Standards are in bold, followed by a list of the IXL math skills that are aligned to that standards. Students can practice these skills online at www.ixl.com.
Standards: Vermont Early Learning Standards
PK Children develop ways to solve problems and to think about math.
PK.1 Children engage in play to develop and add to their mathematical thinking and problem solving.
PK.1.a Begin to group and match objects indicating an understanding of same and different
Different (P-G.1)
Same (P-G.2)
Same and different (P-G.3)
PK.1.b Use counting and number vocabulary as a natural part of play.
PK.1.c Experiment with patterns and shapes.
PK.1.d Explore measurement, number, and quantity with various materials.
PK.2 Children show interest and curiosity in counting and grouping objects and numbers.
PK.2.a Match, sort, put in a series, and regroup objects according to one characteristic.
Classify shapes by color (P-G.4)
PK.2.b Begin to use numbers and counting as a means for solving problems and measuring quantity.
PK.2.c Use one-to-one correspondence in counting objects and matching groups of objects.
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.2.d Begin to associate a number of objects with the names and symbols for numbers.
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.2.e Use such words as "more than/ less than" and "add/subtract" to express some number concepts.
More (P-E.2)
Fewer and more - compare by counting (P-E.4)
Compare in a mixed group (P-E.5)
PK.3 Children show an interest in recognizing and creating shapes and an awareness of position in space.
PK.3.a Describe and name common shapes found in the natural environment.
Squares (P-K.3)
Circles, squares, and triangles (P-K.6)
Name the solid shape (P-L.2)
PK.3.b Use language to understand the arrangement, order, and position of objects such as: behind, on top of, next to, bottom, underneath, beside, and in front of, etc.
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.3.c Group objects according to their shape and size.
PK.4 Children show an interest in recognizing, creating, and predicting patterns; comparing objects; and measuring time and quantity.
PK.4.a Group and name a number of similar objects into simple categories.
PK.4.b Begin to understand the concepts of time in terms of past, present, and future.
PK.4.c Begin to order, compare or describe objects according to size, length, height, and weight using standard or non-standard forms of measurement.
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)
Compare size and weight (P-I.6)
PK.4.d Place events in a logical sequential order.