Louisiana State Standards for Mathematics: Kindergarten

LA.N. Number and Number Relations: In problem-solving investigations, students demonstrate an understanding of the real number system and communicate the relationships within that system using a variety of techniques and tools.

N-1-E. Constructing number meaning and demonstrating that a number can be expressed in many different forms (e.g., standard notation, number words, number lines, geometrical representation, fractions, and decimals).

N-1-E-GLE 1. Count by ones to 20 (N-1-E) (N-3-E)

N-1-E-GLE 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E)

N-1-E-GLE 3. Use the ordinal numerals 1st through 10th to discuss positions in ordered lists (N-1-E)

N-1-E-GLE 4. Identify the numerals for the numbers 0 through 20 (N-1-E) (N-3-E)

N-1-E-GLE 5. Using a number line or chart, identify the numbers coming before/after a given number and between 2 given numbers (N-1-E) (N-3-E) (A-1-E)

N-1-E-GLE 6. Identify pennies, nickels, and dimes and their values using the cent sign (N-1-E) (N-2-E) (N-6-E) (M-1-E)

N-1-E-GLE 8. Compare sets containing 20 or fewer objects using the words same/different and more/less/greater/fewer (N-3-E) (N-1-E)

N-2-E. Demonstrating number sense and estimation skills, giving particular attention to common equivalent reference points (i.e., 1/4 = 25% = .25; 2 = 50% = .5; $1 = 100%, etc.).

N-2-E-GLE 6. Identify pennies, nickels, and dimes and their values using the cent sign (N-1-E) (N-2-E) (N-6-E) (M-1-E)

N-3-E. Reading, writing, representing, comparing, ordering, and using whole numbers in a variety of forms (e.g., standard notation, number line, and geometrical representation.

N-3-E-GLE 1. Count by ones to 20 (N-1-E) (N-3-E)

N-3-E-GLE 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E)

N-3-E-GLE 4. Identify the numerals for the numbers 0 through 20 (N-1-E) (N-3-E)

N-3-E-GLE 5. Using a number line or chart, identify the numbers coming before/after a given number and between 2 given numbers (N-1-E) (N-3-E) (A-1-E)

N-3-E-GLE 7. Count forward and backward from a given number between 1 and 10 (N-3-E)

N-3-E-GLE 8. Compare sets containing 20 or fewer objects using the words same/different and more/less/greater/fewer (N-3-E) (N-1-E)

N-4-E. Demonstrating a conceptual understanding of the meaning of the basic arithmetic operations (add, subtract, multiply, and divide) and their relationships to each other.

N-4-E-GLE 9. Use concrete objects to model simple real-life addition and subtraction problems (N-4-E)

N-5-E. Selecting appropriate operation(s) (add, subtract, multiply, and divide) for a given situation.

N-5-E-GLE 10. Use operational vocabulary (add, subtract, join, remove, take away, put together) to explore sets of objects (N-5-E)

N-6-E. Applying a knowledge of basic math facts and arithmetic operations to real-life situations.

N-6-E-GLE 6. Identify pennies, nickels, and dimes and their values using the cent sign (N-1-E) (N-2-E) (N-6-E) (M-1-E)

N-7-E. Constructing, using, and explaining procedures to compute and estimate with whole numbers (e.g., mental math strategies).

N-8-E. Selecting and using appropriate computational methods and tools for given situations involving whole numbers (e.g., estimation, mental arithmetic, calculator, or paper and pencil).

N-9-E. Demonstrating the connection of number and number relations to the other strands and to real-life situations.

LA.A. Algebra: In problem-solving investigations students demonstrate an understanding of concepts and processes that allow them to analyze, represent, and describe relationships among variable quantities and to apply algebraic methods to real-world situations.

A-1-E. Demonstrating a conceptual understanding of variables, expressions, equations, and inequalities (e.g., use letters or boxes to represent values; understand =, not equal to, <, and > symbols).

A-1-E-GLE 2. Count a set of 20 or fewer objects by establishing a 1-to-1 correspondence between number names and objects (N-1-E) (N-3-E) (A-1-E)

A-1-E-GLE 5. Using a number line or chart, identify the numbers coming before/after a given number and between 2 given numbers (N-1-E) (N-3-E) (A-1-E)

A-1-E-GLE 11. Use the words same, different, equal, not equal, greater than, and less than while using concrete objects for comparative models (A-1-E)

A-2-E. Modeling and developing strategies for solving equations and inequalities.

A-2-E-GLE 12. Model and act out story problems, physically or with objects, to solve whole number sentences with sums less than or equal to 6 (A-2-E)

A-3-E. Recognizing the connection of algebra to the other strands and to real-life situations (e.g., number sentences or formulas to represent real-world problems).

LA.M. Measurement: In problem-solving investigations, students demonstrate an understanding of the concepts, processes, and real-life applications of measurement.

M-1-E. Applying (measure or solve measurement problem) the concepts of length (inches, feet, yards, miles, millimeters, centimeters, decimeters, meters, kilometers), area, volume, capacity (cups, liquid pints and quarts, gallons, milliliters, liters), weight (ounces, pounds, tons, grams, kilograms), mass, time (seconds, minutes, hours, days, weeks, months, years), money, and temperature (Celsius and Fahrenheit) to real-world experiences.

M-1-E-GLE 6. Identify pennies, nickels, and dimes and their values using the cent sign (N-1-E) (N-2-E) (N-6-E) (M-1-E)

M-1-E-GLE 13. Use vocabulary such as: yesterday, today, tomorrow, hours, weeks, names of days, names of months; sequence events; and identify calendars and clocks as objects that measure time (M-1-E) (M-2-E) (M-5-E)

M-1-E-GLE 15. Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E)

M-2-E. Selecting and using appropriate standard and non-standard units of measure (e.g., paper clips and Cuisenaire rods) and tools for measuring length, area, capacity, weight/mass, and time for a given situation by considering the purpose and precision required for the task.

