School Improvement in Maryland

Mathematics Grade K State Curriculum

Document Date: June 2004
K All Content Areas with WSS Alignment (Acrobat 381k)  
K Fall Exemplars (Acrobat 383k)  
K Spring Exemplars (Acrobat 374k)  
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The Pencil icon represents key indicators of the MMSR Kindergarten Assessment.

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Patterns and Functions

Indicator

Objective

  1. Use manipulatives with numeric qualities to build patterns

Indicator

  • 2. Identify, copy, describe, create, and extend non-numeric patterns
  • WSS III C1 Sorts objects into subgroups, classifying and comparing according to a rule.
  • AssessedWSS III C2 Recognizes, duplicates, and extends patterns.

Objectives

  1. Represent patterns kinesthetically such as: clap/snap/clap
  2. Represent and analyze repeating patterns using no more than 3 objects in the core of the pattern
  3. Sort a collection of objects according to a rule
  4. Identify patterns in real life situations
  5. Recognize the difference between patterns and non-patterns
  6. Continue patterns

Topic

B. Expressions, Equations, and Inequalities

Indicator

  • 1. Write and identify expressions

Objective

  1. Represent numeric quantities using concrete and pictorial representations to model addition expressions with a value of no more than 10

Indicator

  • 2. Identify equations and inequalities

Objectives

  1. Represent relationships by comparing groups of no more than 10 objects to determine more or less
  2. Model and name the value of the missing part in a part-part-whole situation using no more than 10 manipulatives
  3. Describe addition using terms such as: and, add, plus, join, equal

Topic

C. Numeric and Graphic Representations of Relationships

Indicator

  • 1. Locate points on a number line

Objective

  1. Identify and represent whole numbers up to 10 on a number line using manipulatives, symbols, and one-to-one correspondence


Standard 2.0 Knowledge of Geometry

Students will apply the properties of one-, two-, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Plane Geometric Figures

Indicator

  • 1. Recognize and describe the attributes of plane geometric figures
  • AssessedWSS III D1 Recognizes and describes some attributes of shapes.

Objectives

  1. Sort and regroup everyday objects and geometric figures according to attributes such as: shape, color, size
  2. Describe plane figures and their attributes such as: shape, color, size
  3. Identify triangles, circles, squares, and rectangles
  4. Compare, trace, and reproduce triangles, circles, squares, and rectangles

Topic

B. Solid Geometric Figures

Indicator

  • 1. Recognize, describe, and use the attributes of solid geometric figures
  • AssessedWSS III D1 Recognizes and describes some attribute of shapes.

Objectives

  1. Match, sort, and regroup objects according to attributes
  2. Describe solid figures
  3. Identify solid geometric figures in the environment

Topic

D. Congruence

Indicator

  • 1. Recognize congruent objects

Objective

  1. Identify everyday objects which have the same size and shape

Topic

E. Transformations

Indicator

  • WSS III D2 Shows understanding of and uses direction, location, and position words.

Objectives

  1. Use position words such as: over, under, above, on, next to, below, beside, behind
  2. Use spatial reasoning to solve simple puzzles
  3. Demonstrate slides using simple objects

Indicator

  • 2. Analyze geometric figures and pictures

Objective

  1. Recognize the concept of symmetry using pictures


Standard 3.0 Knowledge of Measurement

Students will identify attributes, units, or systems of measurements or apply a variety of techniques, formulas, tools or technology for determining measurements.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Measurement Units

Indicator

  • 1. Explore measurement units
  • WSS III E1 Orders, compares, and describes objects by size, length, capacity, and weight.
  • WSS III E2 Explores common instruments for measuring during work and play.
  • WSS III E4 Shows awareness of time concepts.

Objectives

  1. Order, compare, and describe objects by attributes such as: length/height, weight, capacity
  2. Recognize time by identifying days of the week and by using terms such as: yesterday, today, tomorrow, morning, afternoon, night, before, after
  3. Compare and describe temperature such as: temperature in January as compared to temperature in July

Topic

B. Measurement Tools

Indicator

  • 1. Measure in non-standard units
  • WSS III E3 Estimates and measures using non-standard and standard units.

Objectives

  1. Measure length of objects and pictures of objects
  2. Explore and compare the capacity of containers
  3. Explore and compare weight of objects


Standard 4.0 Knowledge of Statistics

Students will collect, organize, display, analyze, or interpret data to make decisions or predictions.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Data Displays

Indicator

  • 1. Collect, organize, and display data
  • WSS III F1 Begins to collect data and make records using lists or graphs.

Objectives

  1. Collect data by answering a question
  2. Organize and display data to make real graphs
  3. Organize and display data to make picture graphs

Topic

B. Data Analysis

Indicator

  • 1. Analyze data
  • WSS III F1 Begins to collect data and make records using lists or graphs.

Objectives

  1. Compare and describe data from real graphs to answer a question
  2. Compare and describe data from a picture graph to answer a question


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.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Knowledge of Number and Place Value

Indicator

  • AssessedWSS III B1 Shows understanding of number and quantity.
  • WSS III B2 Begins to understand relationships between quantities.

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


Standard 7.0 Processes of Mathematics

Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings.
For more Kindergarten assessment information view the Fall Exemplars and Spring Exemplars .

Topic

A. Problem Solving

Indicator

  • 1. Apply a variety of concepts, processes, and skills to solve problems
  • AssessedWSS III A1 Begins to use and explain strategies to solve mathematical problems.

Objectives

  1. Identify the question in the problem
  2. Decide if enough information is present to solve the problem
  3. Make a plan to solve a problem
  4. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
  5. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
  6. Identify alternative ways to solve a problem
  7. Show that a problem might have multiple solutions or no solution
  8. Extend the solution of a problem to a new problem situation

Topic

B. Reasoning

Indicator

  • 1. Justify ideas or solutions with mathematical concepts or proofs

Objectives

  1. Use inductive or deductive reasoning
  2. Make or test generalizations
  3. Support or refute mathematical statements or solutions
  4. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction

Topic

C. Communication

Indicator

  • 1. Present mathematical ideas using words, symbols, visual displays, or technology
  • AssessedWSS III A2 Uses words and representations to describe mathematical ideas.

Objectives

  1. Use multiple representations to express concepts or solutions
  2. Express mathematical ideas orally
  3. Explain mathematically ideas in written form
  4. Express solutions using concrete materials
  5. Express solutions using pictorial, tabular, graphical, or algebraic methods
  6. Explain solutions in written form
  7. Ask questions about mathematical ideas or problems
  8. Give or use feedback to revise mathematical thinking

Topic

D. Connections

Indicator

  • 1. Relate or apply mathematics within the discipline, to other disciplines, and to life

Objectives

  1. Identify mathematical concepts in relationship to other mathematical concepts
  2. Identify mathematical concepts in relationship to other disciplines
  3. Identify mathematical concepts in relationship to life
  4. Use the relationship among mathematical concepts to learn other mathematical concepts


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