Chester Township Public Schools
Mathematics Curriculum

Mathematics - Grade K

Mathematics

The National Council of Teachers of Mathematics Curriculum and Evaluation Standards provide educators with goals for school mathematics and guidelines for achieving these goals. The fifty-four standards are presented as a vision for school mathematics based on societal goals, student goals, research on teaching and learning, and professional guidelines.


The Foundations of Learning (1999) curriculum offers Kindergarten through Grade 12 objectives for the Knowledge and Comprehension levels of Bloom's Taxonomy. EdVISION.com developed this curriculum based on extensive research of standardized and state tests. Additional objectives were added to enhance the content areas.

The Mathematics component of the Foundations of Learning curriculum focuses on basic skills. Objectives primarily involve the identification, recognition, comprehension, or understanding of various math topics.


The Applications of Learning (1999) curriculum offers Kindergarten through Grade 12 objectives for the Application and Analysis levels of Bloom's Taxonomy. EdVISION.com developed this curriculum based on extensive research of standardized and state tests. Additional objectives were added to enhance the content areas.

The Mathematics component of the Applications of Learning curriculum focuses on intermediate skills. The objectives primarily involve the application, examination, or analysis of various math topics.


The Higher Order Learning (1999) curriculum offers Grade 4 through Grade 12 objectives for the Synthesis and Evaluation levels of Bloom's Taxonomy. EdVISION.com developed this curriculum based on extensive research of standardized and state tests. Additional objectives were added to enhance the content areas.

The Mathematics component of the Higher Order Learning curriculum focuses on advanced skills. The objectives primarily involve the synthesis and evaluation of various math topics.


The purpose of New Jersey's statewide assessment program is to measure what students at benchmark grade levels know and are able to do. The Mathematics Content Clusters that are covered in the tests unavoidably contain some overlapping content, since mathematical topics are not disconnected but are part of an interconnected whole.


The New Jersey Curriculum Content Standards for Mathematics is focused on achieving one crucial goal:

"To enable ALL of New Jersey's children to move into the twenty-first century with the mathematical skills, understandings, and attitudes that they will need to be successful in their careers and daily lives."

The environment in the mathematics classroom should reflect the following two standards:

"1. All students' mathematical learning will embody the concepts that engagement in mathematics is essential, and that the decision-making, risk-taking, cooperative work, perseverance, self-assessment, and self-confidence are frequently keys to success."

"2. All students will be evaluated using a diversity of assessment tools and strategies, to provide multiple indicators of the quality of every student's mathematical learning and of overall program effectiveness."

The New Jersey Standards for Mathematics are as follows:

*"All students will develop the ability to pose and solve mathematical problems in mathematics, other disciplines, and everyday experiences."

*"All students will communicate mathematically through written, oral, symbolic, and visual forms of expression."

*"All students will connect mathematics to other learning by understanding the interrelationships of mathematical ideas and the roles that mathematics and mathematical modeling play in other disciplines and in life."

*"All students will develop reasoning ability and will become self-reliant, independent mathematical thinkers."

*"All students will regularly and routinely use calculators, computers, manipulatives, and other mathematical tools to enhance mathematical thinking, understanding, and power."

*"All students will develop number sense and an ability to represent numbers in a variety of forms and use numbers in diverse situations."

*"All students will develop spatial sense and an ability to use geometric properties and relationships to solve problems in mathematics and everyday life."

*"All students will understand, select, and apply various methods of performing numerical operations."

*"All students will develop an understanding of and will use measurement to describe and analyze phenomena."

*"All students will use a variety of estimation strategies and recognize situations in which estimation is appropriate."

*"All students will develop an understanding of patterns, relationships, and functions and will use them to represent and explain real-world phenomena."

*"All students will develop an understanding of statistics and probability and will use them to describe sets of data, model situations, and support appropriate inferences and arguments."

*"All students will develop an understanding of algebraic concepts and processes and will use them to represent and analyze relationships among variable quantities and to solve problems."

*"All students will apply the concepts and methods of discrete mathematics to model and explore a variety of practical situations."

*"All students will develop an understanding of conceptual building blocks of calculus and will use them to model and analyze natural phenomena."

*"All students will demonstrate high levels of mathematical thought through experiences which extend beyond traditional computation, algebra, and geometry."


In this area students concentrate on making mathematical connections and using principles of mathematics to communicate, reason, and solve problems. Students engage in projects which require them to apply number systems, operations, and forms in real-world contexts.

