Math Observation Checklist: Groups & Objects

Kindergarten
Measurement and Data/Operations and Algebraic Thinking: Groups & Objects (Multiplication)

Directions: First, indicate which of the following skills have been taught and modeled. Then, for
each student, place a checkmark for each skill observed during group or independent math
problem-solving.

Purpose: To be able to see if the students are able to identify the number of groups and objects
per group using drawnings, objects, and fingers as well as break numbers down by counting
more than two of the same number together.

Taught Observable Math Skills S #1 S #2 S #3 Comments

x Can use objects, fingers, x x x S1: Used blocks to represent the

mental images,
drawings, and sounds
such as claps to
represent the number of
groups and objects
x Can count and idenitfy the
number of groups
x Can count and identify the
amount of objects in a
group.
x Can count and add the
number of objects in a
group to identify the total
number of objects.
number of groups and objects
S2/S3: Drew squares to represent
blocks and a bigger square to
represent a group
x x x Each student was able to figure out
the number of groups present. (3
groups of 5)
x x S1: Counted by 5’s
S2: Counted by ones
S3: Kept counting the groups
instead of the objects in the group.
x x x S1: counted by 5’s (5+5+5=15)
S2/S3: counted by ones until
reached 15

x Can add more than two of x S2/S3 counted each block

the same number together individually
(i.e. 2 + 2 + 2 = 6) S1: counted by 2s and 5s
x Student can break down x x x
numbers (1-10) into equal
groups.
MEASUREMENT AND DATA

Classify objects and count the number of objects in each category.

K.MD.3 Classify objects into given categories; count the numbers of objects in each category
and sort the categories by count. The number of objects in each category should be less than or
equal to ten. Counting and sorting coins should be limited to pennies.
a) Use objects, fingers, mental images, drawings, and sounds to represent and solve
problems with groups and objects
b) Students can identify and count the number of groups and objects per group
c) Figure out the total amount of objects

OPERATIONS AND ALGEBRAIC THINKING

Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from.

K.OA.3 Decompose numbers and record compositions for numbers less than or equal to 10 into
pairs in more than one way by using objects and, when appropriate, drawings or equation
a) Add more than two of the same number together (equal amount of objects for the number
of groups)
b) Students can break down numbers (1-10) into equal groups (3+3+3)
Reflection:

I used this Math Observational Checklist with a group of three kindergarten students at

Gems Elementary School. The purpose of this checklist was to see if the students are able to

identify the number of groups and objects per group using drawings, objects, and fingers as well

as break numbers down by counting more than two of the same number together. The students

sat around me on the carpet as I proposed a multiplication problem for them to solve. Each

student had access to use manipulative’s or a dry erase board in order to solve the problem. I

gave each student a plastic bag or multiple bags with blocks in it and asked each student to use

the respective tools to figure out the number of groups and objects per group.

The checklist was very effective because I was able to mark off each individual math

skill as I noticed each student demonstrating, showing or explaining their work. I was able to

notice each students’ counting strategies for figuring out the number of objects per group, for

example, if the student counted by ones, 2s, or 5’s to figure out the total amount of objects in a

group. Throughout this checklist I was able to listen and understand each students’ mathematical

algebraic thinking as they were putting together and taking apart numbers. It helped me

understand each child’s idea beyond just seeing it on paper. The comments box in this checklist

was one of the most useful parts because it allowed to me to write down specific tasks and ideas

that I noticed each student model or have background knowledge of in this activity. If I was to

work with a bigger group of students, I would modify this checklist to focus on one or two

mathematical tasks in order to pay close attention to each students’ process and thinking when

solving multiplication problems.

Peer 1: Myriah Gillum
The layout of this checklist is very easy to read; I especially like the color that you added for
each student. I like how you made comments on students' work even if they were all meeting the
standards. Maybe mention how you could proceed with future instruction with each student,
based off of what the checklist showed you that they know.

Peer 2: Niki Meyer

I like the layout of this checklist as well as how simple it is to follow. I think this checklist is a
great way to see student’s progress while they are still in groups because of the limited amount
of time there is to do each student separately. I like how you checked off as well as left a
comment for what the student had done. I think that is very important so you can remind yourself
how they showed/didn't show the skill. I think feedback for each student would also be valuable
in the future for your own students.