K.CC.1 – Count to 100 by ones and by tens.
Samples: Number recognition to 10. Identifying numbers in pictures. Counting sheep - to 10.
K.CC.2 – Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
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).
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.
Samples: Counting sheep - to 10. Counting to 10 - How many altogether: Activity 1. Counting to 10 on the Number Line.
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.
Samples: Counting sheep - to 10. Counting to 10 - How many altogether: Activity 1. Ordering groups of objects to 10.
K.CC.4.c – Understand that each successive number name refers to a quantity that is one larger.
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.
Samples: Counting to 20 using counters. Counting on the Number Line to 20. Ordering groups of objects to 10.
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.
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.
Samples: Counting to 10 - How many altogether: Activity 1. One More Than. Counting Backwards. One Less Than.
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.
Samples: AddingDots. Add on to 10. Subtraction with visual cues: Activity 1. Addition to 20. Make 10.
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).
Samples: Subitising - Matching pairs of quantities. Subitising - dots. How many altogether. Matching equal amounts.
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.
Samples: Subitising - dots. How many altogether. Subitising - Matching pairs of quantities. AddingDots.
K.OA.5 – Fluently add and subtract within 5.
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.
Samples: Place Value Teens Mab using blocks to count. Counting to 20 - includes a bundle of 10.
K.MD.1 – Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
Samples: Light or Heavy. Compare length (longer-shorter). Measure length using informal units - blocks.
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.
Samples: Compare length (longer-shorter). Compare length (taller-shorter).
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).
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.
Samples: Shapes - Identifying colours: Activity 1. Shapes - Identifying size (biggest, smallest). Shapes match.
K.G.2 – Correctly name shapes regardless of their orientations or overall size.
Samples: Sorting Shapes according to colour. Naming 2D shapes. Shapes match. Using shapes to fill a space. Shapes in pictures.
K.G.3 – Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Samples: Objects match - drawings. Objects match: Activity 1. Using shapes to fill a space. Shapes in pictures.
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).
Samples: Objects match - drawings. Objects match: Activity 1. Using shapes to construct a picture. Environmental objects 1.
K.G.5 – Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
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?”
Samples: Joining shapes. Tessellating patterns. Joining 3D objects to make composite objects.