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Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
Number Sense
Estimation/Accurate Computation
Reasoning/Problem Solving
Measurement
Algebra, Functions, & Mathematical Models
Geometry
Data Analysis, Probability, & Statistics
State Standards
Sample Test Items
New Vocabulary
Number Sense
State
Standard
and
Benchmark
Estimation/Accurate
Computation
Local
Curriculum
Number Sense
257.01.a
257.01.b
Whole
Numbers
Learning
Continuum
and other
Performance
Objectives
Reasoning/Problem
Solving
Measurement
Sample Assessment and
Sample Quizzes
Algebra, Functions,
& Mathematical
Models
Sample
Sequence
Minimum
Hours
Allotted
Geometry
Data Analysis,
Probability, &
Statistics
Sample Teaching
Strategy
Return to Top
Learning
Continuum
Benchmark
Tests, Teacher
Observable
For Learning:UsUU
Teacher has students rote count to 30.
Teacher has students recognize numbers
to at least 30.
Students write numbers to 10.
Of Learning:
RIT 151-160
RIT 161-170
Each day the class does the
number line in circle and they
count by 1’s to 30, from there
they my go by 1’s, 5’s or 10,s to
the actual day.
When the class does the number
line one student is chosen to
point to the numbers to 30.
When a numeral is taught the
students will write it in a variety
of ways, shaving cream, salt,
numeral rubbing, etc.
Sample
Resources

2
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
257.03.a
257.03.b
Estimation
Benchmark
Tests, Teacher
Observable
Sample Assessment and
Sample Quizzes
For Learning
At a center the student chooses a jar of
beans to estimate. They write down the
number of the jar, record their estimation
then count the beans and record the actual
number.
Of Learning:
257.01.b
Place Value,
Expanded
and Standard
Notation
260.01.a
263.01.b
Ordering
Learning
Continuum
Benchmark
Tests, Teacher
Observable
Learning
Continuum
Benchmark
Tests, Teacher
Observable
For Learning:
Students place cards with items on them
from 1 to 10. Under the cards the students
record the numerals.
Of Learning:
RIT 161-170
For Learning:
When students are in a line they are able to
identify who is first in line, who is second in
line, etc.
After a graphing activity in class the
students are able to identify which is most,
least or the same.
Of Learning:
RIT 151-160
RIT 161-170
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
In circle the teacher has a jar of
items related to current
instruction and students give
their estimation for the teacher to
write on the board. As a class
count the items and find the
estimate that was the closest. If
the item is edible and there is
enough give each student
one.(make sure there is enough!)
At a center the students have a
blank laminated strip. They use
manipulatives and order them 1
to 10. On the strip the students
then write the numerals under
the groups.
On the first day of school, have
children line up in lines of who
will walk home, who will ride the
bus home and who will get
picked up. Once they are in line
have them figure out how MOST
of the students will go home and
how the LEAST amount of
Students will go home. Since it
is the first day, do a name
refresher by having the students
name the first, second, third, etc.
person in each line.
Sample
Resources

3
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
257.01.c
Money
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Benchmark
Tests, Teacher
Observable
Sample Assessment and
Sample Quizzes
For Learning:
Students are given a variety of items
including one penny. When asked to
identify the penny they are able to name the
penny.
Of Learning:
RIT 161-170
For Learning:
Fractions /
Ratio /
Proportion
Learning
Continuum
Benchmark
Tests, Teacher
Observable
Using a laminated “pizza” that is cut into
four pieces and taped to a “pan,” students
will demonstrate the concept of 1, ½, ¼ and
¾.
Of Learning:
RIT 151-160
RIT 161-170
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
The teacher takes the class to
the store for a field trip. Back in
class a store center is set up with
a register and play money.
Before the center is opened to
the class the teacher goes over
the types of money.
Regularly have students fold
their papers into “halves” and
quarters so that they can begin
to understand this concept.
Sample
Resources

4
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Estimation and Computation
Sample Assessment and
Sample Quizzes
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
Return to Top
For Learning:
257.01.a
257.01.b
Whole
Numbers
Learning
Continuum
Benchmark
Tests, Teacher
Observable
On a list of numbers out of order 0-10 and
up to 100 with two from each set of ten, the
student is able to identify and name
numbers to at least 10.
Individually, the student is able to rote count
to at least 30.
Of Learning:
RIT Below 150
RIT 151-160
RIT 161-170
Mathematical Reasoning and Problem Solving
258.01.a
258.02.a
257.02.a
Reasoning
and Problem
Solving
Learning
Continuum
Benchmark
Tests, Teacher
Observable
Return to Top
For Learning:
In groups or individually, the student is
given a number of objects with a tub of
more in the center of the table. The teacher
asks the student to show what would
happen if they found two more. The
teacher has the student use words to
explain what happened.
Of Learning:
RIT 161-170
In manipulatives there are
background cards with a number
on each card 0-10. The student
is instructed to place the correct
amount of manipulatives on each
card.
When taking turns in class or on
the playground a child gets a turn
up to 30 seconds while the other
students count out 30. This is
ongoing throughout the year.
With a partner the students are
given up to 8 unifix cubes, all the
same color, and a plastic bowl.
The students take turns hiding
some under the bowl and putting
some on top. They take turns
verbalizing how many on top and
how many under.
Sample
Resources

