Kindergarten

Critical Area #1: Representing and comparing whole numbers, initially

with sets of objects.
Major and additional/supporting clusters:

Domains
CC, MD, G

Clusters
Major:
Know number names and the count sequence. (K.CC.1-3)
Count to tell the number of objects. (K.CC.4-5)
Compare numbers. (K.CC.6-7)
Additional and Supporting:
Describe measurable attributes of objects. (K.MD.1-2)
Classify objects and count the number of objects in each category
(K.MD.3)
Analyze, compare, create, and compose shapes. (K.G.4-6)

Important elements in students development of the critical area:
Rote count to 20 (CC)
One to one correspondence (CC)
Cardinality (CC)
Subitizing perceptual and conceptual (CC)
Hierarchical inclusion (NS)
Number conservation (CC)
Number recognition (CC)
Students have to understand more and less. (NS)
Students develop vocabulary to describe measureable attributes
heavier, lighter, longer, shorter, sides, corners, etc. (MD)
Sort objects by color, shapes, size or other identifiable attributes. (MD)
Manipulate shapes by putting them together by sides or angles touching.
(MD)
Decompose shapes to analyze and compare different attributes of
shapes. (MD)
Task from Framework, SBAC, or Progressions Documents that elicits evidence
of a progression of learning associated with that task:
1) From Teaching Student Centered Mathematics (K-2) page 105










2) From Developing Number Concepts by Kathy Richardson page 58

Sample of student thinking that would represent levels 1, 2, and 3
achievement descriptors (SBAC):

Using Task #2

Level 1: Students will make many errors in the count sequence and/or one-to-
one correspondence

Level 2: Students will make very few errors in the following areas: counting,
one-to-one correspondence, cardinality, comparing length, and more or less.

Level 3: Students demonstrate understanding of all of the following: rote
counting, one-to-one correspondence, cardinality, comparing length, and more
and less. Accelerated students may move beyond simply counting each of their
cubes and use higher level strategies like counting on to add their cubes
together.

Kindergarten

Critical Area #2: Describing shapes and space
Major and additional/supporting clusters:

Domains
MD, G

Clusters
Major:

Additional and Supporting:

Describe and compare measurable attributes. (K.MD.1-2)
Classify objects and count the number of objects in categories. (K.MD.3)
Identify and describe shapes. (K.G.1-3)
Analyze, compare, create, and compose shapes. (K.G.4-6)

Important elements in students development of the critical area:
Develop vocabulary to describe measureable attributes
Identify measurable from non-measurable attributes
Identify shapes
Position vocabulary & meaning
Understand shapes can make new shapes and shapes can be broken up
into smaller shapes
Students attend to the starting point of each object when measuring
Conservation of length








Task from Framework, SBAC, or Progressions Documents that elicits evidence
of a progression of learning associated with that task:
Task 1)

Task 2)












 Sample of student thinking that would represent levels 1, 2, and 3
achievement descriptors (SBAC):

Level 1: Student would not be able to sort in any way; would not be able to
describe or name the shapes or attributes.

Level 2: Student would be able to sort some of the shapes but may have some
inacurracies; may have difficulties articulating the rule when classifying shapes

Level 3: Student would be able to sort shapes by attributes and explain using
correct descriptors/vocabulary