NY Math Standards (K)

Count to 100 by ones and by tens.

Count to 100 by ones beginning from any given number (instead of beginning at 1).

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

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. (1:1 correspondence)

Understand that the last number name said tells the number of objects counted, (cardinality). The number of objects is the same regardless of their arrangement or the order in which they were counted.

Understand the concept that each successive number name refers to a quantity that is one larger.

Understand the concept of ordinal numbers (first through tenth) to describe the relative position and magnitude of whole numbers.

Answer counting questions using as many as 20 objects arranged in a line, a rectangular array, and a circle. Answer counting questions using as many as 10 objects in a scattered configuration. e.g., “How many ______ are there?”

Given a number from 1–20, count out that many objects.

Identify whether the number of objects in one group is greater than (more than), less than (fewer than), or equal to (the same as) the number of objects in another group. Note: Include groups with up to ten objects. e.g., using matching and counting strategies

Compare two numbers between 1 and 10 presented as written numerals. e.g., 6 is greater than 2

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Name shapes regardless of their orientation or overall size.

Understand the difference between two-dimensional (lying in a plane, “flat”) and three-dimensional (“solid”) shapes.

Analyze, compare, and sort two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts, and other attributes. e.g., number of sides, number of vertices/“corners,” or having sides of equal length

Model objects in their environment by building and/or drawing shapes. e.g., using blocks to build a simple representation in the classroom

Compose larger shapes from simple shapes. e.g., join two triangles to make a rectangle

Describe measurable attributes of an object(s), such as length or weight, using appropriate vocabulary. e.g., small, big, short, tall, empty, full, heavy, and light

Directly compare two objects with a common measurable attribute and describe the difference.

Classify objects into given categories; count the objects in each category and sort the categories by count. Note: Limit category counts to be less than or equal to 10.

Explore coins (pennies, nickels, dimes, and quarters) and begin identifying pennies and dimes.

Compose and decompose the numbers from 11 to 19 into ten ones and one, two, three, four, five, six, seven, eight, or nine ones. e.g., using objects or drawings

Represent addition and subtraction using objects, fingers, pennies, drawings, sounds, acting out situations, verbal explanations, expressions, equations, or other strategies. Note: Drawings need not show details, but should show the mathematics in the problem.

Add and subtract within 10.

Solve addition and subtraction word problems within 10. e.g., using objects or drawings to represent the problem

Decompose numbers less than or equal to 10 into pairs in more than one way. e.g., using objects or drawings. Record each decomposition with a drawing or equation. e.g., 5 = 2 + 3 and 5 = 4 + 1

Find the number that makes 10 when given a number from 1 to 9. e.g., using objects or drawings. Record the answer with a drawing or equation.

Fluently add and subtract within 5.

Duplicate, extend, and create simple patterns using concrete objects.