Enduring Skill(s): Develop an understanding of counting (combining sets, composing, and decomposing).
GRADE _Kindergarten___
Performance level
(lowest leading to
proficiency):
Performance Level
(leading to proficiency):
Performance Level
(at proficiency):
Performance Level
(beyond proficiency):
Performance Level
(above & beyond
proficiency):
____________________ ______________________ ____________________
____________________
Criteria:
Count to
answer “how
many”
questions
about as many
as 20 things
arranged in a
line, a
rectangular
array, or a
circle, or as
many as 10
things in a
scattered
configuration;
given a
number from
1-20, count
out that many
objects.
(KCC.5)
Criteria:
I cannot
count to
answer
“how
many”
questions
about as
many as 5
things
(arranged
in a line, a
rectangular
array, or a
circle), and
given a
number
from 1-5,
count out
that many
objects.
I can count to answer
“how many” questions
about as many as 5
things (arranged in a
line, a rectangular array,
or a circle), and given a
number from 1-5, count
out that many objects.
____________________
I can count to answer
“how many” questions
about as many as 10
things (arranged in a
line, a rectangular array,
or a circle, or as many
as 5 things in a
scattered
configuration), and
given a number from 110, count out that many
objects.
I cannot identify a group I can identify whether
of objects, which is
the number of objects
I can count to answer
“how many” questions
about as many as 20
things (arranged in a line,
a rectangular array, or a
circle, or as many as 10
things in a scattered
configuration), and given a
number from 1-20, count
out that many objects.
I can count to answer
“how many” questions
as many as 50 things
(arranged in a line, a
rectangular array, or a
circle, or more than 10
things in a scattered
configuration), and
given a number from 1
to 50, count out that
many objects.
I can count to answer
“how many” questions
beyond 50 things
(arranged in a line, a
rectangular array, or a
circle, or more than 10
things in a scattered
configuration), and
given a number beyond
50, count out that many
objects.
I can identify and describe
whether the number of
I can identify and
describe whether the
I can identify and
describe whether the
Identify
whether the
number of
objects in one
group is
greater than,
less than, or
equal to the
number of
objects in
another
group, e.g., by
using
matching and
counting
strategies.
(KCC.6)
Criteria:
Compare two
numbers
between 1
and 10
presented as
written
numerals.
(KCC.7)
Criteria:
Represent
addition and
subtraction of
objects,
fingers,
mental
images,
greater than, less than,
or equal to.
in one group is equal to
the number of objects
in another group, e.g.,
by using matching and
counting strategies.
objects in one group is
greater than, less than, or
equal to the number of
objects in another group,
e.g., by using matching
and counting strategies.
number of objects in
one group is greater
than, less than, or equal
to the number of
objects in another
group, e.g., using
strategies beyond
matching and counting.
number of objects in
one group is greater
than, less than, or equal
to the number of
objects in another
group, e.g., using
strategies beyond
matching and counting
and using symbols >, =,
and <.
I cannot compare two
numbers between 1 and
5 presented only as
written numerals.
I can compare two
numbers between 1 and
5 presented only as
written numerals by
determining whether a
written number is
greater than, less than,
or equal to another
number.
I can compare two
numbers between 1 and
10 presented only as
written numerals by
determining whether a
written number is greater
than, less than, or equal to
another number.
I can compare two
numbers to 20
presented only as
written numerals by
determining whether a
written number is
greater than, less than,
or equal to another
number.
I can compare two 2digit numbers beyond
20 presented only as
written numerals by
determining whether a
written number is
greater than, less than,
or equal to another
number.
I cannot represent
addition and
subtraction sentences.
I can represent addition
and subtraction using
objects, fingers, mental
images, drawings,
sounds (e.g claps),
acting out situations,
verbal explanations,
I can represent addition
and subtraction using
objects, fingers, mental
images, drawings, sounds
(e.g claps), acting out
situations, verbal
explanations, expressions,
or equations within 10.
I can represent addition
and subtraction using
verbal explanations,
expressions, or
equations.
I can apply properties of
operations as strategies
to add and subtract.
drawings,
sounds (e.g
claps), acting
out situations,
verbal
explanations,
expressions,
or equations.
(Drawings
need not show
details, but
should show
the
mathematics
in the
problem)
(OA.1)
Criteria:
Solve addition
and
subtraction
word
problems, and
add and
subtract
within 10, e.g.
by using
objects and
drawings to
represent the
problem.
(OA.2)
Criteria:
Decompose
numbers less
than or equal
expressions, or
equations within 5.
I cannot solve addition
or subtraction word
problems.
I can solve addition and
subtraction word
problems by using
objects or drawings, and
add & subtract within 5.
I can solve addition and
subtraction word
problems by using objects
or drawings, and add &
subtract within 10.
I can solve addition and
subtraction word
problems by using
objects or drawings, and
add & subtract within
20.
I can solve addition and
subtraction word
problems by using
objects or drawings, and
add & subtract beyond
20
I cannot decompose
numbers less than or
equal to 10 in any way.
I can decompose
numbers less than or
equal to 10 in at least 1
way.
I can decompose numbers
less than or equal to 10 in
more than way.
I can decompose
numbers less than or
equal to 10 in all
possible ways.
I can decompose
numbers more than 10
in many possible ways.
to 10 into
pairs in more
than one way,
e.g., by using
objects and
drawings, and
record each
decomposition
by a drawing
or equation
(e.g., 5=2+3
and 5=4+1)
(OA.3)
Criteria:
For any
number from
1 to 9, find the
number that
makes 10
when added
to the given
number, e.g.
by using
objects and
drawings and
record the
answer with a
drawing or
equation.
(OA.4)
Criteria:
Fluently add
and subtract
within 5.
(OA.5)
I cannot find the
number that makes 5
when added to a given
number, when I have a
given number from 1-4,
by using objects,
drawings, or equations.
I can find the number
that makes 5 when
added to a given
number, when I have a
given number from 1-4,
by using objects,
drawings, or equations.
I can find the number that
makes 10 when added to a
given number, when I
have a given number from
1-9, by using objects,
drawings, or equations.
I can find the unknown
number that is added to
a given number for a
sum to 20.
I can find the unknown
number that is added to
a given number for a
sum beyond 20.
I cannot use counting
strategies to add and
subtract number
combinations within 5.
I can add and subtract
number combinations
within 5 using counting
strategies.
I can fluently add and
subtract number
combinations within 5.
I can fluently add and
subtract number
combinations beyond 5.
I can fluently add and
subtract number
combinations within 10.
Criteria:
Compose and
decompose
numbers from
11-19 into 10
ones and
some further
ones, e.g., by
using objects
and drawings,
and record
each
composition
or
decomposition
by a drawing
or equation
(e.g.,
18=10+8);
understand
that these
numbers are
composed of
ten ones and
one, two
three, four,
five, six,
seven, eight,
or nine ones.
(NBT.1)
I cannot compose or
decompose numbers
from 11-19 into 10 ones
and some further ones.
I can compose and
decompose numbers
from 11-19 into 10 ones
and some further ones
by using objects or
drawings.
I can compose and
decompose numbers from
11-19 into 10 ones and
some further ones by
using objects or drawings,
and record the
composition or
decomposition with a
drawing and/or equation.
I can compose and
decompose numbers
greater than 19 into 10
ones and some further
ones by using objects or
drawings, and record
the composition or
decomposition with a
drawing and/or
equation.
I can compose and
decompose numbers
greater than 19 into 10
ones and some further
ones by using the
relationship between
addition and
subtraction (e.g.,
knowing that 8+4=12,
one knows 12-8=4.)