Midland Independent School District Standards Based 6 Weeks Rubric Matrix
Core Subject Area: Mathematics
Standard(TEKS)
1st Six Weeks
Grade Level: Kindergarten
2nd Six Weeks
3rd Six Weeks
4th Six Weeks
5th Six Weeks
6th Six Weeks
-Verbalize the counting
sequence
-Connect objects to numbers
verbally and written
-Connect numerals and words
to quantities they represent
-Associate number word with
numeric symbol
-Compare two sets of objects,
each 20 or less, in which both
sets have the same number of
objects
-Compare two sets of objects
each 20 or less in which one set
has two less or more than the
other
-Verbalize the counting sequence
-Connect objects to numerals
given in verbal and written form
-Connect numerals and number
words to the quantities they
represent
- Verbalize the counting
sequence
-Connect objects to numerals
given in verbal and written
form
-Connect numerals and
number words to the
quantities they represent
-Associate number word
when given verbally with
numeric symbol
-Use numbers to describe
how many objects are in a set
using verbal and symbolic
descriptions
-Use association words to
describe relative position of
events, objects, and numbers
-Sequence common daily
events
-Associate number with
ordinal position
-Identify ordinal positions
-Sequence the steps needed
to perform a common task
using ordinal vocabulary
-Use language such as before
or after to describe position
in a sequence of events or
objects
-Share a whole by separating
into two equal parts
-Explain why a given part is
half of the whole
- Represent and use whole
numbers by joining and
separating numbers
-Understand that addition of
whole numbers yields an
answer equal to or greater
than the original number
-Understand that subtraction
of whole numbers yields an
answer smaller or equal to
the original number
-Use equation to represent
addition/subtraction up to 8
- Model and create addition
and subtraction problems in
real-life with concrete objects
-Use numbers to describe
how many objects are in a
set using verbal and
symbolic descriptions
-Describe relative size of
two sets of concrete
objects using more than,
same number as, or two
less than
-Use set of concrete
objects to represent
quantities given in verbal
or written form
Number, operation, and quantitative reasoning
Using one-to-one
correspondence to
name quantities
-Develop counting skills
through multisensory
activities and games
-Build familiarity with the
numbers 0 - 9
-Verbalize the counting
sequence
-Connect objects to numbers
verbally and written
-Connect numerals and
words to quantities they
represent
Use concrete objects
and numbers to
describe the order of
objects
Quantities less than
a whole
Add and subtract in
real situations using
concrete objects
-Represent and use whole
numbers by joining and
separating numbers
-Understand that addition of
whole numbers yields an
answer equal to or greater
than the original number
-Understand that subtraction
of whole numbers yields an
answer smaller or equal to the
original number
-Use equation to represent
addition/subtraction up to 8
-Represent and use whole
numbers by joining and
separating numbers
-Understand that addition of
whole numbers yields an answer
equal to or greater than the
original number
-Understand that subtraction of
whole numbers yields an answer
smaller or equal to the original
number
-Use equation to represent
addition/subtraction up to 8
-Use language such as
before or after to describe
position in a sequence of
events or objects
- Model and create
addition and subtraction
problems in real-life with
concrete objects
Midland Independent School District Standards Based 6 Weeks Rubric Matrix
Core Subject Area: Mathematics
Grade Level: Kindergarten
Patterns, relationships, and algebraic thinking
Identifies, extends,
and creates patterns
-Introduce patterning
through multisensory
activities
- Order three sounds/
physical movements/objects
according to attributes
-Identify and replicate
patterns using concrete
objects
-Extend horizontal and
vertical patterns using
concrete objects and
describes how the pattern
was extended
-Create patterns using
sounds, movement, and
concrete ideas.
-Describe what is missing in a
pattern or sequence
- Order three sounds/ physical
movements/objects according
to attributes
-Identify and replicate patterns
using concrete objects
-Extend horizontal and vertical
patterns using concrete
objects and describes how the
pattern was extended
-Create patterns using sounds,
movement, and concrete
ideas.
- Order three sounds/ physical
movements/objects according to
attributes
-Identify and replicate patterns
using concrete objects
-Extend horizontal and vertical
patterns using concrete objects
and describes how the pattern
was extended
-Create patterns using sounds,
movement, and concrete ideas.