5
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
258.03.a
Use
technology to
solve
problems.
258.02.a
Communicate
math
information
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Benchmark
Tests, Teacher
Observable
Benchmark
Tests, Teacher
Observable
Sample Assessment and
Sample Quizzes
Sample
Sequence
For Learning
In circle the class is able to identify the keys
on large mock-up of a four-function
calculator as the teacher points to them.
For Learning
In circle the children are able to read a
number story the teacher presents, then
use themselves to illustrate the number
story. I.e. 2+3, two boys and three girls.
Concepts and Principles of Measurement
Minimum
Hours
Allotted
Sample Teaching
Strategy
The class goes on a field trip to a
bank. At the bank the staff talks
about money and adding
machines. Back in class the
teacher sets up a bank center
with a four-function calculator as
a prop. Before opening up the
center the teacher goes over the
keys on the calculator.
Pairs of students are given 5
unifix cubes and a record sheet.
Taking turns, one student puts
some blocks in each hand and
the other student records the
number story.(the hand game in
Math Their Way)
Return to Top
For Learning:
259.01.a
Length,
Weight,
Volume
Benchmark
Tests, Teacher
Observable
A number of items is displayed in the front
of class and a variety of measurement
tools. The teacher asks the students which
tool is needed to find out the length, weight,
and volume of each item. Students are
asked to come up and show how they
would use the tool.
Of Learning:
RIT 151-160
At a center on the floor have
students pair up and while one
lays flat on the floor the other
student makes a stack of unifix
cubes as tall as the student.
Then, together, the students
count and record how many
cubes tall they are. At the end of
the day put the names and
numbers on the board in order
then line the children up. Ask
them what they notice.
Sample
Resources

6
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
259.01.a
Time,
Temperature
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Benchmark
Tests, Teacher
Observable
Sample Assessment and
Sample Quizzes
For Learning:
Students are able to tell the teacher what
time school begins, what time recess
begins, and what time school gets out.
In groups the students are able to identify if
a temperature is hot warm or cold.
Of Learning:
RIT 151-160
RIT 161-170
257.03.a
259.01.b
Estimate
measurement
Benchmark
Tests, Teacher
Observable
For Learning
In circle the teacher provides an item for the
students to estimate the circumference.
Each student is asked how long a piece of
string needs to be to go exactly around the
object. Once they each have a string they
try out their string then tell if it was too long,
too short or just right.
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
The teacher has miniature clocks
displayed near the calendar with
the time school begins, recess
begins, and school ends. Each
day as the event occurs the
teacher points to the appropriate
clock and says, “It is ___ O’clock,
time for_____”.
Each day in group-time one
student goes to an appropriate
thermometer and records the
temperature on a chart, then
announces if it is cold, warm or
hot.
At a center there are a variety of
objects in individual tubs. Each
object has three strings to
measure the circumference.
One is too long, one is too short
and one is just right. The
students are instructed to explore
each tub and find the string that
is just right for each object.
Sample
Resources

7
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment and
Sample Quizzes
Algebra, Functions, and Mathematical Models
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
Return to Top
For Learning:
263.01.a
Patterns,
Sequences,
Functions
Benchmark
Tests, Teacher
Observable
Given three stacks of unifix cubes with only
one in a pattern, the student is able to
identify the one that is a pattern, read the
pattern, and then extend the pattern.
At a center the students are
given two colors of unifix cubes.
The students are instructed to
create an AB pattern with the
cubes and read it to the teacher.
Of Learning:
RIT 151-160
260.01.b
Write vertical
sentence
horizontally
For Learning
Benchmark
Tests, Teacher
Observable
At a center students are given a paper with
groups of items one above the other. They
are instructed to write the number beside
the groups and put in the addition symbol
between the two numbers.
In group time the teacher has felt
items to display a number story
on the felt board. First the
teacher does a number story
vertically then does the same
number story horizontally and
asks the students if it is the same
story. The teacher has individual
students come up and try their
own number stories the same
way.
Sample
Resources

