1. Every person should teach kindergarten for a year before being permitted to have children.

6. HOW TO DO IT A SIMPLE IDEA

8. I wish our school had their playground. I am sure that their playground makes kids want to be there and learn stuff.

10. Assessment is on-going. A continuum of learning exists. Other tools may be used.

12. Midway ISD Kindergarten Assessment Guide For CAMT, these assessment tools were re- ordered by the student expectation coding…

13. K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(G) Compare sets of objects up to at least 20 in each set using comparative language. TEKS Statement Student Expectation

14. K.2G Compare Sets (0-5) Use set cards.  Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.) Teacher’s Guide (in blue ink)

15. K.2G Compare Sets (0-10) Use set cards.  Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.) Repeats with greater magnitude

16. A new tool for each level

17. Cards follow TEKS, SE, & instructions.

19. Cover sheet for binder

20. A SPECIAL RECTANGLE Special Rectangle Cartoons

24. Number strips for counting forward and backward

25. Midway ISD Kindergarten Assessment Guide For CAMT, these assessment tools were re- ordered by the student expectation coding…

26. K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(G) Compare sets of objects up to at least 20 in each set using comparative language. TEKS Statement Student Expectation

27. K.2G Compare Sets (0-5) Use set cards.  Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.) Teacher’s Guide (in blue ink)

28. K.2G Compare Sets (0-10) Use set cards.  Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.) Repeats with greater magnitude

29. A new tool for each level

30. Cards follow TEKS, SE, & instructions.

32. Cover sheet for binder

33. A SPECIAL RECTANGLE Special Rectangle Cartoons

37. Number strips for counting forward and backward

38. Number line templates

39. Common Core Correlation

41. K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” Read, write, represent, count

42. . The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” al process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” Read, write, represent, count

43. . The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” Subitizing

45. Collect, sort, organize, create, interpret…

46. Three Options

47. Two Options

48. Paper version

49. Requires Objects

50. Could be done with objects…

51. Three Levels

52. Numbers only!

53. Two Levels

54. Use Counters.

57. Four Sets

58. Students point to card.

59. Can be done as a class.

60. debbie.perry@midwayisd.org Share your email address with me so that I can send you the two documents: Kindergarten Assessment Tools Kindergarten Extras

61. Do you have any questions?