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PK.1
Children begin to develop processes and strategies for solving mathematical problems.
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PK.1.1
Try to solve problems in their daily lives using mathematics (e.g., how many napkins are needed).
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PK.1.2
Generate new problems from every day mathematical situations and use current knowledge and experience to solve them (e.g., distribute crackers).
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PK.1.3
Begin to develop and use various approaches to problem solving based upon their trial and error experiences.
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PK.1.4
Begin to talk about the processes and procedures they used to solve concrete and simple mathematical situations.
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PK.2
Children begin to develop skills of comparing and classifying objects, relationships and events in their environment.
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PK.2.1
Can describe, match, and sort.
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PK.2.2
Identify likenesses and differences.
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PK.2.3
Can place objects or events in order, according to a given criterion (e.g., color, shape, size, time).
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PK.2.4
Recognize that the same group can be sorted and classified in more than one way.
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PK.2.5
Can describe why they group or sequence in a particular way.
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PK.3
Children begin to develop the ability to seek out and to recognize patterns in everyday life.
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PK.3.1
Recognize, describe, copy, extend, and create simple patterns with real objects and through pictures.
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PK.3.2
Identify patterns in their environment.
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PK.3.3
Investigate patterns and describe relationships.
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PK.3.4
Recognize patterns in various formats (e.g., things that can be seen, heard, felt).
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PK.4
Children begin to develop skills of sorting and organizing information and using information to make predictions and solve new problems.
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PK.4.1
Can generate problems that involve predicting, collecting, and analyzing information.
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PK.4.2
Use simple estimation to make better guesses.
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PK.5
Children explore and discover simple ways to measure.
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PK.5.1
Show an awareness that things in their environment can be measured.
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PK.5.2
Begin to understand concepts of weight.
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PK.5.3
Show an awareness of the concept of time, beginning with the recognition of time as a sequence of events.
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PK.5.4
Recognize personal time as it relates to their daily life (e.g., breakfast, snack).
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PK.5.5
Show an awareness of temperature as it affects their daily lives.
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PK.5.6
Use beginning skills of estimation in solving everyday measurement problems (e.g., about how many cookies are needed for a small group of children).
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PK.5.7
Begin to use non-standard (e.g., length of hand) measures for length and area of objects.
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PK.5.8
Begin to understand that tools (e.g., rulers, scales, counters) can be used to measure properties of objects and amounts.
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PK.6
Children can translate a problem or activity into a new form (e.g., a picture, diagram, model, symbol, or words) by applying emerging skills in representing, discussing, reading, writing, and listening.
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PK.6.1
Participate regularly in informal conversations about mathematical concepts and number relationships.
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PK.6.2
Talk about their own mathematical explorations and discoveries using simple mathematical language and quantity-related words.
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PK.6.3
Show growth in understanding that number words and numerals represent quantities.
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PK.6.4
Begin to use symbols to represent real objects and quantities.
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PK.6.5
Make progress from matching and recognizing number symbols to reading and writing numerals.
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PK.6.6
Recognize that information comes in many forms and can be organized and displayed in different ways.
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PK.6.7
Begin to record their work with numbers in a variety of simple concrete and pictorial formats, moving toward some use of number symbols.
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PK.6.8
Begin to understand that simple concrete and representational graphs are ways of collecting, organizing, recording, and describing information.
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PK.7
Children begin to develop an understanding of numbers and explore simple mathematical processes (operations) using concrete materials.
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PK.7.1
Develop an increasing interest and awareness of numbers and counting as a means for determining quantity and solving problems.
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PK.7.2
Match, build, compare, and label amounts of objects and events (e.g., birthdays in the week) in their daily lives.
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PK.7.3
Make progress in moving beyond rote counting to an understanding of conceptual counting (one-to-one correspondence).
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PK.7.4
Recognize and match number symbols for small amounts with the appropriate amounts.
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PK.7.5
Show progress in linking number concepts, vocabulary, quantities and written numerals in meaningful ways.
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PK.7.6
Use cardinal (e.g., one, two) and ordinal (e.g., first, second) numbers in daily home and classroom life.
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PK.7.7
Understand how numbers can be used to label various aspects of their lives (e.g., house number, phone number, ages of classmates).
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PK.7.8
Develop an increasing ability to count in sequence up to ten and beyond.
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PK.7.9
Begin to describe comparative relationships (e.g., more/less/same number of objects or quantities).
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PK.7.10
Begin to develop the ability to solve problems involving joining, separating, combining, and comparing amounts when using small quantities of concrete materials.
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PK.8
Children build their visual thinking skills through explorations with shape and the spaces in their classrooms and neighborhoods.
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PK.8.1
Can make models, draw, name, and/or classify common shapes and verbally describe them in simple terms.
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PK.8.2
Investigate and begin to predict the results of combining, subdividing, and changing shapes.
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PK.8.3
Begin to recognize and appreciate geometric shapes in their environment.
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PK.8.4
Begin to build an understanding of directionality, order, and positions of objects through the use of words (e.g., up, down, over, under, top, bottom, inside, outside, in front of, behind).
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