Texas

1 Mathematical process standards

• 1 The student uses mathematical processes to acquire and demonstrate mathematical understanding.

  • A apply mathematics to problems arising in everyday life, society, and the workplace;

    • Two-dimensional shapes in the real world (K)
    • Addition word problems - sums up to 10 (K-U.4)
    • Subtraction word problems - numbers up to 10 (K-AA.4)
    • Addition and subtraction word problems (K-CC.3)
    • Three-dimensional shapes in the real world I (K-SS.2)
    • Three-dimensional shapes in the real world II (K-SS.3)
    • Which picture graph is correct? (K-VV.1)
    • Interpret picture graphs (K-VV.3)
    • Compare size, weight, and capacity (K-WW.7)
    • Should you measure size, weight, or capacity? (K-WW.8)
    • Coin names - penny through quarter (K-YY.1)

  • B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

    • Complete the addition sentence to make 10 (K-S.7)
    • Complete the addition sentence - sums up to 10 (K-S.8)
    • Take apart numbers in different ways - sums up to 10 (K-T.7)
    • Make a number using addition - sums up to 10 (K-T.8)
    • Build cube trains to solve addition word problems - sums up to 10 (K-U.1)
    • Addition word problems with pictures - sums up to 10 (K-U.2)
    • Write addition sentences for word problems with pictures - sums up to 10 (K-U.3)
    • Addition word problems - sums up to 10 (K-U.4)
    • Model and write addition sentences for word problems - sums up to 10 (K-U.5)
    • Make a number using subtraction - numbers up to 10 (K-Z.5)
    • Complete the subtraction sentence - numbers up to 10 (K-Z.6)
    • Subtraction word problems with pictures - numbers up to 10 (K-AA.1)
    • Write subtraction sentences for word problems with pictures - up to 10 (K-AA.2)
    • Use cube trains to solve subtraction word problems - up to 10 (K-AA.3)
    • Subtraction word problems - numbers up to 10 (K-AA.4)
    • Model and write subtraction sentences for word problems - up to 10 (K-AA.5)
    • Addition and subtraction - ways to make a number (K-BB.3)
    • Addition and subtraction word problems (K-CC.3)

  • C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

    • Count to fill a ten frame (K-L.4)
    • Build cube trains to add up to 10 - words (K-R.2)
    • Addition sentences up to 10 - which model matches? (K-R.3)
    • Build cube trains to add up to 10 - addition sentences (K-S.2)
    • Complete the addition sentence to make 10 (K-S.7)
    • Take apart numbers using cubes - sums up to 10 (K-T.1)
    • Make a number different ways using cubes - sums up to 10 (K-T.2)
    • Build cube trains to solve addition word problems - sums up to 10 (K-U.1)
    • Model and write addition sentences for word problems - sums up to 10 (K-U.5)
    • Subtraction sentences up to 5 - which model matches? (K-V.2)
    • Subtraction sentences up to 10 - which model matches? (K-Y.2)
    • Use cube trains to solve subtraction word problems - up to 10 (K-AA.3)
    • Model and write subtraction sentences for word problems - up to 10 (K-AA.5)
    • Add or subtract - numbers up to 5 (K-BB.1)
    • Compose simple two-dimensional shapes (K-PP.10)
    • Classify, sort, and count (K-UU.5)
    • Sort, count, and compare (K-UU.6)
    • Create picture graphs (K)

