KINDERGARTEN EVERYDAY MATH – BASELINE RUBRIC

KINDERGARTEN EVERYDAY MATH – BASELINE RUBRIC
Perform baseline assessment 3-4 weeks into school. The following ideas were generated from the EDM Assessment Booklet:
1. Performs rote counting (individual) – Indicate the
number the student can count to and write it on that
space (115 would be the end target). Encourage
children to count to 10 or beyond by saying, “Please
count for me, then recite numbers 1, 2, 3,…”
2. Performs rational counting (individual) – Teachers
would put out 20 objects and determine what they could
count. If a child cannot count 20, the teacher would
remove some of the objects and see if they can count
with less objects available. Mark organized when the
child counts in an organized manner.
3. Recognizes numbers (individual, small or whole
group) – Have children go to individual spots around
the room. Give children plastic bags containing number
cards 0-10. Tell them to place the cards in front of them
and then hold up the number you name, but not to do
this until you say “1, 2, 3, show me!” On a Class
Checklist, note children who have difficulty. They are
easy to identify as you scan the circle or group. Some
teachers may prefer 1:1 for accuracy.
Follow the same procedure for children who easily
recognize numbers beyond number 10. Add numbers
11-20 to each bag. Circle the numbers correctly
identified.
4. Forms groups 0-5 (small or whole group) - Using
counters that are highly visible (craft sticks work well),
ask children to form groups of 4 counters, 0 counters, 3
counters, and so on. Circle the known responses.
7. Understands concepts of first, middle, and last
(various group size(s) - When practicing lining-up
procedures or waiting in line for the water fountain, have
your checklist in hand and casually ask a child to name
or show you who is first, who is in the middle, and who is
last in the line. Over a week’s time, there should be
plenty of opportunities to assess each child.
8. Sorts and classifies objects (small group) – Give
each child a bag of objects (could be attribute blocks)
that vary in color, size, shape, and purpose. Tell them
to *sort (group) the objects, but do not specify any
particular sorting rule. When the task is completed,
children explain how they sorted the objects (by size,
color, or shape). Evaluate whether they are aware of
the different attributes of objects and the concept of
sorting as such. Prompt: Can you sort these for me?
Now can you do it in a different way? Can you put them
in different groups/piles?
*Explain term “sort” before assessment, if necessary.
9. Compares sizes of objects (small or whole group) -
Teacher holds an object and asks children to find an
object that is smaller and then an object that is larger.
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5. Recognizes geometric shapes (individual or small
group) – Provide children with the following shapes:
triangle, square, rectangle, circle, hexagon, trapezoid.
Have children show you the shape you dictate.
Activity #5 can be done in combination with Activity #6
6. Recognizes coins (individual or small group) –
Provide real coins (pennies, nickels, dimes, quarters)
and ask each child to show you the coin you name. Ask
the monetary value of each coin.

