North Carolina

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Skills available for North Carolina pre-K math standards

Standards are in black and IXL math skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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North Carolina Foundations for Early Learning and Development: Older Preschoolers North Carolina Foundations for Early Learning and Development: Older Preschoolers
North Carolina Foundations for Early Learning and Development: Younger Preschoolers North Carolina Foundations for Early Learning and Development: Younger Preschoolers

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PK. Mathematical Thinking and Expression

PK.CD-10 Children show understanding of numbers and quantities during play and other activities.
- PK.CD-10j Rote count in order to 10 with increasing accuracy.
  - Count forward - up to 10 (K-C.28)
- PK.CD-10k Count up to 5 objects arranged in a line using one-to-one correspondence with increasing accuracy, and answer the question "How many?"
- PK.CD-10l Compare visually two groups of objects that are obviously equal or unequal in quantity and communicate that they are the same or different, and which one has more (choose a plate with four cookies rather than a plate with one cookie).
- PK.CD-10m Show they understand that adding objects to a group will make a bigger group, and taking away objects will make a smaller group.
  - More (P-E.1)
  - Fewer and more - compare by counting (P-E.4)
PK.CD-11 Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.
- PK.CD-11f Use descriptive language for size, length, or weight (short, tall, long, heavy, big).
- PK.CD-11g Use simple measurement tools with guidance and support to measure objects (a ruler, measuring cup, scale).
- PK.CD-11h Compare the size or weight of two objects and identify which one is longer/ taller/heavier than the other ("That rock is heavier than this one; I can't lift it." "A snake is longer than a worm.").
- PK.CD-11i Identify familiar objects as the same or different.
- PK.CD-11j Sort familiar objects into categories with increasing accuracy (tools for woodworking and utensils for cooking; rectangle blocks on one shelf and square blocks on another shelf).
- PK.CD-11k Recognize simple repeating patterns and attempt to create them during play (repeat a movement pattern during a song, make a line of blocks in alternating colors).
  - Shape patterns (K-I.3)
  - Complete a pattern (K-I.5)
PK.CD-12 Children identify and use common shapes and concepts about position during play and other activities.
- PK.CD-12h Show they understand positions in space by using position words during play and by following directions from an adult (say, "Stand behind the chair." "Put the ball in the box.").
- PK.CD-12i Use 2- and 3-dimensional shapes to create pictures, designs, or structures.
- PK.CD-12j Find shapes in the environment and describe them in their own words.
  - Shapes of everyday objects I (K-X.9)
PK.CD-13 Children use mathematical thinking to solve problems in their everyday environment.
- PK.CD-13b Seek answers to questions by using mathematical thinking during play and daily activities (determine who is taller by standing next to classmate; find two smaller blocks to replace larger block).
  - Tall and short (P-I.2)
- PK.CD-13c Use observation and counting (not always correctly) to find out how many things are needed during play and other daily activities (figure out how many spoons are needed for snack, find enough dolls so each person has one when playing in the dramatic play area).
- PK.CD-13d Use drawing and concrete materials to represent mathematical ideas (draw many circles to show "lots of people," put Popsicle sticks in a pile to show the number of children who want crackers for snack).

North Carolina

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Actions

PK. Mathematical Thinking and Expression

PK.CD-10 Children show understanding of numbers and quantities during play and other activities.

PK.CD-10j Rote count in order to 10 with increasing accuracy.

PK.CD-10k Count up to 5 objects arranged in a line using one-to-one correspondence with increasing accuracy, and answer the question "How many?"

PK.CD-10l Compare visually two groups of objects that are obviously equal or unequal in quantity and communicate that they are the same or different, and which one has more (choose a plate with four cookies rather than a plate with one cookie).

PK.CD-10m Show they understand that adding objects to a group will make a bigger group, and taking away objects will make a smaller group.

PK.CD-11 Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.

PK.CD-11f Use descriptive language for size, length, or weight (short, tall, long, heavy, big).

PK.CD-11g Use simple measurement tools with guidance and support to measure objects (a ruler, measuring cup, scale).

PK.CD-11h Compare the size or weight of two objects and identify which one is longer/ taller/heavier than the other ("That rock is heavier than this one; I can't lift it." "A snake is longer than a worm.").

PK.CD-11i Identify familiar objects as the same or different.

PK.CD-11j Sort familiar objects into categories with increasing accuracy (tools for woodworking and utensils for cooking; rectangle blocks on one shelf and square blocks on another shelf).

PK.CD-11k Recognize simple repeating patterns and attempt to create them during play (repeat a movement pattern during a song, make a line of blocks in alternating colors).

PK.CD-12 Children identify and use common shapes and concepts about position during play and other activities.

PK.CD-12h Show they understand positions in space by using position words during play and by following directions from an adult (say, "Stand behind the chair." "Put the ball in the box.").

PK.CD-12i Use 2- and 3-dimensional shapes to create pictures, designs, or structures.

PK.CD-12j Find shapes in the environment and describe them in their own words.

PK.CD-13 Children use mathematical thinking to solve problems in their everyday environment.

PK.CD-13b Seek answers to questions by using mathematical thinking during play and daily activities (determine who is taller by standing next to classmate; find two smaller blocks to replace larger block).

PK.CD-13c Use observation and counting (not always correctly) to find out how many things are needed during play and other daily activities (figure out how many spoons are needed for snack, find enough dolls so each person has one when playing in the dramatic play area).

PK.CD-13d Use drawing and concrete materials to represent mathematical ideas (draw many circles to show "lots of people," put Popsicle sticks in a pile to show the number of children who want crackers for snack).