Grade K

The Foundations of Learning curriculum provides objectives for Kindergarten students.


The Applications of Learning curriculum provides objectives for Kindergarten students.


In this course students grow emotionally, socially, physically, and intellectually, as they begin to explore the world of numbers, algorithms, patterns, shapes, data, and spatial sense. Students engage in activities which require them to conceptualize numbers in various forms, to perform operations with numbers, and to use manipulatives as representative objects. The course emphasizes the need for students to make mathematical connections and to use mathematics principles to communicate, reason, and solve problems.


Algebraic Concepts
This unit includes studying number systems, operations, and forms. Students explore the symbolic nature of algebraic concepts by identifying and extending patterns in algebra, by following algebraic procedures, and by proving theorems with properties. The Algebraic Concepts Unit includes Competencies/Objectives which focus on algebraic equations and operations. This unit includes studying number systems, operations, and forms. Students explore the symbolic nature of algebraic concepts by identifying and extending patterns in algebra, by following algebraic procedures, and by proving theorems with properties.

    Number Sentence: Addition
The learner will be able to complete a given addition number sentence. (NJCCCS 4.2, 4.3).
Strand Bloom's Scope Source
Number Sentence Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Number Sentence: Subtraction
The learner will be able to complete a given subtraction number sentence. (NJCCCS 4.2, 4.3).
Strand Bloom's Scope Source
Number Sentence Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Identify Sentence: Picture
The learner will be able to determine the number sentence depicted in a picture. (NJCCCS 4.2, 4.3, 4.6).
Strand Bloom's Scope Source
Identify Sentence Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Identify Sentence: Orally Read Problem
The learner will be able to identify a number sentence for an orally read word problem. (NJCCCS 4.2, 4.3).
Strand Bloom's Scope Source
Identify Sentence Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  

Data Interpretation
The Data Interpretation Unit includes Competencies/Objectives which focus on the study and use of graphical forms. The Data Interpretation Unit includes data collection and classification, organization and display of data, logical reasoning and problem solving.

This unit includes presenting data in graphical forms and interpreting data given in graphical forms.

    Analyzing: Graphical Forms
The learner will be able to demonstrate the ability to interpret graphical forms of data (tables, charts, graphs, diagrams, etc.) by making decisions about a topic based on information presented in graphical form. (NJCCCS 4.1).
Strand Bloom's Scope Source
Analyzing/Evaluating Graphical Forms Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Bar Graphs: Identify Amounts
The learner will be able to identify amounts represented on a bar graph. (NJCCCS 4.2, 4.3).
Strand Bloom's Scope Source
Bar Graphs Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Bar Graphs: Add Amounts
The learner will be able to add amounts given on a bar graph. (NJCCCS 4.2,).
Strand Bloom's Scope Source
Bar Graphs Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Pictographs: Read
The learner will be able to read pictographs. (NJCCCS 4.2,).
Strand Bloom's Scope Source
Pictographs Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Graphs: Construct
The learner will be able to construct graphs recording information in tables, bar graphs, line graphs, and pictographs. (NJCCCS 4.2, 4.3).
Strand Bloom's Scope Source
Graphing Synthesis Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  

Fractions
The Fractions Unit includes Competencies/Objectives which focus on number sense and operations with fractions. The Fractions Unit includes comparison, ordering, fractions parts, estimation, reasoning and problem solving.

This unit includes comparing fractions, performing computations with fractions, converting fractions to other number forms, using manipulatives to demonstrate fractions, and solving problems with fractions in real-world contexts.

    Fraction Parts: Half
The learner will be able to identify the shaded half of an object. (NJCCCS 4.2).
Strand Bloom's Scope Source
Fraction Parts Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Fraction Parts: Part of a Whole
The learner will be able to identify parts of a whole such as 1/2.. (NJCCCS 4.2, 4.3).
Strand Bloom's Scope Source
Fraction Parts Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  

Geometry
The Geometry Unit includes Competencies/Objectives which focus on exploring geometric concepts from multiple perspectives. The Geometry Unit includes properties and construction of figures, proofs and theorems, history of geometry, transformations, logic, and problem solving.

This unit includes exploring geometric concepts from multiple perspectives.