  • D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

    • Show a number greater than, less than, or equal to a given number up to 10 (K-M.10)
    • Build cube trains to add up to 10 - words (K-R.2)
    • Addition sentences up to 10 - which model matches? (K-R.3)
    • Addition sentences up to 10 - what does the model show? (K-R.4)
    • Write addition sentences for pictures - sums up to 10 (K-R.5)
    • Build cube trains to add up to 10 - addition sentences (K-S.2)
    • Complete the addition sentence to make 10 - with models (K-S.6)
    • Make a number different ways using cubes - sums up to 10 (K-T.2)
    • Take apart numbers up to 10 - addition sentences (K-T.5)
    • Take apart numbers in different ways - sums up to 10 (K-T.7)
    • Build cube trains to solve addition word problems - sums up to 10 (K-U.1)
    • Model and write addition sentences for word problems - sums up to 10 (K-U.5)
    • Take away cubes - numbers up to 10 (K-Y.1)
    • Subtraction sentences up to 10 - which model matches? (K-Y.2)
    • Subtraction sentences up to 10 - what does the model show? (K-Y.3)
    • Write subtraction sentences for pictures - up to 10 (K-Y.5)
    • Use cube trains to solve subtraction word problems - up to 10 (K-AA.3)
    • Model and write subtraction sentences for word problems - up to 10 (K-AA.5)
    • Show numbers on ten frames - up to 20 (K-EE.9)
    • Compare numbers up to 20 (K-HH.3)
    • Select two-dimensional shapes (K-PP.6)
    • Name the two-dimensional shape (K-PP.7)
    • Curved parts (K-QQ.1)
    • Square corners (K-QQ.3)
    • Equal sides (K-QQ.5)
    • Count sides and corners (K-QQ.6)
    • Compare sides and corners (K-QQ.7)
    • Compare shapes using attributes (K-QQ.8)
    • Flat and solid shapes (K-RR.1)
    • Select three-dimensional shapes (K-RR.7)
    • Name the three-dimensional shape (K-RR.8)
    • Which picture graph is correct? (K-VV.1)
    • Long and short (K-WW.1)
    • Tall and short (K-WW.2)
    • Light and heavy (K-WW.4)
    • Holds more or less (K-WW.5)
    • Covers more or less (K-WW.6)
    • Compare size, weight, and capacity (K-WW.7)
    • Tally marks - up to 20 (K)
    • Greater than, less than, or equal to (K)
    • Identify pictures with symmetry (K)
    • Describe solid shapes (K)
    • Create picture graphs (K)

  • E create and use representations to organize, record, and communicate mathematical ideas;

    • Count on ten frames - up to 10 (K-J.6)
    • Count blocks - up to 10 (K-J.7)
    • Count out stickers - up to 10 (K-J.11)
    • Show numbers with cubes - up to 10 (K-J.12)
    • Show numbers on ten frames - up to 10 (K-J.13)
    • Represent numbers - up to 10 (K-J.14)
    • One more and one less on frames - up to 10 (K-K.8)
    • Count pictures and show a number that is greater, less, or equal - up to 10 (K-M.9)
    • Show a number greater than, less than, or equal to a given number up to 10 (K-M.10)
    • Write addition sentences for pictures - sums up to 10 (K-R.5)
    • Write addition sentences for word problems with pictures - sums up to 10 (K-U.3)
    • Model and write addition sentences for word problems - sums up to 10 (K-U.5)
    • Write subtraction sentences for pictures - up to 10 (K-Y.5)
    • Write subtraction sentences for word problems with pictures - up to 10 (K-AA.2)
    • Model and write subtraction sentences for word problems - up to 10 (K-AA.5)
    • Count on ten frames - up to 20 (K-EE.6)
    • Count blocks - up to 20 (K-EE.7)
    • Show numbers on ten frames - up to 20 (K-EE.9)
    • Represent numbers - up to 20 (K-EE.10)
    • Count on ten frames - up to 30 (K-JJ.1)
    • Count blocks - up to 30 (K-JJ.5)
    • Count pictures - up to 100 (K-LL.3)
    • Count blocks - up to 100 (K-LL.4)
    • Classify, sort, and count (K-UU.5)
    • Sort, count, and compare (K-UU.6)
    • Sort shapes into a Venn diagram (K-UU.8)
    • Which picture graph is correct? (K-VV.1)
    • Interpret picture graphs (K-VV.3)
    • Sort two-dimensional shapes (K)

  • F analyze mathematical relationships to connect and communicate mathematical ideas; and

