Vermont State Standards for Mathematics: Kindergarten
VT.7.6. Mathematical Understanding: Arithmetic, Number, and Operation Concepts: Students understand arithmetic in computation, and they select and use, in appropriate situations, mental arithmetic, pencil and paper, calculator, and computer.
MK:1. Demonstrates conceptual understanding of rational numbers with respect to whole numbers by connecting oral number words and numerals (up to and including two-digit numbers to 50) to the quantities they represent using physical models and representations and shows correct sequence of cardinal numbers.
MK:2. Demonstrates understanding of the relative magnitude of numbers from 0 to 50 by ordering whole numbers; by demonstrating one-one correspondence; and by showing the relationship between whole numbers (1 more, 1 less). Apply number parameters consistent with MK:1.
MK:3. Demonstrates conceptual understanding of mathematical operations involving addition and subtraction by solving problems involving situations in which one adds to, takes from.
MK:4. Accurately solves problems in context involving addition and subtraction using whole numbers.
MK:5. Recognizes and names coins.
MK:7. Estimates and evaluates the reasonableness of solutions appropriate to grade level.
VT.7.7. Mathematical Understanding: Geometric and Measurement Concepts: Students use geometric and measurement concepts.
MK:9. Uses attributes, composition, or decomposition to sort or classify objects using at least one attribute (e.g., color). Recognizes and names polygons (triangles, squares, rectangles) and circles in their environment.
MK:15. Identifies the appropriate standard tool used to measure length, temperature, and weight.
MK:16. Determines elapsed and accrued time as it relates to before/after and sequences of events (first, next, last), and identifies a clock and calendar as measurement tools.
MK:18. Find and name locations with simple relationships (i.e., near, far, above, below, next to).
VT.7.8. Mathematical Understanding: Function and Algebra Concepts: Students use function and algebra concepts.
MK:19. Identifies and extends to specific cases a variety of patterns including sequences of shapes, sounds, movement, colors, letters, and numbers by extending the pattern to the next one, two, or three elements.
MK:20. Demonstrates a conceptual understanding of change qualitatively (growth - student growing taller).
MK:22. Demonstrates conceptual understanding of equality by showing equivalence between two expressions (4+1=5; 2+3=5) by solving one-step equations involving whole number addition or subtraction using models or verbal explanations.
VT.7.9. Mathematical Understanding: Statistics and Probability Concepts: Students use statistics and probability concepts.
MK:23. Interprets a given representation (models and tally charts) through written or verbal/scribed response to answer questions related to the data, or to analyze the data to formulate conclusions.
MK:24. Analyzes patterns, trends, or distributions in data in a variety of contexts using 'more,' 'less,' or 'equal.' (e.g., 'In a plus 2 pattern, there will be more items on the fifth day than on the first day.')
MK:25. Organizes and displays data using diagrams, models, or tally charts through written or verbal/scribed response to answer questions related to the data, to analyze the data to formulate conclusions.
MK:28. In response to a teacher- or student-generated question or hypothesis, collects appropriate data and makes observations about the data through written or verbal/scribed response.
VT.7.10. Mathematical Problem Solving: Applications: Students use concrete, formal, and informal strategies to solve mathematical problems, apply the process of mathematical modeling, and extend and generalize mathematical concepts. Students apply mathematics as they solve scientific and technological problems or work with technological systems.
MK:30. Demonstrate understanding of mathematical problem solving and communication through approach and reasoning - the reasoning, strategies, and skills used to solve the problem.
MK:31. Demonstrate understanding of mathematical problem solving and communication through connections - demonstration of observations, applications, extensions, and generalizations.
MK:32. Demonstrate understanding of mathematical problem solving and communication through solution - all of the work that was done to solve the problem, including the answer.
MK:33. Demonstrate understanding of mathematical problem solving and communication through mathematical language - the use of mathematical language in communicating the solution.
MK:34. Demonstrate understanding of mathematical problem solving and communication through mathematical representation - the use of mathematical representation to communicate the solution.
MK:35. Demonstrate understanding of mathematical problem solving and communication through documentation - presentation of the solution.