    Exploring: Outlines
The learner will be able to walk along, touch, and discuss a plane figure outlined on the floor in tape, and then help duplicate the figure using a different medium, or with smaller proportions. (NJCCCS 4.7).
Strand Bloom's Scope Source
Exploring Spatial Concepts Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Solids: Cube
The learner will be able to identify a cube. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Three-Dimensional Solids Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Solids: Cone
The learner will be able to identify a cone. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Three-Dimensional Solids Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Solids: Cylinder
The learner will be able to identify a cylinder. (NJCCCS 4.7).
Strand Bloom's Scope Source
Three-Dimensional Solids Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Solids: Classify
The learner will be able to classify 3 dimensional figures based on their similarities and differences. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Three-Dimensional Solids Application Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Shapes: Classify
The learner will be able to classify 2 dimensional geometric shapes by their similarities and differences. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Two-Dimensional Shapes Application Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten.; Terra Nova, Complete Battery, 1997, Level 10, part 2 item 11 week tested: 21
  
    Shapes: Square
The learner will be able to identify a square. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Two-Dimensional Shapes Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Shapes: Circle
The learner will be able to identify a circle. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Two-Dimensional Shapes Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Shapes: Triangle
The learner will be able to identify a triangle. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Two-Dimensional Shapes Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Shapes: Rectangle
The learner will be able to identify a rectangle. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Two-Dimensional Shapes Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Shapes: Rectangle/Properties
The learner will be able to identify the properties of a rectangle. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Two-Dimensional Shapes Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Shapes: Identifying
The learner will be able to identify object shapes. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Two-Dimensional Shapes Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Shapes: Drawing
The learner will be able to draw 2 dimensional geometric figures (circles, squares, triangles, and rectangles). (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Two-Dimensional Shapes Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Shapes: Visualize
The learner will be able to visualize a 2 dimensional figure given a description. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Two-Dimensional Shapes Analysis Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Figures: Orally Described
The learner will be able to identify an object based on an oral description. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Figures: Identify Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Figures: Real World Shapes
The learner will be able to identify shapes in real world objects and drawings. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Figures: Real World Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Positions
The learner will be able to identify positions described by top, middle, bottom, inside, outside, etc. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Communicating Spatial Sense Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Similarity: Object Shapes/Comparing
The learner will be able to compare geometric shapes and identify similar and different shapes. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Similarity Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Similarity: Similar Figure/Using Picture
The learner will be able to identify similar figures. (NJCCCS 4.2, 4.7).
Strand Bloom's Scope Source
Similarity Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  

Measurement
The Measurement Unit includes Competencies/Objectives which focus on measurement concepts, applications, and analysis. The Measurement Unit includes concepts of length, area, circumference, perimeter, volume, weight, formulas, distance, calendar, money, tools, accuracy, units, constructions, patterns and problem solving.

This unit includes experimenting with formal, informal, customary, and metric units of measurement, and distinguishing between situations which call for exact measurement and those which call for estimation.

    Communicating: Comparison Terms
The learner will be able to use measurement terms to estimate, describe and compare objects by weight, length, time and temperature using the appropriate tools. (NJCCCS 4.9).
Strand Bloom's Scope Source
Communicating Measurement Concepts Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Calendar: Days of the Week/Name
The learner will be able to name the days of the week. (NJCCCS 4.11).
Strand Bloom's Scope Source
Calendar Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Calendar: Months/Days
The learner will be able to identify days of the week and months of the year. (NJCCCS 4.11).
Strand Bloom's Scope Source
Calendar Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Length: Compare
The learner will be able to estimate objects of different lengths and identify objects of the same length. (NJCCCS 4.2, 4.11).
Strand Bloom's Scope Source
Length Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Length: Non-standard
The learner will be able to determine the length of an object using a non-standard ruler. (NJCCCS 4.2, 4.4).
Strand Bloom's Scope Source
Length Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Time: Read/Simple
The learner will be able to read clocks to tell simple and/or familiar times (using hours, lunch time, etc.). (NJCCCS 4.2).
Strand Bloom's Scope Source
Time Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Time: Sequence
The learner will be able to discuss putting events into chronological order. (NJCCCS 4.2, 4.3, 4.9).
Strand Bloom's Scope Source
Time Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Time: Hours
The learner will be able to tell time to the nearest hour. (NJCCCS 4.2, 4.3, 4.9).
Strand Bloom's Scope Source
Time Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Time: Elapsed
The learner will be able to discern which of two events takes longer. (NJCCCS 4.2, 4.3, 4.9).
Strand Bloom's Scope Source
Time Analysis Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Volume: Estimate
The learner will be able to estimate the volume of a figure. (NJCCCS 4.2, 4.3, 4.9).
Strand Bloom's Scope Source
Volume Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  

Number Theory
This unit includes manipulating number forms and classifications. Students make connections between number forms and their real-world applications. The Number Theory Unit focuses on manipulating number forms and classifications. Students make connections between number forms and their real-world applications.