    • One more and one less - up to 10 (K-K.9)
    • Count up and down to find the next number - up to 10 (K-L.3)
    • Before, after, and between - up to 10 (K-L.6)
    • Fewer and more - compare by matching (K-M.1)
    • Fewer, more, and same (K-M.2)
    • Fewer and more - compare by counting (K-M.6)
    • Fewer and more - compare in a mixed group (K-M.7)
    • Compare two numbers - up to 10 (K-M.11)
    • One more and one less - up to 20 (K-FF.3)
    • Count up and down to find the next number - up to 20 (K-GG.3)
    • Before, after, and between - up to 20 (K-GG.5)
    • Fewer and more - up to 20 (K-HH.1)
    • Compare numbers up to 20 (K-HH.3)
    • Skip-count by tens (K-KK.2)
    • Count on the hundred chart (K-LL.5)
    • Sequences - count by ones or tens (K-LL.9)
    • Compare shapes using attributes (K-QQ.8)
    • Classify and sort by shape (K-UU.3)
    • Classify and sort (K-UU.4)
    • Classify, sort, and count (K-UU.5)
    • Sort, count, and compare (K-UU.6)
    • Sort shapes into a Venn diagram (K-UU.8)
    • Interpret picture graphs (K-VV.3)
    • Sort two-dimensional shapes (K)

  • G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

    • Greater than, less than, or equal to - compare by counting up to 10 (K-M.8)
    • Take apart numbers using cubes - sums up to 10 (K-T.1)
    • Compare numbers up to 20 (K-HH.3)
    • Name the two-dimensional shape (K-PP.7)
    • Compare shapes using attributes (K-QQ.8)
    • Name the three-dimensional shape (K-RR.8)
    • Should you measure size, weight, or capacity? (K-WW.8)
    • Greater than, less than, or equal to (K)

2-4 Number and operations

• 2 The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system.

  • A count forward and backward to at least 20 with and without objects;

    • Count on frames - up to 3 (P-B.6)
    • Count pictures - up to 3 (K-B.2)
    • Count shapes - up to 3 (K-B.3)
    • Count pictures - up to 5 (K-D.2)
    • Count on frames - up to 5 (K-D.6)
    • Count scattered shapes - up to 5 (K-D.8)
    • Count up to find the next number - up to 5 (K-D.15)
    • What number comes next? - up to 5 (K-D.17)
    • Count cubes - up to 10 (K-J.3)
    • Count shapes in rows - up to 10 (K-J.5)
    • Count on ten frames - up to 10 (K-J.6)
    • Count blocks - up to 10 (K-J.7)
    • Count scattered shapes - up to 10 (K-J.9)
    • Count shapes in rings - up to 10 (K-J.10)
    • What number comes next? - up to 10 (K-L.1)
    • Count up to find the next number - up to 10 (K-L.2)
    • Count up and down to find the next number - up to 10 (K-L.3)
    • Count forward - up to 10 (K-L.8)
    • Count forward and backward - up to 10 (K-L.9)
    • Count pictures - up to 20 (K-EE.4)
    • Count on ten frames - up to 20 (K-EE.6)
    • Count blocks - up to 20 (K-EE.7)
    • Count pictures in arrays and circles - up to 20 (K-EE.8)
    • Count on a chart - up to 20 (K-GG.1)
    • Count up to find the next number - up to 20 (K-GG.2)
    • Count up and down to find the next number - up to 20 (K-GG.3)
    • Count forward - up to 20 (K-GG.6)
    • Count forward and backward - up to 20 (K-GG.8)
    • Complete an increasing sequence - up to 20 (K-GG.9)
    • Count on ten frames - up to 30 (K-JJ.1)
    • Count blocks - up to 30 (K-JJ.5)
    • Count pictures - up to 100 (K-LL.3)
    • Count blocks - up to 100 (K-LL.4)

  • B read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;

    • Show numbers with cubes - up to 5 (P-D.9)
    • Identify numbers - up to 3 (K-A.1)
    • Choose the number that you hear - up to 3 (K-A.2)
    • Count out stickers - up to 3 (K-B.6)
    • Show numbers with cubes - up to 3 (K-B.7)
    • Represent numbers with shapes - up to 3 (K-B.10)
    • Identify numbers - 0 to 5 (K-C.3)
    • Choose the number that you hear - 0 to 5 (K-C.4)
    • Count dots - 0 to 5 (K-D.5)
    • Count out stickers - up to 5 (K-D.9)
    • Represent numbers with pictures - 0 to 5 (K-D.13)
    • Represent numbers with shapes - up to 5 (K-D.14)
    • Identify numbers - up to 10 (K-I.1)
    • Names of numbers - up to 10 (K-I.3)
    • Count dots - up to 10 (K-J.4)
    • Count out stickers - up to 10 (K-J.11)
    • Show numbers with cubes - up to 10 (K-J.12)
    • Show numbers on ten frames - up to 10 (K-J.13)
    • Represent numbers - up to 10 (K-J.14)
    • Identify numbers - up to 20 (K-DD.1)
    • Write the number you hear - up to 20 (K-DD.2)
    • Names of numbers - up to 20 (K-DD.3)
    • Count out stickers - up to 15 (K-EE.3)
    • Count dots - 0 to 20 (K-EE.5)
    • Show numbers on ten frames - up to 20 (K-EE.9)
    • Represent numbers - up to 20 (K-EE.10)
    • Choose the number that you hear - numbers 0 to 10 (K)

