Florida Early Learning and Developmental Standards for Four-Year-Olds Aligned to the Kindergarten Common Core State Standards for Math

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1 Kindergarten - Counting and Cardinality Know number names and the count sequence 1 CCM.K.CC.1 Count to 100 by ones and by tens. Benchmark b: Child counts up through 31 by understanding the pattern of adding by one, with teacher support and multiple experiences over CCM.K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). CCM.K.CC.3 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). 4. Assigns and relates numerical representations among numerals (written), sets of objects, and number names (spoken) in the range of five to ten. Count to tell the number of objects CCM.K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. CCM.K.CC.4.a 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. CCM.K.CC.4.b 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. CCM.K.CC.4.c Understand that each successive number name refers to a quantity that is one larger. CCM.K.CC.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1 20, count out that many objects. Compare numbers CCM.K.CC.6 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 up to 10 objects). 1. Demonstrates understanding of one- to- one correspondence. Benchmark a: Child demonstrates one- to- one correspondence when counting. Benchmark b: Child counts up through 31 by understanding the pattern of adding by one, with teacher support and multiple experiences over 1. Demonstrates understanding of one- to- one correspondence. Benchmark b: Child demonstrates one- to- one correspondence to determine if two sets are equal. CCM.K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. 3. Shows understanding by participating in the comparison of quantities. Benchmark a: Child compares two sets to determine if they are equal.

2 Kindergarten - Operations and Algebraic Thinking Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. CCM.K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem.) CCM.K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. CCM.K.OA.3 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 = and 5 = 4 + 1) CCM.K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 1. Shows understanding of how to combine sets and remove from a concrete set of objects. Benchmark a: Child indicates there are more when they combine (add) sets of objects together. Benchmark b: Child indicates there are less when they remove (subtract) objects from a set. Benchmark c: Child uses concrete objects to solve complex problems (e.g., fingers, blocks). Benchmark b: Child constructs sets in the range of 10 to 15 objects. Benchmark b: Child removes objects from a set no larger than ten. Benchmark a: Child combines sets of objects to equal a set no larger than ten. CCM.K.OA.5 Fluently add and subtract within 5. Benchmark a: Child combines sets of objects to equal a set no larger than ten. Kindergarten - Numbers and Operations in Base Ten Work with numbers to gain foundations for place value. CCM.K.NBT.1 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 (e.g., 18 = 10 +8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. Benchmark b: Child constructs sets in the range of 10 to 15 objects. 2

3 Kindergarten - Measurement and Data Describe and compare measurable attributes. CCM.K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. CCM.K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 2. Compares continuous quantities using length, weight, and height. Benchmark a: Child measures or compares the length of one or more objects using a non- standard reference (e.g., paper clips), with teacher support and multiple experiences over Benchmark b: Child measures or compares the weight of one or more objects using non- standard reference (e.g., beans), with teacher support and multiple experiences over Benchmark c: Child measures or compares the height of one or more objects using non- standard reference (e.g., pencils), with teacher support and multiple experiences over Benchmark d: Child uses measurement vocabulary (e.g., length, weight, height) and comparative terminology (e.g., more, less, shorter, longer, heaviest, lightest), with teacher support and multiple experiences over 3. Shows understanding by participating in the comparison of quantities. Benchmark b: Child compares two sets to determine if one set has more. Benchmark c: Child compares two sets to determine if one set has less. Benchmark d: Child determines one set of objects is a lot more than another set of objects. Benchmark b: Child verbalizes why objects were placed in order (e.g., describes process of how and why), with teacher support and multiple experiences over 2. Compares continuous quantities using length, weight, and height. Benchmark a: Child measures or compares the length of one or more objects using a non- standard reference (e.g., paper clips), with teacher support and multiple experiences over Benchmark b: Child measures or compares the weight of one or more objects using non- standard reference (e.g., beans), with teacher support and multiple experiences over Benchmark c: Child measures or compares the height of one or more objects using non- standard reference (e.g., pencils), with teacher support and multiple experiences over 3