8
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
260.01.a
257.01.a
258.02.a
260.01.b
Write a
number
sentence.
257.01.a
260.01.a
compare
numbers
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Sample Assessment and
Sample Quizzes
For Learning
Benchmark
Tests, Teacher
Observable
Benchmark
Tests, Teacher
Observable
260.01.b
reverse
operations
Benchmark
Tests, Teacher
Observable
The student is given a set of four unifix
cube towers, each with different color sets.
The student is able to write a number story
for each unifix tower.
For Learning
Given two numbers the student is able to
say which number is greater than the other,
which is less than the other, or if they are
the same.
For Learning
Students are given a number of items and a
tub with more is set in the center of the
table. The student is asked to add two
more to their pile. Then the teacher asks
how many they have and then has the
student show what would happen if two
were put back. The teacher has the
student verbalize what happened to the
original set of items.
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
The students are provided with a
felt board and two different felt
shapes. They are instructed to
put the shapes in two groups
with no more than 5 in each
group. Then they write on a
laminated strip of paper the
number in each group with the +
between the groups. Each
student needs to make 4
different number stories.
The student is provided with
items. They have two paper
plates and number cards in front
of them. The student places a
group of items on each plate,
counts the items and places the
correct number card under each
plate. The student then must
verbalize which plate has the
most, least or same.
Students are given a number of
items and a tub with more is set
in the center of the table. The
student is asked to add two more
to their pile. Then the teacher
asks how many they have and
then has the student show what
would happen if two were put
back. The teacher has the
student verbalize what happened
to the original set of items.(the
lesson is the same as the
assessment because this is a
discovery and exploration “skill”)
Sample
Resources

9
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
260.01.b
258.01.a
258.02.a
Solving
Equations
and
Inequalities,
Simplifying
Expressions,
Order of
Operations
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Benchmark
Tests, Teacher
Observable
Sample Assessment and
Sample Quizzes
For Learning
The student is given a written number story
and is able to verbalize it. Example,
Teacher shows 3+5=8 and the student
verbalizes three and five makes eight.
261.01.a
261.01.b
Shapes and
Figures, 2- &
3dimensional
Benchmark
Tests, Teacher
Observable
261.02.a
graph in two
dimensions
Sample Teaching
Strategy
In group time the teacher uses
felt shapes to create number
stories and has the class
verbalize them while the teacher
writes the symbols for the story.
Return to Top
For Learning:
The student is able to identify a circle,
square, triangle, and rectangle.
Of Learning:
RIT 151-160
RIT 161-170
For Learning
Benchmark
Tests, Teacher
Observable
Minimum
Hours
Allotted
Of Learning:
RIT 151-160
RIT 161-170
Concepts and Principles of Geometry
Learning
Continuum
Sample
Sequence
Of Learning:
RIT 151-160
RIT 161-170
The student is given a wide
variety of shapes in many sizes
and four sorting sheets. The
student is asked to place all the
items that are the same shape
into groups. The teacher then
has the student name each
group and help if needed.
Sample
Resources

10
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
261.01.c
Explore slides,
flips, and turns
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Benchmark
Tests, Teacher
Observable
261.01.d
Understand
and apply
appropriate
vocabulary
for position
and size
Benchmark
Tests, Teacher
Observable
Sample Assessment and
Sample Quizzes
For Learning
The student is able to identify a specified
geometric figure in a simple picture
containing several geometric figures.
Of Learning:
RIT 151-160
RIT 161-170
For Learning:
In group the students are able to identify
above, below, up, down, over, under,
inside, outside, top, bottom, between,
middle, before, and after as the teacher
points to items in the environment in
relationship to the teacher.
Data Analysis, Probability, and Statistics
262.01.a
262.01.b
262.02.a
Collect,
represent, and
analyze
data using
appropriate
vocabulary
Learning
Continuum
Benchmark
Tests, Teacher
Observable
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
At a center, the student is
provided with a picture
containing several geometric
figures, and specific shapes.
The student is asked to place the
shapes in the picture where they
will fit.
The teacher takes a cut out letter
or foam letter and hides it
somewhere in the room for the
students to find. The first student
to find the letter must describe
where it is to the class using
above, below, beside, between,
etc. vocabulary.
Return to Top
For Learning:
The teacher gives the student a graphing
sheet and two colors of unifix blocks. The
student is able to graph the cubes in two
columns, color in the columns and say
which is most and least.
At a center the students are
given two colors of jelly beans
and a graphing sheet. The
students are told to sort the jelly
beans, place them on their graph
then make a mark beside each
one. Once they graph the jelly
beans they tell the teacher which
was the most and least or same
and eat the jelly beans.
Sample
Resources

11
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State
Standard
and
Benchmark
262.03.a
262.04.a
Probability
and
prediction
Local
Curriculum
Learning
Continuum
and other
Performance
Objectives
Learning
Continuum
Benchmark
Tests, Teacher
Observable
Sample Assessment and
Sample Quizzes
For Learning:
In groups the students are able to
make a prediction on the outcome of a
selected activity then discuss their
predictions and the actual outcome.
Of Learning:
RIT 161-170
Sample
Sequence
Minimum
Hours
Allotted
Sample Teaching
Strategy
At a center the students are
given a dice and a record sheet.
Before they begin they predict
which number will show up the
most. The student will then roll
the dice until one number column
is filled and then verbalize which
number showed up most often.
Sample
Resources