  • C count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;

    • Learn to count to 3 (K-B.1)
    • Count pictures - up to 3 (K-B.2)
    • Count shapes - up to 3 (K-B.3)
    • Count on frames - up to 3 (K-B.5)
    • Learn to count to 5 (K-D.1)
    • Count pictures - up to 5 (K-D.2)
    • Count dots - 0 to 5 (K-D.5)
    • Count on frames - up to 5 (K-D.6)
    • Count scattered shapes - up to 5 (K-D.8)
    • Learn to count to 10 (K-J.1)
    • Count pictures - up to 10 (K-J.2)
    • Count cubes - up to 10 (K-J.3)
    • Count on ten frames - up to 10 (K-J.6)
    • Count blocks - up to 10 (K-J.7)
    • Count scattered shapes - up to 10 (K-J.9)
    • Count shapes in rings - up to 10 (K-J.10)
    • Count pictures - up to 20 (K-EE.4)
    • Count on ten frames - up to 20 (K-EE.6)
    • Count blocks - up to 20 (K-EE.7)
    • Count pictures in arrays and circles - up to 20 (K-EE.8)
    • Count on ten frames - up to 30 (K-JJ.1)
    • Count blocks - up to 30 (K-JJ.5)
    • Count pictures - up to 100 (K-LL.3)
    • Count blocks - up to 100 (K-LL.4)
    • Count money - pennies only (K-YY.3)
    • Tally marks - up to 10 (K)
    • Count dots - 0 to 3 (K)
    • Tally marks - up to 20 (K)

  • D recognize instantly the quantity of a small group of objects in organized and random arrangements;

    • Count pictures - up to 3 (K-B.2)
    • Count shapes - up to 3 (K-B.3)
    • Count cubes - up to 3 (K-B.4)
    • Count on frames - up to 3 (K-B.5)
    • Represent numbers with pictures - up to 3 (K-B.9)
    • Represent numbers with shapes - up to 3 (K-B.10)
    • Count pictures - up to 5 (K-D.2)
    • Count shapes in rows - up to 5 (K-D.3)
    • Count cubes - up to 5 (K-D.4)
    • Count on frames - up to 5 (K-D.6)
    • Count scattered shapes - up to 5 (K-D.8)
    • Represent numbers with pictures - up to 5 (K-D.12)
    • Represent numbers with pictures - 0 to 5 (K-D.13)
    • Represent numbers with shapes - up to 5 (K-D.14)
    • Count pictures - up to 10 (K-J.2)
    • Count cubes - up to 10 (K-J.3)
    • Count dots - up to 10 (K-J.4)
    • Count shapes in rows - up to 10 (K-J.5)
    • Count on ten frames - up to 10 (K-J.6)
    • Count blocks - up to 10 (K-J.7)
    • Count scattered shapes - up to 10 (K-J.9)
    • Count shapes in rings - up to 10 (K-J.10)
    • Represent numbers - up to 10 (K-J.14)

  • E generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20;

