The Common Core in Maryland

PK.CC Counting and Cardinality

• PK.CC.A Know number names and the count sequence.

  • PK.CC.A.1 Verbally count to 10 by ones and then develop rote counting to 20 by ones.

    • Count up - up to 10 (K-C.22)
    • Count forward - up to 10 (K-C.28)
    • Complete a sequence - up to 10 (K-C.31)
    • Count up - up to 20 (K-D.7)
    • Count forward - up to 20 (K-D.12)
    • Complete an increasing sequence - up to 20 (K-D.15)

  • PK.CC.A.2 Identify which number comes just after or just before a given number in the counting sequence to 10 with visual supports and manipulatives.

    • One more and one less with pictures - up to 10 (K-C.20)
    • One more and one less on frames - up to 10 (K-C.21)
    • Before and after - up to 10 (K)

  • PK.CC.A.3 Identify written numerals 0–10.

    • Identify numbers - up to 3 (P-A.1)
    • Choose the number that you hear - up to 3 (P-A.)
    • Identify numbers - up to 5 (P-B.1)
    • Choose the number that you hear - up to 5 (P-B.)
    • Identify numbers - up to 10 (P-C.1)
    • Choose the number that you hear - numbers 0 to 10 (P)

  • PK.CC.A.4 Recognize the number of objects in a set without counting (subitizing) using 1–5 objects. Use 1–3 objects of irregular or unfamiliar patterns and 4 or 5 objects with familiar patterns.

    • Represent numbers with pictures - up to 3 (P-A.9)
    • Represent numbers with shapes - up to 3 (P-A.10)
    • Represent numbers with pictures - up to 5 (P-B.12)
    • Represent numbers with shapes - up to 5 (P-B.13)
    • Color patterns (P-H.1)
    • Size patterns (P-H.2)
    • Shape patterns (P-H.3)

• PK.CC.B Count to tell the number of objects.

  • PK.CC.B.4 Understand the relationship between numbers and quantities to 5, then to 10; connect counting to cardinality.

    • PK.CC.B.4.a When counting objects 1–10, say the number names in standard order, pairing each object with one and only one number name.

      • Learn to count - up to 3 (P-A.2)
      • Learn to count - up to 5 (P-B.2)
      • Learn to count - up to 10 (P-C.2)

    • PK.CC.B.4.b Recognize that the last number name said, tells the number of objects counted. Recognize the count remains the same regardless of the order or arrangement of the objects.

      • 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)
      • 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 scattered shapes - up to 5 (P-B.6)
      • Count cubes - up to 5 (P-B.8)
      • Count on ten frames - up to 5 (P-B.10)
      • 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 scattered shapes - up to 10 (P-C.6)
      • Count shapes in rings - up to 10 (P-C.7)
      • Count cubes - up to 10 (P-C.9)
      • Count on ten frames - up to 10 (P-C.11)

    • PK.CC.B.4.c Begin to recognize that each successive number name refers to a quantity that is one larger.

      • One more with pictures - up to 5 (P-B.14)
      • One more with pictures - up to 10 (P-C.14)

  • PK.CC.B.5 Represent a number by producing sets of objects with concrete materials, pictures, and or numerals. (First 0–5 and then to 10) Can correctly respond when asked "how many" after counting concrete objects.

    • 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 with cubes - up to 5 (P-B.9)
    • Show numbers on ten frames - up to 5 (P-B.11)
    • Count using stickers - up to 10 (P-C.8)
    • Show numbers with cubes - up to 10 (P-C.10)
    • Show numbers on ten frames - up to 10 (P-C.12)

• PK.CC.C Compare quantities.

  • PK.CC.C.6 Compare groups of objects up to 5 and then to 10. 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 (includes groups with up to 5 objects).

