# Mathematics

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### About the Creators

Camille Chapman

Areas of Expertise

Areas of Expertise

Areas of Expertise

## Kindergarten

## Counting and Cardinality

### CC.K.CC.4a,b,c

Count to tell the number of objects.

Understand the relationship between numbers and quantities; connect counting to cardinality.

- 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.
- Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
- Understand that each successive number name refers to a quantity that is one larger.

### CC.K.CC.6

Compare numbers.

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. (Include groups with up to ten objects.)

## Geometry

### CC.K.G.4

Analyze, compare, create, and compose shapes.

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

## Measurement and Data

### CC.K.MD.3

Classify objects and count the number of objects in each category.

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

## Numbers and Operations Base Ten

### CC.K.NBT.1

Work with numbers 11-19 to gain foundations for place value.

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

## Operations and Algebraic Thinking

### CC.K.OA.2

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

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

### CC.K.OA.3

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

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