    Number Sense: Applying
The learner will be able to apply knowledge of number values and counting to "non-mathematical" activities (such as making a calendar), and understand mathematical principles in terms of their real-world applications (and not as an isolated school subject), (NJCCCS 4.11).
Strand Bloom's Scope Source
Number Sense Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    One-to-one Correspondence: Represent
The learner will be able to represent one-to-one correspondence using manipulatives. (NJCCCS 4.6, 4.11).
Strand Bloom's Scope Source
One-to-one Correspondence Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    One-to-one Correspondence
The learner will be able to identify group showing a specific quantity. (NJCCCS 4.9, 4.11).
Strand Bloom's Scope Source
One-to-one Correspondence Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Word Names: Less Than 50
The learner will be able to identify number for a word name read orally; numbers are less than fifty. (NJCCCS 4.2).
Strand Bloom's Scope Source
Word Names Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Word Name: Matching
The learner will be able to match word names with numbers. (NJCCCS 4.2).
Strand Bloom's Scope Source
Word Names Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Word Name: Object Value
The learner will be able to identify object value of a word name. (NJCCCS 4.2).
Strand Bloom's Scope Source
Word Names Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Write Numbers
The learner will be able to write whole numbers up to 39.. (NJCCCS 4.2).
Strand Bloom's Scope Source
Write Numbers Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  

Numeration
The Numeration Unit focuses on exploring ordinality, identifying and extending number patterns, comparing numbers, and demonstrating number relationships.

This unit includes exploring ordinality, identifying and extending number patterns, comparing numbers, and demonstrating number relationships. The Numeration Unit focuses on exploring ordinality, identifying and extending number patterns, comparing numbers, and demonstrating number relationships.

