Math+K-2

**Draft Essential Standards for Math K-2 ** The icon above is linked to the new draft standards. You may download and print the document or right click and open it in a new window.

Please review the standards using the criteria below. For each criteria, discuss the standards with your group (if possible) and make your comments in the comment section. To enter a comment you must first click on "Edit" in the upper right of the screen. **//(If your comment pertains to a particular standard or clarifying objective, please indicate the appropriate number of the standard or objective in your comment.) //**  Please indicate your name or group in your comment in case clarification is needed. When you have finished making comments click on "Save."

If you have questions about using the wiki please contact Paul OBriant at pobriant@currituck.k12.nc.us. Thanks.

Please review the standards using the six criteria below. However, please do not allow these criteria to limit your thinking or discussion. This template provides a section where groups can include other comments or feedback. 
 * Criteria for Review **

Enduring
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The Essential Standards equip students for future academic success by preparing them with the knowledge and skills to compete and collaborate in a global society (21st Century Skills). ||  **Components to Consider:** ||  · Connect to 21st Century skills. · Contain skills and knowledge important for today and applicable in the future. · Require the students to use factual, conceptual, procedural and metacognitive knowledge. · Incorporate learning at multiple levels of the Revised Bloom's Taxonomy including those that require higher-order thinking skills, such as ‘apply' and ‘create'. ||
 * Enter comments here:** **//(If your comment pertains to a particular standard or clarifying objective, please indicate the appropriate number in your comment.) //**

Measurable
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The Essential Standards can be measured through formative, benchmark, or summative assessments. || <span style="color: rgb(0,0,255);"> **Components to Consider:** || <span style="color: rgb(0,0,255);"> · Use verbs that clearly indicate the level of learning expected of the student. · Can be assessed. || Comment
 * Enter comments here:** **// KIES-K. (2.1)-We would like it to say,"Compare two objects in terms of length and mass, using correct vocabulary and nonstandard units of measurement."  //**

Clear and Concise
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The Essential Standards clearly communicate what students are expected to know, understand, and be able to do || <span style="color: rgb(0,0,255);"> **Components to Consider:**  || <span style="color: rgb(0,0,255);"> · Are clearly stated. · Employ clarifying objectives to assist in "unpacking" the content. · Use verbs that clearly indicate the level of learning expected of the student. ||
 * Enter comments here:** **// KIES-Second Grade ( 11.1)-What are clumps, gaps, and trends?  //**

Prioritized and Focused The Essential Standards provide an in-depth study of content through a narrowed focus. || <span style="color: rgb(0,0,255);"> **Components to Consider:** || <span style="color: rgb(0,0,255);"> · Differentiate the content by grade level. · Use clarifying objectives to assist in 'unpacking' the content. · Employ verbs that clearly indicate the level of learning expected of the student. · Can be assessed with formative, benchmark, and summative assessments. · Represent a scope that is appropriately ambitious for the time available. ||
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 * Enter comments here:** <span style="background-color: rgb(255,255,0);">**//<span style="color: rgb(0,0,255);">(If your comment pertains to a particular standard or clarifying objective, please indicate the appropriate number in your comment.) //**

Rigorous
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The Essential Standards provide ambitious expectations of learning for all students as evidenced by differentiation of content from grade-to-grade. || <span style="color: rgb(0,0,255);"> **Components to Consider:** || <span style="color: rgb(0,0,255);"> · Differentiate the content by grade level. Use clarifying objectives that require higher levels of learning as the student progresses through the grade continuum. · Challenge student learning at multiple levels of the Revised Bloom's Taxonomy, including those that require higher order thinking skills, such as ‘apply' and ‘create'. || KIES-Second Grade (13.1, 13.2 & 13.4)-13.1 and 13.2 are very difficult for 2nd graders to understand. 13.4-Will regrouping be taught with multidigit,(3-digit) addition and subtraction? //**
 * Enter comments here:** **// KIES-K. (1.1)-Students in K. are capable of classifying objects according to one "or two" attributes.

Relevant to the Real World The Essential Standards are applicable to real world contexts and lend themselves to integration across content areas. || <span style="color: rgb(0,0,255);"> **Components to Consider:** || <span style="color: rgb(0,0,255);"> · Allow for natural integration of knowledge and skills throughout multiple content areas. · Will be meaningful and important in the future. · Assessment prototypes measure Essential Standard in a way that allows for application to new and novel situations. || <span style="font-size: 20pt; color: rgb(0,0,255);"> Other Comments Obj. 3.1.6 Please give an example as this is not very clear. Obj. 3.1.2 Please give an example as this is not very clear. CES Kindergarten
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 * Enter comments here:** KIES-When are coins/money identified?
 * Enter comments here:** **// Obj. 5.1 It is difficult for a 5 year old to comprehend 3-D shapes. They often confuse circles and spheres at this age ,as well as squares and cubes. Perhaps classifying two-dimensional shapes at this age would be more beneficial.

CES First Grade - 6.2.1 - In reference to the line plots - how is this applied in the real world? Objective 7 - What happened to time? Children at this age need time as a measurement for application to real life. 8.4.2 - Please give an example as this is not very clear. 10.1 - The rhombus and trapezoid are very similar and quite confusing for first graders. 10.2.2 - Not clear. We need more information. //**