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