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1 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