INDICATOR 1. Relate or apply mathematics within the discipline, to other disciplines, and to life
OBJECTIVES
Identify mathematical concepts in relationship to other mathematical concepts
Identify mathematical concepts in relationship to other disciplines
Identify mathematical concepts in relationship to life
Use the relationship among mathematical concepts to learn other mathematical concepts

These aren't even standards! "Identify math concepts in relationship to life?" How can you even measure that?

The Common Core State Standards for Math in grade K are MUCH MUCH MUCH MUCH MUCH better than the old MD standards.

Here I found the old MD K math standards:

http://mdk12.org/assessments/vsc/mathematics/bygrade/gradeK.html

Standard 1.0 Knowledge of Algebra, Patterns, and Functions
TOPIC A.

INDICATOR 1. Identify and copy numeric patterns
OBJECTIVES Use manipulatives with numeric qualities to build patterns

INDICATOR 2. Identify, copy, describe, create, and extend non-numeric patterns
OBJECTIVES
Represent patterns kinesthetically such as: clap/snap/clap
Represent and analyze repeating patterns using no more than 3 objects in the core of the pattern
Sort a collection of objects according to a rule
Identify patterns in real life situations
Recognize the difference between patterns and non-patterns
Continue patterns

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

TOPIC C.
INDICATOR 1. Locate points on a number line

OBJECTIVES
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

TOPIC A.
INDICATOR 1. Recognize and describe the attributes of plane geometric figures
OBJECTIVES
Sort and regroup everyday objects and geometric figures according to attributes such as: shape, color, size
Describe plane figures and their attributes such as: shape, color, size
Identify triangles, circles, squares, and rectangles
Compare, trace, and reproduce triangles, circles, squares, and rectangles

TOPIC B.
INDICATOR 1. Recognize, describe, and use the attributes of solid geometric figures
OBJECTIVES
Match, sort, and regroup objects according to attributes
Describe solid figures
Identify solid geometric figures in the environment

TOPIC D.
INDICATOR 1. Recognize congruent objects
OBJECTIVES
Identify everyday objects which have the same size and shape

TOPIC E.
INDICATOR 1. Begin to recognize a transformation
OBJECTIVES
Use position words such as: over, under, above, on, next to, below, beside, behind
Use spatial reasoning to solve simple puzzles
Demonstrate slides using simple objects

INDICATOR 2. Analyze geometric figures and pictures
OBJECTIVES
Recognize the concept of symmetry using pictures

Standard 3.0 Knowledge of Measurement

TOPIC A.
INDICATOR 1. Explore measurement units

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

TOPIC B.
INDICATOR 1. Measure in non-standard units
OBJECTIVES
Measure length of objects and pictures of objects
Explore and compare the capacity of containers
Explore and compare weight of objects

Standard 4.0 Knowledge of Statistics
TOPIC A.
INDICATOR 1. Collect, organize, and display data
OBJECTIVES
Collect data by answering a question
Organize and display data to make real graphs
Organize and display data to make picture graphs

TOPIC B.
INDICATOR 1. Analyze data
OBJECTIVES
Compare and describe data from real graphs to answer a question
Compare and describe data from a picture graph to answer a question

Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic
TOPIC A.
INDICATOR 1. Apply knowledge of whole numbers and place value
OBJECTIVES
Extend concept of number
Construct relationships between and among quantities using language such as: more than, less than, fewer than, as many as, one more, one less
Demonstrate cardinality by answer of how many
Build meaningful relationships by using 5 and 10 frames
Use concrete materials to build sets 0 to 10
Use concrete materials to compose and decompose quantities up to 10
Match a numeral to a set
Count to 31
Count backward from 10
Use ordinal numbers to indicate position such as: first, second, third, fourth, fifth

INDICATOR 2. Recognize fractions
OBJECTIVES
Show initial awareness of fractional parts (halves) using concrete materials

INDICATOR 3. Recognize and use money
OBJECTIVES
Identify and name the value of pennies, nickels, and dimes
Choose the coin named from a given set of mixed coins
Use money in real-world situations such as a classroom store

TOPIC C.
INDICATOR 1. Analyze number relations and compute
OBJECTIVES
Model addition by combining sets of concrete objects and describe the results using words and pictures
Model subtraction by separating sets of concrete objects and describe the results using words and pictures
Solve a given story problem cooperatively that is based on the combining and separating of models

Standard 7.0 Processes of Mathematics

TOPIC A.

