IXL Skill Plan | Virginia Standards of Learning (2023): Kindergarten

Virginia Standards of Learning (2023): Kindergarten

Skills available for Virginia Kindergarten math standards

Strand

Number and Number Sense
Computation and Estimation
Measurement and Geometry
Probability and Statistics
Patterns, Functions, and Algebra

Print skill plan

K.NS	Number and Number Sense
K.NS.1 The student will utilize flexible counting strategies to determine and describe quantities up to 100.
K.NS.1.a Use one-to-one correspondence to determine how many are in a given set containing 30 or fewer concrete objects, and describe the last number named as the total number of objects counted.		Count up to 3 1. Learn to count to 3 2. Count pictures - up to 3 3. Count shapes - up to 3 4. Count cubes - up to 3 Count up to 5 5. Learn to count to 5 6. Count pictures - up to 5 7. Count shapes in rows - up to 5 8. Count cubes - up to 5 9. Count dots - 0 to 5 10. Count scattered pictures - up to 5 11. Count scattered shapes - up to 5 Count up to 10 12. Learn to count to 10 13. Count pictures - up to 10 14. Count cubes - up to 10 15. Count dots - up to 10 16. Count shapes in rows - up to 10 17. Count blocks - up to 10 18. Count scattered pictures - up to 10 19. Count scattered shapes - up to 10 20. Count shapes in rings - up to 10 Count up to 20 21. Count pictures - up to 20 22. Count dots - 0 to 20 23. Count blocks - up to 20 24. Count pictures in arrays and circles - up to 20 Count up to 30 25. Count blocks - up to 30
K.NS.1.a Use one-to-one correspondence to determine how many are in a given set containing 30 or fewer concrete objects, and describe the last number named as the total number of objects counted.
Count up to 3 1. Learn to count to 3 2. Count pictures - up to 3 3. Count shapes - up to 3 4. Count cubes - up to 3 Count up to 5 5. Learn to count to 5 6. Count pictures - up to 5 7. Count shapes in rows - up to 5 8. Count cubes - up to 5 9. Count dots - 0 to 5 10. Count scattered pictures - up to 5 11. Count scattered shapes - up to 5 Count up to 10 12. Learn to count to 10 13. Count pictures - up to 10 14. Count cubes - up to 10 15. Count dots - up to 10 16. Count shapes in rows - up to 10 17. Count blocks - up to 10 18. Count scattered pictures - up to 10 19. Count scattered shapes - up to 10 20. Count shapes in rings - up to 10 Count up to 20 21. Count pictures - up to 20 22. Count dots - 0 to 20 23. Count blocks - up to 20 24. Count pictures in arrays and circles - up to 20 Count up to 30 25. Count blocks - up to 30

K.NS.1.b Recognize and explain that the number of objects remains the same regardless of the arrangement or the order in which the objects are counted.		Numbers up to 3 1. Learn to count to 3 2. Represent numbers with pictures - up to 3 3. Represent numbers with shapes - up to 3 Numbers up to 5 4. Learn to count to 5 5. Represent numbers with pictures - up to 5 6. Represent numbers with shapes - up to 5 Numbers up to 10 7. Learn to count to 10 8. Represent numbers - up to 10 Numbers up to 20 9. Represent numbers - up to 20
K.NS.1.b Recognize and explain that the number of objects remains the same regardless of the arrangement or the order in which the objects are counted.
Numbers up to 3 1. Learn to count to 3 2. Represent numbers with pictures - up to 3 3. Represent numbers with shapes - up to 3 Numbers up to 5 4. Learn to count to 5 5. Represent numbers with pictures - up to 5 6. Represent numbers with shapes - up to 5 Numbers up to 10 7. Learn to count to 10 8. Represent numbers - up to 10 Numbers up to 20 9. Represent numbers - up to 20

K.NS.1.c Represent forward counting by ones using a variety of tools, including five-frames, ten-frames, and number paths (a prelude to number lines).		1. Count on frames - up to 3 2. Count on frames - up to 5 3. Count on ten frames - up to 10 4. Count on ten frames - up to 20 5. Count on ten frames - up to 30
K.NS.1.c Represent forward counting by ones using a variety of tools, including five-frames, ten-frames, and number paths (a prelude to number lines).
1. Count on frames - up to 3 2. Count on frames - up to 5 3. Count on ten frames - up to 10 4. Count on ten frames - up to 20 5. Count on ten frames - up to 30