M-2-E-GLE 13. Use vocabulary such as: yesterday, today, tomorrow, hours, weeks, names of days, names of months; sequence events; and identify calendars and clocks as objects that measure time (M-1-E) (M-2-E) (M-5-E)

M-2-E-GLE 14. Measure and estimate length and capacity using non-standard units (e.g., sticks, paper clips, blocks, beans) (M-2-E) (M-3-E)

M-2-E-GLE 15. Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E)

M-3-E. Using estimation skills to describe, order, and compare measures of length, capacity, weight/mass, time, and temperature.

M-3-E-GLE 14. Measure and estimate length and capacity using non-standard units (e.g., sticks, paper clips, blocks, beans) (M-2-E) (M-3-E)

M-3-E-GLE 15. Use comparative and superlative vocabulary in measurement settings (e.g., longest, shortest, most, hottest, heaviest, biggest) (M-3-E) (M-1-E) (M-2-E)

M-4-E. Converting from one unit of measurement to another within the same system (customary and metric); comparisons between systems should be based on intuitive reference points, not formal computations (e.g., a meter is a little longer than a yard).

M-5-E. Demonstrating the connection of measurement to the other strands and to real-life situations.

M-5-E-GLE 13. Use vocabulary such as: yesterday, today, tomorrow, hours, weeks, names of days, names of months; sequence events; and identify calendars and clocks as objects that measure time (M-1-E) (M-2-E) (M-5-E)

LA.G. Geometry: In problem-solving investigations, students demonstrate an understanding of geometric concepts and applications involving one-, two-, and three-dimensional geometry, and justify their findings.

G-1-E. Determining the relationships among shapes.

G-1-E-GLE 16. Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones) (G-2-E) (G-1-E) (G-4-E) (G-5-E)

G-1-E-GLE 19. Investigate the results of combining shapes (using paper shapes, pattern blocks, tangrams, etc.) (G-3-E) (G-1-E)

G-2-E. Identifying, describing, comparing, constructing, and classifying two-dimensional and three-dimensional geometric shapes using a variety of materials.

G-2-E-GLE 16. Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones) (G-2-E) (G-1-E) (G-4-E) (G-5-E)

G-2-E-GLE 17. Compare, contrast, and sort objects or shapes according to two attributes (e.g., shape and size, shape and color, thickness and color) (G-2-E)

G-3-E. Making predictions regarding combinations, subdivisions, and transformations (slides, flips, turns) of simple plane geometric shapes.

G-3-E-GLE 18. Use words that indicate direction and position of objects and arrange an object in a specified position and orientation (e.g., between, behind, above) (G-3-E)

G-3-E-GLE 19. Investigate the results of combining shapes (using paper shapes, pattern blocks, tangrams, etc.) (G-3-E) (G-1-E)

G-4-E. Drawing, constructing models, and comparing geometric shapes, with special attention to developing spatial sense.

G-4-E-GLE 16. Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones) (G-2-E) (G-1-E) (G-4-E) (G-5-E)

G-4-E-GLE 20. Draw circles, squares, rectangles, and triangles (G-4-E)

G-5-E. Identifying and drawing lines and angles and describing their relationships to each other and to the real world.

G-5-E-GLE 16. Name and identify basic shapes using concrete models (e.g., circles, squares, triangles, rectangles, rhombuses, balls, boxes, cans, cones) (G-2-E) (G-1-E) (G-4-E) (G-5-E)

G-6-E. Demonstrating the connection of geometry to the other strands and to real-life situations.

LA.D. Data Analysis, Probability, and Discrete Math: In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.

D-1-E. Collecting, organizing, and describing data based on real-life situations;

D-1-E-GLE 21. Collect and organize concrete data using tally mark charts (D-1-E)

D-1-E-GLE 22. Collect and organize data in a simple bar graph using pictures or objects (D-1-E) (D-2-E)

D-2-E. Constructing, reading, and interpreting data in charts, graphs, tables, etc;

D-2-E-GLE 22. Collect and organize data in a simple bar graph using pictures or objects (D-1-E) (D-2-E)

D-2-E-GLE 23. Sort, represent, and use information in simple tables and bar/picture graphs (D-2-E) (D-3-E)

D-3-E. Formulating and solving problems that involve the use of data;

D-3-E-GLE 23. Sort, represent, and use information in simple tables and bar/picture graphs (D-2-E) (D-3-E)

D-4-E. Exploring, formulating, and solving sequence-of-pattern problems involving selection and arrangement of objects/numerals;

D-5-E. Predicting outcomes based on probability (e.g., make predictions of same chance, more likely, or less likely; determine fair and unfair games);

D-6-E. Demonstrating the connection of data analysis, probability, and discrete math to other strands and real-life situations.

LA.P. Patterns, Relations, and Functions: In problem-solving investigations, students demonstrate an understanding of patterns, relations, and functions that represent and explain real-world situations.

P-1-E. Recognizing, describing, extending, and creating a wide variety of numerical (e.g., skip counting of whole numbers), geometrical, and statistical patterns.

P-1-E-GLE 24. Recognize, copy, name, create, and extend repeating patterns (e.g., ABAB, AABB, ABBA) using concrete objects, shapes, pictures, numbers, and sounds (P-1-E)

P-2-E. Representing and describing mathematical relationships using tables, variables, open sentences, and graphs.

P-3-E. Recognizing the use of patterns, relations, and functions in other strands and in real-life situations.