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PK.A
Number Sense and Operations
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PK.A.1
Demonstrate understanding of the pre-number concept of...
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PK.A.1.a
Comparison (e.g., same/different)
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PK.A.1.b
Matching (e.g., looks the same/like this color, shape, etc.)
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PK.A.1.c
Classification (e.g., grouping by attribute(s))
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PK.A.1.d
Patterns (e.g., repetition, like red-blue-red-blue-red blue or cap-clap-slap, clap-clap-slap,... or jump-squat-jump, jump-squat-jump,... etc.)
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PK.A.1.e
One-to-one correspondence (e.g., object pairing, each plate has a cup, each locker has coat)
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PK.A.1.f
Seriation (e.g., order, short to long, heavy to light, first to last event)
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PK.A.1.g
Spatial relationships (e.g., directionality, position in space)
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PK.A.1.h
Conservation (e.g., when children come to understand that amount, volume, and mass stay the same despite a change in appearance)
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PK.A.1.i
Subitizing (e.g., instant recognition of number of objects in a set-without counting)
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PK.A.2
Demonstrate understanding of the one-to-one counting principle (e.g., one and only one number word is assigned to each counted object)
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PK.A.3
Demonstrate understanding of the stable order counting principle (e.g., the numerals are always in the same order: 1, 2, 3,)
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PK.A.4
Demonstrate understanding of the cardinality counting principle (e.g., the last number represents the quantity of counted objects)
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PK.A.5
Demonstrate understanding of the abstraction counting principle (e.g., any discrete objects can be counted)
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PK.A.6
Demonstrate understanding of the order irrelevance counting principle (e.g., the order in which you count the objects does not affect the cardinality/total)
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PK.A.7
Demonstrate the numeracy strategy of....
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PK.A.7.a
Rote counting (e.g., from memory)
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PK.A.7.b
Rational counting (e.g., meaningful counting)
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PK.A.7.c
Counting-on (e.g., after 4 comes...)
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PK.A.7.d
Counting-back (e.g., count backwards from 7)
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PK.A.7.e
Skip, or group, counting (e.g., 2, 4, 6,... or 5, 10, 15, 20...)
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PK.A.7.f
Number benchmark (e.g., numbers like 2, 5, 10 are anchors, for instance 4 is one less than 5)
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PK.A.8
Use numeric symbolic representation (e.g., recognizing, naming and writing number symbols from zero through 10)
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PK.A.9
Demonstrate understanding that numbers can also be used as names (Channel 5), to indicate order (1st, 3rd), to describe relationships (2nd cousin), and to indicate locations (addresses)
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PK.A.10
Use mathematical vocabulary to compare groups of objects and numerals (e.g., same, larger than, smaller than)
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PK.A.11
Know that the quantity of objects can change by adding or taking away objects
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PK.A.12
Use number sense to solve simple problems
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PK.B
Spatial Sense
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PK.B.1
Identify, name, describe, draw, and build common two and some three dimensional shapes
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PK.B.2
Find geometric shapes in the environment
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PK.B.3
Use spatial vocabulary to indicate directionality, order, and position of objects (e.g., above & below, inside & outside, next to, behind, after & before)
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PK.B.4
Compare, classify (sort), and seriate (order) two and three dimensional shapes based upon one or more attributes (e.g., line, sides, corners, size, shape, color)
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PK.B.5
Show an awareness of symmetry (e.g., notices symmetry of own body, notices symmetry of "butterfly" paint blot folded, creates symmetrical block structures)
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PK.B.6
Experiment with mapping skills using classroom materials (e.g., sandbox, block area, transportation mat)
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PK.B.7
Demonstrate understanding that a shape remains the same shape regardless of its position in space (e.g., flip or rotate a triangle-it is still a triangle)
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PK.B.8
Begin to understand that geometric shapes can be put together or taken apart to make other shapes (e.g., two equal, right triangles can be combined to form either a square or a rectangle, a rectangle or square can be divided corner to corner to become 2 triangles)
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PK.B.9
Demonstrate understanding of spatial sense in solving problems (e.g., uses parquetry blocks to fill in a template, completes puzzles successfully inserts shapes into correct/matching opening)
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PK.C
Measurement
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PK.C.1
Use familiar objects for measurement (e.g., shoes, paperclips, blocks, etc.)
