Indiana College and Career Ready Standards Academic Standards Comments. INCC K.CC.1 Count to 100 by ones and by tens.


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1 Kindergarten Mathematics Indiana Academic Standards Crosswalk The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways in which students should synthesize and apply mathematical skills. These process standards should be embedded in and taught with all content standards. See pages 5 and 6 for more information. Number Sense Indiana College and Career Ready Standards Academic Standards Comments INCC K.CC.1 Count to 100 by ones and by tens. K.NS.1: Count to at least 100 by ones and tens and INCC K.CC.2 Count forward beginning from a given count on by one from any number. number within the known sequence (instead of having to K.NS.1 is not capped at 100. begin at 1). K.NS.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). K.NS.3: Find the number that is one more than or one less than any whole number up to 20. K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count up to 10 objects in a scattered configuration. Count out the number of objects, given a number from 1 to 20. K.NS.6: Recognize sets of 1 to 10 objects in patterned arrangements and tell how many without counting. K.NS.7: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. INCC K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). INCC K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. INCC K.CC.5 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 120, count out that many objects. INCC K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. INCC K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Recognizing number words 0 10 has been added to K.NS.2 K.NS.6 requires students to tell how many objects are in a set without counting. Values being compared have increased from 1 10 to Indianapolis Public Schools Curriculum and Instruction Page 1 of 6
2 Number Sense Computation and Algebraic Thinking Indiana College and Career Ready Standards Academic Standards Comments K.NS.9: Use correctly the words for comparison, including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. K.NS.10: Separate sets of ten or fewer objects into equal groups. INCC K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones. e.g., by K.NS.11: Develop initial understandings of place value using objects or drawings, and record each and the base 10 number system by showing equivalent composition or decomposition by a drawing or forms of whole numbers from 10 to 20 as groups of equation (e.g., 18 = ); understand that these tens and ones using objects and drawings. numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. K.CA.1: Use objects, drawings, mental images, sounds, etc., to represent addition and subtraction within 10. K.CA.2: Solve realworld problems that involve addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem). K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5 = and 5 = 4 + 1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] K.CA.4: Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. INCC K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. INCC K.OA.2 Solve addition and subtraction word problems, and add and subtract within (e.g., by using objects or drawings to represent the problem). INCC K.OA.5 Fluently add and subtract within 5. INCC K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way (e.g., by using objects or drawings), and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). INCC.OA.4 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 equation. K.CA.1 specifically states representing addition and subtraction within 10. Indianapolis Public Schools Curriculum and Instruction Page 2 of 6
3 Indiana College and Career Ready Standards Academic Standards Comments K.G.1: Describe the positions of objects and geometric INCC K.G.1 Describe objects in the environment using shapes in space using the terms inside, outside, K.G.1 also requires students to use the terms near, names of shapes, and describe the relative positions of between, above, below, near, far, under, over, up, far, under, over, up, down, to the left of and to the these objects using terms such as above, below, beside, down, behind, in front of, next to, to the left of and to right of. in front of, behind, and next to. the right of. Geometry Measurement K.G.2: Compare two and threedimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). K.G.3: Model shapes in the world by composing shapes from objects (e.g., sticks and clay balls) and drawing shapes. K.G.4: Compose simple geometric shapes to form larger shapes (e.g., create a rectangle composed of two triangles). K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. K.M.2: Understand concepts of time, including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time. INCC K.G.3 Identify shapes as twodimensional (lying in a plane, flat ) or threedimensional ( solid ). INCC K.G.4 Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). INCC K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. INCC K.G.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? INCC K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has more of or less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. INCC K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. Indianapolis Public Schools Curriculum and Instruction Page 3 of 6
4 Indiana College and Career Ready Standards Academic Standards Comments Data Analysis K.DA.1: Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. INCC K.MD.3 (partial alignment) Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. K.DA.1 requires students to explain their reasoning used when identifying objects that do not belong to a particular group. Indianapolis Public Schools Curriculum and Instruction Page 4 of 6
5 Process Standards for Mathematics The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways in which students should synthesize and apply mathematical skills. These process standards should be embedded in and taught with all content standards. Indianapolis Public Schools Curriculum and Instruction Page 5 of 6
6 Content that No Longer Needs to Be Taught In This Grade Level Standard Comments INCC K.CC.4c Understand the relationship between numbers and quantities; connect counting to cardinality. c. Understand that each successive number name refers to a quantity that is one larger. No longer taught in Indiana Academic Standards 2014 INCC K.G.2 Correctly name shapes regardless of their orientations or overall size. No longer taught in Indiana Academic Standards 2014 Indianapolis Public Schools Curriculum and Instruction Page 6 of 6
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