The Common Core in North Dakota

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North Dakota pre-K math standards

Alignments coming soon

IXL's pre-K skills will be aligned to the North Dakota Pre-Kindergarten Content Standards soon! Until then, you can view a complete list of pre-K standards below. Be sure to check out the unlimited math practice problems in IXL's 42 pre-K skills.


PK.MTH.1 Students understand counting and cardinality.

  • PK. Number Names and the Count Sequence

    • PK.MTH.1.1 Demonstrate an understanding that numbers are always in the same order: 1, 2, 3 (stable order counting principle), and that the order when counting objects does not affect the total (order irrelevance counting principle).

      • PK.MTH.1.1.a Recite numbers in the correct order up to 20.

      • PK.MTH.1.1.b Demonstrate ability to state the number that comes next up to 9 or 10.

      • PK.MTH.1.1.c Recognize that one can count a row from left to right or right to left.

    • PK.MTH.1.2 Use number names with written numerals.

      • PK.MTH.1.2.a Recognize and name writing number symbols from zero through 10.

      • PK.MTH.1.2.b Point to and name written numerals to 10.

    • PK.MTH.1.3 Relates numbers and quantities to the everyday environment.

      • PK.MTH.1.3.a Answer questions about how many objects or people.

      • PK.MTH.1.3.b Count body parts, stairs, and other things in the environment.

      • PK.MTH.1.3.c Point to objects while counting.

  • PK. Count Objects

    • PK.MTH.1.4 Demonstrate understanding of one-to-one correspondence between objects and numbers.

      • PK.MTH.1.4.a Assign one, and only one, number word to each counted object 1 to 10.

      • PK.MTH.1.4.b Count objects and materials (e.g., napkins for snack time).

    • PK.MTH.1.5 Name the number of items in a small set without counting each object (perceptual and conceptual subitizing)

      • PK.MTH.1.5.a Identify sets up to 5 (e.g., fingers, blocks, objects) without counting the individual items.

      • PK.MTH.1.5.b Identify particular patterns of small numbers on die or dominos without counting the individual dots.

  • PK. Compare Numbers

    • PK.MTH.1.6 Demonstrates ability to compare quantities of objects.

      • PK.MTH.1.6.a Compare quantities in two sets of objects and describe the comparison with terms, such as more, less, or the same.

      • PK.MTH.1.6.b For more than/less than relations with totals ≤ 5, act out or show situation.

PK.MTH.2 Students begin to develop an understanding of operations and algebraic thinking.

  • PK. Addition as adding to, and subtraction as taking from

    • PK.MTH.2.1 Recognize that the number of objects can change when they are added or taken away from a group.

      • PK.MTH.2.1.a Find the sum when joining two sets of objects.

      • PK.MTH.2.1.b Place 10 or fewer objects into groups and recognize the change in quantity.

    • PK.MTH.2.2 Use objects to solve simple addition (e.g., joining; combining two parts to make a whole) and subtraction (e.g., separating) problems within 5.

      • PK.MTH.2.2.a Demonstrate understanding of "add to" problems (i.e., change plus), such as two blocks and two blocks make four blocks.

      • PK.MTH.2.2.b Demonstrate understanding of "take from" problems (i.e., change minus), such as four apples take away one apple is three apples.

      • PK.MTH.2.2.c Recognize the solution to put-together and take-apart problems, such as seeing that three apples is the same as two apples and one apple.

      • PK.MTH.2.2.d Identify the partners for 3 (2 and 1).

      • PK.MTH.2.2.e Identify the partners for 4 (3 and 1, 2 and 2).

  • PK. Patterns

    • PK.MTH.2.3 Recognize, duplicate, and extend simple patterns of objects, sounds, and movements using manipulatives.

      • PK.MTH.2.3.a Use pattern cards to reproduce patterns.

      • PK.MTH.2.3.b Use manipulatives such as beads, colored cubes, or mosaic tiles to create patterns.

      • PK.MTH.2.3.c Recognize and create a variety of repeating patterns (e.g., abab, abba) and growing patterns.

PK.MTH.3 Students understand measurement and data.

  • PK. Compare measurable attributes

    • PK.MTH.3.1 Compare objects based on their attributes (e.g., two- or three-dimensional, containers which hold more or less of something).

      • PK.MTH.3.1.a Describe objects using size, shape, or color words.

      • PK.MTH.3.1.b Compare simple shapes based line, sides, corners, size, shape, and color.

      • PK.MTH.3.1.c Compare the speed, weight, or height of objects.

    • PK.MTH.3.2 Use standard or nonstandard measurement techniques to measure objects.

      • PK.MTH.3.2.a Compare the size of a part of their body (e.g., foot, fist) to the size of a plant, animal, or object.

      • PK.MTH.3.2.b Compare the length, weight, and amount of content in familiar objects (e.g., the room is as long as 10 children).

  • PK. Classify objects

    • PK.MTH.3.3 Order objects by size and length.

      • PK.MTH.3.3.a Stack rings on a peg in order of size.

      • PK.MTH.3.3.b Sort and order a variety of manipulatives such as objects or toys (e.g., order blocks from smallest to largest).

PK.MTH.4 Students begin to develop geometric thinking.

  • PK. Identify and describe shapes

    • PK.MTH.4.1 Identifies, draws, builds, and names common two- or three-dimensional shapes.

      • PK.MTH.4.1.a Find simple shapes (e.g., circle, square, triangle) in the environment.

      • PK.MTH.4.1.b Draw or represent shapes with available materials (e.g., crayons, play dough, popsicle sticks, blocks, computer applications).

      • PK.MTH.4.1.c Identify shapes in age-appropriate computer games and applications on various media platforms.

      • PK.MTH.4.1.d Match and sort shapes.

      • PK.MTH.4.1.e Describe and name shapes using the number of sides or corners (up to the number that students can count).

  • PK. Spatial Sense

    • PK.MTH.4.2 Use vocabulary to describe or indicate directionality, order, or position of objects.

      • PK.MTH.4.2.a Use words above/below, inside/outside, next to, behind, between, over, under, in front, and beside.

      • PK.MTH.4.2.b Experiment with directionality using available materials (e.g., around the sandbox, near the block area, under the slide).

    • PK.MTH.4.3 Demonstrate understanding of spatial sense for solving problems when completing activities.

      • PK.MTH.4.3.a Use geometric blocks (parquetry blocks) to fill in a template.

      • PK.MTH.4.3.b Complete puzzles.

PK.MTH.5 Students use math practices.

  • PK. Strategies and multiple solutions (e.g., logical thinking)

    • PK.MTH.5.1 Uses simple strategies to solve mathematical problems.

      • PK.MTH.5.1.a Use one-to-one correspondence to pass out snack items, one for each place.

      • PK.MTH.5.1.b Divide four cookies into two piles of two to share with friend.

    • PK.MTH.5.2 Choose which strategies and thinking skills should be used when solving a problem.

      • PK.MTH.5.2.a Think out loud and talk through a situation.

      • PK.MTH.5.2.b Listen to suggestions for solving problems, and decide whether or not the suggestion should be used.

      • PK.MTH.5.2.c Attempt a variety of strategies to solve problems.