    • Count out stickers - up to 3 (K-B.6)
    • Show numbers with cubes - up to 3 (K-B.7)
    • Show numbers on frames - up to 3 (K-B.8)
    • Count out stickers - up to 5 (K-D.9)
    • Show numbers with cubes - up to 5 (K-D.10)
    • Show numbers on frames - up to 5 (K-D.11)
    • One more with pictures - up to 5 (K-E.1)
    • One less with pictures - up to 5 (K-E.4)
    • Show a number greater than, less than, or equal to a given number up to 5 (K-F.14)
    • Count out stickers - up to 10 (K-J.11)
    • Show numbers with cubes - up to 10 (K-J.12)
    • Show numbers on ten frames - up to 10 (K-J.13)
    • One more with pictures - up to 10 (K-K.1)
    • One more on frames - up to 10 (K-K.2)
    • One less with pictures - up to 10 (K-K.4)
    • One less on frames - up to 10 (K-K.5)
    • One more and one less with pictures - up to 10 (K-K.7)
    • One more and one less on frames - up to 10 (K-K.8)
    • Before, after, and between - up to 10 (K-L.6)
    • Show a number greater than, less than, or equal to a given number up to 10 (K-M.10)
    • Count out stickers - up to 15 (K-EE.3)
    • Show numbers on ten frames - up to 20 (K-EE.9)

  • F generate a number that is one more than or one less than another number up to at least 20;

    • One more - up to 5 (K-E.3)
    • One more - up to 10 (K-K.3)
    • One less - up to 10 (K-K.6)
    • One more and one less - up to 10 (K-K.9)
    • Count up and down to find the next number - up to 10 (K-L.3)
    • One more - up to 20 (K-FF.1)
    • One less - up to 20 (K-FF.2)
    • One more and one less - up to 20 (K-FF.3)
    • Count on a chart - up to 20 (K-GG.1)
    • Count up and down to find the next number - up to 20 (K-GG.3)
    • Before, after, and between - up to 20 (K-GG.5)

  • G compare sets of objects up to at least 20 in each set using comparative language;

    • Greater than, less than, or equal to - compare by counting up to 5 (K-F.12)
    • Count pictures and show a number that is greater, less, or equal - up to 5 (K-F.13)
    • Fewer and more - compare by matching (K-M.1)
    • Fewer, more, and same (K-M.2)
    • Fewer and more - compare by counting (K-M.6)
    • Fewer and more - compare in a mixed group (K-M.7)
    • Greater than, less than, or equal to - compare by counting up to 10 (K-M.8)
    • Count pictures and show a number that is greater, less, or equal - up to 10 (K-M.9)
    • Fewer and more - up to 20 (K-HH.1)
    • Greater than, less than, or equal to - compare by counting up to 20 (K-HH.)

  • H use comparative language to describe two numbers up to 20 presented as written numerals; and

    • Compare two numbers - up to 10 (K-M.11)
    • Compare numbers up to 20 (K-HH.3)
    • Greater than, less than, or equal to (K)

  • I compose and decompose numbers up to 10 with objects and pictures.

    • Count to fill a ten frame (K-L.4)
    • Put together numbers using cubes - sums up to 5 (K-N.1)
    • Build cube trains to add up to 5 - words (K-N.2)
    • Take apart numbers using cubes - sums up to 5 (K-P.1)
    • Make a number different ways using cubes - sums up to 5 (K-P.2)
    • Take apart numbers up to 5 - addition sentences (K-P.3)
    • Take apart numbers in different ways - sums up to 5 (K-P.4)
    • Put together numbers using cubes - sums up to 10 (K-R.1)
    • Build cube trains to add up to 10 - words (K-R.2)
    • Take apart numbers using cubes - sums up to 10 (K-T.1)
    • Make a number different ways using cubes - sums up to 10 (K-T.2)
    • Decompose a number up to 10 (K-T.4)
    • Take apart numbers up to 10 - addition sentences (K-T.5)
    • Take apart numbers in different ways - sums up to 10 (K-T.7)

• 3 The student applies mathematical process standards to develop an understanding of addition and subtraction situations in order to solve problems.

  • A model the action of joining to represent addition and the action of separating to represent subtraction;

    • Write addition sentences for pictures - sums up to 5 (K-N.5)
    • Add with cubes - sums up to 5 (K-O.1)
    • Build cube trains to add up to 5 - addition sentences (K-O.2)
    • Add with pictures - sums up to 5 (K-O.3)
    • Write addition sentences for pictures - sums up to 10 (K-R.5)
    • Add with cubes - sums up to 10 (K-S.1)
    • Build cube trains to add up to 10 - addition sentences (K-S.2)
    • Add with pictures - sums up to 10 (K-S.3)
    • Take away cubes - numbers up to 5 (K-V.1)
    • Write subtraction sentences for pictures - up to 5 (K-V.5)
    • Subtract with cubes - numbers up to 5 (K-W.1)
    • Subtract with pictures - numbers up to 5 (K-W.2)
    • Take away cubes - numbers up to 10 (K-Y.1)
    • Write subtraction sentences for pictures - up to 10 (K-Y.5)
    • Subtract with cubes - numbers up to 10 (K-Z.1)
    • Subtract with pictures - numbers up to 10 (K-Z.2)