KINDERGARTEN EVERYDAY MATH – 1 ST TRIMESTER
The following ideas were generated from the EDM Assessment Booklet:
1.
Performs rote counting (individual) – Indicate the number
the student can count to and write it on that space (115
would be the end target). Encourage children to count to
10 or beyond by saying, “Please count for me, then recite
numbers 1, 2, 3,…”
2. Counts back (individual) – Ask child to count backwards
from 10-0. Mark beginning if child does not attempt to
count backwards; developing if child is mixed up a bit in
his/her counting; and secure if children can count
backwards 10-0.
3. Read numbers (individual) – Present numbers 0-20 in
random order to child. Ask the child to attempt to read as
many numbers as he/she can.
Add numbers 21-35 for children who can easily read
numbers beyond number 20.
5. Recognize a penny and know its value (individual) –
Show a penny to the child and ask if they know the name
of the coin and its monetary value.
6. Performs rational counting (individual) – Teachers
displays 20 objects and asks the child to count the
number of objects. If a child cannot count 20, the teacher
would remove some of the objects and see if they can
count with less objects available. Mark organized when
the child counts in an organized manner.
7. Recognizes geometric shapes (individual) – Provide
children with the following shapes: triangle, square,
rectangle, and circle. Have child attempt to name the
shapes. If the child cannot name the shape, ask him/her
to show you the shape you dictate.
4. Compare lengths, matching ends (small group) – In a
designated area, place varying lengths of tape on the
floor. Give child color-coded paper strips to match the
lengths of the tape.
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KINDERGARTEN EVERYDAY MATH – 2nd TRIMESTER
The following ideas were generated from the EDM Assessment Booklet:
1. Recognize simple examples of symmetry (individual
or small group) – Show 5 pictures/objects – some with
symmetry and some without symmetry. Can they identify
pictures/objects with symmetry? Can they identify nonsymmetrical
pictures/objects.
2. Performs rote counting) (individual) – Indicate the
number the student can count to and write it on that
space (115 would be the end target). Encourage children
to count to 10 or beyond by saying, “Please count for me,
then recite numbers 1, 2, 3,…”
3. Counts back (individual) – Ask child to count
backwards from 15-0. Mark beginning if child cannot
attempt to count backwards; developing if child are mixed
up a bit in their counting; and secure if child can count
backwards 15-0.
4. Continues counting varying the starting point (whole
group) – Start with any number other than 0 or 1, and
ask the child to count to some specified number.
Observe abilities both to reach and stop at the target
number without prompting.
5. Writes numbers 0-15 (small or whole group) – Ask
children to write and display on their slates particular
numbers as part of a group lesson; for example, “Write
the number 12. 1, 2, 3, show me!”
9. Draw tally marks 1-5 (whole group) - Teacher shows 5
objects. Ask children to mark on individual sheets or
slates how many objects they see. Mark secure if child’s
tally shows a diagonal line through 4 straight lines.
10. Tells an addition number story (whole group or
individual) – After several sessions involving groupdeveloped
number stories, begin encouraging children to
develop their own stories to share with the group. The
purpose is to see if children are able to tell simple
number stories.
11. Names and identifies coins (individual) – Provide real
coins (pennies, nickels, dimes, quarters) and ask each
child to show you the coin you name. Ask if they know
the monetary value of each.
12. Skip counts by 2’s to 20 (individual)
13. Skip counts by 5’s to 50 (individual)
14. Skip counts by 10’s to 100 (individual)
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6. Generates and continues an AB pattern (small or
whole group) – Observe children as they complete one
of the pattern activities in the Teacher’s Guide to
Activities, such as Class Patterning, page 102, or Follow
My Pattern, page 103.
7. Understands “teen” numbers as 10+ a digit
(individual) – Provide students with 3 bundles (of 10)
and 20 single straws. Ask child to show you 13 straws,
then 17 straws. Mark secure if the child shows you 1
bundle of 10 and the correct number of single straws for
both of the numbers you gave them (13, 17). Mark
beginning if the child gives you the wrong number of
single straws. Mark developing if the child gives you any
remaining combination of answers.
8. Interprets a graph (individual, small or whole group)
Show students a graph that is unfamiliar to them and ask
which row has the most, least, and if there are any equal
amounts.

KINDERGARTEN EVERYDAY MATH – 3rd TRIMESTER
The following ideas were generated from the EDM Assessment Booklet:
1. Performs rote counting (individual) – Indicate the
number the student can count to and write it on that space
(115 is the end target). Encourage child to count to 10 or
beyond by saying, “Please count for me, then recite
numbers 1, 2, 3,…”
2. Counts back (individual) – Ask child to count backwards
from 20-0. Mark beginning if child cannot attempt to count
backwards; developing if child are mixed up a bit in their
counting; and secure if child can count backwards 20-0.
3. Continues counting varying the starting point
(individual) – Start with 85 and ask the child to count to
some specified number (e.g., 115). Observe abilities both
to reach and stop at the target number without prompting.
8. Skip counts by 2’s to 32 (individual)
9. Skip counts by 5’s to 115 (individual)
10. Skip counts by 10’s to 120 (individual)
11. Reads time (individual) – Teacher has a display clock,
sets a time and asks child to name the hours. Set hours
at 3, 6, and 9.
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4. Reads any number 0-100 (individual) – Show child 10
different numbers, point to a number and ask him/her to
recite the number to you. Mark beginning if the child can
read numbers between 0-20. Mark developing if the child
can read numbers between 0-75. Mark secure if the child
can name all 10 numbers.
Writes any number 0-100 (small or large group or
individual?) – Dictate 10 different numbers to children to
write on their slates, e.g., “Write the number 12, 1, 2, 3,
show me!” Mark beginning if the child can write numbers
between 0-20. Mark developing if the child can write
numbers between 0-75. Mark secure if the child can write
all 10 numbers.
11. Generates and continues a 3-part pattern (small or
whole group) – Observe children as they complete one of
the pattern activities in the Teacher’s Guide to Activities,
such as Class Patterning, page 102, or Follow My Pattern,
page 103 (e.g., ABC, ABB, AAB).
12. Tells a subtraction number story (whole group or
individual) – After several sessions involving groupdeveloped
number stories, begin encouraging children to
develop their own stories to share with the group. The
purpose is to see if children are able to tell simple number
stories.
7. Names and identifies coins (individual) – Provide real
coins (pennies, nickels, dimes, quarters) and ask each
child to show you the coin you name. Ask if they know the
monetary value of each.