K.NS.1.d Count forward orally by ones from 0 to 100.		1. What number comes next? - up to 5 2. What number comes next? - up to 10 3. Count on the hundred chart
K.NS.1.d Count forward orally by ones from 0 to 100.
1. What number comes next? - up to 5 2. What number comes next? - up to 10 3. Count on the hundred chart

K.NS.1.e Count forward orally by ones, within 100, starting at any given number.		Count up to 5 1. Count up to find the next number - up to 5 Count up to 10 2. Count up to find the next number - up to 10 3. Count forward - up to 10 4. Complete a sequence - up to 10 Count up to 20 5. Count up to find the next number - up to 20 6. Count forward - up to 20 7. Complete an increasing sequence - up to 20 Count up to 30 8. Count forward - up to 30 Count up to 100 9. Count forward on the hundred chart 10. Count up to find the next number - up to 100 11. Count forward - up to 100
K.NS.1.e Count forward orally by ones, within 100, starting at any given number.
Count up to 5 1. Count up to find the next number - up to 5 Count up to 10 2. Count up to find the next number - up to 10 3. Count forward - up to 10 4. Complete a sequence - up to 10 Count up to 20 5. Count up to find the next number - up to 20 6. Count forward - up to 20 7. Complete an increasing sequence - up to 20 Count up to 30 8. Count forward - up to 30 Count up to 100 9. Count forward on the hundred chart 10. Count up to find the next number - up to 100 11. Count forward - up to 100

K.NS.1.f Count backward orally by ones when given any number between 1 and 20.		1. Count backward - up to 20 2. Count backward - up to 10
K.NS.1.f Count backward orally by ones when given any number between 1 and 20.
1. Count backward - up to 20 2. Count backward - up to 10

K.NS.1.g State the number after, without counting, when given any number between 0 and 30.		1. Count up to find the next number - up to 5 2. Count up to find the next number - up to 10 3. Count up to find the next number - up to 20 4. Before and after - up to 10
K.NS.1.g State the number after, without counting, when given any number between 0 and 30.
1. Count up to find the next number - up to 5 2. Count up to find the next number - up to 10 3. Count up to find the next number - up to 20 4. Before and after - up to 10

K.NS.1.h State the number before, without counting, when given any number between 1 and 20.		1. Count up and down to find the next number - up to 10 2. Count up and down to find the next number - up to 20 3. Before and after - up to 10
K.NS.1.h State the number before, without counting, when given any number between 1 and 20.
1. Count up and down to find the next number - up to 10 2. Count up and down to find the next number - up to 20 3. Before and after - up to 10

K.NS.1.i Use objects, drawings, words, or numbers to compose and decompose numbers 11-19 into a ten and some ones.		1. Make teen numbers with models: words 2. Make teen numbers: words 3. Take apart teen numbers with models: words 4. Take apart teen numbers: words 5. Understand tens and ones - up to 20 6. Make and take apart teen numbers: tens and ones 7. Make and take apart teen numbers with models: addition sentences
K.NS.1.i Use objects, drawings, words, or numbers to compose and decompose numbers 11-19 into a ten and some ones.
1. Make teen numbers with models: words 2. Make teen numbers: words 3. Take apart teen numbers with models: words 4. Take apart teen numbers: words 5. Understand tens and ones - up to 20 6. Make and take apart teen numbers: tens and ones 7. Make and take apart teen numbers with models: addition sentences

