## Mathematics – United States – Common Core State Standards

• ##### Mathematics
• K.CC.1 – Count to 100 by ones and by tens.

• 20 learning outcomes – click to view

Samples: Number recognition to 10. Identifying numbers in pictures. Counting objects (to 10). Counting fingers.

• #### Identifying numbers from 1 to 10

• Activities: 2 course, 2 extra
• #### Identifying numbers in pictures

• Activities: 1 course, 0 extra
• #### Counting 10 (matching)

• Activities: 3 course, 7 extra
• #### Counting to 10 (fingers)

• Activities: 3 course, 0 extra
• #### Number line to 10 (in order)

• Activities: 3 course, 2 extra
• #### Counting objects (to 10)

• Activities: 6 course, 6 extra
• #### Counting ones

• Activities: 1 course, 0 extra
• #### Subitising (dot patterns)

• Activities: 2 course, 2 extra
• #### Counting to 20

• Activities: 2 course, 7 extra
• #### Counting to 20 in order (number Line)

• Activities: 3 course, 1 extra
• #### Numbers to 30 (number line)

• Activities: 3 course, 3 extra
• #### One more than

• Activities: 3 course, 3 extra
• #### Two more than

• Activities: 2 course, 4 extra
• #### Counting to 30 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 20 using cubes

• Activities: 1 course, 0 extra
• #### Hundreds chart 1-30

• Activities: 2 course, 2 extra
• #### Counting to 100 on a number line

• Activities: 3 course, 2 extra
• #### Counting by 10

• Activities: 5 course, 5 extra
• #### Groups and Rows of 10.

• Activities: 3 course, 6 extra
• #### Number Line - Printable

• Activities: 0 course, 1 extra
• K.CC.2 – Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

• 4 learning outcomes – click to view

Samples: Counting to 10 on the Number Line. Counting on the Number Line to 20. Numbers to 30 (number line).

• #### Number line to 10 (in order)

• Activities: 3 course, 2 extra
• #### Counting to 20 in order (number Line)

• Activities: 3 course, 1 extra
• #### Numbers to 30 (number line)

• Activities: 3 course, 3 extra
• #### Counting to 100 on a number line

• Activities: 3 course, 2 extra
• K.CC.3 – Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

• 6 learning outcomes – click to view

Samples: Number recognition to 10. Counting objects (to 10). Counting to 20 using counters.

• #### Identifying numbers from 1 to 10

• Activities: 2 course, 2 extra
• #### Counting 10 (matching)

• Activities: 3 course, 7 extra
• #### Counting to 20

• Activities: 2 course, 7 extra
• #### Counting to 20 in order (number Line)

• Activities: 3 course, 1 extra
• #### Counting to 10 (fingers)

• Activities: 3 course, 0 extra
• #### Subitising (dot patterns)

• Activities: 2 course, 2 extra
• ##### Mathematics
• K.CC.4 – Understand the relationship between numbers and quantities; connect counting to cardinality.

• K.CC.4.a – When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

• 11 learning outcomes – click to view

Samples: Counting objects (to 10). Counting fingers. Counting to 10 on the Number Line. Counting objects (to 10).

• #### Counting 10 (matching)

• Activities: 3 course, 7 extra
• #### Counting to 10 (fingers)

• Activities: 3 course, 0 extra
• #### Number line to 10 (in order)

• Activities: 3 course, 2 extra
• #### Counting objects (to 10)

• Activities: 6 course, 6 extra
• #### Counting ones

• Activities: 1 course, 0 extra
• #### Counting to 20

• Activities: 2 course, 7 extra
• #### Counting to 20 in order (number Line)

• Activities: 3 course, 1 extra
• #### Numbers to 30 (number line)

• Activities: 3 course, 3 extra
• #### Subitising (dot patterns)

• Activities: 2 course, 2 extra
• #### Subitising using objects

• Activities: 4 course, 3 extra
• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 1 extra
• K.CC.4.b – Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

• 9 learning outcomes – click to view

Samples: Counting objects (to 10). Counting fingers. Counting objects (to 10). Counting ones. Subitising (dot patterns).

• #### Counting 10 (matching)

• Activities: 3 course, 7 extra
• #### Counting to 10 (fingers)

• Activities: 3 course, 0 extra
• #### Counting objects (to 10)

• Activities: 6 course, 6 extra
• #### Counting ones

• Activities: 1 course, 0 extra
• #### Subitising (dot patterns)

• Activities: 2 course, 2 extra
• #### Subitising using objects

• Activities: 4 course, 3 extra
• #### Counting to 20

• Activities: 2 course, 7 extra
• #### Numbers to 30 (number line)

• Activities: 3 course, 3 extra
• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 1 extra
• K.CC.4.c – Understand that each successive number name refers to a quantity that is one larger.

• 5 learning outcomes – click to view

Samples: One More Than. Two more than. Counting to 10 on the Number Line. Counting backwards.

