K.CC.A.1.a Ability to use rote counting (e.g., simply reciting numbers using the correct number order with no meaning attached) to one hundred (first to 20, then count by tens to 100, then 1-50, then 1-100)
K.CC.B.4.b Understand that cardinality gives meaning to the numeral and tells the quantity the number represents
K.CC.B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (one to one correspondence)
K.CC.B.4a.1 Ability to apply one-to-one correspondence when counting
K.CC.B.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
K.CC.B.5.a Recognizes that the last number counted tells the amount of the entire group
K.CC.B.5.c Does not need to recount the objects in a set when they have given the number name of the last object counted
K.CC.C Compare numbers.
K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (Include groups with up to ten objects).
K.CC.C.6.a Knowledge of and the ability to apply a solid understanding of cardinality and one-to-one correspondence before beginning to compare sets
K.OA.A.2.b Knowledge of the different types of word problems (e.g., add to, result unknown; take from, result unknown; put together/take apart, total unknown) which lays the foundation for more difficult word problems
K.OA.A.2.c Ability to use concrete materials or pictures and a Part-Part-Whole Mat to organize the manipulatives and make sense of the problem
K.OA.A.2.d Solves problems using a variety of counting strategies (counting all, counting on, skip counting) progressing to more sophisticated mental math strategies and using known addend combinations
K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawing, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
K.OA.A.3.a Knowledge that decomposition involves separating a number into two parts and understanding that there is a relationship between the sum of the parts and the whole
K.NBT.A Work with numbers 11-19 to gain foundations for place value.
K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
K.NBT.A.1.a Ability to rote count by 10s
K.NBT.A.1.b Use multiple concrete materials to make groups of 10 and count the groups
K.G.B Analyze, compare, create, and compose shape.
K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).
K.G.B.4.a Identify and compare like and unlike shapes