Counting & Cardinality
Use number names and the count sequence.
I can:
Count to 100 by ones and by tens.
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0representing a count of no objects).
Count to determine the number of objects.
I can:
Apply the relationship between numbers and quantities and connect counting to cardinality.
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.
Compare numbers.
I can:
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 10 objects.)
Compare two numbers between 1 and 10 presented as written numerals.
Algebra and Functions
Operations & Algebraic Thinking
I can:
Represent addition and subtraction with objects, fingers, mental images, drawings (drawings need not show details, but should show the mathematics in the problem), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
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).
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.
Fluently add and subtract within 5.
Data, Statistics, and Probability
Measurement & Data
I can:
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
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).
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.)
Geometry
Identify and describe shapes
I can:
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.
Correctly name shapes regardless of their orientations or overall size.
Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
Analyze, compare, create, and compose shapes
I can:
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).
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Compose simple shapes to form larger shapes.