IXL Math - Florida pre-K math standards

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Skills available for Florida pre-K math standards

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PK.A Mathematical Thinking

PK.Aa Number Sense
PK.Aa.1 Demonstrates understanding of one-to-one correspondence
PK.Aa.1.a Child demonstrates one-to-one correspondence when counting.
- Count to 3: Count dots (up to 3) (Pre-K - B.1)
- Count to 3: Count shapes (up to 3) (Pre-K - B.2)
- Count to 3: Count objects (up to 3) (Pre-K - B.3)
- Count to 5: Count dots (up to 5) (Pre-K - C.1)
- Count to 5: Count shapes (up to 5) (Pre-K - C.2)
- Count to 5: Count objects (up to 5) (Pre-K - C.3)
- Count to 20: Count dots (up to 20) (Pre-K - E.1)
- Count to 20: Count shapes (up to 20) (Pre-K - E.2)
- Count to 20: Count objects (up to 20) (Pre-K - E.3)
PK.Aa.1.b Child demonstrates one-to-one correspondence to determine if two sets are equal.
- Classify: Same (Pre-K - H.1)
- Classify: Different (Pre-K - H.2)
- Classify: Same and different (Pre-K - H.3)
PK.Aa.2 Shows understanding of how to count and construct sets
PK.Aa.2.a Child counts sets in the range of 10 to 15 objects.
- Count to 10: Count dots (up to 10) (Pre-K - D.1)
- Count to 10: Count shapes (up to 10) (Pre-K - D.2)
- Count to 10: Count objects (up to 10) (Pre-K - D.3)
PK.Aa.2.b Child constructs sets in the range of 10 to 15 objects.
- Count to 10: Represent numbers (up to 10) (Pre-K - D.4)
PK.Aa.3 Shows understanding by participating in the comparison of quantities
PK.Aa.3.a Child compares two sets to determine if they are equal.
- Comparing: Fewer, equal, and more (Kindergarten - G.1)
PK.Aa.3.b Child compares two sets to determine if one set has more.
- Comparing: Compare groups (fewer or more) (Pre-K - F.1)
- Comparing: Compare in a chart (fewer or more) (Pre-K - F.2)
- Comparing: Compare in a mixed group (Pre-K - F.3)
PK.Aa.3.c Child compares two sets to determine if one set has less.
- Comparing: Compare groups (fewer or more) (Pre-K - F.1)
- Comparing: Compare in a chart (fewer or more) (Pre-K - F.2)
PK.Aa.3.d Child determines one set of objects is a lot more than another set of objects.
PK.Aa.4 Assigns and relates numerical representations among numerals (written), sets of objects, and number names (spoken) in the range of five to ten
- Count to 3: Represent numbers (up to 3) (Pre-K - B.4)
- Count to 5: Represent numbers (up to 5) (Pre-K - C.4)
PK.Aa.5 Counts and knows the sequence of number names (spoken)
PK.Aa.5.a Child counts and recognizes number names (spoken) in the range of 10 to 15.
- Count to 10: Represent numbers (up to 10) (Pre-K - D.4)
PK.Aa.5.b Child counts up through 31 by understanding the pattern of adding by one, with teacher support and multiple experiences over time.
- Count to 20: Represent numbers (up to 20) (Pre-K - E.4)
PK.Aa.6 Shows understanding of and uses appropriate terms to describe ordinal positions
PK.Aa.6.a Child demonstrates the concept of ordinal position with concrete objects (e.g., children or objects).
- Counting and number patterns: Ordinal numbers (First grade - A.15)
PK.Aa.6.b Child names ordinal positions (e.g., first, second, third, fourth, fifth).
PK.Ab Number and Operations
PK.Ab.1 Shows understanding of how to combine sets and remove from a concrete set of objects (receptive knowledge)
PK.Ab.1.a Child indicates there are more when they combine (add) sets of objects together.
- Vocabulary: Sum and difference (Kindergarten - T.1)
PK.Ab.1.b Child indicates there are less when they remove (subtract) objects from a set.
- Vocabulary: Sum and difference (Kindergarten - T.1)
PK.Ab.2 Shows understanding of addition and subtraction using a concrete set of objects (expressive knowledge) or story problems found in everyday classroom activities
PK.Ab.2.a Child combines sets of objects to equal a set no larger than ten.
- Adding: Addition with pictures - sums up to 5 (Kindergarten - I.1)
- Adding: Addition with pictures - sums up to 10 (Kindergarten - I.4)
PK.Ab.2.b Child removes objects from a set no larger than ten.
- Subtracting: Subtract with pictures - numbers up to 5 (Kindergarten - J.1)
- Subtracting: Subtract with pictures - numbers up to 10 (Kindergarten - J.4)
PK.Ab.2.c Child uses concrete objects to solve complex problems (e.g., fingers, blocks).
PK.Ab.3 Begins to develop an understanding of separating a set into a maximum of four parts, with teacher support and multiple experiences over time
PK.Ac Patterns and Seriation
PK.Ac.1 Recognizes patterns and non-patterns (e.g., red/blue, red/blue vs. rainbow)
- Patterns: Similar patterns (Kindergarten - H.1)
PK.Ac.2 Duplicates identical patterns with at least two elements
- Patterns: Complete missing parts of patterns (Kindergarten - H.2)
PK.Ac.3 Recognizes pattern units (e.g., red/blue, dog/cat; red/blue/yellow, dog/cat/cow)
- Patterns: Similar patterns (Kindergarten - H.1)
- Patterns: Growing patterns (Kindergarten - H.3)
PK.Ac.4 Orders, compares, and describes objects according to a single attribute (seriation)
PK.Ac.4.a Child places objects in increasing order of size where the increasing unit is constant (e.g., unit blocks).