K.NS.1.j Group a collection of up to 100 objects into sets of ten and count by tens to determine the total.		Count by tens 1. Learn to skip-count by tens 2. Skip-count by tens 3. Count groups of ten Find the total number of objects 4. Count pictures - up to 100 5. Count blocks - up to 100
K.NS.1.j Group a collection of up to 100 objects into sets of ten and count by tens to determine the total.
Count by tens 1. Learn to skip-count by tens 2. Skip-count by tens 3. Count groups of ten Find the total number of objects 4. Count pictures - up to 100 5. Count blocks - up to 100
K.NS.2 The student will identify, represent, and compare quantities up to 30.
K.NS.2.a Read, write, and identify the numerals 0 through 30.		Numbers up to 3 1. Identify numbers - up to 3 2. Choose the number that you hear - up to 3 Numbers up to 5 3. Identify numbers - 0 to 5 4. Choose the number that you hear - 0 to 5 Numbers up to 10 5. Identify numbers - up to 10 6. Choose the number that you hear - up to 10 7. Names of numbers - up to 10 8. Choose the number that you hear - numbers 0 to 10 Numbers up to 20 9. Identify numbers - up to 20 10. Write the number you hear - up to 20 11. Names of numbers - up to 20 Numbers up to 30 12. Identify numbers - up to 30 13. Names of numbers - up to 30 14. Write the number you hear - up to 30
K.NS.2.a Read, write, and identify the numerals 0 through 30.
Numbers up to 3 1. Identify numbers - up to 3 2. Choose the number that you hear - up to 3 Numbers up to 5 3. Identify numbers - 0 to 5 4. Choose the number that you hear - 0 to 5 Numbers up to 10 5. Identify numbers - up to 10 6. Choose the number that you hear - up to 10 7. Names of numbers - up to 10 8. Choose the number that you hear - numbers 0 to 10 Numbers up to 20 9. Identify numbers - up to 20 10. Write the number you hear - up to 20 11. Names of numbers - up to 20 Numbers up to 30 12. Identify numbers - up to 30 13. Names of numbers - up to 30 14. Write the number you hear - up to 30

K.NS.2.b Construct a set of objects that corresponds to a given numeral within 30, including an empty set.		Numbers up to 3 1. Count out stickers - up to 3 2. Show numbers with cubes - up to 3 3. Show numbers on frames - up to 3 4. Represent numbers with pictures - up to 3 5. Represent numbers with shapes - up to 3 Numbers up to 5 6. Count out stickers - up to 5 7. Show numbers with cubes - up to 5 8. Show numbers on frames - up to 5 9. Represent numbers with pictures - 0 to 5 10. Represent numbers with shapes - up to 5 Numbers up to 10 11. Count out stickers - up to 10 12. Show numbers with cubes - up to 10 13. Show numbers on ten frames - up to 10 14. Represent numbers - up to 10 Numbers up to 20 15. Count out stickers - up to 15 16. Show numbers on ten frames - up to 20 17. Represent numbers - up to 20 Numbers up to 30 18. Represent numbers - up to 30
K.NS.2.b Construct a set of objects that corresponds to a given numeral within 30, including an empty set.
Numbers up to 3 1. Count out stickers - up to 3 2. Show numbers with cubes - up to 3 3. Show numbers on frames - up to 3 4. Represent numbers with pictures - up to 3 5. Represent numbers with shapes - up to 3 Numbers up to 5 6. Count out stickers - up to 5 7. Show numbers with cubes - up to 5 8. Show numbers on frames - up to 5 9. Represent numbers with pictures - 0 to 5 10. Represent numbers with shapes - up to 5 Numbers up to 10 11. Count out stickers - up to 10 12. Show numbers with cubes - up to 10 13. Show numbers on ten frames - up to 10 14. Represent numbers - up to 10 Numbers up to 20 15. Count out stickers - up to 15 16. Show numbers on ten frames - up to 20 17. Represent numbers - up to 20 Numbers up to 30 18. Represent numbers - up to 30

K.NS.2.c Determine and write the numeral that corresponds to the total number of objects in a given set of 30 or fewer concrete objects or pictorial models.		Count up to 3 1. Count pictures - up to 3 2. Count shapes - up to 3 3. Count cubes - up to 3 4. Count on frames - up to 3 Count up to 5 5. Count pictures - up to 5 6. Count shapes in rows - up to 5 7. Count cubes - up to 5 8. Count dots - 0 to 5 9. Count on frames - up to 5 10. Count scattered pictures - up to 5 11. Count scattered shapes - up to 5 Count up to 10 12. Count pictures - up to 10 13. Count cubes - up to 10 14. Count dots - up to 10 15. Count shapes in rows - up to 10 16. Count on ten frames - up to 10 17. Count blocks - up to 10 18. Count scattered pictures - up to 10 19. Count scattered shapes - up to 10 20. Count shapes in rings - up to 10 Count up to 20 21. Count pictures - up to 20 22. Count dots - 0 to 20 23. Count on ten frames - up to 20 24. Count blocks - up to 20 25. Count pictures in arrays and circles - up to 20 Count up to 30 26. Count on ten frames - up to 30 27. Count blocks - up to 30
K.NS.2.c Determine and write the numeral that corresponds to the total number of objects in a given set of 30 or fewer concrete objects or pictorial models.
Count up to 3 1. Count pictures - up to 3 2. Count shapes - up to 3 3. Count cubes - up to 3 4. Count on frames - up to 3 Count up to 5 5. Count pictures - up to 5 6. Count shapes in rows - up to 5 7. Count cubes - up to 5 8. Count dots - 0 to 5 9. Count on frames - up to 5 10. Count scattered pictures - up to 5 11. Count scattered shapes - up to 5 Count up to 10 12. Count pictures - up to 10 13. Count cubes - up to 10 14. Count dots - up to 10 15. Count shapes in rows - up to 10 16. Count on ten frames - up to 10 17. Count blocks - up to 10 18. Count scattered pictures - up to 10 19. Count scattered shapes - up to 10 20. Count shapes in rings - up to 10 Count up to 20 21. Count pictures - up to 20 22. Count dots - 0 to 20 23. Count on ten frames - up to 20 24. Count blocks - up to 20 25. Count pictures in arrays and circles - up to 20 Count up to 30 26. Count on ten frames - up to 30 27. Count blocks - up to 30