• #### One more than

• Activities: 3 course, 3 extra
• #### Two more than

• Activities: 2 course, 4 extra
• #### Number line to 10 (in order)

• Activities: 3 course, 2 extra
• #### Counting backwards from 30

• Activities: 3 course, 4 extra
• #### Counting backwards on a number line

• Activities: 4 course, 2 extra
• K.CC.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

• 6 learning outcomes – click to view

Samples: Counting to 20 using counters. Counting on the Number Line to 20. Counting objects (to 10).

• #### Counting to 20

• Activities: 2 course, 7 extra
• #### Counting to 20 in order (number Line)

• Activities: 3 course, 1 extra
• #### Counting objects (to 10)

• Activities: 6 course, 6 extra
• #### Subitising (dot patterns)

• Activities: 2 course, 2 extra
• #### Subitising using objects

• Activities: 4 course, 3 extra
• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 1 extra
• ##### Mathematics
• K.CC.6 – Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects).

• K.CC.7 – Compare two numbers between 1 and 10 presented as written numerals.

• ##### Mathematics
• K.OA.1 – Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

• 15 learning outcomes – click to view

Samples: Counting fingers. One More Than. Counting backwards. One Less Than. Two more than. Count on and back by 2.

• #### Counting to 10 (fingers)

• Activities: 3 course, 0 extra
• #### One more than

• Activities: 3 course, 3 extra
• #### Counting backwards from 30

• Activities: 3 course, 4 extra
• #### One Less Than

• Activities: 2 course, 1 extra
• #### Two more than

• Activities: 2 course, 4 extra
• #### Two Less Than

• Activities: 2 course, 3 extra
• #### Adding by counting (to 10)

• Activities: 5 course, 6 extra
• #### Adding on to 10 by counting

• Activities: 2 course, 3 extra
• #### Subtracting single digit numbers (pictures)

• Activities: 4 course, 0 extra
• #### Subtracting from 10

• Activities: 4 course, 2 extra
• #### Subtracting single digit numbers (problem solving)

• Activities: 4 course, 0 extra
• #### 2 more / 2 less (numbers to 30)

• Activities: 0 course, 1 extra
• #### Adding 2 (number line)

• Activities: 2 course, 0 extra
• #### Take away 1 (numbers under 10)

• Activities: 2 course, 0 extra
• #### Subtracting 2

• Activities: 2 course, 0 extra
• K.OA.2 – Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

• 9 learning outcomes – click to view

Samples: Adding by counting (to 10). Adding on to 10 by counting. Subtracting single digit numbers (problem solving).

• #### Adding by counting (to 10)

• Activities: 5 course, 6 extra
• #### Adding on to 10 by counting

• Activities: 2 course, 3 extra
• #### Subtracting single digit numbers (problem solving)

• Activities: 4 course, 0 extra
• #### Adding single digit numbers

• Activities: 4 course, 18 extra
• #### Make 10.

• Activities: 3 course, 4 extra
• #### Single digit addition (missing number)

• Activities: 3 course, 10 extra
• #### Subtracting single digit numbers

• Activities: 4 course, 12 extra
• #### Single digit subtraction (missing number)

• Activities: 3 course, 7 extra
• #### Adding by counting (problem solving)

• Activities: 1 course, 2 extra
• K.OA.3 – Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

• 3 learning outcomes – click to view

Samples: Subitising - Matching pairs of quantities. Subitising (dot patterns). How many altogether. Matching equal amounts.

• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 1 extra
• #### Subitising (dot patterns)

• Activities: 2 course, 2 extra
• #### Subitising using objects

• Activities: 4 course, 3 extra
• K.OA.4 – For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

• 4 learning outcomes – click to view

Samples: Subitising (dot patterns). How many altogether. Subitising - Matching pairs of quantities.

• #### Subitising (dot patterns)

• Activities: 2 course, 2 extra
• #### Subitising using objects

• Activities: 4 course, 3 extra
• #### Subitising - Matching pairs of quantities

• Activities: 2 course, 1 extra
• #### Adding by counting (to 10)

• Activities: 5 course, 6 extra
• K.OA.5 – Fluently add and subtract within 5.

• ##### Mathematics
• K.NBT.1 – Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

• 6 learning outcomes – click to view

Samples: Place Value Teens Mab using blocks to count. Counting to 20 using cubes. Counting to 20 using counters.

• #### Place value (11-20)

• Activities: 4 course, 0 extra
• #### Counting to 20 using cubes

• Activities: 1 course, 0 extra
• #### Counting to 20

• Activities: 2 course, 7 extra
• #### Adding on to 10 by counting

• Activities: 2 course, 3 extra
• #### Adding single digit numbers

• Activities: 4 course, 18 extra
• #### Adding 10 (to two digits)

• Activities: 4 course, 14 extra
• ##### Mathematics
• K.MD.1 – Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

• 4 learning outcomes – click to view

Samples: Light or Heavy. Compare length (longer-shorter). Measure length using informal units - blocks.