PK.Ac.4.b Child verbalizes why objects were placed in order (e.g., describes process of how and why), with teacher support and multiple experiences over time.
PK.Ad Geometry
PK.Ad.1 Understands various two-dimensional shapes, including circle, triangle, square, rectangle, oval, and other less common shapes (e.g., trapezoid)
PK.Ad.1.a Child categorizes (sorts) examples of two-dimensional shapes.
- Shapes: Identify circles, squares and triangles (Pre-K - A.1)
- Shapes: Identify squares and rectangles (Pre-K - A.2)
PK.Ad.1.b Child names two-dimensional shapes.
- Shapes: Identify circles, squares and triangles (Pre-K - A.1)
- Shapes: Identify squares and rectangles (Pre-K - A.2)
PK.Ad.1.c Child constructs examples of two-dimensional shapes.
PK.Ad.1.d Child identifies the number of sides of two-dimensional shapes.
- Geometry: Count sides and corners (Kindergarten - S.5)
- Geometry: Compare sides and corners (Kindergarten - S.6)
PK.Ad.2 Shows understanding that two-dimensional shapes are equivalent (remain the same) in different orientations
PK.Ad.2.a Child slides shapes, with teacher support and multiple experiences over time.
- Geometry: Flip, turn, and slide (First grade - J.10)
PK.Ad.2.b Child flips shapes, with teacher support and multiple experiences over time.
- Geometry: Flip, turn, and slide (First grade - J.10)
PK.Ad.2.c Child rotates shapes, with teacher support and multiple experiences over time.
- Geometry: Flip, turn, and slide (First grade - J.10)
PK.Ad.3 Understands various three-dimensional shapes, including sphere, cube, cone, and other less common shapes (e.g., cylinder, pyramid)
PK.Ad.3.a Child categorizes (sorts) examples of three-dimensional shapes.
- Shapes: Identify cubes and pyramids (Pre-K - A.3)
PK.Ad.3.b Child names three-dimensional shapes.
- Shapes: Identify cubes and pyramids (Pre-K - A.3)
PK.Ad.4 Analyzes and constructs examples of simple symmetry and non-symmetry in two-dimensions, using concrete objects
- Geometry: Symmetry I (Kindergarten - S.8)
- Geometry: Symmetry II (Kindergarten - S.9)
PK.Ae Spatial Relations
PK.Ae.1 Shows understanding of and uses several positional words (e.g., above, below, next to, beside, on top of, inside, outside)
PK.Ae.1.a Child shows understanding of positional words (receptive knowledge).
- Positions: Inside and outside (Pre-K - G.1)
- Positions: Left and right (Pre-K - G.2)
- Positions: Left, middle and right (Pre-K - G.3)
- Positions: Above and below (Pre-K - G.4)
- Positions: Top and bottom (Pre-K - G.5)
PK.Ae.1.b Child uses the positional terms verbally (expressive knowledge) (e.g., above, below, next to, beside, on top of, inside and outside), with teacher support and multiple experiences over time.
- Positions: Inside and outside (Pre-K - G.1)
- Positions: Left and right (Pre-K - G.2)
- Positions: Left, middle and right (Pre-K - G.3)
- Positions: Above and below (Pre-K - G.4)
- Positions: Top and bottom (Pre-K - G.5)
PK.Ae.2 Describes relative position from different perspectives (e.g., "I am on top of the climber and you are below me.")
PK.Ae.3 Understands and can tell the difference between orientation terms such as horizontal, diagonal, and vertical
PK.Ae.4 Uses directions to move through space and find places in space (e.g., obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions)
- Positions: Location in a three-by-three grid (Kindergarten - K.5)
PK.Af Measurement
PK.Af.1 Compares continuous quantities using length, weight, and height
PK.Af.1.a Child measures or compares the length of one or more objects using a non-standard reference (e.g., paper clips), with teacher support and multiple experiences over time.
- Size: Long and short (Pre-K - I.1)
PK.Af.1.b Child measures or compares the weight of one or more objects using non-standard reference (e.g., beans), with teacher support and multiple experiences over time.
- Size: Light and heavy (Pre-K - I.3)
- Size: Holds more or less (Pre-K - I.4)
PK.Af.1.c Child measures or compares the height of one or more objects using non-standard reference (e.g., pencils), with teacher support and multiple experiences over time.
- Size: Tall and short (Pre-K - I.2)
PK.Af.1.d Child uses measurement vocabulary (e.g., length, weight, height) and comparative terminology (e.g., more, less, shorter, longer, heaviest, lightest), with teacher support and multiple experiences over time.
- Size: Long and short (Pre-K - I.1)
- Size: Tall and short (Pre-K - I.2)
- Size: Light and heavy (Pre-K - I.3)
- Size: Holds more or less (Pre-K - I.4)
- Size: Compare height, weight, and capacity (Pre-K - I.5)
- Size: Wide and narrow (Pre-K - I.6)
PK.Af.2 Represents and analyzes data
PK.Af.2.a Child assists with collecting and sorting materials to be graphed.
PK.Af.2.b Child works, with teacher and small groups, to represent mathematical relations in charts and graphs.
- Data and graphs: Making graphs (Kindergarten - O.1)
PK.Af.2.c Child analyzes, with teacher and small groups, the relationship between items/objects represented by charts and graphs.
PK.Af.2.d Child predicts the results of a data collection, with teacher support and multiple experiences over time.