K.NS.2.d Given a set of up to 30 objects, construct another set which has more, fewer, or the same number of objects using concrete or pictorial models.		Numbers up to 5 1. One more with pictures - up to 5 2. One less with pictures - up to 5 3. Count pictures and show a number that is greater, less, or equal - up to 5 Numbers up to 10 4. One more with pictures - up to 10 5. One less with pictures - up to 10 6. One more and one less with pictures - up to 10 7. Count pictures and show a number that is greater, less, or equal - up to 10
K.NS.2.d Given a set of up to 30 objects, construct another set which has more, fewer, or the same number of objects using concrete or pictorial models.
Numbers up to 5 1. One more with pictures - up to 5 2. One less with pictures - up to 5 3. Count pictures and show a number that is greater, less, or equal - up to 5 Numbers up to 10 4. One more with pictures - up to 10 5. One less with pictures - up to 10 6. One more and one less with pictures - up to 10 7. Count pictures and show a number that is greater, less, or equal - up to 10

K.NS.2.e Given a numeral up to 30, construct a set which has more, fewer, or the same number of objects using concrete or pictorial models.		1. Show a number greater than, less than, or equal to a given number up to 5 2. Show a number greater than, less than, or equal to a given number up to 10
K.NS.2.e Given a numeral up to 30, construct a set which has more, fewer, or the same number of objects using concrete or pictorial models.
1. Show a number greater than, less than, or equal to a given number up to 5 2. Show a number greater than, less than, or equal to a given number up to 10

K.NS.2.f Compare two sets containing up to 30 concrete objects or pictorial models, using the terms more, fewer, or the same as (equal to).		Sets up to 5 1. Are there the same number? - up to 5 2. More - compare by matching up to 5 3. Fewer - compare by matching up to 5 4. Fewer and more - compare by matching up to 5 5. Fewer, more, and same - up to 5 6. Are there enough? - up to 5 7. Fewer and more - compare by counting up to 5 8. Fewer and more - compare in a mixed group up to 5 Sets up to 10 9. Fewer and more - compare by matching 10. Fewer, more, and same 11. Are there enough? 12. Fewer and more - compare by counting 13. Fewer and more - compare in a mixed group Sets up to 30 14. Fewer and more - up to 30
K.NS.2.f Compare two sets containing up to 30 concrete objects or pictorial models, using the terms more, fewer, or the same as (equal to).
Sets up to 5 1. Are there the same number? - up to 5 2. More - compare by matching up to 5 3. Fewer - compare by matching up to 5 4. Fewer and more - compare by matching up to 5 5. Fewer, more, and same - up to 5 6. Are there enough? - up to 5 7. Fewer and more - compare by counting up to 5 8. Fewer and more - compare in a mixed group up to 5 Sets up to 10 9. Fewer and more - compare by matching 10. Fewer, more, and same 11. Are there enough? 12. Fewer and more - compare by counting 13. Fewer and more - compare in a mixed group Sets up to 30 14. Fewer and more - up to 30