• #### Light or Heavy

• Activities: 1 course, 0 extra
• #### Compare length (longer/shorter)

• Activities: 2 course, 0 extra
• #### Measure length using informal units - blocks

• Activities: 1 course, 0 extra
• #### Measure length using informal units.

• Activities: 2 course, 7 extra
• K.MD.2 – Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

• 5 learning outcomes – click to view

Samples: Compare length (longer-shorter). Compare length (taller-shorter).

• #### Compare length (longer/shorter)

• Activities: 2 course, 0 extra
• #### Directly compare length

• Activities: 3 course, 6 extra
• #### Compare mass directly and indirectly

• Activities: 3 course, 4 extra
• #### Compare the length of 3 things

• Activities: 1 course, 0 extra
• #### Measure length using informal units.

• Activities: 2 course, 7 extra
• ##### Mathematics
• K.MD.3 – Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10).

• ##### Mathematics
• K.G.1 – Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

• 8 learning outcomes – click to view

Samples: Introduction to Shapes. Shapes - comparing size. Shapes match. Shapes to fill a space. Shapes in pictures.

• #### Introduction to Shapes

• Activities: 1 course, 1 extra
• #### Shapes - comparing size

• Activities: 1 course, 0 extra
• #### Shapes match

• Activities: 1 course, 1 extra
• #### Shapes to fill a space

• Activities: 1 course, 0 extra
• #### Shapes in pictures

• Activities: 1 course, 0 extra
• #### Describe position by using everyday language.

• Activities: 2 course, 3 extra
• #### Describe movement using everyday language

• Activities: 1 course, 1 extra
• #### Naming shapes - objects

• Activities: 1 course, 5 extra
• K.G.2 – Correctly name shapes regardless of their orientations or overall size.

• 9 learning outcomes – click to view

Samples: Sorting Shapes according to colour. Identifying two-dimensional shapes. Shapes match. Shapes to fill a space.

• #### Sorting two-dimensional shapes

• Activities: 3 course, 4 extra
• #### Identifying two-dimensional shapes

• Activities: 1 course, 0 extra
• #### Shapes match

• Activities: 1 course, 1 extra
• #### Shapes to fill a space

• Activities: 1 course, 0 extra
• #### Shapes in pictures

• Activities: 1 course, 0 extra
• #### Naming shapes - objects

• Activities: 1 course, 5 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• #### Identifying shapes based on attributes

• Activities: 1 course, 0 extra
• K.G.3 – Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

• 8 learning outcomes – click to view

Samples: Objects match - drawings. Objects match: Activity 1. Shapes to fill a space. Shapes in pictures.

• #### Objects match - drawings

• Activities: 1 course, 0 extra
• #### Objects match

• Activities: 2 course, 0 extra
• #### Shapes to fill a space

• Activities: 1 course, 0 extra
• #### Shapes in pictures

• Activities: 1 course, 0 extra
• #### Naming shapes - objects

• Activities: 1 course, 5 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• #### Identify and describe three-dimensional objects in the environment

• Activities: 3 course, 2 extra
• #### Classify and sort three-dimensional shapes

• Activities: 2 course, 7 extra
• ##### Mathematics
• K.G.4 – Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

• 8 learning outcomes – click to view

Samples: Objects match - drawings. Objects match: Activity 1. Naming shapes - objects. Environmental objects 1.

• #### Objects match - drawings

• Activities: 1 course, 0 extra
• #### Objects match

• Activities: 2 course, 0 extra
• #### Naming shapes - objects

• Activities: 1 course, 5 extra
• #### Identify and describe three-dimensional objects in the environment

• Activities: 3 course, 2 extra
• #### Classify and sort three-dimensional shapes

• Activities: 2 course, 7 extra
• #### Sorting two-dimensional shapes

• Activities: 3 course, 4 extra
• #### Identifying shapes based on attributes

• Activities: 1 course, 0 extra
• #### Identifying two-dimensional shapes

• Activities: 1 course, 0 extra
• K.G.5 – Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

• 3 learning outcomes – click to view

Samples: Shapes match. Shapes to fill a space. Constructing 2D shapes. Naming Shapes. Draw Shapes. Drawing 2D shapes.

• #### Shapes match

• Activities: 1 course, 1 extra
• #### Shapes to fill a space

• Activities: 1 course, 0 extra
• #### Construct and draw two dimensional shapes

• Activities: 1 course, 4 extra
• K.G.6 – Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

• 3 learning outcomes – click to view

Samples: Dividing shapes. Tessellating patterns. Joining 3D objects to make composite objects. Tessellating patterns.

• #### Dividing shapes

• Activities: 1 course, 0 extra
• #### Creating tessellating patterns

• Activities: 1 course, 2 extra
• #### Joining 3D objects to make composite objects

• Activities: 1 course, 0 extra