The Common Core in Connecticut

PK.M.A Early learning experiences will support children to understand counting and cardinality.

• Number Names

  • PK.M.60.1 Say or sign the number sequence up to at least 20

• Cardinality

  • PK.M.60.2 Count up to 10 objects using one-to-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set

    • Learn to count - up to 3 (P-A.2)
    • Count pictures - up to 3 (P-A.3)
    • Count dots - up to 3 (P-A.4)
    • Count shapes - up to 3 (P-A.5)
    • Count on ten frames - up to 3 (P-A.7)
    • Learn to count - up to 5 (P-B.2)
    • Count pictures - up to 5 (P-B.3)
    • Count dots - up to 5 (P-B.4)
    • Count shapes in rows - up to 5 (P-B.5)
    • Count on ten frames - up to 5 (P-B.10)
    • Learn to count - up to 10 (P-C.2)
    • Count pictures - up to 10 (P-C.3)
    • Count dots - up to 10 (P-C.4)
    • Count shapes in rows - up to 10 (P-C.5)
    • Count on ten frames - up to 10 (P-C.11)

  • PK.M.60.3 Count out a set of objects up to five

    • Count using stickers - up to 3 (P-A.6)
    • Show numbers on ten frames - up to 3 (P-A.8)
    • Count using stickers - up to 5 (P-B.7)
    • Show numbers on ten frames - up to 5 (P-B.11)

• Written Numerals

  • PK.M.60.4 Recognize written numerals up to at least 10

    • Represent numbers with pictures - up to 3 (P-A.9)
    • Represent numbers with pictures - up to 5 (P-B.12)
    • Represent numbers - up to 10 (P-C.13)
    • Represent numbers - up to 20 (P-D.7)
    • Names of numbers - up to 10 (K-C.30)

• Recognition of Quantity

  • PK.M.60.5 Quickly recognize and name, without counting, the number of objects in collections of up to at least five items

    • Count pictures - up to 3 (P-A.3)
    • Count dots - up to 3 (P-A.4)
    • Count shapes - up to 3 (P-A.5)
    • Represent numbers with pictures - up to 3 (P-A.9)
    • Count pictures - up to 5 (P-B.3)
    • Count dots - up to 5 (P-B.4)
    • Count shapes in rows - up to 5 (P-B.5)
    • Represent numbers with pictures - up to 5 (P-B.12)

• Comparison

  • PK.M.60.6 Compare sets of up to 10 objects using a visual matching or counting strategy and describing the comparison as more, less than or the same

    • More (P-E.1)
    • Fewer (P-E.2)
    • Fewer and more - compare by counting (P-E.4)
    • Fewer and more - compare in a mixed group (P-E.5)
    • Are there enough? (P-E.7)

PK.M.B Early learning experiences will support children to understand and describe relationships to solve problems (operations and algebraic thinking).

• Number Operations

  • PK.M.60.7 Use real-world situations and concrete objects to model and solve addition (e.g., putting together) and subtraction (e.g., taking away) problems up through five

    • Add with pictures - sums up to 5 (K-J.6)
    • Addition word problems - sums up to 5 (K-J.14)
    • Subtract with pictures - numbers up to 5 (K-L.3)
    • Subtraction word problems - numbers up to 5 (K-L.10)

  • PK.M.60.8 Recognize and describe parts contained in larger numbers by composing number combinations up to at least five (e.g., recognize how many have been secretly taken away from a group of five objects)

    • Addition sentences up to 5 - which model matches? (K-J.7)
    • Subtraction sentences up to 5 - which model matches? (K-L.4)

PK.M.C Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data).

• Measurement

  • PK.M.60.9 Compare the measurable attributes of two or more objects (e.g., length, weight and capacity) and describe the comparison using appropriate vocabulary (e.g., longer, shorter, same length, heavier, lighter, same weight, holds more, holds less, holds the same amount)

    • Long and short (P-I.1)
    • Tall and short (P-I.2)
    • Wide and narrow (P-I.3)
    • Light and heavy (P-I.4)
    • Holds more or less (P-I.5)
    • Compare size, weight, and capacity (P-I.6)

  • PK.M.60.10 Begin to use strategies to determine measurable attributes (e.g., length or capacity of objects). May use comparison, standard or non-standard measurement tools

    • Measure length with objects (K-U.7)

• Data

  • PK.M.60.11 Represent data using a concrete object or picture graph according to one attribute

    • Which picture graph is correct? (K-S.1)

• Sorting and Classifying

  • PK.M.60.12 Sort and classify a set of objects on the basis of one attribute independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute

    • Classify shapes by color (P-G.4)
    • Classify and sort by color (P-G.5)
    • Classify and sort by shape (P-G.6)

PK.M.D Early learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense).

• Spatial Relationships

  • PK.M.60.13 Use relational vocabulary of proximity (e.g., beside, next to, between, above, below, over and under) to identify and describe the location of an object

    • 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)
    • Top, middle, and bottom (P-F.5)
    • Above and below (P-F.6)
    • Beside and next to (P-F.7)

• Identification of Shapes

  • PK.M.60.14 Identify and describe a variety of 2-dimensional and 3-dimensional shapes with mathematical names (e.g., ball/sphere, box/rectangular prism, can/cylinder) regardless of orientation and size

    • Name the shape (P-K.1)
    • Circles (P-K.2)
    • Triangles (P-K.3)
    • Squares (P-K.4)
    • Rectangles (P-K.5)
    • Circles, squares, and triangles (P-K.6)
    • Flat and solid shapes (P-L.1)
    • Name the solid shape (P-L.2)
    • Spheres (P-L.3)
    • Cubes (P-L.4)
    • Cones (P-L.5)
    • Cylinders (P-L.6)
    • Select solid shapes (P-L.7)

• Composition of Shapes

  • PK.M.60.15 Complete a shape puzzle or a new figure by putting multiple shapes together with purpose