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PK.1
Children demonstrate an understanding of number and numerical operations.
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PK.1.1
Demonstrates understanding of one-to-one correspondence (e.g., places one placemat at each place, gives each child one cookie, places one animal in each truck, hands out manipulatives to be shared with a friend saying "One for you, one for me.").
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PK.1.2
Spontaneously counts for own purposes (e.g., counting blocks or cars, counting beads while stringing them, handing out napkins).
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PK.1.3
Learns to say the counting numbers.
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PK.1.4
Discriminates numbers from other symbols in the environment (e.g., street signs, license plates, room number, clock, etc.).
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PK.1.5
Recognizes and names some written numerals.
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PK.1.6
Compares numbers in different contexts (e.g., using words such as more and less).
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PK.1.7
Uses estimation as a method for approximating an appropriate amount (e.g., at snack time, deciding how many napkins to take from a large pile for the group, determining number of blocks to use when building structures).
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PK.1.8
Adds two groups of concrete objects by counting the total (e.g., three blue pegs, three yellow pegs, six pegs altogether).
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PK.1.9
Subtracts one group of concrete objects from another by taking some away and then counting the remainder (e.g., "I have four carrot sticks. I'm eating one! Now I have 3!").
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PK.2
Children develop knowledge of spatial concepts, e.g., shapes and measurement.
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PK.2.1
Identifies basic shapes in the environment (e.g., circle, square, triangle, cube, sphere).
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PK.2.2
Uses standard and nonstandard measurement units (e.g., measuring body length with unifix cubes, using a tape measure to gauge height of block construction, counting the number of cups it takes to fill a bucket with water).
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PK.2.3
Uses vocabulary to describe distances (e.g., "It was a really long walk to the playground.").
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PK.2.4
Uses vocabulary to describe directional concept (e.g., "Watch me climb up the ladder and slide down.").
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PK.2.5
Uses positional words in a functional way (e.g., "I put the red block on top of the cabinet.").
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PK.2.6
Makes three-dimensional constructions and models (e.g., sculptures that have height, depth and width).
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PK.2.7
Makes connections between two dimensional and three dimensional forms (e.g., circle-sphere, square-cube, triangle-pyramid).
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PK.3
Children understand patterns, relationships and classification.
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PK.3.1
Sorts objects into groups (e.g., separate basket of collected items into piles of pinecones, acorns and twigs).
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PK.3.2
Classifies objects by sorting them into subgroups by one or more attributes (e.g., sorting counting bears by color into trays, separating a mixture of beans by individual size and shape).
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PK.3.3
Describes an object by characteristics it does or does not possess (e.g., "This button doesn't have holes.").
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PK.3.4
Seriates objects according to various properties including size, number, length, heaviness, texture (rough to smooth) or loudness.
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PK.3.5
Identifies patterns in the environment (e.g., "Look at the rug. It has a circle, then a number, then a letter...").
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PK.3.6
Represents patterns in a variety of ways (e.g., stringing beads red/green/red/green/red/green, arranging buttons big/bigger/biggest, or singing songs that follow a simple pattern).
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PK.4
Children develop knowledge of sequence and temporal awareness.
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PK.4.1
Starts and stops on a signal (e.g., freezing in position when the music stops).
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PK.4.2
Describes the sequence of the daily routine and demonstrates understanding of basic temporal relations (e.g., "We will go outside after snack time.").
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PK.4.3
Arranges pictures of events in temporal order (e.g., first, a photo of the child eating breakfast; second, a photo of the child getting on the bus; third, a photo of the child in the classroom).
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PK.5
Children will use mathematical knowledge to represent, communicate and solve problems in their environment.
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PK.5.1
Uses mathematical terms when conversing with others (e.g., "Which car is faster?" "My building is taller than yours." "I have more sand in my bucket.").
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PK.5.2
Uses emergent mathematical knowledge as a problem-solving tool (e.g., Maritza notices that Juan has more carrot sticks than she does. She says, "May I have some of yours? Then we will have the same amount." Jorge decides to fill his bucket by using small cups of water when he realizes that he cannot fit the bucket under the faucet).
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PK.5.3
Describes how he/she solved mathematical problems in his/her own way.
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