Enduring Skill(S): Develop an Understanding of Aspects of Number (Word, Symbol Quantity)

Enduring Skill(s): Develop an understanding of aspects of number (word, symbol quantity)

GRADE _Kindergarten___

Performance level / Performance level (lowest leading to proficiency):
______/ Performance Level (leading to proficiency):
______/ Performance Level (at proficiency):
______/ Performance Level (beyond proficiency):
______/ Performance Level (above & beyond proficiency):
______
Criteria:
Count forward to 100 by 1’s & 10’s.
(KCC.1) / I cannot count forward from 1 to 10. / I can count forward from 1 to 10 without missing any numbers / I can count forward from 1 to 30 without missing any numbers, by 1’s & 10’s. / I can count forward from 1 to 100 without missing any numbers by 1’s and 10’s. / I can count forward beyond 100 without missing any numbers by 1’s and 10’s. / I can count forward beyond 100 without missing any numbers by 1’s, 5’s, and 10’s.
Criteria:
Count forward to 100 by 1’s beginning at a given number within a sequence.
(KCC.2) / I cannot count forward from 1 to 10 without missing any numbers starting in different places. / I can count forward from 1 to 10 without missing any numbers starting in different places. / I can count forward from 1 to 30 without missing any numbers, starting in different places. / I can count forward from 1 to 100 without missing any numbers and starting in different places by 1’s. / I can count forward from 1 to 120 without missing any numbers and starting in different places by 1’s. / I can count beyond 120 without missing any numbers and starting in different places by 1’s.
Criteria:
Identify numbers from 0—20. (KCC.3) / I cannot identify numbers to 5. / I can identify numbers to 5. / I can identify numbers to 10. / I can identify numbers to 20. / I can identify numbers to 99. / I can identify 3 digit numbers.
Criteria:
Write numbers from 0—20. (KCC.3) / I cannot write numbers to 5 / I can write numbers to 5 / I can write numbers to 10. / I can write numbers to 20. / I can write numbers to 99. / I can write 3 digit numbers.
Criteria:
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. (KCC.4a) / I cannot touch & count a group of objects and say the number name for each object within the range of 0-5. / I can touch & count a group of objects and say the number name for each object within the range of 0-5. / I can touch & count a group of objects and say the correct number pair for each object within the range of 0-10. / I can touch & count a group of objects and say the correct number pair for each object counted to 20 / I can touch & count a group of objects and say the correct number pair for each object counted to 100. / I can touch & count a group of objects and say the correct number pair for each object counted beyond 100.
Criteria:
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. (KCC.4b) / I do not realize the last number name said tells the number of objects counted within the range of 0-5 regardless of arrangement or order. / I can realize the last number name said tells the number of objects counted within the range of 0-5 regardless of arrangement or order. / I can realize the last number name said tells the number of objects counted within the range of 0-10 regardless of arrangement or order. / I can realize the last number name said tells the number of objects counted within the range of 0-20 regardless of arrangement or order. / I can realize the last number name said tells the number of objects counted to 100 regardless of arrangement or order. / I can realize the last number name said tells the number of objects counted beyond 100 regardless of arrangement or order.
Criteria:
Understand that each successive number name refers to a quantity that is one larger. (KCC.4c) / I cannot solve for the next successive number with any understanding of one more. / I can solve for the next successive number using strategies (e.g., running start, number line, dropping back, etc.), and understand it’s one larger. / I can solve for the next successive number when given a number, and understand it’s one larger. / I can solve for the next 2 or 3 successive numbers when given a number, and understand it is 2 or 3 larger. / I can solve for the next 4 successive numbers when given a number, and understand it is 4 larger.