Kindergarten

STANDARDS FOR MATHEMATICAL PRACTICES AND CATHOLIC DISPOSITIONS 

CATHOLIC STANDARDS

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data 

Geometry 

Make sense of problems and persevere in solving them. 

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others. 

Model with mathematics.  

Use appropriate tools strategically. 

Attend to precision. 

Look for and make use of structure. 

Look for and express regularity in repeated reasoning.

Develop the mental habits of precise, determined, careful, and accurate questioning, inquiry, and reasoning. CSGS1

Develop lines of inquiry (as developmentally appropriate) to understand why things are true and why they are false. CSGS2 

Recognize the power of the human mind as both a gift from God and a reflection of Him in whose image and likeness we are made. CSGS3 

Survey the truths about mathematical objects that are interesting in their own right and independent of human opinions. CSGS4 

Know number names and the count sequence. 

Count to tell the number of objects. 

Compare numbers. 

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 

Work with numbers 11-19 to gain foundations for place value. 

Describe and compare measurable attributes. 

Classify objects and count the number of objects in each category. 

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Analyze, compare, create, and compose shapes. 

CSDS3: Show interest in the pursuit of understanding for its own sake. 

CSDS4: Exhibit joy at solving difficult mathematical problems and operations. 

CSDS5: Demonstrate an interest of the mental processes within mathematics (order, perseverance, and logical reasoning) and how these processes help develop natural virtues (self-discipline and fortitude). 

CSIS2: Demonstrate how sound logical arguments are foundational to mathematics.

CSDS5: Demonstrate an interest of the mental processes within mathematics (order, perseverance, and logical reasoning) and how these processes help develop natural virtues (self-discipline and fortitude). 

CSDS1: Display a sense of wonder about mathematical relationships as well as confidence in mathematical certitude. 

CSDS2: Respond to the beauty, harmony, proportion, radiance, and wholeness present in mathematics. 

Count to 100 by ones and by tens.

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). 

Understand the relationship between numbers and quantities; connect counting to cardinality.

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. 

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. (Include groups with up to ten objects.)

Compare two numbers between 1 and 10 presented as written numerals.

Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

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 = 2 + 3 and 5 = 4 + 1).

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.

Fluently add and subtract within 5. 

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 

Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) 

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.

Correctly name shapes regardless of their orientations or overall size.

Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). 

Analyze and compare two- and three-dimensional 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).

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?”

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.

 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. 

Understand that each successive number name refers to a quantity that is one larger.