  • B solve word problems using objects and drawings to find sums up to 10 and differences within 10; and

    • Build cube trains to solve addition word problems - sums up to 5 (K-Q.1)
    • Addition word problems with pictures - sums up to 5 (K-Q.2)
    • Write addition sentences for word problems with pictures - sums up to 5 (K-Q.3)
    • Addition word problems - sums up to 5 (K-Q.4)
    • Model and write addition sentences for word problems - sums up to 5 (K-Q.5)
    • Build cube trains to solve addition word problems - sums up to 10 (K-U.1)
    • Addition word problems with pictures - sums up to 10 (K-U.2)
    • Write addition sentences for word problems with pictures - sums up to 10 (K-U.3)
    • Addition word problems - sums up to 10 (K-U.4)
    • Model and write addition sentences for word problems - sums up to 10 (K-U.5)
    • Subtraction word problems with pictures - numbers up to 5 (K-X.1)
    • Write subtraction sentences for word problems with pictures - up to 5 (K-X.2)
    • Use cube trains to solve subtraction word problems - up to 5 (K-X.3)
    • Subtraction word problems - numbers up to 5 (K-X.4)
    • Model and write subtraction sentences for word problems - up to 5 (K-X.5)
    • Subtraction word problems with pictures - numbers up to 10 (K-AA.1)
    • Write subtraction sentences for word problems with pictures - up to 10 (K-AA.2)
    • Use cube trains to solve subtraction word problems - up to 10 (K-AA.3)
    • Subtraction word problems - numbers up to 10 (K-AA.4)
    • Model and write subtraction sentences for word problems - up to 10 (K-AA.5)
    • Addition and subtraction word problems (K-CC.3)

  • C explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences.

    • Addition sentences up to 5 - which model matches? (K-N.3)
    • Addition sentences up to 5 - what does the model show? (K-N.4)
    • Add with cubes - sums up to 5 (K-O.1)
    • Add two numbers - sums up to 5 (K-O.4)
    • Complete the addition sentence - sums up to 5 (K-O.5)
    • Make a number using addition - sums up to 5 (K-P.5)
    • Addition sentences up to 10 - which model matches? (K-R.3)
    • Addition sentences up to 10 - what does the model show? (K-R.4)
    • Turn words into an addition sentence - sums up to 10 (K-R.6)
    • Add with cubes - sums up to 10 (K-S.1)
    • Add two numbers - sums up to 10 (K-S.5)
    • Complete the addition sentence to make 10 - with models (K-S.6)
    • Complete the addition sentence to make 10 (K-S.7)
    • Complete the addition sentence - sums up to 10 (K-S.8)
    • Make a number using addition - sums up to 10 (K-T.8)
    • Subtraction sentences up to 5 - which model matches? (K-V.2)
    • Subtraction sentences up to 5 - what does the model show? (K-V.3)
    • Subtraction sentences up to 5 - what does the cube train show? (K-V.4)
    • Subtract with cubes - numbers up to 5 (K-W.1)
    • Subtract - numbers up to 5 (K-W.3)
    • Make a number using subtraction - numbers up to 5 (K-W.4)
    • Complete the subtraction sentence - numbers up to 5 (K-W.5)
    • Subtraction sentences up to 10 - which model matches? (K-Y.2)
    • Subtraction sentences up to 10 - what does the model show? (K-Y.3)
    • Subtraction sentences up to 10 - what does the cube train show? (K-Y.4)
    • Turn words into a subtraction sentence - numbers up to 10 (K-Y.6)
    • Subtract with cubes - numbers up to 10 (K-Z.1)
    • Subtract - numbers up to 10 (K-Z.4)
    • Make a number using subtraction - numbers up to 10 (K-Z.5)
    • Complete the subtraction sentence - numbers up to 10 (K-Z.6)
    • Add or subtract - numbers up to 5 (K-BB.1)
    • Add or subtract - numbers up to 10 (K-BB.2)
    • Addition and subtraction - ways to make a number (K-BB.3)

• 4 The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters.

