of measure (e.g., cubes, paper clips). 2) Demonstrate understanding of the concept of time as the duration of an event and describe units for measuring time (minute, hour, day, week, month, season). 3) Describe and compare attributes of temperature (hot, warm, colder, coldest). Sub-skill D.b: Direct measurement 4) Use non-standard units to quantify measurable attributes of objects. Sub-skill D.c: Indirect measurement 5) Estimate length and mass of objects using non-standard units (e.g., steps, cubes) and known referents (e.g., compare a train of 5 cubes to the height of the chair).

4 E. Statistics and Probability MPS Learning Target #7 Collect, organize, represent, and describe data to answer questions and identify the likelihood of events. Data analysis and statistics: 1, 2, 3, 4 Probability: 5 Suggested (Beginning of Grade 1) Sub-skill E.a: Data analysis and statistics 1) Pose questions about themselves and their surroundings which can be answered by collecting numerical and categorical data. 2) Collect and organize data (e.g., grouping and sorting). 3) Represent and display data (e.g., pictures, charts, tally marks). 4) Using the context of the data, read and report results and answer questions. Sub-skill E.b: Probability 5) Describe the likelihood (e.g., possible, impossible, likely) of events.

5 F. Algebraic Relationships MPS Learning Target #8 Copy, extend, and generalize attribute and geometric patterns, and describe the core repeating unit. Patterns, relations, & functions: 1, 2 MPS Learning Target #9 Use informal language to explain equality of number combinations and adding zero, and write number sentences for simple addition word problems. Expression, equations, & inequalities: 3, 4 Properties: 5 Suggested (Beginning of Grade 1) Sub-skill F.a: Patterns, relations, and functions 1) Recognize and describe the core unit that repeats in a pattern for both attribute (e.g., color) and geometric patterns. 2) Copy, extend, compare, and generalize patterns (e.g., blue-white-blue-white is an AB pattern). Sub-skill F.b: Expressions, equations, and inequalities 3) Demonstrate an understanding of equality by finding combinations that make a specific number (e.g., find all the ways to make six). 4) Use notation to write number sentences for simple addition word problems. Sub-skill F.c: Properties 5) Demonstrate an understanding that adding zero objects to a set of objects does not change its value.