The Common Core in Nevada

PK.M.1.0 Numbers, Number Sense & Computation

• PK.1.PK.3a Recognize and read numerals 0-5.

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

• PK.1.PK.3b Estimate the number of objects in a set of 5 and verify by counting.

  • 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)

• PK.1.PK.3c Match the number of objects in a set to the correct numeral 0 to 5.

  • Represent numbers with pictures - up to 3 (P-A.9)
  • Represent numbers with pictures - up to 5 (P-B.12)

• PK.1.PK.4a Count to 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 pennies (P-J.4)
  • Count forward - up to 10 (K-C.28)

• PK.1.PK.4b Count to 10 by demonstrating one to one correspondence using objects.

  • Count pictures - up to 10 (P-C.3)
  • Represent numbers - up to 10 (P-C.13)
  • Count pennies (P-J.4)

• PK.1.PK.5 Use concrete objects to combine and separate groups up to 5.

  • Add with pictures - sums up to 5 (K-J.6)
  • Subtract with pictures - numbers up to 5 (K-L.3)

• PK.M.1.0.a Identify numbers and match number symbols 0 to 5.

  • Names of numbers - up to 10 (K-C.30)

• PK.M.1.0.b Compare snack with a friend and recognize that they have the same amount. Identify and match the number to a group of objects.

• PK.M.1.0.c Identify the next number in a series of numbers up to 5.

  • One more with pictures - up to 5 (K-B.14)
  • Count up - up to 10 (K-C.22)

• PK.M.1.0.d Identify the concepts of "more than, less than" when comparing two groups of objects.

  • More (P-E.1)
  • Fewer and more - compare by counting (P-E.4)
  • Fewer and more - compare in a mixed group (P-E.5)

• PK.M.1.0.e Count familiar objects or manipulatives in the classroom.

• PK.M.1.0.f Count each object once (e.g., one-to-one correspondence).

  • 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)

• PK.M.1.0.g Identify and name numbers in signs or books.

  • Names of numbers - up to 10 (K-C.30)

• PK.M.1.0.h Put red, yellow, and blue objects together and count them.

• PK.M.1.0.i Participate in finger plays, such as "Five Little Monkeys," that require counting backwards.

• PK.M.1.0.1 Consistently provide materials to promote counting.

• PK.M.1.0.2 Provide children with opportunities to match object with numbers.

• PK.M.1.0.3 Encourage children to experiment with counting.

• PK.M.1.0.4 Sing songs that encourage counting.

• PK.M.1.0.5 Model counting of objects.

• PK.M.1.0.6 Provide many opportunities throughout the day for counting concrete objects.

• PK.M.1.0.7 Ask children to answer the question, "how many?" in relation to various concrete objects.

• PK.M.1.0.8 Play counting games.

• PK.M.1.0.9 Read books that feature counting or numbers.

• PK.M.1.0.10 Model the connection between a counting word/number and an object.

PK.M.2.0 Patterns, Functions & Algebra

• PK.2.PK.1 Sort objects by similar attributes (e.g., size, shape, and color).

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

• PK.2.PK.2 Recognize and replicate simple patterns (e.g., ABAB).

  • Shape patterns (K-I.3)
  • Complete a pattern (K-I.5)
  • Find the next row in a growing pattern (K-I.8)

• PK.2.PK.3 Compare sets of objects. Determine which set has more or less.

  • More (P-E.1)
  • Fewer and more - compare by counting (P-E.4)
  • Fewer and more - compare in a mixed group (P-E.5)

• PK.M.2.0.a Sort toys by size, color, shape or category.

• PK.M.2.0.b Match items that are similar (e.g., sort cars from small trucks).

  • Same (P-G.2)
  • Same and different (P-G.3)

• PK.M.2.0.c Match objects such as pictures of adult animals with their babies.

• PK.M.2.0.d Give reasons for placement of objects in groups.

• PK.M.2.0.e Identify patterns that repeat themselves (e.g. red, orange, red, orange).

• PK.M.2.0.f Repeat a pattern according to color, size, shape, etc., while using manipulatives or stringing beads.

  • Complete a pattern (K-I.5)

• PK.M.2.0.g Predict what comes next when shown a simple AB pattern.

• PK.M.2.0.h Sort a group of objects more than one way.

• PK.M.2.0.i Explain why they sorted a group of objects a certain way.

• PK.M.2.0.1 Provide real objects for children to sort, count and pattern with in the classroom.

• PK.M.2.0.2 Read books to children containing pattern relationships.

• PK.M.2.0.3 Use transitions as a time to incorporate math concepts (sort children by clothing, gender, eye color, etc.).

• PK.M.2.0.4 Provide many containers for children to use for sorting (egg cartons or muffin tins).

• PK.M.2.0.5 Provide opportunities for children to sort, match, and regroup objects on a daily basis.

• PK.M.2.0.6 Sing songs that have repeating patterns that children can easily identify.

• PK.M.2.0.7 Hang or display charts or other posters with recognizable patterns around the room.

• PK.M.2.0.8 Provide children with opportunities to have many hands-on patterning activities and experiences.

• PK.M.2.0.9 Encourage children to explore patterns, textures, shapes and graphs in problem-solving situations and activities.

PK.M.3.0 Measurement

• PK.3.PK.1 Compare objects by size to determine smaller and larger.

  • 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.3.PK.4 Sort pennies and nickels.