INDICATOR 1. Apply a variety of concepts, processes, and skills to solve problems
OBJECTIVES
Identify the question in the problem
Decide if enough information is present to solve the problem
Make a plan to solve a problem
Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
Identify alternative ways to solve a problem
Show that a problem might have multiple solutions or no solution
Extend the solution of a problem to a new problem situation

TOPIC B.
INDICATOR 1. Justify ideas or solutions with mathematical concepts or proofs
OBJECTIVES
Use inductive or deductive reasoning
Make or test generalizations
Support or refute mathematical statements or solutions
Use methods of proof, i.e., direct, indirect, paragraph, or contradiction

TOPIC C.
INDICATOR 1. Present mathematical ideas using words, symbols, visual displays, or technology
OBJECTIVES
Use multiple representations to express concepts or solutions
Express mathematical ideas orally
Explain mathematically ideas in written form
Express solutions using concrete materials
Express solutions using pictorial, tabular, graphical, or algebraic methods
Explain solutions in written form
Ask questions about mathematical ideas or problems
Give or use feedback to revise mathematical thinking

TOPIC D.

INDICATOR 1. Relate or apply mathematics within the discipline, to other disciplines, and to life
OBJECTIVES
Identify mathematical concepts in relationship to other mathematical concepts
Identify mathematical concepts in relationship to other disciplines
Identify mathematical concepts in relationship to life
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

Anonymous wrote:

Anonymous wrote:

You are nitpicking here. An adult can easily understand what is expected for this standard.

And, the developers couldn't even go to the trouble of proofreading these "standards." Sorry, if they couldn't proofread them, what other steps did they skip?

I'm new to MCPS. I only know 2.0. So, educate me. Were the MCPS standards before 2.0 written with no ambiguity, no grammatical errors? Do you have a link to those standards?

It's hard to find the old Maryland Voluntary Curriculum Standards.

I found a link to the old language arts curriculum. Here are the former Kindergarten standards in the state of MD :

http://www1.pgcps.org/uploadedFiles/Offices/Academics/Reading_English_Language_Arts/Kindergarten_RELA_VSC_(Regular_CFPG).pdf

Listening:

• Follow a set of two-or-three step directions.
• Listen to, read, and discuss nursery rhymes.
• Comprehend and analyze what is heard.
• Speaks clearly enough to be heard and understood in a variety of setting.
• Listen to and discuss variety of texts representing diverse cultures, authorship, perspective, and ethnicities.
• Name picture of common concepts.
• Acquire new vocabulary through listening to and reading a variety of text on a daily basis.
• Read a minimum of 25 books per quarter, both literary and informational.

Speaking:
• Understand that speech can be written or read
• Respond to questions and verify answers using illustration/text.
• Speaks clearly enough to be heard and understood in a variety of setting.
• Read and recognize sight words.
• Use knowledge of end punctuation to signal expression in reading.
• Recite nursery rhyme, poemsn and finger plays with expression.
• Read orally from familiar texts at an appropriate rate.
• Retell story using text as support.
• Respond to text by drawing, speaking, dramatizing, or writing.
• Name picture of common concepts.

Concepts About Print:
• Track print from left to right and top to bottom.
• Make a return sweep to the next line of the text.
• Match oral words to printed words.
• Differentiate numerals, letters, and words

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

With prompting and support, ask and answer questions about key details in a text.

Two vague terms:
"text" and "key details."

Amateurish.

Prompting is also vague, as is support.

Ask is pretty vague too!

I'm sneering at "with" and "and", myself.

