Midland Independent School DistrictStandards Based 6 Weeks Rubric Matrix

Core Subject Area: Mathematics Grade Level: Kindergarten

Standard(TEKS) / 1st Six Weeks / 2nd Six Weeks / 3rd Six Weeks / 4th Six Weeks / 5th Six Weeks / 6th Six Weeks
Number, operation, and quantitative reasoning
Using one-to-one correspondence to name quantities / -Develop counting skills through multisensory activities and games
-Build familiarity with the numbers 0 - 9 / -Verbalize the counting sequence
-Connect objects to numbers verbally and written
-Connect numerals and words to quantities they represent / -Verbalize the counting sequence
-Connect objects to numbers verbally and written
-Connect numerals and words to quantities they represent
-Associate number word with numeric symbol / -Compare two sets of objects, each 20 or less, in which both sets have the same number of objects
-Compare two sets of objects each 20 or less in which one set has two less or more than the other
-Verbalize the counting sequence
-Connect objects to numerals given in verbal and written form
-Connect numerals and number words to the quantities they represent / - Verbalize the counting sequence
-Connect objects to numerals given in verbal and written form
-Connect numerals and number words to the quantities they represent
-Associate number word when given verbally with numeric symbol
-Use numbers to describe how many objects are in a set using verbal and symbolic descriptions / -Use numbers to describe how many objects are in a set using verbal and symbolic descriptions
-Describe relative size of two sets of concrete objects using more than, same number as, or two less than
-Use set of concrete objects torepresent quantities given in verbal or written form
Use concrete objects and numbers to describe theorder of objects / -Use association words to describe relative position of events, objects, and numbers
-Sequence common daily events
-Associate number with ordinal position
-Identify ordinal positions
-Sequence the steps needed to perform a common task using ordinal vocabulary
-Use language such as before or after to describe position in a sequence of events or objects / -Use language such as before or after to describe position in a sequence of events or objects
Quantities less than a whole / -Share a whole by separating into two equal parts
-Explain why a given part is half of the whole
Add and subtract in real situations using concrete objects / -Represent and use whole numbers by joining and separating numbers
-Understand that addition of whole numbers yields an answer equal to or greater than the original number
-Understand that subtraction of whole numbers yields an answer smaller or equal to the original number
-Use equation to represent addition/subtraction up to 8 / -Represent and use whole numbers by joining and separating numbers
-Understand that addition of whole numbers yields an answer equal to or greater than the original number
-Understand that subtraction of whole numbers yields an answer smaller or equal to the original number
-Use equation to represent addition/subtraction up to 8 / - Represent and use whole numbers by joining and separating numbers
-Understand that addition of whole numbers yields an answer equal to or greater than the original number
-Understand that subtraction of whole numbers yields an answer smaller or equal to the original number
-Use equation to represent addition/subtraction up to 8
- Model and create addition and subtraction problems in real-life with concrete objects / - Model and create addition and subtraction problems in real-life with concrete objects
Patterns, relationships, and algebraic thinking
Identifies, extends, and creates patterns / -Introduce patterning through multisensory activities / - Order three sounds/ physical movements/objects according to attributes
-Identify and replicate patterns using concrete objects
-Extend horizontal and vertical patterns using concrete objects and describes how the pattern was extended
-Create patterns using sounds, movement, and concrete ideas.
-Describe what is missing in a pattern or sequence / - Order three sounds/ physical movements/objects according to attributes
-Identify and replicate patterns using concrete objects
-Extend horizontal and vertical patterns using concrete objects and describes how the pattern was extended
-Create patterns using sounds, movement, and concrete ideas. / - Order three sounds/ physical movements/objects according to attributes
-Identify and replicate patterns using concrete objects
-Extend horizontal and vertical patterns using concrete objects and describes how the pattern was extended
-Create patterns using sounds, movement, and concrete ideas. / - Order three sounds/ physical movements/objects according to attributes
-Identify and replicate patterns using concrete objects
-Extend horizontal and vertical patterns using concrete objects and describes how the pattern was extended
-Create patterns using sounds, movement, and concrete ideas.
