Mathematics

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurement and Data

Geometry

Know number names and the counting sequence.

Count to tell the number of objects. 

Compare numbers.

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

Work with numbers 11-19 to gain foundations for place value.

Describe and compare measurable attributes.

Work with money.

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

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Analyze, compare, create, and compose shapes.

Count forward from 1 to 30.

This standard begins in Kindergarten.

Begin to print the distinctive features of numerals (i.e., circle, line, diagonal, crossed lines).

Begin to name numerals 0-10.

Understand the relationship between numbers and quantities; connect counting to cardinality.

Understand that a number represents a corresponding quantity.

Use comparative language, such as more/less than or equal to, to compare and describe collections of objects.

This standard begins in Kindergarten 

With guidance and support, begin to represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

With guidance and support, begin to solve addition and subtraction word problems, and add and subtract within 5 (e.g., by using objects or drawings to represent the problem).

Compose and decompose numbers to 5, in more than one way, by using objects or drawings.

Show, through the use of concrete objects or drawings, the number needed to make up to 5 when added to any given number from 0-5.

This standard begins in Kindergarten.

This standard begins in Kindergarten.

Describe measurable attributes of a single object, such as length, width, height.

Compare the attributes of two or more concrete objects and use words to define attributes of the objects (i.e. heavier/lighter, longer/shorter, etc.).

Begin to recognize currency and its purpose. 

Sort a collection of objects into given categories using more than one attribute. 

Begin to use relative position words in appropriate context, such as above, below, beside, and between.

Correctly name some two-dimensional shapes. 

Begin to explore shapes as two-dimensional or three-dimensional.

Begin to describe objects in the environment using names of shapes.

Describe similarities and differences between two-dimensional shapes. 

Model shapes in the world by building and drawing shapes.

Begin to recognize smaller shapes within a larger shape, including that some shapes can be put together to make a new shape.

When counting objects, say the number names in the standard order, using one-to-one correspondence. 

Understand that the last number name said tells the number of objects counted.

Recognize that one more object added to a group of objects changes the quantity as a whole. 

Subitize quantities up to 5 (i.e., the ability to look at a quantity and say the quantity [1-5] quickly, just by looking).

Given a number from 1-10, count out that many objects.

With guidance and support, count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular array, or a circle.

With guidance and support, count to answer “how many?” questions about as many as 5 things in a scattered configuration.