  • Coin names - penny through quarter (K-YY.1)

5 Algebraic reasoning

• 5 The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.

  • Learn to skip-count by tens (K-KK.1)
  • Skip-count by tens (K-KK.2)
  • Count groups of ten (K-KK.3)
  • Count on the hundred chart (K-LL.5)
  • Count forward on the hundred chart (K-LL.6)
  • Count up to find the next number - up to 100 (K-LL.7)
  • Count forward - up to 100 (K-LL.8)
  • Sequences - count by ones or tens (K-LL.9)
  • One or ten more or less (K)

6-7 Geometry and measurement

• 6 The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties.

  • A identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles;

    • Circles (K-PP.1)
    • Triangles (K-PP.2)
    • Rectangles (K-PP.3)
    • Squares (K-PP.4)
    • Name the two-dimensional shape (K-PP.7)
    • Sort circles (K-PP.8)
    • Select circles, triangles, squares, and rectangles (K)
    • Sort two-dimensional shapes (K)

  • B identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world;

    • Spheres (K-RR.3)
    • Cubes (K-RR.4)
    • Cones (K-RR.5)
    • Cylinders (K-RR.6)
    • Select three-dimensional shapes (K-RR.7)
    • Name the three-dimensional shape (K-RR.8)
    • Three-dimensional shapes in the real world I (K-SS.2)
    • Three-dimensional shapes in the real world II (K-SS.3)

  • C identify two-dimensional components of three-dimensional objects;

    • Two-dimensional shapes in the real world (K)
    • Flat and solid shapes (K-RR.1)
    • Identify faces of three-dimensional shapes (K)

  • D identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably;

    • Sort circles (K-PP.8)
    • Curved parts (K-QQ.1)
    • Count corners (K-QQ.2)
    • Square corners (K-QQ.3)
    • Count sides (K-QQ.4)
    • Equal sides (K-QQ.5)
    • Count sides and corners (K-QQ.6)
    • Compare sides and corners (K-QQ.7)
    • Compare shapes using attributes (K-QQ.8)
    • Introduction to symmetry (K)
    • Identify pictures with symmetry (K)
    • Sort two-dimensional shapes (K)

  • E classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size; and

    • Select two-dimensional shapes (K-PP.6)
    • Flat and solid shapes (K-RR.1)
    • Sort three-dimensional shapes (K-RR.)
    • Classify and sort by shape (K-UU.3)
    • Describe solid shapes (K)

  • F create two-dimensional shapes using a variety of materials and drawings.

    • Compose simple two-dimensional shapes (K-PP.10)

• 7 The student applies mathematical process standards to directly compare measurable attributes.

  • A give an example of a measurable attribute of a given object, including length, capacity, and weight; and

    • Compare size, weight, and capacity (K-WW.7)
    • Should you measure size, weight, or capacity? (K-WW.8)

  • B compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

    • Long and short (K-WW.1)
    • Tall and short (K-WW.2)
    • Light and heavy (K-WW.4)
    • Holds more or less (K-WW.5)
    • Covers more or less (K-WW.6)

8 Data analysis

• 8 The student applies mathematical process standards to collect and organize data to make it useful for interpreting information.

  • A collect, sort, and organize data into two or three categories;

    • Classify shapes by color (K-UU.1)
    • Classify and sort by color (K-UU.2)
    • Classify and sort by shape (K-UU.3)
    • Classify and sort (K-UU.4)
    • Sort, count, and compare (K-UU.6)
    • Sort shapes into a Venn diagram (K-UU.8)

  • B use data to create real-object and picture graphs; and

    • Which picture graph is correct? (K-VV.1)
    • Make picture graphs (K-VV.2)
    • Create picture graphs (K)

  • C draw conclusions from real-object and picture graphs.

    • Classify, sort, and count (K-UU.5)
    • Interpret picture graphs (K-VV.3)

9 Personal financial literacy

• 9 The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

  • A identify ways to earn income;

  • B differentiate between money received as income and money received as gifts;

  • C list simple skills required for jobs; and

  • D distinguish between wants and needs and identify income as a source to meet one's wants and needs.