Counts to 100 by 1’s
10 20 30 50 70 100
- Order three sounds/
physical movements/objects
according to attributes
-Identify and replicate
patterns using concrete
objects
-Extend horizontal and
vertical patterns using
concrete objects and
describes how the pattern
was extended
-Create patterns using
sounds, movement, and
concrete ideas.
-Describe what is missing in a
pattern or sequence
-Predict what comes next
-Count by ones to 100
-Count by twos to 100
-Predict what comes next
-Identify, extend, and
create patterns of sounds,
physical movement, and
concrete objects
-Identify and describe where
an object is located
-Name and demonstrate the
relative position of objects
-Describe one object in
relation to another using
over, under, above and
below
-Place an object in a specified
position
-Select all shapes or objects
of one attribute from a group
-Describe common objects by
shape, size, color, texture, or
use
-Sort or classify two- and
three-dimensional geometric
figures into groups based on
student/teacher defined
categories
-Describe how objects are
alike or different using
appropriate vocabulary based
on size, shape, color, texture,
or use
- Identify and define shapes
based on characteristics
-Describe one object in
relation to another using
over, under, above and
below
-Count by ones to 100
-Count by twos to 100
-Count by tens to 100
Geometry and spatial reasoning
Describe relative
positions
Uses attributes to
determine how
objects are
alike/different
-Identify and describe where
an object is located
-Introduce sorting by
attributes
-Identify how objects are
alike and different based on
defined categories
-Describe common objects by
shape, size, color, texture or
use
-Identify and define shapes
based on characteristics.
-Select all shapes or objects of
one attribute from a group
-Describe common objects by
shape, size, color, texture, or use
-Identify and define shapes based
on characteristics
-Sort or classify two- and threedimensional geometric figures
into groups based on
student/teacher defined
categories
-Describe how two- and threedimensional geometric figures
are alike or different using
appropriate vocabulary based on
size, shape, color, texture, or use
-Describe and identify an
object by its attributes
Midland Independent School District Standards Based 6 Weeks Rubric Matrix
Core Subject Area: Mathematics
Recognized attributes
of 2D and 3D figures
Grade Level: Kindergarten
-Draw and verbally describe
attributes of specified shapes
-Draw and verbally describe
attributes of specified shapes
-Describe and compare the
attributes of real-life objects
such as balls, boxes, cans,
and cones, or models of
three-dimensional figures
-Recognize shapes in real-life
figures or models of threedimensional geometric
figures
-Recognize shapes in reallife figures or models of
three-dimensional
geometric figures
-Describe, identify, and
compare circles, triangles,
rectangles, and squares
Estimate length before
comparing objects
-Identify objects that are
longer, shorter, or equal in
length
-Use a benchmark length to
decide if one object is longer
than another
-Use math language to
describe lengths such as
“longer than” or “shorter
than”
-Compare the areas of two
flat surfaces of twodimensional figures
(covers more, covers less,
or covers the same)
Measurement
Directly compares
attributes of length
and area
-Explore measurement by
comparing lengths
Directly compares the
attributes of
weight/mass/capacity
-Introduce capacity through
sand and water play
Directly compares the
attributes of relative
temperature
-Compare and discuss
situations that are hotter,
colder, and about the same
temperature
-Estimate length before
comparing objects
-Identify objects that are
longer, shorter, or equal in
length
-Use a benchmark length to
decide if one object is longer
than another
-Use math language to
describe lengths such as
“longer than” or “shorter
than”
-Estimate weight/mass before
measuring
Use objects to measure
weight/mass
-Use a benchmark
weight/mass to decide if
another object is heavier,
lighter, or equal weight/mass
-Compare two objects
according to weight/mass
(heavier than, lighter than,
or equal to)
Use time to describe,
compare and order
events and situations
-Order up to three events
according to duration
-Order everyday events
according to occurrence
-Compare events according
to duration such as more
time or less time
Probability
Constructs and uses
graphs of real objects
or pictures
-Create age and birthday
graphs
-Arrange objects in a floor or
table graph according to
attributes
-Label graphs appropriately
-Construct both horizontal and
vertical graphs
-Gather, sort, and interpret
data in response to questions
posed by the teacher/student
-Arrange objects in a floor or
table graph according to
attributes
-Label graphs appropriately
-Construct both horizontal and
vertical graphs
-Gather, sort, and interpret data
in response to questions posed
by the teacher/student
-Arrange objects in a floor or
table graph according to
attributes
-Label graphs appropriately
-Construct both horizontal
and vertical graphs
-Gather, sort, and interpret
data in response to questions
posed by the teacher/student
-Construct graphs using real
-Compare events
according to duration such
as more time or less time
Midland Independent School District Standards Based 6 Weeks Rubric Matrix
Core Subject Area: Mathematics
Grade Level: Kindergarten
objects or pictures in order to
answer questions
-Use information from a
graph of real objects or
pictures in order to answer
questions.