12
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
State Standards: Kindergarten Mathematics
Return to Top
256.
MATHEMATICS STANDARDS – GRADE KINDERGARTEN, SECTIONS 257 THROUGH 263.
The samples associated with the content standards are meant to illustrate meaning and to represent possible areas of
application. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate
learning.
257.
BASIC ARITHMETIC, ESTIMATION, AND ACCURATE COMPUTATIONS.
Rationale: An understanding of numbers and how they are used is necessary in the everyday world. Computational skills and procedures should be
developed in context so the learner perceives them as tools for solving problems.
Standard – The student
will:
01. Understand and
use numbers.
Return to Whole Numbers—
NS
Content Knowledge and Skills:
a.
Demonstrate knowledge of our
numeration system by counting in a
variety of ways.
Samples of Applications:
i.
ii.
iii.
Rote count from 0 to 20.
Rote count backwards from 10 to 0.
Identify ordinal numbers 1st through
3rd.
Return to Compare Numbers
Return to Whole Numbers—
Est.
Return to Write Number
Sentence
Return to Whole Numbers—
NS
Return to Whole Numbers—
Est.
b.
Demonstrate an understanding of
the verbal, symbolic, and physical
representations of a number.
Return to Place Value /
Notation
Return to Money
02.
Perform
computations
accurately.
i.
ii.
iii.
c.
a.
Identify a penny as a value of
money.
Explore the concepts of addition
and subtraction using concrete
objects.
i.
i.
ii.
Return to Reasoning / Problem Solving
03.
Estimate and judge
reasonableness of
results.
b.
Use appropriate vocabulary.
a.
Use estimation to identify a number
of objects.
Return to Estimation
Return to Estimate Measurement
i.
Put number cards in order from 0 to
10.
Match the value of a number with its
corresponding numeral.
Count a set of objects using one-toone correspondence.
Use pennies to purchase items from a
school store.
It’s snack time. If you have 4
cookies and you eat 2 cookies, how
many cookies will you still have?
Use the counting bears to show that
the 3 bears are at the dinner table. 2
more bears join them. How many
bears are at the table?
Identify the reasonableness of the
number of teddy bear counters in a
small jar (up to 10).
13
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
Return to Estimation
b.
c.
258.
Evaluate the reasonableness of an
answer.
i.
Estimate the number of blocks (up
to 10) in a bag. Count the number of
blocks to find the total, and note
which estimates are reasonable.
Use appropriate vocabulary.
MATHEMATICAL REASONING AND PROBLEM SOLVING.
RATIONALE: THESE PROCESSES ARE ESSENTIAL TO ALL MATHEMATICS AND MUST BE INCORPORATED IN ALL OTHER
MATHEMATICS STANDARDS.
Standard – The student
will:
01. Understand and
use a variety of
problem-solving
skills.
02.
Use reasoning
skills to recognize
problems and
express them
mathematically.
Content Knowledge and Skills:
a.
Select strategies appropriate to
solve a problem.
Samples of Applications:
i.
Return to Reasoning / Problem Solving
Return to Solving Equations
a.
Use concrete objects
to identify and
show a solution to problems.
i.
Use:
 guess and check
 act it out
 draw a picture
 build a model
Given a picture or story, use
counters to make up your own
number story and solution.
Return to Reasoning / Problem Solving
Return to Communicate Math Information
Return to Write Number Sentence
03.
04.
Apply appropriate
technology and
models to find
solutions to
problems.
Communicate
results using
appropriate
terminology and
methods.
Return to Solving Equations
a.
Select appropriate models
to
represent mathematical ideas.
i.
Use keys of a 4-function calculator
to manipulate numbers - Clear, On
and Off buttons.
i.
Use vocabulary terms:
 more
 less
 same
 number
Return to Use Technology to Solve Problems
a.
Use appropriate vocabulary to
communicate mathematical
information.
14
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
259.
CONCEPTS AND PRINCIPLES OF MEASUREMENT.
Rationale: The first step in scientific investigation is to understand the measurable attributes of objects.
Standard – The student
will:
01. Understand and
use U.S. customary
and metric
measurements.
Content Knowledge and Skills:
a.
Explore the use of standard and
non-standard tools for measuring
time, length, volume, weight, and
temperature.
Return to Length, Weight, Volume
Return to Time, Temperature
b.
Samples of Applications:
i.
Use non-standard units (for
instance, paper clips, hands, shoes)
to measure items in class for length,
volume, and weight.
ii.
Use thermometers to measure
relative temperature.
iii. Use digital and analog clocks to
understand that it tells the time.
iv. Use a calendar to determine the
day of the week and the day’s date.
Apply estimation of measurement
to real-world and content problems
using actual measuring devices.
Return to Estimate Measurement
c.
Use appropriate vocabulary.
260.
CONCEPTS AND LANGUAGE OF ALGEBRA.