-Describe what is missing in a pattern or sequence
-Predict what comes next / -Predict what comes next
-Identify, extend, and create patterns of sounds, physical movement, and concrete objects
Counts to 100 by 1’s
10 20 30 50 70 100 / -Count by ones to 100
-Count by twos to 100 / -Count by ones to 100
-Count by twos to 100
-Count by tens to 100
Geometry and spatial reasoning
Describe relative positions / -Identify and describe where an object is located / -Identify and describe where an object is located
-Name and demonstrate the relative position of objects
-Describe one object in relation to another using over, under, above and below
-Place an object in a specified position / -Describe one object in relation to another using over, under, above and below
Uses attributes to determine how objects are alike/different / -Introduce sorting by attributes / -Identify how objects are alike and different based on defined categories
-Describe common objects by shape, size, color, texture or use
-Identify and define shapes based on characteristics. / -Select all shapes or objects of one attribute from a group
-Describe common objects by shape, size, color, texture, or use
-Identify and define shapes based on characteristics
-Sort or classify two- and three-dimensional geometric figures into groups based on student/teacher defined categories
-Describe how two- and three-dimensional geometric figures are alike or different using appropriate vocabulary based on size, shape, color, texture, or use / -Select all shapes or objects of one attribute from a group
-Describe common objects by shape, size, color, texture, or use
-Sort or classify two- and three-dimensional geometric figures into groups based on student/teacher defined categories
-Describe how objects are alike or different using appropriate vocabulary based on size, shape, color, texture, or use
- Identify and define shapes based on characteristics / -Describe and identify an object by its attributes
Recognized attributes of 2D and 3D figures / -Draw and verbally describe attributes of specified shapes / -Draw and verbally describe attributes of specified shapes / -Describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones, or models of three-dimensional figures
-Recognize shapes in real-life figures or models of three-dimensional geometric figures / -Recognize shapes in real-life figures or models of three-dimensional geometric figures
-Describe, identify, and compare circles, triangles, rectangles, and squares
Measurement
Directly compares attributes of length and area / -Explore measurement by comparing lengths / -Estimate length before comparing objects
-Identify objects that are longer, shorter, or equal in length
-Use a benchmark length to decide if one object is longer than another
-Use math language to describe lengths such as “longer than” or “shorter than” / Estimate length before comparing objects
-Identify objects that are longer, shorter, or equal in length
-Use a benchmark length to decide if one object is longer than another
-Use math language to describe lengths such as “longer than” or “shorter than” / -Compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same)
Directly compares the attributes of weight/mass/capacity / -Introduce capacity through sand and water play / -Estimate weight/mass before measuring
Use objects to measure weight/mass
-Use a benchmark weight/mass to decide if another object is heavier, lighter, or equal weight/mass / -Compare two objects according to weight/mass (heavier than, lighter than, or equal to)
Directly compares the attributes of relative temperature / -Compare and discuss situations that are hotter, colder, and about the same temperature
Use time to describe, compare and order events and situations / -Order up to three events according to duration
-Order everyday events according to occurrence
-Compare events according to duration such as more time or less time / -Compare events according to duration such as more time or less time
Probability
Constructs and uses graphs of real objects or pictures / -Create age and birthday graphs / -Arrange objects in a floor or table graph according to attributes
-Label graphs appropriately
-Construct both horizontal and vertical graphs
-Gather, sort, and interpret data in response to questions posed by the teacher/student / -Arrange objects in a floor or table graph according to attributes
-Label graphs appropriately
-Construct both horizontal and vertical graphs
-Gather, sort, and interpret data in response to questions posed by the teacher/student / -Arrange objects in a floor or table graph according to attributes
-Label graphs appropriately
-Construct both horizontal and vertical graphs
-Gather, sort, and interpret data in response to questions posed by the teacher/student
-Construct graphs using real objects or pictures in order to answer questions
-Use information from a graph of real objects or pictures in order to answer questions.
Underlying Processed and Mathematical Tools
Applies kindergarten math to solve problems, to communicate, and to use logical reasoning / -Identify mathematics in everyday situations
-Solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
-Select or develop an appropriate problem solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
-Use tool such as real objects, manipulatives, and technology to solve problems
-Communicate mathematical ideas using objects, words, pictures, numbers, and technology
-Relate everyday language to mathematical language
-Justify his or her thinking using objects, words, pictures, numbers, and technology / -Identify mathematics in everyday situations
-Solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
-Select or develop an appropriate problem solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
-Use tool such as real objects, manipulatives, and technology to solve problems
-Communicate mathematical ideas using objects, words, pictures, numbers, and technology
-Relate everyday language to mathematical language
-Justify his or her thinking using objects, words, pictures, numbers, and technology / -Identify mathematics in everyday situations
-Solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
-Select or develop an appropriate problem solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
-Use tool such as real objects, manipulatives, and technology to solve problems
-Communicate mathematical ideas using objects, words, pictures, numbers, and technology
-Relate everyday language to mathematical language
-Justify his or her thinking using objects, words, pictures, numbers, and technology / -Identify mathematics in everyday situations
-Solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
-Select or develop an appropriate problem solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
-Use tool such as real objects, manipulatives, and technology to solve problems
-Communicate mathematical ideas using objects, words, pictures, numbers, and technology
-Relate everyday language to mathematical language
-Justify his or her thinking using objects, words, pictures, numbers, and technology / -Identify mathematics in everyday situations
-Solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
-Select or develop an appropriate problem solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
-Use tool such as real objects, manipulatives, and technology to solve problems
-Communicate mathematical ideas using objects, words, pictures, numbers, and technology
-Relate everyday language to mathematical language
-Justify his or her thinking using objects, words, pictures, numbers, and technology / -Identify mathematics in everyday situations
-Solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
-Select or develop an appropriate problem solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
-Use tool such as real objects, manipulatives, and technology to solve problems
-Communicate mathematical ideas using objects, words, pictures, numbers, and technology
-Relate everyday language to mathematical language
-Justify his or her thinking using objects, words, pictures, numbers, and technology