Only Kindergarten mathematics is shown here. Current and transition frameworks remain separate. A provisional target is not proof that every clause is taught or assessed.
Mathematics · 2017 framework
Kindergarten · 22 / 22 statements targeted
| Standard | Instruction status | Source text |
|---|---|---|
| math-2017:K.CC.1 | Provisional target; review pending | Count to 100 by ones and by tens. |
| math-2017:K.CC.2 | Provisional target; review pending | Count forward within 100 beginning from any given number other than 1. |
| math-2017:K.CC.3 | Provisional target; review pending | Write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). |
| math-2017:K.CC.4 | Provisional target; review pending | Understand the relationship between numbers and quantities; connect counting to cardinality using a variety of objects including pennies. |
| math-2017:K.CC.5 | Provisional target; review pending | Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. |
| math-2017:K.CC.6 | Provisional target; review pending | Orally identify (without using inequality symbols) whether the number of objects in one group is greater/more than, less/fewer than, or the same as the number of objects in another group, not to exceed 10 objects in each group. |
| math-2017:K.CC.7 | Provisional target; review pending | Compare (without using inequality symbols) two numbers between 0 and 10 when presented as written numerals. |
| math-2017:K.OA.1 | Provisional target; review pending | Represent addition and subtraction with objects, fingers, mental images, drawings, sounds such as claps, acting out situations, verbal explanations, expressions, or equations. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) |
| math-2017:K.OA.2 | Provisional target; review pending | Solve addition and subtraction problems (written or oral), and add and subtract within 10 by using objects or drawings to represent the problem. |
| math-2017:K.OA.3 | Provisional target; review pending | Decompose numbers and record compositions for numbers less than or equal to 10 into pairs in more than one way by using objects and, when appropriate, drawings or equations. |
| math-2017:K.OA.4 | Provisional target; review pending | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or, when appropriate, an equation. |
| math-2017:K.OA.5 | Provisional target; review pending | Fluently add and subtract within 5. |
| math-2017:K.NBT.1 | Provisional target; review pending | Compose and decompose numbers from 11 to 19 into a group of ten ones and some further ones by using objects and, when appropriate, drawings or equations; understand that these numbers are composed of a group of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
| math-2017:K.MD.1 | Provisional target; review pending | Identify and describe measurable attributes (length, weight, and height) of a single object using vocabulary terms such as long/short, heavy/light, or tall/short. |
| math-2017:K.MD.2 | Provisional target; review pending | 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. For example, directly compare the heights of two children, and describe one child as taller/shorter. |
| math-2017:K.MD.3 | Provisional target; review pending | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. The number of objects in each category should be less than or equal to ten. Counting and sorting coins should be limited to pennies. |
| math-2017:K.G.1 | Provisional target; review pending | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |
| math-2017:K.G.2 | Provisional target; review pending | Correctly name shapes regardless of their orientations or overall size. |
| math-2017:K.G.3 | Provisional target; review pending | Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). |
| math-2017:K.G.4 | Provisional target; review pending | Describe and compare two- or three-dimensional shapes, in different sizes and orientations, using informal language to describe their commonalities, differences, parts, and other attributes. |
| math-2017:K.G.5 | Provisional target; review pending | Model shapes in the world by building shapes from components, e.g., sticks and clay balls, and drawing shapes. |
| math-2017:K.G.6 | Provisional target; review pending | Combine simple shapes to form larger shapes. |