Rationale: Algebra is the language of mathematics and science. Through the use of variables and operations,
algebra allows students to form abstract models from contextual information.
Standard – The student
Content Knowledge and Skills:
Samples of Applications:
will:
01. Use algebraic
a.
Compare sets of objects using
i.
Identify which set of objects is
symbolism as a
vocabulary (less than, greater than,
greater, less, or the same as.
tool to represent
same as).
mathematical
Return to Ordering, Equalities / Inequalities
relationships.
Return to Write Number Sentence
Return to Compare Numbers
b.
Explore the relationship
between
addition and subtraction.
Return to Write Vertical Sentence Horizontally
Return to Write Number Sentence
Return to Reverse Operations
Return to Solving Equations
i.
There were 2 bears at the gym. 3
more bears came. How many bears
were at the gym? 1 bear got sick
and went home. How many bears
were still at the gym?
15
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
261.
CONCEPTS AND PRINCIPLES OF GEOMETRY.
Rationale: The study of geometry helps students represent and make sense of the world by discovering
relationships and developing spatial sense.
Standard – The student
will:
01. Apply concepts of
size, shape, and
spatial
relationships.
Content Knowledge and Skills:
a.
Recognize, name, build, draw,
compare, and sort two- and threedimensional shapes.
Return to Shapes and Figures
b.
Samples of Applications:
i.
Teacher touches the shape and the
child tells the name of the shape.
ii.
Teacher tells the name and the
child touches the corresponding
shape.
iii. Go on a shape walk.
Recognize and create shapes that
have symmetry.
Return to Shapes and Figures
c.
Explore slides, flips, and turns.
Return to Explore Slides, Flips, Turns
d.
Understand and apply appropriate
vocabulary for position and size.
Return to Apply Vocabulary
02.
Apply graphing in
two dimensions.
a.
Apply ideas about direction and
distance.
Return to Graph in Two Dimensions
i.
Appropriate vocabulary: above,
below, up, down, over, under,
inside, outside, top, bottom,
between, middle, before, after.
16
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
262.
DATA ANALYSIS, PROBABILITY, AND STATISTICS.
Rationale: With society’s expanding use of data for prediction and decision-making, it is important that students
develop an understanding of the concepts and processes used in analyzing data.
Standard – The student
Content Knowledge and Skills:
Samples of Applications:
will:
01. Understand data
a.
Interpret information from real
i.
Provide a simple graph such as how
analysis.
objects and simple pictographs.
many girls and how many boys and
Return to Collect, Represent, Analyze Data
determine most, least, and same.
b.
Understand and use appropriate
i.
Appropriate vocabulary: graph,
vocabulary.
same, different, least, most, sort,
Return to Collect, Represent, Analyze Data
predict, and tally.
02. Collect, organize,
a.
Create a graph using real objects or i.
Use children’s shoes to build a
and display data.
pictorial representations.
graph to tell how the shoes fasten.
Put the question “How do we fasten
Return to Collect, Represent, Analyze Data
our shoes?” at the top of the graph.
ii.
Use a pictograph to show how
students get to school (ride or
walk).
03. Understand basic
a.
Predict and perform results of
i.
Place 3 objects, 2 of 1 color and 1
concepts of
simple probability experiments.
of another color, in a bag. Predict
probability.
what color will be drawn from the
Return to Probability / Prediction
bag.
04.
Make predictions
or decisions based
on data.
a.
Make predictions or decisions
based on probable results or past
experiences.
i.
If it has been snowing for 3 days,
should a person wear a bathing suit
outside?
Return to Probability / Prediction
263.
FUNCTIONS AND MATHEMATICAL MODELS.
Rationale: One of the central themes of mathematics is the study of patterns, relationships, and functions.
Exploring patterns helps students develop mathematical power.
Standard – The student:
Content Knowledge and Skills:
Samples of Applications:
01. Understand the
a.
Replicate and extend patterns and
i.
Copy and extend a pattern using
concept of
identify the rule (function) that
unifix cubes. Use the same pattern
functions.
creates the pattern.
using different colors.
Return to Ordering,
Equalities / Inequalities
Return to Patterns, Sequences, Functions
b.
Sort and classify objects by
i.
attributes.
c.
Understand and use appropriate
vocabulary.
i.
Sort by shape, color, size, and
other attributes using attribute
blocks.
Appropriate vocabulary: sort,
pattern, and count.
17
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
New Vocabulary () and Symbols ()
ISAT “SubGoal”
RIT Below 150-160
Algebraic o  for answer to equation
(151-160)
Concepts
Return to
Top
RIT 161-170
o ( ) used in equations
RIT 191-200
 if-then, product, sum
o variables, exponents (signs /
symbols)
o <, > symbols
RIT 201-210