4 Classify objects and count the number of objects in each category. CCM.K.MD.3 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.) Kindergarten - Geometry Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). CCM.K.G.1 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. Benchmark a: Child places objects in increasing order of size where the increasing unit is constant (e.g., unit blocks). Benchmark b: Child verbalizes why objects were placed in order (e.g., describes process of how and why), with teacher support and multiple experiences over e. Spatial Relations 1. Shows understanding of spatial relationships and uses position words (e.g., in front of, behind, between, over, through, under) Benchmark a: Child shows understanding of positional words (receptive knowledge). Benchmark b: Child uses the positional terms verbally (expressive knowledge) (e.g., in front of, behind, between, over, through, under), with teacher support and multiple experiences over 2. Describes relative position from different perspectives (e.g., I am on top of the climber and you are below me. ). 3. Understands and can tell the difference between orientation terms such as horizontal, diagonal, and vertical. CCM.K.G.2 Correctly name shapes regardless of their orientations or overall size. Benchmark a: Child categorizes (sorts) examples of two- dimensional shapes. Benchmark b: Child names two- dimensional shapes. Benchmark c: Child constructs examples of two- dimensional shapes. 2. Shows understanding that two- dimensional shapes are equivalent (remain the same) in different orientations. Benchmark a: Child slides shapes, with teacher support and multiple experiences over Benchmark b: Child flips shapes, with teacher support and multiple experiences over Benchmark c: Child rotates shapes, with teacher support and multiple experiences over CCM.K.G.3 Identify shapes as two- dimensional (lying in a plane, flat ) or three- dimensional ( solid ). 3. Understands various three- dimensional shapes, including sphere, cube, cone, and other less common shapes (e.g., cylinder, pyramid). Benchmark a: Child categorizes (sorts) examples of three- dimensional shapes. Benchmark b: Child names three- dimensional shapes. 4

5 Analyze, compare, create, and compose shapes. CCM.K.G.4 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). CCM.K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. CCM.K.G.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle? Additional Standards Benchmark d: Child identifies the number of sides of two- dimensional shapes. 4. Analyzes and constructs examples of simple symmetry and non- symmetry in two- dimensions, using concrete objects. Benchmark c: Child constructs examples of two- dimensional shapes. 6. Shows understanding of and uses appropriate terms to describe ordinal positions. Benchmark a: Child demonstrates the concept of ordinal position with concrete objects (e.g., children or objects). Benchmark b: Child names ordinal positions (e.g., first, second, third, fourth, fifth). 3. Begins to develop an understanding of separating a set into a maximum of four parts, with teacher support and multiple experiences over 1. Understands characteristics of patterns and non- patterns and begins to reproduce them with at least two elements (e.g., red/blue, red/blue versus a non- pattern such as rainbow). Benchmark a: Child recognizes patterns and non- patterns. Benchmark b: Duplicates identical patterns with at least two elements. Benchmark c: Recognizes pattern units (e.g., red/blue is the pattern unit of a red/blue/red/blue/red/blue pattern; dog/cat/cow is the pattern unit of a dog/cat/cow/dog/cat/cow pattern). Benchmark d: Child begins to independently produce patterns with at least two elements (e.g., red/blue, red/blue), with teacher support and multiple experiences over e. Spatial Relations 4. Uses directions to move through space and find places in space (e.g., obstacle courses, Simon Says, Mother May I?, hop scotch, giving simple directions). 1. Engages in activities that explore measurement. 3. Represents and analyzes data. Benchmark a: Child assists with collecting and sorting materials to be graphed. Benchmark b: Child works, with teacher and small groups, to represent mathematical relations in charts and graphs. Benchmark c: Child analyzes, with teacher and small groups, the relationship between items/objects represented by charts and graphs. 4. Child predicts the results of a data collection, with teacher support and multiple experiences over 5