COLORADO MODEL CONTENT
STANDARDS FOR MATHEMATICS
Kindergarten Grade Level Expectations
Standard 1:
Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals (for example, 1/3, 3/4, 0.5, 0.75), and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
Kindergarten students will:
1.1.1 using objects and pictures, represent whole numbers from 0 to 50 in a variety of ways
1.1.2 using two or more sets of objects, demonstrate which set is equal to, less than, or
greater than the other set
1.1.3 using concrete materials, demonstrate the meaning of wholes and parts (for example,
halves)
1.1.4 name pennies, nickels, dimes, quarters, and dollars
1.2 Reading and writing whole numbers and knowing place-value concepts and numeration through their relationships to counting, ordering, and grouping.
Kindergarten students will:
1.2.1 read and write numerals from 0 to 10 in meaningful contexts
1.2.2 group objects into sets of ten
1.3 Using numbers to count, to measure, to label, and to indicate location.
1.3.1 count from 1 to 50
1.4 Developing, testing and explaining conjectures about properties of whole numbers, and commonly used fractions and decimals (for example, 1/3, 3/4, 0.5, 0.75).
Kindergarten students will:
1.4.1 describe the concept of zero
1.5 Using number sense to estimate and justify the reasonableness of solutions to problems involving whole numbers, and commonly used fractions and decimals (for example, 1/3, 3/4, 0.5, 0.75).
Kindergarten students will:
1.5.1 estimate a reasonable quantity for a given number of objects less than 20
1.5.2 describe a relationship between two sets of quantities with more, less, or equal numbers of objects
Standard 2:
Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
2.1 Reproducing, extending, creating, and describing patterns and sequences using a variety of materials (for example, beans, toothpicks, pattern blocks, calculators, unifix cubes, colored
tiles).
Kindergarten students will:
2.1.1 recognize, construct, and extend patterns in a variety of motions, colors, designs,
sounds, rhythms, music, positions, sizes, or quantities
2.2 Describing patterns and other relationships using tables, graphs, and open sentences.
Kindergarten students will:
2.2.1 sort, classify, describe, and order collections of objects in a variety of ways (for
example, sorts buttons into two groups and explains why he/she sorted them this way
2.3 Recognizing when a pattern exists and using that information to solve a problem.
Kindergarten students will:
2.3.1 recognize when a pattern exists, describe the pattern verbally, reproduce that pattern,
and create a new pattern (for example, describes red, blue, red, blue as an AB, AB
pattern)
Standard 3:
Students use data collection and analysis, statistics, and probability in
problem-solving situations and communicate the reasoning and processes used in solving these problems.
3.1 Constructing, reading, and interpreting displays of data including tables, charts,
pictographs, and bar graphs.
Kindergarten students will:
3.1.1 read and display simple picture and real object graphs
3.1.2 gather data relating to familiar experiences by counting and tallying
3.2 Interpreting data using the concepts of largest, smallest, most often, and middle.
Kindergarten students will:
3.2.1 use "more" and "fewer" or "most," "same," and "fewest" to describe sets of
manipulatives, pictures, or object graphs
3.3 Generating, analyzing, and making predictions based on data obtained from surveys and chance devices.
Kindergarten students will:
3.3.1 flip a two-colored counter or coin to generate and tally results
Standard 4:
Students use geometric concepts, properties, and relationships in problemsolving situations and communicate the reasoning used in solving these problems.
4.1 Recognizing shapes and their relationships (for example, symmetry and congruence) using a variety of materials (for example, pasta, boxes, pattern blocks).
Kindergarten students will:
4.1.1 place manipulatives on pictures of shapes congruent to the manipulatives
4.2 Identifying, describing, drawing, comparing, classifying, and building physical models of geometric figures.
Kindergarten students will:
4.2.1 recognize and identify circles, triangles, squares, rectangles, ovals (ellipses), and
diamonds (rhombuses)
4.2.2 using manipulatives (for example, straws or string loops), build circles, triangles,
squares, rectangles, ovals (ellipses), and diamonds (rhombuses)
4.3 Relating geometric ideas to measurement and number sense.
4.3.1 measure the lengths of the sides of triangles, squares, and rectangles using non-standard units (for example, cubes or paper clips)
4.4 Solving problems using geometric relationships and spatial reasoning (for example, using rectangular coordinates to locate objects, constructing models of three-dimensional objects).
Kindergarten students will:
4.4.1 use geometric shapes to solve a problem (for example, use geometric shapes to create a house)
4.4.2 indicate positions of three or more objects or pictures (for example, left to right, top to bottom, next, last)
4.4.3 combine triangular manipulatives to make a square, and square manipulatives to make a rectangle
Standard 5:
Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.
5.1 Knowing, using, describing, and estimating measures of length, perimeter, capacity, weight, time, and temperature; and 5.3 Demonstrating the process of measuring and explaining the concepts related to units of measurement.
Kindergarten students will:
5.1.1 tell time to the nearest hour, using an analog and digital clock
5.1.2 describe the units for measuring time
5.1.3 estimate and measure length in non-standard units (for example, use cubes to measure the length of a hand)
5.1.4 estimate the measurement of weight by “heavier” and “lighter”
5.2 Comparing and ordering objects according to measurable attributes (for example, longest to shortest, lightest to heaviest).
Kindergarten students will:
5.2.1 compare objects according to the measurable attributes of length and weight
5.2.2 order objects according to the measurable attributes of length and weight
5.2.3 compares and order various times (for example, morning comes before lunch)
5.5 Selecting and using appropriate standard and non-standard units of measurement in problem-solving situations.
Kindergarten students will:
5.5.1 select the appropriate units of measurement of time and length
Standard 6:
Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
6.1 Demonstrating conceptual meanings for the four basic arithmetic operations of addition, subtraction, multiplication, and division.
Kindergarten students will:
6.1.1 add and subtract whole numbers by combining and separating objects
6.1.2 draw pictures to form sets of up to ten items
6.4 Constructing, using, and explaining procedures to compute and estimate with whole numbers.
Kindergarten students will:
6.4.1 add and subtract whole numbers by combining and separating objects
6.4.2 draw pictures to form sets of up to ten items