input, output, table,
associative, equation
o , 
RIT 231-240

RIT 171-180

inequality, if-then
statement, term in sequence,
square numbers, negative
coefficient
o I=pxrxt
 sign
o – used as negative
RIT 211-220

RIT 241-250
regression equation, varies
inversely as the square,
slope of parallel lines,
solution to system, factor
(used with equations)
RIT 181-190
commutative, solve, square
numbers, input, output,
number sequence
RIT 251-260

parabola, intercepts, number
of solutions, simultaneous
equations, counterexample,
solution set, sin A, cosine,
tangent, discriminant,
imaginary solutions,
difference of two squares,
read solution set from
graph, factor completely
RIT 221-230

absolute value,
evaluate, quotient
o square root symbol,
%, absolute value
symbol
RIT 261-300
18
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
New Vocabulary () and Symbols ()
ISAT “SubGoal”
Computation
Return to
Top
RIT Below 150-160
RIT 161-170
(Below 150)
 and
o +, =, (151-160)
 equals, facts
o x (multiplication symbol)
RIT 191-200
o $, decimal point


difference, not true, power
of 10, rounded, thousands
o ¢, %
“Solve for n”
estimate, round, closest to,
sum, of (used as in “½ of 36”)
o square root symbol
RIT 211-220
 smallest, tenth
o – as a negative, + as a
positive
RIT 241-250

decimal fractions, opposite
RIT 181-190
 closest, how many
o division symbol (both
forms)
RIT 201-210
RIT 231-240

RIT 171-180
RIT 251-260

sum of opposites
RIT 221-230

product, divide, most, if
– then, compute, lowest
terms
RIT 261-300
19
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
New Vocabulary () and Symbols ()
ISAT “SubGoal”
Geometry
RIT Below 150-160

shape, circle, same as
RIT 161-170

matches, triangle, square,
corners, cone, closed,
inside
RIT 171-180

congruent, figure
RIT 181-190

o
Return to
Top
RIT 191-200

o
symmetrical, parallel, intersecting,
diagonal, pair, angle, cylinder,
outside, inside, sphere, faces,
corresponding, point, intersect,
outside, axis of symmetry, line
segment, pentagon
symbol for parallel lines
RIT 201-210

o
RIT 231-240

transformation, hypotenuse, edge,
isosceles, scalene triangle, similar
trapezoids, alternate interior angles,
sum of angles in triangle
intersection,
quadrilaterals, octagon,
parallelogram, pyramid,
isosceles, right angle,
diameter, right angle,
geometric, perpendicular,
plane
 for triangle, angle
symbol
RIT 211-220

o
RIT 241-250

o
symmetrical halves,
diameter, radius, angle
bisector, tangent,
corresponding parts of
congruent triangles,
Pythagorean theorem,
corresponding angles,
complementary angles,
construction
sign for parallel lines
symmetrical, perpendicular, ray,
vertex, rotation, triangular prism,
corresponding parts, supplementary,
acute angle, transformation
 - congruent symbol,  - double
arrow symbol for similarity,  - pi
symbol, ABC – to label triangle
RIT 221-230

o
RIT 251-260

slope, non-vertical and nonhorizontal, midpoint, endpoint,
rotational symmetry, reflected,
perpendicular bisector, similar
triangles, similar trapezoids, similar
cylinders, conditional,
counterexample, conclusion of inthen statement, interior of angle,
exterior angle of regular polygon,
interior angle of regular polygon,
sum of angles in triangle equals 180
degrees, congruent angles, adjacent
angles, vertical angles
symmetry, point, sides,
rectangle, cube, straight, line
segment, shortest
line AB (with double arrow
over AB), line segment AB
(with segment line over AB)
radius, polygon,
circumference, trapezoid,
rectangular box, equilateral,
similar, obtuse angle, straight
angle, slide
angle symbol, label for line –
L1
RIT 261-300


postulate (261-270)
HL (271-280)
20
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
New Vocabulary () and Symbols ()
ISAT “Sub-Goal”
Measurement
Return to
Top
RIT Below 150-160

o
longest, shortest, how tall,
kilometer, meter, time (151160)
C for Celsius, cm for
centimeter
RIT 161-170

o
RIT 191-200

o
height, width, parallelogram,
square, rectangle, triangle,
year, ton, seconds, kilogram,
distance, miles, liter
mm = millimeter, a.m. and
p.m., hr = hours, min =
minutes
o
rectangular house, height
and base, algebraic
expression, rows and
columns, checking account,
car purchase, commission,
simple interest
F = 9/5 C + 32, formula for
finding volume of a
pyramid

o
RIT 201-210

o
RIT 231-240

how long, names of days of
week, next, names of months,
pennies, centimeter, inches
degree symbol, : for time –
1:00, face of quarter, dime,
penny, and nickel
RIT 171-180
right angle, circumference,
minutes, decades, milligrams,
gram, cubic feet, volume, liters,
length, weight, kilometers,
millimeters, mass
ft for feet, mL = milliliters, right
angle symbol, symbol for line
segment, 
doubled and tripled, rectangular
solid, cylindrical tank, algebra
tiles, inscribed, time-and-a-half,
sales tax, discount

o
RIT 211-220

o
RIT 241-250

line segment, area, square units,
perimeter, days, week, set, coins,
thermometer, temperature, pounds,
ounces, pints, quarts
$, decimal point for cents, F =
Fahrenheit, lb = pounds, sq = square
units, cent sign, recognize back of
penny, nickel, dime, and quarter
RIT 181-190
yards, measure of angle, degrees,
protractor, centuries, below zero, Celsius,
rectangular solid, rectangular prism,
decades, ounces
” = inches, yd = yards, b = base, h =
height, r = radius, s = side, angle symbol,
- for negative, + for positive, d =
distance, tsp = teaspoon, pt = pint, gal =
gallon, qt = quart, c = cup
RIT 221-230