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PK.C.2
Begin to use standard devices for measuring (ruler, scale, measuring cups, timer, thermometer, calendars, etc.)
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PK.C.3
Demonstrate understanding of an awareness of time concepts (e.g., that a minute is less than an hour, o'clock/time by hour, clean up will be in 5 minutes)
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PK.C.4
Know the sequence of various events (e.g., snack is before story time, we go outside after playtime)
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PK.C.5
Begin to use appropriate measurement vocabulary (e.g., inch, foot, pounds, hours, days)
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PK.C.6
Use appropriate comparative vocabulary (e.g., heavy/light, full/empty, shorter/taller, day/night, hot/ cold)
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PK.C.7
Seriate a set of objects based upon an attribute (e.g., height, length, size/mass, weight, time/order)
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PK.C.8
Demonstrate understanding that different sized containers will hold more or less (note: keep Piaget' s developmental conservation tasks in mind)
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PK.C.9
Begin to recognize and name common coins and understands that coins have different values (e.g., penny, nickel, dime)
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PK.D
Patterns and Algebra Functions
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PK.D.1
Order/sequence objects by attribute(s) (e.g., height, weight, color intensity)
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PK.D.2
Explain why and how objects are organized (e.g., How did you decide which one went...?)
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PK.D.3
Demonstrate understanding of patterns (e.g., ababab and see A.4.)
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PK.D.4
Recognize, describe, and replicate patterns of objects, sounds, and movements
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PK.D.5
Predict and extend patterns of objects, sounds and movements
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PK.D.6
Use concrete objects to represent and solve a problem (e.g., six cookies & three children, how many each?)
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PK.E
Representing and Interpreting Data
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PK.E.1
Represent newly acquired information in a variety of ways (e.g., stories, drawing, dramatic play, movement)
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PK.E.2
Gather information about themselves and their environments (e.g., personal characteristics such as age, hair color, where they live, number of chairs in classroom)
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PK.E.3
Gather, sort, and compare objects by attribute(s) in the context of daily activities and play (e.g., fruit in fruit bowl, all unit sized blocks on same shelf, float & sink)
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PK.E.4
Place objects in a "concrete" floor or table graph by attribute (e.g., column of tie shoes, column of Velcro shoes, column of slip on shoes)
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PK.E.5
Place representative items in a "pictorial" floor, table, or wall graph by attribute (e.g., children's name tags instead of shoes, pictures of objects, etc.)
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PK.E.6
Identify the category or categories that have the most or the fewest items in a floor or table graph
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PK.E.7
"Read" and interpret displays of data, like concrete and pictorial charts/graphs, using comparison vocabulary (e.g., verbalize which column has more/less)
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PK.F
Reasoning
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PK.F.1
Begin to use mathematical vocabulary to express ideas mathematically (e.g., "If we add your two to my three we'll have five")
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PK.F.2
Make predictions based upon observations and information (e.g., complete patterns, estimate, "You need __ more marbles to have six", verbalize own logic for Piaget's conservation tasks)
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PK.F.3
Use simple strategies to mathematically solve problems (e.g., use one-to-one correspondence to pass out snack items, divides four cookies into two piles of two to share with friend)
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PK.F.4
Begin to understand that problems often can be solved in more than one way
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PK.F.5
Begin to compare and contrast solution strategies (e.g., counting on fingers, combining and separating sets/groups)
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PK.F.6
Begin to develop estimation skills (e.g., the number of blocks that will fit on the shelf, number of children in the room)
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IXL Learning. All rights reserved.