  • Pennies and nickels (P-J.1)

• PK.3.PK.6 Identify day and night.

  • A.M. or P.M. (K-Q.5)

• PK.M.3.0.a Sort toys from smallest to largest.

• PK.M.3.0.b Determine which of the children in the classroom is tall, taller, and tallest.

• PK.M.3.0.c Arrange a group of blocks from longest to shortest.

• PK.M.3.0.d Identify and sort pennies and nickels.

  • Pennies and nickels (P-J.1)

• PK.M.3.0.e Understand that each coin represents different values.

  • Pennies and nickels (P-J.1)
  • Dimes and quarters (P-J.2)
  • Pennies, nickels, dimes, and quarters (P-J.3)

• PK.M.3.0.f Use language associated with everyday events (e.g., understanding the difference between day and night).

  • A.M. or P.M. (K-Q.5)
  • Times of everyday events (K-Q.6)

• PK.M.3.0.g Understand the sequence of the daily events and know what will happen next.

• PK.M.3.0.h Describe the sequence of activities when going outside to play.

• PK.M.3.0.1 Provide opportunities for children to experiment with measuring (e.g., sand, water, cooking, and art experiences).

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

• PK.M.3.0.2 Talk about measurement concepts during everyday experiences (e.g., "how many cups will it take to fill that bowl?").

• PK.M.3.0.3 Encourage measuring frequently during activity time.

• PK.M.3.0.4 Talk about time and sequence during daily scheduled events.

• PK.M.3.0.5 Provide opportunities for children to measure items in the classroom or during outside time.

• PK.M.3.0.6 Provide enough rulers, measuring tapes, measuring cups, spoons, etc., so that all of the children can experiment.

• PK.M.3.0.7 Encourage discussions with children about similarities and differences between objects.

• PK.M.3.0.8 Model descriptive words to express amount and size to children during the daily events.

• PK.M.3.0.9 Follow a consistent but flexible schedule, so that children will learn about the daily sequence of events.

• PK.M.3.0.10 Provide materials that include three sizes of the same object so that children can explore the differences (e.g., measuring cups, spoons).

PK.M.4.0 Spatial Relationships, Geometry and Logic

• PK.4.PK.1a Identify circles, triangles, and squares.

  • Circles, squares, and triangles (P-K.6)

• PK.4.PK.1b Begin to recognize two and three dimensional shapes in the environment.

  • Shapes of everyday objects I (K-X.9)

• PK.4.PK.2 Identify positions (e.g., in front, behind, next to, up, down, inside, outside, on top, ordinal positions).

  • 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.M.4.0.a Use basic shapes when drawing pictures.

• PK.M.4.0.b Identify circles, squares and triangles in signs or pictures around the classroom.

• PK.M.4.0.c Attempt to add shapes to their drawings.

• PK.M.4.0.d Use objects in the class to show positions (e.g. cars on top of, off, inside, below, beside the blocks).

• PK.M.4.0.e Understand the concepts of under, over, beside, between, outside, next to, etc.

• PK.M.4.0.f Follow a path or move through an obstacle course.

• PK.M.4.0.g Draw a map or the beginnings of a map to show a location during play time.

• PK.M.4.0.1 Provide clay or play dough for children to create different shapes.

• PK.M.4.0.2 Reinforce the use of shapes in the classroom by playing games, singing songs, and reading books about shapes.

• PK.M.4.0.3 Encourage the children to describe the differences between a pair of shapes. Write down what the children share and post it on shape posters.

• PK.M.4.0.4 Provide opportunities for children to see many different shapes. If possible, add new shaped blocks to the block area.

• PK.M.4.0.5 Have children create three-dimensional shapes using a variety of materials.

• PK.M.4.0.6 Use positional words with an object such as outside, inside, in front, behind, under, above, beside and on top of to play games with children in the classroom.

• PK.M.4.0.7 Provide materials so that children will recognize the basic shapes.

  • Squares (P-K.4)
  • Circles, squares, and triangles (P-K.6)

• PK.M.4.0.8 Model language to indicate directions, positions, distances, and sense of order.

• PK.M.4.0.9 Play shape bingo or I Spy with the shapes that can be found in the classroom.

• PK.M.4.0.10 Provide puzzles and manipulatives that include a variety of sizes of geometric shapes.

PK.M.5.0 Data Analysis

• PK.5.PK.1 Identify and sort information (e.g., interpret quantity in pictures).

  • Fewer and more - compare in a mixed group (P-E.5)
  • Which picture graph is correct? (K-S.1)

• PK.M.5.0.a Use data to formulate their ideas (e.g., take a survey who likes chocolate milk better than white milk).

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

• PK.M.5.0.b Have in-depth discussions about how things work or how to fix something.

• PK.M.5.0.c Talk more in-depth about ideas that may not always be accurate.

• PK.M.5.0.d Draw simple maps of the classroom, playground or other relevant places.

• PK.M.5.0.1 Encourage children to use descriptive words.

• PK.M.5.0.2 Ask children open-ended questions to promote analytical thinking.

• PK.M.5.0.3 Provide children with materials to make their own graphs, posters and charts.

• PK.M.5.0.4 Encourage children to share their ideas about how objects work and why.

• PK.M.5.0.5 Give children time and materials to create their own maps.

• PK.M.5.0.6 Let children use assorted materials to track their information around the classroom.

• PK.M.5.0.7 Give the children access to clip boards so that they can collect their own data and information.