o
RIT 251-260

o
circumscribed, distance formula
formula for finding volume of a cone,
formula for volume of a cube, formula
for finding volume of a rectangular
solid
about, length, estimate,
perimeter, change, quarter,
dollars, dozen, units, feet,
yard, grams, meters, cups,
gallons, nickel, pennies,
dime, tablespoon, hours,
minutes, degree
m = meters, g = grams
reasonable, formula, segment
BC, pi, radius squared,
diameter, metric units, quarts,
gallons, rectangular box, base,
rate
oz = ounces, C =
circumference
RIT 261-300

rate of interest, successive
discounts (271-280)
21
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
New Vocabulary () and Symbols ()
ISAT “SubGoal”
Number
Sense
RIT Below 150-160

how many
o
 for answer
RIT 161-170

Return to
Top
RIT 191-200

o
thirds, fourths, rounded,
thousands, exponential form,
mixed number, improper
fraction, lowest common
denominator, percent,
expanded form, prime, factor,
proportion
use of dot as a multiplication
symbol
ones, tens, hundreds,
thousands, numeral,
ordinal numbers through
eleventh, counting
RIT 171-180

even numbers, same as,
fewest
o < and > signs, = sign
RIT 201-210

o
RIT 231-240
missing number, pentagon,
simplest fraction, biggest,
hundredths, one less, decimal
numeral, squared, divisible,
inequality, expanded numeral,
equivalent, point, standard
numeral, sequence
+ used as positive symbol, used as negative symbol
RIT 241-250

Base ten, prime factors
RIT 181-190

first, second, third, etc.,
odd, one-fourth, onehalf, reduce, fractions,
order, divisible, round,
smallest, largest,
lowest terms, greatest
common factor, least
common multiple,
closest, units, set, digit,
greater than, greatest
RIT 221-230

always true, proportion,
multiply, between, tens
digit, standard numeral,
ratio
RIT 211-220

o
counting number, portion,
fractional part, lowest terms,
reciprocal, order, scientific
notation, prime factorization,
not prime, factor tree, common
multiples, greatest common
denominator, equivalent,
nearest dollar
square root symbol
RIT 251-260
RIT 261-300

infinite non-repeating
decimal (261-270)
22
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
New Vocabulary () and Symbols ()
ISAT “Sub-Goal”
RIT Below 150-160
RIT 161-170

Reasoning
and Problem
Solving
how many, not, in all,
altogether
RIT 171-180

Return to
Top
RIT 191-200

o
terms, meter, millimeters, kilogram,
feet, yards, unit of measurement, height,
thousands, hundreds, tens, table, graph,
length, width, rectangular, area, square
inches, exactly, coins, numeral, even,
change, average, opposite, percent,
subtrahend, addend, formula, circle,
diameter, operation, total, fact, fraction,
surfaces, cube, temperature, first – fifth
(ordinal names), difference, equivalent
tally marks, =, - as an integer sign, %,
C,  for answer
RIT 201-210

equation, product,
increased, number line,
information not
needed, division,
estimate, odd, prime,
cube, pattern,
geometric patterns,
extra information
o rxt=d
RIT 231-240

regression equation
RIT 241-250

matrix
product, number
sentence, problem, how
many more, multiples,
greater than, left, how
much, money, answer,
about, outside, inside,
shape, calendar, picture
RIT 211-220

decimals, fractions, what
shape, hour, minutes,
gallons, average,
probability, graph,
squares
o %
RIT 251-260
RIT 181-190

add, subtract, multiply,
divide, rate, kilometers,
hours, between, equals, cost,
time, less than, closest to,
equation, weigh, minutes,
pieces, dozen, cups, inches,
pounds, miles, sum, dime,
nickel, pennies, quarter
o +, $, decimal point for cents,
¢
RIT 221-230

mortality, odometer, magic
square, deducted, less than
twice, addends, less than
sum, rectangle, diameter,
radius, label (units), area,
perimeter
o I = prt
RIT 261-300
23
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
New Vocabulary () and Symbols ()
ISAT “SubGoal”
RIT Below 150-160

Data
Analysis,
Statistics
and
Probability
Return to
Top
RIT 161-170
RIT 191-200

average, bar graph,
percentage
o %
vertex, fractional part,
amount of sales,
translation, matrix,
possibility, mean salary,
coordinates of points

RIT 201-210

RIT 231-240

probability
RIT 171-180
least often, how many
ways, ordered pairs,
coordinates, distance
formula
RIT 241-250

coordinate, Venn diagram,
greatest decrease,
endpoints, midpoint
chance
RIT 181-190

