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PK.1
Students Develop Number Sense and Use Numbers and Number Relationships in Problem-Solving Situations and Communicate the Reasoning Used in Solving These Problems.
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PK.1-A
Preschool learners gain a knowledge of quantity and of comparisons of quantity (all, some, none, fewer, more)
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PK.1-B
Preschool learners begin to use the names for numbers and associate number words with collections or sets of objects counted including zero.
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PK.1-C
Preschool learners develop the concept of one-to-one correspondence first by moving objects (by placing one cup in front of each bear), touching or pointing to objects while using number words, progressing from inventive to accurate counting, and recognizing and matching number symbols with the appropriate amounts.
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PK.1-D
Preschool learners begin to use numbers to predict and make realistic guesses.
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PK.1-E
Preschool learners begin to understand that numbers always represent the same quantity, regardless of the order or physical arrangement of the objects counted.
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PK.2
Students use Algebraic Methods to Explore, Model, and Describe Patterns and Functions Involving Numbers, Shapes, Data, and Graphs in Problem-solving Situations and Communicate the Reasoning Used in Solving These Problems.
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PK.2-A
Preschool learners explore the attributes of objects and begin to label, classify, and sort by similar traits such as shape, color and size.
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PK.2-B
Preschool learners observe and distinguish differences in groups of objects, can recognize objects arranged in a series (seriation), and begin to place objects in order through trial and error.
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PK.2-C
Preschool learners begin to recognize, duplicate and create patterns and use them to make predictions.
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PK.2-D
Preschool learners use words that describe sequence of events and objects as well as their rationale for organization.
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PK.2-E
Preschool learners begin to recognize charts and graphs as a way of collecting, organizing, recording, and describing information.
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PK.2-F
Preschool learners build a vocabulary to describe attributes, classify, and group things by criteria as they explain "that things go together"
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PK.3
Students Use Data Collection and Analysis, Statistics, and Probability in Problem-solving Situations and Communicate the Reasoning Used in Solving These Problems.
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PK.3-A
Preschool learners collect interesting objects and information found in their home, classroom, and nature and label or describe those collections.
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PK.3-B
Preschool learners begin to experiment with words that describe relationships such as more, less, most, same, fewer and none.
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PK.3-C
Preschool learners begin to understand that symbols may be used to represent objects and events.
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PK.3-D
Preschool learners begin to use tables, charts and graphs in a systematic manner to represent meaningful information and relationships.
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PK.3-E
Preschool learners begin to interpret information presented in graph form.
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PK.3-F
Preschool learners begin to make guesses or predictions based on their observations and information available to them.
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PK.3-G
Preschool learners begin to develop and use systematic approaches to problem solving as they test out possibilities and find solutions.
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PK.4
Students Use Geometric Concepts, Properties, and Relationships in Problemsolving Situations and Communicate the Reasoning Used in Solving These Problems.
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PK.4-A
Preschool learners explore geometric shapes using their bodies, their hands, their eyes, and their minds.
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PK.4-B
Preschool learners notice differences and begin to identify, describe, model, draw and classify geometric shapes.
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PK.4-C
Preschool learners manipulate concrete geometric shapes and materials to create other geometric shapes.
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PK.4-D
Preschool learners recognize geometric shapes in their environment.
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PK.4-E
Preschool learners begin to understand and describe position, direction, and distance of objects and themselves using words such as here, there, in, out, over, under, next to, near and far.
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PK.4-F
Preschool learners begin to build mental and physical maps of their own surroundings.
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PK.5
Students Use a Variety of Tools and Techniques to Measure, Apply the Results in Problem-solving Situations, and Communicate the Reasoning Used in Solving These Problems.
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PK.5-A
Preschool learners show an understanding of the concept of time, beginning with the recognition of time as a sequence of events that relates to their daily lives.
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PK.5-B
Preschool learners begin to use approximate measures of familiar objects (width of your finger, temperature of a room, weight of a gallon of milk) to develop a sense of measurement.
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PK.5-C
Preschool learners show an increasing awareness of conventional measurement tools and methods.
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PK.5-D
Preschool learners become aware of, and use, the conventional language of measurement (inch, mile, hour, degrees, cup, gallon).
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PK.5-E
Preschool learners begin to use estimation skills in solving everyday problems.
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PK.5-F
Preschool learners begin to recognize, identify, and describe changes in their environment.
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PK.6
Students link Concepts and Procedures as They Develop and Use Computational Techniques, Including Estimation, Mental Arithmetic, Paper-and-pencil, Calculators, and Computers, in Problemsolving Situations and Communicate the Reasoning Used in Solving These Problems.
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PK.6-A
Preschool learners count objects, sorting, organizing and comparing groups of objects.
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PK.6-B
Preschool learners begin to develop estimation skills related to quantity.
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PK.6-C
Preschool learners participate in hands-on experiences with computational tools, such as calculators, abacuses, adding machines, or computers.
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PK.6-D
Preschool learners begin to develop step-by-step procedures for solving problems.
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PK.6-E
Preschool learners begin to explore the use and meaning of currency and coins.
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PK.6-F
Preschool learners begin to understand and demonstrate the concepts of adding and subtracting.
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PK.6-G
Preschool learners begin to understand the concept of whole, parts, and parts that make a whole (fractions).
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