School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade K

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State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Clarification of Indicator and/or Objective
    Explanation and/or examples of indicator and/or objective
  • Prerequisite Skills
    Concepts students should understand before further instruction
  • Lesson Seeds
    Ideas/seeds for an objective-aligned activity
  • Higher Order
    Thinking Skills

    Examples of questions at various levels of cognitive demand
  • Sample Assessments
    Items and annotated student responses as appropriate

Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology.

Topic

A. Knowledge of Number and Place Value

Indicator

Objectives
  1. Extend concept of number
  2. Construct relationships between and among quantities using language such as: more than, less than, fewer than, as many as, one more, one less
  3. Demonstrate cardinality by answer of how many
  4. Build meaningful relationships by using 5 and 10 frames
  5. Use concrete materials to build sets 0 to 10
  6. Use concrete materials to compose and decompose quantities up to 10
  7. Match a numeral to a set
  8. Count to 31
  9. Count backward from 10
  10. Use ordinal numbers to indicate position such as: first, second, third, fourth, fifth

Indicator

  • 2. Recognize fractions
Objective
  1. Show initial awareness of fractional parts (halves) using concrete materials

Indicator

  • 3. Recognize and use money
Objectives
  1. Identify and name the value of pennies, nickels, and dimes
  2. Choose the coin named from a given set of mixed coins
  3. Use money in real-world situations such as a classroom store

Topic

C. Number Computation

Indicator

  • 1. Analyze number relations and compute
Objectives
  1. Model addition by combining sets of concrete objects and describe the results using words and pictures
  2. Model subtraction by separating sets of concrete objects and describe the results using words and pictures
  3. Solve a given story problem cooperatively that is based on the combining and separating of models

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004