RIT 211-220

dice, arranged, highest
mean
RIT 251-260
most often
RIT 221-230

even numbers, mean,
median, integer,
intersection, table,
frequency, origin,
quadrant
RIT 261-300
24
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
ISAT “Sub-Goal”
RIT Below 150
RIT 151-160
RIT 161-170
Algebra

Solving
Equations,
Simplifying
Expressions,
Order of
Operations

Solve for missing numbers in an
addition or subtraction sentence
Determine what operation is needed
to solve a word problem (any
operation)
Return to Guide
Data Analysis, Probability, and Statistics
Data Analysis

Use pictographs or bar graphs to
compare quantities

Return to Guide
Probability
and Prediction
Return to Guide

Represent and compare data (e.g.
largest, smallest, most often, least
often) by using picture graphs,
pictures, or simple bar graphs
Determine an outcome and make a
prediction (single event)
25
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
ISAT “Sub-Goal”
RIT Below 150
RIT 151-160
RIT 161-170
Estimation and Computation
Whole
Numbers


Return to Guide
Identify fact families with sums 0-18
in horizontal format
Understand the concept of
subtraction using symbols; subtract
two numbers in vertical format





Combine sets through manipulative
and pictorial addition problems
Add three 1-digit numbers
Add 2-and 3-digit numbers with no
regrouping
Subtract a 1-digit number from a 2digit number with regrouping
Understand the concept of
multiplication using symbols; recall
multiplication facts with one factor
as 1,2,3,4,5 and other factor 0-9

Identify congruent figures (using
“same size and shape” terminology)
Identify figures that are similar, have
the same shape

Identify congruent figures
Identify and name the plane figures:
circle, triangle, and square

Identify and name solid figures: can
(cylinder) and cone
Relate and compare plane figures to
solid figures
Identify sides and corners (vertices)
on solid figures
Contrast open and closed figures
Identify cylinder (can) attributes




Separate sets through manipulative
and pictorial subtraction problems
Add a 2-digit number and a 2-digit
number with no regrouping
Subtract a 1-digit number from a 2digit number with no regrouping
Subtract a 2-digit number from a 2digit number with no regrouping
Subtract 2-and 3-digit numbers with
no regrouping
Geometry
Congruency
and Similarity


Return to Guide
Shapes and
Figures, 2and 3Dimensional
Return to Guide





26
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
ISAT “Sub-Goal”
RIT Below 150
RIT 151-160
RIT 161-170
Measurement
Time,
Temperature


Choose the appropriate tool: clock
to measure time, calendar to measure
days and months, thermometer to
measure temperature, ruler to
measure length
Measure temperature with customary
measures

Identify equal parts of a region
(halves, thirds, fourths)
Represent fractions by using models
and drawings

Identify one-half of an object from a
picture

Identify value of a penny, nickel,
dime, and quarter

Order numbers 0-100

Identify and understand the place
value and value of each digit in
numbers through the hundreds



Order periods of time (days of the
week, months of the year, etc.)
Tell and write time to the hour and
half hour using analog and digital
clocks
Identify and interpret a calendar
Read a Fahrenheit and Celsius
thermometer to the nearest degree
Number Sense
Fractions,
Ratio, and
Proportions


Return to Guide
Money
Return to Guide
Ordering

Compare and order numbers and sets
of objects 0-10
Return to Guide
Place Value
Return to Guide
27
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
ISAT “Sub-Goal”
RIT Below 150
Whole
Numbers

Return to Guide


RIT 151-160
Match sets of objects to numerals 040 to demonstrate an understanding
of one-to-one correspondence
Identify and count numbers 0-20
Identify and order ordinal numbers
(first to tenth)



RIT 161-170
Identify missing numbers in a series
through 100
Identify the number that is “one
more than”, “one less than”, “10
more than”, and “10 less than” a
given number
Count objects that are grouped into
tens and ones
Mathematical Reasoning and Problem Solving
Mathematical
Reasoning
and Problem
Solving

Determine what operation is needed
to solve a word problem (addition
and subtraction)

Solve simple addition word problems

Understand the concept of addition
using concrete objects
Determine what operation is needed
to solve a word problem (any
operation)

Return to Guide
28
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
Sample Test Items
Return to Top
RIT 151-160: Algebraic Concepts
Return
Return
RIT 161-170: Algebraic Concepts
Return
RIT Below 150: Computation
Return
RIT 151-160: Computation
Return
RIT 161-170: Computation
Return
29
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
RIT 151-160: Geometry
Return
Return
RIT 161-170: Geometry
Return
Return
RIT 151-160: Measurement
Return
Return
RIT 161-170: Measurement
Return
Return
RIT 151-160: Number Sense and Numeration
Return
Return
Return
RIT 161-170: Number Sense and Numeration
30
Idaho State Curriculum Guide Mathematics--Kindergarten ©State of Idaho 2003
Return
Return
Return
Return
RIT 161-170: Problem Solving
Return
RIT 151-160: Statistics, Probability, & Graphing
Return
RIT 161-170: Statistics, Probability, & Graphing
Return
Return