K.NS.2.g Compare numbers up to 30, to the benchmarks of 5 and to the benchmark of 10 using various models using the terms greater than, less than, or the same as (equal to).		1. Compare two numbers - up to 5 2. Greater and less - compare two numbers up to 5 3. Compare two numbers - up to 10 4. Greater and less - compare two numbers up to 10
K.NS.2.g Compare numbers up to 30, to the benchmarks of 5 and to the benchmark of 10 using various models using the terms greater than, less than, or the same as (equal to).
1. Compare two numbers - up to 5 2. Greater and less - compare two numbers up to 5 3. Compare two numbers - up to 10 4. Greater and less - compare two numbers up to 10

K.CE	Computation and Estimation
K.CE.1 The student will model and solve single-step contextual problems using addition and subtraction with whole numbers within 10.
K.CE.1.a Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 5 in multiple ways.		1. Put together numbers using cubes - sums up to 5 2. Build cube trains to add up to 5 - words 3. Take apart numbers using cubes - sums up to 5 4. Make a number different ways using cubes - sums up to 5 5. Take apart numbers in different ways - sums up to 5
K.CE.1.a Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 5 in multiple ways.
1. Put together numbers using cubes - sums up to 5 2. Build cube trains to add up to 5 - words 3. Take apart numbers using cubes - sums up to 5 4. Make a number different ways using cubes - sums up to 5 5. Take apart numbers in different ways - sums up to 5

K.CE.1.b Recognize and describe with fluency part-part-whole relationships for numbers up to 5 in a variety of configurations.		1. Put together numbers using cubes - sums up to 5 2. Build cube trains to add up to 5 - words 3. Take apart numbers using cubes - sums up to 5
K.CE.1.b Recognize and describe with fluency part-part-whole relationships for numbers up to 5 in a variety of configurations.
1. Put together numbers using cubes - sums up to 5 2. Build cube trains to add up to 5 - words 3. Take apart numbers using cubes - sums up to 5

K.CE.1.c Model and identify the number that makes 5 when added to a given number less than or equal to 5.		1. Take apart 5
K.CE.1.c Model and identify the number that makes 5 when added to a given number less than or equal to 5.
1. Take apart 5

K.CE.1.d Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 10 in multiple ways.		1. Put together numbers using cubes - sums up to 10 2. Build cube trains to add up to 10 - words 3. Take apart numbers using cubes - sums up to 10 4. Make a number different ways using cubes - sums up to 10 5. Take apart 10 using cubes 6. Decompose a number up to 10 7. Take apart numbers in different ways - sums up to 10
K.CE.1.d Use objects, drawings, words, or numbers to compose and decompose numbers less than or equal to 10 in multiple ways.
1. Put together numbers using cubes - sums up to 10 2. Build cube trains to add up to 10 - words 3. Take apart numbers using cubes - sums up to 10 4. Make a number different ways using cubes - sums up to 10 5. Take apart 10 using cubes 6. Decompose a number up to 10 7. Take apart numbers in different ways - sums up to 10

K.CE.1.e Model and identify the number that makes 10 when added to a given number less than or equal to 10.		1. Count to fill a ten frame 2. Complete the addition sentence to make 10 - with models 3. Take apart 10 using cubes 4. Take apart numbers up to 10 - addition sentences
K.CE.1.e Model and identify the number that makes 10 when added to a given number less than or equal to 10.
1. Count to fill a ten frame 2. Complete the addition sentence to make 10 - with models 3. Take apart 10 using cubes 4. Take apart numbers up to 10 - addition sentences

K.CE.1.f Model and solve single-step contextual problems (join, separate, and part-part-whole) using 10 or fewer concrete objects.		Addition up to 5 1. Build cube trains to solve addition word problems - sums up to 5 2. Addition word problems with pictures - sums up to 5 3. Addition word problems - sums up to 5 Subtraction up to 5 4. Subtract with pictures - numbers up to 5 5. Subtraction word problems with pictures - numbers up to 5 6. Subtraction word problems - numbers up to 5 Addition up to 10 7. Build cube trains to solve addition word problems - sums up to 10 8. Addition word problems with pictures - sums up to 10 9. Addition word problems - sums up to 10 Subtraction up to 10 10. Subtraction word problems with pictures - numbers up to 10 11. Use cube trains to solve subtraction word problems - up to 10 12. Subtraction word problems - numbers up to 10 Mixed operations 13. Addition and subtraction word problems with pictures 14. Use cube trains to solve addition and subtraction word problems - up to 10 15. Addition and subtraction word problems
K.CE.1.f Model and solve single-step contextual problems (join, separate, and part-part-whole) using 10 or fewer concrete objects.
Addition up to 5 1. Build cube trains to solve addition word problems - sums up to 5 2. Addition word problems with pictures - sums up to 5 3. Addition word problems - sums up to 5 Subtraction up to 5 4. Subtract with pictures - numbers up to 5 5. Subtraction word problems with pictures - numbers up to 5 6. Subtraction word problems - numbers up to 5 Addition up to 10 7. Build cube trains to solve addition word problems - sums up to 10 8. Addition word problems with pictures - sums up to 10 9. Addition word problems - sums up to 10 Subtraction up to 10 10. Subtraction word problems with pictures - numbers up to 10 11. Use cube trains to solve subtraction word problems - up to 10 12. Subtraction word problems - numbers up to 10 Mixed operations 13. Addition and subtraction word problems with pictures 14. Use cube trains to solve addition and subtraction word problems - up to 10 15. Addition and subtraction word problems

