Skills available for
Michigan pre-K math standards
Standards
are in bold, followed by a list of the IXL math
skills that are aligned to that
standard.
Students can practice
these skills
online at www.ixl.com.
Standards: Michigan Early Childhood Standards of Quality for Preschool
PK.1 Children begin to develop processes and strategies for solving mathematical problems.
PK.1.1 Try to solve problems in their daily lives using mathematics (e.g., how many napkins are needed).
Addition word problems - sums up to 5 (K-I.6)
Addition word problems - sums up to 10 (K-J.8)
Subtraction word problems - numbers up to 5 (K-K.5)
Subtraction word problems - numbers up to 10 (K-L.7)
PK.1.2 Generate new problems from every day mathematical situations and use current knowledge and experience to solve them (e.g., distribute crackers).
PK.1.3 Begin to develop and use various approaches to problem solving based upon their trial and error experiences.
PK.1.4 Begin to talk about the processes and procedures they used to solve concrete and simple mathematical situations.
PK.1.5 Begin to generate problems that involve predicting, collecting, and analyzing information and using simple estimation.
PK.2 Children begin to use the language of mathematics by applying emerging skills in representing, discussing, reading, writing, and listening (e.g., by translating a problem or activity into a new form; a picture, diagram, model, symbol, or words).
PK.2.1 Participate regularly in informal conversations about mathematical concepts and number relationships.
Add with pictures - sums up to 5 (K-I.1)
Addition sentences - sums up to 5 (K-I.2)
Add two numbers - sums up to 5 (K-I.3)
Add with pictures - sums up to 10 (K-J.1)
Addition sentences - sums up to 10 (K-J.2)
Add two numbers - sums up to 10 (K-J.3)
Subtract with pictures - numbers up to 5 (K-K.1)
Subtraction sentences - numbers up to 5 (K-K.2)
Subtract - numbers up to 5 (K-K.3)
Subtract with pictures - numbers up to 10 (K-L.1)
Subtraction sentences - numbers up to 10 (K-L.2)
Subtract - numbers up to 10 (K-L.3)
PK.2.2 Begin to record their work with numbers in a variety of simple concrete and pictorial formats, moving toward some use of number and other mathematical symbols.
Tally marks - up to 10 (K-C.18)
Making graphs (K-Q.1)
PK.2.3 Begin to use symbols to represent real objects and quantities.
Count objects - up to 3 (P-A.4)
Count objects - up to 5 (P-B.4)
Count objects - up to 10 (P-C.4)
Count objects - up to 20 (P-D.3)
Making graphs (K-Q.1)
PK.2.4 Make progress from matching and recognizing number symbols to reading and writing numerals.
Names of numbers - up to 20 (K-D.13)
Ordinal numbers (1-A.21)
Writing numbers in words (1-A.22)
PK.2.5 Talk about their own mathematical explorations and discoveries using simple mathematical language and quantity-related words.
PK.2.6 Begin to recognize that information comes in many forms and can be organized and displayed in different ways.
PK.2.7 Begin to describe comparative relationships (e.g., more/less/same number of objects or quantities).
More (P-E.2)
Fewer and more - compare by counting (P-E.4)
Compare in a mixed group (P-E.5)
Compare numbers (larger and largest) (P-E.6)
Fewer, more, and same (K-G.5)
PK.3 Children begin to develop skills of recognizing, comparing and classifying objects, relationships, events and patterns in their environment and in everyday life.
PK.3.1 Recognize, describe, copy, extend, and create simple patterns with real objects and through pictures.
Shape patterns (K-H.3)
Complete a pattern (K-H.5)
Find the next row in a growing pattern (K-H.8)
PK.3.2 Identify patterns in their environment.
Shape patterns (K-H.3)
Complete a pattern (K-H.5)
Find the next row in a growing pattern (K-H.8)
PK.3.3 Investigate patterns and describe relationships.
Shape patterns (K-H.3)
Complete a pattern (K-H.5)
Find the next row in a growing pattern (K-H.8)
PK.3.4 Recognize patterns in various formats (e.g., things that can be seen, heard, felt).
PK.4 Children extend their understanding of numbers and their relationship to one another and things in the environment.
PK.4.1 Develop an increasing interest and awareness of numbers and counting as a means for determining quantity and solving problems.
Count dots - up to 3 (P-A.2)
Count shapes - up to 3 (P-A.3)
Count objects - up to 3 (P-A.4)
Count dots - up to 5 (P-B.2)
Count shapes - up to 5 (P-B.3)
Count objects - up to 5 (P-B.4)
Count dots - up to 10 (P-C.2)
Count shapes - up to 10 (P-C.3)
Count objects - up to 10 (P-C.4)
Count dots - up to 20 (P-D.1)
Count shapes - up to 20 (P-D.2)
Count objects - up to 20 (P-D.3)
PK.4.2 Match, build, compare, and label amounts of objects and events (e.g., birthdays in the week) in their daily lives.
More (P-E.2)
Fewer and more - compare by counting (P-E.4)
Compare in a mixed group (P-E.5)
Compare numbers (larger and largest) (P-E.6)
PK.4.3 Make progress in moving beyond rote counting to an understanding of conceptual counting (e.g., one-to-one correspondence).
Represent numbers - up to 3 (P-A.8)
Represent numbers - up to 5 (P-B.8)
Represent numbers - up to 10 (P-C.8)
Represent numbers - up to 20 (P-D.6)
PK.4.4 Recognize and match number symbols for small amounts with the appropriate amounts (e.g., subitizing).