    • More (P-E.1)
    • Fewer (P-E.2)
    • Fewer and more - compare by matching (P-E.3)
    • Fewer and more - compare by counting (P-E.4)
    • Fewer and more - compare in a mixed group (P-E.5)
    • Fewer, more, and same (P-E.6)
    • Are there enough? (P-E.7)

PK.OA Operations & Algebraic Thinking

• PK.OA.A Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

  • PK.OA.A.1 Represent simple addition and subtraction problems with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, or verbal explanations, up to 5.

    • Put together numbers using cubes - sums up to 5 (P-M.1)
    • Build cube trains to add up to 5 - words (P-M.2)
    • Add with cubes - sums up to 5 (P-M.3)
    • Build cube trains to add up to 5 - addition sentences (P-M.4)
    • Add with pictures - sums up to 5 (P-M.5)
    • Addition sentences up to 5 - which model matches? (P-M.6)
    • Addition sentences up to 5 - what does the model show? (P-M.7)
    • Addition word problems with pictures - sums up to 5 (P-M.8)
    • Take away cubes - numbers up to 5 (P-O.1)
    • Subtract with cubes - numbers up to 5 (P-O.2)
    • Subtract with pictures - numbers up to 5 (P-O.3)
    • Subtraction sentences up to 5 - which model matches? (P-O.4)
    • Subtraction word problems with pictures - numbers up to 5 (P-O.5)

  • PK.OA.A.2 Decompose a quantity, less than or equal to 5, then to 10, into pairs in more than one way, e.g.by using objects or drawings.

    • Take apart numbers using cubes - sums up to 5 (K-J.3)
    • Take apart numbers using cubes - sums up to 10 (K-K.3)

  • PK.OA.A.3 For any quantity 1–5, use objects or drawings to find the quantity that must be added to make 5.

    • Take apart 5 (K)

PK.MD Measurement

• PK.MD.A Describe and compare measurable attributes.

  • PK.MD.A.1 Describe measurable attributes of objects, such as length or weight.

    • 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.MD.A.2 Directly compare two objects with a measurable attribute in common, using words such as "bigger/smaller," "longer/shorter," "lighter/heavier," or "taller/shorter". Order up to 3 objects by a measurable attribute (e.g. biggest to smallest).

    • 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.MD.B Sort objects into categories and compare quantities.

  • PK.MD.B.3 Sort objects into given categories and self-selected categories. Identify the attribute by which the objects were sorted. (Limit category counts to less than 5).

    • Different (P-G.1)
    • Same (P-G.2)
    • Same and different (P-G.3)
    • Classify shapes by color (P-G.4)
    • Classify and sort by color (P-G.5)
    • Classify and sort by shape (P-G.6)

  • PK.MD.B.4 Compare categories using words such as greater than/more, less than, and equal to/same. (Limit category counts to less than 5).

    • Interpret the picture graph - 2 categories (K)

PK.G Geometry

• PK.G.A Identify and describe two dimensional shapes (circles, triangles, rectangles, including a square which is a special rectangle).

  • PK.G.A.1 Match like two-dimensional shapes and correctly name the shapes regardless of their orientations or overall 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)
    • Circles, squares, triangles, and rectangles (P-K.7)
    • Count sides (P-K.8)
    • Count corners (P-K.9)
    • Count sides and corners (P-K.10)

  • PK.G.A.2 Group the shapes by like attributes and distinguish between examples and non-examples of various two-dimensional shapes.

    • Classify and sort by shape (P-G.6)

• PK.G.B Work with three- dimensional shapes to gain foundations for geometric thinking.

  • PK.G.B.3 Match and sort three-dimensional shapes.

    • 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)
    • Shapes of everyday objects I (P-L.9)
    • Shapes of everyday objects II (P-L.10)

  • PK.G.B.4 Use real world examples to describe three-dimensional objects using correct mathematical vocabulary (cube, sphere, and cylinder).

    • Identify shapes traced from solids (P-L.8)

  • PK.G.B.5 Compose and describe structures using three-dimensional shapes. Descriptions may include shape attributes, relative position, etc.