K.MG	Measurement and Geometry
K.MG.1 The student will reason mathematically by making direct comparisons between two objects or events using the attributes of length, height, weight, volume, and time.
K.MG.1.a Use direct comparisons to compare, describe, and justify the:
K.MG.1.a Use direct comparisons to compare, describe, and justify the:

K.MG.1.a.i: lengths of two objects using the terms longer or shorter;		1. Long and short
K.MG.1.a.i: lengths of two objects using the terms longer or shorter;
1. Long and short
K.MG.1.a.ii: heights of two objects using the terms taller or shorter;		1. Tall and short
K.MG.1.a.ii: heights of two objects using the terms taller or shorter;
1. Tall and short
K.MG.1.a.iii: weights of two objects using the terms heavier or lighter;		1. Light and heavy
K.MG.1.a.iii: weights of two objects using the terms heavier or lighter;
1. Light and heavy
K.MG.1.a.iv: volumes of two containers using the terms more or less; and		1. Holds more or less
K.MG.1.a.iv: volumes of two containers using the terms more or less; and
1. Holds more or less
K.MG.1.a.v: amount of time spent on two events using the terms longer or shorter.
K.MG.1.a.v: amount of time spent on two events using the terms longer or shorter.

K.MG.2 The student will identify, describe, name, compare, and construct plane figures (circles, triangles, squares, and rectangles).
K.MG.2.a Identify and name concrete and pictorial representations of circles, triangles, squares, and rectangles regardless of their orientation in space.		1. Circles 2. Triangles 3. Rectangles 4. Squares 5. Identify circles, triangles, squares, and rectangles
K.MG.2.a Identify and name concrete and pictorial representations of circles, triangles, squares, and rectangles regardless of their orientation in space.
1. Circles 2. Triangles 3. Rectangles 4. Squares 5. Identify circles, triangles, squares, and rectangles

K.MG.2.b Describe triangles, squares, and rectangles to include the number of sides and number of vertices.		1. Square corners 2. Count sides 3. Count sides and corners 4. Count corners 5. Equal sides
K.MG.2.b Describe triangles, squares, and rectangles to include the number of sides and number of vertices.
1. Square corners 2. Count sides 3. Count sides and corners 4. Count corners 5. Equal sides

K.MG.2.c Describe a circle using terms such as round and curved.		1. Curved parts
K.MG.2.c Describe a circle using terms such as round and curved.
1. Curved parts

K.MG.2.d Distinguish between examples and nonexamples of identified plane figures (circles, triangles, squares, and rectangles).		1. Sort circles 2. Sort two-dimensional shapes 3. Select circles, triangles, squares, and rectangles
K.MG.2.d Distinguish between examples and nonexamples of identified plane figures (circles, triangles, squares, and rectangles).
1. Sort circles 2. Sort two-dimensional shapes 3. Select circles, triangles, squares, and rectangles

K.MG.2.e Compare and contrast two plane figures using characteristics to describe similarities and differences.		1. Different 2. Same 3. Same and different 4. Compare shapes using attributes
K.MG.2.e Compare and contrast two plane figures using characteristics to describe similarities and differences.
1. Different 2. Same 3. Same and different 4. Compare shapes using attributes

K.MG.2.f Construct plane figures (circles, triangles, squares, and rectangles) using a variety of materials.
K.MG.2.f Construct plane figures (circles, triangles, squares, and rectangles) using a variety of materials.