Represent numbers - up to 3 (P-A.8)
Represent numbers - up to 5 (P-B.8)
Represent numbers - up to 10 (P-C.8)
Represent numbers - up to 20 (P-D.6)
Tally marks - up to 10 (K-C.18)
PK.4.5 Show progress in linking number concepts, vocabulary, quantities and written numerals in meaningful ways.
Count dots - up to 3 (P-A.2)
Count shapes - up to 3 (P-A.3)
Count objects - up to 3 (P-A.4)
Count dots - up to 5 (P-B.2)
Count shapes - up to 5 (P-B.3)
Count objects - up to 5 (P-B.4)
One more and one less - up to 10 (K-C.13)
Count up and down - with numbers (K-C.16)
PK.4.6 Show growth in understanding that number words and numerals represent quantities.
Represent numbers - up to 3 (P-A.8)
Represent numbers - up to 5 (P-B.8)
Represent numbers - up to 10 (P-C.8)
Represent numbers - up to 20 (P-D.6)
PK.4.7 Use cardinal (e.g., one, two) and ordinal (e.g., first, second) numbers in daily home and classroom life.
Ordinal numbers (1-A.21)
Writing numbers in words (1-A.22)
PK.4.8 Understand how numbers can be used to label various aspects of their lives (e.g., house number, phone number, ages of classmates).
PK.4.9 Develop an increasing ability to count in sequence up to ten and beyond, typically referred to as "counting on."
Count dots - up to 10 (P-C.2)
Count shapes - up to 10 (P-C.3)
Count objects - up to 10 (P-C.4)
Count dots - up to 20 (P-D.1)
Count shapes - up to 20 (P-D.2)
Count objects - up to 20 (P-D.3)
Complete a sequence - up to 10 (K-C.24)
Complete a sequence - up to 20 (K-D.14)
PK.5 Algebraic Thinking. Children begin to develop skills of sorting and organizing information, seeing patterns, and using information to make predictions and solve new problems.
PK.5.1 Begin to develop the ability to solve problems involving joining, separating, combining, and comparing amounts when using small quantities of concrete materials.
Add with pictures - sums up to 5 (K-I.1)
Make a number using addition - sums up to 5 (K-I.4)
Subtract with pictures - numbers up to 5 (K-K.1)
PK.5.2 Can generate problems that involve predicting, collecting, and analyzing information.
PK.5.3 Use simple estimation to make better guesses.
More or less likely (K-R.1)
PK.5.4 Identify likenesses and differences.
Different (P-G.1)
Same (P-G.2)
Same and different (P-G.3)
PK.5.5 Can place objects or events in order, according to a given criterion (e.g., color, shape, size, time).
Classify shapes by color (P-G.4)
PK.5.6 Recognize that the same group can be sorted and classified in more than one way and describe why they would group or sequence in a particular way.
Sort shapes into a Venn diagram (K-P.9)
PK.5.7 Begin to understand that simple concrete and representational graphs are ways of collecting, organizing, recording, and describing information.
Making graphs (K-Q.1)
Interpreting graphs (K-Q.2)
PK.6 Children explore and discover simple ways to measure.
PK.6.1 Show awareness that things in their environment can be measured.
Long and short (P-I.1)
Tall and short (P-I.2)
Light and heavy (P-I.3)
Holds more or less (P-I.4)
Wide and narrow (P-I.5)
PK.6.2 Begin to understand concepts of weight.
Light and heavy (P-I.3)
Holds more or less (P-I.4)
PK.6.3 Show an awareness of the concept of time, beginning with the recognition of time as a sequence of events and how time plays a role in their daily life (e.g., breakfast, snack, lunch, dinner).
Times of everyday events (K-O.6)
PK.6.4 Show an awareness of temperature as it affects their daily lives.
PK.6.5 Use beginning skills of estimation in solving everyday measurement problems (e.g., about how many cookies are needed for a small group of children).
Long and short (P-I.1)
Tall and short (P-I.2)
Wide and narrow (P-I.5)
Compare size and weight (P-I.6)
PK.6.6 Begin to use non-standard measures (e.g., length of hand) for length and area of objects.
Measure using objects (K-S.6)
PK.6.7 Begin to understand that tools (e.g., rulers, scales, counters) can be used to measure properties of objects and amounts.
Measure using objects (K-S.6)
PK.7 Children build their visual thinking skills through explorations with shape and the spaces in their classrooms and neighborhoods.
PK.7.1 Can make models, draw, name, and/or classify common shapes and verbally describe them in simple terms.
Different (P-G.1)
Same (P-G.2)
Same and different (P-G.3)
Classify shapes by color (P-G.4)
Squares (P-K.3)
Circles, squares, and triangles (P-K.5)
Name the solid shape (P-L.2)
PK.7.2 Investigate and begin to predict the results of combining, subdividing, and changing shapes.
PK.7.3 Begin to recognize and appreciate geometric shapes in their environment.
Shapes of everyday objects I (K-W.9)
PK.7.4 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). Identify patterns in their environment.
Inside and outside (P-F.1)
Left and right (P-F.2)
Left, middle, and right (P-F.3)
Top and bottom (P-F.4)
Above and below (P-F.6)
PK.7.5 Recognize, describe, copy, extend and create simple patterns with real objects and through pictures.
Shape patterns (K-H.3)
Complete a pattern (K-H.5)
Find the next row in a growing pattern (K-H.8)
PK.7.6 Investigate patterns and describe relationships.
Shape patterns (K-H.3)
Complete a pattern (K-H.5)
Find the next row in a growing pattern (K-H.8)
PK.7.7 Recognize patterns in various formats (e.g., things that can be seen, heard, felt).