    Counting: Number Sense
The learner will be able to practice counting, skip counting, counting on, and back counting, to gain a strong sense of numbers and ordinality. (NJCCCS 4.2).
Strand Bloom's Scope Source
Counting Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Number Values: Number Sense
The learner will be able to develop a sense of number values by drawing one to one correspondences, by sorting, classifying, and comparing numbers in science, games, and daily life, and by using language to describe number values (more, less, most, least, some, none, etc.). (NJCCCS 4.2).
Strand Bloom's Scope Source
Number Values Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Pattern: Recognizing
The learner will be able to demonstrate an understanding of the predictability and repetition inherent in patterns, such as colors in pictures, action in songs or rhymes (clapping, stomping, jumping), symbols, nature (the four seasons), daily life (the green, yellow, red of traffic lights), and human behavior.(NJCCCS 4.2).
Strand Bloom's Scope Source
Patterns: Identify/Describe/Continue Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Pattern: Creating/Extending
The learner will be able to create patterns, and extend patterns from one medium to another, in mathematics, language, science, and art. (NJCCCS 4.11).
Strand Bloom's Scope Source
Patterns: Identify/Describe/Continue Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Pattern: Create/Continue
The learner will be able to use manipulatives to both create and continue patterns based on their attributes (color, texture, sound, shape, number, and size) (NJCCCS 4.11).
Strand Bloom's Scope Source
Patterns: Identify/Describe/Continue Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Counting Pattern
The learner will be able to complete a counting pattern. (NJCCCS 4.4).
Strand Bloom's Scope Source
Patterns: Number Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Pattern: Geometric Shapes
The learner will be able to identify the next shape in a geometric pattern. (NJCCCS 4.4).
Strand Bloom's Scope Source
Patterns: Geometric Application Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Quantity: More
The learner will be able to identify more. (NJCCCS 4.10, 4.11).
Strand Bloom's Scope Source
Quantity Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Quantity: Less
The learner will be able to identify less. (NJCCCS 4.4).
Strand Bloom's Scope Source
Quantity Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    More/Less: Represent
The learner will be able to use manipulatives in showing more or less. (NJCCCS 4.2, 4.4).
Strand Bloom's Scope Source
Quantity Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Classify Familiar Objects
The learner will be able to collect and classify objects that are familiar to children. (NJCCCS 4.4).
Strand Bloom's Scope Source
Comparison Application Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Comparison: Numbers/Sets
The learner will be able to identify similarities and/or differences between numbers and/or sets of at most 10. (NJCCCS 4.4).
Strand Bloom's Scope Source
Comparison Analysis Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Classify Objects
The learner will be able to classify objects according to the following attributes: color, texture, shape, size, and number. (NJCCCS 4.4).
Strand Bloom's Scope Source
Comparison Application Master National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Similarities/Differences
The learner will be able to identify similarities and differences. (NJCCCS 4.4).
Strand Bloom's Scope Source
Comparison Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Comparison: Most
The learner will be able to compare objects and identify which is the tallest, widest, shortest, longest, heaviest, or lightest. (NJCCCS 4.4).
Strand Bloom's Scope Source
Comparison Analysis Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Comparison: Ordering/Height
The learner will be able to order objects from tallest to shortest. (NJCCCS 4.4).
Strand Bloom's Scope Source
Comparison Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Comparison: Nearest/Farthest
The learner will be able to use a point of reference to establish which object is nearest or farthest. (NJCCCS 4.4).
Strand Bloom's Scope Source
Comparison Application Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Counting: 1-9
The learner will be able to count whole numbers from 1 to 9. (NJCCCS 4.2).
Strand Bloom's Scope Source
Counting Knowledge Master National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Counting: Represent 1-100
The learner will be able to use manipulatives and diagrams to count by ones from 1 to 100. (NJCCCS 4.2).
Strand Bloom's Scope Source
Counting Application Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Counting: Forward/Backward 1-10
The learner will be able to count forward or backward with any number from 1 to 10. (NJCCCS 4.2).
Strand Bloom's Scope Source
Counting Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Skip Counting: Tens
The learner will be able to count by tens. (NJCCCS 4.2).
Strand Bloom's Scope Source
Skip Counting Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Skip Counting: Five's
The learner will be able to count by five's. (NJCCCS 4.2).
Strand Bloom's Scope Source
Skip Counting Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Pattern: Attributes
The learner will be able to identify, duplicate, and describe patterns based on their attributes (color, texture, sound, shape, number, and size). (NJCCCS 4.2).
Strand Bloom's Scope Source
Patterns Application Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Ordering: Sets
The learner will be able to place a set (or sets) of objects and/or numbers in a certain order. (NJCCCS 4.3).
Strand Bloom's Scope Source
Ordering Numbers Application Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Ordering: Numbers/Sets
The learner will be able to place numbers and/or sets (of at most 10) in a certain order. (NJCCCS 4.3).
Strand Bloom's Scope Source
Ordering Numbers Application Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Ordering: Whole Numbers
The learner will be able to order whole numbers in the correct sequence. (NJCCCS 4.3).
Strand Bloom's Scope Source
Ordering Numbers Comprehension Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Between
The learner will be able to determine which number comes between two given numbers. (NJCCCS 4.3).
Strand Bloom's Scope Source
Ordering Numbers Knowledge Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  

Probability/Statistics
This unit includes collecting, analyzing, and making sense of real-world data (including overlapping data, inconclusive data, etc.). The Probability/Statistics Unit focuses on data analysis and probability concepts. This unit includes collecting, analyzing, and making sense of real-world data (including overlapping data, inconclusive data, etc.).

    Data: Comparing
The learner will be able to describe how two objects (e.g., two books) are the same and are different, and (with the teacher's help) develop the criteria for difference and similarity. (NJCCCS 4.3, 4.7, 4.12).
Strand Bloom's Scope Source
Data Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Data Analysis: Conclusions
The learner will be able to collect data, organize the collected data, and create a display which explains the data and conclusions which can be drawn from the data. (NJCCCS 4.3, 4.7, 4.12).
Strand Bloom's Scope Source
Data Analysis Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  
    Data Management: Categorizing Objects
The learner will be able to categorize objects (e.g., books) by one criteria, such as size, and then use the same books to categorize them using another set of criteria, such as weight. (NJCCCS 4.3, 4.7, 4.12).
Strand Bloom's Scope Source
Data Management Introduce National Council of Teachers of Mathematics Curriculum and Evaluation Standards, New Jersey Core Curriculum Content Standards, Chester Township Schools, Kindergarten
  

Whole Numbers
This unit includes performing operations with whole numbers, using manipulatives to demonstrate whole number concepts, and solving problems with whole numbers in real-world contexts.

    Addition: Represent
The learner will be able to use manipulatives to find a sum by combining 2 sets. (NJCCCS 4.1).
Strand Bloom's Scope Source
Add Whole Numbers Application<