Monitor Sheet
Mastery of pretest skills can be recorded for each student on the Monitor Sheet. The Monitor Sheets are matched to the sequence of the
Flowchart and maintain the same color coding for ease of use. Each may be used at the beginning, middle and end of a unit of instruction. An
example of the Monitor Sheet is shown at the end of this unit.
©2011 Ky L. Davis and MVESC - www.mvesc.k12.oh.us
Kindergarten Math Monitor Sheet - Counting and Cardinality
Student’s Name
K.CC.4 Count
object,
say number and
name.
K.CC.4 Last number
stated is the
number of items.
K.CC.4 Each
successive
number name is
one larger.
K.CC.5 Counts up
to 20 objects in
line, array or in a
circle.
K.CC.5 Counts up
to 10 scattered
objects.
K.CC.3 Write
numbers 1-20
and count that
many objects.
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MVESC- www.mvesc.k12.oh.us
andMVESC
Davisand
©2011KyKyL.L.Davis
- www.mvesc.k12.oh.us
©2011
Kindergarten Math Monitor Sheet - Counting and Cardinality
Student’s Name
K.CC.6 Less than/greater
than with up to 10
objects.
K.MD.3 Categorize less
than 10 objects in
categories.
K.CC.7 Compare two
written numbers up
to 10.
K.OA.1 Show plus (+)
using objects, claps
or explanation.
K.OA.1 Show minus
(-) using objects,
claps or
explanation.
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©2011 Ky L. Davis and MVESC - www.mvesc.k12.oh.us
Kindergarten Math Monitor Sheet – Counting and Cardinality
Student’s Name
K.OA.4 Add to 10 with
numbers 1-9,
use objects,
write equations.
K.OA.5 Fluently
add/subtract
within 5.
K.OA.3 Decompose
numbers
1-10 in more than one
way.
5=2+3, 5=1+4
K.OA.2 Word problems
plus (+)/minus (-)
within 10,
show using objects.
K.NBT.1
Compose/Decompo
se numbers 11-19
using place value.
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Kindergarten Math Monitor Sheet – Counting and Cardinality
Student’s Name
K.CC.1 Count to 100 by ones.
K.CC.1 Count to 100 by tens.
K.CC.2 Count forward
beginning from
a given number within
the known sequence
(instead of having to begin at
1).
©2011 Ky L. Davis and MVESC - www.mvesc.k12.oh.us
Kindergarten Math Monitor Sheet – Geometry
Student’s Name
K.G.3 Identify shapes as
two-dimensional (lying in a
plane, “flat”) or
three-dimensional
(“solid”).
K.G.2 Correctly name
shapes regardless of their
orientations or overall size.
K.G.1 describe objects
in the environment
using names of shapes
and position (above,
below, beside, in front
of or behind
and next to).
K.G.34 Analyze and
compare 2D shapes,
describe their
similarities and
differences.
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©2011 Ky L. Davis and MVESC - www.mvesc.k12.oh.us
Kindergarten Math Monitor Sheet – Geometry
Student’s Name
K.G.4 Analyze and compare
three-dimensional shapes in different
sizes and orientations, describing
their similarities
and differences.
K.G.5 Model shapes in the
world by building and drawing
shapes.
K.G.6 Compose simple shapes
to form larger shapes.
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©2011 Ky L. Davis and MVESC - www.mvesc.k12.oh.us
Kindergarten Math Monitor Sheet – Measurement and Data
Student’s Name
K.MD.1 Describe measurable attributes of objects, such
as length or weight. Describe several measurable
attributes of a single object.
K.MD.2 Directly compare two objects with a
measurable attribute in common to see which
object has “more of” or “less of” the attribute,
and describe the difference.
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A complete Monitor Sheet allows the teacher to see student initial placement and
progress at a glance. This information drives instruction by placing students in the proper
instructional groups and provides the necessary data for detailed content discussions with
students and parents.
An example is shown below.
Kindergarten Monitor
Sheet
Counting and Cardinality
Count
Last number
Each successive
Counts up to
Counts up
Write numbers
object - Say
stated is
number
20 objects in
to 10
1-20 and count
number
the number
name is
line, array or
scattered
that many
name.
of items.
1 larger.
in a circle.
objects.
objects.
Page 1
Shonda Anders
M
M
Charron Smith
M
M
Greyson Roberts
M
Tarra Davis
M = Mastery of Content/Skills
= Progress Made
Figure 8: Counting and Cardinality
This sample shows the initial placement of each student. The Ms show initial pretest
placement. Shonda pretested out of the first two columns and began instruction in the third
column. The
represents progress made after instruction. Shonda is progressing well and is
currently learning to write numbers 1-20 and count that many objects.
Tarra could not accomplish any of the pretest items. She begins instruction in the first
column. She is not showing any progression, yet the Monitor Sheet shows that other students
have had time to progress. Intervention is necessary at this point.
Charron pretested past the first two columns and began instruction in Shonda’s group.
He has progressed out of his first group and is now learning to count up to 20 objects placed in a
line, an array or in a circle.
Greyson pretested out of the first column and progressed out of the second column.
The teacher can use this data to discuss specific content progress data with parents,
intervention specialists and talented and gifted teachers.
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