K.MG.3 The student will describe the units of time represented in a calendar.
K.MG.3.a Identify a calendar as a tool used to measure time.		1. Read a calendar I
K.MG.3.a Identify a calendar as a tool used to measure time.
1. Read a calendar I

K.MG.3.b Name the days of the week and state that there are seven days in one week.		1. Days of the week
K.MG.3.b Name the days of the week and state that there are seven days in one week.
1. Days of the week

K.MG.3.c Determine the day before and after a given day.		1. Days of the week
K.MG.3.c Determine the day before and after a given day.
1. Days of the week

K.MG.3.d Name the twelve months of the year and state that there are twelve months in one year.		1. Months of the year
K.MG.3.d Name the twelve months of the year and state that there are twelve months in one year.
1. Months of the year

K.MG.3.e Distinguish between days of the week and months of the year.		1. Read a calendar I
K.MG.3.e Distinguish between days of the week and months of the year.
1. Read a calendar I

K.PS	Probability and Statistics
K.PS.1 The student will apply the data cycle (pose questions; collect or acquire data; organize and represent data; and analyze data and communicate results) with a focus on object graphs and picture graphs.
K.PS.1.a Sort and classify concrete objects into appropriate subsets (categories) based on one attribute.		1. Classify and sort by color 2. Classify and sort by shape 3. Classify and sort
K.PS.1.a Sort and classify concrete objects into appropriate subsets (categories) based on one attribute.
1. Classify and sort by color 2. Classify and sort by shape 3. Classify and sort

K.PS.1.b Describe and label attributes of a set of objects that has been sorted.
K.PS.1.b Describe and label attributes of a set of objects that has been sorted.


K.PS.1.c Pose questions, given a predetermined context, that require the collection of data (limited to 25 or fewer data points for no more than four categories).
K.PS.1.c Pose questions, given a predetermined context, that require the collection of data (limited to 25 or fewer data points for no more than four categories).


K.PS.1.d Determine the data needed to answer a posed question, and collect the data using various methods.		1. Classify, sort, and count 2. Sort, count, and compare
K.PS.1.d Determine the data needed to answer a posed question, and collect the data using various methods.
1. Classify, sort, and count 2. Sort, count, and compare

K.PS.1.e Organize and represent a data set (vertically or horizontally) by sorting concrete objects into organized groups to form a simple object graph.
K.PS.1.e Organize and represent a data set (vertically or horizontally) by sorting concrete objects into organized groups to form a simple object graph.


K.PS.1.f Organize and represent a data set (vertically or horizontally) using pictures to form a simple picture graph.		1. Which picture graph is correct? 2. Make picture graphs
K.PS.1.f Organize and represent a data set (vertically or horizontally) using pictures to form a simple picture graph.
1. Which picture graph is correct? 2. Make picture graphs

K.PS.1.g Analyze data represented in object graphs and picture graphs and communicate results:
K.PS.1.g Analyze data represented in object graphs and picture graphs and communicate results:

K.PS.1.g.i: ask and answer questions about the data represented in object graphs and picture graphs; and		1. Interpret picture graphs
K.PS.1.g.i: ask and answer questions about the data represented in object graphs and picture graphs; and
1. Interpret picture graphs
K.PS.1.g.ii: draw conclusions about the data and make predictions based on the data.		1. Interpret picture graphs
K.PS.1.g.ii: draw conclusions about the data and make predictions based on the data.
1. Interpret picture graphs

K.PFA	Patterns, Functions, and Algebra
K.PFA.1 The student will identify, describe, extend, and create simple repeating patterns using various representations.
K.PFA.1.a Identify and describe the core found in repeating patterns.		1. Color patterns 2. Size patterns 3. Shape patterns
K.PFA.1.a Identify and describe the core found in repeating patterns.
1. Color patterns 2. Size patterns 3. Shape patterns

K.PFA.1.b Extend a repeating pattern by adding at least two complete repetitions of the core to the pattern.		1. Find the next shape in a pattern 2. Complete a pattern
K.PFA.1.b Extend a repeating pattern by adding at least two complete repetitions of the core to the pattern.
1. Find the next shape in a pattern 2. Complete a pattern

K.PFA.1.c Create and describe a repeating pattern using objects, colors, sounds, movements, or pictures.		1. Make a pattern
K.PFA.1.c Create and describe a repeating pattern using objects, colors, sounds, movements, or pictures.
1. Make a pattern