And what exactly is meant by "question"? What does it mean to truly "answer" a "question"? And really, do we expect students to be able to truly answer any question? In Kindergarten?

Anonymous wrote:

Of course you can write numbers. When you represent a number using a symbol, you're writing the number. You can write a number using a numeral like this: 90. You can also write numbers using words like this: ninety. Both are ways of using symbols to represent a number, or in laymen's terms, to write a number.

Wrong. Look it up. Sure, that is common usage, but mathematicians and teachers know the difference. My first graders knew the difference. Part of education.

Your first-graders know the difference because you taught it to them.

Words mean what people generally use them to mean, even if mathematicians and (some) first-grade teachers say it's wrong.

Of course you can write numbers. When you represent a number using a symbol, you're writing the number. You can write a number using a numeral like this: 90. You can also write numbers using words like this: ninety. Both are ways of using symbols to represent a number, or in laymen's terms, to write a number.

Wrong. Look it up. Sure, that is common usage, but mathematicians and teachers know the difference. My first graders knew the difference. Part of education.

Anonymous wrote:

I'm not sure I agree. This standard is asking kids to look at (subitize) or count a set of objects, come up with a number, and then represent that number with a numeral. Both words belong in the standard to make it clear that this is a standard that addresses both the production of the numeral (i.e. the handwriting) and the connection between the number and the numeral.

Sorry. You don't write "numbers"..........look it up.

I write numbers. I've done so for decades.

I'm tickled by the idea of a form asking me to fill in my phone numerals, though.

Anonymous wrote:

Anonymous wrote:

With prompting and support, ask and answer questions about key details in a text.

Two vague terms:
"text" and "key details."

Amateurish.

Prompting is also vague, as is support.

Ask is pretty vague too!

I'm sneering at "with" and "and", myself.

With prompting and support, ask and answer questions about key details in a text.


Two vague terms:
"text" and "key details."

Amateurish.

So, how would you rewrite this to be less vague, expert?

Anonymous wrote:

I'm not sure I agree. This standard is asking kids to look at (subitize) or count a set of objects, come up with a number, and then represent that number with a numeral. Both words belong in the standard to make it clear that this is a standard that addresses both the production of the numeral (i.e. the handwriting) and the connection between the number and the numeral.

Sorry. You don't write "numbers"..........look it up.

What source would you like me to use?

Of course you can write numbers. When you represent a number using a symbol, you're writing the number. You can write a number using a numeral like this: 90. You can also write numbers using words like this: ninety. Both are ways of using symbols to represent a number, or in laymen's terms, to write a number.

Anonymous wrote:

You are nitpicking here. An adult can easily understand what is expected for this standard.

And, the developers couldn't even go to the trouble of proofreading these "standards." Sorry, if they couldn't proofread them, what other steps did they skip?

I'm new to MCPS. I only know 2.0. So, educate me. Were the MCPS standards before 2.0 written with no ambiguity, no grammatical errors? Do you have a link to those standards?

If we are going to criticize at this level, sure, there are minor problems with the Common Core State Standards. It's not something that worries me, but whatever.

If the "experts" cannot get this right, why should we trust them on other things. Numeral/number is a pretty significant difference in the math world.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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).

Another error. More sloppy work.

"numbers" should be numerals ? OK, I agree with you.

I'm not sure I agree. This standard is asking kids to look at (subitize) or count a set of objects, come up with a number, and then represent that number with a numeral. Both words belong in the standard to make it clear that this is a standard that addresses both the production of the numeral (i.e. the handwriting) and the connection between the number and the numeral.

You can't write a "number". You can only write a "numeral" which I guess is the poster's concern with this standard.

If we are going to criticize at this level, sure, there are minor problems with the Common Core State Standards. It's not something that worries me, but whatever.

I'm guessing that the people who want to throw out the Common Core standards based on one standard using "numbers" when they think it should be "numerals

Actually, it is a pretty significant difference. It's been taught for many, many years, and it is surprising to me that the so-called "experts" didn't catch it. Sloppy work.