Indiana State Standards for Mathematics: Kindergarten
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
IN.K.1. Number Sense
K.1.1. Count objects in a set and use objects, pictures and numerals to represent whole numbers to 20.
K.1.2. Find the number that is one more than or one less than any whole number up to 20.
K.1.3. Use correctly the words one/many, none/some/all, more/less, most/least, and equal to/more than/less than.
K.1.4. Show equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects, diagrams and numerals.
K.1.5. Model addition by joining sets of objects (for any two sets with fewer than 10 objects when joined) and model subtraction by removing objects from sets for numbers less than 10.
K.1.6. Record and organize information and answer questions about data using objects and pictures in context.
K.2.1. Verbally describe mathematical relationships involving addition and subtraction situations for numbers less than 10.
K.2.2. Create, extend, and give the rule for simple patterns with numbers and shapes.
IN.K.3. Algebra and Functions
K.3.1. Identify, describe, sort, compare and classify objects by shape, size, number of vertices and other attributes.
K.3.2. Identify the positions of objects in space and use the terms inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of.
K.3.3. Make direct comparisons of the length and weight of objects and recognize which object is shorter, longer, taller, lighter or heavier.
K.3.4. Identify concepts of time (before/after, shorter/longer, morning, afternoon, evening, today, yesterday, tomorrow, week, month and year).
IN.PS. Process Standards
PS.1. Problem Solving
PS.1.1. Build new mathematical knowledge through problem solving.
PS.1.2. Solve problems that arise in mathematics and in other contexts.
PS.1.3. Apply and adapt a variety of appropriate strategies to solve problems.
PS.1.4. Monitor and reflect on the process of mathematical problem solving.
PS.2. Reasoning and Proof
PS.2.1. Recognize reasoning and proof as fundamental aspects of mathematics.
PS.2.2. Make and investigate mathematical conjectures.
PS.2.3. Develop and evaluate mathematical arguments and proofs.
PS.2.4. Select and use various types of reasoning and methods of proof.
PS.3.1. Organize and consolidate their mathematical thinking through communication.
PS.3.2. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
PS.3.3. Analyze and evaluate the mathematical thinking and strategies of others.
PS.3.4. Use the language of mathematics to express mathematical ideas precisely.
PS.4.1. Recognize and use connections among mathematical ideas.
PS.4.2. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
PS.4.3. Recognize and apply mathematics in contexts outside of mathematics.
PS.5.1. Create and use representations to organize, record, and communicate mathematical ideas.
PS.5.2. Select, apply, and translate among mathematical representations to solve problems.
PS.5.3. Use representations to model and interpret physical, social, and mathematical phenomena.
PS.6. Estimation and Mental Computation
PS.6.1. Know and apply appropriate methods for estimating the results of computations.
PS.6.2. Round numbers to a specified place value.
PS.6.3. Use estimation to decide whether answers are reasonable.
PS.6.4. Decide when estimation is an appropriate strategy for solving a problem.
PS.6.5. Determine appropriate accuracy and precision of measurements in problem situations.
PS.6.6. Use properties of numbers and operations to perform mental computation.
PS.6.7. Recognize when the numbers involved in a computation allow for a mental computation strategy.
PS.7.1. Technology should be used as a tool in mathematics education to support and extend the mathematics curriculum.
PS.7.2. Technology can contribute to concept development, simulation, representation, communication, and problem solving.
PS.7.3. The challenge is to ensure that technology supports-but is not a substitute for- the development of skills with basic operations, quantitative reasoning, and problem-solving skills.
PS.7.3.a. Elementary students should learn how to perform thoroughly the basic arithmetic operations independent of the use of a calculator.
PS.7.3.b. The focus must be on learning mathematics, using technology as a tool rather than as an end in itself.