## Kindergarten Grade Level Goals

Everyday Mathematics third-edition Grade Level Goals have been revised to align with the Common Core State Standards for Mathematics (CCSS-M), which were widely adopted in 2010. Both versions of the curriculum's goals are available below. For more information on standards, please see Meeting Standards with Everyday Mathematics.

### Common Core State Standards (CCSS) Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Rote counting | Count on by 1s to 100; count on by 2s, 5s, and 10s and count back by 1s with number grids, number lines, and calculators. |

Rational counting | Count 20 or more objects; estimate the number of objects in a collection. | |

Place value and notation | Model numbers with manipulatives; use manipulatives to exchange 1s for 10s and 10s for 100s; recognize that digits can be used and combined to read and write numbers; read numbers up to 30. | |

Meanings and uses of fractions | Use manipulatives to model half of a region or a collection; describe the model. | |

Understand Equivalent Names for Numbers | Equivalent names for whole numbers | Use manipulatives, drawings, and numerical expressions involving addition and subtraction of 1 -digit numbers to give equivalent names for whole numbers up to 20. |

Understand Common Numerical Relations | Comparing and ordering numbers | Compare and order whole numbers up to 20. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Compute Accurately | Addition and subtraction facts | Use manipulatives, number lines, and mental arithmetic to solve problems involving the addition and subtraction of single-digit whole numbers; demonstrate appropriate fluency with addition and subtraction facts within 5. |

Understand Meanings of Operations | Models for the operations | Identify join and take-away situations. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data to create class-constructed tally charts, tables, and bar graphs. |

Analyze and Interpret Data | Data analysis | Use graphs to answer simple questions. |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, possible, impossible, and other basic probability terms. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Use nonstandard tools and techniques to estimate and compare weight and length; identify standard measuring tools. |

Money | Identify pennies, nickels, dimes, quarters, and dollar bills. | |

Use and Understand Reference Frames | Temperature | Describe temperature using appropriate vocabulary, such as hot, warm, and cold; identify a thermometer as a tool for measuring temperature. |

Time | Describe and use measures of time periods relative to a day and week; identify tools that measure time. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Plane and solid figures | Identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres, and cubes. |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify shapes having line symmetry. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create visual, rhythmic, and movement patterns; use rules, which will lead to functions, to sort, make patterns, and play "What_s My Rule?" and other games. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Read and write expressions and number sentences using the symbols +, -, and =. |

### 3rd Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Rote counting | Count on by 1s to 100; count on by 2s, 5s, and 10s and count back by 1s with number grids, number lines, and calculators. |

Rational counting | Count 20 or more objects; estimate the number of objects in a collection. | |

Place value and notation | Model numbers with manipulatives; use manipulatives to exchange 1s for 10s and 10s for 100s; recognize that digits can be used and combined to read and write numbers; read numbers up to 30. | |

Meanings and uses of fractions | Use manipulatives to model half of a region or a collection; describe the model. | |

Equivalent names for whole numbers | Use manipulatives, drawings, and numerical expressions involving addition and subtraction of 1 -digit numbers to give equivalent names for whole numbers up to 20. | |

Comparing and ordering numbers | Compare and order whole numbers up to 20. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Models for the operations | Addition and subtraction procedures | Use manipulatives, number lines, and mental arithmetic to solve problems involving the addition and subtraction of single-digit whole numbers. |

Understand Meanings of Operations | Models for the operations | Identify join and take-away situations. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data to create class-constructed tally charts, tables, and bar graphs. |

Analyze and Interpret Data | Data analysis | Use graphs to answer simple questions |

Understand and Apply Basic Concepts of Probability | Qualitative probability | Describe events using certain, possible, impossible, and other basic probability terms. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Use nonstandard tools and techniques to estimate and compare weight and length; identify standard measuring tools. |

Money | Identify pennies, nickels, dimes, quarters, and dollar bills. | |

Use and Understand Reference Frames | Temperature | Describe temperature using appropriate vocabulary, such as hot, warm, and cold; identify a thermometer as a tool for measuring temperature. |

Time | Describe and use measures of time periods relative to a day week; identify tools that measure time. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Plane and solid figures | Identify and describe plane and solid figures including circles, triangles, squares, rectangles, spheres, and cubes. |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify shapes having line symmetry. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create visual, rhythmic, and movement patterns; use rules, which will lead to functions, to sort, make patterns, and play "Whatâ€™s My Rule?" and other games. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Read and write expressions and number sentences using the symbols +, -. And =. |