Underlying Processed and Mathematical Tools
Applies kindergarten
math to solve
problems, to
communicate, and to
use logical reasoning
-Identify mathematics in
everyday situations
-Solve problems with
guidance that incorporates
the processes of
understanding the problem,
making a plan, carrying out
the plan, and evaluating the
solution for reasonableness
-Select or develop an
appropriate problem solving
strategy including drawing a
picture, looking for a
pattern, systematic guessing
and checking, or acting it
out in order to solve a
problem
-Use tool such as real
objects, manipulatives, and
technology to solve
problems
-Communicate
mathematical ideas using
objects, words, pictures,
numbers, and technology
-Relate everyday language
to mathematical language
-Justify his or her thinking
using objects, words,
pictures, numbers, and
technology
-Identify mathematics in
everyday situations
-Solve problems with
guidance that incorporates
the processes of
understanding the problem,
making a plan, carrying out
the plan, and evaluating the
solution for reasonableness
-Select or develop an
appropriate problem solving
strategy including drawing a
picture, looking for a pattern,
systematic guessing and
checking, or acting it out in
order to solve a problem
-Use tool such as real objects,
manipulatives, and
technology to solve problems
-Communicate mathematical
ideas using objects, words,
pictures, numbers, and
technology
-Relate everyday language to
mathematical language
-Justify his or her thinking
using objects, words,
pictures, numbers, and
technology
-Identify mathematics in
everyday situations
-Solve problems with guidance
that incorporates the
processes of understanding
the problem, making a plan,
carrying out the plan, and
evaluating the solution for
reasonableness
-Select or develop an
appropriate problem solving
strategy including drawing a
picture, looking for a pattern,
systematic guessing and
checking, or acting it out in
order to solve a problem
-Use tool such as real objects,
manipulatives, and technology
to solve problems
-Communicate mathematical
ideas using objects, words,
pictures, numbers, and
technology
-Relate everyday language to
mathematical language
-Justify his or her thinking
using objects, words, pictures,
numbers, and technology
-Identify mathematics in
everyday situations
-Solve problems with guidance
that incorporates the processes
of understanding the problem,
making a plan, carrying out the
plan, and evaluating the solution
for reasonableness
-Select or develop an appropriate
problem solving strategy
including drawing a picture,
looking for a pattern, systematic
guessing and checking, or acting
it out in order to solve a problem
-Use tool such as real objects,
manipulatives, and technology to
solve problems
-Communicate mathematical
ideas using objects, words,
pictures, numbers, and
technology
-Relate everyday language to
mathematical language
-Justify his or her thinking using
objects, words, pictures,
numbers, and technology
-Identify mathematics in
everyday situations
-Solve problems with
guidance that incorporates
the processes of
understanding the problem,
making a plan, carrying out
the plan, and evaluating the
solution for reasonableness
-Select or develop an
appropriate problem solving
strategy including drawing a
picture, looking for a pattern,
systematic guessing and
checking, or acting it out in
order to solve a problem
-Use tool such as real objects,
manipulatives, and
technology to solve problems
-Communicate mathematical
ideas using objects, words,
pictures, numbers, and
technology
-Relate everyday language to
mathematical language
-Justify his or her thinking
using objects, words,
pictures, numbers, and
technology
-Identify mathematics in
everyday situations
-Solve problems with
guidance that incorporates
the processes of
understanding the
problem, making a plan,
carrying out the plan, and
evaluating the solution for
reasonableness
-Select or develop an
appropriate problem
solving strategy including
drawing a picture, looking
for a pattern, systematic
guessing and checking, or
acting it out in order to
solve a problem
-Use tool such as real
objects, manipulatives,
and technology to solve
problems
-Communicate
mathematical ideas using
objects, words, pictures,
numbers, and technology
-Relate everyday language
to mathematical language
-Justify his or her thinking
using objects, words,
pictures, numbers, and
technology