Courses of Study : Mathematics

Counting and Cardinality
Know number names and the count sequence.
Mathematics (2016)
Grade(s): K
All Resources: 2
Learning Activities: 2
1 ) Count to 100 by ones and by tens. [K-CC1]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.1 - Count to twenty by ones.


Mathematics (2016)
Grade(s): K
All Resources: 1
Learning Activities: 1
2 ) Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [K-CC2]

Mathematics (2016)
Grade(s): K
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
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). [K-CC3]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.3- Distinguish numerals from other print (letters, symbols); recognize numerals 0 through 5 as written.


Count to tell the number of objects.
Mathematics (2016)
Grade(s): K
All Resources: 1
Lesson Plans: 1
4 ) Understand the relationship between numbers and quantities; connect counting to cardinality. [K-CC4]

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. [K-CC4a]

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. [K-CC4b]

c. Understand that each successive number name refers to a quantity that is one larger. [K-CC4c]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.4- When counting objects, demonstrate one-to- one correspondence by saying 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 (limit numbers and objects to five).


Mathematics (2016)
Grade(s): K
All Resources: 1
Classroom Resources: 1
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. [K-CC5]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.5- Answer "how many" questions by counting objects arranged in a line and a rectangular array (limit objects to five).


Compare numbers.
Mathematics (2016)
Grade(s): K
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
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 with up to ten objects.) [K-CC6]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.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 (limit objects per group to five).


Mathematics (2016)
Grade(s): K
All Resources: 1
Learning Activities: 1
7 ) Compare two numbers between 1 and 10 presented as written numerals. [K-CC7]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.7- Compare two numbers between 1 and 5 presented as written numerals.


Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
Mathematics (2016)
Grade(s): K
All Resources: 1
Classroom Resources: 1
8 ) 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. This applies wherever drawings are mentioned in the Standards.) [K-OA1]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS. K.8- Represent addition as "add to/put together" and subtraction as "take from/take apart" with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, or verbal explanations (limited to five).


Mathematics (2016)
Grade(s): K
All Resources: 1
Learning Activities: 1
9 ) Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [K-OA2]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.9 -Solve addition and subtraction word problems, and add and subtract within 5, e.g., by using objects or drawings to represent the problem.


Mathematics (2016)
Grade(s): K
All Resources: 1
Classroom Resources: 1
10 ) 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). [K-OA3]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.10- Demonstrate, using a model with objects, composing and decomposing numbers (limited to ten and less).


Mathematics (2016)
Grade(s): K
All Resources: 1
Learning Activities: 1
11 ) 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. [K-OA4]

Mathematics (2016)
Grade(s): K
All Resources: 2
Learning Activities: 2
12 ) Fluently add and subtract within 5. [K-OA5]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.12- Represent addition and subtraction of 1 more or 1 less from a number 1 to 5.


Number and Operations in Base Ten
Work with numbers 11-19 to gain foundations for place value.
Mathematics (2016)
Grade(s): K
All Resources: 0
13 ) 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. [K-NBT1]

Measurement and Data
Describe and compare measurable attributes.
Mathematics (2016)
Grade(s): K
All Resources: 6
Learning Activities: 2
Lesson Plans: 2
Classroom Resources: 1
Unit Plans: 1
14 ) Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [K-MD1]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.14- Describe common objects by attribute such as size (big/small), weight (heavy/light) and length (long/short).


Mathematics (2016)
Grade(s): K
All Resources: 2
Lesson Plans: 2
15 ) Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [K-MD2]

Example: Directly compare the heights of two children, and describe one child as taller or shorter.


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.15- Compare two objects with regard to size (bigger/smaller) and weight (heavier/lighter) and height (taller/shorter).


Classify objects and count the number of objects in each category.
Mathematics (2016)
Grade(s): K
All Resources: 3
Learning Activities: 1
Lesson Plans: 2
16 ) Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [K-MD3]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.16- Explore a simple pictograph (limited to two categories and limit a combined quantity of 5 for both categories).


Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Mathematics (2016)
Grade(s): K
All Resources: 1
Learning Activities: 1
17 ) 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. [K-G1]


NAEP Framework
NAEP Statement::
4G1b: Identify or describe (informally) real-world objects using simple plane figures (e.g., triangles, rectangles, squares, and circles) and simple solid figures (e.g., cubes, spheres, and cylinders).



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.17- Match shapes of the same size and orientation and describe the relative positions using in front of and behind (limited to circle, square, rectangle, and triangle).


Mathematics (2016)
Grade(s): K
All Resources: 2
Learning Activities: 2
18 ) Correctly name shapes regardless of their orientations or overall size. [K-G2]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.18- Recognize a circle, square, rectangle, and triangle.


Mathematics (2016)
Grade(s): K
All Resources: 1
Learning Activities: 1
19 ) Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). [K-G3]


NAEP Framework
NAEP Statement::
4G1f: Describe attributes of two- and three-dimensional shapes.



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.19- Match a real-life two-dimensional or three- dimensional object with a drawing of the object.


Analyze, compare, create, and compose shapes.
Mathematics (2016)
Grade(s): K
All Resources: 0
20 ) 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 or "corners"), and other attributes (e.g., having sides of equal length). [K-G4]


NAEP Framework
NAEP Statement::
4G1f: Describe attributes of two- and three-dimensional shapes.


Mathematics (2016)
Grade(s): K
All Resources: 0
21 ) Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5]


Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.21- Match a shape to common objects (real or picture; limited to circle, square, rectangle, and triangle).


Mathematics (2016)
Grade(s): K
All Resources: 0
22 ) Compose simple shapes to form larger shapes. [K-G6]

Example: "Can you join these two triangles with full sides touching to make a rectangle'"